Daphne Minner, Barbara Berns, Jeanne Rose Century, and Elisabeth Hiles (2003). Science Education Reform in Rural America: A Snapshot.
This report is based on an NSF-funded exploratory research study that focused on understanding rural districts’ access to and engagement in science education improvement efforts. In-depth interviews with NSF’s Rural Systemic Initiative (RSI) educators and evaluators and a meeting with a group of national advisors with rural expertise informed the report, which describes science curriculum and instruction, professional development, and reform challenges and strategies. It also addresses current understandings and identifies new issues, resources, and strategies of importance to those working in science education in rural areas.
AAAS Project 2061. Blueprints for Reform: Science, Mathematics and Technology Education.
As Science for All Americans neared completion, questions of implementation came into view, and the need for Project 2061 to have a better understanding of the education system became more and more apparent. To that end, the project arbitrarily—but with lots of advice—identified a dozen key parts of the education system and then sought the help of experts in describing those parts and their interactions. The result of all of this was Blueprints for Reform. Systemic reform in education can, it would seem, be approached as a line of action and a line of thought. Most of what has been happening has been on the action side—bringing the right organizations, institutions, and agencies together in common cause to solve urgent problems.
AAAS Project 2061: Designs for Science Literacy: Guiding K-12 Curriculum Reform.
Treating curriculum reform as a design problem is a basic proposition of Designs for Science Literacy, one of Project 2061's set of tools for education reform. Rather than providing step-by-step instructions for creating an actual curriculum, Designs guides readers in applying general design principles to specific aspects of the curriculum. By offering a variety of options for restructuring time, instructional strategies, and content, Designs shows how to approach the curriculum design challenge in different ways to create very different curricula that serve a common set of learning goals.
AAAS (1993). Benchmarks for Science Literacy.
Science For All Americans answers the question of what constitutes adult science literacy, recommending what all students should know and be able to do in science, mathematics, and technology by the time they graduate from high school. Benchmarks specifies how students should progress toward science literacy, recommending what they should know and be able to do by the time they reach certain grade levels. Together, the two publications can help guide reform in science, mathematics, and technology education.
EDC’s Center For Science Education (2009). Making Science Curriculum Matter: Wisdom for the Reform Road Ahead.
Based on the legacy of the National Science Foundation’s Instructional Materials Development program, this resource represents the collective experiences of half of the eight “dissemination and implementation” centers that were funded by the National Science Foundation (NSF), beginning in 1997, to foster the understanding and use of exemplary mathematics and science instructional materials. The NSF work was a cutting-edge experiment, and the centers were essentially “national truth seekers.” The idea was both to figure out how best to assist schools, districts, and states in using exemplary standards-based instructional materials (whether the materials were funded by the NSF or not) and to glean lessons from that work that might benefit the field.
Lynn Goldsmith and Marian Pasquale (2002). Providing School- and District-Level Support for Science Education Reform.
This article, originally published in the Science Educator, argues that improving students' scientific understanding and performance is a major undertaking. It requires making significant changes to both science curriculum and instruction. If this undertaking is to be successful, it will require the active support and participation of all stakeholders in our students' education. Produced by Education Development Center’s Center for Science Education.
Central to science education reform efforts in secondary schools for nearly a half century has been a focus on the content and concepts to be taught, on how teachers should teach, and, more recently, on issues of systemic approaches to science teaching and learning. This article highlights reform efforts and outlines their important implications for the secondary school principal in maintaining an effective school science program.