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. Attached Files Name Description MIMEType Size Downloads tytler-continuousprofessional-2007.pdf Published version application/pdf 111.44KB 54 Title Continuous professional learning through school based strategic planning Author(s) Tytler, Russell orcid.org/0000-0003-0161-7240 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 Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30007900 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Open Access Collection Related Links Link Description Connect to publisher website Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Wed, 04 Mar 2009, 15:18:09 EST Wed, 14 Oct 2009, 14:55:26 EST Wed, 19 Oct 2011, 15:29:13 EST Wed, 19 Oct 2011, 15:31:00 EST Mon, 13 Aug 2012, 09:32:12 EST Mon, 13 Aug 2012, 09:35:13 EST Mon, 13 Aug 2012, 09:37:07 EST Mon, 13 Aug 2012, 09:39:08 EST Mon, 13 Aug 2012, 09:39:58 EST Tue, 06 Sep 2016, 10:47:18 EST Tue, 05 Dec 2017, 06:21:03 EST Fri, 07 Sep 2018, 13:49:01 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 687 Abstract Views, 54 File Downloads  -  Detailed Statistics Created: Mon, 29 Sep 2008, 08:57:21 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.