Inquiry into Practice

This project is documenting how middle and secondary school science teachers first develop a perspective on science learning, translate that perspective into their own teaching practice and finally make explicit links to their colleagues. The research is investigating the impact of professional development based on model-based reasoning, supported by Lesson Study and an apprentice-like program in teacher leadership.

Award Number: 
0554652
Funding Period: 
Wednesday, November 1, 2006 to Monday, October 31, 2011

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