How Long to Read Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards

How Long Does it Take to Read Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards?

It takes the average reader 1 hour and 35 minutes to read Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards by National Research Council

Assuming a reading speed of 250 words per minute. Learn more

Description

In February, 1996, representatives of departments of education and major teacher education colleges in 39 states, the District of Columbia, the U.S. Virgin Islands, and the U.S. Department of Defense met at the National Academy of Sciences in Washington, D.C. to identify and discuss issues surrounding the preparation and credentialing of science teachers. Central to this symposium were the criteria identified by the National Science Education Standards for effective science teaching and effective professional development for science teachers. This synopsis is intended to encourage reflection by participants and their colleagues at the state level on the issues identified, reactions to those issues from a variety of perspectives, and strategies for addressing those issues as outlined by others. Responses include: (1) "The Need for Scientifically Literate Teachers" (Bruce Alberts); (2) "The Need for Reform in State Policy" (William Randall); (3) "The Need for Reform in Teacher Preparation Programs" (Robert Watson); (4) "Implications of the Standards for Teacher Preparation and Certification" (Pascal Forgione); (4) "Response to Dr. Forgione" (Angelo Collins); (5) "The Standards: A Guide for Systemic Reform" (Rodger Bybee); (6) "The Standards: A Guide for Professional Development" (Susan Loucks-Horsley); (7) "The Montana Systemic Teacher Education Preparation Project" (Robert Briggs and Elizabeth Charron); (8) "The Louisiana Collaborative for Excellence in the Preparation of Teachers" (Kerry Davidson, William Deese, Linda Ramsey, and Carolyn Talton); (9) "The Connecticut Science Education Assessment Program" (Michal Lomask and Raymond Pecheone); (10) "Reflections on Pre-service Education and Teachers' Needs" (William Badders and Celeste Pea); (11) "Response to the Teachers' Comments" (Arthur Wise); (12) "A Science Educator's Perspective on Teacher Education" (Paul Kuerbis); (13) "The Role of Undergraduate Science Courses in Teacher Preparation" (Patricia Simpson); (14) "A Principal's Perspective on the K-12 School's Role in Preparing Teachers" (Mary Ann Chung); (15) "A Perspective on the State's Role: Motivation and Policy" (William Randall); (16) "Concern, Collaboration, Coordination, and Communication" (Jane Butler Kahle); (17) "Response to Dr. Butler Kahle from the State Perspective" (Terry Janicki); and (18) "Closing Remarks and Challenge for Next Steps" (Virginia Pilato). (ASK)

How long is Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards?

Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards by National Research Council is 94 pages long, and a total of 23,876 words.

This makes it 32% the length of the average book. It also has 29% more words than the average book.

How Long Does it Take to Read Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards Aloud?

The average oral reading speed is 183 words per minute. This means it takes 2 hours and 10 minutes to read Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards aloud.

What Reading Level is Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards?

Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards is suitable for students ages 10 and up.

Note that there may be other factors that effect this rating besides length that are not factored in on this page. This may include things like complex language or sensitive topics not suitable for students of certain ages.

When deciding what to show young students always use your best judgement and consult a professional.

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