Investing in the renewal of urban science teaching
Investing in the renewal of urban science teaching
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投资更新城市科学教学
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
M. Plecki
中科院分区：
文献类型：
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作者：
M. Knapp;M. Plecki
本文提供了一个概念框架，了解什么是参与改善城市科学教学和可能意味着进行研究，其改进。本文认为，三组力量和条件对城市科学课堂有直接影响：第一，在学校，地区和国家一级的相互依存的政策阵列，特别是关于科学教学和教育改进更广泛的解释;接下来，三个层次中每一个层次上的相关资源的投资和使用及其对城市科学更新的不同影响教学;最后，更广泛的背景下，城市科学教学发生调解这些资源是如何或可以被使用。中介因素包括专业同行社区，特定学科的教学领导，专业发展的基础设施，提供科学教师，和更广泛的社区背景。文章最后提出了建议，这个框架如何告知未来的研究方向的承诺和努力，以更新科学教学在城市环境中的限制。John Wiley & Sons，Inc. J Res Sci Teach 38：1089-1100，2001
This article provides a conceptual framework for understanding what is involved in improving urban science teaching and what might be implied by conducting research on its improvement. It is argued in this article that three sets of forces and conditions have a direct impact on urban science classrooms: first, the array of interdependent policies at school, district, and state levels about science teaching in particular and about education improvement more broadly construed; next, the investment and use of instructionally relevant resources at each of the three levels and their differing impacts on the renewal of urban science teaching; and finally, the broader context in which urban science teaching occurs mediating how these resources are—or can be—used. Mediating factors include the professional peer community, subject-specific instructional leadership, the professional development infrastructure, the supply of available science teachers, and the broader community context. The article concludes with suggestions for how this framework informs directions for future research on the promise and limits of efforts to renew science teaching in urban settings. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1089–1100, 2001