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OCR for page 337
Index
A
A Brief History of Time, 21
Academic achievement
measurement of, 5; see also Tests and
testing
reform and, 254
science, general, 4
Accreditation, institutions for, 222-223
Adey, P., 5-6
Administration and administrators, 209,
286-287
department heads, 300, 30~307
reform, 259-260, 271, 272, 274, 275, 315,
319, 329-330
state coordinators, 274
see also Principals
Advanced placement, 71-78, 108, 159, 282,
283
Aging and aged persons, 287
AIDS, 4
All One System, 165
American Academy of Arts and Sciences,
45
American Association for the
Advancement of Science, 118, 134,
222
American Society of Zoologists, 118
337
America's Textbook Fiasco: A Conspiracy of
Good Intentions, 269
A Nation at Risk 117
Anderson, B. L., 272
Animism, 207
Asian students, 76
Assessment, see Evaluation of education
Associations, see Professional associations
and societies
Australia, 12
B
Back-to-Basics, see Minimal competence
movement
The Bible, 21, 26, 86
Biological Education in American Public
Schools, 6
Biological Science, 156, 157, 160
Biological Sciences: An Ecological
Approach, 49, 137
Biological Sciences Curriculum Study, 7~,
24, 51, 114, 118, 137, 142, 171, 203,
282, 286, 300, 305, 310
Biology Teachers Handbook 140-141
Black persons, 11, 23, 76, 9~94, 98-99
Bloom, Allan, 115
Bloom, Benjamin, 15
Boards of education, fragmentation, 80
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338
Bohr, Neils, 13
Botany, 108
Bradley Commission on History in the
Schools, 115
Bronowski, Jacob, 145
C
Cadenhead, K., 235
California, 216, 217, 268
California State University, 226
Candide, 21
Career development, 239
Carnegie Commission, 219
Carnegie Task Force on Teaching as a
Profession, 201, 209, 234
Cell biology, 96, 107, 143-144, 157-159
Central Association of Science and
Mathematics Teachers, 6
Certification, of teachers, 198-200,
202-203, 219-228, 23~233, 238, 240,
281, 295
Champagne, Audrey B., 185
Coalition of Essential Schools, 267,
273-276, 307
Cohen, R. A., 12
College Board Achievement Tests, 27,
71-73, 75-78
Colorado, 300
Commission on Science Education, 222
Community issues, 190 191, 318
Computers, 36, 171-172, 186-193, 318
animistic conceptions, 207
CD-ROM, 163
illustration design, 159-161
models and simulations, 172
Conceptual teaching, 115, 214, 234, 263,
321-322
Consider a Spherical Cow, 20
Consumer Price Index, 255-256
Continuing education (including inservice
education), of teachem, 207-208,
215, 216, 286, 329
Cost of education, 239, 241, 254-255, 272,
274, 283-284, 295, 334
Cox, P. C, 272
Creationism, 50
Credentials, see Accreditation, institutions
for; Certification, of teachers
Criterion-referenced tests, 51
Cultural literacy, 3, 4, 12~123
Curricula, 3, 4, 10
INDEX
advanced placement, 71, 72-73, 75-78,
282, 283
Biological Sciences Curriculum Study,
7-8, 24, 51, 114, 118, 137, 142, 171,
203, 282, 286, 300, 305, 310
and certification, 235, 240
computer-assisted, 186-193, 217, 319
content, secondary, 39-41, 45-48, 52, 65,
101-102, 113-116, 119-124, 131-141,
167-169, 248, 255
content, teacher education, 235-238,
303-306
development, 117-128, 167, 186-191,
209, 293, 298-307, 330-335
ecological perspective, 17-20, 49,
117-128, 137, 167-169, 173-175,
314-315
elective courses, 80
elementary, 186-191, 131-138, 216-217,
248 249, 251, 268, 310, 331
history, 6 - , 113-116, 119, 141-142,
295-296, 29~300
implementation, 23-24, 289-335
innovation and, 120, 121, 122, 135, 167,
303-306
inquiIy-based, 18~193, 217
institutional barriers, 243-288
medical revolution and, 3~36
models, 23~241, 268, 269-270, 324-335
multidisciplinary, 119, 121-124, 281, 310,
315-317, 322, 33~335
objectives, see Educational objectives
problem-solving, 121, 140, 261, 263, 285
reform, 118, 245-335
required courses, 82
stability, 326 327
state-level actions, 209, 235, 256,
266-276, 291-292, 293
systems analysis and, 313-322
teacher education, 23~238, 303-306
teacher-proof, 209, 303, 305, 309
Curriculum Research and Development
Group, 325, 330-335
D
Demography, see Minority groups;
Population factors; Sex differences
de lbcqueville, Alexis, 115
Developmental Approaches in Science and
Health, 332-333
Developmental factors, 3, 64, 166-167
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INDEX
cognitive, 5, 12-14, 175, 204
ecological approach, 173
Diaz-Ortiz, E. M., 306 307
Diseases and disorders
AIDS, 4
biological principles (DNA), 31, 32-35,
113, 114
cancer, 17, 31-35
Dissection, 133-134, 143
DNA, 49, 98
in disease, 31, 32-35
genome mapping, 35-36
Domain-referenced tests, 51
Ducharme, E. R., 299
Duclovorth, E., 284
E
Ecological perspective, 3, 8, 67, 102, 296
curriculum, 17-20, 49, 117-128, 137,
167-169, 173-175, 314-315
global environment, 17-20, 146-147, 167
instructional procedures, 173-175,
314-315
laboratory instruction, 173-175
student knowledge, 96
teacher knowledge, 214, 215
Economic factom, 283-284
cost of education, 239, 241, 254-255,
272, 274, 283-284, 295, 334
employers' view of students, 37~2
employment of students, 11
teacher supply and demand, 202, 213
Educating Americans for the 21st Century,
45-48
Educational objectives, 4-5, 45-48, 52,
151-154, 253, 273
historical perspectives, 6-7
Montgomery County (Md.) Public
Schools, 131-137
standardized tests, 5, 52, 258
teacher preparation, 201-202
Educational Research Information Center,
299
Educational Testing Service, 51, 73, 103
Education Commission of the States, 4,
38, 267, 268-270, 273-276
Ehrlich, Paul, 121, 126
Eisner, E., 321
Elective courses, 80
Elementary education
339
curriculum reform, 248-249, 251, 268,
310, 331
Target Science, 216-217
teacher certification, 221
telecommunication -assisted curriculum,
186-191
transition to secondary, 131-138
Elmore, R. F., 270
Employment
employers' view, 37-42
salaries and wages, of teachers, 241, 284
student, 11
workload, of teachers, 279, 283-284
Energy transformation, 96-97, 106 107
Environmental issues and sciences, 5, 8,
17, 108, 121-123, 146-147
see also Ecological perspective
Ethics, 124}121, 208
Ethnicity, see Minorities
Evaluation of education, 45-46, 50-53
curricula, 331
instructional procedures, 62, 176
laboratories, 52, 73
state-level, 268 269
students, 55-70
studies, 4~52, 197
see also Tests and testing
Evolution, 66, 102
curriculum content, 113, 114, 116,
127-128, 143-144
teacher knowledge and attitudes, 50
textbook treatment, 170
Examinations, see Tests and testing
F
Federal government, 256
Fernbank Museum of Natural History,
179-182
Finance, see Economic factors
Florida, 240
Foundational Approaches in Science
Teaching (FAST), 333-334
Foreign countries
academic achievement, 4050, 197
Biological Sciences Curriculum Study, 7
competition with, 213, 292-293
curriculum development, 209, 293
ecological curriculum, 127
see also International actions and
organizations, specific countries
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340
The Forgotten Half: Non-College Youth in
Amenca, 166
G
Gala theory, 144
Genetics, 97-98, 102, 107, 108, 143
see also DNA
Genomes, 35-36
Geography, 27
Georgia, 179-183, 202, 207-208
Gifted students, 6, 114
Global warming, 17, 146, 147
Goals, see Educational objectives
Gordon, Beverly, 239
Gould, S. J., 170
Gray's Anatomy, 160
Greenhouse effect, 17, 146, 147
Group learning, 216
H
Handler, Evelyn E., 38
Hardin, Garrett, 117, 120
Harte, John, 114 ~
Hawaii, 325, 330-335
Hawking, Stephen, 21, 25
Hawley, W. D., 254
Health Biology, 160
High School Teachers Association of New
York, 6
Hispanics, 11, 23, 76, 93-94, 99, 239
Historical perspectives, 10, 114
curriculum, 6-7, 113-116, 119, 141-142,
295-296, 299-300
literacy, 19-20
museums, 80, 178-183, 216
reform, 118, 246, 253, 267-270, 287
teacher education as public issue,
219-221
teaching of, 115
Hodgkinson, Harold, 165
Holmes Group, 199, 201, 209, 219, 234,
235, 238-241
Homework, 11, 141
Hord, S. H., 306-307
Howard Hughes Medical Institute, 3
Huling-Austin, L., 225-226
Human factors, see Psychological factom;
Social factors
Hurd, Paul DeHart, 6, 119
Huxley, 1: H., 6, 144, 295
INDEX
HyperCard, 172
I
Illustrations, 31, 107, 108, 155-163
Industry Initiatives for Science and
Mathematics Education-Los Angeles,
215
Inservice education, see Continuing
education, of teachers
Institutional factors, 3
centralization, 255-256, 269, 272
curricula, barriem, 243-288
expectations, 5-6
external, 252-259, 263-264, 308-309,
310, 315-316, 320-321
internal, 259-264
reform, 245-264, 271-272, 295
traditional approaches, 27~282
see also Professional associations and
societies
Instructional materials, 5, 25, 36, 149-193
see also Illustrations; Textbooks; Video
techniques
Instructional procedures, 10, 12~125,
133-134, 139-141, 149-193, 280
advanced placement, 71, 72-73, 75-78,
282, 283
analogy, 205
approaches, 30 32, 37-42, 115, 167-169,
173-176
conceptual, 115, 214, 234, 263, 321-322
daily schedule, 279, 303, 321-322
demonstrations, 13-14, 50, 108, 214
ecological approach, 173-175, 314-315
evaluation, 62
formal, 80
group learning, 216, 328
holistic methods, 174
homework, 11, 141
mentors, 1~15
models, 2~27, 175-176, 214, 319
pedagogy, 170, 203-208, 211, 215, 235,
270, 273, 280, 287, 288, 315, 320
project-based, 180193
reform, 259~263, 296
tracking, of students, 71-78, 108, 159,
255, 282, 283
see also Laboratories, classroom
Interdisciplinary approach, see
Multidisciplinary approach
International actions and organizations
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INDEX
curriculum content, 127
evaluations, 197
Kids Network, 188
International Association for the
Evaluation of Educational
Achievement, 4~50, 197
Interviews, test development, 60 61, 68
Item response theory, 91-92
J
Jackson, Kenneth, 115
Japan, 292-293
Johns Hopkins University, 12
K
Kids Network, 187-193
Koshland, D. E., 245
Kroc, Robed, 26
L
Laboratories, classroom, 82, 107, 108,
133-134, 143, 145, 207, 251, 279,
282, 327-328
assessment, 52, 73
computed and, 172, 318
ecological approach, 173-175
Latent-trait theory, 91-92
Learning processes, 10-16, 166, 318-321
assessment of, 61-65
group, 216
memory and memorization, 59, 106, 141,
261, 280, 296
misconceptions, theoretical, 12-16, 63,
106-107, 185
pedagogy, 170, 203-208, 211, 215, 235,
270, 273, 280, 287, 288, 315, 320
research, 6~65, 185-186
social and psychological factors, 11-16,
62
theories, 206-207, 295
see also Time factom (learning)
Licensing, see Certification, of teachers
Life Science, 132-133
Literacy, 19-20
cultural, 3, 4, 12~123
mathematics, 19-21
scientific, see Scientific literacy
visual, 161
Local actions
341
autonomy, 114, 127, 209, 256, 268, 269
community issues, 190 191, 318
Longitudinal Study of American Youth,
8~91
Los Angeles Educational Partnership, 216,
217
Lovelock, James, 144
M
Man: A Course of Study, 248, 282
Management, see Administration and
administrators
Margulis, Lynn, 144
Maryland, 131-137
Massachusetts, 284
Mass media, 29~293
educational value, 24, 80
journalism education, 3~31
scientist stereotype, 11
student knowledge, reporting, 27, 284,
292-294
Mathematics
formal instruction, 80
literacy, 19-20, 45
Mayer, W., 6, 8
McDonald's Corporation, 2~27
McLaughlin, M. W., 270-271
Medical science, 4, 17, 30-36, 113, 114
Memory and memorization, 59, 106, 141,
261, 280, 296
Men, see Sex differences
Michigan, 268
Michigan Educational Assessment
Program, 60
Michigan State University, 55-57, 59,
61-69
Minimal competence movement, 23, 51,
257, 258, 262, 267
Minority groups
College Board advanced placement test,
76
National Assessment of Educational
Progress, 93-95, 9~99
parents, 216-217
stereotyping, 11, 12, 13
students, 6, 11-13, 23, 9~95, 9~99
Target Science, 216-217
teachers, 199, 23~241
see also specific groups
Mix, Alan, 144
Models
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342
computer, 172, 318
curriculum, 23~241, 268, 269-270,
320335
instructional, 26-27, 175-176, 214, 319
knowledge structure, 6~67, 167
McDonald's Corporation, 25-26
minority teachem as role models,
240-241
social-ecological, 310315
statistical analysis, 83~9
student attitudes, 81-89
teacher education, 199-200, 238-241
teaching, 319
see also Illustrations
Modern Biology, 49, 13~133, 157, 159-160,
310
Morowitz, Harold, 8
Multidisciplinary approach, 3, 5, 6, 63
counteracting forces, 281
curricula, 119, 121-124, 281, 310,
315-317, 322, 330-335
global ecology, 19, 167
Multiple-choice tests, 51-52, 55-57, 106
Multivariate statistics, 85-89
College Board advanced placement test,
73, 75
National Assessment of Educational
Progress, 90
Murray, F. B., 235
Museums, 80, 17~183, 216
N
National Academy of Sciences, 7
National Assessment of Educational
Progress (NAEP), 90-99
student preparedness, 22-24, 27-29,
126-127, 128, 214
thinking skills, 49-50, 124
National Association of Biology Teachers
(NABT), 100-109, 202, 203, 221-222,
223-224, 227, 230-233, 284
National Council for the Accreditation of
Teacher Education (NCATE),
222-223, 234, 237
National Diffusion Network, 328
National Education Association, 6-7
National Geographic Society, 27, 187
National Institutes of Health, 247
National Research Council, 7
genome mapping, 35-36
test review, 51, 52
INDEX
National Science Board, 126, 234
National Science Foundation, 45-48, 187,
328
reform, 247-248, 268, 286
science teacher institutes, 211-212, 308
Target Science, 216-217
National Science Teachem Association
(NSTA), 10~109, 202, 203, 221-222,
223 224, 227, 230-233, 237
National testing programs
NABT-NSTA, 10~109
teacher examinations, 197
United Kingdom, 80
see also National Assessment of
Educational Progress
Nation's Report Card, 266
Netherlands, 309
News & Hews, 101
News media, see Mass media
New York, 6, 221
Nongovernmental organizations, 249-250,
292
see also Professional associations and
societies
Norm-referenced tests, 51, 108
o
Objectives of education, see Educational
objectives
Open-ended questions, 91, 140-141, 284
Oppenheimer, J. Robert, 205
p
Parental influences
in minority groups, 216-217
on student course selection, 83, 84,
85-89, 90
on teachers, 210
Part-time employment, students and, 11
Pedagogy, 170, 203-208, 211, 215, 235,
270, 273, 280, 287, 288, 315, 320
Percy, Walker, 8
Personal theories, 12-16, 63, 106-107, 185,
207
Philosophy of education, 141-140
biological nature of man, 114
ethics, 120-121, 208
instructional procedures, 151-154
Policy issues
administrative, 260, 271, 272
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INDEX
public, 30, 120-121
reform of education, 254, 256, 257-259,
266-276
testing, 69
Political issues
biological nature of man, 114
reform, 24, 206, 256-257, 259, 264,
291-292, 329
Population factom
aging, 287
curriculum content, 121-122, 331
explosion, 17-18, 22
student diversity, 255
see also Minority groups; Sex differences
Press, see Mass media
Prewitt, Kenneth, 118
Principals, 209, 300, 301-302, 306, 317-318
Private sector, 215, 216, 217
educational leadership, 249-250, 292
employers' view of students, 37-42
Problem-solving, 121, 140, 214, 261, 263,
285, 318
Professional associations and societies
accreditation and certification, 198,
221-224, 227
conferences, 284
evaluation, 48-50
historical perspectives, 6-7
national examination, 100-109
reform, 292
see also specific organizations
Project 2061, 118, 134
Psychological factors
change, 295, 317-318
and curriculum content, 122
developmental, 3, 5, 12-14, 64, 166, 173,
175, 204
minority-group teachers as role models,
240-241
motivation, 40, 79-90, 166,189-190, 216,
240-241
personal theories, misconceptions, 12-16,
63, 10~107, 185, 207
religious influences, 86 87, 90, 114, 115
student perceptions, 11-14, 62, 63, 167
Public opinion, 30
community issues, 190 191, 318
educational evaluation, 50
reform, 254, 255, 258-259, 271
343
Q
Quality control, see Certification, of
teachers; Evaluation of education;
Reform; Standards; Textbooks
R
Racial factom, see Minority groups
Reform
administrator and administration,
259-260, 271, 272, 274, 275, 30~307
315, 319, 329-330
curriculum, 118, 245-335
ecological approach, 314-322
elementary education, 24~249, 251, 268,
310, 331
external facilitatom, 25~259, 263-264,
308 309, 310, 315, 316, 32~321
historical perspectives, 118, 246, 253,
267-270, 287
Holmes Group, 199, 201, 209, 219, 234,
235, 238-241
institutional factors, 245-264, 271-272,
295
instructional procedures, 259-263, 296
minimal competence movement, 23, 51,
257, 258, 262, 267
models, 320335
National Science Foundation, 247-248,
268, 286
policy issues, 254, 256, 257-259, 26~276
political issues, 24, 206, 256-257, 259,
264, 291-292, 329
principal's role, 300, 301-302, 306
processes, 29~311
professional associations, 292
public opinion, 254, 255, 25~259, 271
social factors, 252-253, 255, 25~259,
295, 313-314, 315-318, 321
standardized tests, 258
state policy issues, 26~276
systems analysis, 313-322
teacher involvement, 260-261, 263, 302,
303-305, 327-330
teacher preparation, 19~199, 201, 236,
23~241
Reliability studies, tests, 6~61, 69
Religious influences, 114
fundamentalism, 115
student choices, 86~7, 90
Required courses, 82
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344
Research, 215
Curriculum Research Development
Group, 325, 330-335
Educational Research Information
Center, 299
learning processes, 62-65, 185-186
teaching, 205, 217, 226
vs. teaching, 248
Research Corporation, 215
S
Salaries and wages, of teachers, 241, 284
Scholastic Aptitude Test, 198
School boards, fragmentation, 80
School change, see Reform
Schwab, J. J., 314
Science, 167-168
Science as a Way of Knowing (SAAWOK),
118
Science for All Americans, 134
The Science Report Card, 91
The Science Teacher Joumal, 101
Scientific American, 159
Scientific literacy, 3, 12-16, 45, 63, 79-90,
92, 106-107, 118-121, 14~147, 185,
207
Sex differences
course selection, 83, 84, 86-87, 88 89
educational professionals, 209, 215, 238,
281, 286
National Assessment of Educational
Progress, 93 95, 98
stereotyping, 11, 12, 281
students, 12, 83, 84, 86-87, 88~9, 9~95,
281
Shamos, Morris, 146
Shayer, M., 5-6
Shulman, L. S., 203, 204-205, 208, 211
Sizer, Ted, 273, 278-279, 307
Social factors, 3, 5, 38, 102, 108, 116-117,
145-147
community issues, 190 191, 318
curriculum content, 119, 121-124, 135,
153-154
local autonomy, 114, 127, 209, 256, 268,
269
reform, 252-253, 255, 258-259, 295,
313-314, 315-318, 321
stereotypes about high school, 30~302,
318-321
INDEX
student perceptions and, 11-14, 62, 63,
80
see also Ecological perspective; Historical
perspectives; Institutional factors;
Literacy; Mass media; Minority
groups; Political issues; Public
opinion; Sex differences
Special-interest groups, 257
Specialization, 205-206, 230, 281
Standardized tests, see Tests and testing
Standards, 256
accreditation, 22~223
advanced programs, 108
defined, 219
national textbook, 114
see also Certification, of teachers
Stanford Achievement Test, 60
State-level actions
curriculum control, 209, 235, 256,
266 276, 291-292, 293, 327
Education Commission of the States, 4,
38, 267, 268 270, 273-276
reform policy, 266 276
teacher certification, 202-203, 224, 227,
235, 240, 281
textbooks, 269-270, 282
Statistical analysis, 83, 84~9
Steady Word Policy, Practice, and the
Reform of American Education,
27~271
Students, 165-166
attitudes, 22, 79-90, 166
characteristics, 165-167
employers' view, 37~2
evaluation of, 55-70; see also Tests and
testing
expectations, of and for, 5-6, 40, 83-90,
267, 273, 274
ignorance, concealment, 58-61
interviews of, 60 61, 68
knowledge level, 55-58, 62-65
minonty-group, 6, 11-13, 23, 76, 93-95,
9~99
models, 81~9, 24~241
motivation, 40, 79-90, 166, 189-190, 216
non-college-bound, 166
parental influences on, 83, 84, 85 86, 90,
216-217
sex differences, 12, 83, 84, 86 87, 88~9,
93-95, 281
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social and psychological influences on,
22, 11-16, 62, 63-65, 80
talented, 6, 114
teacher-student ratio, 279
tracking, 71-78, 108, 159, 255, 282, 283
unprepared, 22, 55-58, 214, 246, 261, 266
see also Academic achievement;
Advanced placement; Learning
processes
Syllabi, 23, 24, 74, 282; see also Curricula
Systems analysis, 31~322
T
Target Science, 216-217
Teacher certification, see Certification, of
teachers
Teacher Education Council of State
Colleges and Universities, 199
Teacher preparation, 195-242
accreditation, institutional, 222-223
- continuing education, 207-208, 215, 216,
286, 329
curriculum, 234-238, 269, 303-306,
32~329
education, 197-200, 201-202, 213-217,
234 241, 247, 285, 295
FAST 333-334
minority-group recruitment, 238 241
models, 199-200, 23~241
science, 4
technological innovation and, 213-217,
298, 30~305
see also Certification, of teachers
Teachers
of advanced-placement courses, 72, 282,
283
attitudes, 169, 274, 287, 30~305, 308,
315
autonomy and accountability, 200210
beliefs about, 31~321
certification of, 198-200, 202-203,
219-228, 230-233, 235, 240, 281, 295
characteristics, 280
continuing education of, 207-208, 215,
216, 286
cumculum development, role in, 269,
327-330
daily schedules, 279, 303, 321-322
evaluation, 50
knowledge requirements, 114, 198,
203-208
345
minority groups, 199, 23~241
misassignment, 227
models, 319
parents, relation to, 210
pedagogy, 170, 203-208, 211, 215, 235,
270, 273, 280, 287, 288, 315, 320
personalization of, 273
placement of, 225
professional associations, 6-7, 10~109,
202, 203, 221-222, 223-224, 227,
231-233, 237
professional status, 208 212
qualifications, 201-212, 324
reform and, 26() 261, 263, 302, 303-305,
327-330
sex issues, 209, 215, 281
supply and demand, 202, 213
teacher-proof curricula, 209, 303, 305,
309
textbook evaluation, 169
workload, 279, 28~284
see also Instructional procedures
Teaching, see Pedagogy
Technical Education Research Centers,
186 187
Technological innovations, 5
computed, educational uses, 36,
159-161, 163, 171-172, 186-193
curriculum content, 120, 121, 122, 135,
167, 303-306
teacher preparation, 213-217, 298,
303 305
Telecommunication, 187-193, 217
TELEventure, 217
Television, 80
Tests and testing, 5, 24, 51-52, 57, 58, 258,
284
advanced-placement, 71-72, 7~78, 159
College Board Achievement Tests, 27,
71-72, 73-78
criterion-referenced tests, 51
development and analysis, 60 61, 65-69,
71-72, 73, 75, 10~101, 103, 105-109
distracters, 106
domain-referenced tests, 51
equating procedures, 75
international, 7, 4050
interviews and, 6~}61, 68
item-response theory, 91-92
minimal competence, 267
multiple-choice, 51-52, 55-57, 73, 75, 90
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346
NABT-NSTA exam, 100-109
national programs, 80, 10~109, 197; see
also National Assessment of
Educational Progress
non-referenced tests, 51, 108
open-ended questions, 91, 140-141, 284
performance testing, 52
reform and, 258
reliability and validity, 6~61, 69,
101-103, 240
Scholastic Aptitude Test, 198
scoring, 59~0
Stanford Achievement Test, 60
teacher assessment, 198
teacher certification, 226, 227
Textbooks, 5, 10, 23-24, 31, 49, 116, 282
Biological Sciences Curriculum Study,
7~, 171, 203, 282
costs, 283
curriculum control, 127-128
fact overload, 140, 151-152
illustrations, 31, 197, 108, 155-163
local autonomy over, 114
mathematical literacy, 20
quality, 125, 13~133, 169-171, 251, 296
state control over, 269-270, 282
Textbooks, specific
Biological Science, 156, 157, 160
Biological Sciences: An Ecological
Approach, 49, 137
Biology Teachers Handbook 140-141
Consider a Spherical Cow, 20
Health Biology, 160
Life Science, 132-133
Modern Biology, 49, 132-133, 157,
159-160, 310
The World of Cells, 162
Thanatos Syndrome, 8
Theory, scientific
Gala theory, 144
item-response theory, 91-92
learning, 20~207, 295
medical revolution, 30 36
pedagogy, 2(K207, 287, 288
personal misconceptions, 12-16, 63,
106 107, 185, 207
Time factors (learning), 15, 283, 303
daily schedules, 279, 303, 321-322
knowledge deterioration, 59, 141
Tinker, Bob, 190
Tobias, Sheila, 13
INDEX
lam, Alan, 237
liacking (students), 255, 282
U
United Kingdom, 12, 61, 80
University cooperation, 225, 247, 248, 274,
285, 295, 308, 316-317, 325, 330 335
University of California, 217
University of Chicago, 13, 15, 30
University of Hawaii, 330-335
University of Pittsburgh, 12
Urban areas, 216, 225, 278
V
Validity studies, tests, 6~61, 101-103, 240
Van Rollick, W., 309
Video techniques, 31, 108, 163, 182
Virginia, 268
Visual aids, see Illustrations
Voltaire, F., 21
W
Wages and salaries, of teachers, 241, 284
Weis, I. R., 227
Weisskopf, Victor, 139-140
White persons, 93-94, 98~99
College Board advanced-placement test,
76
stereotyping, 11, 12
Women, see Sex differences
Workload, 279, 283-284
17ze World of Cells, 162
y
Yarroch, W. L., 60
Representative terms from entire chapter:
national assessment
