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Impact of the Understanding Science Professional Development Model on Science Achievement of English Language Learner StudentsImpact of the Understanding Science Professional Development Model on Science Achievement of English Language Learner Students

Contact information

Dr. Thomas Hanson
Regional Educational Laboratory West
4665 Lampson Avenue
Los Alamitos, CA 90720-5139
Voice: (562) 799-5170
Fax: (562) 799-5151
Email: thanson@wested.org

Region: West

References

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Goldstein, H. (1987). Multilevel models in educational and social research. London: Oxford University Press. Hashweh, M. (1987). Effects of subject matter knowledge in the teaching of biology and physics. Research and Teacher Education, 3 (2), 109–20.

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Heller, J.I., Daehler, K.R., Shinohara, M., and Kaskowitz, S.R. (2004, April 2). Fostering pedagogical content knowledge about electric circuits through case-based professional development. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, Canada.

Heller, J.I., and Kaskowitz, S.R. (2004). Final evaluation report for Science Cases for Teacher Learning: Impact on teachers, classrooms, and students, Project years 2000–2003. Technical report submitted to WestEd and Stuart Foundation.

Hill, C.J., Bloom, H.S., Black, A.R., and Lipsey, M.W. (2008) Empirical benchmarks for interpreting effect sizes in research. Child Development Perspectives, 2(3),172–77.

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National Committee on Science Education Standards and Assessment, National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.

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Smith, S.P. and Banilower, E.R. (2006a, April 3–6). Measuring middle grades students' understanding of force and motion concepts: Insights into the structure of student ideas. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Smith, S.P. and Banilower, E.R. (2006b, April 3–6). Measuring teachers' knowledge for teaching force and motion concepts. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

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