Tools and Traits for Highly Effective Science Teaching, K-8

ISBN-10: 0325011001

ISBN-13: 9780325011004

Edition: 2007

List price: $23.13 Buy it from $3.00
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Description:

s A must-have for every elementary science teacher striving to be highly effective and for every support person addressing the needs of science teachers. - Linda Froschauer NSTA President 2006 - 2007 s This important book helps us understand the details of effective science instruction in the elementary grades. Our job is to learn from this work and use it as we prepare future teachers and support current teachers as they collaborate to become effective elementary science teachers. - George D. Nelson Director, Science Mathematics and Technology Education, Western Washington University s At last, we have a comprehensive resource that can help teachers, administrators, and anyone who deeply cares about the science learning of our children... help elementary teachers become both "highly qualified" and "highly effective" teachers of science. - Page Keeley Senior Science Program Director, Maine Mathematics and Science Alliance s What does top-notch, learning-centered teaching look like in science? To move from competence to excellence, what should teachers know and be able to do? Tools ; Traits for Highly Effective Science Teaching, K - 8 answers those questions and shows you how to make powerful practices part of your science instruction. s Even if you have little formal training or background knowledge in science, Tools ; Traits for Highly Effective Science Teaching, K - 8 pulls together cognitive and educational research to present an indispensable framework for science in the elementary and middle grades. You'll discover teaching that increases students' engagement and makes them enthusiastic participants in their own science learning. s Tools ; Traits for Highly Effective Science Teaching, K - 8 answers vital and frequently asked questions: How do you structure inquiry-oriented lessons? What assessment probes and seamless formative assessments work best? What is integration and what is it not? How can literacy be powerfully linked to science learning? How do you manage activity-based learning? How do you provide science for students with various abilities. language proficiencies, and special needs? Its practical, proven, and research-based advice helps you understand what strong science teaching looks like and gives you the repertoire of skills you need to implement it in your classroom. s The National Science Education Standards say that "everyone deserves to share in the excitement and personal fulfillment that can come from understanding and learning about the natural world." Whether you are reassessing your own teaching or examining it in light of state and federal science-education mandates, Tools ; Traits for Highly Effective Science Teaching, K - 8 will make a difference in your teaching and in your students' lives.
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Book details

List price: $23.13
Copyright year: 2007
Publisher: Heinemann
Publication date: 11/8/2007
Binding: Paperback
Pages: 128
Size: 7.40" wide x 9.30" long x 0.30" tall
Weight: 0.748
Language: English

Jo Anne Vasquez is the author of the Heinemann title Tools and Traits for Highly Effective Science Teaching, K - 8. An experienced elementary science educator who has taught primary through college level courses, she has achieved national prominence through her extraordinary contributions to science education as a keynote speaker and professional developer. She is a presidential appointee to the National Science Board, governing board of the National Science Foundation; a former president of the National Science Teachers Association; and a former president of the National Science Education Leadership Association. She has been recognized with many awards, including science education's highest award, the Robert H. Carleton Award, for her outstanding contributions to the field of science education at all levels.

Page Keeley is the senior science program director at the Maine Mathematics and Science Alliance (MMSA). She directs projects in the areas of leadership, professional development, standards and research on learning, formative assessment, and mentoring and coaching, and consults with school districts and organizations nationally. She has been the principal investigator on three NSF-funded projects: the Northern New England Co-Mentoring Network, a school-based mentoring program that supported science and mathematics professional learning communities for middle and high school mentors and new teachers; Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research; and PRISMS- Phenomena and Representations for Instruction of Science in Middle School, a National Digital Library collection of Web resources aligned to standards and reviewed for instructional quality. In addition she is a co-PI on two statewide projects: Science Content, Conceptual Change, and Collaboration (SC4), a state MSP focused on conceptual change teaching in the physical sciences for K8 teachers and a National SemiConductor Foundation grant on Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley is the author of ten nationally published books, including four books in the Curriculum Topic Study series (Corwin Press), four volumes in the Uncovering Student Ideas in Science: 25 Formative Assessment Probes series (NSTA Press), Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Corwin and NSTA Press), and Mathematics Formative Assessment: 50 Practical Strategies for Linking Assessment, Instruction, and Learning (in press).Keeley taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level. She received the Presidential Award for excellence in Secondary Science Teaching in 1992 and the Milken National Educator Award in 1993. She has served as an adjunct instructor at the University of Maine, is a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, served as a science literacy leader for the AAAS/Project 2061 Professional Development Program, and has served on several national advisory boards. She is a frequent speaker at national conferences and served as the 63rd President of the National Science Teachers Association (NSTA) for the 2008-09 term.

Foreword
What Effective Teachers of Science Know and Are Able to Do. What Does the Research Say?
What is Inquiry Science?
Linking Literacy Development and Science
Probing Children's Thinking
Designing and Delivering Effective Science Instruction
Supporting All Learners
Administrative Support for Effective Elementary Science
Conclusion
Index
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