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This book presents the authentic voices of science teachers engaged
in practitioner inquiry as one component of a comprehensive
professional development program. Practitioner inquiry as a genre
of educational research, allows teachers to intentionally study
their practices thus generating practical solutions to problems in
their teaching and students' learning. The teachers' voices allowed
us to enter their science classrooms to observe their posture and
practices as reflective practitioners. They encountered issues such
as culturally responsive teaching and low literacy proficiency and
metacognitive skills among their struggling science learners. Their
firsthand accounts provide new insights about practitioner inquiry
as a tool to support teachers continuous learning, regardless of
the disciplinary content areas. The book therefore provides a
blueprint that can inform inservice teacher educators and support
school and district administrators as they seek to nurture
teachers' professional growth.
This book presents the authentic voices of science teachers engaged
in practitioner inquiry as one component of a comprehensive
professional development program. Practitioner inquiry as a genre
of educational research, allows teachers to intentionally study
their practices thus generating practical solutions to problems in
their teaching and students' learning. The teachers' voices allowed
us to enter their science classrooms to observe their posture and
practices as reflective practitioners. They encountered issues such
as culturally responsive teaching and low literacy proficiency and
metacognitive skills among their struggling science learners. Their
firsthand accounts provide new insights about practitioner inquiry
as a tool to support teachers continuous learning, regardless of
the disciplinary content areas. The book therefore provides a
blueprint that can inform inservice teacher educators and support
school and district administrators as they seek to nurture
teachers' professional growth.
Research has long supported the positive effects of integrating
literacy practices into the science curriculum; now this helpful
and timely resource offers science educators effective strategies
that they can implement immediately. Teachers of students aged 8 to
14 will find innovative ideas-aligned with national science
education standards-for incorporating language analysis and science
literature into inquiry-based science classrooms. Included are
activities as well as sample lessons to help students: - Read and
comprehend science texts - Find related resources to explore
particular interests - Build their science vocabulary - Write to
learn science concepts. This volume is valuable for teachers,
leaders of professional development workshops, institutes, topical
seminars in science and literacy, science and reading methods
courses and study groups.
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