How can professional learning and development for science teachers accelerate outcomes for priority learners?

Sabina Cleary, Lindsey Conner

    Research output: Contribution to conferencePaper

    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 accelerate the outcomes for 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
    Number of pages5
    Publication statusPublished - 2014
    EventAustralasian Science Education Research Association (ASERA), 2014 - Hilton on the Park, Melbourne, Australia
    Duration: 2 Jul 20144 Jul 2014

    Conference

    ConferenceAustralasian Science Education Research Association (ASERA), 2014
    CountryAustralia
    CityMelbourne
    Period2/07/144/07/14

    Keywords

    • professional education
    • science teachers
    • priority learners

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  • Cite this

    Cleary, S., & Conner, L. (2014). How can professional learning and development for science teachers accelerate outcomes for priority learners?. Paper presented at Australasian Science Education Research Association (ASERA), 2014, Melbourne, Australia.