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“The Growth Is There–But It’s Not That Evident, Is It!”: A Study in Science Delivery Improvement

机译:“增长在那里,但不是那样,不是!”:科学交付改进研究

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摘要

The purpose of this study was to monitor the development of teacher personal attribute and school environmental factors at an urban intermediate (years 7 and 8) school in New Zealand as a result of an extended science professional development intervention project. Over a 2-year period, a validated, comprehensive science curriculum delivery evaluation instrument, the Science Curriculum Implementation Questionnaire (SCIQ, Lewthwaite, 2001), was used as a tool for data collection to monitor the initial and perpetuating influences of a full-year professional development program on science delivery. Based on the data collected and staff responses emanating from the analysis and discussion of the data represented by the SCIQ, outcomes of and contributors to the development were identified. As well, the effectiveness of both the professional development program and the SCIQ as an instrument for monitoring personal attribute and environmental changes as a result of professional development interventions are evaluated.
机译:这项研究的目的是监测由于扩展的科学专业发展干预项目而导致的新西兰城市中学(7年级和8年级)学校教师个人特质和学校环境因素的发展。在2年的时间里,经过验证的综合科学课程交付评估工具科学课程实施问卷(SCIQ,Lewthwaite,2001年)被用作数据收集的工具,以监测全年的初始影响和长期影响。科学交付专业发展计划。根据收集的数据以及对SCIQ代表的数据进行分析和讨论而得出的员工反馈,确定了开发的成果和贡献者。同样,评估了专业发展计划和SCIQ作为监测个人属性和由于专业发展干预而导致的环境变化的工具的有效性。

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  • 来源
    《Journal of Science Teacher Education》 |2005年第2期|121-139|共19页
  • 作者

    Brian Lewthwaite;

  • 作者单位

    Faculty of Education University of Manitoba Winnipeg Manitoba Canada R3T 2N2;

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  • 原文格式 PDF
  • 正文语种 eng
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  • 入库时间 2022-08-18 01:33:15

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