Windows into practice: constructing effective science teaching and learning in a school change initiative Tytler, Russell, Waldrip, Bruce and Griffiths, Michele 2004, Windows into practice: constructing effective science teaching and learning in a school change initiative, International journal of science education, vol. 26, no. 2, pp. 171-194, doi: 10.1080/0950069032000097370. Attached Files Name Description MIMEType Size Downloads Title Windows into practice: constructing effective science teaching and learning in a school change initiative Author(s) Tytler, Russell orcid.org/0000-0003-0161-7240 Waldrip, Bruce Griffiths, Michele Journal name International journal of science education Volume number 26 Issue number 2 Start page 171 End page 194 Publisher Routledge Place of publication Abingdon, England Publication date 2004-02-06 ISSN 0950-0693 1464-5289 Summary This paper outlines the development of a framework - the Science in Schools (SiS) Components - that describes effective science teaching and learning and that has become a central focus for the Science in Schools Research project that is being implemented in 225 Australian schools. The description is in a form that provides a basis for monitoring change, and which can be validated against project outcomes. The SiS Components were partially based on interviews with a small number of primary and secondary teachers identified as effective practitioners, and have been subject to a variety of validation processes. The focus of this paper is on a particular form of validation involving interviews with an expanded set of effective primary teachers, from three Australian states. Case descriptions of core elements of these teachers' beliefs and practice were constructed, and a review and mapping process used to examine the extent to which the SiS Components, as a distinct 'window into practice', align with and capture these core elements, and differentiate the practice of these effective teachers from other primary teachers in the project. Language eng DOI 10.1080/0950069032000097370 Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2004, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30002862 Document type: Journal Article Collections: Faculty of Arts and Education School of Scientific and Developmental Studies in Education Related Links Link Description Connect to published version (restricted access) 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. Versions Version Filter Type Thu, 02 Oct 2008, 09:37:09 EST Tue, 21 Apr 2009, 14:22:38 EST Mon, 24 May 2010, 14:25:43 EST Mon, 31 May 2010, 08:47:12 EST Fri, 13 Jun 2014, 22:50:37 EST Filtered Full Citation counts:   Cited 12 times in TR Web of Science Cited 21 times in Scopus Search Google Scholar Access Statistics: 930 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Mon, 07 Jul 2008, 08:36:34 EST

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