There is a significant clustering of African-American physics faculty members at Historically Black Colleges and Universities (HBCUs). Almost half (47%) of African-American physics faculty members are employed by physics departments at HBCUs. Physics departments at 30 HBCUs award degrees in physics; this accounts for about 4% (30 out of 746) of…

Teachers do not work in a vacuum. They are, in most cases, part of a science department in which teachers and the chairperson have important roles in science education reform. Current reform is shaped by national standards documents that emphasize the pedagogical and conceptual importance of best practices framed by constructivism and focused on…

This article describes how the Science Department at Shoeburyness High School in Essex introduced a space-themed year 8 (ages 12-13) science course to increase student engagement and motivation. As well as discussing the rationale for such curriculum change, it describes the processes of planning and resourcing the course, and the barriers that…

To most people in the author's profession of Special Education, the "D" means "disabilities." At The Lab School of Washington, the "D" means "different"--learning "differently" and teaching "differently." Sally Smith, the founder of the school, had this uncanny ability to see things in her staff that they could not. The year the author graduated…

This article investigates the metaphorical duality that exists when school subject departments are concurrently conceptualized as both communities and organizations. Employing a narrative methodology, we use the metaphorical duality to examine the manner in which science teachers negotiate two key aspects of their work; professional learning and…

In this article, the authors highlight an issue in science education facing many university and college science departments: hiring faculty who can bring to the department specialized expertise in science education. To begin to address this issue, a collaborative team of tenure-track faculty--all of whom are primarily trained in science and have…

The Penn Department of Chemistry established a strong relationship with regional school districts to develop a unique program for current secondary science teachers, resulting in the June 2000 implementation of the Master of Chemistry Education (MCE) Program. The program has equipped teachers with the tools to conduct this inquiry, thus yielding…

Discusses a teacher education program for helping teachers facilitate the development of students' understanding of the nature of mathematics and science and to motivate students' interest. Describes the rationale, courses, delivery format, admissions, and program evaluation. (YP)

Examines the possible advantages of subject area specialists for elementary science. Discusses four different implementation models: (1) Physical education teacher model; (2) Media center model; (3) Departmentalized model; and (4) School-within-a-school model. (YP)

This publication is one in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. Section one of this guide deals with the factors that were the reason for the implementation of a review process, a listing of financial sponsors and other "in kind" help from…

This publication is one in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. Section one of this guide discusses consulting and negotiating both with colleagues and others. Sections two and three address the timetabling issue. Section four explains a strategy that a…

This is the third in a series of 12 curriculum guides. These publications are recommendations which the committee made for a broad and balanced education program in science for young people. The main theme of this guide is that science education which young people experience during their period of compulsory schooling needs to be characterized by…

This publication is one in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. Following the introduction, section one discusses content and rationale and the need for an extended range of approaches, basic assumptions about teaching and learning, the purposes of school…

This publication is one in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. This guide aims to raise key issues about assessment; provides a measure of up-dating with regard to development; encourages science teachers and departments to reflect on their current…

This publication is the last in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. This guide shows that learning to teach better science starts formally with initial training, continues through an induction period, and is consolidated through a regular in-service…