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Continuous professional learning through school based strategic planning

Tytler, Russell 2007, Continuous professional learning through school based strategic planning, Journal of science and mathematics education in Southeast Asia, vol. 30, no. 1, pp. 1-22.

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Title Continuous professional learning through school based strategic planning
Author(s) Tytler, Russell
Journal name Journal of science and mathematics education in Southeast Asia
Volume number 30
Issue number 1
Start page 1
End page 22
Total pages 22
Publisher Southeast Asian Ministers of Education Organisation, Regional Centre for Education in Science and Mathematics
Place of publication Penang, Malaysia
Publication date 2007
ISSN 0126-7663
Keyword(s) education
Summary There is ample evidence that in many countries school science is in difficulty, with declining student attitudes and uptake of science. This presentation argues that a key to addressing the problem lies in transforming teachers’ classroom practice, and that pedagogical innovation is best supported within a school context. Evidence for effective change will draw on the School Innovation in Science (SIS) initiative in Victoria, which has developed and evaluated a model to improve science teaching and learning across a school system. The model involves a framework for describing effective teaching and learning, and a strategy that allows schools flexibility to develop their practice to suit local conditions and to maintain ownership of the change process. SIS has proved successful in improving science teaching and learning in primary and secondary schools. Experience from SIS and related projects, from a national Australian science and literacy project, and from system wide science initiatives in Europe, will be used to explore the factors that affect the success and the path of innovation in schools.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2007, SEAMEO Regional Centre for Education in Science and Mathematics
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007900

Document type: Journal Article
Collections: School of Education
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