Lessons from a Decade of Mathematics and Science Reform: A Capstone Report for the Local Systemic Change through Teacher Enhancement Initiative.
By E. Banilower, Sally E. Boyd, Joan D. Pasley, I. Weiss. 2006
142 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/569db9f8bcd56d381b27b4278fbcbd0baa2cd4b8
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- J. Luft
- Rolf K. Blank
- I. Weiss
- Carl J. Smith
- Joan D. Pasley
- B. Crawford
Citations in the corpus
- Beginning Secondary Science Teachers in Different Induction Programmes: The first year of teaching (2009, methodology): “It includes aspects of the Horizon Research Observational Protocol that was developed for use in the National Science Foundation Local Systemic Change programme (see Banilower, Boyd, Pasley, & Weiss, 2006 ).”
- Scaling Up Instructional Improvement through Teacher Professional Development: Insights from the Local Systemic Change Initiative. CPRE Policy Briefs. RB-44. (2006, background): “(Banilower et al., 2005, p. 71) Partnerships could not accomplish LSC goals alone; they had to be accompanied by plans for institutionalizing policy change that could mitigate factors in local contexts that threatened continuation of the work.”
- Analysis of the Quality of Professional Development Programs for Mathematics and Science Teachers: Findings from a Cross-State Study (2008, background): “Recent federal programs directed toward teacher professional development, such as No Child Left Behind (NCLB) Title II and NSF teacher enhancement programs, cite recent findings from research indicating the characteristics of programs that are effective in improving teaching and learning (see Banil”