Even though school administrators and their leadership practices are rarely explored within science education research, our recent efforts to understand organizational influences on achievement disparities induced an elevated regard for elementary school principals. In this paper, we report on policy buffering by principals at schools whose…

The first part of the paper describes the nature of scientific revolutions and how paradigms of scientists drive these revolutions. Against their background, the second part describes studies of the impact of paradigm-based research on the classroom. The third part speculates on the likelihood of a science teaching revolution. (Author/RE)

Investigated were factors affecting student choice of academic orientations in science in secondary schools of Israel. Selection of a physical science stream of course work was found to be related to socioeconomic background. (SL)

Investigated were 27 elementary teachers to determine how the factors of dogmatism, attitude towards science, and congruence with new curriculum influence the adoption of new science programs. Teacher congruence with new science courses and attitudes toward science both correlated negatively with dogmatism. (SL)

Reports on a study that examined the performance and science attitudes of two groups of students in a college chemistry course. One group had enrolled in high school chemistry; the other group had not. There was no difference between groups as to attitude toward chemistry or academic performance. (RT)

This study was concerned with the relationship of student achievement and teacher participation in National Science Foundation institute. Results indicated a positive effect from institute attendance; however, the significance of the effect varied by subject and grade level, and was influenced by factors outside the realm of this study. (SL)

Findings reveal that students who are skillful in perceptual restructuring attain significantly higher mean achievement scores in science, in knowledge of science, and in the ability to apply what has been learned in unfamiliar contexts than students with low structuring ability. (Author/MA)