Integrating Mathematics and Science at the Middle/Junior High School Level Using Collaborative Action Research: The Voices of Teacher-Directed Change.

Autor/inn/en	Oja, Sharon Nodie; und weitere
Titel	Integrating Mathematics and Science at the Middle/Junior High School Level Using Collaborative Action Research: The Voices of Teacher-Directed Change.
Quelle	(1995), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; College School Cooperation; Constructivism (Learning); Curriculum Development; Educational Change; Higher Education; Integrated Curriculum; Intermediate Grades; Junior High Schools; Mathematics Instruction; Middle Schools; Program Development; Program Implementation; Science Course Improvement Projects; Science Instruction; Secondary School Teachers; Teacher Role + Suchen Sie Ihr Suchwort? Projektforschung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mittelstufe; Sekundarstufe I; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Programmplanung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerrolle
Abstract	Teams of teachers from four middle/junior high schools, in collaboration with faculty from the University of New Hampshire and consultants from the New Hampshire State Department of Education, implemented systemic changes in the teaching of mathematics and science. The curriculum goal was to design, adapt, implement, and evaluate hands-on, inquiry-oriented integrated mathematics and science units. Adolescents, teachers, professors, alternative assessments, national standards, and integrated curricula were wound together in a collaborative approach. This paper describes project expectations, changes brought about by the project, the project's basis in constructivist pedagogy, redefinition of participants' roles, teacher empowerment, student empowerment, conditions of change, recognition of growth and change, the community of learners, and the products of change. (Contains 17 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC