By Senta A. Raizen (auth.), Senta A. Raizen, Edward D. Britton (eds.)
This publication provides accomplished effects from case stories of 5 thoughts in technological know-how schooling that experience a lot to provide towards knowing present reforms during this box. every one bankruptcy tells the tale of a case in wealthy aspect, with wide documentation, and within the voices of the various participants-the innovators, the lecturers, the scholars. equally, quantity three of daring Ventures pre sents the consequences from case experiences of 5 strategies in arithmetic schooling. quantity 1 presents a cross-case research of all 8 recommendations. Many U.S. readers definitely could be very accustomed to the identify of no less than one if now not the entire technological know-how ideas mentioned during this volume-for instance, venture 2061-and most likely with their normal substance. a lot of the schooling community's familiarity with those arises from the tasks' personal dissemination efforts. The learn pronounced during this quantity, in spite of the fact that, is among the few specified reports of those thoughts undertaken via researchers outdoor the tasks them selves. all of the 5 reviews was once a large-scale attempt concerning groups of researchers over 3 years. those groups analyzed many records, attended a variety of serious venture conferences, visited a number of websites, carried out dozens of person interviews. The workforce leaders (Atkin, Huberman, Rowe), having spent a lot time with technological know-how schooling over lengthy careers, checked out those techniques via many lenses. It used to be a frightening job for every staff to sift in the course of the mountains of aspect so one can carry the main compelling issues to the surface.
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Extra resources for Bold Ventures: Volume 2 Case Studies of U.S. Innovations in Science Education
The district has attributed its success in creating a strong K-6 hands-on science program to a consistent group of committed teacher-leaders who have become invested in the process of developing the district's program. However, there have also been some drawbacks to a teacher-based curriculum development project. The district's staff developer explained that, while the lead teachers had an interest in science, in many cases they did not have adequate content background to revise and develop the physical science instructional units.
We have to have places where people could get on [and] maybe only travel this far, but for them that is tremendous growth. Once schools have developed their PEM, and have articulated and agreed upon goals for their science program, the next step is to build the content matrix. This process entails teachers creating a program that connects specific gradelevel science concepts to big ideas and unifying concepts. " The goal is for the science program to be driven by a teacher-developed content matrix rather than solely by the instructional materials.
This policy is the first piece of text in the 1990 Framework, and it includes such statements as the following: Nothing in science or in any other field shall be taught dogmatically ... Compelling belief is inconsistent with the goal of education. Philosophical and religious beliefs are based, at least in part, on faith and are not subject to scientific test and refutation. Such beliefs should be discussed in the social science and language arts curricula. Bold Ventures: Cases in Science Education 23 Neither the California nor the United States Constitution requires, in order to accommodate the religious views of those who object to certain material ...