How can professional learning and development for science teachers accelerate outcomes for priority learners?

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dc.contributor.authorCleary, S.
dc.contributor.authorConner, L.
dc.date.accessioned2015-09-27T22:27:13Z
dc.date.available2015-09-27T22:27:13Z
dc.date.issued2015en
dc.description.abstractScience 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 address the needs of 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.en
dc.identifier.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 Conference (AERA), 14-20 Apr 2015.en
dc.identifier.urihttp://hdl.handle.net/10092/10951
dc.language.isoen
dc.publisherUniversity of Canterbury. School of Educational Studies and Leadershipen
dc.rights.urihttps://hdl.handle.net/10092/17651en
dc.subjectEducationen
dc.subjectdiverse learnersen
dc.subject.anzsrcField of Research::13 - Education::1303 - Specialist Studies in Education::130310 - Māori Education (excl. Early Childhood and Primary Education)en
dc.subject.anzsrcField of Research::13 - Education::1303 - Specialist Studies in Education::130311 - Pacific Peoples Educationen
dc.titleHow can professional learning and development for science teachers accelerate outcomes for priority learners?en
dc.typeConference Contributions - Published
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