Publication Date
2009
Abstract
When viewed from the perspective of an entire state's needs, the challenges of designing professional development to meet the requirements of the federal No Child Left Behind legislation of 2001 are daunting. In Oklahoma, the concerns about delivering to rural and urban populations which contain a variety of underserved populations are further complicated by the differences in the way science and mathematics are structured as disciplines. We describe two model programs, one in science and one in mathematics, which take much different approaches. However, the programs have three common elements that make them highly successful. Each program engages teachers strongly, seeks to change learning by altering both teachers' behavior and content knowledge, and is continuously reflective.
Volume
11
Issue
1
First Page
223
Last Page
231
Rights
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
DOI
https://doi.org/10.25891/VNGJ-6E25
Recommended Citation
Howard, R. E.; Sarani, S.; and Woods, J.
(2009)
"Formulating a State Approach to Professional Development,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 11:
No.
1, Article 16.
Available at:
https://scholarscompass.vcu.edu/jmsce_vamsc/vol11/iss1/16
Included in
Higher Education Commons, Physical Sciences and Mathematics Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
