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Continuous professional learning through school based strategic planning

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journal contribution
posted on 01.01.2007, 00:00 authored by Russell TytlerRussell Tytler
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.

History

Journal

Journal of science and mathematics education in Southeast Asia

Volume

30

Issue

1

Pagination

1 - 22

Publisher

Southeast Asian Ministers of Education Organisation, Regional Centre for Education in Science and Mathematics

Location

Penang, Malaysia

ISSN

0126-7663

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2007, SEAMEO Regional Centre for Education in Science and Mathematics

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