Mundry Susan E.

The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practice by linking standards and research on how children learn mathematics to classroom practice. Keyed to the core book Mathematics Curriculum Topic Study, this resource helps mathematics 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. By bringing CTS into schools and other professional development settings, mathematics leaders can enhance their teachers' knowledge of content, improve teaching practices, and have a positive impact on student learning.

Drawing on research, literature, and the work of experienced professional developers, this third edition of the bestseller presents an updated, redefined professional development (PD) planning framework for designing relevant learning experiences for science and maths teachers. Engaging staff developers in a dynamic decision-making process, the authors demonstrate how to expand teachers' expertise in ways that produce significantly improved student outcomes and explain the influence of: - Knowledge, beliefs, and research on the PD design process - Context factors specific to your environment - Programme evaluation and the cycle of reflection and revision

The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practice by linking standards and research to core content, curriculum, instruction, and assessment. This valuable guide shows leaders how to facilitate this research-based, standards-linked approach to increase their science teachers' knowledge of effective teaching and learning and improve the quality of content-focused professional development. Keyed to the core book Science Curriculum Topic Study, this resource 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 - Ideas for embedding CTS in professional development programs - A CD-ROM with handouts, PowerPoint slides, and templates for developing your own CTS sessions - References to additional resources and materials 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.

Drawing on research, literature, and the work of experienced professional developers, this third edition of the bestseller presents an updated, redefined professional development (PD) planning framework for designing relevant learning experiences for science and maths teachers. Engaging staff developers in a dynamic decision-making process, the authors demonstrate how to expand teachers' expertise in ways that produce significantly improved student outcomes and explain the influence of: - Knowledge, beliefs, and research on the PD design process - Context factors specific to your environment - Programme evaluation and the cycle of reflection and revision

This book provides guidance, tips, and suggestions for planning professional events that will result in substantial learning for participants. Written for professionals with all levels of experience and is based on the authors experiences with designing and conducting meetings.

This book provides guidance, tips, and suggestions for planning professional events that will result in substantial learning for participants. Written for professionals with all levels of experience and is based on the authors experiences with designing and conducting meetings.