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ERIC Number: ED382591
Record Type: Non-Journal
Publication Date: 1995-Apr-22
Pages: 17
Abstractor: N/A
Reference Count: N/A
Integrating Mathematics and Science at the Middle/Junior High School Level Using Collaborative Action Research: The Voices of Teacher-Directed Change.
Oja, Sharon Nodie; And Others
Teams of teachers from four middle/junior high schools, in collaboration with faculty from the University of New Hampshire and consultants from the New Hampshire State Department of Education, implemented systemic changes in the teaching of mathematics and science. The curriculum goal was to design, adapt, implement, and evaluate hands-on, inquiry-oriented integrated mathematics and science units. Adolescents, teachers, professors, alternative assessments, national standards, and integrated curricula were wound together in a collaborative approach. This paper describes project expectations, changes brought about by the project, the project's basis in constructivist pedagogy, redefinition of participants' roles, teacher empowerment, student empowerment, conditions of change, recognition of growth and change, the community of learners, and the products of change. (Contains 17 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A