Striking a Balance between Innovation and Standards: A Study of Teachers Implementing Project-Based Approaches to Teaching Science.

Toolin, Regina E.

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Title: Striking a Balance between Innovation and Standards: A Study of Teachers Implementing Project-Based Approaches to Teaching Science

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Title:	Striking a Balance between Innovation and Standards: A Study of Teachers Implementing Project-Based Approaches to Teaching Science
Authors:	Toolin, Regina E.
Descriptors:	Teaching Methods; Science Education; Educational Theories; Instructional Innovation; State Standards; Middle School Teachers; Secondary School Teachers; Science Teachers; Professional Development; Public Schools; Student Projects; Academic Standards; Urban Schools
Source:	Journal of Science Education and Technology, v13 n2 p179-187 Jun 2004
More Info: Help Peer Reviewed:	Yes
Publisher:	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Date:	2004-06-00
Pages:	9
Pub Types:	Journal Articles; Reports - Research
Abstract:	This research reports on the efforts of six middle school and high school science teachers in a public school district in New York City to balance innovative teaching methods and strategies with the New York State Learning Standards and Regents requirements. More specifically, this research examines the factors that influenced the implementation of project-based approaches to teaching and learning science. Observations of meetings and classrooms, and collection of artifacts such as curricula, project planners, demographic profiles, student work, and test results served as the primary data sources that were triangulated and related to current theory on project-based learning in science. Four teachers embraced aspects of project-based learning in science and two rejected most aspects of teaching project-based learning in science. Implications for science professional development are discussed.
Abstractor:	Author
Reference Count:	0

Note:	N/A
Identifiers:	New York
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1059-0145
Audiences:	N/A
Languages:	English
Education Level:	High Schools; Middle Schools
Direct Link:	http://dx.doi.org/10.1023/B:JOST.0000031257.37930.89

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