This book focuses on the professional development of teachers and discusses issues related to the planning and design of professional development programs. The content of the book is divided into three parts. Part 1, Standards-Based Reform and Professional Development includes: (1) "National Science Education Standards as a Catalyst for Change: The Essential Role of Professional Development" (Rodger W. Bybee and Susan Loucks-Horsley); (2) "Professional Development Designed To Change Science Teaching and Learning" (Susan Loucks-Horsley and Katherine E. Stiles); (3) "If We Want To Talk the Talk, We Must Also Walk the Walk: The Nature of Science, Professional Development, and Educational Reform" (Norman G. Lederman, Fouad Abd-El-Khalic, and Randy L. Bell); (4) "A Continuum of Standards for Science Teachers and Teaching" (Steven W. Gilbert); and (5) "Alphabet Soup for Science Teachers: Making Sense of Current National Science Education Reform Initiatives" (Angelo Collins). Part 2, Planning for Professional Development, includes: (1) "Using ENC and ERIC To Plan for Professional Development" (Thomas Gadsden, Jr., and Kimberly S. Roempler); (2) "Pathways to the Science Standards" (Juliana Texley); (3) "The Professional Development of Science Teachers for Science Education Reform: A Review of the Research" (Julie Gess-Newsome); (4) "Science Teacher Professional Development: A Researchers Perspective" (Jane Butler Kahle and Mary Kay Kelly); and (5) "The Colorado College Integrated Natural Sciences Program (CC-ISTEP): Putting into Practice Some Essential Principles of Teacher Development" (Paul J. Kuerbis and Keith Kester). Part 3, Assessment and Evaluation in Support of Science Education Reform, includes: (1) "It's All about Choices: Science Assessment in Support of Reform" (Margaret A. Jorgensen); (2) "Defining Teacher Quality through Content: Professional Development Implications from TIMSS" (William H. Schmidt); and (3) "The Teacher Speaks: Using Achievement Data To Modify Teaching Practice" (Judy K. Sink). (YDS)