Designing Professional Development for Teachers of Science by Susan Loucks-Horsley, Katherine E. Stiles, Susan E. Mundry,

By Susan Loucks-Horsley, Katherine E. Stiles, Susan E. Mundry, Nancy B. Love, Peter W. Hewson

The vintage advisor for designing powerful technology and arithmetic expert improvement programs!


This improved variation of 1 of the main generally mentioned assets within the box improvement for arithmetic and technological know-how educators demonstrates how one can layout specialist improvement reviews for lecturers that bring about better pupil studying. offering an up-to-date expert improvement (PD) making plans framework, the 3rd variation of the bestseller displays fresh study on PD layout, underscores how ideals and native elements can impression PD layout, illustrates quite a lot of PD thoughts, and emphasizes the significance of:

  • Continuous software monitoring
  • Combining thoughts to deal with different needs
  • Building cultures that maintain learning

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Extra resources for Designing Professional Development for Teachers of Science and Mathematics

Example text

There are several secondary audiences for the book: funders, sponsors, evaluators, policymakers, and mathematics and science teachers in their roles as consumers of professional development. All should find this book useful as it depicts best practices and how critical issues can be dealt with within different contexts. ORGANIZATION OF THE BOOK Chapter 1, A Framework for Designing Professional Development, introduces the design orientation of this book. This chapter discusses why, with the wide variety of professional development goals and contexts in which they are pursued, it is most fruitful to think of professional development as a dynamic decision-making process rather than as a static set of models.

For this to happen, teachers need opportunities for ongoing professional growth—ones in which they learn what they need to know to achieve the vision, in ways that model how they can work with their students. Schools need to break down the barriers to teacher collaboration and promote the sharing of effective practice. Schools themselves must become learning communities. The National Staff Development Council’s (2001b) professional development standards and the teaching standards and professional development standards in the NCTM and NRC documents clearly articulate a vision for science and mathematics teaching and professional development.

A core idea we continue to build on in this edition is the idea that professional developers should have a basic understanding of research findings that influence their work. In Chapter 2, we update the discussion of knowledge and beliefs, including recent research, and how they influence the professional development program, and the actions of professional development designers. In Chapter 5, we added a new professional development strategy, curriculum topic study, that is focused on helping teachers learn and apply knowledge from research and standards.

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