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ERIC Number: ED441693
Record Type: Non-Journal
Publication Date: 1998
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Negotiated Criteria and Peer-Evaluation in Undergraduate Elementary School Science Education Programs.
Yore, Larry D.
This paper reports on an on-going action research study of the elementary school science education courses at the University of Victoria. The Department of Social and Natural Sciences requires that professors evaluate their teaching effectiveness annually using a variety of methods including student evaluations, peer observations, course outline analyses, and others approved by the department chair. This requirement provides an excellent opportunity to conduct action research to document teaching, reflect on teaching, improve practice, and revise course outlines based on multiple sources of data. The research focuses on science instruction in the elementary school and describes 1980s' programs as lacking a central, clear, philosophical, psychological, pedagogical framework. The"National Board for Professional Teaching Standards" and the "Report of the National Commissions on Teaching and America's Future" are cited which provide both generalist and science-specific frameworks on which elementary school science education and teacher education programs can be judged. (Contains 31 references.) (YDS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A