Search results for: Gerard Libby
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This paper uses knowledge integration framework to analyze studies on professional development in technology-enhanced science. The question of how professional development enhances teachers’ support for students’ inquiry science learning is the focus of the work. Findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students’ inquiry learning experiences in K–12 science classrooms.
Updated: Apr. 24, 2012
Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality
In this study, the authors focus on the professional perspectives and actions of federal and state policy makers and school principals as they address the problem of science teacher quality. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science teaching profession. The authors conclude that the work of the principal and the policy maker are both necessary to increase science teacher quality though neither is sufficient in and of itself.
Updated: Sep. 19, 2010