This study investigates whether elementary science teachers participating in a four-week professional development workshop develop new understandings about classroom discourse and whether they are able to implement strategies toward teaching science as student-to-student discourse. Perspectives and the extent of teacher use of discourse strategies…

Can participation in a 4-day workshop change science teachers' beliefs about reformed science teaching? We observe a significant difference between pre- and post-workshop surveys and explore an unexpected relationship involving teaching experience. Results of this exploratory study indicate a significant correlation between high school science…

The press to integrate mathematics and science comes from researchers, business leaders, and educators, yet research that examines ways to support teachers in relating these disciplines is scant. Using research on science and mathematics professional development, we designed a professional development project to help elementary teachers improve…

This paper examines professional development workshops focused on Connected Math, a particular curriculum utilized or being considered by the middle-school mathematics teachers involved in the study. The hope was that as teachers better understood the curriculum used in their classrooms, i.e., Connected Math, they would simultaneously deepen their…

This paper is a report of the impact of an externally funded, multiyear systemic reform project on students' science achievement on a modified version of the Third International Mathematics and Science Study (TIMSS) test in 33 small, rural school districts in two Midwest states. The systemic reform effort utilized a cascading leadership strategy…

The purpose of the study was to examine the effectiveness of the Iowa Chautauqua Professional Development Program in terms of changes in concept mastery, use of process skills, application of science concept and skills, student attitudes toward science, student creativity, and student perceptions regarding their science classrooms. Participants…

Suggestions for familiarizing elementary teachers with the use of the metric system are given. These include a "stair-steps" method of converting units within the metric system and estimation and measurement activities using familiar everyday objects. (MN)

Inclusion is the meaningful participation of students with disabilities in general education classrooms. The CLASS project (Creating Laboratory Access for Science Students) is a unique initiative offering training and resources to help educators provide students with a variety of physical, sensory and learning disabilities equal access in the…

Presents a study to evaluate the influence of a 1-week in-service workshop intended to promote science-technology-society instructional themes and alternative instructional strategies for 13 experienced science teachers. Results indicate that a significant shift in instructional goals orientation occurred and that teachers demonstrated higher…