Science teacher sensemaking and the influence of school site context

June 1st, 2015 | RESEARCH

In this research article, Allen and Penuel investigate how science teachers make decisions about implementation of reform based on their understanding of coherence between professional development and the standards, curriculum and assessment in their local context. This research will support ISE that design and facilitate science teacher professional development.


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Team Members

Sara Heredia, Author, University of Colorado, Boulder

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Audience: Educators | Teachers | Museum | ISE Professionals
Discipline: Education and learning science | Nature of science
Resource Type: Research Brief | Research Products
Environment Type: Professional Development | Conferences | Networks | Professional Development and Workshops