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How Does Science Teacher Education Make a Difference in Our Schools?
Unformatted Document Text:  Bransford, J., A. Brown and P. Cocking (2000). How people learn: Brain, mind, experience and school. Washington D.C.: National Academy Press. Darling-Hammond, L. & P. Youngs (2002). Defining "highly qualified teachers": What does "scientifically based research" actually tell us. Educational Researcher 31(9), 13-25. Ferguson, R. and S. Womack (1993). The impact of subject matter and education coursework on teaching performance. Journal of Teacher Education 44(1), 55-63. Goldhaber, D. and D. Brewer (1997a). Evaluating the effect of teacher degree level on education performance. In W.J. Fowler (Ed.) Developments in school finanace, 1996 (pp.197-210). Washington, D.C.: National Center for Education Statistics, Department of Education. Goldhaber, D. and D. Brewer (2000). Does teacher certification matter? High school certification status and student achievement. Educational Evaluation and Policy Analysis, 22(2), 129-146. Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press. Levine, A. (2006). Educating school teachers. Washington D.C.: The Education School Project.Monk, D. (1994). Subject area preparation of secondary mathematics and science teaching and student achievement. Economics of Education Review 13(2), 125-145. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 57(1), 1-22. Van Driel, J., O. De Jong and N. Verloop (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education 86(4), 572-590. Wenglinsky, H. (2000). How teaching matters: bringing the classroom back into discussions of teacher quality. Princeton, NJ: Educational Testing Service. Wilson, S., R. Floden and J. Ferrini-Mundy (2001). Teacher Preparation Research: Current Knowledge, Gaps and Recommendations. Center for the Study of Teaching & Policy. Seattle, WA: University of Washington.

Authors: Spang, Eliza.
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Bransford, J., A. Brown and P. Cocking (2000). How people learn: Brain, mind, experience and
school. Washington D.C.: National Academy Press.
Darling-Hammond, L. & P. Youngs (2002). Defining "highly qualified teachers": What does
"scientifically based research" actually tell us. Educational Researcher 31(9), 13-25.
Ferguson, R. and S. Womack (1993). The impact of subject matter and education coursework on
teaching performance. Journal of Teacher Education 44(1), 55-63.
Goldhaber, D. and D. Brewer (1997a). Evaluating the effect of teacher degree level on education
performance. In W.J. Fowler (Ed.) Developments in school finanace, 1996 (pp.197-210).
Washington, D.C.: National Center for Education Statistics, Department of Education.
Goldhaber, D. and D. Brewer (2000). Does teacher certification matter? High school certification
status and student achievement. Educational Evaluation and Policy Analysis, 22(2), 129-
146.
Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New
York: Teachers College Press.
Levine, A. (2006). Educating school teachers. Washington D.C.: The Education School Project.
Monk, D. (1994). Subject area preparation of secondary mathematics and science teaching and
student achievement. Economics of Education Review 13(2), 125-145.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
Educational Review 57(1), 1-22.
Van Driel, J., O. De Jong and N. Verloop (2002). The development of preservice chemistry
teachers' pedagogical content knowledge. Science Education 86(4), 572-590.
Wenglinsky, H. (2000). How teaching matters: bringing the classroom back into discussions of
teacher quality. Princeton, NJ: Educational Testing Service.
Wilson, S., R. Floden and J. Ferrini-Mundy (2001). Teacher Preparation Research: Current
Knowledge, Gaps and Recommendations. Center for the Study of Teaching & Policy.
Seattle, WA: University of Washington.


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