Designing Professional Development for Teachers of Science and Mathematics

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ISBN: 9781412963602 | 1412963605
Cover: Hardcover
Copyright: 1/11/2010

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The revised classic for designing mathematics and science professional development presents an updated planning framework and many professional development strategies and emphasizes continuous program monitoring and building professional cultures.

Foreword	p. ix
Acknowledgments	p. xi
About the Authors	p. xv
Introduction	p. 1
What Has Happened Since the First and Second Editions	p. 1
The Enduring Challenges of Professional Development	p. 5
Carrying On Susan Loucks-Horsley's Work	p. 8
Purpose of the Book	p. 9
Changes in the Third Edition	p. 10
The Audience for This Book	p. 12
Organization of the Book	p. 12
How to Use This Book	p. 14
Values Shared by the Authors	p. 14
A Framework for Designing Professional Development	p. 17
Inputs Into the Design Process	p. 19
The Design and Implementation Process	p. 29
Knowledge and Beliefs Supporting Effective Professional Development	p. 51
Learners and Learning	p. 53
Teachers and Teaching	p. 60
The Nature of Science and Mathematics	p. 65
Adult Learning and Professional Development	p. 67
The Change Process	p. 75
Context Factors Influencing Professional Development	p. 79
Students and Their Learning Needs	p. 82
Teachers and Their Learning Needs	p. 86
Curriculum, Instruction, Assessment Practices, and the Learning Environment	p. 90
Organizational Culture and Professional Learning Communities	p. 94
Leadership	p. 98
National, State, and Local Policies	p. 102
Available Resources	p. 106
Families and Communities	p. 109
Resources for Investigating Context	p. 113
Critical Issues to Consider in Designing Professional Development	p. 117
Building Capacity for Sustainability	p. 118
Making Time for Professional Development	p. 122
Developing Leadership	p. 127
Ensuring Equity	p. 134
Building a Professional Learning Culture	p. 141
Garnering Public Support	p. 146
Scaling Up	p. 150
Strategies for Professional Learning	p. 157
Selecting Strategies for a Professional Development Plan	p. 159
A Repertoire of Strategies for Professional Learning	p. 166
Immersion in Content, Standards, and Research	p. 169
Curriculum Topic Study	p. 171
Immersion in Inquiry in Science and Problem Solving in Mathematics	p. 177
Content Courses	p. 181
Examining Teaching and Learning	p. 186
Examining Student Work and Thinking	p. 190
Demonstration Lessons	p. 195
Lesson Study	p. 201
Action Research	p. 209
Case Discussion	p. 216
Coaching	p. 224
Mentoring	p. 230
Aligning and Implementing Curriculum	p. 236
Instructional Materials Selection	p. 239
Curriculum Implementation	p. 245
Professional Development Structures	p. 251
Study Groups	p. 254
Workshops, Institutes, and Seminars	p. 259
Professional Networks	p. 266
Online Professional Development	p. 271
The Design Framework in Action	p. 279
Tapping the Knowledge Bases, Framing Beliefs: "We Stood on the Shoulders of Giants"	p. 280
Knowledge and Beliefs About the Nature of Learning and Teaching Mathematics and Science	p. 281
Equity Matters: "All Humans Are Educable"	p. 283
Knowledge and Beliefs About Teachers	p. 285
Knowledge of Effective Professional Development	p. 286
Knowledge of the Change Process	p. 287
Reflect and Revise: Experience as a Source of Knowledge	p. 289
Making Compromises	p. 291
Context	p. 292
The Professional Development Design Process	p. 298
Design Framework in Action: Cases	p. 311
Professional Development Case A: The Workshop Center at City College of New York, Hubert and Rebecca Dyasi	p. 312
Professional Development Case B: Teach-Stat: A Model for Professional Development in Data Analysis and Statistics for Teachers of Grades Kindergarten Through Six, Susan Friel	p. 325
Professional Development Case C: The California Middle Grades Mathematics Renaissance, Judy Mumme	p. 331
Professional Development Case D: Global Systems Science: A Professional Development Program for High School Teachers, Cary Sneider	p. 341
Professional Development Case E: Professional Development for Elementary School Science Curriculum Implementation: The Case of Cambridge, Massachusetts, Karen Worth and Melanie Barron	p. 347
References	p. 359
Index	p. 383
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Designing Professional Development for Teachers of Science and Mathematics

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