Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 104

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Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 108

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Author: Joan M. Kenney
Publisher: ASCD
ISBN: 1416603204
Category : Education
Languages : en
Pages : 122

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Book Description
An eyeopening look at how teachers can use literacy strategies to help students better understand mathematics.

Author: Bernard L. Madison
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 280

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Author: Division of Behavioral and Social Sciences and Education
Publisher: National Academies Press
ISBN: 030918472X
Category : Education
Languages : en
Pages : 32

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Book Description
As more schools begin to implement the National Science Education Standards, adults who care about the quality of K-12 science education in their communities may want to help their local schools make the transition. This booklet provides guidance to parents and others, explains why high-quality science education is important for all children and young adults, and shows how the quality of school science programs can be measured. Center for Science, Mathematics, and Engineering Education Staff; 1998, 32 pages, 8.5 x 11, single copy, $10.00; 2-9 copies, $7.00 each; 10 or more copies, $4.50 each (no other discounts apply).

Author: Elizabeth Hammerman
Publisher: Corwin Press
ISBN: 1452298149
Category : Education
Languages : en
Pages : 201

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Book Description
Features tasks that model inquiry-based science and helps teachers evaluate learners' acquisition of complex thinking skills, aptitude for science, and ability to make real-world connections.

Author: Graham Orpwood
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 108

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Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 1240

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Author: Page Keeley
Publisher: Corwin Press
ISBN: 1412908922
Category : Education
Languages : en
Pages : 321

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Book Description
′Without question, this book will be of great value to the profession of science teaching. Given today′s educational landscape of standards and high-stakes testing, curriculum topic study is an essential piece of the puzzle′ - Cary Sneider, Vice President for Educator Programs, Museum of Science, Boston Discover the "missing link" between science standards, teacher practice, and improved student achievement! Becoming an accomplished science teacher not only requires a thorough understanding of science content, but also a familiarity with science standards and research on student learning. However, a comprehensive strategy for translating standards and research into instructional, practice has been lacking since the advent of standards-based education reform. Science Curriculum Topic Study provides a systematic professional development strategy that links science standards and research to curriculum, instruction, and assessment. Developed by author Page Keeley of the Maine Mathematics and Science Alliance, the Curriculum Topic Study (CTS) process can help teachers align curriculum, instruction, and assessment with specific, research-based ideas and skills. The CTS process will help teachers: - Improve their understanding of science content - Clarify a hierarchy of content and skills in a learning goal from state or local standards - Define formative and summative assessment goals and strategies - Learn to recognize and address learning difficulties - Increase opportunities for students of all backgrounds to achieve science literacy - Design or utilize instructional materials effectively Containing 147 separate curriculum topic study guides arranged in eleven categories that represent the major domains of science, this book provides the tools to both positively impact student learning and develop the knowledge and skills that distinguish expert science teachers from novices.

Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309447593
Category : Education
Languages : en
Pages : 167

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Book Description
Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€"whether using knowledge or creating itâ€"necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€"and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.