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Science Curriculum Topic Study

Science Curriculum Topic Study
Bridging the Gap Between Standards and Practice

Edited by:

Foreword by Harold Pratt

March 2005 | 320 pages | Corwin

Published in Association with National Science Teachers Association

'Without question, this book will be of great value to the profession of science teaching. Given today's educational landscape of standards and high-stakes testing, curriculum topic study is an essential piece of the puzzle' - Cary Sneider, Vice President for Educator Programs, Museum of Science, Boston

Discover the "missing link" between science standards, teacher practice, and improved student achievement!

Becoming an accomplished science teacher not only requires a thorough understanding of science content, but also a familiarity with science standards and research on student learning. However, a comprehensive strategy for translating standards and research into instructional, practice has been lacking since the advent of standards-based education reform.

Science Curriculum Topic Study provides a systematic professional development strategy that links science standards and research to curriculum, instruction, and assessment. Developed by author Page Keeley of the Maine Mathematics and Science Alliance, the Curriculum Topic Study (CTS) process can help teachers align curriculum, instruction, and assessment with specific, research-based ideas and skills.

The CTS process will help teachers:

- Improve their understanding of science content

- Clarify a hierarchy of content and skills in a learning goal from state or local standards

- Define formative and summative assessment goals and strategies

- Learn to recognize and address learning difficulties

- Increase opportunities for students of all backgrounds to achieve science literacy

- Design or utilize instructional materials effectively

Containing 147 separate curriculum topic study guides arranged in eleven categories that represent the major domains of science, this book provides the tools to both positively impact student learning and develop the knowledge and skills that distinguish expert science teachers from novices.

List of Curriculum Topic Study Guides
by Harold Pratt
About the Author
1. Introduction to Curriculum Topic Study
2. Examining the Components of a Curriculum Topic Study Guide
3. Engaging in Curriculum Topic Study
4. Utilizing Curriculum Topic Study for Different Contexts
5. Images From Practice
6. The Curriculum Topic Study Guides
Resource A: Additional Resources to Support Curriculum Topic Study
Resource B: Worksheets for Curriculum Topic Study

"Without question, this book will be of great value to the profession of science teaching. Given today’s educational landscape of standards and high-stakes testing, curriculum topic study is an essential piece of the puzzle."

Cary Sneider, Vice President for Educator Programs
Museum of Science, Boston

"Science Curriculum Topic Study is a powerful companion to the widely used professional development and national standards publications. It is destined to become an essential tool for all science teachers, leadership teams, professional developers, and teacher educators."

Joyce Tugel, Science Professional Development Specialist

“It is by far the best thing I have seen on how to effectively use the standards.”

From the Foreword by Harold Pratt, Former President
National Science Teachers Association (2001-2002)

"CTS is well-suited for all K-12 teachers, especially those who are less familiar with science concepts or who trust textbooks for their science content. The book will also benefit preservice elementary school science teachers as they plan and design lessons and units of study. Curriculum planners will find this unique approach applicable to vertical teaming projects as well as aligning standards and curricula topics."

NSTA Recommends, November 2005

Page D. Keeley

PAGE KEELEY has been a leader in science education for over 20 years. She "retired" from the Maine Mathematics and Science Alliance (MMSA) in 2012 where she had been the Senior Science Program Director since 1996. Today she works as an independent consultant, speaker, and author providing professional development to school districts and organizations in the areas of formative assessment and teaching for conceptual understanding. Page has been the principal investigator and project director on 3 National Science Foundation-funded projects including the Northern New England Co-Mentoring Network (NNECN), PRISMS- Phenomena... More About Author

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