This longitudinal study of middle school science teachers explored the relationship, if any, between teacher participation in whole-school, sustained, collaborative professional development and student achievement in science. Eleven teachers from Glendale Middle School participated in the Discovery Model Schools Initiative 2-week summer institute,…

An analysis of the 1976-1977 NAEP survey of science attitudes showed that, by age nine, females, although expressing similar or greater desires to participate in science activities, had consistently fewer experiences in science than boys of the same age. Science activities surveyed included use of common experimental materials and instruments,…

Reports on the results of case studies in two Ohio middle schools that employed a model known as the equity metric to identify factors affecting equity in urban science education reform. (Contains 33 references.) (DDR)

Describes the design, development, validation, and use of an instrument that measures student attitudes and several environmental dimensions (i.e., standards-based teaching, home support, and peer support). Indicates that the classroom environment (standards-based teaching practices) was the strongest independent predictor of both achievement and…

Examines the influence of standards-based teaching practices on the achievement of urban, African-American, middle school science students. Indicates that teachers who frequently used standards-based teaching practices positively influenced students' achievement and attitudes. Supports the efficacy of high-quality professional development to…

Investigates the differential effect of an advanced organizer on the meaningful learning and retention of information presented to the learner in a sequential, structured program of individualized instruction. (Author/GS)

Examined 297 students in biology classes where girls are encouraged in science, focusing on actual science experiences, masculine/feminine tasks, extracurricular science activities, feelings about science classes, research funding, and science career interest. Suggests that equal experiences within science classrooms do not overcome advantages…

Investigated effects on meaningful learning achievement of concept-related instructional organization and locus of control orientation of 541 high school students. Indicates that externally-oriented subjects exposed to the treatment generally retained more than those in a comparison group. Other results are reported and discussed. (Author/JN)

Describes a Teacher Intervention Program modifying classroom techniques and environments for fostering the participation of girls in high-school science classes. Reports that students who were taught by trained teachers, compared to students who were not, have higher scores on tests of attitudes toward science, perceptions of science, and science…

This study demonstrated a direct relationship between achievement level (measured by responses to biological items on the 1977 National Assessment of Educational Progress's science survey) and concept emphasis in biology textbooks. In addition, recommendations of Project Synthesis were not found in newer biology textbooks. Other findings are…

National Assessment of Educational Progress data show that, by age 9, girls express interest but do not engage in as many science activities as boys. This continues through ages 13 and 17, paralleled by increasing negative views of science and science classes/careers. Suggestions to eliminate inequalities found are offered. (JN)

Science educators (N=28) were asked to indicate whether 23 policy statements and 24 corresponding statements of needed research (appearing in "Crisis in Science Education") represented a critical need, a definite need or a low priority need. Statements seen as critically important by one-half or more respondents are listed and discussed. (JN)