Bold Ventures: Volume 2 Case Studies of U.S. Innovations in by Senta A. Raizen (auth.), Senta A. Raizen, Edward D. Britton

By Senta A. Raizen (auth.), Senta A. Raizen, Edward D. Britton (eds.)

This e-book provides finished effects from case reviews of 5 strategies in technology schooling that experience a lot to supply towards knowing present reforms during this box. each one bankruptcy tells the tale of a case in wealthy aspect, with broad documentation, and within the voices of the various participants-the innovators, the academics, the scholars. equally, quantity three of daring Ventures pre­ sents the implications from case reports of 5 recommendations in arithmetic schooling. quantity 1 presents a cross-case research of all 8 techniques. Many U.S. readers definitely may be very conversant in the identify of at the least one if now not all the technological know-how techniques mentioned during this volume-for instance, venture 2061-and most likely with their common substance. a lot of the schooling community's familiarity with those arises from the initiatives' personal dissemination efforts. The study mentioned during this quantity, in spite of the fact that, is likely one of the few specific reviews of those options undertaken by means of researchers outdoors the tasks them­ selves. all the 5 stories was once a large-scale attempt related to groups of researchers over 3 years. those groups analyzed many files, attended various severe venture conferences, visited a number of websites, performed dozens of person interviews. The crew leaders (Atkin, Huberman, Rowe), having spent a lot time with technological know-how schooling over lengthy careers, checked out those recommendations via many lenses. It was once a frightening job for every workforce to sift throughout the mountains of element so as to carry the main compelling issues to the surface.

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Extra info for Bold Ventures: Volume 2 Case Studies of U.S. Innovations in Science Education

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It came from a brainstorm session with teachers, and we went back and put the formality to it, and the structure to it ... That's been a really important part of most of what we've done. " DiRanna's comment highlights another feature of the reform, a sort of consistency in the approach to educational change: just as the state's efforts enhanced the momentum already generated in PACES and CIC, CSIN took the same approach with teachers and school administrators. With the incorporation of CSIN's actual procedures, PEM and the content matrix, the 1990 Framework became immediately recognizable to many elementary school teachers and administrators.

So from the beginning, instant responsibility, instant accountability . . I refuse to let go of this philosophy ... If you want change, people have to be able to see themselves as capable of doing this. " This approach to teachers seems to mirror the hands-on pedagogical philosophy for children advocated by the Framework. " a teaching consultant initiated the lesson by asking the teachers to imagine that they were in third grade and to reconstruct how they might have conceived of energy at that age.

27 The Framework stresses that these are not the only possible ways to subdivide a subject matter into theoretical content areas. Each of these content areas is in tum further subdivided into a set of questions that are central to the content area. For example, the content area of "matter" is accompanied by the following questions: • What is matter, and what are its properties? • What are the basic units of matter, and where did matter come from? • What principles govern the interactions of matter?

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