Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3324
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dc.contributor.authorCorliss, Stephanie
dc.contributor.authorSpitulnik, Michele
dc.contributor.authorHiggins, Tara
dc.contributor.authorKirkpatrick, and Doug
dc.date.accessioned2019-07-20T23:49:30Z
dc.date.accessioned2020-01-09T18:38:03Z-
dc.date.available2019-07-20T23:49:30Z
dc.date.available2020-01-09T18:38:03Z-
dc.date.issued2007-07
dc.identifier.citationCorliss, S., Spitulnik, M., Higgins, T., & Kirkpatrick, a. (2007). Mentored Professional Development to Support Successful Integration of Technologyenhanced Science Curriculum. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 150-152). New Brunswick, NJ, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2007.150
dc.identifier.urihttps://repository.isls.org//handle/1/3324-
dc.description.abstractMODELS (Mentored and Online Development of Educational Leaders for Science) is a 5-year NSF grant funded to support teacher professional development and learning to enable schools to implement technology-enhanced inquiry instruction. In this paper we discuss professional development activities, classroom enactment of technology-enhanced projects, and the trends emerging in changes in teachers' beliefs and practices during the first two years of the project. We present a case study of one teacher's learning progression and discuss plans for further data collection and analysis.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleMentored Professional Development to Support Successful Integration of Technologyenhanced Science Curriculumen_US
dc.typePapersen_US
Appears in Collections:CSCL 2007

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