In addition to encouraging and supporting instructional practices that are complex and require a high degree of skill and knowledge on the part of teachers, we draw in science assessment, professional development, and school administration as essential pieces to meaningful improvement in science education. The many teachers who are struggling to do their work well, but in isolation, should interpret their struggles in light of this. For teachers like Ms. Fredericks and her contemporaries, who often work without sufficient systems of support, this book will not solve every problem but may offer some help in the science classroom, both in the short term and for the future.
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