The ideal of Standards and the reality of schools : Needed research
By Ronald D. Anderson, Jenifer V. Helms. 2001
249 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/cd6cae1e689ee2cf0e6518d95d788bee0401bee0
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Carla C. Johnson
- Ornit Spektor-Levy
- Bat-Sheva Eylon
- Zahava Scherz
- Shaljan Areepattamannil
- Jamison D. Fargo
- E. Klieme
- Anindito Aditomo
Citations in the corpus
- Urban School Reform Enabled by Transformative Professional Development: Impact on Teacher Change and Student Learning of Science (2010, background): “…of materials and curriculum, lack of district and school level support, lack of time for planning and collaboration, increasing accountability demands, and existing teacher beliefs regarding instructional strategies and support for change (Anderson & Helms, 2001; Johnson, 2006; Johnson, 2007b).”
- Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “Targeting science literacy in the early school years may help to develop feelings of competence and to sustain an enduring interest in learning about science (eg, Anderson & Helms, 2001 ; Mantzicopoulos, Patrick, & Samarapungavan, 2008 ; Rennie, Feher, Dierking, & Falk, 2003 ).”
- Meeting the highly qualified teachers challenge (2007, background): “Other research studies similarly indicate that differences in teacher quality are the most crucial for student achievement when compared with variables such as class size, streaming, or the amount of homework ( Anderson & Helms 2001; Mendro 1998; Powell & Anderson 2002; Rivkin, Hanushek & Kain 2001”
- TEACHING SCIENTIFIC COMMUNICATION SKILLS IN SCIENCE STUDIES: DOES IT MAKE A DIFFERENCE? (2009, background): “However, although the above-mentioned goals for science education are well accepted, it is not yet clear how ‘scientific literacy’ and ‘lifelong learning’ are to be achieved ( Anderson & Helms, 2001 ).”