What Successful Science Teachers Do - Glasgow, Neal A

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Résumé :
The experience and science expertise of these award-winning authors makes this easy-to-use guide a teacher's treasure trove. This latest addition to the popular What Successful Teachers Do series describes seventy-five research-based strategies and outlines best practices for inquiry-oriented science. Each strategy includes a brief description of the supporting research, classroom applications, pitfalls to avoid, and references for additional learning. Teachers of students in Grades K-12 will find a host of novel ways to engage children's natural curiosity, concern, and creativity in science learning. Highlights include how to promote collaborative learning; use formative assessment to engage students in content and instruction; develop culturally responsive practices that invite contributions from diverse students; build students' scientific literacy and reasoning skills; incorporate students' Internet skills into their studies.

Biographie:
Neal A. Glasgow’s experience includes serving as a secondary school science and art teacher in both California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics, including What Successful Schools Do to Involve Families and What Successful Literacy Teachers Do.

Michele C. Cheyne is a clinical faculty member in science education at the University of Pittsburgh where she teaches a variety of courses in the secondary science teacher preparation program. Cheyne has also worked with the Interstate New Teachers Assessment and Support Consortium in Washington, DC, as a member of the committee that wrote Model Standards for Licensing General and Special Education Teachers of Students with Disabilities. A former high school biology and chemistry teacher in Milwaukee Public Schools, she also served as a department chair and taught science methods courses at the University of Wisconsin-Milwaukee.

Randy K. Yerrick is a professor of science education and associate dean of educational technology at the State University of New York at Buffalo. Yerrick’s research focuses on implementing contemporary visions of science inquiry in lower track classrooms where students share a strong history of failure and antisocial school behaviors.