Describes sources for upgrading a methods course for teaching science in middle and high schools and solicits input from science supervisors for course improvement. (KHR)

Regards leadership as central to the success of the reform movement in science education. Defines leadership and introduces a model of leadership modified from the one developed by Edwin Locke and his associates. Provides an overview of the essential qualities of leadership occurring in science education. Discusses reforming science education and…

Analyzes changes in the science supervisor's role and responsibilities from three National Science Teacher Association (NSTA) sourcebooks for science supervisors. Discusses teacher-supervisor interaction, educational environment, curriculum development as a responsibility of the science supervisor, administrator-supervisor interaction,…

Describes general development of multiculturalism and multicultural education. Emphasizes multicultural education as a valuable resource for science education, which should be acknowledged, respected, and implemented into the existing science curriculum. Suggests implications of multicultural education for science supervisors. (KHR)

Compares aspects of creativity in science between students enrolled in concept-oriented classes and those enrolled in issue-oriented classes. Focuses on student outcomes and creativity. Shows that science teachers were convinced of the necessity for middle school science teachers to be portrayed as supporting students' exploration, explanation,…

Conducts a science safety survey of science educators across the nation to assess their safety understanding and to determine the availability and understanding of strategic safety items. Discusses findings, problems, and implications for science supervisors. (KHR)

Explores reform improvements in teachers' subject matter knowledge. Discusses research and practices relating to subject matter knowledge growth among preservice and inservice teachers. (KHR)

Describes a teacher-enhancement project--the Scope, Sequence, and Coordination Project (SS&C)--coordinated by the National Science Teachers Association (NSTA). Considers the science supervisor as a key player in bringing about successful school science education reform. (KHR)

Considers the professional teaching portfolio as an authentic assessment tool by which prospective teachers can show evidence of having mastered certain basic competencies. Discusses the merit of the professional teaching portfolio with regard to an individual's content area preparation, teaching competency, professional growth and development,…

Investigates high school teachers' perceptions of and commitment to the contemporary goals of science education. Constructs a Contemporary Goals Survey (CGS) and collects information on professional development factors. Explores the trend toward acceptance of contemporary goals and discusses problems of and implications for teacher training and…

Describes a six-year series of science leadership institutes in Northeast Tennessee designed to prepare K-12 teachers and principals for leadership roles in the improvement of school science. Discusses training participants' work with peers, the principal's role, and the ripple effect. (KHR)

Considers alternative assessment techniques as vehicles for improving student learning. Describes a deductive model for teachers to write open-ended questions that are directly linked to their daily science teaching. (KHR)

Presents guidelines for planning successful workshop presentations. Discusses how to determine the basics of a presentation and what to do before, during, and after the workshop. (KHR)

Describes a three-year, Eisenhower-sponsored "Elementary Science Leaders" workshop program, which focused on the establishment of rapport between presenters and teachers by responding to the changing needs of the participants as they experienced professional growth and classroom success in teaching. (KHR)

The article describes an application of the Organizational Climate Descriptive Questionnaire (OCDQ) in the author's dissertation. He explored the possible relationships among [Fred] Fiedler's assessment of psychological distance of the leader (the principal) and the organizational climate of schools as assessed by the then recently…