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ERIC Number: ED372963
Record Type: RIE
Publication Date: 1994-Feb
Pages: 357
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher Enhancement for Elementary and Secondary Science and Mathematics: Status, Issues, and Problems.
Fitzsimmons, Stephen J., Ed.; Kerpelman, Larry C., Ed.
In order for teachers to improve their effectiveness, they must be knowledgeable about student learning, curriculum developments, and new instructional approaches. This document discusses learning, curriculum reform, and teacher improvement. Chapter 1, "The National Perspective" (Stephen J. Fitzsimmons and Larry C. Kerpelman), prepares the way for subsequent chapters to examine in detail what is known about ways of improving the quality of science and mathematics education provided by teachers of our nation's youth. In chapter 2, "The Context of Science and Mathematics Inservice Education Programs," Iris R. Weiss sets the context for understanding where science and mathematics preparation stands at the K-12 levels in the United States. In chapter 3, "Cognitive Aspects of Learning in Science," Jose P. Mestre provides a review of the research on cognitive aspects of learning science concepts and principles. In chapter 4, "Approaches to the Science Curricula for Grades K-12," Senta A. Raizen reviews the state of science curricula, their objectives, and recent movements for reform. In chapter 5, "In-service Education Models for Enhancing the Teaching of Science," Richard J. Shavelson and colleagues lay out a bidimensional approach to understanding and planning inservice education for science teachers. In chapter 6, "Learning and Teaching Mathematical Sciences: Implications for Inservice Programs," Penelope L. Peterson describes four assumptions about learning that are central to contemporary theory, research, policy, and practice in mathematics education. In chapter 7, "Questions about the Mathematics Curricula for Grades K-12," Thomas A. Romberg provides a thorough discussion of what curriculum reform in mathematics must involve and the rationale for such reform. In chapter 8, "In-service Programs in Mathematics Education," Thomas J. Cooney discusses inservice models for mathematics educators, paying particular attention to the philosophical and epistemological underpinnings for such models. Finally in chapter 9, "Observations and Considerations," Roger G. Baldwin and Frances Lawrenz discusses the national need for a teacher enhancement system that supports the reform movement in science and mathematics education. (ZWH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC. Directorate for Education and Human Resources.
Authoring Institution: Abt Associates, Inc., Cambridge, MA.