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.
|Number of pages||5|
|Publication status||Published - 2014|
|Event||Australasian Science Education Research Association (ASERA), 2014 - Hilton on the Park, Melbourne, Australia|
Duration: 2 Jul 2014 → 4 Jul 2014
|Conference||Australasian Science Education Research Association (ASERA), 2014|
|Period||2/07/14 → 4/07/14|
- professional education
- science teachers
- priority learners
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.