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Volumn , Issue , 2013, Pages 1179-1203

Teacher Professional Development in Science

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EID: 85145538752     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203824696-43     Document Type: Chapter
Times cited : (60)

References (24)
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  • 2
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  • 7
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  • 8
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  • 12
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    • Huffman, D., Thomas, K., and Lawrenz, F. (2003). Relationship between professional development, teachers’ instructional practices, and the achievement of students in science and mathematics. School Science and Mathematics, 103, 378-387.
    • (2003) School Science and Mathematics , vol.103 , pp. 378-387
    • Huffman, D.1    Thomas, K.2    Lawrenz, F.3
  • 13
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    • Urban African-American middle school science students: Does standards-based teaching make a difference?
    • Kahle, J. B., Meece, J., and Scantlebury, K. (2000). Urban African-American middle school science students: Does standards-based teaching make a difference? Journal of Research in Science Teaching, 37, 1019-1041.
    • (2000) Journal of Research in Science Teaching , vol.37 , pp. 1019-1041
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  • 14
    • 0009419179 scopus 로고    scopus 로고
    • Form and substance in mathematics and science professional development
    • Kennedy, M. M. (1999). Form and substance in mathematics and science professional development. NISE Brief, 3(2), 1-8.
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    • Kennedy, M.M.1
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  • 18
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    • Parke, H., and Coble, C. R. (1997). Teachers designing curriculum as professional development: A model for transformational science teaching. Journal of Research in Science Teaching, 34, 773-789.
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  • 19
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    • (1996) Handbook of research on teacher education , pp. 102-119
    • Richardson, V.1
  • 20
    • 0032328245 scopus 로고    scopus 로고
    • Teacher professional development as situated sensemaking:A case study in science education
    • Rosebery, A. S., and Puttick, G. M. (1998). Teacher professional development as situated sensemaking:A case study in science education. Science Education, 82, 649-677.
    • (1998) Science Education , vol.82 , pp. 649-677
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  • 21
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    • Starting points for transformation: Resources to craft a philosophy to guide professional development in elementary science
    • P. Fraser-Abder (Ed.), New York: RoutledgeFalmer
    • Shapiro, B. L., and Last, S. (2002). Starting points for transformation: Resources to craft a philosophy to guide professional development in elementary science. In P. Fraser-Abder (Ed.), Professional development of science teachers: Local insights with lessons for the global community (pp. 1-20). New York: RoutledgeFalmer.
    • (2002) Professional development of science teachers: Local insights with lessons for the global community , pp. 1-20
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  • 22
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.