Literaturnachweis - Detailanzeige
Autor/in | Jablon, Paul C. |
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Titel | An Alternative Research and Science Teacher Preparation Agenda for Urban Science Education: An Insider's Call for a Focus on Success |
Quelle | In: Journal of Science Teacher Education, 23 (2012) 3, S.221-231 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1046-560X |
DOI | 10.1007/s10972-012-9265-4 |
Schlagwörter | Learner Engagement; Student Teachers; Teacher Placement; Urban Areas; Science Teachers; Classrooms; Teacher Educators; Science Education; High Schools; Student Interests; Instructional Effectiveness; Interaction Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Urban area; Stadtregion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Classroom; Klassenraum; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Naturwissenschaftliche Bildung; High school; Oberschule; Studieninteresse; Unterrichtserfolg; Interaktion |
Abstract | There are some small urban high schools that have high levels of student engagement in science. However, much of the science education research and student teacher placement in urban areas is done in large, somewhat dysfunctional schools. Those who have created these effective environments for science show that it is only in the "whole school context" in which these effective science classrooms exist and the "matrix" of interactions organized by the teachers "outside" the science classroom that leads to this success. The theory and research behind the success of this "matrix" of interactions that differentiates these effective classrooms from traditional inner city science classrooms is presented. Implications for science teacher educators are also presented. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |