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Appendix A
Professional Associations and
U.S. Government Organizations
or
~ he following associations and
government organizations are involved in science education re-
form and offer assistance relevant to elementary science teaching.
American Association for the Advancement of Science (AAAS),
1333 H St., N.W., Washington, DC 20005; (202) 32~6400.
The largest general scientific organization in the country and the
largest federation of scientific societies in the world, with nearly
300 affiliated science societies and organizations. Programs spon-
sorecl by the AAAS Directorate for Education and Human Re-
sources include the Annual Forum for School Science; Collabora-
tion for Equity in Science; radio programs "Science Update" and
"Kinetic City Super Crew" (the latter with teacher's guicle, home
activities, and call-in); and project SLIC (Science Linkages in the
Community) to train people to teach science. Books in many fields
of science and science education, including IDEAAAS: Sourcebook
for Science, Mathematics and Technology Education (3rd ed.), en cl the
newsletter Science Education News.
Project 2061, a long-term science education reform initiative
for grades K-12, offers the following publications: Science for All
Americans, on scientific literacy; Benchmarks for Science Literacy, a cur-
riculum design toot defining expectations for science knowleclge
for grades 2,5,8, and 12; en c! other books and computer-based ma-
terials on curriculum design, exemplary resources, and research.
196
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Professional Associations
and U.S. Government
Organizations
American Chemical Society, Il55 16th St., N.W., Washington, DC
20036; (202) 8724600.
Principal professional society of chemists, with 145,000 members.
Operation Chemistry (OpChem), funcled by the National Science
Foundation, sponsors two-week workshops for teacher-training
teams and subsequent workshops nationwide for thousands of
teachers. Offers Community Science Grants for children en c!
aclults to explore hancis-on science as teams. Publishes curriculum
guidelines, supplemental activities, aucliovisual materials, and
WonderScience (activities magazine for upper-elementary students
and aclults working together, published jointly with the American
Institute of Physics); produces videos and booklets supporting
chemists who go into the classroom, a newsletter, and posters.
American Geological Institute, 4220 King St., Alexandria, VA 22302;
(703) 379-2480.
Fecleration of more than 25 professional, scientific, and technical
associations in the earth sciences. Publications include Adtrentures
in Geology, a text-based approach to geology en cl science teaching
for grades K-3 and 4-6; en cl Earth Science Content Guidelines, a re-
port, with activities, to guide the inclusion of earth science content
in the K-12 curriculum. Publications include ideas en c! activities in
the areas of solid earth, water, air, ice, life, and earth in space.
American Indian Science and Engineering Society, 1630 30th St.,
Suite 301, Boulder, CO 80301; (303) 492-8658.
Society of American Indian and non-Inclian students, scientific
professionals, en cl interested corporations that provides programs
for American Indian students and their teachers to enhance stu-
clent interest and abilities in science. Works to link hands-on, stu-
dent-centered science to culture and community with uniquely In-
dian programs and curricula; science focus on biology, human
biology, environmental sciences, and science/technology and so-
ciety. Programs include workshops at society meetings, technical
assistance, information hotline, and National American Indian
197
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Appendix A
Science Fair. Publications include curriculum units, teacher's
guides, audiovisual and computer-based materials, Winds of Change
Magazine for students, and a newsletter.
American Institute of Physics, American Center for Physics, One
Physics Ellipse, College Park, MD 20740-3843; (301) 209-3100.
Organization of 10 professional societies (totaling 75,000 mem-
bers) and 19 affiliated societies in physics and related fields; con-
cernecI with collecting en c! disseminating information about
physics, physics education, en cl the history of physics. Publications
include Physics Education News, a semimonthly electronic newslet-
ter, en c! WonderScience, an activities magazine for upper-elementary
students and adults working together. WonderScience is publishecl
jointly with the American Chemical Society.
American Meteorological Society, 1701 K St., N.W., Suite 300,
Washington, DC 20006; (202) 46~5728.
Professional scientific society of more than Il,000 members; fo-
cused on meteorology, climatology, and oceanography. Programs
include two national projects Project ATMOSPHERE (meteorol-
ogy and climatology) and the newer Maury Project (oceanogra-
phy) to train K-12 teachers in these areas. Training includes
one-week institutes for master teachers en cl monitoring of subse-
quent workshops nationwide in which the master teachers train
other teachers. Publications include teacher's guides, materials,
hands-on activities solely for use in the two projects; audiovisual
and computer-based materials; and a newsletter.
American Physical Society, American Center for Physics, One
Physics Ellipse, College Park, MD 20740; (301) 209-3200.
Principal professional society for physicists and physics students,
with more than 40,000 members; focused primarily on physics and
on physics education. Its Teacher-Scientist Alliance, a national co-
operative effort operated with the Axnerican Association of Physics
Teachers, is designed to mobilize scientists in support of efforts
198
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Professional Associations
and U.S. Government
Organizations
aimed at systemic reform of elementary science education. Scien-
tists from areas with school districts engaged in systemic reform
are recruited, taught about reform issues, and expected to recruit
and teach other scientists in their areas.
The Annenberg/CPB Math and Science Project, 901 E St., N.W.
Washington, DC 20004; (202) 879-9600.
A project working in partnership with eclucation, policy, en cl civic
organizations to promote reform in math and science education.
Funds a wide range of programs, including Project PRISM, an ex-
tensive community outreach campaign conducted en c! coorclinat-
ed by the National Urban League; Science Images, a series of vicleo-
cassettes focusing on eight elementary and middle school teachers
teaching a specific science concept, pro(luced in collaboration with
the North Central Regional Eclucational Laboratory; Private Uni-
verse Teacher Workshops, a series of videocassettes demonstrating
how students' preconceived ideas can create barriers to learning,
produced in collaboration with Harvarc3-Smithsonian Center for
Astrophysics; and The Synergy Project, a series of videocassettes on
the information needed for a strategic workshop for senior-level
policymakers en cl educational administrators, proclucec3 in colitic
oration with the Education Commission of the States. Each vicleo-
cassette program comes with print materials, such as a source book,
fact sheets, a viewer's guide, or a workshop guide.
Association for Supervision and Curriculum Development (ASCD),
1250 N. Pitt St., Alexandria, VA 22314-1403; (703) 549-9110.
Educational association with more than 190,000 members. Dissem-
inates information on educational research and practice and con-
clucts professional development institutes of one to three clays in
major U.S. cities. Publications include ASCD CurricuZum Handbook,
Brown's Directories of Instructional Programs (annual guicle to com-
mercial materials), Only the Best (annual guide to computer-based
materials), Curriculum Materials Directory (annual guide to noncom-
mercial materials), Educational Leadership (journal), ASCD books,
and Hands-On Elementary Science (materials for 20 workshops).
199
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Appendix A
Association of Science Materials Centers, c/o Science and Social
Sciences Resource Specialist, Mesa Public Schools, 143 South
Alma School Rd., Mesa, AZ 85120-1096; (602) 898-7815.
Organization whose membership is made up of managers of (lis-
trictwide or multidistrict science materials support centers. Pro-
vides information and technical assistance on how to establish and
sustain a central science materials support center.
Association of Science-Technology Centers (ASTC), 1025 Vermont
Ave., N.W., Suite 500, Washington, DC 20005; (202) 783-7200.
WorIdwicle organization of science centers and museums, plane-
tariums, space theaters, nature centers, aquariums, natural history
museums, children's museums, and other facilities, with more
than 270 members in the United States and Canada. Creates! and
operates YouthALIVE, a program for underservecl adolescents
(grades 5-12) clelivered by nearly 50 museums that are members
of either ASTC or the Association of Youth Museums. Newsletter,
directory of programs, and "how-to" manual are available. The
program provides hands-on enrichment programs with structured
opportunities for grades 5-8, such as clubs, camps, classes, work-
shops, and field trips, to heighten interest and involvement of tar-
geted aclolescents in the physical sciences. Museums design their
own programs, often working with community-based organiza-
tions, en c! seek minimum involvement of 120 hours per year for
two or three years for each student. ASTC provides technical assis-
tance and professional development for museum staff members.
Biological Sciences Curriculum Study (BSCS), Pikes Peak Re-
search Park, 5415 Mark Dabling Blv6., Colorado Springs, CO
80918-3842; (719) 531-5550.
Organization cledicated to leadership in science education
through the design, development, en cl implementation of cur-
riculum materials. Extensive programs and publications, including
curriculum materials for K-12, publications on science education
reform, and a newsletter.
200
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Professional Associations
and U.S. Government
Organizations
Council for Elementary Science International (CESI), c/o Dr. Betty
Burchett, CESI Membership Chair, 212 Townsend Hall, University
of Missouri, Columbia, MO 65211; (314) 882-4831.
Professional organization with 1,600 members and a Division Affili-
ate of the National Science Teachers Association, dedicated to stim-
ulating, improving, and coordinating science teaching (grades pre-
K-8~. Publications include source books for teaching elementary
science, research monographs on teaching science, and file sheets.
Council of State Science Supervisors, c/o Dr. Thomas Keller,
Council President, Maine Department of Education, 23 State
House Station, Augusta, ME 04333-0023; (207) 287-5920.
Organization consisting of a science supervisor/specialist/consul-
tant from each of the 50 states, the District of Columbia, Puerto
Rico, and Guam. Coordinates members' work in creating curricu-
Jum guidelines, frameworks, and standards within their respective
areas, as well as information dissemination efforts.
Education Development Center, 55 Chapel St., Newton, MA 02160;
(619) 969-7100.
International education research and development organization
founded in 195S, with a Center for Learning, Teaching, and Tech-
nology among its subdivisions. Publications include Insights, a com-
prehensive K-6 science curriculum. Provides technical assistance to
Statewide Systemic Initiatives in 24 states and Puerto Rico and as-
sists several school districts in implementing systemic reform.
Eclucational Equity Concepts, 114 E. 32nd St., Suite 701, New York,
NY10016; (212) 725-1803.
National organization dedicated to producing educational pro-
grams and materials free from bias concerning gender, race and
ethnicity, and disability and income. Organization has developed
a physical science activity program (for pre-K-3), with hands-on
curriculum materials, audiovisual materials, and facilitator note
201
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Appendix ~
book. Staff development and parent training are provicled. Also
has developed a physical science curriculum (for grades K-2 or
K-3), a curriculum guide, and a staff development guide.
Eisenhower National Cleannghouse for Mathematics and Science
Educations The Ohio State University, 1929 Kenny Rd., Columbus,
OH 43210-1079; (614) 292-7784.
Funded through the U.S. Department of Education and aciminis-
tered by the Ohio State University, the Clearinghouse aims to pro-
vide K-12 teachers with a central source of information on science
and mathematics curriculum materials. Maintains a comprehensive
collection of curriculum resources in many formats print, audio,
multimedia, video, kits, anct games. Publishes a detailed catalog,
ENC Online, available via modem (~-800-362-4448), TeInet anti Go-
pher (enc.org), and World Wide Web (http://www.enc.org). Many
other products and services are available in print and electronic
format, including a database of federal programs, electronic visits
to particular schools, and a reference service. Information is also
available via e-mai! (info~enc.org).
ERIC Cleannghouse for Science, Mathematics, and Env~ronmen-
tal Education, The Ohio State University, 1929 Kenny Rd., Colum-
bus, OH 43210-1080; (614) 292-6717, (800) 27~0462, (800) LET
ERIC (for new users).
Clearinghouse and international information network, 1 of 16 in the
ERIC (Educational Resources Information Center) system, which is
supported by the U.S. Department of Education. ERIC collects, cat-
alogs, and provides access to educational materials; offers reference
and referral services; produces bibliographic information; and main-
tains an extensive database of reports, curricular and instructional
materials, evaluations, en cl information on programs, practices, and
policies in science, mathematics, and environmental education. Ac-
cessible and searchable on CD-ROM or over the Internet, through e-
mai] (ericse~osu.edu), Gopher (gopher.ericse.ohio-state.eclu), and
the WorIcl Wide Web (http://www.ericse.ohio-state.edu).
202
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Professional Associations
and U.S. Government
Organizations
Geological Society of America, P.O. Box 9140, Boulder, CO 80301-
9140; (303) 447-2020.
Professional scientific society with more than 16,000 members.
Sponsors Partners for Excellence Program (PEP), a national net-
work of people committed to enhancing science education for chil-
dren and fostering collaborations and partnerships between teach-
ers and scientists. Offers sessions for teachers at the annual meeting
and free PEP membership for teachers. Programs managed by PEP
include a national database of scientist partners (for grades K-12),
scientist mentors, and tours for students of the society's facility.
High-Scope Educational Foundation, 600 N. River St., Ypsilanti, MT
48198-2898; (313) 485-2000.
Research, development, training, and public advocacy organiza-
tion focused on bringing inquiry-centered science to grades K-3.
Conducts K-3 workshop sessions at meetings and week-Ion" K-3
science workshops. Produces a teacher's manual that includes K-3
. . .
student activities.
Institute for Chemical Education, University of Wisconsin, De-
partment of Chemistry, I 101 University Ave., Madison, WI 53706;
(608) 262-3033.
National organization based at the University of Wisconsin at Madi-
son, with a network of field centers and affiliates across the country
devoted to helping teachers at all grade levels (kindergarten
through college) revitalize science education. Offers two-week work-
shops at various regional sites, four-week workshops in Madison,
summer fellowships, and Chem Camps for students (grades 5-8~.
Publishes instructional materials for teachers, kits, and a newsletter.
Lawrence Hall of Science, University of California, Centennial Dr.,
Berkeley, CA 94720; (510) 642-5132.
Science center involved in research in science and mathematics
education, teacher training, and curriculum development. Exten
203
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Appendix A
ive programs en c! publications, including two curriculum proj-
ects Great Explorations in Math and Science en cl the Full Option
Science System.
National Association for Research in Science Teaching (NARST),
/o Dr. John R. Staver, NARST Executive Secretary, Center for Sci-
ence Education, 219 Bluemont Hall, Kansas State University, Man-
hattan, KS 66506; (913) 532-6294.
Professional association of more than 1,000 members worldwide
designed to improve science teaching through research. HoIcls an
annual convention with more than 200 research papers. Publica-
tions inclucle Journal of Research in Science Teaching ancl a newsletter.
National Association for the Education of Young Children, 1509
16th St., N.W., Washington, DC 20036; (800) 424-2460.
Association of 75,000 professional educators and others involves]
in preschool and primary school education. Publishes more than
100 books, monographs, and other materials (catalog available)
on early childhood education and the journal Young Children.
National Association of Biology Teachers, ~ 1250 Roger Bacon Dr.
No. 19, Reston, VA 22090-5202; (703) 471-1134.
Professional society of more than 7,000 biology educators and ad-
ministrators representing all grade levels. Offers teacher training
and professional development, builds alliances between scientists
and teachers, promotes hands-on investigative biology, and devel-
ops curriculum and science policy. Publications include mono-
graphs and special publications, The American Biology Teacher (mag-
azine), a newsletter, en c! a catalog of materials.
National Association of Elementary School Principals, 1615 -Duke
St., Alexandria, VA 22314; (703) 68~3345.
Organization serving 26,000 elementary and middle school prin-
cipals in the United States and Canada, with an affiliate in every
204
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Professional Associations
and U.S. Government
Organizations
state. Publishes the Principal (a magazine), a newsletter, and other
publications.
National Center for Improving Science Education, 2000 L St.,
N.W., Suite 603, Washington, DC 20036; (202) 467-0652.
Division of The NETWORK, Inc., of Andover, Massachusetts, an
organization Replicated to science education reform. Provides
guidance for eclucational policyrnakers, curriculum developers,
and practitioners by synthesizing findings in policy studies, re-
search reports, and exemplary practices and by transforming
them into practical resources, with one subject area selectee! each
year. Offers workshops by technical assistance teams. Publications
include curriculum guidelines, guidelines for policymakers, infor-
mation for parents, books, and monographs.
National Center for Research on Teacher Learning, Michigan
State University, College of Education, 116 Erickson Hall, East
Lansing, MI 48824-1034; (514) 355-9302.
Research center supported by the U.S. Department of Education.
Conducts research on how teachers learn to teach and engage stu-
dents in active learning, with some projects specifically focused on
science and mathematics.
National Center for Science Teaching and Learning, The Ohio State
University, 1929 Kenny Rd., Columbus, OH 4321~1015; (614) 292-3339.
Research center supported by the U.S. Department of Education.
Conducts research on noncurricular factors, such as organization-
al en cl technological issues, that affect science students and teach-
ers (grades K-12) .
National Network for Science and Technology, 6H Berkey Hall, Michi-
gan State University, East Lansing, MI 488211111; (517) 355 0180.
Network of land-grant universities, Cooperative Extension Sys-
tems, and other organizations in all 50 states concerned with chil
205
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Appendix A
dren, youth, and families at risk. Promotes science en c! technolo-
gy literacy. Services include technical and program assistance for
extension faculty and collaborators to develop and implement ef-
fective programs, national en cl regional training, research and de-
velopment, en cl maintenance of an electronic clearinghouse. For
further information, contact by e-maiT (nnst~mes.umn.eclu) or
Gopher en cl TeInet (gopher-cyfernet.mes.umn.edu).
National PIA National Congress of Parents and Teachers, 330 N.
Wabash St., Suite 2100, Chicago, 11~ 60611-3604; (312) 670-6782.
Organization cleclicatecl to bringing parents, teachers, students,
principals, and administrators together with the goal of involving
the community in school activities. Works on child advocacy legis-
lation through the Office of Governmental Relations in Washing-
ton, D.C. Publications include Looking in on Your School: A Workbook
for Improving Public Education, National PTA Directory (quarterly),
PTA Handbook, PTA Today, What's Happening in Washington (bi-
monthly), and a newsletter.
National Research Council (NRC), Center for Science, Mathemat-
ics, and Engineering Education, 2101 Constitution Ave., Washing-
ton, DC 20418;~202) 33~2353.
NRC is the operating arm of three honorary academies: the Na-
tional Academy of Sciences, the National Academy of Engineer-
ing, and the Institute of Medicine. NRC's primary function is ad-
vising the federal government on science anti technology policy. It
has become increasingly active in efforts to improve science edu-
cation en cl has been a leader in the ~levelopment of standards for
precollege science education, publishing the National Science Edu-
cation Standards in 1995. NRC's Center for Science, Mathematics,
and Engineering Education is concerned with curriculum cLevel-
opment and review; educational policy; research, assessments and
evaluation; K-12 policy and practice; and postseconclary policy
and practice. The National Science Eclucation Standarcis project
has a comprehensive outreach strategy to support national, state,
and local implementation of the Stanciards through leadership
206
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Professional Associations
and U.S. Government
Organizations
and resource development, partnerships and networks, and tar-
getec3 symposia and workshops. The National Science Resources
Center, a joint program of the National Academy of Sciences and
the Smithsonian Institution, is concerned with reforming science
education and producing resources for teaching science. Project
RISE (Regional Initiatives in Science Eclucation) provides scien-
tists and engineers with information and resources to assist them
in contributing effectively to K-12 science education partnerships.
National Science Education Leadership Association, P.O. Box
5556, Arlington, VA 22205; (703) 5218646.
A I,200-member association of chairpersons, department heads,
science supervisors, coorclinators, and other leaclers in science ed-
ucation reform. The organization's mission is to improve science
education through leadership development. Sponsors minicon-
ferences and leadership institutes. Publishes Science Leadership
Trend Notes, NSELA Handbook, and the Science Educator Journal) .
National Science Foundation, Directorate for Education and Human
Resources, 4201 Wilson BIv5., Arlington, VA 22230; (703) 30~1600.
The Directorate for Eclucation en c! Human Resources of the Na-
tional Science Foundation, an independent fecleral agency, is a
major force in science education reform. The Division of Elemen-
tary, Secondary, and Informal Education is concerned with cur-
riculum development and teacher enhancement in science, math-
ematics, and engineering. The Division of Human Resources
Development is concerned with broadening the participation of
people in unclerrepresented groups in science, mathematics, and
engineering. The Division of Undergracluate Education is con-
cerned with teacher preparation. The Office of Systemic Reform
manages three large-scale reform projects: the Rural Systemic Ini-
tiatives, Statewide Systemic Initiatives, and Urban Systemic Initia-
tives. The Rural Systemic Initiatives Program supports efforts to
make systemic improvements in science, mathematics, and tech-
nology education in rural, economically disaclvantagecl regions.
The Statewide Systemic Initiatives Program supports comprehen
207
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Appendix A
ive, systemic, statewide efforts to change educational systems and
improve science, mathematics, and technology education. The
Urban Systemic Initiatives Program supports comprehensive, sys-
temic reform efforts in science, mathematics, and technology ed-
ucation in large urban school systems.
National Science Resources Center, Smithsonian Institution, MRC
502, Arts and Industries BIdg., Rm. 1201, Washington, DC 20560;
(202) 357-2555.
Organization sponsored jointly by the National Academy of Sci-
ences and the Smithsonian Institution to contribute to the im-
provement of science education in the nation's schools. Conducts
workshops at National Science Teachers Association and other
meetings and holds two annual Leadership Institutes to train
teams across the country on science education reform issues and
methods. Publications include Science and Technology for Chil-
dren, a series of 24 core curriculum units (grades 1-6) in the phys-
ical, life, and earth sciences and design technology; Resources for
Teaching Elementary School Science and projected companion vol-
umes for middle and high schools; Science for All Children: A Guide
to Improving Elementary Science Education in Your School District; and a
newsletter.
National Science Teachers Association, 1840 Wilson BIvd., Arling-
ton, VA 22201-3000; (703) 243-7100.
Organization committed to improving science education at all
levels (pre-K through college), with a membership of 52,000, in-
cluding science teachers, supervisors, administrators, scientists,
and business and industry representatives. Holds one national and
three regional conferences per year; certifies science teachers in
eight teaching-level and discipline-area categories; has a computer
bulletin board, an employment registry, nearly 20 award programs
for teachers, and award programs for students; and gives educa-
tional tours. Publications include Science and Children (a maga-
zine), NSTA Reports! (a newspaper), curriculum units, supplemen-
tary activities, and other instructional materials and publications.
208
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Professional Associations
and U.S. Government
Organizations
National Staff Development Council, P.O. Box 240, Oxford, OH
45056; (513) 523-6029.
Organization responsible for providing assistance and support to
local school district staff responsible for the administration, su-
pervision, and coordination of professional development pro-
grams. Promotes public policy favorable to the development of
comprehensive districtwide professional development programs
and provides information on new professional development mod-
els, theories of adult learning, planning and funding of district-
based programs, and relevant research. Publications include The
Developer (a newsletter) and journal of Staff Development.
Northwest EQUALS, FAMILY SCIENCE, Portland State Universi
ty, P.O. Box 1491, Portland, OR 97201-1491; (503) 725-3045.
.
Regional site for the EQUALS and FAMILY MATH programs pro-
duced by EQUALS of Berkeley, California, and the developer and
national disseminator of FAMTLY SCIENCE, a national outreach
program designed to teach science by having children (grades
K-S) and parents learn and enjoy science together; modeled after
FAMILY MATH and EQUALS, FAMILY SCIENCE addresses the
underrepresentation of women and ethnic and racial minorities in
the sciences by demonstrating the role science plays in daily life,
schooling, and future work. Publications include FAMILY SCI-
ENCE, a book about implementing the program.
Office of Elementary and Secondary Education, Smithsonian In-
stitution, Arts and Industries Bldg., Rrn. 1163, Washington DC
20560; (202) 357-2425.
The Smithsonian Institution's central office for precollege educa-
tion, drawing on the entire Smithsonian complex of museums, ex-
hibitions, collections, and staff expertise to create a range of ma-
terials and programs. Programs include summer seminars for
teachers and Smithsonian On-line on the Internet. Publications
include supplemental curriculum materials, "Mystery at the Muse-
um" (a video game), Art to Zoo (a journal), and a newsletter.
209
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Appendix A
School Science and Mathematics Association, Department of Cur-
riculum and Foundations, Bloomsburg University, 400 E. Second
Let__ Rloomshilr~. PA 17815-1301; (7171 389-4915.
_ _. ~ ~ ~ 7
Organization for science en cl mathematics teachers (elementary
science through college) emphasizing integration of science and
mathematics. Publications include curriculum units emphasizing
science-mathematics integration, Topics for Teachers (a monograph
series), Classroom Activities (a monograph series), School Science and
Mathematics (a journal), en c! a newsletter.
Sigma Xi, The Scientific Research Society, 99 Alexander Dr., P.O.
Box 13975, Research Triangle Park, NC 22709; (S00) 243-6534.
Inter(lisciplinary honor society of more than 90,000 research sci-
entists and engineers affiliated with some 500 local Sigma XI
groups. Programs available through local Sigma Xi groups include
teacher-scientist partnerships, speakers bureaus, classroom
demonstrations, curriculum clevelopment with teachers, sponsor-
ship of science fairs, lab visits for students, and scientist mentors
for students. Publications from Society headquarters inclucle Sci-
entists and Science Education (annual report on the activities of the
local groups), brochures to promote scientist-teacher partnerships
and scientist involvement in reform efforts, and names anct acI-
dresses of the officers of local Sigma Xi groups. Publications and
other materials from local groups include curriculum guidelines
and units, audiovisual and computer-basecI materials, en c! lab
equipment and supplies for loan or as a gift.
Society for Advancement of Chicanos and Native Americans in Sci-
ence, Applied Sciences, Trailer #5, University of California at
Santa Cruz, Santa Cruz, CA 95064; (408) 459-4272.
Society of 600 professionals in science and education striving to
increase the participation of Latinos and Native Americans in
science. Programs include teacher workshops at annual meet-
ing. Publications inclucle a newsletter, with a section on K-12
programs.
210
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Professional Associations
and U.S. Government
Organizations
TERC, 2067 Massachusetts Ave., Cambridge, MA 02140; (617)
547-0430; e-mail: communications~terc.edu.
Nonprofit education research and clevelopment organization fo-
cused on science en c! mathematics learning and teaching. Pro-
grams include The Hub, an electronic source of materials en c! in-
formation. Publications en c! electronic materials inclucle National
Geographic Kids Network, cleveloped with the National Geo-
graphic Society; LabNet, an electronic community of elementary
and secondary teachers that fosters science en cl mathematics
teaching; Tabletop Junior, software for visualization in (lata collec-
tion en cl analysis; Hands On! (periodical on science, math, and
technology education); and publications on telecommunications.
Triangle Coalition for Science and Technology Education, 5112
Berwyn Rcl., College Park. MD 20740-4129: (3011 220-0870.
~, in. in.
Coalition with representation from more than 100 member orga-
nizations, inclucling business, industry, labor, scientific and engi-
neering societies, education associations, anti government agen-
cies. Works to link national science education reform efforts with
local schools and school districts. Organization promotes colIabo-
rations and partnerships between teachers and volunteer scientists
through several hunclred action groups and alliances. Publications
include Guide for Building an Alliance anct Guide for Planning a Vol-
unteer Program, both of which acIdress science, mathematics, and
technology education; numerous reports on reform efforts, state
and federal programs, and other issues in science education; and
a newsletter.
U.S. Department of Education, Office of Educational Research
and Enprovement, 555 NewJersey Ave., N.W., Washington, DC 20208;
(202) 219-2050.
An office of the U.S. Department of Education that supports re-
search and disseminates information. This office sponsors 10
Eisenhower Regional Mathematics and Science Eclucation Con-
sortia, which provide information, technical assistance, and train
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Appendix A
ing to states, schools, en c! teachers to help improve mathematics
and science programs and adapt and use exemplary instructional
materials, teaching methods, curricula, and assessment tools. Lo-
cated in Andover, Massachusetts; Aurora, Colorado; Austin, Texas;
Charleston, West Virginia; Honolulu, Hawaii; Montpelier, Ver-
mont; Oak Brook, Illinois; Philadelphia, Pennsylvania; Portland,
Oregon; and Tallahassee, Floricla. Also sponsors the National As-
sessment of Education Progress, which measures educational
achievement of students in gracles 4, S. and 12, and, for science,
uses a hancis-on task and portfolio. Other programs include the
National Diffusion Network, a system for disseminating more than
70 programs, products, en cl processes in mathematics, science,
ant! technology education, and 10 Regional Eclucational I~abora-
tories that clo applied research and development in the areas of
educational programs, materials, and professional development.
U.S. Department of Education, Office of Elementary and Sec-
ondary Education, 400 MarylancI Ave., S.W., Washington, DC 20208;
(202) 401-0113.
An office of the U.S. Department of Education supporting ele-
mentary and secondary education through programs for com-
pensatory education, school improvement, and special student
populations; the Eisenhower Mathematics en cl Science Education
State Formula Grants Program; and the Christa McAuTiffe Fellow-
shin Program for outstanding teachers.
U.S. Department of Education, Office of Elementary and Sec-
ondary Education, School Effectiveness Division, 600 Tndepen-
dence Ave . S.W.. Portals 4500. Washington, DC 20202-6140; (202)
~ . ,
260-2666.
Division in the Office of Elementary and Secondary Education
that operates the Eisenhower Professional Development State
Grants Program, which supports teacher enhancement programs
via state educational agencies. Involved in both in-service and pre
. .
service training.
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Professional Associations
and U.S. Government
Organizations
U.S. Department of the Intenor, National Park Service, P.O. Box
37127, Suite 560, Washington, DC 20013-7127; (202) 523-5270.
The National Park Service's Parks as Classrooms Program ar-
ranges workshops for teachers at more than 270 sites of the Na-
tional Park Service to encourage building curricula around Na-
tional Park resources; many sites have workshops focused at least
. .
in part on science.
~ 1 2
Representative terms from entire chapter:
publications include
