Using Teacher Reflective Practice to Evaluate Professional Development in Mathematics and Science
Bibliographic Data
| ID | 4840367 |
|---|---|
| Authors | Vicki L Wise (University of Nebraska–Lincoln), Amy N Spiegel (University of Nebraska–Lincoln), Amy Spiegel (0000-0001-9179-7964, University of Nebraska–Lincoln), Roger H Bruning (University of Nebraska–Lincoln) |
| Year | 1999 |
| Volume | 50 |
| Issue | 1 |
| Pages | 42-49 |
| Publication date | 1999-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248719905000105 |
| OpenAlex | W2062610077 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
Systemic reform has been a key element of the mathematics and science educational agenda for the past decade. Systemic reform proponents advocate emphasizing mathemat-ics and science from kindergarten through l2th grade; adopting new math and science ed-ucation standards; providing ongoing professional development for teachers (Frechtling, Sharp, Carey, & Vaden-Kiernan, 1995); and aligning policy, practice, and assessment pro-cedures. The National Science Foundation (NSF) has supported the development of sys-temic reform by funding statewide, urban, and rural systemic initiatives to improve K–12 mathematics and science education throughout the United States (Fitzsimmons & Kerpel-man, 1994)
Faculty Development · Mathematics education · Pedagogy · Professional development · Science education · Teacher education · Collaborative Teaching and Inclusion · Diverse Educational Innovations Studies · Psychology · Teacher Education and Leadership Studies
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,04 |
| Citation span | 2003 - 2003 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |