August 1st, 2011 | RESEARCH
Education reform efforts often focus on material supplies and teacher knowledge of science, but this article points out additional constraints that teachers face within their schools and how the teachers from one middle school overcame them. These constraints have implications for what the researcher calls “inertial forces” that may derail social justice efforts. An awareness of these issues can help ISE educators in their efforts to design and lead professional development programs that support teachers.
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Team Members
Suzanne Perin, Author, University of WashingtonRelated URLs
Tags
Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals
Discipline: Education and learning science
Resource Type: Research Brief