This article discusses how issues of diversity and equity are addressed in the preparation of science teachers who are charged with teaching diverse students in schools. Highlighting examples from my own teaching and research and other studies in education, I frame this article in terms of a broad application of theory in science teacher…

In this commentary, I discuss how policy initiatives play out in two different contexts for elementary school teachers yet produce very similar outcomes regarding teachers' professional development and school science learning for elementary students. Ironically, the outcomes that we want see in elementary school science learning and professional…

In this paper, the author aims to share some of the efforts, successes, challenges and lessons learned over approximately two decades of professional development projects both large and small. In retrospect the author contends that efforts toward change, improvement and advancement were always bumping against culture. So, this address attempts to…

In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers' discourse practices due to a summer institute and how their pragmatic awareness seems to have been…

In this rejoinder, I first provide a more detailed account of the discourse-focused professional development activities facilitated as part of the SMIT'N program, specifically addressing issues raised by van Zee with regard to the institute's overall format, goals and development strategies. Next, I resort to Peter Medawar's metaphorical view of…

Explains how to get prepared, provide ongoing support, and collaborate while adopting block scheduling. (YDS)

Educators must take the time to reflect upon their past efforts and make needed mid-course corrections. Looking for patterns within reform projects and helping teachers see reform as an evolutionary process and not an either/or response will help all educators grow as professionals. Presents examples of inquiry learning integrated with traditional…

Explores the notion of science teachers' professionalism and challenges the beguiling notion of best practice. Argues that science teachers' ownership of their own work imposes on the power of external agencies to effect change. (Contains 15 references.) (Author/ASK)

Points out changes in technology and therefore in teaching methods. Introduces the use of electronic mail. Discusses the early retirement of faculty and the problems it may cause. (YDS)

Discusses professional development in the context of the current reforms in science education from the perspective of developing teacher knowledge. Points out the unsuccessful reform movement due to lack of considering teachers' existing knowledge, attitudes, and behaviors. Concludes that long-term professional development programs are needed to…

Describes experiences in preparing for the National Board Certification process which allows a teacher an incomparable opportunity to evolve into a better educator and an accomplished teacher. (ASK)

Describes a science teacher's personal experiences at an Earthwatch summer workshop in Costa Rica on caterpillars and their predators in the dry tropical forest. (YDS)

Discusses the need for the publication "Breakthrough" as a resource providing teachers with information and activities about scientists past and present. Describes initial attempts to meet that need on a regular basis. (KHR)

Positions the science program in such a way that it becomes vulnerable to positive and effective changes thereby allowing needed reform to occur. Suggests a lack of effective inservice and preservice preparation of science teachers and proposes the science supervisor as being instrumental in bringing about change in the science program at the…

Proposes that more cost-effective physics teaching could be achieved if methods of teaching and learning were substantially revised from the point of view of the desired objectives and if teachers recognized the need for continuing professional development in this area. Also recommends more student self-assessment, both as an economical measure…