What Successful Science Teachers Do : 75 Research-Based Strategies

Cheyne, Michele C., Glasgow, Neal A., Yerrick, Randy K.

ISBN 10: 1412972345 / ISBN 13: 9781412972345

Edité par Corwin Press, 2010

A propos de cet article

Used book that is in clean, average condition without any missing pages.

N° de réf. du vendeur 19239949-75

Détails bibliographiques

• Titre: What Successful Science Teachers Do : 75 Research-Based Strategies
• Éditeur: Corwin Press
• Date de parution: 2010
• Langue: anglais
• ISBN à 10 chiffres: 1412972345
• ISBN à 13 chiffres: 9781412972345
• Reliure: Couverture souple
• Édition: 1st Edition.
• État de l'article: Good
• Poids: 1,25 livre

A propos de ce titre

Synopsis

Supercharge your science lessons with proven strategies!

The experience and science expertise of these award-winning authors makes this easy-to-use guide a teacher's treasure trove. Included are 75 research-based strategies, each with a concise description of the supporting research, classroom applications, pitfalls to avoid, and references for additional learning. Teachers of students in Grades K-12 will find novel ways to engage children's natural curiosity, concern, and creativity. Highlights include how to:

• Promote collaborative learning
• Differentiate instruction with culturally responsive practices
• Build students' scientific literacy and reasoning skills
• Involve parents in their children's science learning

À propos des auteurs

Neal A. Glasgow′s experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996).

Randy K. Yerrick is professor of science education and associate dean of educational technology at the State University of New York at Buffalo. He began his career as a chemistry, physics, and math teacher in Michigan schools before becoming a full-time researcher in science education. Yerrick′s research focuses on implementing contemporary visions of science inquiry in lower track classrooms where students share a strong history of failure and antisocial school behaviors. He has conducted ethnographies and critical autoethnographies in a variety of diverse teaching contexts as he continues to examine unresolved school issues of equity and diversity promoted by the continuous practice of tracking in science. He has also received recognition as an Apple Distinguished Educator. Examples of his work can be found at http: //edcommunity.apple.com/.