Presented is a governance model for in-service science teacher education which was implemented at a four-year college by a committee of classroom teachers, scientists, and county curriculum coordinators. The model accounts for three major dimensions of the curriculum development process: (1) specification of learner objectives, (2) implementation…

Discusses what is typically meant by systemic reform, describes a study of five science reform efforts, then examines the cautions about systemic reform that arise from the study of the reform efforts. The paper ends by discussing alternative ideas about state level efforts to reform science teaching and learning. (SM)