MARC Record from Marygrove College

LEADER: 08608cam a2200697 a 4500
001 ocn607976548
003 OCoLC
005 20191109072405.3
008 100528s2010 caua b 001 0 eng
010 $a 2010021145
040 $aDLC$beng$cDLC$dYDX$dBTCTA$dUKM$dYDXCP$dCDX$dDVP$dMNW$dEEK$dUKMGB$dGZI$dZWZ$dIXA$dBDX$dOCLCF$dP4I$dOCLCO$dOCLCQ$dIQW$dMNS$dOCLCQ$dOCLCA
015 $aGBB078759$2bnb
016 7 $a015589519$2Uk
020 $a9781412972345$q(pbk. ;$qalk. paper)
020 $a1412972345$q(pbk. ;$qalk. paper)
020 $a1412972337$q(cloth ;$qalk. paper)
020 $a9781412972338$q(cloth ;$qalk. paper)
029 1 $aAU@$b000045671292
029 1 $aNLGGC$b327908467
029 1 $aNZ1$b13525646
029 1 $aZWZ$b15288310X
029 1 $aUKMGB$b015589519
035 $a(OCoLC)607976548
042 $apcc
043 $an-us---
050 00 $aQ181$b.G53 2010
082 00 $a507.1$222
049 $aMAIN
100 1 $aGlasgow, Neal A.
245 10 $aWhat successful science teachers do :$b75 research-based strategies /$cNeal A. Glasgow, Michele Cheyne, Randy K. Yerrick ; foroward by Page Keeley.
260 $aThousand Oaks, Calif. :$bCorwin Press,$c2010.
300 $avxiii, 248 pages :$billustrations ;$c26 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
500 $a"A SAGE Company."
504 $aIncludes bibliographical references and index.
505 0 $a1. General science instruction. Encourage students to become more involved and interested in science -- Guide students to engage in science-appropriate discourse -- Utilize graphic organizers in your classroom -- Increase depth of coverage to improve student learning -- Foster self-efficacy and motivation in your students -- Challenge your students with different levels of questioning -- Try using the 5E instructional model -- Support your students to engage effectively in disciplinary argumentation -- Utilize mind mapping to improve student achievement -- Test students' ideas to facilitate reasoning skills -- Create an emotionally positive science classroom environment -- Engage students who have a history of poor school achievement -- Include students with special needs in student-centered instruction -- 2. Scientific inquiry and laboratory experience. Engage your students in inquiry-based science -- Teach model-based inquiry over the scientific method -- Use problem-based learning to introduce students to inquiry-based science -- Implement inquiry-based instruction in low-track classes -- Attain educational goals through laboratory experiences -- Convert traditional labs to inquiry-based activities -- Align the goals of dissection to the curriculum -- 3. Collaborative teaching and learning. Fine-tune collaborative student relationships with the Socratic seminar -- Teach your students collaborative strategies and skills -- Utilize formal cooperative learning methods in the classroom -- Introduce students to constructive, cooperative, and academic controversy -- Communicate beyond the classroom by using electronic pen pals -- 4. Utilizing technology for the classroom and professional development. Add technological tools to your students' learning -- Put your students' internet skills to use in the classroom -- Use technology to accommodate students' different learning styles -- Give students opportunities to use media production for classwork -- Incorporate mobile technology into student assignments -- Model inquiry with students using limited resources -- Update your approach to literacy-related content activities -- Foster literacy development through visual texts and media -- Utilize portable media players to bring exemplary resources into teaching -- Find opportunities to record yourself teaching to share with peers -- 5. Science assessment. Look at formative assessment in a coherent and cohesive way -- Use standards-based inquiry to prepare students for standards-based tests -- Align instruction and assessment tools to state curriculum standards -- Utilize formative assessment to better engage students in content and instruction -- Add a classroom response system for instant formative assessment -- Design formative assessment for data to inform instruction -- Encourage assigned textbook reading by giving open-book tests -- Focus on students' writing strengths.
505 0 $a6. Culturally responsive teaching and learning. Avoid culturally stereotyping science students -- Make academic success your first priority for all students -- Reach out to students from unfamiliar cultural and linguistic backgrounds -- Structure homework for success for students from nondominant backgrounds -- Develop science standards with a multicultural perspective -- Broaden discourse opportunities to invite a diverse range of contributions -- Provide diverse learning opportunities for student discourse -- Manage and change your students' misconceptions -- Guide students to choose authentic problems to solve -- Utilize meaningful cues with your English language learners -- Provide ELLs with opportunities for extended interactions in group work -- 7. The complex nature of the gender gap in science. Examine the evolving nature of gender issues in science classrooms -- Change the opportunities and experiences of girls in the science classroom -- Represent science in ways that encourage girls to stay interested -- Improve attitudes toward science through STS approaches -- 8. Science and literacy. Address the three key elements of reading fluency in science instruction -- Use scaffolding to improve science reading comprehension -- Consider reading as inquiry with primary literature -- Focus on developing scientific literacy and student reasoning -- Use paraphrasing to promote reading comprehension in science textbooks -- Utilize think-alouds to reveal students' thought processes while reading -- Select commercial reading programs that can improve scientific literacy -- Use a variety of print materials to inspire student reading and writing -- Expand vocabulary instruction to improve comprehension and motivation -- Use students' native languages in science literacy instruction -- 9. Families and science instruction. Avoid the "blame game" mindset -- Involve low-income parents in their children's academic learning -- Understand how homework can present problems for students and families -- Change parents' attitudes toward science to change students' attitudes -- Involve community members in learning to explore home-based discourse -- Recognize the diverse needs of language-minority students and families -- Consider parental responses to a child's learning disability.
520 $aThis latest addition to the popular What Successful Teachers Do series describes 75 research-based strategies and outlines best practices for inquiry-oriented science. Each strategy includes a brief description of the supporting research, classroom applications, pitfalls to avoid, and references for additional learning. Teachers of students in Grades K-12 will find a host of novel ways to engage children's natural curiosity, concern, and creativity in science learning. Highlights include how to promote collaborative learning; use formative assessment to engage students in content and instruction; develop culturally responsive practices that invite contributions from diverse students -- build students' scientific literacy and reasoning skills; incorporate students' Internet skills into their studies.
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aScience teachers$xTraining of$zUnited States.
650 0 $aScience$xStudy and teaching$zUnited States.
650 0 $aInquiry-based learning$zUnited States.
650 7 $aInquiry-based learning.$2fast$0(OCoLC)fst01199976
650 7 $aScience$xStudy and teaching.$2fast$0(OCoLC)fst01108387
650 7 $aScience teachers$xTraining of.$2fast$0(OCoLC)fst01108795
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
650 7 $aProfesseurs de sciences$xFormation$zÉtats-Unis.$2ram
650 7 $aSciences$xÉtude et enseignement$zÉtats-Unis.$2ram
700 1 $aCheyne, Michele.
700 1 $aYerrick, Randy,$d1963-
700 1 $aKeeley, Page.
938 $aBrodart$bBROD$n11794070$c$38.95
938 $aBaker and Taylor$bBTCP$nBK0008917407
938 $aCoutts Information Services$bCOUT$n13247990
938 $aYBP Library Services$bYANK$n9590243
938 $aYBP Library Services$bYANK$n3418502
994 $a92$bERR
976 $a31927000960267