Skip to main content

State of School Science A Review of the Teaching of Mathematics, Science and Social Studies in American Schools, and Recommendations for Improvements. (1979) / Chapter Skim
Currently Skimming:

Implementation
Pages 74-79

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 74...
... In the 1950's and 1960"s most of the scientists actively involved in the curriculum projects came from academic institutions, and that will probably be true in the future. But there is also a rich source of talent among scientists and engineers in industry, and they may be of special value as greater emphasis is given to improving science learning for all students, whether or not they are going to college or whether they are likely to follow careers in the scientific and technical fields.
Read the entire page →
From page 75...
... Institutional as well as individual leadership will be necessary, and the National Science Foundation is the most experienced and appears to be the most appropriate institutional leader. Other federal agencies, school systems, and private foundations should help, as they have in the past, but a leading agency is required to focus the governmental interest and support.
Read the entire page →
From page 76...
... The schools of education should inculcate the attitude that curricular improvement and the development of better materials and methods will be an expected and continuing part of each teacher's professional life. Support for Private Initiative Twenty years ago, NSF clearly distinguished the educational responsibilities of the federal government from those of the private sector and local government.
Read the entire page →
From page 77...
... When some of the NSFfunded projects in the biological and social sciences encountered criticism in Congress as being value-laden or controversial, NSF was seized by anxiety. Both Congress and the General Accounting Office have warned NSF that it cannot avoid being responsible for the content and conduct of curriculum development projects, and that it should take a more active role in determining in advance what is needed in the way of educational improvement and then seek means of responding to those needs.
Read the entire page →
From page 78...
... What is called for is enlightened self-restraint on the part of the National Science Foundation, the Office of Management and Budget, and the Congress. All recognize the principle involved, but in day to day dealing with details staff members are always under pressure to take the "safe" course of increasing central control or adopting another national regulation.
Read the entire page →
From page 79...
... estly and competently used for the purposes intended. But decisions as to what educational improvements are most needed and how those needs can best be met are emphatically not decisions to be made by an agency of the federal government.
Read the entire page →

Key Terms

  • private initiative
  • public funds
  • improve education
  • local government
  • past quarter

  • education profession
  • little involvement
  • strong temptation
  • allocate public
  • labor union

  • mathematics education
  • quarter century
  • educational responsibilities
  • excellently qualified
  • legislative future

  • central control
  • educational responsibility
  • specialized societies
  • individual projects
  • american tradition

  • teachers association
  • simple reading
  • leading agency
  • increasing central
  • implementation activities

  • initiative twenty
  • organizational reasons
  • require effective
  • warned nsf
  • rich source


    • This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
    More information on Chapter Skim is available.