Teacher education is emphasizing high-leverage practices for novice teachers. This paper explains how high-leverage practices have been infused in an elementary science methods course. It explains two important alterations in the design of the course and how these alterations came to exist over the course of four semesters.
Sharon Dotger (Syracuse University)
Jessica Whisher-Hehl (Syracuse University)
Saturday January 10, 2015 10:30am - 11:30am PST
Salon D
