This longitudinal, five-year study of teachers and students who had participated in a systemic reform program in science explored if (1) teacher change in practice realized during a three-year program is sustained one, two, and three years following the program, (2) student performance on state science assessments two years following studying with…

Discusses the content and structure of the secondary school science program "Time, Space and Matter," and responds to an earlier criticism of the program published in this journal. (JR)

Describes the content, evaluation, and operation of a high school physics course intended for college bound non-science majors. Discusses some advantages and challenges of contract learning. (CP)

Reports findings of a national evaluation of the Crustal Evolution Education Project focusing on student/teacher characteristics and student achievement and attitudes. Evaluation objectives, design of evaluation, instruments and methods of data collection are included. Directions developed for center coordinators/test teachers and samples of…

Discusses the need to determine the extent to which NSF-supported curriculum materials have been implemented. Reviews the Concerns Based Adoption Model and describes how science educators might use this model to understand and manage curriculum implementation processes. (DS)

Notes that as the student progresses through school, science experiences hold a less positive view. Used are teacher interviews and classroom observations conducted to determine possible explanations. Points out that schools need to help students realize how much science affects their everyday lives. (MVL)

Summarizes findings of seven studies dealing with how teacher behavior affects student performance in activity-centered science classrooms at the elementary and junior high school levels. Concludes that activity-centered classrooms encourage student creativity in problem solving, student independence, and help low ability students overcome initial…

Discusses the need for curricular and instructional integration of science and mathematics. Describes some reports supporting integration and some curriculum projects that include integration. (YP)