Teachers and the Reform of Elementary Science
Stories of Conversation and Personal Process
A volume in the series: Issues in Curriculum Theory, Policy and Research. Editor(s): Ian Westbury, University of Illinois - Champaign.
This book explores the negotiation of the ways that teachers are involved in the process of changing curriculum and pedagogies and also the realities of implimenting those changes in the classroom. How do teachers negotiate their place within changes in pedagogy and curriculum and how is that negotiation enacted in the space of a teacher's own classroom? This question is explored by telling stories about the process of change and the ways that teachers were involved with science curricular and pedagogical reform efforts imposed in their particular school district.
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- Contemporary Perspectives Through Action Research Across Educational Disciplines The K-12 Classroom
- Real Classrooms, Real Teachers The C3 Inquiry in Practice
- Structured Discovery Cane Travel Approach to Orientation and Mobility Concepts
- Supporting Leaders for School Improvement Through Self-Care and Wellbeing
- Teachers' Voices Storytelling and Possibility
- Teaching and Learning Online Science for Elementary Grade Levels
- The Internationalization of Higher Education Concepts, Cases, and Challenges