Improving Science Instruction in Southwestern Illinois and Metro East St. Louis: Students Learning Science through a Sustained Network of Teachers

Autor/inn/en	Voss, Eric J.; Khazaeli, Sadegh; Eder, Douglas; Gardner, Dianne C.
Titel	Improving Science Instruction in Southwestern Illinois and Metro East St. Louis: Students Learning Science through a Sustained Network of Teachers
Quelle	In: Planning and Changing, 42 (2011) 1-2, S.155-175 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	College School Cooperation; Private Schools; Public Schools; Partnerships in Education; Time Perspective; Active Learning; Hands on Science; Science Projects; Science Instruction; Chemistry; Biology; Earth Science; Physics; Faculty Development; Elementary Secondary Education; Feedback (Response); Program Effectiveness; Teacher Effectiveness; Illinois + Suchen Sie Ihr Suchwort? Private school; Privatschule; Public school; Öffentliche Schule; Hochschulpartnerschaft; Zeitbezug; Aktives Lernen; Science; Project; Wissenschaft; Projekt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Biologie; Earth sciences; Geowissenschaften; Physik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This article describes the specific methods of a regional partnership that has lasted more than twenty-five years. Southern Illinois University Edwardsville has partnered with public and private schools in the southwestern portion of Illinois, and in metro St. Louis, in the Hands-On Science project, which provides instruction development for chemistry, biology, earth science, and physics teachers in grades 6-12. The project has been modified over the years, and this article explains both modifications and causes, in specific terms such as the effects of funding on classroom equipment and supplies as well as, more importantly, on the turnover among teacher participants. The Hands-On Science project emphasizes classroom assessment techniques, collaboration, and more active learning. Quick Course Diagnosis and Group Instructional Feedback Technique (or Small Group Instructional Diagnosis) are two of the specific methods of assessment used in this successful, long-lived ITQ project--which originally began as an Eisenhower project. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10