Continuous professional learning through school based strategic planning Tytler, Russell 2005, Continuous professional learning through school based strategic planning, in CoSMEd 2005 : International Conference on Science and Mathematics Education : Bridging the theory-practice gap in science and mathematics education: the challenge to change, SEAMEO Regional Centre for Education in Science and Mathematics, Penang, Malaysia. Attached Files Name Description MIMEType Size Downloads tytler-continuousprofessional-2005.pdf Published version application/pdf 324.78KB 36 Title Continuous professional learning through school based strategic planning Author(s) Tytler, Russell orcid.org/0000-0003-0161-7240 Conference name International Conference on Science and Mathematics Education (2005: Penang, Malaysia) Conference location Penang, Malaysia Conference dates 6-8 December 2005 Title of proceedings CoSMEd 2005 : International Conference on Science and Mathematics Education : Bridging the theory-practice gap in science and mathematics education: the challenge to change Editor(s) [Unknown] Publication date 2005 Conference series International Conference on Science and Mathematics Education Publisher SEAMEO Regional Centre for Education in Science and Mathematics Place of publication Penang, Malaysia 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. Notes Reproduced with the kind permission of the copyright owner. Language eng Field of Research 130313 Teacher Education and Professional Development of Educators Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category E1.1 Full written paper - refereed Copyright notice ©2005, SEAMEO Regional Centre for Education in Science and Mathematics Persistent URL http://hdl.handle.net/10536/DRO/DU:30026364 Document type: Conference Paper Collections: School of Education Open Access Collection   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, 31 Mar 2010, 10:17:01 EST Mon, 12 Apr 2010, 15:13:39 EST Mon, 12 Apr 2010, 15:15:15 EST Wed, 14 Apr 2010, 10:55:46 EST Thu, 15 Apr 2010, 10:52:47 EST Mon, 10 May 2010, 12:20:58 EST Mon, 10 May 2010, 12:23:32 EST Fri, 16 Mar 2012, 17:58:11 EST Wed, 11 Jul 2012, 15:29:21 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 474 Abstract Views, 36 File Downloads  -  Detailed Statistics Created: Wed, 31 Mar 2010, 10:17:01 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.