QUEST: A Collaborative Professional Development Model to Meet the Needs of Diverse Learners in K-6 Science

Autor/inn/en	van Garderen, Delinda; Hanuscin, Deborah; Lee, Eun; Kohn, Pat
Titel	QUEST: A Collaborative Professional Development Model to Meet the Needs of Diverse Learners in K-6 Science
Quelle	In: Psychology in the Schools, 49 (2012) 5, S.429-443 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21611
Schlagwörter	Access to Education; Special Education; Professional Development; Learning Theories; Expertise; Teacher Educators; Formative Evaluation; Science Instruction; Program Implementation; Inquiry; Active Learning; Pedagogical Content Knowledge; Instructional Improvement; Student Diversity; Disabilities + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning theory; Lerntheorie; Expert appraisal; Teacher education; Lehrerausbildung; Lehrerbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Pädagogische Kompetenz; Unterrichtsqualität; Handicap; Behinderung
Abstract	Teaching science to diverse learners can be a demanding and challenging task. Teachers may be underprepared and thus unsure of how to best address the needs of their students in their classroom. One approach to helping teachers is through professional development. Yet, programs that focus mainly on science or special education can fail to fully meet teachers' needs for assisting all students in succeeding in the science classroom. We argue that a collaborative approach that combines the expertise of both fields is needed address this complex problem. The purpose of this article is to describe the collaborative efforts of teacher educators in both science education and special education who designed a professional development program to support teachers' implementation of inquiry-based instruction, formative assessment, and Universal Design for Learning as a way to meet the needs of diverse learners in kindergarten through sixth-grade classrooms. (Contains 1 figure.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10