A Leader’s Guide to Science Curriculum Topic Study

By Susan Mundry, Page Keeley, Carolyn Landel

Description

The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practice by linking standards and research to content, curriculum, instruction, and assessment.

This new resource, coauthored by WestEd’s Susan Mundry, is keyed to the core book Science Curriculum Topic Study and helps science professional development leaders and teacher educators understand the CTS approach and how to design, lead, and apply CTS in a variety of settings that support teachers as learners. The authors provide everything needed to facilitate the CTS process, including:

  • A solid foundation in the CTS framework
  • Multiple designs for half-day and full-day workshops, professional learning communities, and one-on-one instructional coaching
  • Facilitation, group processing, and materials management strategies
  • A CD-ROM with handouts, PowerPoint slides, and templates

By bringing CTS into schools and other professional development settings, science leaders can enhance their teachers’ knowledge of content, improve teaching practices, and have a positive impact on student learning.

Resource Details

Product Information

ISBN: 978-1-4129-7817-0
Copyright: 2009
Format: Trade Paper
Pages: 320
Publisher: Corwin Press

Available Previews

Praise for this Resource

  • “Knowing all the science standards and the science educational research about learning science for each of those standards is challenging for anyone. This book illustrates effective professional development models for using Curriculum Topic Study with science teachers and is a must-have resource, particularly if you’re a professional developer in science education.”

    Francis Eberle, Executive Director, National Science Teachers Association
  • “Engaging science teachers at all levels with important ideas relating to both the content and how they can help students learn the content is critical to promoting effective instruction. We have been using CTS as one key element of our professional development program and our preservice preparation programs for several years. It has proven to be an incredibly valuable and appreciated tool. This leaders’ guide will help us use CTS even more effectively ourselves, and help us prepare new cadres of professional development providers who will engage current and future teachers with state and national resources to improve science instruction and student learning.”

    George Nelson, Director, Science, Mathematics, and Technology Education, Western Washington University and Former Director, Project 2061, AAAS