Overview

Curriculum Topic Study (CTS) is a professional development strategy that links science standards to curriculum, instruction, and assessment. The book was developed to be used by individual teachers, teacher teams, or in workshop settings. The CTS process will help teachers: Develop pedagogical and content knowledge Contribute to curriculum planning Define formative and summative assessment goals and strategies Learn to recognize and anticipate students' misconceptions and address them through instructional strategies, resources, and materials.

Full Product Details

Author:   Page D. Keeley ,  Joyce Tugel
Publisher:   SAGE Publications Inc
Imprint:   Corwin Press Inc
Edition:   2nd Revised edition
Weight:   0.930kg
ISBN:  

9781452244648

ISBN 10:   1452244642
Pages:   352
Publication Date:   01 January 2020
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

LIST OF CURRICULUM TOPIC STUDY GUIDES PREFACE ACKNOWLEDGMENTS ABOUT THE AUTHORS CHAPTER 1. INTRODUCTION TO CURRICULUM TOPIC STUDY (CTS) What Is Curriculum Topic Study (CTS)? Why Study a Curriculum Topic? Why Focus on Topics? CTS Impacts Beliefs About Teaching and Learning CHAPTER 2. THE CURRICULUM TOPIC STUDY GUIDE AND ITS COMPONENTS The CTS Study Guide Collective Resources Used in the CTS Guides CHAPTER 3. USING CURRICULUM TOPIC STUDY CHAPTER 4. USING AND APPLYING CURRICULUM TOPIC STUDY CHAPTER 5. THE CURRICULUM TOPIC STUDY GUIDES Category A: Life Science Guides Category B: Physical Science Guides Category C: Earth and Space Science Guides Category D: Scientific and Engineering Practices Guides Category E: Crosscutting Concepts Guides Category F: STEM Connections Guides REFERENCES INDEX

Reviews

CTS is well-suited for all K-12 teachers, especially those who are less familiar with science concepts or who trust textbooks for their science content. The book will also benefit preservice elementary school science teachers as they plan and design lessons and units of study. Curriculum planners will find this unique approach applicable to vertical teaming projects as well as aligning standards and curricula topics. --NSTA Recommends, November 2005

Author Information

"PAGE KEELEY has been a leader in science education for over 20 years. She ""retired"" from the Maine Mathematics and Science Alliance (MMSA) in 2012 where she had been the Senior Science Program Director since 1996. Today she works as an independent consultant, speaker, and author providing professional development to school districts and organizations in the areas of formative assessment and teaching for conceptual understanding. Page has been the principal investigator and project director on 3 National Science Foundation-funded projects including the Northern New England Co-Mentoring Network (NNECN), PRISMS- Phenomena and Representations for Instruction of Science in Middle School, and Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research. In addition, she developed and directed state MSP projects including Science Content, Conceptual Change, and Collaboration (SC4) and TIES K-12- Teachers Integrating Engineering into Science K-12 and two National Semi-Conductor Foundation grants, Linking Science, Inquiry, and Language Literacy (L-SILL) and Linking Science, Engineering, and Language Literacy (L-SELL). She developed and directed the Maine Governor’s Academy for Science and Mathematics Education Leadership, which completed its fourth cohort group of Maine teacher STEM leaders, and is a replication of the National Academy for Science and Mathematics Education Leadership, of which she is a Fellow. Page is a prolific author of over twenty national best-selling and award-winning books, including twelve books in the Uncovering Student Ideas in Science series, four books in the first edition Curriculum Topic Study series, and four books in the Science and Mathematics Formative Assessment- Practical Strategies for Linking Assessment, Instruction, and Learning series. Several of her books have received prestigious awards in educational publishing.  She has authored numerous journal articles and contributed to several book chapters. She is a frequent invited speaker at regional, national, and international conferences on the topic of formative assessment in science, understanding students’ (and teachers’) thinking, and teaching for conceptual understanding. Prior to leaving the classroom to work at the Maine Mathematics and Science Alliance in 1996, Page taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level, serving two terms as President of the Maine Science Teachers Association and NSTA District II Director 1995-1998 and NSTA Executive Board member (prior to the Board and Council restructuring in 1997). She received the Presidential Award for Excellence in Secondary Science Teaching in 1992 and the Milken National Distinguished Educator Award in 1993. Since leaving the classroom in 1996, her work in leadership and professional development has been nationally recognized.  In 2008 she was elected the 63rd President of the National Science Teachers Association (NSTA), the world′s largest organization of K-12, university, and informal science educators. In 2009 she received the National Staff Development Council’s (now Learning Forward) Susan Loucks-Horsley Award for Leadership in Science and Mathematics Professional Development. In 2013 she received the Outstanding Leadership in Science Education award from the National Science Education Leadership Association (NSELA) and in 2018, The Distinguished Service to Science Education Award from NSTA.  She has served as an adjunct instructor at the University of Maine, was a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, was a science literacy leader for the AAAS/Project 2061 Professional Development Program, and served on several national advisory boards. She has a strong interest in global science education and has led science/STEM education delegations to South Africa (2009), China (2010), India (2012), Cuba (2014), Iceland (2017), Panama (2018), and Costa Rica (2019). Prior to entering the teaching profession, Page was a research assistant for immunogeneticist, Dr. Leonard Shultz, at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences/pre-veterinary studies from the University of New Hampshire and her Masters degree in Science Education from the University of Maine. In her spare time she enjoys travel, reading, photography, fiber art, and dabbles in modernist cooking and culinary art. A Maine resident for almost 40 years, Page and her husband currently reside in Fort Myers, FL and Wickford, RI. Page can be contacted at pagekeeley@gmail.com or through her web site at www.uncoveringstudentideas.org JOYCE TUGEL has been a leader in science education since she left the classroom in 2001 to become the science professional development specialist at the TERC Eisenhower Regional Alliance. In 2005 she came to work with Page Keeley at the Maine Mathematics and Science Alliance, as a K-12 science specialist, where she managed and directed several projects and provided professional development support to schools and districts throughout New England and nationally. Recently “retired” from the Maine Mathematics and Science Alliance, today she works as an independent K-12 STEM/Science Education Consultant. Her work primarily focuses on professional development in the areas of science curriculum, instruction and formative assessment, teacher leadership, service and place-based learning, and implementation of the Next Generation Science Standards. She is the lead professional development consultant for Curriculum Topic Study. Joyce is a contributing author of two books in the Uncovering Student Ideas in Science series (NSTA Press) and is a co-author of Science Curriculum Topic Study: Bridging the Gap Between Three-Dimensional Standards, Research, and Practice (2nd edition, Corwin/NSTA Press).  Joyce has also authored articles for the NSTA journals, Science and Children and The Science Teacher. Prior to leaving the classroom, Joyce taught high school chemistry & physical science for 10 years. As an active teacher leader, she collaborated with the Maine Department of Education and the Maine Mathematics and Science Alliance. During her teaching career, Joyce received the Presidential Award for Excellence in Secondary Science Teaching in 1998, the Milken Foundation National Distinguished Educator Award in 1999, and the New England Institute of Chemists Secondary Teaching Award in 1999.  As a dedicated NSTA member, she was the NSTA District II Director from 2000-2003 and the Professional Development Division Director from 2003-2006. She has served on the board of directors of both the National Science Education Leadership Association and the National Science Teachers Association. She is also a Cohort 3 Fellow of the National Academy for Science and Mathematics Education Leadership. Joyce also has a strong interest in global science education and has co-led science/STEM education delegations to Iceland (2017), Panama (2018), and Costa Rica (2019) with Page. Prior to entering the teaching profession, Joyce was a researcher in environmental biogeochemistry at the University of New Hampshire and liked to “dabble in mud”! She received her B.S. and M.S. degrees in Microbiology from the University of New Hampshire. In her “spare time” she enjoys photography, breadmaking, knitting, and exploring the world with her grandchildren.  A New Hampshire resident for 40 years, Joyce and her husband reside in Barrington, NH. Joyce can be contacted at jtugel@gmail.com."

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