How Can Professional Learning and Development for Science Teachers Address the Needs of Priority Learners?

Sabina Cleary, Lindsey Conner

Research output: Contribution to conferencePaperpeer-review

Abstract

Science teaching has come under scrutiny in the last three years in New Zealand as a result of disparities in participation and achievement of Māori and Pasifika learners, those from low socio-economic backgrounds, learners with special education needs and English language learners. This paper draws on professional learning and development (PLD) for science teachers to address the needs of these priority learners in 48 high schools. Three case studies of science teachers highlight changes to pedagogy. The key success factors of the PLD were: teachers establishing positive relationships with their learners; use of multiple forms of formative assessment; and strategies to support learners with literacy in science.
Original languageEnglish
Publication statusPublished - 2015
Externally publishedYes
Event2015 American Education Research Association Conference (AERA), -
Duration: 14 Apr 2015 → …

Conference

Conference2015 American Education Research Association Conference (AERA),
Period14/04/15 → …

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