WCI Project 2—CanCo  Book Chapter
Book Chapter
WCI Project 2—CanCo
by: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
At this point, the class is still in the very beginning stages of reaching the goal of becoming an independent community of scientists. The focus of this chapter is on discussing the CanCo WCI Project implemented during days 3, 4, and 5 of Unit II. The chapter begins with a description of the first two days of this unit to provide background on the students' experiences before beginning the CanCo WCI Project. This chapter's project will be the first...  [view full summary]
At this point, the class is still in the very beginning stages of reaching the goal of becoming an independent community of scientists. The focus of this chapter is on discussing the CanCo WCI Project implemented during days 3, 4, and 5 of Unit II. The chapter begins with a description of the first two days of this unit to provide background on the students' experiences before beginning the CanCo WCI Project. This chapter's project will be the first opportunity for the class to use the scaffolding described in the project in Chapter 2.
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WCI Assessments Book Chapter
Book Chapter
WCI Assessments
by: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
In this chapter, the authors discuss another extremely important facet of the curriculum—WCI assessments (Gallagher-Bolos and Smithenry 2008). At the end of each unit, a two-part test is administered—a 45- to 60-minute individual, traditional test and then the class is given 30-45 minutes to complete a WCI assessment. This assessment is a test that the entire class works on together. Although only one answer sheet will be turned in, it is expected...  [view full summary]
In this chapter, the authors discuss another extremely important facet of the curriculum—WCI assessments (Gallagher-Bolos and Smithenry 2008). At the end of each unit, a two-part test is administered—a 45- to 60-minute individual, traditional test and then the class is given 30-45 minutes to complete a WCI assessment. This assessment is a test that the entire class works on together. Although only one answer sheet will be turned in, it is expected that the entire class contributed somehow to the responses.
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WCI Project 1—Chemistry Concoctions Book Chapter
Book Chapter
WCI Project 1—Chemistry Concoctions
by: Dennis W. Smithenry and Joan Gallagher-Bolos
Grade Level: High School
The WCI Project—Chemistry Concoctions—is the students’ first experience going through the entire process of implementing a true experiment. As always, there are multiple layers to this lesson plan. The students concentrate on the science involved in the chemical reaction between baking soda and vinegar, how to best change the parameters involved with this reaction, and the apparatus used in lab. The focus is on their ability to work constructively...  [view full summary]
The WCI Project—Chemistry Concoctions—is the students’ first experience going through the entire process of implementing a true experiment. As always, there are multiple layers to this lesson plan. The students concentrate on the science involved in the chemical reaction between baking soda and vinegar, how to best change the parameters involved with this reaction, and the apparatus used in lab. The focus is on their ability to work constructively in their small groups to share data and rely on one another, in essence, to behave as a community of professional scientists would. Setting up the project correctly is imperative because correct setup will dictate whether students take ownership of the challenge and care about the results. Depending on and supporting one another then surface as necessities within our scientific community. This free selection includes the Table of Contents, Foreword, and Index.
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WCI Project 3—Solutions  Book Chapter
Book Chapter
WCI Project 3—Solutions
by: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
Now that your students have completed two four-day-long WCI projects, two week-long research group projects, five single-day WCI assessments, and many single-day inquiry-based lab activities, students are comfortable working with one another. The focus of this chapter is to highlight their third four-day-long Solutions WCI Project. A copy of the project sheet is provided.
Now that your students have completed two four-day-long WCI projects, two week-long research group projects, five single-day WCI assessments, and many single-day inquiry-based lab activities, students are comfortable working with one another. The focus of this chapter is to highlight their third four-day-long Solutions WCI Project. A copy of the project sheet is provided.
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How Assessment and Testing Developed Book Chapter
Book Chapter
How Assessment and Testing Developed
by: Edwin P. Christmann and John L. Badgett
Grade Level: Elementary School, High School, Middle School
The United States has approximately 55 million students in grades K–12. On average, teachers administer 100 teacher-generated tests per school year, which translates into America’s students taking approximately 550 million—that’s 550,000,000—teacher-generated tests per year. Taking this extraordinary number into consideration, it should be clear that an understanding of testing is essential for teaching practitioners throughout all grade levels and...  [view full summary]
The United States has approximately 55 million students in grades K–12. On average, teachers administer 100 teacher-generated tests per school year, which translates into America’s students taking approximately 550 million—that’s 550,000,000—teacher-generated tests per year. Taking this extraordinary number into consideration, it should be clear that an understanding of testing is essential for teaching practitioners throughout all grade levels and subject areas. If you are a teacher, you need to understand the methods and procedures of educational measurement, not only to be competent, but also to be able to design tests that consistently measure the intended outcomes of your classroom instruction. This free selection provides a historical context of assessment practices commonly used in the classroom today. It also includes the Table of Contents and Index.
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Summary Book Chapter
Book Chapter
Summary
by: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
Teachers know there is a huge time commitment involved with writing, implementing, and assessing new approaches for the classroom. But they also know how important it is to continue to grow as educators and improve their practices. Ultimately, the authors hope that teachers will value the idea of the WCI approach and decide to let go of their students' hands by giving them the opportunities and guidance that will help them develop a self-sufficient...  [view full summary]
Teachers know there is a huge time commitment involved with writing, implementing, and assessing new approaches for the classroom. But they also know how important it is to continue to grow as educators and improve their practices. Ultimately, the authors hope that teachers will value the idea of the WCI approach and decide to let go of their students' hands by giving them the opportunities and guidance that will help them develop a self-sufficient classroom community of learners.
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The Impact and Utility of the WCI Curriculum Book Chapter
Book Chapter
The Impact and Utility of the WCI Curriculum
by: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
In this chapter, Dennis Smithenry presents the results of research he conducted at Joan Gallagher-Bolos’ school. He had two main goals—the first was to create a set of engaging video cases about Joan's teaching practice that would be useful to other science teachers—and the second was to determine how the WCI curriculum affected the students who experienced it. When the authors designed the WCI curriculum, they wanted students to experience what it...  [view full summary]
In this chapter, Dennis Smithenry presents the results of research he conducted at Joan Gallagher-Bolos’ school. He had two main goals—the first was to create a set of engaging video cases about Joan's teaching practice that would be useful to other science teachers—and the second was to determine how the WCI curriculum affected the students who experienced it. When the authors designed the WCI curriculum, they wanted students to experience what it is like to be a member of a scientific community, acquire some of the skills necessary to construct scientific knowledge, and still learn the chemistry concepts found in the traditional chemistry curriculum. The findings from the research study indicate that the enactment of the WCI curriculum does lead to these goals.
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Introduction Book Chapter
Book Chapter
Introduction
by: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
In this chapter, the authors introduce themselves, discuss their previous and current collaboration, and describe the separate roles that each assumed in the research project. They also outline the layout of the rest of the book.
In this chapter, the authors introduce themselves, discuss their previous and current collaboration, and describe the separate roles that each assumed in the research project. They also outline the layout of the rest of the book.
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Knowledge of and About Science Book Chapter
Book Chapter
Knowledge of and About Science
by: Rolf V. Olsen and Svein Lie
edited by: Rodger W. Bybee and Barry J. McCrae
Grade Level: College, Elementary School, High School, Middle School
An intuitive and common sense understanding of a science assessment would be that it aims at measuring students' knowledge of and about science. The aim of PISA is to assess to what degree students can apply their knowledge in contexts of relevance to their lives today and in the future. This chapter covers how knowledge of and about science are featured in the PISA framework.
An intuitive and common sense understanding of a science assessment would be that it aims at measuring students' knowledge of and about science. The aim of PISA is to assess to what degree students can apply their knowledge in contexts of relevance to their lives today and in the future. This chapter covers how knowledge of and about science are featured in the PISA framework.
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PISA Science 2006: International Results Book Chapter
Book Chapter
PISA Science 2006: International Results
by: John Charles Cresswell
edited by: Rodger W. Bybee and Barry J. McCrae
Grade Level: College, Elementary School, High School, Middle School
Throughout the world education authorities want to know the capacities that their students develop during their formative years in schools. They want to know to what extent students have learned fundamental scientific concept and theories and how well they can solve real life problems involving science and technology. In order to provide answers to these questions, PISA provides an international benchmark.
Throughout the world education authorities want to know the capacities that their students develop during their formative years in schools. They want to know to what extent students have learned fundamental scientific concept and theories and how well they can solve real life problems involving science and technology. In order to provide answers to these questions, PISA provides an international benchmark.
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