The following HTML text is provided to enhance online
readability. Many aspects of typography translate only awkwardly to HTML.
Please use the page image
as the authoritative form to ensure accuracy.
Taking Science to School: Learning and Teaching Science in Grades K-8
Trumbull, D., and Kerr, P. (1993). University researchers’ inchoate critiques of science teaching: Implications for the content of preservice science teacher education. Science Education, 77, 301-317.
Tucker, M. (2004). Reaching for coherence in school reform: The case of America’s choice. In T.K. Glennan, S.J. Bodilly, J.R. Galegher, and K.A. Kerr (Eds.), Expanding the reach of education reforms. Santa Monica, CA: RAND.
van Driel, J.H., Verloop, N., and de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673-695.
Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R., and Heck, D.J. (2003). Lookinginside the classroom: A study of K-12 mathematics and science education in theUnited States. Chapel Hill, NC: Horizon Research.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
Whiting, B., Van Burgh, J.W., and Render, G.F. (1995). Mastery learning in the classroom. Paper presented at Annual Meeting of the American Educational Research Association, San Francisco, CA.
Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Lawrence Erlbaum Associates.
Wilson, S.M. (2003). California dreaming: Reforming mathematics education. New Haven, CT: Yale University Press.
Wilson, S.M., and Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.
Wilson, S.M., Shulman, L.S., and Richert, A.E. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploringteachers’ thinking (pp. 104-123). London, England: Cassell.
Windschitl, M. (2004). Folk theories of “inquiry”: How preservice teachers reproduce the discourse and practices of the scientific method. Journal of Research inScience Teaching, 41, 481-512.
Yin, Y. (2005). The influence of formative assessments on student motivation, achievement, and conceptual change. Unpublished doctoral dissertation, Stanford University.
Zembal-Saul, C., Blumenfeld, P.C., and Krajcik, J.S. (2000). The influence of early cycles of planning, teaching, and reflection on prospective elementary teachers’ developing understanding of supporting students’ science learning. Journal ofResearch in Science Teaching, 37(4), 318-339.