Senta a Raizen

Bold Ventures - Volume 1: Patterns Among Innovations in Science and Mathematics Education Senta a Raizen 2002 edition

Marc Notes: Includes bibliographical references and indexes.; Electronic reproduction.; Palo Alto, Calif.: ebrary; 2004.; Available via World Wide Web.; Access may be limited to ebrary affiliated libraries. Table of Contents: Preface. 1. Study Background; S. A. Raizen. 2. The General Context for Reform; S. A. Raizen. 3. The Changing Conceptions of Science, Mathematics, and Instruction; J. M. Atkin, et al. 4. The Changing Roles of Teachers; N. L. Webb. 5. The Changing Conceptions of Reform; S. A. Raizen, et al. 6. Underplayed Issues; R. E. Stake, S. A. Raizen. 7. Assessing the Implementation of Innovations in Mathematics and Science Education; M. Huberman. Coda: New Paths for Bold Ventures; M. Huberman. References. Appendix. Index. Publisher Marketing: This book, based on detailed studies of eight innovations in mathematics and science education, has many insights to offer on current school reform. Since each innovation studied has taken its own unique approach, the set as a whole spans the spectrum from curriculum development to systemic reform, from c- centrating on particular school populations to addressing all of K-12 education. Yet these reform projects share a common context, a world view on what m- ters in science and mathematics for students of the 1990s and beyond, conv- tions about what constitutes effective instruction, and some notions about how school change can be brought about. These commonalities are drawn out in the book and illustrated with examples from the individual case studies that are reportedin full in BoldVentures, Volumes 2 and 3. The eight innovations all of them projects that are well-known, at least by name, to U. S. audiences are briefly described in chapter 1. Each was the s- ject of an in-depth, three-year case study. The research teams analyzed many documents, attended numerous project meetings, visited multiple sites, condu- ed dozens of individual interviews. The team leaders, having spent much time with mathematics or science education over long careers, looked at these reform projects through several lenses; the teams sifted through the mountains of data they had collected in order to tell the story of each project in rich detail."