Publisher: Rowman & Littlefield
Number of pages: 250
Weight: 372 g
Dimensions: 228 x 152 x 19 mm
With the pending demand that states develop an assessment of student knowledge in science, this book is a timely tool for effective student achievement. Often, practitioners depend on the work of those who have left the practice or those who have studied the practice. This book provides an empirical basis for instructional improvement that can be used immediately. As a school leader at the executive level, I recommend the contents and I strongly recommend the context. The authors support the need for content knowledge that is transmittable into classroom practice. -- Sally Jones, Ed.D., K-8 executive director, Public Schools of Robeson County (NC)
Freeman and Taylor connect scientific research and the best instructional practices in literacy and integrate the results with the inquiry-based scientific process. * Reference and Research Book News *
Explicitly linking the science inquiry process skills with literacy process skills and providing specific strategies for practice makes this an especially useful book for staff developers, pre-service faculty, and classroom teachers. * National Science Teachers Association *
For too long, we have taught content in isolation. With the demands and expectations under No Child Left Behind, those days are obsolete if we are truly going to make a difference for ALL children. This book lends itself strongly to helping teachers build levels of student knowledge while, at the same time, build skills in problem-solving, high level thinking and teamwork-all demands of the work world. -- Annie P. Wimbish Ed.D, superintendent, Hattiesburg (MS) Public School District
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