Using Teacher Reflective Practice to Evaluate Professional Development in Mathematics and Science.

Wise, Vicki L.; Spiegel, Amy N.; Bruning, Roger H.

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Peer reviewed

ERIC Number: EJ580728

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4871

EISSN: N/A

Available Date: N/A

Using Teacher Reflective Practice to Evaluate Professional Development in Mathematics and Science.

Wise, Vicki L.; Spiegel, Amy N.; Bruning, Roger H.

Journal of Teacher Education, v50 n1 p42-49 Jan-Feb 1999

Describes the PEERS (Promoting Educational Excellence Regionally and Statewide) academy, a series of two-week professional development workshops to model best practices in K-12 science and mathematics teaching and to encourage more constructivist teaching approaches. Participants completed program evaluations and a followup study involving reflective practice. Results indicated that teachers put PEERS concepts and strategies into practice in their teaching. (SM)

Descriptors: Elementary Secondary Education, Faculty Development, Inservice Teacher Education, Mathematics Education, Mathematics Teachers, Reflective Teaching, Science Education, Science Teachers, Teacher Improvement

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Nebraska

Grant or Contract Numbers: N/A

Author Affiliations: N/A