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Toward the mark of empowering policies in elementary school science programs and teacher professional development

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Abstract

In this commentary, I discuss how policy initiatives play out in two different contexts for elementary school teachers yet produce very similar outcomes regarding teachers’ professional development and school science learning for elementary students. Ironically, the outcomes that we want see in elementary school science learning and professional development are not realized when policies are introduced that distract from practices that were working prior to new reforms.

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References

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Authors and Affiliations

  1. Department of Mathematics, Science and Technology, Teachers College, Columbia University, 525 W. 120th Street, Box 210, New York, NY, 10027, USA

    Felicia Moore Mensah

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  1. Felicia Moore Mensah
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Correspondence to Felicia Moore Mensah.

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Mensah, F.M. Toward the mark of empowering policies in elementary school science programs and teacher professional development. Cult Stud of Sci Educ 5, 977–983 (2010). https://doi.org/10.1007/s11422-010-9279-1

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  • DOI: https://doi.org/10.1007/s11422-010-9279-1

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