Toward the mark of empowering policies in elementary school science programs and teacher professional development

被引：6
|
作者：
Mensah F.M. [1 ]
机构：
[1] Department of Mathematics, Science and Technology, Teachers College, Columbia University, New York, NY 10027, 525 W. 120th Street
来源：
Cultural Studies of Science Education | 2010年 / 5卷 / 4期
关键词：
Elementary science; Policy; Professional development;
D O I：
10.1007/s11422-010-9279-1
中图分类号：
学科分类号：
摘要：
In this commentary, I discuss how policy initiatives play out in two different contexts for elementary school teachers yet produce very similar outcomes regarding teachers' professional development and school science learning for elementary students. Ironically, the outcomes that we want see in elementary school science learning and professional development are not realized when policies are introduced that distract from practices that were working prior to new reforms. © 2010 Springer Science+Business Media B.V.
引用
收藏
页码：977 / 983
页数：6
相关论文
共 50 条
12345