Case‐based Long‐term Professional Development of Science Teachers

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Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment (2009, background): “However, even after years of reform efforts, widespread progress in this area is still lacking (Dori and Herscovitz 2005).”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “Similar findings appear in the work of Dori and Herscovitz (2005), who revealed that teachers took a 3-year cycle to become familiar with the goals of a new curriculum and to develop appropriate roles for instructional practices.”
Reflective Practice as a Means for Preparing to Teach Outdoors in an Ecological Garden (2009, unknown): “This is supported by a number of studies of teachers’ engagement in complex curricula and learning environments for which they received continuous support in project-based and case-based learning (Dori and Herscovitz 2005; Fishman et al. 2003; Keiny and Gorodetsky 1996; Tal and Argaman 2005).”