Describes a teacher's experiences with using partnerships with industry as a resource to motivate primary science students. The project enables students to see the relevance of classroom science to the real world and provides an opportunity for students to apply concepts learned in the classroom. (DDR)

Describes the Centre at Loughborough University whose purpose is to provide a range of resources and services for students over and above those normally available. Discusses the philosophy behind its development and details a wide range of practical issues. (Author/ASK)

Argues for effective self-review by science departments as a powerful tool for improving the learning environment. Recommends a variety of possible self-review methods to obtain a balance between consolidation and innovation. (DDR)

This is the fourth in a series of articles concerned with safety in school science. This article presents some facts about eight types of carcinogenic chemicals and suggests precautions in their use in British schools. A safety bibliography is also included. (HM)

Describes the work and achievements of the Validation Board of the Association for Science Education in England. (MKR)

Describes the speeches of four keynote speakers at a conference on the role of science education associations in the relationships between researchers and practitioners. (MKR)

Discusses the use of value-added analyses of science examination data. (MKR)

Presented are two reasons why ASE should have a clear policy to improve science curriculum for both short term and long range planning. Alternative strategies for achieving the aims and objects for science education on all levels. (SK)

A guided discovery lesson on the Law of Sines was analyzed for teaching moves. After breaking down the lessons in a transcription, the frequency of certain moves was listed and then categorized. This report is designed to serve as a guide to others who wish to make similar studies. (MP)

Prompts used by mathematics teachers are categorized into the following three major orientations: 1) motivation; 2) process; and 3) product. The structure of each type of prompt is broken into sub-categories and discussed with examples. This analysis is viewed as the first step towards teacher training for prompting skills. (MP)