NDLI: GIS professional development for teachers: lessons learned from high-needs schools

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GIS professional development for teachers: lessons learned from high-needs schools

Content Provider	Semantic Scholar
Author	Mitchell, Jerry T. Roy, George J. Fritch, Stephannie Wood, Brandy
Copyright Year	2018
Abstract	ABSTRACTUniversity faculty partners from the Departments of Geography and Instruction and Teacher Education at a large, public university collaborated with K-12 teachers and the leadership of a rural school district in order to investigate the crosscutting content of science, mathematics, and geography through the integration of web-based GIS technologies. The project explored the critical connections among technology, pedagogy, and content with a particular emphasis on developing technology-enhanced, inquiry-based lessons in which the teachers and their students used GIS technologies to analyze, visualize, and present data in real-world contexts. The findings highlight the importance of well-structured professional development that builds community, integrates diverse content and pedagogical expertise, provides feedback and coaching, and is of sufficient duration to effect change.
Starting Page	292
Ending Page	304
Page Count	13
File Format	PDF HTM / HTML
DOI	10.1080/15230406.2017.1421482
Volume Number	45
Alternate Webpage(s)	https://cep.sc.gov/sites/default/files/Documents/CEP/Publications%20and%20Media/2019-12-2_GeoAlliance/GIS%20professional%20development%20for%20teachers%20lessons%20learned%20from%20high%20needs%20schools_compressed.pdf
Alternate Webpage(s)	https://doi.org/10.1080/15230406.2017.1421482
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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