Seymour, E., and Hewitt, N. (1994). Talking about leaving: Factors contributing to high attrition rates among science, mathematics, and engineering undergraduate majors. Boulder: Bureau of Sociological Research, University of Colorado.

Shulman, L.S. (1986). Those who understand knowledge growth in teaching. Educational Researcher, February, 4-14.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.

Smardon, R. (2004). Streetwise science: Toward a theory of the code of the classroom. Mind, Culture, and Activity, 11(3), 201-223.

Smith, B. (1998). It’s about time: Opportunities to learn in Chicago’s elementary schools. Chicago, IL: Consortium on Chicago School Research.

Smith, D.C., and Anderson, C. (1999). Appropriating scientific practices and discourses with future elementary teachers. Journal of Research in Science Teaching, 36(7), 755-776.

Smith, D.C., and Neale, D.C. (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5(1), 1-20.

Smith, M., and O’Day, J. (1991). Putting the pieces together: Systemic school reform. (CPRE Policy Brief). New Brunswick, NJ: Eagleton Institute of Politics.

Spillane, J. (1996). School districts matter: Local educational authorities and state instructional policy. Education Policy, 10(1), 63-87.

Spillane, J. (2000). Cognition and policy implementation: District policy makers and the reform of mathematics education. Cognition and Instruction, 18(2), 141-179.

Spillane, J. (2005). Primary school leadership practice: How the subject matters. School Leadership and Management, 25(4), 383-397.

Stein, M.K., and D’Amico, L. (1998). Content-driven instructional reform in community school district #2. Pittsburgh: University of Pittsburgh, Learning Research Development Center.

Stern, L., and Ahlgren, A. (2002). An analysis of student assessments in middle school curriculum materials: Aiming precisely at benchmarks and standards. Journal of Research in Science Teaching, 39, 889-910.

Stoddart, T., Pinal, A., Latzke, M., and Canaday, D. (2002). Integrating inquiry science and language development for English language learners. Journal of Research in Science Teaching, 39(8), 664-687.

Strauss, S. (1997). Cognitive development and science education: Toward a middle level model. In W. Damon (Series Ed.) and I. E. Sigel and K. A. Renninger (Vol. Eds.), Handbook of child psychology, volume 4: Child psychology in practice (5th ed., pp. 357-399). New York: Wiley.

Strauss, S. (2001). Folk psychology, folk pedagogy and their relations to subject matter knowledge. In B. Torff and R.J. Sternberg (Eds.), Understanding and teaching the intuitive mind (pp. 217-242). Mahwah, NJ: Lawrence Erlbaum Associates.

Supovitz, J. (2002). Developing communities of instructional practice. Teachers College Record, 104(8), 1591-1626.

Supovitz, J.A., and Turner, H. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980.

The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement