Exemplary Science in Grades 9-12 : Standards-Based Success Stories

In This Collection Of 15 Essays, Educators Describe Successful Programs They’ve Developed To Fulfill The National Science Education Standards’ Vision For The Reform Of Teaching, Assessment, Professional Development, And Content At The High School Level. All The Visions Correspond With The Less Emphasis And More Emphasis Conditions That Conclude Each Section Of The Standards, Characterizing What Most Teachers And Programs Should Do Less Of As Well As Describing The Changes Needed If Real Reform Is To Occur. Intro -- Contents -- Introduction -- Implementing The Changes In High School Programs Envisioned In The National Science Education Standards: -- How This Book Came About -- The History Of The National Science Education Standards -- Nses And Science Content -- Conclusion -- References -- Acknowledgments -- Members Of The National Advisory Board For The Exemplary Science Series -- About The Editor -- Chapter 1 -- It's The Little Things That Can Change The Way You Teach -- Setting -- Changing The Classroom's Quality -- Who We Are -- The Program -- Alignment With More Emphasis -- Conclusion -- References -- Chapter 2 -- Technology And Cooperative Learning: -- The Iit Model For Teaching Authentic Chemistry Curriculum -- Setting -- Relevance Of The Nses To The Canadian Context -- More Emphasis/nses -- Teacher/student/classroom -- Program Description/nses Links -- The Hypertext Environment -- Changing Emphases: Teaching Standards -- Changing Emphases: Professional Development Standards -- Changing Emphases: Assessment Standards -- Changing Emphases: Content And Inquiry -- Evaluation Of Impact -- Summary -- References -- Chapter 3 -- Inquiring Minds Want To Know All About Detergent Enzymes -- Setting -- Review Of More Emphasis Conditions -- Classroom Setting -- The Story Of Enzymes -- Engagement: Day 1-lesson Scenario -- Engagement: Day 2-data Analysis -- Investigation: Lesson Scenario-part B -- Investigation: Day 2 -- Application: Lesson Scenario-part C -- Application: Day 2-analysis -- Alignment To Changing Emphases -- Evidence Of More Emphasis Conditions -- Summary -- References -- Chapter 4 -- Teaching Ecology By Evolving And Revolving -- Setting -- Goals Of Science Education And More Emphasis Conditions -- The Teacher, Students, And Classroom -- Description Of Unique Features -- Teaching Standards, Content, And Inquiry Standards. Assessment Standards -- Evidence For Effectiveness -- Summary -- References -- Chapter 5 -- Biomedical Engineering And Your High School Science Classroom: -- Challenge-based Curriculum That Meets The Nses Standards -- Setting -- Teachers And Their Classrooms -- Unique Features Of The Curriculum -- Meeting The Four Goals Of Science Education -- Evidence Of Success -- Summary -- References -- Chapter 6 -- Rip-ing Away Barriers To Science Education -- Inquiry Through The Research Investigation Process -- Setting -- Exemplary Teachers, Student Body, And Nature Of Classroom Halau Lokahi Public Charter School (hlpc) -- Exemplary Teachers -- Student Body -- Nature Of Classroom -- Academy For The Advancement Of Science And Technology (aast) -- Exemplary Teachers -- Student Body -- Nature Of Classroom -- Science Education Mission -- Unique Features Of The Rip And Rip Programs Leading To The More Emphasis Conditions -- Unique Rip Component Features -- Making The Observation -- Formulating And Posing The Research Question -- Gathering Background Information -- Constructing The Hypothesis -- Method And Results -- Rip Program Features -- De-emphasis Of Textbook And Lecture -- Active And Authentic Assessment -- Teachers As Contributors To Reform -- Impact On Teachers And Students And The Achievement Of The More Emphasis Conditions -- Nature Of The Evidence -- Nses More Emphasis Conditions Met And The Four Goals Of Science Education -- Interest And Attitudes Related To Learning About Science And Learning In General -- Communication Skills -- Opportunities For Scientific Discussion And Debate Among Students -- Critical Thinking, Reasoning, And Decision-making Ability -- Support For A Classroom Community -- Impact Of The Rip On Student Learning Of Science Content, Including Scientific Inquiry -- Evidence Of Creativity. Impact On High School And Subsequent Academic, Career, And Life Opportunities -- Teacher As A Source And Facilitator Of Change In Science Education -- Rip-ing Away Barriers To Science Education In Advantaged And Disadvantaged Schools -- Acknowledgments -- References -- Chapter 7 -- Modeling: Changes In Traditional Physics Instruction -- Setting -- Modeling Changes The Emphasis Of Traditional Physics Instruction -- Teachers And Facilities -- Modeling In The High School Physics Classroom -- Modeling And The More Emphasis Conditions -- Effectiveness Of Modeling Instruction -- Summary -- References -- Chapter 8 -- Guided By The Standards: -- Inquiry And Assessment In Two Rural And Urban Schools -- Setting -- Guiding Instructional Decisions -- Steve And Teresa's Classrooms -- Examples From Teresa And Steve's Classrooms -- Looking In The Classroom: Assessing Teacher And Student Performances -- Summary -- References -- Chapter 9 -- The View From One Classroom -- Setting -- Where Do We Begin? -- Teaching Standards: Two Effective Approaches -- Assessment Standards: Where Are Students Currently In Their Thinking? -- Content And Inquiry Standards: What Are Students Learning? -- Conclusion: More Emphasis -- References -- For More Information About Modeling Instruction, Contact: -- For More Information About Pp& -- T, Dash, Or Fast Contact: -- Chapter 10 -- Sing And Dance Your Way To Science Success -- Setting -- Purpose And Methodology -- Sample Unit -- Assessment -- Success Markers -- References -- Chapter 11 -- Student Inquiry At The Illinois Mathematics And Science Academy -- Setting -- The More Emphasis Conditions -- Teachers, Students, And Inquiry At Imsa -- Student Inquiry In Science At Imsa -- Inquiry Proposal -- The Investigation -- Inquiry Journal -- Progress Report -- Presentation Of The Investigation -- Oral Presentation -- Final Paper. Reflection With Advisor -- Student Learning -- Planning -- Investigation -- Analysis -- Communication -- Summary -- Acknowledgments -- References -- Chapter 12 -- Teacher Action Research On Interactive Lectures: -- Engaging All Students In Verbal Give-and-take -- Setting -- Standards -- How To Turn A Standard Podium Lecture Into An Interactive Lecture -- Reflective Responses -- Quick Check-ins -- Teacher Letter -- The Morning After (or Lecture Leftovers) -- No-count Quizzes -- Example: What Is The Hereditary Material, Protein, Or Dna? -- Short Activities To Accompany Interactive Lectures -- Analyzing Cartoon Differences -- Yardstick Beaks -- Word Splash -- Listen Carefully, Then Write -- Evidence -- References -- Chapter 13 -- Stop Talking, Start Listening: -- Turning Didactic Science Teaching On Its Head -- Introduction -- Research-based Rationale -- Setting -- Meeting The Conditions Of More Emphasis -- Discussion Of More Emphasis 1 -- Discussion Of More Emphasis 2 -- Discussion Of More Emphasis 3 -- Discussion Of More Emphasis 4 -- Phase I: Introductory Chemical Concepts And Inquiry Skills -- Safety -- Inquiry -- Phase Ii: Student Directed Course Of Study And Student Led Investigations For Chemical Knowledge (slick) -- The Chemistry Textbook -- Phase Iii: Preparation For Nys Regents Examination -- Discussion -- Observations From First Four Years -- Major Evidences Of Success -- References -- Chapter 14 -- The Sky's The Limit: -- A More Emphasis Approach To The Study Of Meteorology -- Setting -- More Emphasis Review -- The Classroom -- Program Features -- Evidence Of Success -- Summary -- References -- Chapter 15 -- Bust That Castle Wall! -- Setting -- More Emphasis Conditions Implemented In The Classroom -- Description Of Teacher, Student Body, And Classroom -- Features Of Program And Alignment With More Emphasis Standards. Evidence Of Learning Using The More Emphasis Conditions -- Summary -- References -- Chapter 16 -- Successes And Continuing Challenges: -- Meeting The Nses Visions For Improving Science In High Schools -- More Emphasis In The Teaching Standards -- More Emphasis In The Professional Development Standards -- More Emphasis In The Assessment Standards -- More Emphasis In The Content And Inquiry Standards -- Conclusion -- Appendix -- Contributors List -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y.