What Successful Science Teachers Do 75 Research-Based Strategies

ISBN-10: 1412972345

ISBN-13: 9781412972345

Edition: 2010

Authors: Michele Cheyne, Randy K. Yerrick, Neal A. Glasgow, Neal A. Glasgow

List price: $38.95 Buy it from $37.93 Rent it from $17.70
eBook available
This item qualifies for FREE shipping

*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

30 day, 100% satisfaction guarantee

If an item you ordered from TextbookRush does not meet your expectations due to an error on our part, simply fill out a return request and then return it by mail within 30 days of ordering it for a full refund of item cost.

Learn more about our returns policy


New Starting from $37.93
Rent Starting from $17.70
eBooks Starting from $38.95
Buy eBooks
what's this?
Rush Rewards U
Members Receive:
You have reached 400 XP and carrot coins. That is the daily max!
Study Briefs

Limited time offer: Get the first one free! (?)

All the information you need in one place! Each Study Brief is a summary of one specific subject; facts, figures, and explanations to help you learn faster.

Add to cart
Study Briefs
Periodic Table Online content $4.95 $1.99
Add to cart
Study Briefs
Periodic Table Online content $4.95 $1.99
Add to cart
Study Briefs
Business Ethics Online content $4.95 $1.99
Add to cart
Study Briefs
Business Law Online content $4.95 $1.99
Customers also bought

Book details

List price: $38.95
Copyright year: 2010
Publisher: Corwin Press
Publication date: 9/20/2010
Binding: Paperback
Pages: 272
Size: 7.25" wide x 10.50" long x 0.75" tall
Weight: 1.452
Language: English

Michele C. Cheyne is a Clinical Faculty member in Science Education at the University of Pittsburgh where she teaches a variety of courses in the secondary science teacher preparation program. She also supervises pre-service teachers during their clinical experiences and works closely with in-service teachers. She has worked with Pittsburgh Public Schools on several projects and provides professional development for professional laboratory training programs. She has worked with the Interstate New Teachers Assessment and Support Consortium in Washington, DC as a member of the committee that wrote the 2001 document Model Standards for Licensing General and Special Education Teachers of Students With Disabilities: A Resource for State Dialogue. She taught high school biology and chemistry for eleven years in Milwaukee Public Schools prior to moving to Pittsburgh. While teaching in MPS she also served as a department chair, hosted a multitude of pre-service teachers, and co-taught with several special education teachers in inclusive settings. She also taught science methods courses at the University of Wisconsin-Milwaukee for both future science teachers and for future special education teachers.

Randy K. Yerrick is Professor of Science Education and Associate Dean of Educational Technology at the State University of New York at Buffalo. He began his career as a chemistry, physics, and math teacher in Michigan schools before becoming a full-time researcher in science education. Dr. Yerrick's research focuses on implementing contemporary visions of science inquiry in lower track classrooms where students share a strong history of failure and antisocial school behaviors. Dr. Yerrick has conducted ethnographies and critical autoethnographies in a variety of diverse teaching contexts as he continues to examine unresolved school issues of equity and diversity promoted by the continuous practice of tracking in science. He has also received recognition as an Apple Distinguished Educator, a group of innovative educators representing over 20 countries who integrate technology into classroom instruction in a 21st Century global learning community. Examples of his work can be found at http://edcommunity.apple.com/.

Neal A. Glasgow has been involved in education on many levels. His experience includes serving as a sec-ondary school science and art teacher both in California and New York, as a university biotechnol-ogy teaching laboratory director and laboratory tech-nician, as an educational consultant, and as a frequent educational speaker on many topics. He is the author of five books on educational topics: What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003), Tips for the Science Teacher: Research-Based Strategies to Help Students Learn (2001), New Curriculum for New Times: A Guide to Student-Centered Problem-Based Learning (1997), Doing Science: Innovative Curriculum Beyond the Textbook for the Life Science Classroom (1997), and Taking the Classroom Into the Community: A Guide Book (1996). Neal is currently teaching AP art history and art at San Dieguito Academy High School, a California public high school of choice, and continues to do research and write on educational topics as well as work on various art projects. He is married, the father of two grown sons, and the grandfather of one grandson.nbsp;nbsp;nbsp;nbsp;

About the Authors
General Science Instruction
Encourage Students to Become More Involved and Interested in Science
Guide Students to Engage in Science-Appropriate Discourse
Utilize Graphic Organizers in Your Classroom
Increase Depth of Coverage to Improve Student Learning
Foster Self-Efficacy and Motivation in Your Students
Challenge Your Students With Different Levels of Questioning
Use the 5E Instructional Model
Support Your Students to Engage Effectively in Disciplinary Argumentation
Utilize Mind Mapping to Improve Student Achievement
Test Students' Ideas to Facilitate Reasoning Skills
Create an Emotionally Positive Science Classroom Environment
Engage Students With Historically Poor School Achievement
Include Students With Special Needs in Student-Centered Instruction
Scientific Inquiry and Laboratory Experience
Engage Your Students in Inquiry-Based Science
Teach Model-Based Inquiry Over the Scientific Method
Use Problem-Based Learning to Introduce Students to Inquiry-Based Science
Implement Inquiry-Based Instruction in Low-Track Classes
Attain Educational Goals Through Laboratory Experiences
Convert Traditional Labs to Inquiry-Based Activities
Align the Goals of Dissection to the Curriculum
Collaborative Teaching and Learning
Fine-Tune Collaborative Student Relationships With the Socratic Seminar
Teach Your Students Collaborative Strategies and Skills
Utilize Formal Cooperative Learning Methods in the Classroom
Introduce Students to Constructive, Cooperative, and Academic Controversy
Communicate Beyond the Classroom by Using Electronic Pen Pals
Utilizing Technology for the Classroom and Professional Development
Add Technological Tools to Your Students' Learning
Build on Your Students? Internet Skills for Use in the Classroom
Use Technology to Accommodate Different Learning Styles of Your Students
Give Students Opportunities to Use Media Production for Classwork
Incorporate Mobile Technology into Student Assignments
Model Inquiry with Your Students Using Limited Resources
Update Your Approach to Literacy-Related Content Activities
Foster Literacy Development Through Visual Texts and Media
Utilize Portable Media Players to Bring Exemplary Resources Into Teaching
Find Opportunities to Record Yourself Teaching to Share With Peers
Science Assessment
Look at Formative Assessment in a Coherent and Cohesive Way
Use Standards-Based Inquiry to Prepare Students for Standards-Based Tests
Align Instruction and Assessment Tools to State Curriculum Standards
Utilize Formative Assessment to Better Engage Students in Content and Instruction
Add a Classroom Response System for Instant Formative Assessment
Design Formative Assessment for Data to Inform Instruction
Encourage Assigned Textbook Reading by Giving Open-Book Tests
Focus on Students' Writing Strengths
Culturally Responsive Teaching and Learning
Avoid Culturally Stereotyping Science Students
Make Academic Success Your First Priority for All Students
Reach Students From Unfamiliar Cultural and Linguistic Backgrounds
Structure Homework for Success for Students From Nondominant Backgrounds
Develop Science Standards With a Multicultural Perspective
Broaden Discourse Opportunities to Invite a Diverse Range of Contributions
Provide Diverse Learning Opportunities for Student Discourse
Manage and Change Your Students' Misconceptions
Guide Students to Choose Authentic Problems to Solve
Utilize Meaningful Cues With Your English Language Learners
Provide ELLs With Opportunities for Extended Interactions in Group Work
The Complex Nature of the Gender Gap in Science
Examine the Evolving Nature of Gender Issues in the Science Classrooms
Change the Opportunities and Experiences of Girls in the Science Classroom
Represent Science in Ways That Encourage Girls to Stay Interested
Improve Attitudes Toward Science Through STS Approaches
Science and Literacy
Address the Three Key Elements of Reading Fluency in Science Instruction
Use Scaffolding to Improve Science Reading Comprehension
Consider Reading as Inquiry With Primary Literature
Focus on Developing Scientific Literacy and Student Reasoning
Use Paraphrasing to Promote Reading Comprehension in Science Textbooks
Utilize Think-Alouds to Reveal Students' Thought Processes While Reading
Select Commercial Reading Programs That Can Improve Scientific Literacy
Use a Variety of Print Materials to Inspire Student Reading and Writing
Expand Vocabulary Instruction to Improve Comprehension and Motivation
Use Students' Native Languages in Science Literacy Instruction
Families and Science Instruction
Avoid the "Blame Game" Mindset
Involve Low-Income Parents in Their Children's Academic Learning
Understand How Homework Can Present Problems for Students and Families
Change Parents' Attitudes Toward Science to Change Students' Attitudes
Involve Community Members in Learning to Explore Home-Based Discourse
Recognize the Diverse Needs of Language-Minority Students and Families
Consider Parental Responses to a Child's Learning Disability
Free shipping on orders over $35*

*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

Learn more about the TextbookRush Marketplace.