Detail Promoting Inquiry-Based Instructional Practice: The Longitudinal Impact of Professional Development in the Context of Systemic Reform Bibliografi Author: Mayer, Daniel P. (Co-Author); Supovitz, Jonathan A. ; Kahle, Jane B. (Co-Author) Bahasa: (EN )     Penerbit: Unika Atma Jaya     Tahun Terbit: 2006     Jenis: Article Fulltext: 331EP143.pdf (468.0KB; 0 download) Abstract Over the past decade, national and state policy makers have wagered heavily on systemically reforming science and mathematics education through inquiry based instructional approaches. This study examines the impact in one state of intensive science and mathematics professional development for teachers in the context of state wide systemic reform. Based on a unique longitudinal data set, the study models the impact of professional development on teachers' attitudes toward inquiry-based instruction, their capacity to adopt inquiry-based teaching strategies, and their class room use of inquiry-based instructional practices. The findings are remarkably consistent across both subjects. Teachers' attitudes, preparation, and practices all showed strong, positive, and significant growth from pre professional development to the following spring. Further more, these gains were sustained over several years following their involvement. These findings provide a promising indication that large-scale, high-quality, intensive training set within a context of standards-based systemic reform can be a powerful mechanism for sustained impact on teachers. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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