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Suggested Citation:"References." National Research Council. 1996. The Role of Scientists in the Professional Development of Science Teachers. Washington, DC: The National Academies Press. doi: 10.17226/2310.
Page 89
Suggested Citation:"References." National Research Council. 1996. The Role of Scientists in the Professional Development of Science Teachers. Washington, DC: The National Academies Press. doi: 10.17226/2310.
Page 90

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References AAAS (American Association for the Advancement of Science). 1989. Project 2061: Science for All Americans. Washington, DC: American Association for the Advancement of Science. AAHE (American Association for Higher Education). Compact Connections, a newsletter of AAHE' s Community Compacts for Student Success. Spring 1993. Alberts, B. M. 1991. Elementary science education in the United States: how scientists can help. Current Biology 1(6):339-341. Atkin, J. M. 1989. Can educational research keep pace with education reform? Phi Delta Kappan (November) :200-205. Barth, R. S. 1990. Improving Schools from Within: Teachers, Parents and Principals Can Make a Difference. San Francisco, CA: Jossey-Bass. Blank, R. K., and M. Dalkilic. 1992. State Policies on Science and Mathematics Education. Wash- ington, DC: Council of Chief State School Officers, State Education Assessment Center. Blank, R. K., and D. Gruebel. 1993. State Indicators of Science and Mathematics Education 1993, State end National Trends: New Indicators from the 1991-92 School Year. Washington, DC: Council of Chief State School Officers, State Education Assessment Center. Boyer, E. L. 1990. A Special Report. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching. Available from Princeton University Press, Lawrenceville, N.J. BSCS (Biological Sciences Curriculum Study). 1978. Guidelines for educational priorities and cur- ricular innovations in human and molecular genetics. BSCS Journal 1(1):20-29. GAO (General Accounting Office). 1984. New Directions for Federal Programs to Aid Mathematics and Science Teaching. GAO/PEMD-84-4. Washington, DC: U.S. General Accounting Office. Haycock, K. P. 1990. Partnerships for America's Children. Presentation at the American Association for Higher Education's First National Conference on School/College Collaboration, Chicago, June 17-20, 1990. Pp. 3-11 in Improving Student Achievement Through Partnerships. Wash- ington, DC: American Association for Higher Education. Hord, S. M., W. C. Rutherford, L. Huling-Austin, and G. E. Hall. 1987. Taking Charge of Change. Alexandria, VA: Association for Supervision and Curriculum Development. 89

9o PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS Hurd, P. D. 1961. Biological Education in American Secondary Schools 1890-1960. Washington, DC: American Institute of Biological Sciences. Hurd, P. D. 1984. Reforming science education: the search for a new vision. Occasional Paper 33. Washington, DC: Council for Basic Education. Johnson, R. M. 1993. 35 keys to effective evaluating. Foundation News (May/June): 16-21. (First published in Evaluation for Foundations: Concepts, Cases Guidelines, and Resources. 1993. Developed for the Council on Foundations. San Francisco, CA: Jossey-Bass.) Joyce, B., and B. Showers. 1980. Training ourselves to teach: the messages of research. Educational Leadership 37:379-385. Kennedy, D. 1990. Stanford in its second century. An address to the Stanford community at the Meeting of the Academic Council, April 5, 1990. Stanford University Campus Report (April 11): 17- 18. Kober, N. 1993. What we know about science teaching and learning. EDTALK. Washington, DC: Council for Educational Development and Research. Little, J. W. 1993. Teachers' Professional Development in a Climate of Educational Reform. New York, NY: National Center for Restructuring Education, Schools and Teaching at Teachers College, Columbia University. Mastain, R. K., ed. 1991. The NASDTEC Manual 1991: Manual on Certification and Preparation of Education Personnel in the United States. A report from the National Association of State Directors of Teacher Education and Certification (NASDTEC). Dubuque, IA: Kendall/Hunt Publishing. Mechling, K.R., C. H. Stedman, and K. M. Donnelan. 1982. An NSTA report: preparing and certify- ing science teachers. Science and Children (October):9-14. NRC (National Research Council). 1990. Fulfilling the Promise: Biology Education in the Nation's Schools. Washington, DC: National Academy Press. NRC (National Research Council). 1996. National Science Education Standards. Washington, DC: National Academy Press. Nelson, B. H., I. R. Weiss, and L. E. Conway. 1992. Science and Mathematics Education Briefing Book. Vol. III. A report from Horizon Research Inc. Chapel Hill, NC: Horizon Research Inc. (Available from the National Science Teachers Association, Alexandria, VA.) NSTA (National Science Teachers Association). 1992-1993. Standards for the preparation & certifi- cation of teachers of science, K-12. In NSTA Handbook. Arlington, VA: National Science Teachers Association. Raizen, S. A., and A. M. Michelsohn, eds. 1994. The Future of Science in Elementary School: Educating Prospective Teachers. A report from the National Center for Improving Science Education. San Francisco, CA: Jossey-Bass. Roth, K. J. 1989. Science education: it's not enough to 'do' or 'relate.' American Educator (Win- ter):l6-22, 47-48. SRI International. 1988. An Approach to Assessing Initiatives in Science Education. Summary Re- port: Recommendations to the National Science Foundation prepared by M. S. Knapp, P. M. Shields, M. St. John, A. A. Zucker, and M. S. Stearns for the National Science Foundation. Menlo, CA: SRI International. Tierney, D. S. 1988. Teaching content through a multicultural lens: a social studies case study. Journal of Educational Issues of Language Minority Students, A journal of a teacher training program at Boise State University. Summer: 15-21. Tobias, S. 1992. Revitalizing Undergraduate Science: Why Some Things Work and Most Don't. Tucson, AZ: Research Corporation. Yager, R. E., and E. Zehr. 1985. Science education in U.S. graduate institutions during two decades. Science Education 69(2): 163-169.

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The Role of Scientists in the Professional Development of Science Teachers Get This Book
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Scientists nationwide are showing greater interest in contributing to the reform of science education, yet many do not know how to begin.

This highly readable book serves as a guide for those scientists interested in working on the professional development of K-12 science teachers. Based on information from over 180 professional development programs for science teachers, the volume addresses what kinds of activities work and why. Included are useful examples of programs focusing on issues of content and process in science teaching.

The authors present "day-in-a-life" vignettes, along with a suggested reading list, to help familiarize scientists with the professional lives of K-12 science teachers. The book also offers scientists suggestions on how to take first steps toward involvement, how to identify programs that have been determined effective by teachers, and how to become involved in system-wide programs. Discussions on ways of working with teachers on program design, program evaluation, and funding sources are included.

Accessible and practical, this book will be a welcome resource for university, institutional, and corporate scientists; teachers; teacher educators; organizations; administrators; and parents.

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