How Can Professional Learning and Development for Science Teachers accelerate outcomes for Priority Learners? (2015)
Type of ContentConference Contributions - Other
PublisherUniversity of Canterbury. School of Educational Studies and Leadership
University of Canterbury. College Office (Education, Health and Human Development)
Science teaching has come under scrutiny in the last three years in New Zealand as a result of disparities in participation and achievement of Māori and Pasifika learners, those from low socio-economic backgrounds, learners with special education needs and English language learners. This paper draws on professional learning and development (PLD) for science teachers to accelerate the outcomes for these priority learners in 48 high schools. Three case studies of science teachers highlight changes to pedagogy. The key success factors of the PLD were: teachers establishing positive relationships with their learners; use of multiple forms of formative assessment; and strategies to support learners with literacy in science.
CitationCleary, S., Conner, L. (2015) How Can Professional Learning and Development for Science Teachers accelerate outcomes for Priority Learners?. Chicago, IL, USA: 2015 American Education Research Association (AERA), 15-21 Apr 2015.
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ANZSRC Fields of Research13 - Education::1302 - Curriculum and Pedagogy::130212 - Science, Technology and Engineering Curriculum and Pedagogy
13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators
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