ORDERING INFORMATION FOR PUBLICATIONS IN CHAPTER 7
The prices given for books and other publications in chapter 7 do not include the costs of shipping and handling. Before placing an order, readers are advised to contact the publishers of these items for current ordering information, including shipping charges. In some cases, discounts or special rates may be available to schools and educators.
Publishers' names are cited in the bibliographic data of the annotations. Their addresses and telephone and fax numbers, as well as e-mail addresses, when available, are listed in appendix A, "Publishers and Suppliers."
for young adults (ages 10 to 14) from the National Center for Improving Science Education. This 8-chapter report addresses the role of assessment in early adolescents' science learning. It first reviews the capabilities and interests of early adolescents and considers the nature of an education, especially in science and technology, that can build on these assets. It discusses what is known about the cognitive and social development of 10- to 14-year-old students, and reviews the nature of science programs and the middle school environment. The core of the report then explains assessment and instruction in the service of science learning as viewed by the National Center for Improving Science Education, and it points out opportunities for assessment presented by the growing cognitive abilities of early adolescents. Examples show how scientific inquiry itself can provide assessment opportunities and how teachers can weave assessment into their science teaching. Finally, the report discusses assessment for broad policy purposes. It suggests 6 principles for science assessments at the middle-level and recommends steps for achieving these principles.
Washington, D.C.: AAAS, 1991. 36 pp.
Price: Free (ISBN 0-87168-421-6)
Barrier-Free in Brief was prepared by the American Association for the Advancement of Science's Project on Science, Technology, and Disability. The booklet is a guide for university research laboratories, but it addresses meeting the needs of students with disabilities in the science classroom in any educational institution. A barrier-free classroom is defined as being fully accessible to people with disabilities. The booklet offers specific suggestions about organizing a barrier-free classroom and teaching students with disabilities. It presents related material such as a building access checklist and a list of organizations to contact for information on helping students with particular disabilities.
New York, N.Y.: Oxford University Press, 1993. 418 pp.
Price: $22.95 (ISBN 0-19-508986-3)
Benchmarks for Science Literacy on Disk [text and companion software version]
Created in close consultation with teachers, administrators, and scientists, Benchmarks for Science Literacy and its companion Benchmarks for Science Literacy on Disk suggest guidelines for what all students should know and be able to do in science and mathematics by the end of specific grade levels. Benchmarks is part of the Project 2061 initiative of AAAS. The volume outlines ways of achieving the standards for science literacy recommended in the 1989 AAAS publication Science for All Americans. Rather than being a proposed curriculum or a plan for one, Benchmarks is a compendium of specific goals that educators and policymakers can use to build new curricula. The software version allows users to browse, assemble, and print benchmarks in various formats, examine conceptual strands, use cross-reference features to identify conceptual connections, and brainstorm activities to address random sets of benchmarks from one grade span.