Table of Contents
|Synopsis of Symposium Presentations||3-3|
|The Need for Scientifically Literate Teachers||3-3|
|The Need for Reform in State Policy||3-4|
|The Need for Reform in Teacher Preparation Programs||4-5|
|Implications of the Standards for Teacher Preparation and Certification||5-5|
|Response to Dr. Forgione||5-5|
|The Standards: A Guide for Systemic Reform||5-6|
|The Standards: A Guide for Professional Development||6-7|
|The Montana Systemic Teacher Education Preparation of Teachers||8-8|
|The Louisiana Collaborative for Excellence in the Preparation of Teachers||9-10|
|The Connecticut Science Education Assessment Program||11-11|
|Reflections on Pre-science Education and Teacher's Needs||12-12|
|Response to the Teacher's Comments||13-13|
|A Science Educator's Perspective on Teacher Education||14-14|
|The Role of Undergraduate Science Courses in Teacher Preparation||14-14|
|A Principal's Perspective on the K-12 School's Role in Preparing Teachers||15-16|
|A Perspective on the State's Role: Motivation and Policy||17-17|
|Concern, Collaboration, Coordination, and Communication||17-20|
|Response to Dr. Butler Kahle from the State Perspective||21-21|
|Closing Remarks and Challenge for Next Steps||22-24|
|Looking to the Future||25-28|
|B Action Plans Prepared by State Term Members||33-70|
|C Symposium Participants||71-84|
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