Volume 97 (6), October 1997

Table of Contents

Abstracts

Table of Contents

Abstracts

• Implementing the Science Teaching Standards Through Complex Instruction: A Case Study of Two Teacher-Researchers

Lillie R. Albert, Boston College
Deneese L. Jones, University of Kentucky


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        In this case study, an "interpretive collaborative" methodology is applied. The experiences of two elementary teacher-researchers are described, as they explore science teaching and learning in their two nongraded primary classrooms through the process of complex instruction. This study involves three strands: the theoretical base of complex instruction, the on-going collaboration between two experienced teachers, and the Science Teaching Standards in relation to complex instruction. Findings suggest that, because the teacher's role in conducting complex instruction activities is multifaceted and complex, successful implementation of complex instruction and the National Science Education Standards required ongoing collaboration and support among teachers. The teacher-researchers reported that it was their collegial relationship that encouraged them to explore, prepare, and implement inquiry activities or tasks for their students.

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• Implementation of the Standards: Lessons from a Systemic Initiative

William J. Boone, Indiana University-Bloomington


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        Data collected as part of Ohio's Systemic Initiative suggest that some existing attitudes and practices of principals and teachers may provide a strong foundation for National Science Education Standards implementation. However, some data suggest that reformers have a long way to go before the Standards are fully understood and supported both by a teacher and principals.

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• Changing Teacher Behavior Through Staff Development: Implementing the Teaching and Content Standards in Science

Siobhan Gibbons and Howard Kimmel, New Nersey Institute of Technology
Mark O'Shea, Metropolitan State College of Denver


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        For the last five years, the Center for Precollege Programs of the New Jersey Institute of Technology has operated the Urban Elementary Outreach Program, a staff development program intended to bring improved math and science education to the elementary schools of Newark, New Jersey. Teachers in urban settings have been hampered in their efforts to provide enriching, student-centered and constructivist science and math teaching (Huinker, 1996). The Outreach Program has attempted to provide teachers with sustained suport through training and direct classroom assistance in an effort to develop a sense of self-efficacy (Bandura, 1982) in relation to desired teaching and student behaviors that are part of a standards-based learning experience. Traditional training approaches for teachers are supplemented by weekly classroom visits by graduate assistants, who both model standards-based science teaching, and assist the teacher in assuming effective instructional methods. The combination of workshops, orientations, newsletters, and weekly classroom visits make up a staff development program of two years in duration for teacher participants. Through this intensive program, we intend to change teaching behaviors in the many complex ways identified in the National Science Education Standards.

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• Achieving the Vision of the National Standards in Nebraska: Developing Frameworks as a First Step to Classroom Implementation

Catherine Wilcoxson, Northern Arizona University


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        If the visions of the national mathematics and science standards are to be achieved, efforts must be taken to develop strategies for implementing standards-based curriculum and instruction. The Nebraska Mathematics/Science Framework Project used reflection and collaboration to develop a framework document that has been a significant motivator to enhance mathematics and science education in Nebraska. A teachers-teaching-teachers inservice model was used to connect the framework document with effective, innovative teaching practice and assessment strategies. The end result is an articulated program of mathematics and science which is guiding other state efforts to improve mathematics and science education.

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• The Factors that Contribute to the "Best Cases" of Standards-Based Reform

Mark St. John, Inverness Research Associates
Harold Pratt , National Research Council


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        This article summarizes a study of the ways in which and the extent to which states and local school districts are pursuing standards-based reform in mathematics and science education. In particular, it presents a few common features of the "best cases" of states and districts using the national documents to guide their own improvement efforts. In particular, we found that standards-based reform is a highly personal process and very dependent on the strength of local leadership; we also found that, in the best cases, the standards were not "implemented" per se, but were used as tools for promoting deeper and more reflective approaches to setting state and district standards, creating assessments, selecting curriculum, and designing professional development. Additionally, we learned that the notion of standares-based reform is not singular but, rather, it has both an educational and political face, often at odds with one another. Finally, we found the degree to which standards-based reform becomes a reality is very dependent on the overall health and functionality of the systems that are seeking to transform themselves.

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• National Standards and School Science and Mathematics

Rodger W. Bybee, National Research Council
Joan Ferrini-Mundy, University of New Hampshire
Susan Loucks-Horsley, National Research Council


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        We explore the relationship between national standards as policy recommendations and the transformation of those recommendations into programs for school science and mathematics. We provide a brief introduction to national standards, propose a strategic framework for standards-based reform, and offer a discussion of specific challenges associated with the improvement of contemporary science and mathematics education. A set of features common to the NCTM and the NRC standards is described. The strategic-framework focuses on dissemination, interpretation, implementation, evaluation, and revision. Challenges include implementing school programs for all students, understanding inquiry and problem solving; thinking differently about curriculum; increasing instructional effectiveness; and aligning assessment strategies with standards.

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• The NCTM Standards: Eight Years Later

Gail Burrill, University of Wisconsin-Madison


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