Literaturnachweis - Detailanzeige
Autor/in | Killion, Joellen |
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Titel | Pairing New Science Curriculum with Professional Learning Increases Student Achievement. Lessons from Research |
Quelle | In: Journal of Staff Development, 37 (2016) 1, S.70-72 (3 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0276-928X |
Schlagwörter | Science Curriculum; Academic Achievement; Teaching Methods; High School Students; Faculty Development; Inquiry; Science Instruction; Curriculum Design; Curriculum Implementation; Secondary School Students; Instructional Improvement; Washington Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrplangestaltung; Sekundarschüler; Unterrichtsqualität |
Abstract | A randomized trial study, conducted over two school years in 18 high schools in Washington, finds that "An Inquiry Approach," a three-year, educative curriculum for high school science, has a positive impact on student achievement, teacher practice, and fidelity of implementation of the curriculum when the curriculum is paired with professional development for teachers. Well-designed, educative curriculum and materials, coupled with face-to-face professional development related to the curriculum, lead to more effective implementation of the curriculum, improved teacher practice, and student achievement (ERIC). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |