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Felicia Moore Mensah 《理论付诸实践》2013,52(1):66-72
This article discusses how issues of diversity and equity are addressed in the preparation of science teachers who are charged with teaching diverse students in schools. Highlighting examples from my own teaching and research and other studies in education, I frame this article in terms of a broad application of theory in science teacher preparation to classroom practices in order to address science achievement and equity for diverse students. I also discuss the relevance of my argument for in-service professional development. 相似文献
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Felicia A. Dixon Richard Willis John Benedict Eugene Gossman 《The Teacher Educator》2013,48(3):219-232
Abstract Peer coaching, study groups, and mentoring are all valuable methods for staff development. When all three can occur during the same year with a group of veteran teachers, the result is a learning community that enhances shared professionalism. This article describes such a year in which four veteran teachers came to teach in a residential high school for gifted and talented adolescents. This article reports that the focus from the perspective of the staff developer, as well as the focus from the perspective of three of the four teachers, emphasizes the power of these formats for professional development. 相似文献
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Felicia Moore Mensah 《Cultural Studies of Science Education》2010,5(4):977-983
In this commentary, I discuss how policy initiatives play out in two different contexts for elementary school teachers yet
produce very similar outcomes regarding teachers’ professional development and school science learning for elementary students.
Ironically, the outcomes that we want see in elementary school science learning and professional development are not realized
when policies are introduced that distract from practices that were working prior to new reforms. 相似文献
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