ERIC Number: ED480404
Record Type: Non-Journal
Publication Date: 2003-Mar
Reference Count: N/A
The Merck Institute for Science Education: A Successful Intermediary for Education Reform. CPRE Research Report Series.
This paper examines the Merck Institute for Science Education (MISE). Begun in 1993, MISE had two stated goals: raise the interest, participation, and performance of public-school students in science; and demonstrate to other businesses that direct, focused involvement would hasten improvements in science teaching and learning in public schools. MISE formed partnerships with four school districts in New Jersey and Pennsylvania and evolved through four phases, each of which reflects the program's approach to reform. The first phase centered on the development of a shared vision. This entailed the cultivation of relationships with each district by engaging education leaders in open discussions about science standards, the quality of the existing science curriculum, and expectations for their students. Phase 2 was dedicated to building cultures of instructional improvement at the district schools. The next phase featured the broadening of access to professional development and involved intense efforts to convince teachers to participate in peer-teacher workshops. Phase 4 consisted of sustaining the work and solidifying the peer-teacher network. The report outlines MISE's overall approach to professional development, the impact of MISE's work, and the measurement of student performance under this program. It concludes that this systemic approach works and that sustained support for reform changes the norms of practice. (Contains 13 references.) (RJM)
Descriptors: Change Strategies, Educational Administration, Educational Change, Elementary Secondary Education, Program Effectiveness, Program Evaluation, Science Curriculum, Science Education
Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325 ($5). Tel: 215-573-0700; Fax: 215-573-7914; e-mail: email@example.com; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/rr52.pdf.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.
Identifiers - Location: New Jersey; Pennsylvania