Presents a case for focusing on reading, writing, and comprehension in the science classroom. Focuses on uses of textbooks and informal writing opportunities. (DDR)

Considers important procedures and policies for new teachers to consider during the first few weeks of school. Focuses on organization, engaging students, learning outside the classroom, and lab activity safety. (DDR)

Cites five conditions that enable new teachers to succeed that relate to scheduling, district environment, and support. (DDR)

Presents ideas to assist first year teachers in getting and staying organized. Includes file ideas, a basic supply list, and prompts for possible questions to ask as a new staff member. (DDR)

Describes the characteristics and procedures of an induction program for first year teachers. (DDR)

Provides some tips for new teachers to assist in avoiding feelings of isolation. The tips focus on the value of good conversation and keeping an open door and mind. (DDR)

Presents a seasonal checklist for first year science teachers that focuses on establishing policies and procedures, organization, and thoughtful lesson planning. (DDR)

Examines the preparation of preservice science teachers by focusing on professional development schools, science teaching practicums, and professional development courses. Proposes an instructional sequence for university students enrolled in science teaching. (DDR)

Delineates the role of mentors for first year science teachers in assisting with policies and procedures, the community, and implementing model strategies. (DDR)

Presents an activity that uses phosphorescent stars to help students understand the wave and particle nature of light. Discusses star phosphorescence, the emission spectrum of the stars, and the photoelectric effect. (DDR)

Explores the process of curriculum mapping from the perspectives of the teacher, the department, and the district. Presents a four step process and an example of a curriculum map. (DDR)

Reports on the use of a non-traditional approach to constructing a geological timeline that allows students to manipulate data, explore their understanding, and confront misconceptions. Lists possible steps to use in engaging students in this constructivist activity. (DDR)

Presents a checklist of criteria for a standards-based science teacher. Includes a rubric for scoring the checklist. Focuses on the use of inquiry methods and fostering a student-centered learning environment. (DDR)

Advocates the use of summary writing to enhance science learning. Presents a strategy to teach students how to identify and condense important information. (DDR)

Speculates on the effect of the debate about evolution as a scientific theory on public perception of science. Cites poll data that suggests that the public and a good number of science teachers have not resolved the issue for themselves. Focuses on the hidden curriculum. (DDR)