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LEADER 00000pam  22003614i 4500 
001    41165222 
003    OCoLC 
005    20010524152424.0 
008    990407s2000    njua     b    001 0 eng   
010    99015331 
020    0130824682 
040    DLC|beng|erda|cDLC|dMSC 
042    pcc 
049    MSCC 
050 00 Q181|b.C348 2000 
082 00 507/.1/2|221 
245 00 Cases in middle and secondary science education :|bthe 
       promise and dilemmas /|c[edited by] Thomas R. Koballa, Jr.,
       Deborah J. Tippins. 
264  1 Upper Saddle River, N.J. :|bMerrill,|c[2000] 
264  4 |c©2000 
300    xvi, 281 pages :|billustrations ;|c24 cm 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
504    Includes bibliographical references and index. 
650  0 Science|xStudy and teaching (Middle school)|0http://|vCase 
650  0 Science|xStudy and teaching (Secondary)|0
       /authorities/subjects/sh85118601|vCase studies.|0http:// 
655  7 Case studies.|2lcgft|0
700 1  Koballa, Thomas R.,|cJr.|0
700 1  Tippins, Deborah J.|0
970 11 |l1|tClassroom Case Narratives as Pedagogical and Research
       Tools in Science Education|p1 
970 12 |tThe Need for Cases: Questions of Purpose|p3 
970 12 |tHistorical Emergence of Cases in Education and Science 
       Teacher Education|p4 
970 12 |tThe Use of Cases: A Question of Context|p5 
970 12 |tPedagogical and Philosophical Underpinnings of the 
       Casebook: Epistemological Tensions|p8 
970 12 |tNature of the Cases in This Book|p8 
970 11 |l2|tAdolescent Learners in Science|p13 
970 12 |lCase 2.1|tWhile the Animals Sleep|cJo Quintenz|fQuintenz,
       Jo|cJulie A. Luft|fLuft, Julie A.|p15 
970 12 |lCase 2.1|tLet Students Propose School-Home Culture 
       Connections|cMaureen Boyd|fBoyd, Maureen|cTuller Jan 
       Merrifield|fMerrifield, Tuller Jan|p17 
970 12 |lCase. 2.2|tNight and Day with Jason|cEric J. Pyle|fPyle,
       Eric J.|p19 
970 12 |lCase 2.2|tReflections on My Work with Jason|cEric J. 
       Pyle|fPyle, Eric J.|p21 
970 12 |lCase 2.2|tCritical Issues in Working with Jason|cYvette 
       Q. Getch|fGetch, Yvette Q.|p23 
970 12 |lCase 2.2|tTrying to Resolve Jason's Problem|cKevin D. 
       Finson|fFinson, Kevin D.|p24 
970 12 |lCase 2.3|tScientists Like Me|cKatherine C. Wieseman
       |fWieseman, Katherine C.|p26 
970 12 |lCase 2.3|tHelping Students Connect with Science
       |cKatherine C. Wieseman|fWieseman, Katherine C.|p28 
970 12 |lCase 2.3|tScience Is Social and Political|cDeborah J. 
       Tippins|fTippins, Deborah J.|p30 
970 12 |lCase 2.4|tHow Jonah Got Swallowed by the Whale of Apathy
       While Kip Kept Clinging to the Ship|cCherine LeBlanc 
       Schaaf|fSchaaf, Cherine LeBlanc|p31 
970 12 |lCase 2.4|tI Taught Jonahs and Kips, Too|cLee Meadows
       |fMeadows, Lee|p36 
970 11 |l3|tReform and Science Curriculum|p41 
970 12 |lCase 3.1|tToo Much Content, Not Enough Time|cJohn Karl 
       Kemper|fKemper, John Karl|p43 
970 12 |lCase 3.1|tTime and Content on the Block|cMiriam Jordan
       |fJordan, Miriam|p45 
970 12 |lCase 3.1|tWhat to Teach on the Block?|cDava C. Coleman
       |fColeman, Dava C.|p47 
970 12 |lCase 3.2|tDoes It Matter Beyond My School?|cMichael J. 
       Padilla|fPadilla, Michael J.|p50 
970 12 |lCase 3.2|tDoes it Matter Beyond My School? - Indeed It 
       Does!|cFrank E. Crawley|fCrawley, Frank E.|p54 
970 12 |lCase 3.3|tFixing the Engine While Driving 65 MPH|cGloria
       "Brownie" Lindner|fLindner, Gloria "Brownie"|p57 
970 12 |lCase 3.3|tChange Happens with Buy-In|cGail Paulin
       |fPaulin, Gail|p60 
970 11 |l4|tPlanning for Science Instruction|p65 
970 12 |lCase 4.1|tThe Enemy of Understanding Is Coverage|cElaine
       R. Homestead|fHomestead, Elaine R.,  1947-|cP. Elizabeth 
       Pate|fPate, P. Elizabeth.|p67 
970 12 |lCase 4.1|tVital Context for Science Vigor|cGert Nesin
       |fNesin, Gert|p70 
970 12 |lCase 4.2|tCreative Planning Carried the Day|cThomas R. 
       Koballa, Jr.|fKoballa, Thomas R.|p71 
970 12 |lCase 4.2|tI Empathize and Agree with Jake|cBarbara 
       Rascoe|fRascoe, Barbara|p74 
970 12 |lCase 4.3|tBe Prepared!|cSandra K. Abell|fAbell, Sandra 
970 12 |lCase 4.3|tChange Is Not an Easy Thing|cThomas R. Koballa,
       Jr.|fKoballa, Thomas R.|p78 
970 11 |l5|tOrganizing a Positive Learning Environment|p81 
970 12 |lCase 5.1|tWhere's the Science?|cMark J. Volkmann
       |fVolkmann, Mark J.|p84 
970 12 |lCase 5.1|tImportant Goals of Project-Centered Teaching
       |cJames J. Gallagher|fGallagher, James J.|p88 
970 12 |lCase 5.2|tHelp Can Sometimes Lead to Problematic 
       Situations|cWilliam Veal|fVeal, William|p91 
970 12 |lCase 5.2|tLaboratory Safety Is Every Teacher's 
       Responsibility|cWilliam Veal|fVeal, William|p94 
970 12 |lCase 5.2|tThoughtful Science Safety|cDarwin W. Smith
       |fSmith, Darwin W.|p95 
970 12 |lCase 5.3|tCreating Objects of Meaning in Science|cBonnie
       Shapiro|fShapiro, Bonnie|p97 
970 11 |l6|tLearning in the Science Classroom|p111 
970 12 |lCase 6.1|tCorn Kernels, Critical Thinking, and Classroom
       Control|cCarolyn W. Keys|fKeys, Carolyn W.|cMelissa 
       Dunavant|fDunavant, Melissa|p113 
970 12 |lCase 6.1|tReflections on Student Real-World Problem 
       Solving|cMelissa Dunavant|fDunavant, Melissa|p115 
970 12 |lCase 6.1|tHelping Students Become Problem Solvers Is 
       Well Worth the Challenge|cCarolyn W. Keys|fKeys, Carolyn 
970 12 |lCase 6.2|tMs. Davis Sparks John's Understanding|cShawn 
       M. Glynn|fGlynn, Shawn M.|p118 
970 12 |lCase 6.2|tAnalogies Are Never Perfect, But Darn Useful
       |cNita A. Paris|fParis, Nita A.|p123 
970 12 |lCase 6.3|tSocial Constructivism: A Referent for Thinking
       About Teaching or a Way to Teach?|cKenneth Tobin|fTobin, 
       Kenneth George, 1944-|p125 
970 11 |tMorrell's Prelesson Views|p125 
970 11 |tKen Tobin's Notes on the Class Problem|p126 
970 12 |lCase 6.3|tPerspectives on the Cutting Edge of Learning
       |cKenneth Tobin|fTobin, Kenneth George, 1944-|p128 
970 11 |tMorrell's Postlesson Views: Critique of the Prisoner and
       the Guillotine|p131 
970 11 |tConscious and Unconscious Teaching|p132 
970 11 |l7|tLearning in the Laboratory and Informal Settings|p135
970 12 |lCase 7.1|tA Pressure-Packed Problem|cSteven Fleming
       |fFleming, Steven|p137 
970 12 |lCase 7.1|tReflections on My Pressure-Packed Problem
       |cSteven Fleming|fFleming, Steven|p139 
970 12 |lCase 7.1|tBuild Conceptual Knowledge Before Laboratory 
       Work|cEugene L. Chiappetta|fChiappetta, Eugene L.|p140 
970 12 |lCase 7.1|tActive Engagement Doesn't Always Equal 
       Learning|cRachel Williamson|fWilliamson, Rachel|p141 
970 12 |lCase 7.2|tExpect the Unexpected When Teaching Science 
       Outdoors|cMichael Kamen|fKamen, Michael|p143 
970 12 |lCase 7.2|tBalancing the Benefits and Costs of Outdoor 
       Learning|cTeresa S. Coker|fCoker, Teresa S.|p146 
970 12 |lCase 7.3|tShining the Light on Constructivistic 
       Activities|cJill Bailer|fBailer, Jill|p148 
970 12 |lCase 7.3|tConstructivist Teaching Is Like Building a 
       Jigsaw Puzzle|cEugene L. Chiappetta|fChiappetta, Eugene L.
970 12 |lCase 7.3|tConstructivism: A Guiding Light|cAndrew C. 
       Kemp|fKemp, Andrew C.|p151 
970 11 |l8|tControversial Issues in the Science Classroom|p155 
970 12 |lCase 8.1|tI Like Spotted Owl Almost as Much as Fried 
       Chicken!|cNorman G. Lederman|fLederman, Norman G.|p157 
970 12 |lCase 8.1|tWhy Not Consider Dialogue Instead of Debate?
       |cStephanie L. Cannon|fCannon, Stephanie L.|cSajin Chun
       |fChun, Sajin|cPamela J. Kitchens|fKitchens, Pamela J.
970 12 |l8.2|tFeeling Sorry for Stephen|cKimberly L. Harmelink
       |fHarmelink, Kimberly L.|p164 
970 12 |lCase 8.2|tStephen Hawking, Cosmology, and God in High 
       School|cHarry L. Shipman|fShipman, Harry L.|p166 
970 12 |lCase 8.3|tReligion or Science: Revisiting the Scopes 
       Trial in Seventh Grade|cJoseph Conti|fConti, Joseph|cP. 
       Elizabeth Pate|fPate, P. Elizabeth.|p168 
970 12 |lCase 8.3|tJoe's Reflections on Debating Evolution
       |cJoseph Conti|fConti, Joseph|p171 
970 12 |lCase 8.3|tTeaching Evolution: Debate Versus Discussion
       |cLawrence C. Scharmann|fScharmann, Lawrence C.|p172 
970 12 |lCase 8.4|tBroken Blood Lines|cAva L. Bozeman|fBozeman, 
       Ava L.|p174 
970 12 |lCase 8.4|tReal Science May Lead to Unexpected Outcomes
       |cJohn E. Penick|fPenick, John E.|p176 
970 11 |l9|tThe Role of Technology in Science Teaching and 
970 12 |lCase 9.1|tDoes World Wide Web Surfing Guarantee 
       Learning?|cJoseph L. Hoffman|fHoffman, Joseph L.|p184 
970 12 |lCase 9.1|tUsing the World Wide Web to Support Student 
       Inquiry|cJoseph L. Hoffman|fHoffman, Joseph L.|cJoseph 
       Krajcik|fKrajcik, Joseph S.|cElliot Soloway|fSoloway, 
970 12 |lCase 9.2|tLearning About Newton's Third Law Through 
       Linguine|cSharon E. Nichols|fNichols, Sharon E.|cGlenda 
       Bell|fBell, Glenda|p194 
970 12 |lCase 9.2|tMarilyn's Decisions About Using Cooperative 
       Learning|cM. Jenice "Dee" Goldston|fGoldston, M. Jenice 
970 12 |lCase 9.2|tDesign Technology and Science: The Perfect 
       Partners|cRobert C. Wicklein|fWicklein, Robert C.|p199 
970 12 |lCase 9.3|tMaking the Most of Limited Computer Technology
       with At-Risk Middle School Students|cDavid F. Jackson
       |fJackson, David F.|p201 
970 12 |lCase 9.3|tWith a Little Technology, Can At-Risk Students
       Succeed?|cDavid F. Jackson|fJackson, David F.|p207 
970 12 |lCase 9.3|tI Faced Bridget's Dilemmas as a Ninth-Grade 
       Teacher|cMorgan B. Nolan|fNolan, Morgan B.|p208 
970 11 |l10|tAssessment in Science|p213 
970 12 |lCase 10.1|tMaking the Grade: What Is Assessment Without 
       a Test?|cCarol Brisco|fBrisco, Carol|p216 
970 12 |lCase 10.1|tIs Testing Appropriate When Authority Is 
       Shared?|cMark A. Templin|fTemplin, Mark A.|p220 
970 12 |lCase 10.2|tThe Problem with Tyler's Grade|cDava C. 
       Coleman|fColeman, Dava C.|p222 
970 12 |lCase 10.2|tScoring Tables and Rubrics Working Together
       |cDavid L. Radford|fRadford, David L.|p225 
970 12 |lCase 10.3|tAgainst the Grade: Students' Assessment of 
       Learning|cWolff-Michael Roth|fRoth, Wolff-Michael, 1953-
970 12 |lCase 10.3|tReflecting on the Change Role in Assessment
       |cWolff-Michael Roth|fRoth, Wolff-Michael, 1953-|p231 
970 12 |lCase 10.4|tStandards Are Needed, But What Should They 
       Be?|cNorman Thomson|fThomson, Norman|p233 
970 12 |lCase 10.4|tAssessment Is Always Affected by Culture
       |cLynn A. Bryan|fBryan, Lynn A.|p236 
970 11 |tWhat Expectations Are Appropriate, and Who Determines 
970 11 |tThe Meaning of Grades|p237 
970 11 |tCultural Contexts of Decision Making|p237 
970 11 |l11|tStudent Teaching and Mentoring|p241 
970 12 |lCase 11.1|tWalking the Tightrope Between the World of 
       Academia and the World of Work|cJ. Randy McGinnis
       |fMcGinnis, J. Randy|p244 
970 12 |lCase 11.1|tFundamental Questions of the Science Teaching
       Profession|cRonald D. Simpson|fSimpson, Ronald D.|p248 
970 12 |lCase 11.1|tPlay on the Strengths of the Middle School
       |cMelissa A. Warden|fWarden, Melissa A.|p249 
970 12 |lCase 11.2|tMentoring Whispers|cRandi Nevins Stanulis
       |fStanulis, Randi Nevins|cAlice Sampson|fSampson, Alice
970 12 |lCase 11.2|tBravely Charting Your Professional Growth
       |cJulie Gess-Newsome|fGess-Newsome, Julie|p256 
970 12 |lCase 11.3|tWhen It's My Turn, I'll Be Able to Teach My 
       Way!|cLynn A. Bryan|fBryan, Lynn A.|cBelinda Gibson
       |fGibson, Belinda|p258 
970 11 |tEmily, the Science Enthusiast|p261 
970 11 |tEmily's Journey Begins|p262 
970 11 |tThe Aftermath|p263 
970 12 |lCase 11.3|tEarly Communication Can Help|cBarbara A. 
       Crawford|fCrawford, Barbara A.|p265 
970 11 |l12|tScience Teacher Education: Exploring the Paradoxes 
       and Possibilities of Case-Based Instruction|p269 
970 12 |tCreating Your Own Cases|p270 
970 12 |tWriting an Open Case|p271 
970 12 |tWriting Solutions to an Open Case|p272 
970 12 |tWriting a Closed Case|p272 
970 12 |tWriting Responses to a Closed Case|p273 
970 12 |tFacilitating Group Discussion of Cases|p274 
970 01 |tIndex|p277 
971    |d20000614