This expanded edition of one of the most widely cited resources in the field of professional learning for mathematics and science educators demonstrates how to design professional development for teachers that is directly linked to improving student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects current research on PD design, underscores how beliefs and local factors can influence the PD design, illustrates a wide range of PD strategies, and emphasises the importance of: * Continuous programme monitoring *…mehr
This expanded edition of one of the most widely cited resources in the field of professional learning for mathematics and science educators demonstrates how to design professional development for teachers that is directly linked to improving student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects current research on PD design, underscores how beliefs and local factors can influence the PD design, illustrates a wide range of PD strategies, and emphasises the importance of: * Continuous programme monitoring * Combining strategies to address diverse needs * Building cultures that sustain learning An inspiring blend of theory and practical wisdom, Designing Professional Development for Teachers of Science and Mathematics remains a highly regarded reference for improving professional practise and student achievement.
Susan Loucks-Horsley was the lead author of the first edition of Designing Professional Development for Teachers of Science and Mathematics and directed the professional development research for the National Institute for Science Education on which the book is based. At the time of her passing in 2000, Susan was the associate executive director of Biological Sciences and Curriculum Study (BSCS) and senior research associate for science and mathematics at WestEd. She had previously served as director of professional development and outreach at the National Research Council's Center for Science, Mathematics, and Engineering Education, where she promoted and monitored standards-based education, especially the National Science Education Standards. Susan was a leading researcher, writer, and professional developer who enjoyed collaborating with others to address education's toughest problems. She was the lead author of several books, including Continuing to Learn: A Guidebook for Teacher Development, An Action Guide for School Improvement, and Elementary School Science for the 90s. In addition, she wrote numerous reports on teacher development for the National Center for Improving Science Education, as well as chapters and articles on related topics. While at the University of Texas/Austin Research and Development Center for Teacher Education, she worked on the development team of the Concerns-Based Adoption Model (CBAM), a classic framework for understanding and leading change efforts.
Inhaltsangabe
Foreword by Dennis Sparks Acknowledgments About the Authors Introduction What Has Happened Since the First and Second Editions The Enduring Challenges of Professional Development Carrying on Susan Loucks-Horsley's Work Purpose of the Book Changes in the Third Edition The Audience for This Book Organization of the Book How to Use This Book Values Shared by the Authors 1. A Framework for Designing Professional Development Inputs Into the Design Process The Design and Implementation Process 2. Knowledge and Beliefs Supporting Effective Professional Development Learners and Learning Teachers and Teaching The Nature of Science and Mathematics Adult Learning and Professional Development The Change Process 3. Context Factors Influencing Professional Development Students and Their Learning Needs Teachers and Their Learning Needs Curriculum, Instruction, Assessment Practices, and the Learning Environment Organizational Culture and Professional Learning Communities Leadership National, State, and Local Policies Available Resources Families and Communities Resources for Investigating Context 4. Critical Issues to Consider in Designing Professional Development Building Capacity for Sustainability Making Time for Professional Development Developing Leadership Ensuring Equity Building a Professional Learning Culture Garnering Public Support Scaling Up 5. Strategies for Professional Learning Selecting Strategies for a Professional Development Structures A Repertoire of Stratgies for Professional Learning 6. The Design Framework in Action Tapping the Knowledge Bases, Framing Beliefs: "We Stood on the Shoulders of Giants" Knowledge and Beliefs About the Nature of Learning and Teaching Mathematics and Science Equity Matters: "All Humans Are Educable" Knowledge and Beliefs About Teachers Knowledge of Effective Professional Development Knowledge of the Change Process Reflect and Revise: Experience as a Source of Knowledge Making Compromises Context The Professional Development Design Process Design Framework in Action: Cases References Index
Foreword by Dennis Sparks Acknowledgments About the Authors Introduction What Has Happened Since the First and Second Editions The Enduring Challenges of Professional Development Carrying on Susan Loucks-Horsley's Work Purpose of the Book Changes in the Third Edition The Audience for This Book Organization of the Book How to Use This Book Values Shared by the Authors 1. A Framework for Designing Professional Development Inputs Into the Design Process The Design and Implementation Process 2. Knowledge and Beliefs Supporting Effective Professional Development Learners and Learning Teachers and Teaching The Nature of Science and Mathematics Adult Learning and Professional Development The Change Process 3. Context Factors Influencing Professional Development Students and Their Learning Needs Teachers and Their Learning Needs Curriculum, Instruction, Assessment Practices, and the Learning Environment Organizational Culture and Professional Learning Communities Leadership National, State, and Local Policies Available Resources Families and Communities Resources for Investigating Context 4. Critical Issues to Consider in Designing Professional Development Building Capacity for Sustainability Making Time for Professional Development Developing Leadership Ensuring Equity Building a Professional Learning Culture Garnering Public Support Scaling Up 5. Strategies for Professional Learning Selecting Strategies for a Professional Development Structures A Repertoire of Stratgies for Professional Learning 6. The Design Framework in Action Tapping the Knowledge Bases, Framing Beliefs: "We Stood on the Shoulders of Giants" Knowledge and Beliefs About the Nature of Learning and Teaching Mathematics and Science Equity Matters: "All Humans Are Educable" Knowledge and Beliefs About Teachers Knowledge of Effective Professional Development Knowledge of the Change Process Reflect and Revise: Experience as a Source of Knowledge Making Compromises Context The Professional Development Design Process Design Framework in Action: Cases References Index
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