Outlines a process for a professional development workshop whose intent is to help preservice and inservice science teachers gain an initial understanding of how the National Science Education Standards can be integrated into their teaching programs and practices. (Contains 30 references.) (Author)

Discusses the Occupational Safety and Health Administration's (OSHA's) Laboratory Safety Standards as the major driving force in establishing and maintaining a safe working environment for teachers and students. (Author)

Discusses problems facing science education supervisors and suggests possible solutions. Comments on the experiences of beginning teachers, portfolio compilation, mentoring, and the evaluation and selection of curricular and technological innovations. (Contains 14 references.) (WRM)

Summarizes trends for teacher professional-development research and standards documents. Identifies several characteristics common to science-education professional-development development programs that can be used to increase the likelihood of program implementation and success. Contains 63 references. (WRM)

Describes a program-specific assessment rubric that can be used as a tool to help facilitate and implement the National Science Education Standards with regard to science as inquiry. Presents an overview of the inquiry-based inservice program and discusses the development and use of the rubric with program participants. Contains 36 references.…

Describes an academic-enrichment program that targets underrepresented secondary students and strives to increase their competence in science and technology, potential for leadership, allegiance to local communities, and interest in post-secondary careers in the health sciences. Contains 22 references. (WRM)

Examines changes advocated in math and science standards documents to determine their impact on school science and mathematics curricula, integration, and corresponding practices. Finds that complete integration of science and mathematics curricula is often not realized. Contains 15 references. (WRM)

Finds that extended practicum experiences in elementary science teaching positively increases preservice science elementary teachers' (n=64) personal science-teaching-efficacy beliefs. Contains 17 references. (WRM)

Argues that science students often perceive physical events, the nature of scientific knowledge, and the nature of learning processes in different ways from science teachers and scientists, and that science teachers need to account for these differences in planning their science teaching. Contains 40 references. (WRM)

Presents an analysis of middle school science students' (n=886) responses to a survey of attitudes toward science as a function of race and gender. Finds that students' attitudes toward some aspects of science are a function of both race and gender. (Contains 15 references.) (WRM)

Presents the results of an assessment of science teachers' attitudes toward reform and their actual teaching practices. Findings indicate a discrepancy between teacher attitudes and practices. (WRM)

Outlines what is known about the role of professional development in systemic reform and discusses what is still not understood about this relationship. Argues that the distance between professional development and students is great. Contains 31 references. (DDR)

Argues that thematic integration in science and mathematics without the accompanying paradigmatic change in teaching pedagogy results in little benefit to the learner. Discusses alternative approaches to integration. Contains 17 references. (DDR)

Presents five recommendations for writing winning proposals as suggested by the credo of "honor thy user," proposal reviewers being the honored users. Considers information provided directly from funding agencies such as the National Institutes for Health (NIH) and the National Science Foundation (NSF). (DDR)

Relates stories told by science supervisors (N=9) about a novice science teacher each had supervised. Analyzes the metaphorical statements the supervisors made about teachers and teaching. Concludes that autobiographical stories can be used to communicate values about teaching. Contains 26 references. (DDR)