NSTA - National Science Teachers Association

Appropriate Practice for Linguistically Diverse Science Learners By: Carla C. Johnson A chapter from Reforming Secondary Science Instruction Average User Rating: The population of the United States continues to become increasingly diverse, both culturally and linguistically. In less than two decades, one half of the students in the United States will be non-white and Latino, with one quarter of the total student...  [view full summary] The population of the United States continues to become increasingly diverse, both culturally and linguistically. In less than two decades, one half of the students in the United States will be non-white and Latino, with one quarter of the total student body speaking a language other than English (Garcia 2002). Presently in the United States, at least 17% of the 5- to 24-year-old population speaks a native language other than English, and at least 8% of students receive English language services in school (NCES 2003). To better meet the needs of English language learners, science teachers must learn to use student-centered strategies, such as cooperative learning and inquiry, to make science meaningful and comprehensible to all students. This chapter focuses on strategies you can use to enable all students to be successful while embracing the added diversity in your classroom. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: Middle School, High School

Change in Secondary Science Settings: A Voice From the Field By: Lee Meadows A chapter from Reforming Secondary Science Instruction Average User Rating: Learning science by inquiry is central to science education reforms. In today’s working world, students need skills for finding, organizing, and managing information. They also need rich skills for working with others and for communicating orally and...  [view full summary] Learning science by inquiry is central to science education reforms. In today’s working world, students need skills for finding, organizing, and managing information. They also need rich skills for working with others and for communicating orally and in print. To maintain this country’s leadership amidst fierce global competition (see Friedman 2005), students will need to be tough-minded and goal-oriented, and they will need to value their work. Inquiry helps students develop all of these skills. The secondary science reforms are focused on creating a strong workforce and helping individuals develop their minds, their interpersonal skills, and their work ethics through inquiry (Committee on Prospering in the Global Economy of the 21st Century 2006). This free selection paints a concrete picture of how inquiry was implemented in a regular classroom during the authors’ sabbatical year. It includes the Table of Contents, Introduction, Preface, and Index. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: Middle School, High School

Building Leadership Teams to Create Professional Learning Communities in Secondary Schools By: Jody Bintz and Nancy Landes A chapter from Reforming Secondary Science Instruction Average User Rating: This chapter proposes one way to foster teamwork and develop a professional learning community at the secondary level by describing the development of a leadership team focused on improving science teaching and learning. Forming a leadership team is just...  [view full summary] This chapter proposes one way to foster teamwork and develop a professional learning community at the secondary level by describing the development of a leadership team focused on improving science teaching and learning. Forming a leadership team is just the first step. We often expect a team of adults to know how to work together; however, we find that this is a false assumption. This chapter will provide ideas and insights into how to build a team as part of the task of improving science teaching and learning, as well as how to help the team and the entire school community develop the skills and abilities to work together as a true professional learning community. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: Middle School, High School

Using Data to Reform Science Instruction By: Xiufeng Liu, Joseph Zawicki, and Daemen Arnold A chapter from Reforming Secondary Science Instruction Average User Rating: This chapter will introduce you to skills and strategies used to examine classroom assessment data to improve science instruction. Although the authors advocate using multiple forms of student work to inform instruction, they will focus on using student...  [view full summary] This chapter will introduce you to skills and strategies used to examine classroom assessment data to improve science instruction. Although the authors advocate using multiple forms of student work to inform instruction, they will focus on using student responses to a statewide science assessment. Standardized tests, however, should by no means replace teacher-developed classroom assessments, particularly informal methods such as teacher observations and direct questioning. In general, the methods and techniques suggested in this chapter can be used to analyze any sample of scored student work. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: Middle School, High School

Reform, One Teacher at a Time By: Julie Gess-Newsome, Jackie Mensaco, and Joëlle Clark A chapter from Reforming Secondary Science Instruction An old saying goes, “The only constant is change.” No truer words have ever been spoken, especially in a time of reform. As a matter of fact, reform is change. This chapter examines change from two perspectives. The first perspective examines...  [view full summary] An old saying goes, “The only constant is change.” No truer words have ever been spoken, especially in a time of reform. As a matter of fact, reform is change. This chapter examines change from two perspectives. The first perspective examines the research on learning because learning involves change. The second perspective examines the change process, highlighting the research and illuminating key ideas surrounding change. At the end of the chapter, the change process is applied to the secondary science classroom context, illustrating the change process, identifying ways to overcome potential barriers, and outlining steps to enact change that will ultimately result in the reform of secondary science education. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: Middle School, High School

One Teacher’s Journey Toward Reformed Teaching By: Sherry A. Southerland, Karen Rose, and Margaret Blanchard A chapter from Reforming Secondary Science Instruction Reform requires us to rethink our teaching, to view teaching through different eyes. Such change requires professional development experiences that are long term and sustained. The experiences must challenge teachers to consider new ways of thinking about...  [view full summary] Reform requires us to rethink our teaching, to view teaching through different eyes. Such change requires professional development experiences that are long term and sustained. The experiences must challenge teachers to consider new ways of thinking about teaching, as opposed to merely providing them with new activities. This chapter chronicles a teacher’s pursuit of learning about her classroom practice and provides one example of teacher change. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: Middle School, High School

The Role of Curriculum Materials in Reform By: Joseph A. Taylor, April L. Gardner, and Rodger W. Bybee A chapter from Reforming Secondary Science Instruction Distinguishing between standards-based curriculum materials and others requires considerable expertise in science content and pedagogy. Research suggests that even experienced teachers may not recognize how standards-based instruction can be embodied...  [view full summary] Distinguishing between standards-based curriculum materials and others requires considerable expertise in science content and pedagogy. Research suggests that even experienced teachers may not recognize how standards-based instruction can be embodied in materials (NRC 1999). Thus, distinguishing standards-based curriculum materials from others requires a systematic process that includes analysis techniques revealing key differences. In this chapter, such a process—AIM (Analyzing Instructional Methods)—is outlined. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: Middle School, High School

Essential Partnerships in the Reform of Secondary Science By: Julie A. Luft A chapter from Reforming Secondary Science Instruction Alice’s travel through Wonderland resembles our journeys with reform. We often encounter new experiences. We learn from events. Some tasks are harder to complete than they initially appear. Moreover, we tend to encounter the same lively characters in...  [view full summary] Alice’s travel through Wonderland resembles our journeys with reform. We often encounter new experiences. We learn from events. Some tasks are harder to complete than they initially appear. Moreover, we tend to encounter the same lively characters in our reform efforts that Alice encountered in her journey. If we are to engage successfully in reform efforts, we must work effectively with those who are part of our journey. In this chapter, we will address the different aspects of building partnerships to support reform efforts. Our intention is to provide new insights into the importance of collaborative efforts and guidance in facilitating productive partnerships. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: Middle School, High School

Learning From Innovative Instructional Materials and Making Them Your Own By: Jacqueline S. Miller and Ruth Krumhansl A chapter from Reforming Secondary Science Instruction This chapter examines the interplay between the intended implementation of designed, innovative instructional materials and the enacted curriculum by teachers who are accustomed to customizing their own instruction. When the Education Development Center...  [view full summary] This chapter examines the interplay between the intended implementation of designed, innovative instructional materials and the enacted curriculum by teachers who are accustomed to customizing their own instruction. When the Education Development Center (EDC) began its studies of implementation fidelity (EDC 2001), it was assumed that teachers would use the materials as the developers intended. The goal of the study was to find out how, in reality, teachers used them. The findings were eye opening but not surprising. Teachers modified, supplemented, and rearranged the materials according to their own beliefs about good teaching and learning and in response to the needs of their students. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: High School