Reports on the metaphors used by nine science supervisors to describe their supervisory functions. Findings indicate that the metaphors cohered into four distinct categories whose functions exemplify the supervisory models of manager, caregiver, politician, and colleague. Contains 19 references. (JRH)

Reports on a study designed to assess the perceptions of principals, teachers, superintendents, science supervisors, and science education leaders (N=628) about the role of the science education expert. Findings indicate that the role of the science supervisor has emerged as a key element in the discussion of secondary science education. Lists…

Presents three cases of novice teachers and how they make the choice between covering the curriculum and fostering their students' understanding. Recommends that supervisors provide opportunities for their teachers to identify their metaphors and associate them with their beliefs and actions, to make alternate metaphors explicit, and to support…

Proposes that those who supervise and train science teachers can be better guided by collecting and evaluating data on preservice teachers' changing attitudes toward teaching practices in a hands-on science classroom. Provides an assessment of preservice teachers' attitudes toward selected teaching strategies before and after a field experience.…

Positions the science program in such a way that it becomes vulnerable to positive and effective changes thereby allowing needed reform to occur. Suggests a lack of effective inservice and preservice preparation of science teachers and proposes the science supervisor as being instrumental in bringing about change in the science program at the…

Discusses what a science supervisor from Texas would like to see more of in future issues of this journal. (KHR)

Discusses the usefulness of in-depth reviews and the problem with reviews of science textbooks for science teachers and supervisors. (KHR)

Describes a National Science Foundation (NSF)-funded project in which hands-on science became the predominant mode of instruction in a school district. Explores the effectiveness of the program and its implications for the future and the science supervisor. (KHR)

Compares whole language and process-oriented science and discusses the similarities between them. (KHR)

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)

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)

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)