Technical, political and cultural barriers to science education reform

References

• Anderson , R. D. 1996 . “ Study of Curriculum Reform. Volume I: Findings and Conclusions ” . In Studies of Educational Reform (ERIC Document Reproduction Service No. ED 397535)
   Google Scholar
• Anderson , R.D. 2002 . Reforming science teaching: what research says about inquiry . Journal of Science Teacher Education , 13 (1) : 1 – 12 .
   Google Scholar
• Anderson , R. D. and Helms , J. V. 2001 . The ideal of standards and the reality of schools: needed research . Journal of Research in Science Teaching , 38 (1) : 3 – 16 .
   Web of Science ®Google Scholar
• Berns , B. B. and Swanson , J. Middle school science: working in a confused context . Paper presented at the Annual Meeting of the American Educational Research Association . New Orleans, LA. (ERIC Document Reproduction Service No. ED444944)
   Google Scholar
• Blumenfeld , P. C. , Krajcik , J. S. , Marx , R. W. and Soloway , E. 1994 . Lessons learned: how collaboration helped middle grade science teachers learn project‐based instruction . The Elementary School Journal , 94 (5) : 539 – 551 .
   Google Scholar
• Bogden , R.C. and Biklen , S.K. 1998 . Qualitative Research for Education: An Introduction to Theory and Methods , Needham Heights, MA : Allyn & Bacon .
   Google Scholar
• Borko , H. and Shavelson , R. J. 1990 . “ Teacher decision making ” . In Dimensions of Thinking and Cognitive Instruction , Edited by: Jones , B. F. and Idol , L. 311 – 346 . Hillsdale, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Crawford , B. 2000 . Embracing the essence of inquiry: new roles for science teachers . Journal of Research in Science Teaching , 37 (9) : 916 – 937 .
   Web of Science ®Google Scholar
• Darling‐Hammond , L. D. 1997 . The quality of teaching matters most . Journal of Staff Development , 18 (1) : 38 – 41 .
   Google Scholar
• Desimone , L. M. , Porter , A. C. , Garet , M. S. , Yoon , K. S. and Birman , B. F. 2002 . Effects of professional development on teachers’ instruction: results from a three‐year longitudinal study . Educational Evaluation and Policy Analysis , 24 (2) : 81 – 112 .
   Web of Science ®Google Scholar
• Fullan , M. 2001 . The New Meaning of Educational Change , New York, NY : Teachers College Press .
   Google Scholar
• Gess‐Newsome , J. Implications of the definitions of knowledge and beliefs on research and practice in science teacher education . Paper presented at the Annual Meeting of the National Association for Research in Science Teaching . Philadelphia, PA.
   Google Scholar
• Horizon Research, Inc. 1999 . Local Systemic Change Classroom Observation Protocol Available online at: http://www.horizon‐research.com (accessed August 2000)
   Google Scholar
• Johnson , C. 2004 . Science teachers missing the link between National Science Education Standards and classroom practice . Level Line Journal , 14 (2) : 1 – 8 .
   Google Scholar
• Johnson , C. 2006 . Whole school collaborative professional development and science teacher change: signs of success . Journal of Science Teacher Education ,
   Google Scholar
• Johnson , C. C. , Kahle , J. B. and Fargo , J. in press . A study of sustained, whole‐school, professional development on student achievement in science . Journal of Research in Science Teaching ,
   Google Scholar
• Johnson , C. , Kahle , J. B. and Fargo , J. in press . Effective teaching results in increased science achievement for all students . Science Education ,
   Google Scholar
• Kahle , J. B. , Meece , J. and Scantlebury , K. 2000 . Urban African‐American middle school science students: does standards‐based teaching make a difference . Journal of Research in Science Teaching , 37 (9) : 1019 – 1041 .
   Google Scholar
• Keys , C. W. and Bryan , L. A. 2000 . Co‐constructing inquiry‐based science with teachers: essential research for lasting reform . Journal of Research in Science Teaching , 38 (6) : 631 – 645 .
   Web of Science ®Google Scholar
• Krajcik , J. S. , Blumenfeld , P. C. , Marx , R. W and Soloway , E. 1994 . A collaborative model for helping middle grade science teachers learn project‐based instruction . The Elementary School Journal , 94 (5) : 483 – 496 .
   Web of Science ®Google Scholar
• Loucks‐Horsley , S. , Hewson , P , Love , J and Stiles , K . 1998 . Designing Professional Development for Teachers of Mathematics and Science , Thousand Oaks, CA : Corwin Press .
   Google Scholar
• Loucks‐Horsley , S. and Matsumoto , C. 1999 . Research on professional development for teachers of mathematics and science: the state of the scene . School Science and Mathematics , 99 (5) : 258 – 271 .
   Google Scholar
• McChesney , J. 1998 . “ Whole‐school reform ” . ERIC Digest, 124. (ERIC Document Reproduction Service No. ED 427 388)
   Google Scholar
• National Research Council . 1996 . National science education standards , Washington, D.C. : National Academy Press .
   Google Scholar
• Stiles , K. E. and Mundry , S. 2002 . “ Professional development and how teachers learn: developing expert science teachers ” . In Learning in Science and the Science of Learning , Edited by: Bybee , R. 137 – 151 . Arlington, VA : NSTA Press .
   Google Scholar
• Supovitz , J. A. and Turner , H. M. 2000 . The effects of professional development on science teaching practices and classroom culture . Journal of Research in Science Teaching , 37 (9) : 963 – 980 .
   Web of Science ®Google Scholar
• Van Driel , J. H. , Beijaard , D. and Verloop , N. 2001 . Professional development and reform in science education: the role of teachers’ practical knowledge . Journal of Research in Science Teaching , 38 (2) : 137 – 158 .
   Web of Science ®Google Scholar
• Von Secker , C. E. and Lissitz , R. W. 1999 . Estimating the impact of instructional practices on student achievement in science . Journal of Research in Science Teaching , 36 (10) : 1110 – 1126 .
   Google Scholar
• Wright , J. C. and Wright , C. S. 2000 . A commentary on the profound changes envisioned by the national science standards . Teachers College Record , 100 (1) : 122 – 143 .
   Google Scholar