ERIC Number: ED465606
Record Type: RIE
Publication Date: 2002-Jan
Strategies Enabling Teachers To Critically Analyze Learning and Teaching.
Sterling, Donna R.
This paper shares the findings from four years of Eisenhower-funded research which identified conceptual obstacles and enabling strategies for interdisciplinary teams of grade 4-12 teachers to develop and implement integrated standards-based science and mathematics teaching and assessment plans in their classes that are effective in helping students learn. The program provided professional development for 80 teachers in 37 teams of science and mathematics teachers in 12 rural and urban school districts to develop and implement integrated teaching and assessment plans that follow the National Science Education Standards, Principles and Standards for School Mathematics, Benchmarks for Science Literacy, and Standards of Learning for Virginia Public Schools. Though the research investigated teaching and assessment, this paper focuses on strategies to enhance the teachers' critical analysis skills for assessing student learning. (Contains 46 references.) (Author/MVL)
Descriptors: Elementary Secondary Education, Faculty Development, Mathematics Curriculum, National Standards, Science Teachers
For full text: http://aets.chem.pitt.edu.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324.