Toward the mark of empowering policies in elementary school science programs and teacher professional development |
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| Authors: | Felicia Moore Mensah |
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| Institution: | (1) Department of Mathematics, Science and Technology, Teachers College, Columbia University, 525 W. 120th Street, Box 210, New York, NY 10027, USA |
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| Abstract: | In this commentary, I discuss how policy initiatives play out in two different contexts for elementary school teachers yet
produce very similar outcomes regarding teachers’ professional development and school science learning for elementary students.
Ironically, the outcomes that we want see in elementary school science learning and professional development are not realized
when policies are introduced that distract from practices that were working prior to new reforms. |
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