Bold Ventures Volume 1: Patterns Among U.S. Innovations in Science and Mathematics Education

1. Study Background.- The International Project.- The U. S. Studies.- Methodology.- The Research Questions.- The Case Study Research Cycle.- Two Examples of Research Methodology.- Summary Comments on Methodology.- 2. The General Context for Reform.- Why Reform?.- National Policy.- Scientists and Educators.- Strategies for Reform.- Standards.- Systemic Approaches.- Assessment in the Service of Reform.- Roles and Actors.- The Role of States.- The Role of Associations.- The Roles of Private Foundations, Business, and Industry.- The Role of Technology.- Dissemination and Definitions of Success.- Dissemination Strategies.- Criteria for Successful Dissemination and Implementation.- Micro Forces Shaping Individual Projects.- The Role of Teachers.- The Role of Leaders.- Funding Sources.- Problem Formulation.- Project Organization.- 3. The Changing Conceptions of Science, Mathematics, and Instruction.- Changes in the Fields of Science and Mathematics.- Changes in School Science and Mathematics.- An Applications Orientation.- An Integrated Curriculum.- Sources of School Science and Mathematics.- Operationalizing the Views of Science.- Integration: Making Meaningful Connections.- Forward to the Basics.- Applications of Science.- The Processes of Science.- ChemCom: A Special Case.- Operationalizing the Views of Mathematics.- Applications.- Technology.- Mathematical Processes.- Changing Conceptions of Teaching and Learning.- A Socially Relevant Pedagogy.- A Scientifically Authentic Pedagogy.- A Learner-Centered Pedagogy.- Who Owns School Science and Mathematics in the 1990s?.- 4. The Changing Roles of Teachers.- Traditional Roles of Teachers.- Teacher Isolation.- Teacher Status.- Historical Significance of Teachers Changing Roles.- The Diverse Teaching Force.- Resisting Forces.- New Roles for Teachers.- Teachers Changing Positions Within Innovations.- Teachers as Designers of Change.- Teachers as Objects of Change.- Teachers Changing Role in the Classroom.- Teachers Changing Role as Colleagues.- Conclusion.- 5. The Changing Conceptions of Reform.- Lessons From Research and Experience.- Models of Educational Change.- Lessons From the 1960s.- Systemic Reform.- California s Example.- Project 2061.- The Power of Metaphors.- Standards as Goals for Reform.- Why Nationally Developed Standards?.- What Are Standards?.- Roles of Standards Documents.- Partnerships and Collaboration.- Dissemination Strategies.- The NCTM Standards.- Materials Development Projects.- Developer-Publisher Relationships.- Technology Issues.- 6. Underplayed Issues.- Assessment of Student Achievement.- What Kind of Assessment?.- Assessment in the Innovations.- Assessment Approaches in Other Countries Testing to Help Learning.- Evaluation of the Innovation Itself.- Program Evaluation in the Curriculum Development Projects.- Program Evaluation in the Comprehensive Projects.- Program Evaluation as Part of a Rational Change Strategy.- Issues of Equity and Diversity.- The Curriculum Development Projects.- The Comprehensive Projects.- Equity Issues and Science Education Reform.- Some Examples From Other Countries.- Summary.- 7. Assessing the Implementation of Innovations in Mathematics and Science Education.- The Macro and Micro Innovations.- Tracing Enactments: First Steps.- Comprehensive Projects: The Audacity of Reform.- Curriculum Materials Projects: An Apparent Loss of Audacity.- Reforming in Time Warps.- Adoption of the Innovations.- Strategies and Vehicles: The Comprehensive Projects.- The Adoption Process at Local Levels.- Leadership.- Teacher Background in Mathematics and Science.- The Role of Teachers Beliefs.- The Burden of Change.- Changes in Teacher Capacity.- Enactments: A Closer Look.- Mimi Enactments.- The Kids Network.- The Precalculus Project.- The UMC Project.- Assistance.- Student Perceptions.- Stabilization and Continuation.- Concluding Comments.- Coda: New Paths for Bold Ventures.- A Sobering Heritage of Reform.- Studying Bold Ventures in Real Time.- New R