quiry-based science in classrooms. He has served as a specialist on science inquiry in the Harvard Smithsonian–Annenberg video program (“Looking at Learning … Again”) and in the Annenberg-CPB’s Professional Development Workshop Series. He is a contributing author to Designing Professional Development for Teachers of Science and Mathematics (2003); Foundations: A Monograph for Professionals in Science’ Mathematics, and Technology Education (1999); and Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice (2004). At the National Research Council, he has been a member of the National Science Resource Center Advisory Board, the Committee on the Development of an Addendum to the National Science Education Standards, the Committee on Science Education K-12, and the Working Group on Science Teaching Standards. He is a fellow of the National Institute for Science Education. He has a Ph.D. in science education from the University of Illinois at Urbana-Champaign.

Arthur Eisenkraft is distinguished professor of science education at the University of Massachusetts, Boston, where he also directs the Center of Science and Math in Context. He recently left the Bedford, New York public school system, where he taught physics and was a science coordinator for 28 years. He is a past president of the National Science Teachers Association and has been involved with a number of its projects, creating and chairing many of the competitions sponsored by the association. He has been a columnist and advisory board member of the science and math student magazine Quantum. He is director of Active Physics, which is introducing physics instruction for the first time to all high school students. He is also directing another curriculum project, Active Chemistry. He holds a U.S. patent for an improved vision testing system using Fourier optics. At the National Research Council, he was a member of the curriculum working group that helped develop the National Science Education Standards, the Committee on Learning Research and Educational Practice, the Committee on Attracting Science and Mathematics Ph.D.s to K-12 Education, and the Committee on Assessing Technological Literacy. He is a fellow of the American Association for the Advancement of Science, a recipient of the Presidential Award for Excellence in Science Teaching (1986) and the Disney Science Teacher of the Year (1991). He has B.S. and M.A. degrees from the State University of New York at Stony Brook and a Ph.D. from New York University.

Margaret Hilton (Study Director) is a senior program officer at the Center for Education. She has written several National Research Council workshop reports and contributed to consensus studies on educational research, international labor standards, and the information technology workforce. In 2003, she was guest editor of a special issue of Comparative Labor Law and Policy. Prior to joining the National Academies in 1999, she was employed by the

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