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\par 
\par 
\par }\pard \widctlpar\adjustright {\b\fs40 
\par }\pard \qc\widctlpar\adjustright {\b\fs40 
\par 
\par }{\b\fs52 REPORT 
\par ON THE 
\par REVIEW OF LITERATURE
\par }\pard \widctlpar\adjustright {\b\fs40 
\par 
\par }\pard \qc\widctlpar\adjustright {\b\fs40 ALABAMA
\par MATHEMATICS, SCIENCE, AND TECHNOLOGY INITIATIVE 
\par COMMITTEE}{\fs24  
\par 
\par 
\par }\pard \widctlpar\adjustright {\fs24 
\par 
\par 
\par 
\par 
\par }\pard \qc\widctlpar\adjustright {\fs24 
\par }{\fs36 Presented 
\par to the 
\par }{\b\fs44 State Board of Education
\par }\pard \widctlpar\adjustright {\b\fs36 
\par }\pard \qc\widctlpar\adjustright {\b\fs36 October 26, 2000
\par 
\par 
\par }{\fs24 \page }{\b\fs24 Acknowledgements
\par 
\par }\pard \widctlpar\adjustright {\i\fs24 Members of the Alabama Mathematics, Science and Technology Initiative Committee:
\par }{\b\fs24 
\par Trudy Anderson
\par }{\fs24 Science Teacher
\par Jefferson County International Baccalaureate School
\par Jefferson County School System
\par 
\par }{\b\fs24 Mary Boehm
\par }{\fs24 Manager
\par Community and Education Relations
\par BellSouth 
\par 
\par }{\b\fs24 Patricia Buchanan
\par }{\fs24 Mathematics Teacher
\par Albertville High School
\par Albertville City School System
\par 
\par }{\b\fs24 Paula Cannon
\par }{\fs24 Education Specialist
\par Twenty-First Century Solutions, Inc.
\par 
\par }{\b\fs24 Camille Cochrane
\par }{\fs24 Mathematics Instructor
\par Shelton State Community College
\par 
\par }{\b\fs24\cf1 Gregory N. Cox}{\b\fs24  
\par }{\fs24\cf1 Assistant Director for US Partnerships}{\fs24  
\par }{\fs24\cf1 The GLOBE Program}{\fs24  - Washington, DC 
\par Senior Research Scientist 
\par }{\fs24\cf1 National Space Science and Technology Center}{\fs24  
\par }{\fs24\cf1 University of Alabama in Huntsville - Huntsville, AL}{\fs24  
\par  }{
\par }{\b\fs24 Ron Dodson
\par }{\fs24 Assistant Principal and International Baccalaureate Coordinator
\par Hoover High School
\par Hoover City School System
\par }{\b\fs24 
\par Anita Dominick-Hardin, Ed. D.
\par }{\fs24 Teacher
\par South Shades Crest Elementary School
\par Hoover City School System
\par 
\par \page }{\b\fs24 Julie Ferriss
\par }{\fs24 Director of Education
\par U. S. Space and Rocket Center
\par Huntsville, Alabama 
\par 
\par }{\b\fs24 John A. Fulgham
\par }{\fs24 Administrative Assistant
\par Brewbaker Primary School
\par Montgomery County School System
\par 
\par }{\b\fs24 Wilma Guthrie
\par }{\fs24 Science Teacher
\par Talladega County Central High School
\par Talladega County School System
\par 
\par }{\b\fs24 Kim Harris
\par }{\fs24 Mathematics Teacher
\par Eufaula High School
\par Eufaula City School System
\par 
\par }{\b\fs24 Pam Henson
\par }{\fs24 Secondary Curriculum Supervisor
\par Baldwin County School System
\par 
\par }{\b\fs24 Tim Huddleston
\par }{\fs24 Director of the Aerospace Development Center
\par Jacksonville State University
\par 
\par }{\b\fs24 David Laurenson, Ph. D.
\par }{\fs24 Executive Director
\par Alabama School of Mathematics and Science
\par 
\par }{\b\fs24 Brenda Litchfield, Ed. D.
\par }{\fs24 Professor
\par University of South Alabama
\par 
\par }{\b\fs24 Sara Little
\par }{\fs24 Mathematics Teacher
\par Baker Middle - High School
\par Mobile County School System
\par 
\par }{\b\fs24 Jennifer Lockett
\par }{\fs24 Deputy Director 
\par GLOBE in Alabama
\par 
\par 
\par }{\b\fs24 Chiquita Marbury
\par }{\fs24 Project Manager
\par Technology In Motion 
\par 
\par }{\b\fs24 Bill Martin
\par }{\fs24 Science Teacher
\par Fort Payne Middle School
\par Fort Payne City School System
\par 
\par }{\b\fs24 Alethia Mauldin
\par }{\fs24 Science Teacher
\par Notasulga High School
\par Macon County School System
\par 
\par }{\b\fs24 Donna McKay
\par }{\fs24 School Counselor
\par Clay County High School
\par Clay County School System
\par 
\par }{\b\fs24 Charles Ray Nash, Ed. D.
\par }{\fs24 Vice Chancellor for Academic Affairs
\par University of Alabama System
\par 
\par }{\b\fs24 Elizabeth Offutt
\par }{\fs24 Professor 
\par Director of Educational Technology Center
\par Samford University
\par 
\par }{\b\fs24 Keith Price
\par }{\fs24 Technology Coordinator
\par Alabama School of Fine Arts
\par 
\par }{\b\fs24 Susan Pruet, Ph. D.
\par }{\fs24 Director, Maysville Math Initiative
\par Mobile Area Education Foundation
\par 
\par }{\b\fs24 Jim Pruitt
\par }{\fs24 Manager
\par  Education Programs Department
\par NASA Marshall Space Flight Center
\par 
\par }{\b\fs24 Rebecca Richardson
\par }{\fs24 Assistant Project Director
\par Alabama Science In Motion
\par University of Montevallo
\par 
\par }{\b\fs24 Shelly R. Rider
\par }{\fs24 Mathematics Teacher
\par Spanish Fort School
\par Baldwin County School System
\par 
\par }{\b\fs24 Sandra Taylor
\par }{\fs24 Elementary Teacher
\par Dadeville Elementary School
\par Tallapoosa County School System
\par 
\par }{\b\fs24 Mary Thomaskutty
\par }{\fs24 Science Teacher
\par Demopolis High School
\par Demopolis City School System
\par 
\par }{\b\fs24 Linda Ussery
\par }{\fs24 Mathematics Teacher
\par Colbert Heights High School
\par Colbert County School System
\par 
\par }{\b\fs24 Victor Vernon
\par }{\fs24 Director of Education and Workforce Development
\par Business Council of Alabama 
\par 
\par }{\b\fs24 Joyce Waid
\par }{\fs24 Mathematics Teacher
\par Locust Fork High School
\par Blount County School System
\par 
\par }{\b\fs24 Nancy Washburn
\par }{\fs24 Benjamin Russell High School
\par Alexander City School System
\par 
\par }{\b\fs24 Judy Welch
\par }{\fs24 Elementary Teacher
\par Wetumpka Elementary School
\par Elmore County School System
\par 
\par }{\b\fs24 Larry Williams
\par }{\fs24 Assistant Principal
\par Bibb County High School
\par Bibb County School System
\par 
\par }{\b\fs24 Donna M. Wolfinger Ed. D.
\par }{\fs24 Professor of Science and Mathematics Education\line Auburn University Montgomery 
\par \page }{
\par }{\i\fs24 Alabama State Department of Education Project Staff:
\par }{\fs24 
\par 
\par }{\b\fs24 Anita Buckley-Commander,}{\fs24  }{\b\fs24 Ed. D.,}{\fs24  Director
\par 
\par }{\b\fs24 Steve Ricks}{\fs24 , Initiative Coordinator
\par 
\par }{\b\fs24 Deborah Borcik}{\fs24 , Mathematics Specialist
\par 
\par }{\b\fs24 Bob Davis}{\fs24 , Science Specialist
\par 
\par }{\b\fs24 Martha Donaldson}{\fs24 , Mathematics Specialist
\par 
\par }{\b\fs24 John Halbrooks}{\fs24 , Science Specialist
\par 
\par }{\b\fs24 Robin Long}{\fs24 , Assessment and Science Specialist
\par 
\par }{\b\fs24 Melinda Maddox}{\fs24 , Office of Technology and Information Coordinator
\par 
\par }{\b\fs24 DeAnn Stone}{\fs24 , Curriculum and Technology Specialist
\par 
\par }{\b\fs24 Lisa Woodard}{\fs24 , Office of Technology and Information Coordinator
\par 
\par 
\par 
\par 
\par 
\par }{\i\fs24 Consultants:}{\fs24 
\par 
\par }{\b\fs24 Ken Kansas}{\fs24  
\par President, Ken Kansas Communications
\par Former Manager of Communications, Contributions, and the Exxon Foundation
\par Exxon, International
\par 
\par 
\par }{\b\fs24 Malcolm B. Butler, Ph. D.
\par }{\fs24 Program Specialist
\par Eisenhower Consortium for Mathematics and Science Education @ SERVE
\par 
\par 
\par 
\par 
\par }\pard \qc\widctlpar\tx8550\adjustright {\fs24 \page }{\b\fs24 Table of Contents
\par }\pard \widctlpar\tx8550\adjustright {
\par }{\fs24 \tab \tab 
\par }\pard \widctlpar\tqr\tldot\tx8352\adjustright {\fs24 EXECUTIVE SUMMARY\tab 9
\par }\pard \li720\widctlpar\tqr\tldot\tx8352\adjustright {\fs24 Summary of Activities\tab 13\tab 
\par 
\par }\pard \widctlpar\tqr\tldot\tx8352\adjustright {\fs24 RECOMMENDATIONS\tab 15
\par 
\par INTRODUCTION\tab 19\tab 
\par }{
\par }\pard \widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 Current State of Mathematics, Science, and Technology Education\tab 20   
\par             The Third International Mathematics and Science Study\tab 21
\par }\pard \fi720\li720\widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 Findings on Curriculum and Teaching\tab 21
\par }\pard \fi720\widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 The National Assessment of Educational Progress\tab 22
\par }\pard \fi720\li720\widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 Findings\tab 23
\par }\pard \fi720\widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 Indicators of Mathematics and Science Learning in Alabama\tab 24
\par Use of Technology in Mathematics and Science Classrooms\tab 26
\par }\pard \fi720\li720\widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 Calculators\tab 26
\par Computers\tab 26
\par 
\par }\pard \widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 National Reform Movements\tab 26
\par }\pard \fi720\widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 Project 2061: Science for All Americans\tab 26
\par Benchmarks\tab 27
\par }\pard \widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 
\par National Standards in Mathematics, Science, and Technology\tab 27
\par }\pard \fi720\widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\i\fs24 Principles and Standards for School Mathematics}{\fs24 \tab 27
\par }{\i\fs24 National Science Education Standards}{\fs24 \tab 29}{\i\fs24 
\par National Educational Technology Standards}{\fs24 \tab 30}{\i\fs24 
\par }\pard \widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 
\par Business/Industry Research\tab 31
\par 
\par The Alabama State Courses of Study in Mathematics and Science\tab 32
\par 
\par Summary of Alabama Mathematics, Science, and Technology Initiative Survey
\par  Results.\tab 34\tab 
\par }\pard \fi720\widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 Questionnaire Results\tab 34
\par Comments, Suggestions, and Recommendations\tab 36
\par }\pard \widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 
\par Discussion of Terms\tab 37
\par }\pard \fi720\widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 Curriculum\tab 37
\par Instruction\tab 37
\par Resources\tab 37
\par Assessment\tab 38
\par Professional Development\tab 38
\par }\pard \widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 
\par 
\par MATHEMATICS\tab 40
\par Professional Development\tab 40
\par 
\par Curriculum\tab 43
\par 
\par Instruction\tab 44
\par }\pard \fi720\widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 Worthwhile Mathematical Tasks\tab 45
\par The Role of the Teacher\tab 45
\par The Role of the Student\tab 46
\par Resources/Instructional Tools\tab 46
\par The Learning Environment\tab 46
\par Analysis of Teaching and Learning\tab 47
\par }\pard \widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 
\par Resources\tab 47
\par 
\par Assessment\tab 48
\par 
\par SCIENCE\tab 50
\par 
\par Professional Development\tab 50
\par 
\par Curriculum\tab 52
\par 
\par Instruction\tab 53
\par 
\par Resources\tab 57
\par 
\par Assessment\tab 59
\par 
\par TECHNOLOGY\tab 62
\par Professional Development\tab 62
\par }\pard \fi720\widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 What should teachers know to be successful in technology integration?\tab 64
\par }\pard \widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 
\par Curriculum and Instruction\tab 66
\par 
\par Resources\tab 66
\par }\pard \fi720\widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\fs24 Effective Integration\tab 67
\par }\pard \widctlpar\tqr\tldot\tx8352\tx8550\adjustright {\i\fs24 
\par }{\fs24 Assessment\tab 68
\par 
\par Bibliography\tab 69
\par 
\par Endnotes\tab 91
\par 
\par }\pard \widctlpar\adjustright {
\par }{\b\ul 
\par }{\i\ul 
\par }\pard\plain \s15\qc\fi720\sl480\slmult1\widctlpar\adjustright \cgrid {EXECUTIVE SUMMARY 
\par }\pard\plain \qj\fi720\widctlpar\adjustright \fs28\cgrid {\fs24 
In November of 1999, the Alabama State Board of Education requested the development of an initiative to improve mathematics, science, and technology education throughout the state.  A 38 member committee was appointed by the board and charged with making 
recommendations and formulating an action plan to begin implementing the recommendations. The committee was comprised of K \endash 
 12 educators, university professors and administrators, and leaders from business and industry with a strong interest in mathematics
, science, and technology education in Alabama.  A Design Team was also appointed from among the committee members to assist with setting meeting agendas and to serve as subcommittee leaders. 
\par }\pard \widctlpar\adjustright {\fs24 
\par }\pard\plain \s15\qj\fi720\widctlpar\adjustright \cgrid {The initiative, named AMSTI for the Alabama Mathematics, Scien
ce, and Technology Initiative, set as its mission to improve mathematics and science education in Alabama such that all students are provided the opportunities to develop the skills necessary for success in post secondary studies and the work force.  The 
f
irst phase of the initiative focused on reviewing research and existing programs, formulating recommendations for improvement, and devising a plan to begin implementing the recommendations on a statewide level. Second and subsequent phases were visualized
 as program development and implementation periods that would follow after the adoption of the recommendations by the Alabama State Board of Education.   
\par 
\par Key to the formation of the committee and to the success of the initiative was the inclusion of the b
usiness community. The Alabama Mathematics, Science, and Technology Education Coalition, Inc. (AMSTEC) was founded in 1998 as an advocacy coalition for the improvement of mathematics, science, and technology education in Alabama.  It is comprised of leade
r
s from business, education, and public policy organizations.  The coalition has been highly supportive of the Department of Education activities regarding the initiative. Several AMSTEC members, including its president, served as members of the AMSTI comm
ittee.  Two members of AMSTEC were also included on the Design Team.
\par }\pard \s15\qj\widctlpar\adjustright {
\par }\pard \s15\qj\fi720\widctlpar\adjustright {The AMSTI committee met on a monthly basis to survey mathematics, science, and technology education throughout the world and to relate the information to education in Alabama.  The commit
tee heard presentations on mathematics, science, and technology initiatives of Minnesota, Louisiana, and South Carolina.  A member of the National Commission on Mathematics and Science Teaching for the 21}{\super st}{
 Century (Glenn Commission) also shared the resear
ch findings of the commission.  A teleconference and a visit to selected mathematics, science and technology education hubs in South Carolina enabled members of the committee to better understand the programs of that state.  In addition, the Georgia Depar
tment of Education provided the committee an on-line demonstration of its extensive new web site, the Georgia Learning Connection (GLC).  
\par 
\par Presentations were also given by the National Science Resources Center's planning organization, LASER; the environmen
tal centered organization, GLOBE; and the state programs, Science in Motion and Technology in Motion.  Presentations from the A+ Task Force on Teaching and Student Achievement, the Maysville Math Initiative, Integrated Science, and AMSTEC provided the com
m
ittee with additional insight into activities and programs currently in place in Alabama.  The committee also participated in an extremely important session on the effective use of classroom resources and materials kits.  Other presentations shared with t
he committee are listed in the following "Summary of Activities."
\par 
\par Concurrent with the presentations, the committee set to work identifying research relevant to mathematics, science, and technology education and applied it to the work of the committee.  As 
a result of initial research, the committee agreed that more information specific to Alabama teachers was needed.  Therefore, a survey was developed and administered to mathematics and science teachers.  This survey is the most extensive survey of mathema
tics and science teachers in the history of Alabama.  It provided significant information regarding the needs, practices, and resources of mathematics and science teachers in the state. 
\par 
\par Results from the survey underscored the severe need for more resources, particularly technology, and for professional development, especially in the area of technology integration.  This survey was one of the most significant and original pieces of resear
c
h used by the committee.  Though many of the findings regarding mathematics and science instruction were positive in nature, the survey pointed out a distressing lack of access to resources, including access to technology, and the glaring need for profess
ional development. 
\par }\pard \s15\qj\widctlpar\adjustright {
\par }\pard \s15\qj\fi720\widctlpar\adjustright {
The committee found many of the nation's best practices are in use in Alabama.  However, such practices are only found sporadically and are not being universally applied or coordinated throughout the state.  The committee felt a need to
 identify and emphasize these practices and to devise a system for the universal application and delivery to the entire state.   
\par 
\par }\pard \s15\qj\fi360\widctlpar\adjustright {In reviewing the research, the committee found that the classroom teacher is the most important factor in influencing student
 performance.  The committee also identified five components that play a significant role in determining the effectiveness of teachers.  These components must be in place to assure that students receive the best education possible.
\par }\pard \s15\qj\fi720\widctlpar\adjustright {
\par }\pard \s15\qj\fi360\widctlpar\adjustright {
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\fs24 1.) Curriculum
\par 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 The cu
rriculum specifies what students should know and be able to do and provides the teacher with an understanding of what is to be taught.  In Alabama, content area curricula are defined by the Alabama courses of study.  Research has found that mathematics an
d
 science curricula in the United States tends to be "overstuffed and undernourished;" that is, that they contain too much information in too little depth.  Recommendations include reducing the number of topics so that those that are taught are covered in 
greater depth.
\par }\pard \widctlpar\adjustright {\fs24 
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\fs24 2.) Instruction
\par 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 
Research clearly indicates that the most effective mathematics and science instruction emphasizes hands-on, inquiry learning.  In addition to producing significant improvements in achievement, hands-on, inquiry-based instruc
tion has been proven to have positive effects on the development of higher-order, critical thinking and process skills, on problem solving abilities, and in fostering positive attitudes towards mathematics and science.  Teachers should infuse technology i
nto instruction so that it becomes an integral part of the learning experience and provides students with opportunities and experiences beyond the traditional setting.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\fs24 3.) Resources
\par 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Without proper resources, hands-on, activity-based instruction is impossi
ble.  One of the major obstacles associated with hands-on instruction is the availability of the needed resources at the appropriate time.  Research calls for the establishment of an effective infrastructure that can identify, maintain, store, and make av
a
ilable needed resources to teachers in a timely manner.  The National Science Resources Center has concluded that the most efficient and cost effective way to provide teachers with needed supplies is through the creation of materials support centers. Othe
r
 issues that must be addressed when providing mathematics and science resources include properly relating the resources to the curricula and adequately training teachers in their use.  In today's classrooms, technology must be viewed as a basic resource f
or teaching and learning.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par 4.) Assessment
\par 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 
Teachers must understand and be skilled in the use of a variety of assessments with their students. While paper-and-pencil tests are important, research also calls for teachers to understand and utilize performance
-based and alternative assessments with their students.  Such assessments align well with hands-on, activity-based instruction.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par 5.) Professional Development
\par 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Professional development is the mechanism for hel
ping teachers understand each of the four previously listed components and for linking the four components to assure that students receive a quality education.  Many well meaning educational programs and initiatives fail due to lack of adequate teacher pr
eparation and support.  Research indicates that for professional development to be effective, it should be content specific, ongoing, and involve teachers with the resources and strategies that they will use in their classrooms.}{  }{\fs24 
In addition, research emphasizes that new teachers need the support and guidance of mentors.
\par }\pard\plain \s15\qj\widctlpar\adjustright \cgrid {
\par }\pard \s15\qj\fi720\widctlpar\adjustright {Based on the foregoing research, the committee recommends the development of a support system that will assure consistency and coordination in the delivery of the best practices throughout 
the state.   Key to the plan is the establishment of a series of }{\ul Ma}{thematics, }{\ul S}{cience, and }{\ul T}{echnology }{\ul E}{ducation }{\ul R}{
esource sites (MASTER sites) throughout the state.  Each MASTER site is charged with delivering the needed professional development, resources,
 and support discussed above to teachers.  The committee believes that this structure, which has similarities to initiatives in other states, makes the best use of our state resources and can result in better managerial oversight.  Each MASTER site will e
mploy a director, a mathematics specialist, a science specialist, a resource manager, and an office assistant.
\par }\pard \s15\qj\fi360\widctlpar\adjustright {
\par }\pard \s15\qj\fi720\widctlpar\adjustright {There are three keys to the effective development and use of MASTER sites.  The first is structuring the site for effective collaboration.  The s
ite should be organized so as to assure collaboration among local universities, colleges, inservice centers, science museums and centers, and other public organizations and businesses wishing to support mathematics and science education.  Having the site 
associate with such entities would help provide schools in the service area access to resources far beyond those at the MASTER site itself.  It would also result in reduced costs.
\par }\pard \s15\qj\fi360\widctlpar\adjustright {
\par }\pard \s15\qj\fi720\widctlpar\adjustright {The second key is putting the educational materials, supplies and equipment 
necessary for effective instruction in the hands of teachers and students.  Ready access to such materials and equipment will provide students with opportunities to engage in the types of hands-on, inquiry-based activities that are strongly advocated by r
esearch. 
\par }\pard \s15\qj\fi360\widctlpar\adjustright {
\par }\pard \s15\qj\fi720\widctlpar\adjustright {
Finally, each MASTER site will provide teachers with quality professional development.  The training will be content specific, relating proper resources to the curriculum, and will provide sustained support for the teacher at the local school.
\par }\pard \s15\qj\fi360\widctlpar\adjustright {
\par }\pard \s15\qj\fi720\widctlpar\adjustright {T
he committee respectfully requests that the Alabama State Board of Education adopt and implement the submitted recommendations as a complete framework so as to assure the goals of the initiative are met.  The deletion of any of the recommendations would w
e
aken the plan and reduce the effectiveness.  The committee further believes that, when implemented, the recommendations will help ensure that the students of Alabama are provided a world-class education that will allow them to succeed in the workplace of 
the 21}{\super st}{ century.
\par }\pard \s15\qj\fi360\widctlpar\adjustright {
\par }\pard \s15\qc\fi360\widctlpar\adjustright {\sect }\sectd \margtsxn1008\margbsxn720\psz1\linex0\endnhere\pgbrdropt33\sectdefaultcl {\footer \pard\plain \s23\widctlpar\tqc\tx4320\tqr\tx8640\pvpara\phmrg\posxc\posy0\adjustright \fs28\cgrid 
{\field{\*\fldinst {\cs24 PAGE  }}{\fldrslt {\cs24\lang1024 53}}}{\cs24 
\par }\pard \s23\qc\ri360\widctlpar\tqc\tx4320\tqr\tx8640\adjustright {
\par }}\pard\plain \s15\qc\widctlpar\adjustright \cgrid {\b Summary of Activities
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\fs24 
\par Members from the Alabama Mathematics, Science, and Technology (AMSTI) committee participated in the following activities, presentations, and visits:
\par 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls178\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls178\adjustright {\fs24 Presentation to establish
 ground rules - The committee agreed to consider any research brought forward, to avoid personal agendas, and to let the research guide the recommendations and implementation plan.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls179\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls179\adjustright {\fs24 
Presentation on the Third International Mathematics and Science Study (TIMSS) and the National Assessment of Educational Progress (NAEP) - Implications for Alabama classrooms
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls180\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls180\adjustright {\fs24 
Overview of initiatives in other states - Minnesota, Louisiana, and South Carolina
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls181\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls181\adjustright {\fs24 
Mathematics, science, technology and business/industry subcommittees compiled a lists of  the strengths, weaknesses, and needs for improving mathematics and science education
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls181\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls181\adjustright {\fs24 
Presentation on certification requirements pertinent to mathematics and science
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls182\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls182\adjustright {\fs24 
Maysville Math Initiative presentation
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls183\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls183\adjustright {\fs24 A+ Task Force presentation

\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls184\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls184\adjustright {\fs24 
Presentation on national standards for mathematics (NCTM)
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls185\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls185\adjustright {\fs24 
Presentation on national standards for science (NRC and NSES)
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls186\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls186\adjustright {\fs24 
Presentation on national standards for technology (NETS)
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
Alabama Reading Initiative presentation
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
Science in Motion presentation
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
Technology in Motion presentation
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 Presentation on the }{
\i\fs24 Alabama Course of Study: Science}{\fs24 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 Presentation on the }{
\i\fs24 Alabama Course of Study: Mathematics}{\fs24 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 Up
date on the National Alliance of State Science and Mathematics Coalition (NASSMC) 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
TIMSS presentation and video on instructional practices
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
Presentation of extracted comments report from the AMSTI mathematics and science teacher survey
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 Presentat
ion on research and findings by the National Commission on Mathematics and Science Teaching for the 21}{\fs24\super st}{\fs24  Century  (by national committee member)
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
Audio conference with the state coordinator and local hub directors of the South Carolina Math, Science, and Technology Initiative
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
Presentation on the National Science Resource Center's LASER program (by Deputy Director of NSRC)
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
Presentation on GLOBE (by the Assistant Director for U S Partnerships)
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
Integrated Science presentation (by the project director)
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
Trip to South Carolina to observe operation of three regional hubs sites involved in implementing that state's initiative *
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
Presentation on the report of data analysis from the AMSTI mathematics and science teacher survey
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 Trip t
o Huntsville to participate in the HASP Strategic Planning Institute for Middle Grades (in association with  NSRC) *
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
Trip to meet with University of Alabama in Birmingham research mathematicians to discuss needs/concerns for mathematics education *
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls187\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls187\adjustright {\fs24 
Trip to Mobile  to observe Maysville Math Initiative *
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls188\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls188\adjustright {\fs24 
Presentation and hands-on exposure to science resource kits *
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls189\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls189\adjustright {\fs24 
Presentation on selected mathematics programs *
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls190\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls190\adjustright {\fs24 
Trip to Washington D.C. to participate in the LASER Strategic Planning Conference for Mathematics and Science provided by NSRC (in association with the Smithsonian Institute and National Academy of Sciences) *
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls190\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls190\adjustright {\fs24 
Presentation of findings from the South Carolina trip
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls190\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls190\adjustright {\fs24 
Presentation of the Alabama Mathematics, Science, and Technology Education Coalition's (AMSTEC)  research and recommendations pertaining to business needs and opportunities for involvement
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls190\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls190\adjustright {\fs24 
Presentation on the Georgia Learning Connection web site
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls190\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls190\adjustright {\fs24 Tour of the McWane Center*

\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls190\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls190\adjustright {\fs24 
Workshop on how to enhance science literacy for all Americans through the development of instructional materials for classroom use.  Presented by the American Association for the Advancement of Science (AAAS) with support from NASA*
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par 
\par * Indicates that only selected members participated, not the entire committee.}{ 
\par }{\fs24 
\par }\pard\plain \s32\qc\fi720\widctlpar\adjustright \b\cgrid {ALABAMA MATHEMATICS, SCIENCE, AND TECHNOLOGY INITIATIVE
\par RECOMMENDATIONS
\par 
\par 
\par October 26, 2000
\par }\pard \s32\widctlpar\adjustright {
\par }\pard \s32\fi720\widctlpar\adjustright {The Alabama Mathematics, Science, and Technology Initiative Committee recommends the following:
\par }\pard \s32\qc\fi720\widctlpar\adjustright {
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\b\fs24 Instruction
\par }{\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 1.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls193\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls193\adjustright {\fs24 
Focus mathematics and science instruction on understanding and concept development at all grade levels.  Strategies will address the diverse needs of students and will incorporate the following:
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 a)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls200\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls200\adjustright {\fs24 
Purposeful, hands-on, inquiry-based instruction
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 b)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls200\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls200\adjustright {\fs24 Acti
ve engagement in problem solving, reasoning, and investigation
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 c)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls200\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls200\adjustright {\fs24 
Relevant, real-life experiences
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 d)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls200\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls200\adjustright {\fs24 
Effective questioning
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 e)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls200\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls200\adjustright {\fs24 
Appropriate application of knowledge in novel situations 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 f)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls200\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls200\adjustright {\fs24 
Meaningful communication of mathematical and scientific ideas
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 g)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls200\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls200\adjustright {\fs24 
Mastery and application of basic computational skills
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 h)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls200\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls200\adjustright {\fs24 
Integration of appropriate technology
\par }\pard \qj\fi-360\li1080\widctlpar\adjustright {\fs24 
\par }\pard \qj\widctlpar\adjustright {\b\fs24 Curriculum
\par }{\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 1.\tab}}\pard \qj\fi-570\li570\widctlpar\jclisttab\tx570{\*\pn \pnlvlbody\ilvl0\ls192\pnrnot0\pndec\pnstart1\pnindent570\pnhang{\pntxta .}}\ls192\adjustright {\fs24 
Reduce the breadth of mathematics and science content to allow time for increased depth of student understanding and to eliminate unnecessary repetition. 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 2.\tab}}\pard \qj\fi-570\li570\widctlpar\jclisttab\tx570{\*\pn \pnlvlbody\ilvl0\ls192\pnrnot0\pndec\pnstart1\pnindent570\pnhang{\pntxta .}}\ls192\adjustright {\fs24 
Develop and implement courses of study for mathematics and science that define grade-level knowledge, process, and application standards aligned with NCTM, NRC, and ISTE standards.
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 3.\tab}}\pard \qj\fi-570\li570\widctlpar\jclisttab\tx570{\*\pn \pnlvlbody\ilvl0\ls192\pnrnot0\pndec\pnstart1\pnindent570\pnhang{\pntxta .}}\ls192\adjustright {\fs24 
Identify benchmarks for student achievement in mathematics and science curricula at each grade K-8. 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 4.\tab}}\pard \qj\fi-570\li570\widctlpar\jclisttab\tx570{\*\pn \pnlvlbody\ilvl0\ls192\pnrnot0\pndec\pnstart1\pnindent570\pnhang{\pntxta .}}\ls192\adjustright {\fs24 
Establish alternative learning opportunities that provide intervention and remediation at all grade levels.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }{\b\fs24 Assessment
\par }{\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 1.\tab}}\pard \qj\fi-405\li405\widctlpar\jclisttab\tx405{\*\pn \pnlvlbody\ilvl0\ls194\pnrnot0\pndec\pnstart1\pnindent405\pnhang{\pntxta .}}\ls194\adjustright {\fs24 
Implement an appropriate student assessment program that is ongoing, an integral part of instruction, and reflective of NCTM and NRC standards.  This program will include varied forms of assessment at both the classroom and statewide levels.
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 2.\tab}}\pard \qj\fi-405\li405\widctlpar\jclisttab\tx405{\*\pn \pnlvlbody\ilvl0\ls194\pnrnot0\pndec\pnstart1\pnindent405\pnhang{\pntxta .}}\ls194\adjustright {\fs24 Align for
ms of student assessment with instructional objectives.
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 3.\tab}}\pard \qj\fi-405\li405\widctlpar\jclisttab\tx405{\*\pn \pnlvlbody\ilvl0\ls194\pnrnot0\pndec\pnstart1\pnindent405\pnhang{\pntxta .}}\ls194\adjustright {\fs24 
Implement criterion-referenced benchmark tests in mathematics and science to replace norm-referenced tests in Grades 3 and 7.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \widctlpar\adjustright {\b\fs24 Professional Development}{\fs24 
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 1.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls191\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls191\adjustright {\fs24 
Provide appropriate, effective, ongoing, and extensive professional development for mathematics and science teachers and administrators.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \cgrid \hich\af0\dbch\af0\loch\f0 a)\tab}}\pard\plain \s18\qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls196\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls196\adjustright \cgrid {
Professional development for teachers will include the following:
\par {\pntext\pard\plain\s18 \cgrid \hich\af0\dbch\af0\loch\f0 i.)\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\tx0\jclisttab\tx720\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls204\pnrnot0\pnlcrm\pnstart1\pnindent360\pnhang{\pntxta .)}}\ls204\adjustright {
Content knowledge and pedagogy
\par {\pntext\pard\plain\s18 \cgrid \hich\af0\dbch\af0\loch\f0 ii.)\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\tx0\jclisttab\tx720\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls204\pnrnot0\pnlcrm\pnstart1\pnindent360\pnhang{\pntxta .)}}\ls204\adjustright {
Knowledge of state curricula requirements
\par {\pntext\pard\plain\s18 \cgrid \hich\af0\dbch\af0\loch\f0 iii.)\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\tx0\jclisttab\tx720\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls204\pnrnot0\pnlcrm\pnstart1\pnindent360\pnhang{\pntxta .)}}\ls204\adjustright {
Effective research-based teaching strategies
\par {\pntext\pard\plain\s18 \cgrid \hich\af0\dbch\af0\loch\f0 iv.)\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\tx0\jclisttab\tx720\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls204\pnrnot0\pnlcrm\pnstart1\pnindent360\pnhang{\pntxta .)}}\ls204\adjustright {
Appropriate selection and use of curricula, materials, and resources 
\par {\pntext\pard\plain\s18 \cgrid \hich\af0\dbch\af0\loch\f0 v.)\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\tx0\jclisttab\tx720\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls204\pnrnot0\pnlcrm\pnstart1\pnindent360\pnhang{\pntxta .)}}\ls204\adjustright {
Multiple assessment strategies 
\par {\pntext\pard\plain\s18 \cgrid \hich\af0\dbch\af0\loch\f0 vi.)\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\tx0\jclisttab\tx720\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls204\pnrnot0\pnlcrm\pnstart1\pnindent360\pnhang{\pntxta .)}}\ls204\adjustright {
Strategies for working with students from diverse backgrounds
\par {\pntext\pard\plain\s18 \cgrid \hich\af0\dbch\af0\loch\f0 vii.)\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\tx0\jclisttab\tx720\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls204\pnrnot0\pnlcrm\pnstart1\pnindent360\pnhang{\pntxta .)}}\ls204\adjustright {
Technology integration in planning and instruction
\par }\pard \s18\qj\fi360\li1080\widctlpar\tx720\adjustright {
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 b)\tab}}\pard\plain \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls196\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls196\adjustright \fs28\cgrid {\fs24 
Professional development for administrators will address the following:
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 i.)\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx720\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls205\pnrnot0\pnlcrm\pnstart1\pnindent360\pnhang{\pntxta .)}}\ls205\adjustright {\fs24 
Understanding the need for effective mathematics and science instruction
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 ii.)\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx720\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls205\pnrnot0\pnlcrm\pnstart1\pnindent360\pnhang{\pntxta .)}}\ls205\adjustright {\fs24 
Orientation regarding successful teaching and assessment strategies
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 iii.)\tab}}\pard \qj\fi-720\li1440\widctlpar\jclisttab\tx720\tx1440{\*\pn \pnlvlbody\ilvl0\ls205\pnrnot0\pnlcrm\pnstart1\pnindent360\pnhang{\pntxta .)}}\ls205\adjustright {\fs24 
Enhancing superintendents', principals', and other system and school administrators' technology leadership skills in support of mathematics and science teaching and learning
\par }\pard \qj\widctlpar\tx1440\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 2.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls191\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls191\adjustright {\fs24 E
nsure the placement of qualified, well-prepared teachers in all K-12 mathematics and 
\par }\pard\plain \s18\widctlpar\jclisttab\tx360\tx720\adjustright \cgrid {      science classrooms.  This will be achieved through the following strategies:
\par }\pard \s18\widctlpar\tx720\adjustright {
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 a)\tab}}\pard\plain \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls197\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls197\adjustright \fs28\cgrid {\fs24 
Early identification and recruitment of talented people
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 b)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls197\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls197\adjustright {\fs24 
Careful screening of teacher education candidates
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 c)\tab}}\pard \qj\fi-720\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls197\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls197\adjustright {\fs24 
Development and implementation of a mentoring system for supporting the specific needs of new teachers, career change teachers, and experienced teachers assigned to mathematics or science for the first time
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 d)\tab}}\pard \qj\fi-720\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls197\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls197\adjustright {\fs24 Incentive pro
grams to attract and retain well-qualified teachers and administrators in all schools, especially those that are high-need and at-risk
\par }\pard\plain \s19\qj\fi720\widctlpar\adjustright \cgrid {
\par {\pntext\pard\plain\s15 \cgrid \hich\af0\dbch\af0\loch\f0 3.\tab}}\pard\plain \s15\qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls191\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls191\adjustright \cgrid {
Ensure that pre-service education programs are consistent with the mathematics standards promoted by the National Co
uncil of Teachers of Mathematics (NCTM), the science standards promoted by the National Research Council (NRC), and the technology standards promoted by the International Society for Technology in Education (ISTE). The following components will be include
d in approved pre-service programs:
\par }\pard \s15\qj\widctlpar\adjustright {
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 a)\tab}}\pard\plain \qj\fi-630\li990\widctlpar\jclisttab\tx990{\*\pn \pnlvlbody\ilvl0\ls198\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls198\adjustright \fs28\cgrid {\fs24 
Revised requirements for General Science certification that include increased coursework in biology, chemistry, physics, and earth/space science
\par {\pntext\pard\plain\s19 \cgrid \hich\af0\dbch\af0\loch\f0 b)\tab}}\pard\plain \s19\qj\fi-630\li990\widctlpar\jclisttab\tx990{\*\pn \pnlvlbody\ilvl0\ls198\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls198\adjustright \cgrid {Extensive fie
ldwork, observations, and interaction with students and teachers
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 c)\tab}}\pard\plain \qj\fi-630\li990\widctlpar\jclisttab\tx990{\*\pn \pnlvlbody\ilvl0\ls198\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls198\adjustright \fs28\cgrid {\fs24 
Extended, intensive student teaching experiences with an exemplary cooperating teacher
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 d)\tab}}\pard \qj\fi-630\li990\widctlpar\jclisttab\tx990{\*\pn \pnlvlbody\ilvl0\ls198\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls198\adjustright {\fs24 
Coordinated coursework and fieldwork
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 e)\tab}}\pard \qj\fi-630\li990\widctlpar\jclisttab\tx990{\*\pn \pnlvlbody\ilvl0\ls198\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls198\adjustright {\fs24 
Time to reflect on and improve instruction and to collaborate with peers 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 f)\tab}}\pard \qj\fi-630\li990\widctlpar\jclisttab\tx990{\*\pn \pnlvlbody\ilvl0\ls198\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls198\adjustright {\fs24 
Revised requirements for elementary certification, including coursework that develops a deep and thorough knowledge of the mathematics and science that will be taught
\par }\pard \qj\fi-360\li720\widctlpar\jclisttab\tx990\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 4.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls191\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls191\adjustright {\fs24 
Promote broad participation in meaningful teacher externships
, where interdisciplinary teams of teachers from the same school or school clusters take on responsibilities of the workplace and formally transfer to their classrooms the knowledge gained through workplace experiences.
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 5.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls191\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls191\adjustright {\fs24 Establish graduate-level certif
ication programs as follows:
\par }\pard \qj\fi-360\li720\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 a)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\tx990\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls199\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls199\adjustright {\fs24 
Elementary (K-6) mathematics specialist
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 b)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\tx990\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls199\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls199\adjustright {\fs24 
Elementary (K-6) science specialist
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 c)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\tx990\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls199\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls199\adjustright {\fs24 
Middle grades (6-8) mathematics specialist
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 d)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\tx990\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls199\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls199\adjustright {\fs24 
Middle grades (6-8) science specialist
\par }\pard \qj\widctlpar\tx990\adjustright {\fs24 
\par }\pard \qj\widctlpar\adjustright {\b\fs24 Resources
\par }{\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 1.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls195\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls195\adjustright {\fs24 
Provide grade-level appropriate mathematics and science teacher leaders for every school.  These individuals will have appropriate training and reduced teaching responsibilities in order to assist teachers with the following:
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 a)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls201\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls201\adjustright {\fs24 Planning
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 b)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls201\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls201\adjustright {\fs24 Location and
 use of resources
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 c)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls201\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls201\adjustright {\fs24 
Curriculum implementation 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 d)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls201\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls201\adjustright {\fs24 Content knowledge

\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 e)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls201\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls201\adjustright {\fs24 
Instructional methodologies
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 f)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls201\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls201\adjustright {\fs24 Assessment
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 g)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls201\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls201\adjustright {\fs24 
Classroom and laboratory management
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 h)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls201\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls201\adjustright {\fs24 Safety
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 2.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls195\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls195\adjustright {\fs24 
Provide a full-time technology specialist at each school to handle hardware, softw
are, and related questions; provide training for teachers; document usage data for assessment; enable integration of technology into the curriculum; and work collaboratively with the mathematics and science teacher leaders.  
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 3.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls195\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls195\adjustright {\fs24 Equip, update, and mainta
in all mathematics and science classrooms so teachers have easy access to appropriate materials, supplies, and technology necessary to deliver quality instruction.  Appropriate materials, supplies, and technology include, but are not limited to, the follo
wing:
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 a)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 Manipulatives

\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 b)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 Activity kits

\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 c)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 
Science consumables 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 d)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 
Science nonconsumables
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 e)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 Literature 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 f)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 
Related media (videos, CDs, audiotapes, etc.)
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 g)\tab}}\pard \qj\fi-720\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 
Computers (minimum ratio of one computer for every five students in each classroom) 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 h)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 Internet access

\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 i)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 
Calculators (grade appropriate) 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 j)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 Software 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 k)\tab}}\pard \qj\fi-720\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 
Peripherals (probe-ware, overhead calculators, data collectors, graph links, digital imaging and capturing devices, palm top interactive devices, etc.)  
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 l)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 
Overhead projectors
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 m)\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls202\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls202\adjustright {\fs24 
Laboratory safety equipment
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 4.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls195\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls195\adjustright {\fs24 
Provide adequate space, including dedicated laboratory areas or classrooms, conducive to mathematics and science teaching. 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 5.\tab}}\pard \qj\fi-360\li420\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls195\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls195\adjustright {\fs24 
Provide a web site that offers mathematics and science resources or links.  The site will include the following:
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 a)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
State Department of Education documents that support mathematics, science, and technology instruction }{\fs24 
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 b)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
Database of lesson plans targeting course of study objectives (searchable by key word)
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 c)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
Grant information that supports mathematics, science, and technology (searchable by key word)
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 d)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
Business, community, and higher education contacts that are available to schools (searchable by key word)
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 e)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
Schedules for professional development training, workshops, and institutes available to mathematics and science teachers
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 f)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
Postings of local school system positions available in mathematics, science, and technology
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 g)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
Mathematics, Science, and Technology Education Resource (MASTER) site information (including a local mentor contact list)
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 h)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
Status and plans of the Alabama Mathematics, Science, and Technology Initiative
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 i)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
Links to professional organizations related to mathematics, science, and technology instruction
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 j)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
Alabama Learning Resource Center and Office of Technology Initiatives information 
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 k)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
Research in mathematics, science, and technology
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 l)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
Other resources available to mathematics and science teachers
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 m)\tab}}\pard \qj\fi-660\li1080\widctlpar\jclisttab\tx360\jclisttab\tx1080{\*\pn \pnlvlbody\ilvl0\ls203\pnrnot0\pnlcltr\pnstart1\pnindent360\pnhang{\pntxta )}}\ls203\adjustright {\fs24\cf1\cgrid0 
Links to the Alabama Virtual Library
\par }\pard \qj\fi-660\li1080\widctlpar\adjustright {\fs24\cf1\cgrid0 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 6.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls195\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls195\adjustright {\fs24 
Establish business, family, and community partnerships with local schools, school systems, and MASTER sites to enhance mathematics and science programs and to facilitate input from business and industry as to the s
kills and competencies that are needed in the workplace.
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\cf1 \hich\af0\dbch\af0\loch\f0 7.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls195\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls195\adjustright {\fs24\cf1\cgrid0 
Create and make available to educators a video collection of lessons taught by exemplary teachers on key concepts, topics and objectives in mathematics and science.
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24\cf1\cgrid0 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 8.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls195\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls195\adjustright {\fs24 Establish }{\b\fs24\ul Ma}{\fs24 
thematics, }{\b\fs24\ul S}{\fs24 cience, and }{\b\fs24\ul T}{\fs24 echnology }{\b\fs24\ul E}{\fs24 ducation }{\b\fs24\ul R}{\fs24 
esource (MASTER) sites across the state to assist local schools and school systems in implementing the above list of recommendations.  MASTER sites will promote high student achievement in mathematics, science, and technol
ogy by providing resources, professional development, and support, emphasizing on-site service in the classroom.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qc\widctlpar\adjustright {\fs24 \page 
\par 
\par 
\par ALABAMA
\par MATHEMATICS, SCIENCE, AND TECHNOLOGY INITIATIVE COMMITTEE
\par REPORT ON THE REVIEW OF LITERATURE
\par 
\par INTRODUCTION}{
\par }\pard \qj\widctlpar\adjustright {
\par }\pard\plain \s15\qj\fi720\widctlpar\adjustright \cgrid {\i\fs22 Beginning in January 2
000, a committee of thirty-eight representatives of K - 12 educators, university professors, and business persons convened under the direction of the Alabama State Department of Education to consider ways in which to improve mathematics and science educat
i
on in Alabama.  This committee believed that technology should play a vital role in this endeavor, known as the Alabama Mathematics, Science, and Technology Initiative (AMSTI).   The Committee continued to meet on a monthly basis to address the following 
tasks:
\par 
\par {\pntext\pard\plain\s15 \f14\fs22\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s15\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls1\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls1\adjustright {\i\fs22 
Consider the strengths and weaknesses of mathematics and science education in Alabama.
\par {\pntext\pard\plain\s15 \f14\fs22\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s15\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls1\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls1\adjustright {\i\fs22 
Hear presentations dealing with the current state of mathematics and science education in the world, the nation, and the state.
\par {\pntext\pard\plain\s15 \f14\fs22\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s15\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls1\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls1\adjustright {\i\fs22 
Develop and administer a questionnaire to determine the perceptions of teachers as to the status and needs of mathematics and science education in Alabama.
\par {\pntext\pard\plain\s15 \f14\fs22\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s15\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls1\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls1\adjustright {\i\fs22 
Examine promising programs already being implemented in the state.
\par {\pntext\pard\plain\s15 \f14\fs22\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s15\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls1\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls1\adjustright {\i\fs22 Study init
iatives for mathematics and science education in other parts of the United States.
\par {\pntext\pard\plain\s15 \f14\fs22\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s15\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls1\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls1\adjustright {\i\fs22 
Review research dealing with effective practices in mathematics and science education as well as with effective means for infusing technology into the mathematics and science curricula.
\par {\pntext\pard\plain\s15 \f14\fs22\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s15\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls1\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls1\adjustright {\i\fs22 
Develop a plan of action focusing on the teacher as the central agent for improving mathematics and science education in Alabama.
\par {\pntext\pard\plain\s15 \f14\fs22\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s15\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls1\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls1\adjustright {\i\fs22 
Discuss issues relating to mathematics, science, and technology with leaders in the fields of education, business, and industry.
\par }\pard \s15\qj\widctlpar\adjustright {\i\fs22 
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\i\fs22 \tab The Committee reviewed statewide systemic initiatives in Louisiana, Minnesota, and South Carolina.  The common themes among these initiatives were p}{\i\fs22\cf1\cgrid0 
rofessional development, social and material resources, }{\i\fs22 web a}{\i\fs22\cgrid0 ccess, and }{\i\fs22\cf1\cgrid0 informati
on dissemination.  These four areas enabled the states to improve mathematics and science instruction through the use of technology.  An audio conference with officials from South Carolina prompted representatives from the Committee to travel to Clemson, 
Greenville, and Aiken for further investigation of the South Carolina Statewide Systemic Initiative.  Valuable information was gathered on this trip that positively impacted the recommendations made by the AMSTI Committee. }{\i\fs22 
\par }\pard\plain \s15\qj\widctlpar\tx-90\adjustright \cgrid {\i\fs22 
\par \tab AMSTI Committee members began t
o realize during the early stages of the literature review that common themes were repeated. The literature indicates that the teacher is the most important factor in educational achievement in the elementary through high school classroom.}{
\cs17\i\fs22\super \chftn {\footnote\ftnalt \pard\plain \s23\qc\widctlpar\adjustright \fs28\cgrid {Endnotes
\par }\pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {
\par }{\cs17\super \chftn }{ \ldblquote Teaching and Learning: Meeting the Challenge of High Standards,\rdblquote  A+ Education}{\fs24  }{Foundation, 
\par }\pard \s16\widctlpar\adjustright {Montgomery, Alabama, 1999. }{\cgrid0 Teaching and Student Achievement, (1999)}{\f2\cgrid0  
\par }}}{\i\fs22   As a result of the discussion and research of the Committee, AMSTI chose to focus on five are
as directly affecting the performance of science and mathematics teachers: professional development, curriculum, resources, instruction, and assessment. The graphic on page 39 illustrates how these areas work together to influence the effectiveness of the
 teacher.
\par 
\par 
\par 
\par 
\par 
\par \page 
\par }{\tab }{\b\i The mission of the Alabama Mathematics, Science, and Technology Initiative is to improve mathematics and science education in Alabama so all students develop the concepts, skills, and understanding necessary for success in post secondary s
tudies and in the work force.
\par }\pard\plain \widctlpar\adjustright \fs28\cgrid {
\par }{\lang1024 {\shp{\*\shpinst\shpleft-60\shptop285\shpright8760\shpbottom572\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz0\shplid1026{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}
{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fLine}{\sv 0}}{\sp{\sn fBehindDocument}{\sv 1}}}{\shprslt{\*\do\dobxcolumn\dobypara\dodhgt0\dprect\dpx-60\dpy285\dpxsize8820\dpysize287
\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{
\par }\pard\plain \s6\keepn\widctlpar\outlinelevel5\adjustright \b\cgrid {Current State of Mathematics, Science, and Technology Education
\par }\pard\plain \widctlpar\adjustright \fs28\cgrid {
\par }\pard\plain \s15\qj\widctlpar\tx-90\adjustright \cgrid {\tab Mathematics and science are vital areas of study in today\rquote s technological world.  Citiz
ens must make decisions based on their knowledge of mathematics and science.  University students complete mathematics and science requirements in every area of study.  Businesses seek individuals able to solve problems and make decisions based on fact.  
Society is surrounded by technology: personal computers, VCRs, DVD players, cell phones, and automobiles with performance  monitored by computer chips.  
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Today, over 1.6 million computers are in American schools, and billions of dollars are being spent to 
connect these computers to the Internet.  Despite this investment, a recent survey completed by the National Center for Education Statistics found that only 20 percent of the 2.5 million teachers who currently work in public schools feel comfortable using
 technology in their classrooms.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ I. G. Rosenthal  and A. Poftak, \ldblquote New Teachers and Technology: Are They Prepared?
\rdblquote  }{\i Technology and Learning}{, April, 1999.
\par }}}{\fs24   For a society to function effectively both now and in the future, its citizens must be well-grounde
d in mathematics and science.  They must understand how technology is incorporated into the application of these disciplines.  That foundation and comprehension of technology and its uses must begin in Alabama\rquote s schools.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 A major challenge that America fac
es as it moves into the 21st Century is assuring that its citizens have the mathematical, scientific and technological skills and knowledge necessary to be productive members of society.  Another challenge that America faces is finding a way to replenish 
t
he pool of scientists, engineers, and mathematicians.  It is important that our educational system keep the rapidly diminishing pool vibrant, alive, and filled with people who have innovative ideas and are armed with the skills and knowledge required to a
s
sure that America remains a leader in technology.  For example, over the past two decades females have made impressive strides toward equal representation and achievement in most high school mathematics and science courses.  However, despite receiving goo
d
 grades and test scores in high school, current trends indicate that disproportionately few females will pursue degrees or careers in the technological fields of science, mathematics, or engineering. In our increasingly complex and technological world, Am
erican scientists and engineers cannot afford to disregard half the creative population.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ \ldblquote 
Integrating Gender Equity and Reform,\rdblquote  Center for Education Integrating Science, Mathematics and Computing Retrieved May 18, 2000 [on line] }{\field\flddirty{\*\fldinst { HYPERLINK http://www.ceismc.gatech.edu/ceismc/programs/ingear/ingear.htm }
{{\*\datafield 
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\par }}}{\fs24   Similar cases may be made for other under-represented groups.  One outcome of the Alabama Mathematics, Science, and Technology Initiative 
must be to increase the educational achievement and participation of all Alabama students in mathematics and science by preparing citizens who value critical thinking and life-long learning.  This goal will be accomplished by the preparation and support o
f elementary, middle, and secondary teachers to teach in the rapidly changing age of information and technology and through fostering public understanding, collaboration, and support of mathematics, science, and technology education by stakeholders.

\par \page 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b The}{\b\i  Third International Mathematics and Science Study
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard\plain \s15\qj\widctlpar\tx-90\adjustright \cgrid {\tab The}{\i  Third International Mathematics and Science Study}{
 (TIMSS) is the largest and most comprehensive of the international comparative studies of achievement in science and mathematics.  Students from over f
orty countries in five grade levels are included in the study.  The 1999 data are reported on three grade levels: fourth, eighth and twelfth.    The following tables show the mathematics and science achievement scores for students in the United States.

\par 
\par }\pard\plain \s5\qc\keepn\widctlpar\outlinelevel4\adjustright \b\cgrid {Mathematics Achievement}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i 
Third International Mathematics and Science Study}{, Office of Educational Research and Improvement, U. S. Department of Education, June 1997.
\par }}}{\b0 
\par }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx2250\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4410\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx6480\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx8370\pard \s5\qc\keepn\widctlpar\intbl\outlinelevel4\adjustright {Grade Level\cell Mean for Alabama
\cell Mean for United States\cell International Mean\cell }\pard\plain \widctlpar\intbl\adjustright \fs28\cgrid {\b\fs24 \row }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh
\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx2250\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx4410\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6480\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx8370\pard \qc\widctlpar\intbl\adjustright {\fs24 Fourth Grade\cell No data\cell 545\cell 529\cell }\pard \widctlpar\intbl\adjustright {\b\fs24 \row }\pard \qc\widctlpar\intbl\adjustright {\fs24 Eighth Grade\cell 463\cell 500
\cell 513\cell }\pard \widctlpar\intbl\adjustright {\b\fs24 \row }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx2250\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4410\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6480\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx8370\pard 
\qc\widctlpar\intbl\adjustright {\fs24 Twelfth Grade\cell No data\cell 461\cell 500\cell }\pard \widctlpar\intbl\adjustright {\b\fs24 \row }\pard \li360\widctlpar\adjustright {\b\fs24 
\par }\pard\plain \s5\qc\li360\keepn\widctlpar\outlinelevel4\adjustright \b\cgrid {Science Achievement}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i 
Third International Mathematics and Science Study}{, Office of Educational Research and Improvement, U. S. Department of Education, June 1997.
\par }}}{
\par }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx2250\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4410\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx6480\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx8370\pard\plain \s6\qc\keepn\widctlpar\intbl\outlinelevel5\adjustright \b\cgrid {Grade Level\cell 
}\pard\plain \qc\widctlpar\intbl\adjustright \fs28\cgrid {\b\fs24 Mean for Alabama\cell Mean  for United States\cell International Mean\cell }\pard \widctlpar\intbl\adjustright {\b\fs24 \row }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl
\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx2250\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4410\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6480\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx8370\pard \qc\widctlpar\intbl\adjustright {\fs24 Fourth Grade\cell No data\cell 565\cell 524\cell }\pard \widctlpar\intbl\adjustright {\b\fs24 \row }\pard 
\qc\widctlpar\intbl\adjustright {\fs24 Eighth Grade\cell 502\cell 534\cell 516\cell }\pard \widctlpar\intbl\adjustright {\b\fs24 \row }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 
\trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx2250\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx4410\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6480\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx8370\pard \qc\widctlpar\intbl\adjustright {\fs24 Twelfth Grade\cell No data\cell 480\cell 500\cell }\pard \widctlpar\intbl\adjustright {\b\fs24 \row }\pard \li360\widctlpar\adjustright {\b\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Students in fourth grade scored above the 
international mean in mathematics achievement.  However, at the eighth and twelfth grade levels, the mean scores for mathematics fall below the international mean.  In science achievement, fourth grade students tied for second place among all nations part
i
cipating in the TIMSS study. Eighth-grade students scored slightly above the international mean, and twelfth grade students scored below the international mean.  Alabama students in eighth grade scored below the national and international means in both ma
thematics and science, according to TIMSS data that was linked to National Assessment of Education Progress (NAEP) data.}{\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\i\super \chftn }{\i 
Linking the National Assessment of Educational progress (NAEP) and the Third International
\par }\pard \s16\widctlpar\adjustright {\i  Mathematics and Science Study (TIMMS): Eighth-Grade Results}{.  National Center for Education 
\par Statistics, Research and Development Report, July 1998.
\par }}}{
\par }{\fs24 
\par American students tend to score at an average level or a below average level in international comparisons.  Trends in international rankings show t
hat in the areas of mathematics and science, scores continually decline from fourth grade through twelfth grade. The TIMSS data provides some insight as to the differences in curricula and teaching strategies in the United States as compared to those in o
ther nations.
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 
\par }\pard\plain \s8\qj\keepn\widctlpar\outlinelevel7\adjustright \b\cgrid {Findings on Curriculum and Teaching
\par }\pard\plain \qj\li360\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 The TIMSS study revealed the following findings about curricula and teaching in the United States:}{\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super 
\chftn }{ William H. Schmidt, and C. C. McKnight, \ldblquote What Can We Really Learn from TIMSS?\rdblquote   }{\i Science }{Vol.. 282, 1999.
\par }}}{\fs24 
\par }{
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls101\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls101\adjustright {\fs24 
Textbooks in the United States include more topics in science and mathematics than other nations.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls101\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls101\adjustright {\fs24 
Science and mathematics curricula in the United States lack coherence.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls101\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls101\adjustright {\fs24 
Science and mathematics curricula in the United States lack intellectual rigor.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls101\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls101\adjustright {\fs24 
Teaching strategies in the United States emphasize direct instruction by the teacher.
\par }\pard \qj\li1080\widctlpar\adjustright {\fs24 
\par }\pard\plain \s15\qj\fi720\widctlpar\adjustright \cgrid {When compared with other nations, mathematics and science textbooks in the United States include more topics than other nations.  \ldblquote We have characterized U.S. sc
ience and mathematics curricula as \lquote a mile wide and an inch deep.\rquote   We can hardly be surprised to find the achievement gains in all of those topics only an \lquote inch deep\rquote  as well.\rdblquote }{\cs17\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ William H. Schmidt, TIMMS United States National Research Center, Report No. 8, April 1998.
\par }}}{\super ,}{ }{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ M. Coeyman, \ldblquote Lessons From Abroad: Plan Better and Delve Deeper,\rdblquote   }{\i Christian Science Monitor}{
, Vol. 92, 1999.
\par }}}{
\par }\pard \s15\qj\fi360\li360\widctlpar\adjustright {
\par }\pard \s15\qj\fi720\widctlpar\adjustright {Rather than a coherent, conceptually organized curriculum, which demonstrates interrelationships among the various branches of mathematics and science, the curriculum fragments.  \ldblquote 
Americans have chosen to distribute educational responsibilities so consistently to states and local districts that it is not meaningful to speak of a single U.S. educational system but only of \lquote educational systems.\rquote \rdblquote }{\super 
\chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{William H. Schmidt, TIMMS United States National Research Center, Report No. 8, April 1998.
\par }}}{   As a result, the children in the United States receive their mathematics and science through a fragmented system. Such fragmentation is not conducive to learning with understanding.
\par }\pard \s15\qj\fi360\li360\widctlpar\adjustright {
\par }\pard\plain \s18\qj\fi720\widctlpar\adjustright \cgrid {
The continual attention to elementary fundamentals may be the most compelling reason for the decline in American test scores from the fourth through the twelfth grades.  While the fundamentals are covered in all i
nternational curricula up to the fourth grade, the curricula become more detailed, more advanced, and more challenging as students progress through school.  American schools, in contrast, continue to devote a large amount of time to reviewing and re-teach
ing fundamentals in the middle and higher grades. 
\par 
\par Mathematics and science classrooms in the United States are predominately organized around teacher-l
ed instruction.  Instructors in other nations consistently involve students in problem solving, hands-on learning, discussion, and group work.  Teachers in the United States are predominantly purveyors of information.
\par 
\par The results of the TIMSS study give i
mportant information as to the current status of science and mathematics teaching in the United States.  However, any international comparison has the difficulty of comparing different curricula.  Perhaps a more appropriate means for assessing the current
 state of science and mathematics in the United States lies in the }{\i National Assessment of Educational Progress.}{
\par }\pard \s18\qj\fi360\li360\widctlpar\adjustright {
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b\i The National Assessment of Educational Progress
\par }\pard\plain \s18\qj\li360\widctlpar\adjustright \cgrid {\ul 
\par }\pard \s18\qj\fi720\widctlpar\adjustright {The }{\i National Assessment of Educational Progress}{ (NAEP) assesses what students in fourth, eighth
, and twelfth grades know and can do in various content areas.  This test is administered to a small number of randomly-selected schools.  The NAEP assessment measures a mathematics domain containing five mathematics strands (number sense, properties, and
 operations; measurement; geometry and spatial sense; data analysis, statistics, and probability; and algebra and functions).  The science assessment includes questions to assess students\rquote 
 knowledge of important facts and concepts.  It also uses hands-on tasks to probe students\rquote 
 abilities to use materials to make observations, perform investigations, evaluate experimental results, and apply problem-solving skills.  The results are reported both as average scale scores on the NAEP scale and in terms of the pe
rcentage of students attaining NAEP achievement levels in accordance with the standards developed by the National Assessment Governing Board.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super 
\chftn }{ The Proficient achievement level represents solid academic performance for each grade assessed.  Students reachi
ng this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter.
\par }}}{
\par }\pard\plain \qj\fi720\widctlpar\adjustright \fs28\cgrid {\fs24 \page 
\par }\pard\plain \s8\qj\li360\keepn\widctlpar\outlinelevel7\adjustright \b\cgrid {Findings
\par }\pard\plain \qj\li360\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard\plain \s15\qj\fi720\widctlpar\adjustright \cgrid {In 1990 Congress 
authorized a voluntary state-by-state NAEP assessment.  The 1990 Trial State Assessment in mathematics at eighth grade was the first state-level NAEP assessment.  Since then, state-level assessments have taken place in 1992 and 1994 in reading (fourth gra
de), in 1992 and 1996 in mathematics (fourth and eighth grades), and in 1996 in science (eighth grade).  In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense Schools took part in the NAEP state assessment program.}{
\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i NAEP 1996 Science State Report for Alabama}{
, U. S. Department of Education Office of Educational Research and Improvement, Washington, D. C., September 1997, p. 1.
\par }}}{
\par \tab 
\par The 1996 NAEP results in the areas of mathematics and science showed that Alabama students at the fourth and eighth grade levels scored below the national average}{\b .  }{Alabama scores were among the lowest in the United States.}{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{R. K. Blank, and D. Langesen,   }{\i State Indicators of Science and Mathematics Education: 1999}{, Council of  Chief State School Officers, 1999.}{\i 
\par }}}{
\par 
\par }\pard\plain \s18\qj\fi720\widctlpar\adjustright \cgrid {The NAEP mathematics scale ranges from 0 to 500.  Major findings for Alabama include the following:}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {
\cs17\super \chftn }{ }{\i NAEP 1996 Mathematics State Report for Alabama}{, U. S. Department of Education Office of 
\par }\pard \s16\widctlpar\adjustright {Educational Research and Improvement, Washington, D. C., September 1997, p. 4
\par }\pard \s16\fi720\widctlpar\adjustright {.}}}{
\par }\pard \s18\qj\fi360\li360\widctlpar\adjustright {
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls4\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls4\adjustright \fs28\cgrid {\fs24 
The average mathematics scale score for a student in fourth grade was 212.  This average was lower than the national average of 222.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls4\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls4\adjustright {\fs24 
In terms of achievement levels established for the NAEP mathematics assessment, 11 percent of the fourth-grade students in Alabama performed at or above the }{\i\fs24 Proficient}{\fs24  level.  Nationally, 20 percent of students scored at or above the }{
\i\fs24 Proficient}{\fs24  level.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls4\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls4\adjustright {\fs24 
From 1992 to 1996, the average scale score of fourth-grade students in Alabama did not change significantly, while that of students across the nation increased.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls4\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls4\adjustright {\fs24 
Only fourth-grade students in Guam and the District of Columbia scored lower than fourth-grade students in Alabama.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls4\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls4\adjustright {\fs24 
The average mathematics scale score for eighth-grade students in Alabama was 257.  This average was lower than the national average of 271.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls4\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls4\adjustright {\fs24 
In terms of achievement levels, 12 percent of the eighth-grade students in Alabama performed at or above the }{\i\fs24 Proficient }{\fs24 level.  Nationally, 23 percent of students scored at or above the }{\i\fs24 Proficient}{\fs24  level.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls4\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls4\adjustright {\fs24 
From 1992 to 1996, the average scale score of eighth-grade students in Alabama did not change significantly while that of students across the nation increased somewhat. 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls4\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls4\adjustright {\fs24 
The average scale score for eighth graders in Alabama in 1996 (257) was not significantly different from that in 1990 (253).
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls4\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls4\adjustright {\fs24 
Only eighth-grade students in Mississippi, Guam, and the District of Columbia scored lower than eighth graders in Alabama.
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 
The NAEP 1996 state science assessment was administered in the eighth grade only, although grades four, eight, and twelve were assessed at the national level as usual. The NAEP science scale ranges from 0 to 300.  Major findings for Alabama include the fo
llowing:}{\cs17\fs24\super  \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i NAEP 1996 Science State Report for Alabama}{
, U. S. Department of Education Office of Educational Research and Improvement, Washington, D. C., September 1997, p. 1.
\par }}}{\fs24 
\par 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls5\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls5\adjustright {\fs24 
The average science scale score for eighth-grade students in Alabama was 139.  This average was lower than the national average of 148.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls4\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls4\adjustright {\fs24 
In terms of achievement levels established for the NAEP science assessment, 18 percent of the eighth-grade students in Alabama performed at or above the }{\i\fs24 Proficient}{\fs24  level, with only one percent at the }{\i\fs24 Advanced}{\fs24 
 level.  Nationally, 27 percent of students scored at or above the }{\i\fs24 Proficient}{\fs24  level, with 60 percent at or above the }{\i\fs24 Basic}{\fs24  level, and three percent at the }{\i\fs24 Advanced}{\fs24  level.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls4\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls4\adjustright {\fs24 
Only eighth-grade students in Louisiana, Mississippi, Guam, and the District of Columbia scored lower than eighth graders in Alabama.
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b Indicators of Mathematics and Science Learning in Alabama
\par }\pard\plain \qj\li360\widctlpar\adjustright \fs28\cgrid {\fs24\ul 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 In the report }{\i\fs24 State Indicators of Mathematics and Science Education 1999}{\fs24 , data gathered in 1998 showed that 92 percent of mathematics teachers and 84 percent of science teachers in grades 9 
\endash  12 in Alabama were certified in their field.}{\cs17\fs24\super  \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Science teachers include biology, chemistry, physics, and earth science only.

\par }}}{\fs24    Nationally, 88 percent of mathematics teachers and 83 percent of science teachers reported certification in their field.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }
{ R. K. Blank, and D. Langesen,   }{\i State Indicators of Science and Mathematics Education: 1999}{, Council of  Chief State School Officers, 1999.
\par }}}{\fs24   The following chart reports professional development practices of teachers in the areas of mathematics and science.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{
\i NAEP 1996 Mathematics State Report for Alabama}{, U. S. Department of Education Office of 
\par }\pard \s16\widctlpar\adjustright {Educational Research and Improvement, Washington, D. C., September 1997, p. 126.
\par .}}}{\fs24 
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 
\par }{\lang1024 {\shp{\*\shpinst\shpleft216\shptop37\shpright9144\shpbottom525\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz1\shplid1027{\sp{\sn shapeType}{\sv 202}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}
{\sp{\sn lTxid}{\sv 65536}}{\sp{\sn hspNext}{\sv 1027}}{\shptxt \pard\plain \qc\widctlpar\adjustright \fs28\cgrid {\fs24 8}{\fs24\super th}{\fs24  Grade Public School Teachers\rquote  Reports on Professional Development 
\par }}}{\shprslt{\*\do\dobxcolumn\dobypara\dodhgt8193\dptxbx{\dptxbxtext\pard\plain \qc\widctlpar\adjustright \fs28\cgrid {\fs24 8}{\fs24\super th}{\fs24  Grade Public School Teachers\rquote  Reports on Professional Development 
\par }}\dpx216\dpy37\dpxsize8928\dpysize488\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr255\dpfillbgcg255\dpfillbgcb255\dpfillpat1\dplinew15\dplinecor0\dplinecog0\dplinecob0}}}}{\fs24 
\par 
\par }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx3240\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6120\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx9108\pard\plain \s16\widctlpar\intbl\adjustright \fs20\cgrid {During the last year, how much time in total have you spent in professional development workshops or seminars in your field?\cell }\pard\plain 
\qc\widctlpar\intbl\adjustright \fs28\cgrid {\fs24 ALABAMA\cell NATION\cell }\pard \widctlpar\intbl\adjustright {\fs24 \row }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh
\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \clcbpat8\clshdng4500\cltxlrtb \cellx3240\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb
\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \clcbpat8\clshdng1250\cltxlrtb \cellx4680\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6120\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl
\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \clcbpat8\clshdng1250\cltxlrtb \cellx7650\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx9107\pard 
\qj\widctlpar\intbl\adjustright {\fs24 \cell }\pard \qc\widctlpar\intbl\adjustright {\fs24 Math\cell Science\cell Math\cell Science\cell }\pard \widctlpar\intbl\adjustright {\fs24 \row }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl
\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx3240\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \clcbpat8\clshdng1250\cltxlrtb \cellx4680\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6120
\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \clcbpat8\clshdng1250\cltxlrtb \cellx7650\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb 
\cellx9107\pard \qj\widctlpar\intbl\adjustright {\fs24 None\cell }\pard \qc\widctlpar\intbl\adjustright {\fs24 4%\cell 4%\cell 5%\cell 8%\cell }\pard \widctlpar\intbl\adjustright {\fs24 \row }\pard \qj\widctlpar\intbl\adjustright {\fs24 Less than 6 hours
\cell }\pard \qc\widctlpar\intbl\adjustright {\fs24 22%\cell 10%\cell 19%\cell 16%\cell }\pard \widctlpar\intbl\adjustright {\fs24 \row }\pard \qj\widctlpar\intbl\adjustright {\fs24 6 \endash  15 hours\cell }\pard \qc\widctlpar\intbl\adjustright {\fs24 
30%\cell 29%\cell 28%\cell 19%\cell }\pard \widctlpar\intbl\adjustright {\fs24 \row }\pard \qj\widctlpar\intbl\adjustright {\fs24 16 \endash  35 hours\cell }\pard \qc\widctlpar\intbl\adjustright {\fs24 23%\cell 23%\cell 21%\cell 26%\cell }\pard 
\widctlpar\intbl\adjustright {\fs24 \row }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl
\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx3240\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \clcbpat8\clshdng1250\cltxlrtb \cellx4680\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6120\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \clcbpat8\clshdng1250\cltxlrtb \cellx7650
\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx9107\pard \qj\widctlpar\intbl\adjustright {\fs24 More than 35 hours\cell }\pard \qc\widctlpar\intbl\adjustright {\fs24 22%\cell 34%\cell 
27%\cell 31%\cell }\pard \widctlpar\intbl\adjustright {\fs24 \row }\pard \qj\fi360\li360\widctlpar\adjustright {\fs24 
\par }\pard\plain \s15\qj\fi720\widctlpar\adjustright \cgrid {
As noted in the chart and in the information on certification, lower standings of Alabama students on the NAEP cannot be directly traced to teachers teaching without proper certification or the amount of professional development they receive.  
\par 
\par Exposure to mathematics and science and the opportunity to learn have a positive effect on the performance of students.  The following statements report course-taking patterns for students in Alabama and the nation:}{\cs17\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i NAEP 1996 Mathematics State Report for Alabama}{, U. S. Department of Education Office of 
\par }\pard \s16\widctlpar\adjustright {Educational Research and Improvement, Washington, D. C., September 1997, p. 53.
\par .}}}{ 
\par }\pard \s15\qj\fi360\li360\widctlpar\adjustright {
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls6\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls6\adjustright \fs28\cgrid {\fs24 
In eighth grade, more than half of the students reported taking eighth-grade mathematics (54 percent), compared to 21 percent taking pre-algebra and 20 percent taking algebra.  The percentage of students taking algebra did not differ significantly from th
at for the nation (24 percent).
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls6\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls6\adjustright {\fs24 
Less than half of the eighth-grade students expected to take pre-algebra (12 percent) or algebra (33 percent) in the ninth grade.  Another 16 percent anticipated taking a geometry class.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls6\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls6\adjustright {\fs24 
In eighth-grade, one percent of the students in Alabama reported not taking a science course this year.  This did not differ significantly from the national percentage (3 percent).
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls6\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls6\adjustright {\fs24 
In Alabama, 90 percent of the students reported studying science three or more times a week.  
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\tx-90\adjustright {\fs24 
Lower standings cannot be traced to the amount of mathematics and science exposure students have.  What then are indicators that might explain the lower scores of Alabama students in mathematics and science?
\par 
\par Although graduation req
uirements in both mathematics and science have increased recently in Alabama, data shows that in 1998 only 18% of students took trigonometry/pre-calculus and only 9% completed calculus by graduation.  Similarly, only 11% of students had taken physics by t
he end of twelfth grade.  Alabama ranks last of all states in the number of students taking advanced mathematics and science courses.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }
{ R. K. Blank, and D. Langesen,   }{\i State Indicators of Science and Mathematics Education: 1999}{, Council of  Chief State School Officers, 1999, pp. 30 and 36.
\par }}}{\fs24 
\par 
\par Instructional practices may also contribute to Alabama's lower scores on the NAEP assessment.  These practices in mathematics teaching were included in the NAEP data for eighth grade.  In the following table, Alabama is
 compared to the four high-ranking states:}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ R. K. Blank, and D. Langesen,   }{\i 
State Indicators of Science and Mathematics Education: 1999}{, Council of  Chief State School Officers, 1999, pp. 54-55.
\par }}}{\fs24 
\par }\pard \qj\li720\widctlpar\adjustright {\fs24 
\par }\trowd \trgaph108\trleft90\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx1800\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx3600\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx5400\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx7020\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx8730\pard \qc\widctlpar\intbl\adjustright {\b\fs20 STATE\cell Discuss math problems almost daily\cell Write about math problems once a week or more\cell Use calculators 
\par Daily/weekly\cell 30 minutes homework a day\cell }\pard \widctlpar\intbl\adjustright {\fs24 \row }\trowd \trgaph108\trleft90\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv
\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx1800\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb 
\cellx3600\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx5400\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx7020
\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx8730\pard \qc\widctlpar\intbl\adjustright {\fs24 Alabama\cell 36%\cell 25%\cell 30%/57%\cell 73%\cell }\pard 
\widctlpar\intbl\adjustright {\fs24 \row }\pard \qc\widctlpar\intbl\adjustright {\fs24 Minnesota\cell 33%\cell 27%\cell 65%/86%\cell 70%\cell }\pard \widctlpar\intbl\adjustright {\fs24 \row }\pard \qc\widctlpar\intbl\adjustright {\fs24 North Dakota\cell 
37%\cell 25%\cell 71%/86%\cell 78%\cell }\pard \widctlpar\intbl\adjustright {\fs24 \row }\pard \qc\widctlpar\intbl\adjustright {\fs24 Montana\cell 39%\cell 35%\cell 60%/85%\cell No data\cell }\pard \widctlpar\intbl\adjustright {\fs24 \row }\trowd 
\trgaph108\trleft90\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx1800\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx3600\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx5400\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx7020\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx8730\pard \qc\widctlpar\intbl\adjustright {\fs24 Connecticut\cell 35%\cell 34%\cell 44%/73%\cell 74%\cell }\pard \widctlpar\intbl\adjustright {\fs24 \row }\pard \qj\li360\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 
A consideration of the above table indicates that Alabama students engage in discussion and writing about mathematics problems at about the same rate as students in high scoring states.  Students in Alabama differ only slightly in the amount of homework g
iven.  The main area of difference is in the use of calculators.  Students in higher-scoring states have the opportunity to use calculators more frequently than students in Alabama. 
\par }\pard \qj\fi360\li360\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\tx180\adjustright {\fs24 The NAEP 1996 Science Assessment included a teacher and student survey, a
nd results were reported by state on instructional practices in science classrooms in eighth grade. In the following table, Alabama is compared to the four high-ranking states:}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ R. K. Blank, and D. Langesen,   }{\i State Indicators of Science and Mathematics Education: 1999}{, Council of  Chief State School Officers, 1999, p. 57.
\par }\pard \s16\widctlpar\adjustright {\tab }}}{\fs24 
\par }\pard \qj\fi360\li360\widctlpar\adjustright {\fs24 
\par }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx2484\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4716\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx6948\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx9180\pard\plain \s6\qc\keepn\widctlpar\intbl\outlinelevel5\adjustright \b\cgrid {\fs20 STATE\cell 
Teacher demonstrates once a week or more\cell Hands-on activities once a week or more\cell Long-term science projects\cell }\pard\plain \widctlpar\intbl\adjustright \fs28\cgrid {\row }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl
\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx2484\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4716\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6948\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx9180\pard\plain \s6\qc\keepn\widctlpar\intbl\outlinelevel5\adjustright \b\cgrid {\b0 Alabama\cell 60%\cell 47%\cell 58%\cell }\pard\plain 
\widctlpar\intbl\adjustright \fs28\cgrid {\row }\pard\plain \s6\qc\keepn\widctlpar\intbl\outlinelevel5\adjustright \b\cgrid {\b0 Maine\cell 62%\cell 80%\cell 77%\cell }\pard\plain \widctlpar\intbl\adjustright \fs28\cgrid {\row }\pard\plain 
\s6\qc\keepn\widctlpar\intbl\outlinelevel5\adjustright \b\cgrid {\b0 Michigan\cell 69%\cell 74%\cell 63%\cell }\pard\plain \widctlpar\intbl\adjustright \fs28\cgrid {\row }\pard\plain \s6\qc\keepn\widctlpar\intbl\outlinelevel5\adjustright \b\cgrid {\b0 
Wisconsin\cell 58%\cell 82%\cell 65%\cell }\pard\plain \widctlpar\intbl\adjustright \fs28\cgrid {\row }\trowd \trgaph108\trleft252\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv
\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx2484\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb 
\cellx4716\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6948\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx9180
\pard\plain \s6\qc\keepn\widctlpar\intbl\outlinelevel5\adjustright \b\cgrid {\b0 Minnesota\cell 62%\cell 85%\cell 62%\cell }\pard\plain \widctlpar\intbl\adjustright \fs28\cgrid {\row }\pard\plain \s6\li360\keepn\widctlpar\outlinelevel5\adjustright 
\b\cgrid {\b0 
\par }\pard\plain \qj\fi720\widctlpar\adjustright \fs28\cgrid {\fs24 A comparison of instructional practices in mathematics and science between high and low scoring states gives an indication of reasons for lower scores
.  Alabama science teachers include demonstrations in their classrooms at about the same rate as teachers in higher scoring states.  The difference begins to show when Alabama\rquote 
s schools are compared to schools in high-scoring states in terms of hands-on ac
tivities and the use of long-term science projects.  A part of the difficulty in this area may be that only 64 percent of mathematics teachers and 40 percent of science teachers in Alabama indicate getting most or all the resources they need for instructi
on.  This is in comparison to the national average of 67 percent in mathematics and 63 percent in science.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{\i 
NAEP 1996 Mathematics State Report for Alabama}{, U. S. Department of Education Office of 
\par }\pard \s16\widctlpar\adjustright {Educational Research and Improvement, Washington, D. C., September 1997, p. 44.
\par }}}{\fs24 
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 \page 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b Use of Technology in Mathematics and Science Classrooms
\par }\pard\plain \s23\li360\widctlpar\adjustright \fs28\cgrid {
\par }\pard\plain \qj\fi720\widctlpar\adjustright \fs28\cgrid {\fs24 Recommendations for facilitating mathematics and science instruction in the nation\rquote s schools often include increasing the use of calculators and computers.}{\cs17\fs24\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{\ldblquote Curriculum and Evaluation Standards for School Mathematics,\rdblquote  }{\i National Council for Teachers of Mathematics, Inc.,}{ Reston, VA, 1989.

\par }}}{\fs24   The National Council of Teachers of Mathematics (NCTM) }{\i\fs24 Standards }{\fs24 recognizes the technological world in which students are living and the op
portunities that technology provides for students to learn and use mathematics.  The use of computers in the collection of data, interpretation of results, and communication of findings is part of the }{\i\fs24 Benchmarks for Science Literacy}{\fs24 
 and the recently published }{\i\fs24 National Science Education Standards}{\fs24 .}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Digest of Education Statistics 1995}{
, National Center for Education Statistics, U. S. Department of Education, 1995.
\par }}}{\fs24   Given the importance of using technology in mathematics and science instruction, NAEP asked students and their teachers about the use of calculators and computers. 
\par 
\par }\pard\plain \s8\qj\li360\keepn\widctlpar\outlinelevel7\adjustright \b\cgrid {Calculators
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \qj\fi-360\li1080\widctlpar\tx990\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls7\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls7\adjustright \fs28\cgrid {\fs24 
Less than half of the students in Alabama used a calculator in their mathematics class almost every day (26 percent) or once or twice a week (20 percent).  About one qu
arter of the students never or hardly ever used a calculator (27 percent).  The percentage of students using a calculator almost every day was smaller than that for the nation (57 percent).}{\cs17\b\super  }{\cs17\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i NAEP 1996 Mathematics State Report for Alabama}{, U. S. Department of Education Office of 
\par }\pard \s16\widctlpar\adjustright {Educational Research and Improvement, Washington, D. C., September 1997, p. 135.
\par }}}{\fs24\ul 
\par }\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx720\tx990\adjustright {\fs24 
\par }\pard\plain \s8\qj\li360\keepn\widctlpar\outlinelevel7\adjustright \b\cgrid {Computers
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls8\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls8\adjustright \fs28\cgrid {\fs24 
In Alabama, 10 percent of students had teachers who reported that no computers were available for use in their mathematics class, and 9 percent had teachers who reported that computers were available in a computer laboratory but difficult to access or sch
edule.  Nationally, 6 percent of students had teachers who reported that no computers were available.}{\cs17\fs24\super  \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i 
NAEP 1996 Mathematics State Report for Alabama}{, U. S. Department of Education Office of 
\par }\pard \s16\widctlpar\adjustright {Educational Research and Improvement, Washington, D. C., September 1997, p. 137.
\par }}}{\fs24\ul 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls8\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls8\adjustright {\fs24 
In Alabama, 29 percent of students were in science classes where computers were not available.  This percentage was greater than that for the nation (17 percent).}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright 
\fs20\cgrid {\cs17\super \chftn }{ }{\i NAEP 1996 Science State Report for Alabama}{, U. S. Department of Education Office of 
\par }\pard \s16\widctlpar\adjustright {Educational Research and Improvement, Washington, D. C., September 1997, p. 60.
\par }}}{\fs24\ul 
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par 
\par }\pard\plain \s6\keepn\widctlpar\outlinelevel5\adjustright \b\cgrid {\lang1024 {\shp{\*\shpinst\shpleft-30\shptop-28\shpright8790\shpbottom259\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz3\shplid1028
{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}
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\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{National Reform Movements
\par }\pard\plain \qj\fi720\li360\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\li720\ri630\widctlpar\tx9000\adjustright {\fs24 In science and mathematics, we are not where we want to be.  To go forward, we need to work together 
to develop a national focus, or coherent vision, of math and science education.  Our diversity must become part of our solution.  Our children, our teachers, and our schools are working hard.  We must think clearly together so that we may help them to wor
k smart as well.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Third International Study of  Science and Mathematics Education}{, press release November 20, 1996.
\par }}}{\fs24 
\par }\pard \qj\fi720\li360\widctlpar\adjustright {\fs24 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b\i Project 2061: Science for All Americans
\par }\pard\plain \li360\widctlpar\adjustright \fs28\cgrid {
\par }\pard \qj\fi720\widctlpar\adjustright {\i\fs24 Project 2061: Science for All Americans}{\fs24  reported on scientific literacy and attempted to define 
the understandings and habits of mind that are essential for a scientifically literate society.  Project 2061 could be considered as the beginning of the newest reform movement in both mathematics and science education.  It was through Project 2061 that c
ertain problems associated with science education were brought to the forefront.
\par  
\par The }{\i\fs24 Science for All Americans}{\fs24  report identified three problem categories in mathematics and science education: teachers, textbooks, and curricula.  According to the report, e
lementary and junior high school teachers are under prepared to teach mathematics and science.  Some high school teachers are not as prepared as they should be.  Textbooks and methods of instruction often emphasize memorization at the expense of critical 
thinking, understanding, and doing.  Textbooks rarely encourage students to work together, to share information, or to use technology as part of their mathematics and science studies.  The curricula for mathematics and science were described as 
\ldblquote overstuffed and undernourished,\rdblquote }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Science For All Americans:}{ }{\i Project 2061,}{
 American Association for the Advancement of Science, Oxford university Press, Inc., New York, 1990, p. xvi.
\par }}}{\fs24  thus focusing attention on the volume of information presented in textbooks.  
\par 
\par }{\i\fs24 Science for All Americans}{\fs24 
 affirmed the idea that all children deserve to have a basic education that will prepare them for a future world shaped by mathematics, science, and technology.  This basic education would require a firm foundation in each of these disciplines.
\par }\pard\plain \s4\qj\li360\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\ulnone 
\par }\pard \s4\qj\keepn\widctlpar\outlinelevel3\adjustright {\b Benchmarks
\par }\pard\plain \qj\fi810\widctlpar\adjustright \fs28\cgrid {\fs24 
\par While }{\i\fs24 Science for All Americans}{\fs24  identified the proble
ms in mathematics and science education in the United States and presented a beginning framework of content for developing a literate population, it did not attempt to provide curriculum guidelines for schools.  Curriculum was addressed in the second repo
rt developed in 1993, entitled }{\i\fs24 Project 2061: Benchmarks for Science Literacy}{\fs24 .
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\i\fs24 Benchmarks }{\fs24 specifies how students should progress toward literacy, recommending what they should know and be able to do by the time they reach specified grade levels.  Grades two
, five, eight, and twelve were established as checkpoints, or benchmarks, for estimating student progress.  }{\i\fs24 Benchmarks}{\fs24  provides curriculum developers with a common core of learning for students.
\par 
\par In terms of the reform movement, }{\i\fs24 Benchmarks}{\fs24  calls attention 
not only to the content of science, but to the very nature of science as a human endeavor.  It develops and defines the concepts of inquiry and its integral role in the scientific enterprise as well as the necessity for integrating mathematics into the sc
ience program. }{\i\fs24 Benchmarks}{\fs24  provides support for three areas of curriculum development:
\par 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
Content from all areas of science focusing on the themes of systems, models, stability, patterns of change, evolution, and scale found in }{\i\fs24 Science for All Americans
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
The integration of science, mathematics, and technology
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
The use of inquiry-based learning in order to demonstrate science as a human endeavor conducted in teams rather than in isolation
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Both }{\i\fs24 Project 2061: Science for All Americans}{\fs24  and }{\i\fs24 Project 2061: Benchmarks for Science Literacy}{\fs24 
 address the three major areas of mathematics, science, and technology as an integration into scientific literacy rather than as separate areas of study.
\par 
\par }\pard \qj\fi720\li360\widctlpar\adjustright {\lang1024 {\shp{\*\shpinst\shpleft-30\shptop251\shpright8790\shpbottom538\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz4\shplid1029
{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}
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\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{\fs24 
\par }\pard\plain \s6\keepn\widctlpar\outlinelevel5\adjustright \b\cgrid {National Standards in Mathematics, Science, and Technology
\par }\pard\plain \qj\li360\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b\i Principles and Standards for School Mathematics 
\par }\pard\plain \widctlpar\adjustright \fs28\cgrid {
\par }\pard\plain \s18\qj\fi720\widctlpar\adjustright \cgrid {\i Principles and Standards for School Mathematics}{ (PSSM) defines a vision in which all students have the opportunity to participate in \ldblquote 
rigorous, high-quality mathematics instruction, including four years of high school mathematics.\rdblquote }{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i 
Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 1.
\par  }}}{  It provides a \ldblquote guide for focused, sustained efforts to improve students\rquote  school mathematics education,\rdblquote }{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{
  }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 6.}}}{ but leaves decisions related to specific curriculum issues to local schools.  The document has four main components:

\par }\pard\plain \qj\li720\widctlpar\adjustright \fs28\cgrid {
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 1.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls23\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls23\adjustright {\fs24 
A foundation for school mathematics programs is provided by }{\i\fs24 Principles and Standards for School Mathematics.}{ }{\fs24 
The document describes the broad issues of equity, curriculum, teaching, learning, assessment, and technology.  It also describes particular characteristics of high-quality mathematics programs.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\widctlpar\adjustright \fs20\cgrid {
\par }\pard \s16\fi720\widctlpar\adjustright {\cs17\super \chftn }{  }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 11.
\par }}}{\fs24 
\par }\pard \qj\widctlpar\adjustright {
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
Equity.  Excellence in mathematics education requires equity \endash  high expectations and strong support for all students.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 Curriculum}{\b\fs24 .}{
\fs24   A curriculum is more than a collection of activities: it must be coherent, focused on important mathematics, and well articulated across the grades.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
Teaching.  Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
Learning.  Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
Assessment.  Assessment should support the learning of important mathematics and furnish useful information to both teachers and students.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 Technology.}{\b\fs24  }{
\fs24  Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students\rquote  learning.
\par }\pard \widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 2.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls23\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls23\adjustright {\fs24 
Ten standards, five content and five process, describe a connected body of mathematical understanding and competencies that specify the knowledge and skills students need from pre-kindergarten through grade 12.  
The five content standards present goals in the mathematical content areas of number and operations, algebra, geometry, measurement, and data analysis and probability.  Each standard spans the entire range from pre-kindergarten through grade 12 and gives 
a
 sense of how the ideas encompassed in a standard develop over all four grade bands, highlighting points at which certain levels of mastery or closure are appropriate.  The five process standards describe goals for the processes of problem solving, reason
ing and proof, connections, communication, and representation.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i 
Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, pp. 29-30.
\par \tab }}}{\fs24 
\par }\pard\plain \s19\qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 3.\tab}}\pard\plain \qj\fi-360\li360\widctlpar\jclisttab\tx360\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls23\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls23\adjustright \fs28\cgrid {\fs24 
The knowledge base, mathematical understandings, and skills students should acquire throughout their school careers are described by}{\i\fs24  Principles and Standards for School Mathematics}{\fs24 .}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{  }{\i Principles and Standards for School Mathematics \endash  An Overview}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 
2000, p. 7. 
\par }}}{\fs24   The document describes grade-level bands (PreK-2, 3-5, 6-8, and 9-12) that provide a set of expectations for each level and focus on the anticipated growth of students\rquote  knowledge as they progress from grade to grade.}{\cs17\fs24\super 
\chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{  }{\i Principles and Standards for School Mathematics}{
, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 30.
\par }}}{\fs24   The bands can be used to design instructional programs, to provide a set of expectations for implementation at each grade level, and to define the teacher\rquote s role in that process.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{  }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 7.}}}{\fs24  

\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 4.\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls23\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls23\adjustright {\fs24 The \ldblquote 
critical issues related to putting the Principles into action and\'85key roles played by various groups and communities in realizing the vision of Principles and Standards\rdblquote  are identified by }{\i\fs24 
Principles and Standards for School Mathematics}{\fs24 .}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\widctlpar\adjustright \fs20\cgrid {
\par }\pard \s16\fi720\widctlpar\adjustright {\cs17\super \chftn }{  }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 8.
\par }}}{\fs24   To accomplish the goal of high quality mathematics programs, teachers should not make all the decisions.  \ldblquote Others \endash 
 students themselves; mathematics teacher-leaders; school, district, and state or province administrators; higher-education faculty; families, other caregivers, and community members; and professional organizations and policymakers \endash 
 have resources, influence, and responsibilities that can enable teachers and their students to be successful.\rdblquote }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{  }{\i 
Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, pp. 373-379.
\par }}}{\fs24 
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
Mathematics teachers must develop and maintain the mathematical and pedagogical knowledge they need to teach their students well.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
Mathematics teacher-leaders should position themselves between classroom teachers and administrators and assist teachers in building their mathematical and pedagogical knowledge.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
Administrators at all levels must be responsible for the instructional program in their schools, provide for the professional development of teachers, design and implement policies, and allocate resources.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
Students must work seriously with the material, strive to make the connections that are needed to support their learning, and communicate their understandings.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
Higher-education faculties must model the effective practices teachers should employ and ensure that they enter the profession with a strong knowledge of mathematics content, teaching, and learning.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
Families, other caregivers, and community members must participate in examining, understanding, supporting, and improving mathematics education.
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls97\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls97\adjustright {\fs24 
Professional organizations and policymakers should provide regional and national leadership to support the continued improvement of mathematics education.  Organizations can assist through professional developm
ent, conferences, publications, and web-based materials.  Policymakers can assist with funding, rigorous teacher-certification and accreditation requirements, and resources.
\par }\pard\plain \s18\qj\li360\widctlpar\adjustright \cgrid {
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b\i National Science Education Standards
\par }\pard\plain \s18\qj\li360\widctlpar\adjustright \cgrid {
\par }\pard \s18\qj\fi720\widctlpar\adjustright {Developed by the National Research Council, the}{\i  National Science Education Standards }{
were created in order to help achieve the goal of scientific literacy for all students in American schools regardless of age, gender, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science.  In addition, the }{\i 
Standards}{ emphasize that different students will learn in different ways, will achieve different depths of understanding, and will relate to science in different ways depending on interest, ability, and context.  In particular, the }{\i Standards}{
 emphasize that:}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\qj\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i National Science Education Standards}{, National Academy Press, Washington, D.C., pp. 1-255.
\par }}}{
\par }\pard \s18\qj\li360\widctlpar\adjustright {
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1170\widctlpar\tx720\tx810{\*\pn \pnlvlblt\ilvl0\ls76\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls76\adjustright {
Student achievement is dependent on how they are taught.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1170\widctlpar\tx720\tx810{\*\pn \pnlvlblt\ilvl0\ls76\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls76\adjustright {
Students learn by constructing information on their own and in cooperation with others.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1170\widctlpar\tx720\tx810{\*\pn \pnlvlblt\ilvl0\ls76\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls76\adjustright {
Achievement is greatest when students are able to use science tools, materials, media, and technological resources to carry out extended investigations.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1170\widctlpar\tx720\tx810{\*\pn \pnlvlblt\ilvl0\ls76\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls76\adjustright {Effective
 professional development for teachers should engage teachers in inquiry strategies to introduce teachers to content, scientific literature, media, and technological resources.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1170\widctlpar\tx720\tx810{\*\pn \pnlvlblt\ilvl0\ls76\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls76\adjustright {
Assessment tasks should measure the aspects of science which are important, including content, inquiry skills, and scientific habits of mind.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1170\widctlpar\tx720\tx810{\*\pn \pnlvlblt\ilvl0\ls76\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls76\adjustright {
Science content in an effective program should include science as inquiry, physical science, life science, earth and space science, science and technology, personal and social perspectives on science, and the history and nature of science.
\par }\pard \s18\qj\fi-360\li1080\widctlpar\adjustright {
\par }\pard \s18\qj\fi720\widctlpar\adjustright {The }{\i Standards }{particularly emphasize the role of the teacher in effective science teaching, the role of inquiry-oriented teaching utilizing appropriate materials, and the necessity for authentic assessm
ent.
\par 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b\i National Educational Technology Standards 
\par }\pard\plain \s18\qj\li360\widctlpar\adjustright \cgrid {
\par }\pard \s18\qj\fi720\widctlpar\adjustright {The }{\i National Educational Technology Standards}{ (NETS) provide guidelines for teachers and students in the use of technology.  The}{\i  Standards for Teachers}{
 include essential conditions that should be in place f
or each phase in the teacher preparation process to support effective use of technology to improve learning, communication, and productivity.  Prospective teachers have a variety of paths to initial licensure.  Regardless of the configuration of the progr
am, all teachers must have opportunities for experiences that prepare them to meet technology standards.
\par 
\par The }{\i Technology Performance Profiles for Teacher Preparation}{ suggest ways programs can examine how well candidates meet the standards.  The }{\i Profiles}{ correspond to four phases in the typical preparation of a teacher: }{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i National Educational Technology Standards for Students: Connecting Curriculum and Technology, }{Internationa}{\i l}{
 Society for Technology in Education, 2000, pp. 1-373.
\par }}}{
\par }\pard \s18\qj\li360\widctlpar\adjustright {
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls98\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls98\adjustright {
General Preparation Performance Profile
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls98\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls98\adjustright {
Professional Education Performance Profile
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls98\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls98\adjustright {
Student Teaching/Internship Performance Profile
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls98\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls98\adjustright {
First-Year Teacher Performance Profile
\par }\pard \s18\qj\li360\widctlpar\adjustright {
\par }\pard \s18\qj\fi720\widctlpar\adjustright {In addition, NETS contends that all classroom teachers should be prepared to meet the following standards:\tab 
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls78\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls78\adjustright {
Demonstrate a sound understanding of technology operations and concepts.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls78\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls78\adjustright {
Plan and design effective learning environments and experiences supported by technology.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls78\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls78\adjustright {
Implement curriculum plans that include methods and strategies for applying technology to maximize student learning.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls78\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls78\adjustright {
Apply technology to facilitate a variety of effective assessment and evaluation strategies.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls78\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls78\adjustright {Use technology to
 enhance their productivity and professional practice.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls105\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls105\adjustright {
Understand the social, ethical, legal, and human issues surrounding the use of technology in PreK-12 schools and apply that understanding in practice.
\par }\pard \s18\qj\fi-360\li1080\widctlpar\adjustright {
\par }\pard \s18\qj\fi720\widctlpar\adjustright {The}{\i  National Educational Technology Standards for Students}{ provides a framework for preparing students to be lifelong learners who make informed decisions in their lives.  The }{\i Technology Standards}{
 are divided into six categories:
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls111\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls111\adjustright {
Basic operations and concepts \endash  students demonstrate a sound understanding of the nature and operation of technology systems and become proficient in the use of technology.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls110\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls110\adjustright {
Social, ethical, and human issues \endash  students understand the ethical, cultural, and societal issues related to technology and practice responsible use of technology systems, information, and software.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls109\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls109\adjustright {
Technology productivity tools \endash  students use technology tools to enhance learning, increase productivity, and promote creativity.  They use productivity tools to collaborate in constructing technology-
enhanced models, prepare publications, and produce other creative works.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls108\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls108\adjustright {
Technology communication tools \endash  students use telecommunications to collaborate, publi
sh, and interact with peers, experts, and other audiences.  Students also use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls107\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls107\adjustright {
Technology research tools \endash  students use technology to locate, evaluate,
 and collect information from a variety of sources.  Students use technology tools to process data and report results.  They also evaluate and select new information, resources, and technological innovations based on their appropriateness for specific tas
ks.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls106\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls106\adjustright {
Technology problem-solving and decision-making tools \endash  students use technology resources for solving problems and making informed decisions.  Students also employ technology in the development of strategies for solving problems in the real world.

\par }\pard \s18\qj\li360\widctlpar\adjustright {
\par }\pard \s18\qj\fi720\widctlpar\adjustright {When the national standards for mathematics, science, and technology are all considered, certain commonalties emerge:
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Mathematics and science are useful bodies of knowledge in problem solving and decision making.  They are not pieces of information to be memorized in order to show competency.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls113\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls113\adjustright {
Mathematics, science, and technology should be integrated, when appropriate.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls114\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls114\adjustright {
Mathematics, science, and technology are viewed as integral to the education of all children from kindergarten through twelfth grade and beyond.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls115\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls115\adjustright {
The methods for presenting mathematics and science to children are seen to be as important as the content presented.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls116\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls116\adjustright {
The use of technology is a tool for more effectively teaching mathematics and science.
\par }\pard \s18\qj\li360\widctlpar\adjustright {
\par 
\par }\pard\plain \s6\keepn\widctlpar\outlinelevel5\adjustright \b\cgrid {\lang1024 {\shp{\*\shpinst\shpleft-72\shptop1\shpright8748\shpbottom288\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz27\shplid1030
{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}
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\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{Business/Industry Research
\par }\pard\plain \fi360\li360\widctlpar\adjustright \fs28\cgrid {\b 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 
In order to assure that the needs of Alabama business and industry were addressed, the AMSTI Committee requested assistance from the Alabama Mathematics, Science, and Technology Education Coalition (AMSTEC).  AMSTEC was founded in 1998 as an advocacy coal
i
tion for the improvement of mathematics, science, and technology in Alabama and is comprised of leaders from business, education, and public policy organizations.  The AMSTI Committee requested that AMSTEC research and provide the Committee with informati
on on two topics related to education in Alabama.  Specifically, AMSTEC was asked to investigate the following questions:
\par }\pard \li360\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
What skills will students need in the areas of mathematics and science as they enter the workforce of the twenty-first century?
\par }\pard\plain \li720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
How might education better involve business and the community in science, math, and technology instruction?
\par }\pard\plain \li360\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 As part of a formal presentation, the president of AMSTEC provided the requested information to the AMSTI Committee.  The skills students need for success in the workforce were taken from the labor }{\i\fs24 
Secretary's Commission on Achieving Necessary Skills}{\fs24  (SCANS) report, which identifies five major competencies.  The competencies are as follows:}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \fi720\widctlpar\adjustright \fs28\cgrid {
\cs17\fs20\super \chftn }{ }{\i\fs20 Secretary's}{\fs20  }{\i\fs20 Commission}{\fs20  }{\i\fs20 on}{\fs20  }{\i\fs20 Achieving}{\fs20  }{\i\fs20 Necessary}{\fs20  }{\i\fs20 Skills}{\fs20 . 199
1. What work requires of schools: A SCANS report for America 2000. Washington, D.C.: U.S. Department of Labor. 
\par }}}{\fs24 
\par }\pard \fi720\widctlpar\adjustright {\fs24  
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \fi-360\li1080\widctlpar\jclisttab\tx1440{\*\pn \pnlvlblt\ilvl0\ls86\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls86\adjustright {\fs24 
Resources: Identifies, organizes, plans, and allocates resources
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls120\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls120\adjustright {\fs24 Time
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls120\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls120\adjustright {\fs24 Money
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls120\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls120\adjustright {\fs24 Materials and facilities
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls120\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls120\adjustright {\fs24 Human resources
\par }\pard \li720\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \fi-360\li1080\widctlpar\jclisttab\tx1440{\*\pn \pnlvlblt\ilvl0\ls90\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls90\adjustright {\fs24 
Interpersonal: Works with others
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls121\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls121\adjustright {\fs24 Participates as a member of a team
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls121\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls121\adjustright {\fs24 Teaches others new skills
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls121\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls121\adjustright {\fs24 Serves clients/customers
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls121\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls121\adjustright {\fs24 Exercises leadership
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls121\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls121\adjustright {\fs24 Negotiates
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls121\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls121\adjustright {\fs24 Works with diversity
\par }\pard \qj\li1800\widctlpar\tqdec\tx720\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1440{\*\pn \pnlvlblt\ilvl0\ls91\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls91\adjustright {\fs24 
Information: Acquires and evaluates information
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls122\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls122\adjustright {\fs24 Acquires and evaluates information
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls122\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls122\adjustright {\fs24 Organizes and maintains information
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls122\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls122\adjustright {\fs24 Interprets and communicates information

\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls122\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls122\adjustright {\fs24 Uses computers to process information

\par }\pard \qj\fi-360\li1440\widctlpar\tqdec\tx720\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1440{\*\pn \pnlvlblt\ilvl0\ls92\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls92\adjustright {\fs24 
Systems: Understands complex inter-relationships
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls123\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls123\adjustright {\fs24 Understands systems
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls123\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls123\adjustright {\fs24 Monitors and corrects performance
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls123\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls123\adjustright {\fs24 Improves or designs systems
\par }\pard \qj\li720\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1440{\*\pn \pnlvlblt\ilvl0\ls92\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls92\adjustright {\fs24 
Technology: Works with a variety of technologies
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls124\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls124\adjustright {\fs24 Selects technology
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls124\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls124\adjustright {\fs24 Applies technology to tasks
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj\fi-360\li1800\widctlpar\jclisttab\tx1800{\*\pn \pnlvlblt\ilvl0\ls124\pnrnot0\pnstart1\pnindent720\pnhang{\pntxtb -}}\ls124\adjustright {\fs24 Maintains and troubleshoots equipment

\par }\pard \qj\li720\widctlpar\tqdec\tx720\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\tqdec\tx720\adjustright {\fs24 In addition, AMSTEC identified a three-part foundation that schools should address in order for students to succeed in the workforce.  The components of the foundation are listed as follows:
\par }\pard \li720\widctlpar\jclisttab\tx1440\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Basic skills:  Reads, writes, performs arithmetic and mathematical operations, listens, and speaks
\par }\pard \s18\qj\li720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {T
hinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons
\par }\pard\plain \li720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty
\par }\pard\plain \qj\li1080\widctlpar\tqdec\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 The results of the Tuscaloosa County's }{\i\fs24 Employee Skills Analysis}{\fs24 
 were also shared with the Committee.  AMSTEC identified partnerships, work interns, and financial and material support as ways that business might better be involved in education.  In particul
ar, job shadowing, where teams of teachers from schools participate in industry experiences, was stressed.   
\par }\pard\plain \s6\li360\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright \b\cgrid {
\par }\pard\plain \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {
\par }\pard\plain \s6\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright \b\cgrid {\lang1024 
{\shp{\*\shpinst\shpleft-30\shptop-8\shpright8790\shpbottom279\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz5\shplid1031{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}
{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fLine}{\sv 0}}{\sp{\sn fBehindDocument}{\sv 1}}}{\shprslt{\*\do\dobxcolumn\dobypara\dodhgt5\dprect\dpx-30\dpy-8\dpxsize8820\dpysize287
\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{The Alabama State Courses of Study in Mathematics and Science}{\b0\i\ul 
\par }\pard\plain \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 The State of Alabama provides K-12 teachers with courses of study developed by c
ommittees composed of elementary and secondary classroom teachers, school administrators, college and university faculty, and representatives of business and industry.  All members of courses of study committees have knowledge in the subject area for whic
h a course of study is being revised.  The courses of study prescribe the minimum required content students in Alabama\rquote 
s public schools should be taught at specified grade levels or in specific courses such as chemistry or geometry.  This required curriculu
m, stated as content standards, indicates what students should know or be able to do upon the completion of a particular grade or course. 
\par 
\par The }{\i\fs24 Alabama Course of Study:  Mathematics}{\fs24  was released in 1997.  It reflects the National Council of Teachers of Mathematics\rquote  1989 }{\i\fs24 Curriculum and Evaluation Standards for School Mathematics }{\fs24 and the 1991 }{
\i\fs24 Professional Standards for Teaching Mathematics}{\fs24 .}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{  }{\i 
Alabama Course of Study:  Mathematics}{, Alabama State Department of Education, Bulletin 1997, No. 4, pp. 1, 117.
\par }}}{\fs24 
  The document focuses on the goal of developing mathematical power in all students.  With such power, students value the mathematics they learn, become more confident in their own abilities, solve problems, and make connections or links to other subject 
areas and to real-world applications.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{  }{\i Alabama Course of Study:  Mathematics}{
, Alabama State Department of Education, Bulletin 1997, No. 4, p. 1.
\par }}}{\fs24 
\par 
\par }\pard\plain \s15\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {Four content strands are addressed in the mathematics course of study:
\par }\pard\plain \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Number Sense, Number Systems, Number Theory
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Geometry, Spatial Sense, Measurement
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Patterns, Functions, Algebra
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Probability, Statistics, Discrete Mathematics
\par }\pard\plain \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 These strands are interwoven with the processes of problem solving, communication, connections, and reasoning, and are add
ressed at every grade level and course.  They provide continuous threads that unify the total mathematics program.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright 
\fs20\cgrid {\cs17\super \chftn }{ }{\i Alabama Course of Study:  Mathematics}{, Alabama State Department of Education, Bulletin 1997, No. 4, p. 1.
\par }}}{\fs24  
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 The }{\i\fs24 Alabama Course of Study:  Mathematics}{\fs24  includes nine position statements:}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Alabama Course of Study:  Mathematics}{, Alabama State Department of Education, Bulletin 1997, No. 4, pp. 7-8.
\par }}}{\fs24 
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
The use of a variety of instructional techniques is essential to e
nsure that all students have an opportunity to learn mathematics and to become actively involved in meaningful activities that focus on conceptual understanding rather than memorization of algorithms.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Manipulatives should be used to aid in conceptual and procedural understanding.  Lessons should incorporate physical materials that provide opportunities for students to develop concepts and procedures concretely.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
A variety of assessments should be used to assess concepts and skills and to determine whether students can apply those concepts and skills in real-life situations.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Mathematics should provide opportunities for students to communicate orally, in writing, graphically, and algebraically.  Students should have the opportunity to explore problem-s
olving situations and to describe the results of their conjectures and conclusions.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Technology should be used to support instruction in the mathematics classroom on a regular basis.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Problem solving should provide the context in which concepts and skills are learned.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
All students are entitled to a mathematics education that provides success in mathematics and adequate preparation for the future.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Students should be provided opportunities to demonstrate estimation and mental math skills.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {Real-wo
rld experiences provide opportunities for students to extend mathematics skills beyond the classroom.
\par }\pard\plain \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\i\fs24 The Alabama Course of Study: Science}{\fs24  is currently under revision, but the current edition is in effect until the adoption of the new version}{\i\fs24 
.  The Alabama Course of Study: Science}{\fs24 , like the National Standards and supporting materials for science, emphasizes the development of scientific literacy.  The }{\i\fs24 Alabama Course of Study: Science}{\fs24  states, }{\cs17\fs24\super 
\chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Alabama Course of Study: Science}{, Alabama State Department of Education, 1995, page 1.
\par }}}{\fs24 
\par 
\par }\pard \qj\li540\ri720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
People who are literate in science are able to use Scientific Processes and Scientific Knowledge to think about and make sense of many of the ideas and events that they encounter in everyday life in a society where the accomplis
hments of science are central.  The scientifically literate person is able to reflect on the effects of science, to comprehend the explanations offered, to weigh the positive and negative features of science-related issues, and to make informed decisions 
based on the merits of the issues.  The scientifically literate person is not overwhelmed by the rapidity of changes in the world and is able to face the world with a high degree of confidence.
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par This state level view of science literacy as the goal of science education is in line with the views of the National Standards.  In addition, the }{\i\fs24 Alabama Course of Study: Science}{\fs24  emphasizes six issues:
\par }\pard \qj\li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
The importance of teaching science every day to every student in every grade
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
The necessity for an inquiry-based science program, including process, knowledge, and application
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls117\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls117\adjustright \fs28\cgrid {\fs24 
The incorporation of various types of technology into science instruction
\par {\pntext\pard\plain\f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls117\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls117\adjustright {\fs24 
An emphasis on laboratory instruction in science
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
An emphasis on critical thinking and investigative processes that reveal consistencies, relationships, and patterns
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
An emphasis on interdisciplinary instruction
\par }\pard\plain \li360\widctlpar\adjustright \fs28\cgrid {\fs24 
\par 
\par }\pard\plain \s6\keepn\widctlpar\outlinelevel5\adjustright \b\cgrid {\lang1024 {\shp{\*\shpinst\shpleft-150\shptop0\shpright9216\shpbottom387\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz6\shplid1032
{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}
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\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{Summary of Alabama Mathematics, Science, and Technology Initiative Survey Results
\par }\pard\plain \li360\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 
The Alabama Mathematics, Science, and Technology Initiative Committee requested that the Alabama State Department of Education randomly survey teachers across the state to better understand their needs and to determine what is occurring in classrooms.  Th
e
 Committee also wanted to determine what technology currently exists in the classrooms.  In addition to a questionnaire, teachers were provided the opportunity to list comments, suggestions, and recommendations concerning mathematics and science teaching.
  Five hundred mathematics teachers were surveyed in grades K-12.  A similar number were surveyed in science.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i 
Survey Analysis Report: Alabama Math, Science, and Technology Initiative}{, Alabama State Department of Education, 2000.
\par }}}{\fs24 
\par }\pard \qj\li360\widctlpar\adjustright {\fs24\ul 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b Questionnaire Results
\par }\pard\plain \qj\li360\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 
Analysis of the data reveals that Alabama mathematics and science teachers need resources and professional development designed to assist them in effectively using resources in the classroom.  Accessing technology and incorporating it into the classroom a
re listed as primary concerns by teachers, as are accessing quality hands-on activities, accessing supplies and equipment, using a variety of instructional techniques, and having time to develop lessons.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Alabama students are at a severe disadvantage if one
 assumes at least five computers are necessary in a classroom for students to spend even a modest amount of time using a computer.  Only 5 percent of mathematics classrooms and 3 percent of science classrooms are equipped with five or more computers.  For
ty-nine percent of mathematics teachers and 48 percent of science teachers have only a single computer in their classrooms. 
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Students use technology on a daily or weekly basis in 44 percent of mathematics classes and in 39 percent of science classes.  Thir
ty-seven percent of mathematics teachers and 36 percent of science teachers rarely or never have their classes use technology.  Approximately one out of every four mathematics teachers and one out of every five science teachers are either uncertain of the
ir technology skills or feel that they do not have the technology skills needed to enhance instruction. 
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Planning with other teachers occurs much more frequently in grades K-2 than at higher grades.  When planning does occur, it is usually with teachers in
 the same school.  Still, 39 percent of mathematics teachers and 42 percent of science teachers rarely or never plan at least monthly with other teachers who teach the same course.  Over 90 percent of teachers report that they rarely or never have the opp
ortunity to participate in vertical feeder pattern planning where teachers meet with teachers at other schools who either had or will have their students.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Mathematics teachers list teacher demonstrations (69 percent), small group work (47 percent), workshe
ets (47 percent), group discussion (45 percent), student board work (43 percent), and hands-on activities (43 percent) as the primary instructional methods that they use in the classroom.  The most commonly used instructional methods of science teachers i
n
clude group discussion (56 percent), lecture (51 percent), experiments performed by students (41 percent), worksheets (41 percent), and teacher demonstrations (40 percent).  No math or science teachers report using lecture as a primary method of instructi
o
n for grades K-2; however, the percentages increase steadily at each higher grade grouping.  By grades 9-12, lecture is used as a primary method of instruction by 60 percent of the mathematics teachers and 77 percent of science teachers.  In science, this
 is the highest reported method for the grade grouping. 
\par }\pard \qj\widctlpar\adjustright {\b\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Approximately 10 percent of mathematics teachers and 20 percent of science teachers do not appear to be guided by the cours
e of study in lesson preparation.  This means that one out of ten mathematics teachers and one out of five science teachers may not be covering the curriculum that students need to pass the }{\i\fs24 Alabama High School Graduation Exam}{\fs24 
.  Four percent of mathematics 
teachers and 7 percent of science teachers indicate a strong need for assistance in understanding the course of study.   Following the course of study, textbook chapters are most often used to plan lessons (72 percent mathematics, 60 percent science). 

\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Ni
nety-seven percent of mathematics teachers and 89 percent of science teachers report using traditional paper and pencil tests as a common means of assessment.  No other assessment methods are reported by over 45 percent of mathematics teachers as being us
ed regularly; in science, 65 percent of teachers report assessing students by having them create a project, 49 percent by having them perform an experiment, and 45 percent by having them write a report. 
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b Comments, Suggestions, and Recommendations 
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\fs24\ul 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Many te
achers indicate that technology simply does not exist in their classrooms.  Where it does exist, it often is not adequately supported or provided in sufficient quantities to allow it to be used effectively.  Some teachers feel that they are missing what m
a
ny employees outside education would consider the most basic and rudimentary technology.  As one teacher commented, "We also need better access to a phone to have private conversations with parents or school officials about students.  Usually there is onl
y one phone, and this is in the office which may be some distance from the teacher's classroom." 
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Lack of equipment, materials, and supplies is also a major concern.  Science teachers indicate that they want to provide students with hands-on, inquiry-based
 learning activities, but they are often unable to do so because of lack of resources.  Similarly, many mathematics teachers voice a need for manipulatives for student use.  A number of teachers specifically praised the Alabama Science in Motion (ASIM) pr
ogram that provides equipment and technology to classrooms.  They suggest the program be expanded to other schools.  Every reference to ASIM was positive.}{\b\fs24 
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Lack of time to complete all of the requirements of the school day is listed consistently as a proble
m.  Teachers feel they do not have time to collaborate, plan quality lessons, prepare for classes and labs, complete the paperwork documentation required by the state and system, and effectively teach their students. 
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 According to many respondents, the co
urses of study for mathematics and science are too broad in scope and contain too many content objectives.  Teachers indicate that they feel overwhelmed and frustrated from having to cover many objectives without time to teach the material in detail.  Som
e
 teachers are trying to address all course of study, SAT-9, and Alabama High School Graduation Exam (AHSGE) objectives, all of the material contained in their textbooks, remediate students on objectives not mastered in previous grades, and teach other man
d
ated topics like character education and health.  As a result, little is taught well, and students are being exposed only briefly to many of the objectives or skills.  In addition, some teachers express concern that science instructional time is often sho
rtened in order to address other school needs.  At the elementary level, other subjects like reading and mathematics are often viewed as more important, thus relegating science instruction to whatever time is left in the school day.  
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 In mathematics, the n
umber of students that are being promoted or placed in classes but are unable to perform basic computations frustrates middle and high school teachers.  These teachers complain that they must spend time reteaching skills that should have been mastered in 
t
he elementary grades.  At the high school level, both mathematics and science teachers feel they are being forced to assume the major responsibility for helping students pass the AHSGE, with little accountability being shared by middle or elementary schoo
l teachers.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 
Teachers state that they need more opportunities for professional development.  Specific recommendations for training range from deepening subject matter knowledge to helping teachers better understand and apply technology.  Teachers see little
 practical use for generic workshops that address multiple disciplines and subjects.  Recommendations suggest that inservice activities should be content specific and extend over time to provide teachers with an opportunity to practice and master the mate
rial being taught.  
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard\plain \s15\qj\fi720\widctlpar\adjustright \cgrid {
Several comments raise questions regarding teacher quality and appropriate certification.  There is a concern that the shortage of mathematics and science teachers is encouraging some systems to assign teachers to these content areas w
ho lack the training and skills necessary to teach effectively.   In addition, several teachers express concerns about whether or not students are receiving adequate science and mathematics experiences at the elementary level, due to the lack of specializ
ation during teacher preparation.
\par }\pard \s15\qj\widctlpar\adjustright {
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\par }\pard\plain \s6\keepn\widctlpar\outlinelevel5\adjustright \b\cgrid {Discussion of Terms
\par }\pard\plain \qc\li360\widctlpar\adjustright \fs28\cgrid {\b\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Research indicates that the classroom teacher is the greatest factor in influencing student performance.}{\cs17\i\fs22\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {
\cs17\super \chftn }{ "Teaching and Learning: Meeting the Challenge of High Standards", Alabama Task Force on }{\cgrid0 Teaching and Student Achievement, }{A+ Education}{\fs24  }{Foundation, Montgomery, AL, }{\cgrid0 1999.}{\f2\cgrid0  
\par }}}{\fs24   All students deserve to be taught by motivated, capable, and qualified teachers.  Based upon this knowledge, the Committee identi
fied five major components that play significant roles in determining the effectiveness of teachers.  Assuring that these components are in place will allow teachers to provide the best education possible for their students. 
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b Curriculum
\par }\pard\plain \li360\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 The curriculum sp
ecifies what students should know and be able to do after receiving instruction.  It provides the teacher with an understanding of what is to be taught. The curriculum must be age-appropriate as it defines the content of what is to be learned.  Curriculum
 is mandated by the Alabama State Board of Education through the adopted courses of study.  
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Classroom teachers must have a clear and thorough understanding of the curriculum.   They must also understand how different parts of the curriculum are related.  
Obviously, teachers who are weak in content knowledge have more difficulty helping students master content than teachers who have a more thorough knowledge of the subject.  Teachers who are guided by a quality curriculum and who themselves have a thorough
 and in-depth understanding of the content are most likely to be successful in helping their students master course material.
\par }\pard \qj\li360\widctlpar\adjustright {\fs24\ul 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b Instruction
\par }\pard\plain \qj\li360\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Instruction is a second component that must be addressed if students are to receive the best education possible.  Tea
chers must understand how to present the curriculum so that it is mastered.  This requires an understanding of how students learn and of effective methods, activities, and techniques for presenting content. Teachers must also understand how to structure a
n
d sequence lessons for optimal learning.  Most importantly, they must possess the skills needed to effectively implement the methods and activities in the learning setting.  Included in the instructional component is the ability to organize and manage cla
sses. 
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b  Resources
\par }\pard\plain \qj\li360\widctlpar\adjustright \fs28\cgrid {\b\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 
A third component that is necessary for teachers to be successful with students is access to and knowledge of physical and social resources.  Teachers must have easy access both to the materials, supplies, and equipment needed for instru
ction and to the physical settings needed to support the instructional methods and activities associated with instruction.  Technology is a physical resource that supports many of the methods and activities of the classroom.  It can also serve as a means 
for helping provide curriculum and social resources.  Social resources such as university, business and community contacts, and other colleagues and staff members are necessary as well. 
\par }\pard \qj\fi720\li360\widctlpar\adjustright {\fs24 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b Assessment
\par }\pard\plain \qj\li360\widctlpar\adjustright \fs28\cgrid {\b\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Assessment}{\b\fs24  }{\fs24 is identified as the fourth component for assu
ring success in the classroom.  Teachers must understand and be skilled in using a variety of assessment techniques with their students.  Paper and pencil tests definitely have a place in evaluation; however, it is important that teachers also use perform
a
nce-based and alternative assessments with their students.  Teachers need to understand how to adequately and frequently assess their students and use the results in planning for future instruction.  Assessment should not only help assure that the curricu
l
um is being mastered, it should also assist teachers in making decisions concerning the structure and content of future lessons.  In addition to student assessment, teachers need opportunities to assess their own skills and effectiveness, both formatively
 and summatively.  Such assessment allows teachers to hone their own skills so that they provide the best possible instruction for their students.
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 
\par }\pard\plain \s4\qj\keepn\widctlpar\outlinelevel3\adjustright \ul\cgrid {\b Professional Development
\par }\pard\plain \qj\li360\widctlpar\adjustright \fs28\cgrid {\b\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 The final component, professional development, is the mechanism for helping teacher
s understand each of the four other components and for linking them together to assure that students receive a quality education.  It includes both preservice and inservice activities.  An infrastructure must exist to assure that teachers have and receive
 
the support and professional development required for success in the classroom.  New teachers need support and guidance from mentors.  All teachers need frequent access to relevant quality professional development and time for planning, lesson development
, and collaboration.
\par }\pard \qj\li360\widctlpar\adjustright {\fs24 \page 
\par 
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\par }\pard\plain \s6\keepn\widctlpar\outlinelevel5\adjustright \b\cgrid {Professional Development
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Major 
changes in mathematics education began in the early 1980s and were driven in large part by the National Council of Teachers of Mathematics (NCTM).  These changes grew from research that began to look not only at student achievement outcomes, but also at t
he depth to which students understood the mathematical procedures they were taught.  The results of two decades of research have revealed that understanding the logic behind the mathematics is key to becoming a confident, competent student of mathematics.

\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 
Studies by Kamii, Lewis, and Livingston show that students who are being taught with traditional, skills-focused methods do not necessarily understand the logic of the mathematics taught.  When students are encouraged to invent their own problem-solving s
trategies based on common understandings, however, they become more proficient in understanding the logic of mathematics.  Students taught with more traditional methods often fail to connect with the reasoning behind the mathematical procedures.}{
\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Constance Kamii, Barbara A. Lewis, and Sally Jones Livingston,  \ldblquote Inventing Their Own Procedures,\rdblquote 
 p. 6.  Reprinted with permission from }{\i Arithmetic Teacher}{ by The National Council of Teachers of Mathematics. Retrieved May 18, 2000 [on line] }{\field{\*\fldinst { HYPERLINK http://www.enc.org.reform/journals/104005/nf_4005.htm }{{\*\datafield 
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\par }}}{\fs24 
\par \tab 
\par To become proficient in teaching methods that foster understanding, many teachers need additional training.  A 1994 survey of middle school teachers in Col
umbia, South Carolina, revealed that teachers felt uncomfortable with the mathematics they were being asked to teach.  The teachers requested help in implementing new techniques of instruction and in choosing appropriate materials.}{\cs17\fs24\super 
\chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Lucy Carpenter Snead, \ldblquote Professional Development for Middle School Mathematics Teachers to Help Them Respond to NCTM Standards,\rdblquote  }{
\i Journal of Teacher Education}{, Vol. 49, September-October, 1998, p. 287.
\par }}}{\fs24   For these teachers and others, intensive and on-going professional development is needed. 
\par 
\par A brief prepared for the National Institute for Science Education offers seven principles for the best professional development experiences.}{\cs17\fs24\super  \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super 
\chftn }{ Susan Loucks-Horsley, Katherine Stiles, and Peter Hewson, \ldblquote Principles of Effective Professional Development for Mathematics and Science Education: A Synthesis of Standards,\rdblquote  }{\i National Institute for Science Education Brief
}{, Vol. 1, No. 1, May 1996, pp. 1-5.
\par }}}{\fs24 
\par 
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Base professional development on a clear, well-defined image of effective classroom teaching and learning:
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Commit to the concept that all students can and should learn mathematics.
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Create sensitivity to diverse learning needs.
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Emphasize inquiry-based learning, problem solving, student investigation and discovery, and application of knowledge.
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Carefully approach the understanding of mathematics and science skills that help students acquire new understanding through experiences that extend and challenge what they already know.
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Develop in-depth understanding of core concepts in mathematics and science, not just breadth of topics.
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Encourage collaboration among teachers.
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Determine desired outcomes and assess the progress toward these outcomes, accurately reflecting meaningful achievement.
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\fs24 
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Provide teachers with opportunities to develop knowledge and skills and broaden their teaching approaches: 
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Engage teachers in learning experiences that enhance their understanding of major mathematics and science concepts.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {Strengthen teachers
\rquote  knowledge of how children learn.
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Enable teachers to make informed decisions about curriculum content and implementation.
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\fs24 
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Prepare teachers using a variety of instructional methods that mirror the methods to be used with students.  Provide extensive learning opportunities for teachers:
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Build on current knowledge.
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Allow for the acquisition of knowledge through immersion in doing mathematics. 
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Provide opportunities to work in collaborative teams, to engage in discourse, and to observe modeling of relevant, effective teaching strategies.
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Provide adequate and ongoing support for reflecting on learning and receiving feedback.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {Unify the set of
 learning experiences through a comprehensive plan.  (Effective programs unite these experiences through a set of goals, strategies, and support over time.)
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\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 4.\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls172\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls172\adjustright {\fs24 
Build or strengthen the learning community of mathematics teachers.  In an effective learning community, teachers:
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Participate in collaborative professional exchanges.
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Encourage experimentation.
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Support the idea that everyone is always engaged in learning.
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Prepare and support teachers to serve in leadership roles.  Prepared teachers:
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Plan and implement professional development opportunities for themselves and others.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Act as agents of change.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Promote a shared vision of mathematics and science education.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Support other teachers.
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 6.\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls172\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls172\adjustright {\fs24 
Provide links to other parts of the educational system:
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Integrate professional development activities with other initiatives of the school or district.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Align activities with curriculum frameworks, academic standards, and assessments.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Establish active support within the school, district, and community.
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\fs24 
\par {\pntext\pard\plain\cgrid \hich\af0\dbch\af0\loch\f0 7.\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls172\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls172\adjustright {\fs24 
Include continuous assessment to determine participant satisfaction and engagement and to make adjustments.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Research shows that if professional development is not designed as part of a larger change process, it is not likely to be effective.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Susan Loucks-Horsley, Peter W. Hewson, Nancy Love, and Katherine E. Stiles, }{\i Designing Professional Development for Teachers of Science and Mathematics}{
, Corwin Press, Inc., Thousand Oaks, CA, 1998, p. 40.
\par }}}{\fs24   Loucks-Horsley, Stiles, and Hewson report, however, 
\par 
\par }\pard \qj\li720\ri720\widctlpar\tx7920\adjustright {\fs24 
Professional development is often experienced as a patchwork of fragmented, one-time learning opportunities, with limited potential to truly impact teaching and learning.  Effective programs unite those experiences through a set of goals, st
rategies, and support over time.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Susan Loucks-Horsley, Katherine Stiles, and Peter Hewson, \ldblquote 
Principles of Effective Professional Development for Mathematics and Science Education: A Synthesis of Standards,\rdblquote  }{\i National Institute for Science Education Brief,}{ Vol. 1, No. 1, May 1996, p. 2.
\par }}}{\fs24   
\par 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Sparks and Hirsh conclude that 
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\li720\ri720\widctlpar\adjustright {\fs24 \'85student achievement goes up more for every $500 spent on increasing teacher professional training than for spending the same amount on raising teacher salaries or reducing class siz
e.  Studies indicate that teachers who participate in activities that are longer than eight hours and who participate in weekly common planning periods are more likely to say these activities improved their teaching.}{\cs17\fs24\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Dennis Sparks and Stephanie Hirsh, \ldblquote A National Plan for Improving Professional Development,\rdblquote  p. 1.  Retrieved May 4, 2000 [on line] }
{\field\fldedit{\*\fldinst { HYPERLINK http://www.enc.org.reform/journals/104005/nf_4005.htm }{{\*\datafield 
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\par }}}{\fs24   
\par }\pard \qj\li990\ri810\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 It follows that effective professional develo
pment includes teachers working together and learning from each other throughout the day.  Schools must redesign their professional development to provide continual, collaborative opportunities for teachers.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Another aspect associated with professional dev
elopment is pre-service education.  Pre-service training is a critical stage at which change can occur.  Many problems associated with mathematics education can be appropriately addressed at this level.  Methods courses taught in college must foster teach
i
ng of mathematics for understanding and stress the importance of including real-world applications and problem solving.  Universities must require high entrance standards for their teacher programs, and provide comprehensive pre-service training for their
 participants if advances are to be made in the profession.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Liping Ma, }{\i Knowing and Teaching Elementary Mathematics}{
, Lawrence Erlbaum Associates, Mahwa, New Jersey, 1999, Chapter 7, pp. 144-153; Robert J. Quinn, \ldblquote The Influence of Mathematics Methods Courses on Preservice Teachers\rquote  Pedagogical Beliefs Concerning Manipulatives,\rdblquote  }{\i 
Clearing House}{, Vol. 71, No. 4, March/Aril 1998, p. 2; and Albert Shanker, \ldblquote Quality Assurance: What Must be Done to Strengthen the Teaching Profession,\rdblquote  }{\i Phi Delta Kappan}{, Vol. 78, No. 3, November 1996, p. 2.
\par }}}{\fs24   Quinn notes, 
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\li720\ri720\widctlpar\tx7920\adjustright {\fs24 Research indicates that a mathematics methods course can have an impact on pre-service teachers\rquote 
 beliefs and affect the pedagogies that they employ.  It is particularly important to give preservice teachers the opportunity to construct the same mathematical knowledge that they will be teaching and to integrate manipulatives into the methods courses.
}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Robert J. Quinn, \ldblquote The Influence of Mathematics Methods Courses on Preservice Teachers\rquote 
 Pedagogical Beliefs Concerning Manipulatives,\rdblquote  }{\i Clearing House}{, Vol. 71, No. 4, March/April 1998, p. 2.
\par }}}{\fs24 
\par 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 The National Commission on Teaching and America\rquote s Future assessed several teacher education programs.  The following list shows the distinct features of effective programs:}{\cs17\fs24\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Linda Darling-Hammond, \ldblquote America\rquote s Future: Educating Teachers,\rdblquote  }{\i Education Digest}{, Vol. 64, No. 9, May 1999, pp. 4-5.
\par }}}{\fs24 
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
A common, clear vision of good teaching that is apparent in all coursework and clinical experiences
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Well-defined standards of practice and performance that are used to guide and evaluate courses and clinical work
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
A rigorous core curriculum
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Extensive use of problem-based methods, including case studies, research on teaching issues, performance assessments, and portfolio evaluation
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Intensively supervised extended clinical experiences (at least 30 weeks), carefully chosen to support what students learned in their courses  (In contra
st to the inadequate eight to twelve weeks of practice teaching that traditional education programs typically offer, students in these programs get a full year of experience under the guidance of master teachers who work closely with the university.)

\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {St
rong relationships with reform-minded local schools that support development of common knowledge and shared beliefs among school and university-based faculty
\par }\pard\plain \qj\fi360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard\plain \s18\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {Vacc and Bright conclude that \ldblquote if preservice teachers are to internalize coherent applications to
 teaching and learning mathematics, the environment in which they student teach and the support they receive need to be consistent with the principles being advocated in their professional preparation program.\rdblquote }{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Nancy Nesbitt Vacc and George W. Bright, \ldblquote Elementary Preservice Teachers\rquote 
 Changing Beliefs and Instructional Use of Children\rquote s Mathematical Thinking,\rdblquote  }{\i Journal for Research in Mathematics Education}{, Vol. 30, No. 1, January 1999, p. 14.
\par  }}}{  Teacher education programs must prepare new teachers to transition through change successfully, learning from reflection, student reaction, and the advice of veteran teachers.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Lucy Carpenter Snead, \ldblquote Professional Development for Middle School Mathematics Teachers to Help Them Respond to NCTM Standards,
\rdblquote  }{\i Journal of Teacher Education}{, Vol. 49, September-October, 1998, p. 293; and }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, 2000, p. 19.
\par }}}{  The quality of pre-service education, then, is extremely important.  
\par 
\par Professional development, however, must not stop at the college level.  NCTM states, \ldblquote 
Pre-service preparation is the foundation for mathematics teaching, but it gives teachers only a small part of what they will need to know and understand throughout their careers.\rdblquote }{\cs17\super  \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 370.
\par }}}{  Building on the foundation of an in-depth pre-service program, ongoing professional development must be meaningful and supportive in order to provide teachers with the tools needed to give students a useful mathematics education.
\par }\pard\plain \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 \tab 
\par 
\par }{\lang1024 {\shp{\*\shpinst\shpleft-72\shptop169\shpright9159\shpbottom546\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz29\shplid1046{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}
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\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{\fs24 
\par }\pard\plain \s6\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright \b\cgrid {Curriculum
\par }\pard\plain \s15\qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {\tab 
\par }\pard \s15\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {The United States Department of Education notes, \ldblquote Both research and common sense tell us that what students learn depends upon what they are taught.
\rdblquote }{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ \ldblquote  Exemplary and Promising Mathematics Programs,\rdblquote 
 U. S. Department of Education\rquote s Mathematics and Science Expert Panel, 1999, p. 2.
\par }}}{  Moreover, the programs, textbooks, and other curriculum materials that schools choose largely determ
ine what students are taught.  If a curriculum guide is too rigid, it may be too constraining for the teacher.  If the curriculum guide is so open as to only suggest topics to be taught, the effect on the student will be minimal.}{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ \ldblquote Exemplary and Promising Mathematics Programs,\rdblquote  U. S. Department of Education\rquote 
s Mathematics and Science Expert Panel, 1999, p. 2; and B. J. Dougherty and L.  Scott, \ldblquote Curriculum: A Vision for Early Childhood Mathematics,\rdblquote  }{\i Research Ideas for the Classroom}{, Macmillan Publishing, 1998, p. 298.
\par }}}{  Ostler and Gradgenett agree that \ldblquote those educators who feel they have latitude in the instructional process are more likely to be successful using the good suggestions from documents such as the NCTM }{\i Standards}{
 because they will realize that implementing them is not an all or nothing venture.\rdblquote }{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Elliot Ostler and Neal Gradgenett, \ldblquote Ten Ways to Mess Up a Mathematics Curriculum: Suggestions for Avoiding Common Mistakes,\rdblquote  }{\i Education,}{ Vol. 119, No. 1, Fall 1998, p. 3.
\par }}}{  Therefore, a school curriculum should be balanced between prescriptive and open.  }{\i Principles and Standards }{notes,
\par 
\par }\pard \s15\qj\li720\ri720\widctlpar\tx7920{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\'85a focused curriculum is shown to be an important aspect of what is needed to improve school mathematics. \'85 Focus is promoted through the idea of 
\lquote moving on.\rquote   School mathematics programs should not address every topic every year.  Instead, students will reach certain levels of conceptual understanding and procedural fluency by certain points in the curriculum.}{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Principles and Standards for School Mathematics}{
, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 7.
\par }}}{ 
\par }\pard \s15\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par Bay and Reys conclude that \ldblquote change is difficult.  And few kinds of change are more challenging for teachers than changing the curriculum and the teaching materials they use.\rdblquote }{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Jennifer Bay and Barbara J. Reys, \ldblquote The Top 10 Elements That Must Be in Place to Implement Standards-based Mathematics Curricula,
\rdblquote  }{\i Phi Delta Kappan}{, March 1, 1999, p. 1.
\par }}}{  These changes, however, must take place if schools are to redefine the mathematics education of students.  One such change needed in many classrooms is the introduction of active learning experiences.  
\par 
\par }{\i Principles and}{ }{\i Standards for School Mathematics}{ encourages students to engage in doing mathematics to help them understand the why as well as the how of the mathematics they study.  Goldsmith and Mark report,}{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Lynn T. Goldsmith and June Mark, \ldblquote What Is a Standards-Based Mathematics Curriculum?\rdblquote  }{\i 
Educational Leadership}{, November 1999, p. 43.
\par }}}{
\par 
\par }\pard \s15\qj\li720\ri720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {To support students\rquote  construction of a deep, flexible understanding of mathematical content, NCTM recommends that students of all ages:
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\ri720\widctlpar\jclisttab\tx720{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Interact with a range of materials for representing problem situations, such as manipulatives, calculators, computers, diagrams, tables, and charts
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\ri720\widctlpar\jclisttab\tx720{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Work collaboratively as well as individually
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\ri720\widctlpar\jclisttab\tx720{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Discuss mathematical ideas
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\ri720\widctlpar\jclisttab\tx720{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Focus on making sense of the mathematics they are studying as well as on learning to achieve accurate and efficient solutions to problems
\par }\pard\plain \s15\qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
\par }\pard \s15\qj\fi720\widctlpar\tx-540\tx0{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {Standards-based programs must s
upport teachers in creating classrooms in which learning can occur through lessons and activities that motivate and engage students.  }{\i Phi Delta Kappan}{
 published an article in 1999 that listed the top ten elements that must be in place to implement a standards-based mathematics curriculum.  For teaching, the critical elements of implementation are as follows:}{\cs17\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Jennifer Bay and Barbara J. Reys, \ldblquote 
The Top 10 Elements That Must Be in Place to Implement Standards-based Mathematics Curricula,\rdblquote  }{\i Phi Delta Kappan}{, March 1, 1999, pp. 2-5.
\par }}}{
\par }\pard \s15\qj\widctlpar\tx-540\tx0{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Administrative support 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Opportunities to study NCTM standards and specific curricula
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Opportunities to sample the curricula prior to implementation
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {Daily planning
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Interaction with experts
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Collaboration with colleagues
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Incorporation of new assessments
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Communication with parents
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Willingness to help students adjust to problem-solving situations that require them to read and write as well as think mathematically
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {Planning for transit
ion
\par }\pard\plain \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
An effective mathematics curriculum should prepare students for problem-solving situations at home, at school, and in the work place.  In addition, to be effective, curriculum articulation must occur across all grade levels, allowing students to devel
op increasing levels of understanding and content knowledge.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{  }{\i 
Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, pages 15-16.
\par }}}{\fs24 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }{\lang1024 {\shp{\*\shpinst\shpleft-72\shptop144\shpright9099\shpbottom521\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz32\shplid1047{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}
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\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{\fs24 
\par }\pard\plain \s6\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright \b\cgrid {Instruction
\par }\pard\plain \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 \tab 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 Motivation, engagement, attention, imagination, communication, and group processes are descriptors associated with the classrooms of the best teachers.}{
\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{  Michael Crawford and Mary Witte, \ldblquote 
Strategies for Mathematics: Teaching in Context,\rdblquote  }{\i Educational Leadership}{, November 1999, p. 34.
\par  }}}{\fs24   }{\i\fs24 Principles and Standards for School Mathematics }{\fs24 states, 
\par }\pard\plain \s19\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {  
\par }\pard \s19\qj\li720\ri720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well\'85
To be effective, teachers must know and understand deepl
y the mathematics they are teaching and be able to draw on that knowledge with flexibility in their teaching tasks.  They need to understand and be committed to their students as learners of mathematics and as human beings and be skillful in choosing from
 and using a variety of pedagogical and assessment strategies (National Commission on Teaching and America\rquote 
s Future 1996).  In addition, effective teaching requires reflection and continual efforts to seek improvement.  Teachers must have frequent and ample opportunities and resources to enhance and refresh their knowledge.}{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{   }{\i Principles and Standards for School Mathematics}{
, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, pp. 16-17.
\par }}}{
\par }\pard \s19\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard\plain \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 In order to improve student learning, instruction must first be improved.  Students\rquote 
 mathematical understanding, problem-solving abilities, and confidence in mathematics are all shaped by the teachers they have in school.  NCTM\rquote s 1991 }{\i\fs24 Professional Standards for Teaching Mathematics}{\fs24 
 presented six standards for the effective teaching of mathematics.  These standards address worthwhile mathematical tasks, the role of the teacher in discourse, the role of the student, tools, learning environment, and analysis of teaching and learning. 
}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{  }{\i Principles and Standards for School Mathematics}{
, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 17.
\par }}}{\fs24 
\par 
\par }\pard\plain \s8\qj\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel7\adjustright \b\cgrid {\ul Worthwhile Mathematical Tasks
\par }\pard\plain \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24\ul 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 \ldblquote In effective teaching, worthwhile mathematical tasks are used to in
troduce important mathematical ideas and to engage and challenge students intellectually.  Well-chosen tasks can pique students\rquote  curiosity and draw them into mathematics.\rdblquote }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{   }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 18.
\par }}}{\fs24   These tasks should be challenging, be approached sometimes in more than one way, and often involve real-world applications.  Furthermore, teachers must be able to support students without doing the work or the thinking for them.}{
\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{   }{\i Principles and Standards for School Mathematics}{
, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 18.
\par }}}{\fs24 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard\plain \s8\qj\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel7\adjustright \b\cgrid {\ul The Role of the Teacher
\par }\pard\plain \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24\ul 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 Raising the bar for student performance also means raising the bar for teachers.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Anthony Alvarado, \ldblquote Improving the Power of Teacher Learning,\rdblquote 
 Luncheon Plenary, Public Education Network 1998 Annual Conference, p. 5.
\par  }}}{\fs24   Well-qualified teachers have a significant impact on student achievement.  The Alabama Task Force on Teaching and Student Achievement states, 
\par 
\par }\pard \qj\li720\ri720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
In a study of 900 Texas school districts, researcher Ronald Ferguson found that, although social and economic status has the greatest influence on student success (49 percent), a qualified teacher and a well-organized school 
also have a major impact on achievement (43 percent)\'85
In recent years, study after study has confirmed that skillful teachers who have a deep understanding of their subjects and how to teach them can help all students make dramatic gains in academic achievement.}{\cs17\fs24\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ \ldblquote The Importance of Teaching in Raising Student Achievement,\rdblquote  }{\i 
Teaching and Learning: Meeting the Challenge of High Standards}{, Alabama Task Force on Teaching and Student Achievement, A+ Education Foundation, Montgomery, AL, p. 8.
\par  }}}{\fs24  }{\fs24\super  
\par }\pard \qj\li990\ri810\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24\super 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 These studies indicate that regardless of the background of students, well-prepared teachers can make a difference.}{\cs17\fs24\super  }{\fs24  They point out that 
\ldblquote \'85students whose initial achievement levels are comparable have \lquote vastly different academic outcomes as a result of the \'85 teachers they are assigned.\rquote \rdblquote }{\cs17\fs24\super  \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ \ldblquote The Importance of Teaching in Raising Student Achievement,\rdblquote  }{\i 
Teaching and Learning: Meeting the Challenge of High Standards}{, Alabama Task Force on Teaching and Student Achievement, A+ Education Foundation, Montgomery, AL, p. 8.
\par  }}}{\fs24  }{\fs24\super 
\par }{\fs24 
\par To be effective, teachers need pedagogical knowledge that enables them to understand how students learn mathematics.  They also should be able to 
use a variety of teaching techniques and instructional resources and be able to successfully manage and organize their classrooms.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }
\adjustright \fs20\cgrid {\cs17\super \chftn }{  }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 17.
\par }}}{\fs24   Battista finds, \ldblquote Numerous scientific studies have shown that traditional methods of teaching mathematics not only are ineffective but also seriously stunt the growth of students\rquote 
 mathematical reasoning and problem-solving skills.\rdblquote }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Michael T. Battista, 
\ldblquote The Mathematical Miseducation of America\rquote s Youth,\rdblquote  }{\i Phi Delta Kappan}{, February 1999, p. 426.
\par }}}{\fs24   Most students, if taught in typical classrooms, do not truly develop an understanding of why their computations work or when they should be applied.  Battis
ta also suggests that students must know basic number facts, but symbolic manipulations must never become disconnected from reasoning about quantities.  Even bright students who learn symbolic algorithms quickly and do well on standard mathematics tests m
ay experience only superficial learning and be shortchanged by typical mathematics instruction.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super 
\chftn }{  Michael T. Battista, \ldblquote The Mathematical Miseducation of America\rquote s Youth,\rdblquote  }{\i Phi Delta Kappan}{, February 1999, p. 426.
\par }}}{\fs24  
\par }{\fs24\super 
\par }\pard\plain \s15\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {The role of the teacher is multi-faceted.  Battista acknowledges this in stressing the validity of a conceptual approach to mathematics: 
\par 
\par }\pard \s15\qj\li450\ri450\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {In the classroom environment envisioned by NCTM, teachers provide students with numerous opportunities to solve complex and interesting problems; to read, wr
ite, and discuss mathematics; and to formulate and test the validity of personally constructed mathematical ideas so that they can draw their own conclusions.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Michael T. Battista, \ldblquote The Mathematical Miseducation of America\rquote s Youth,\rdblquote  }{\i Phi Delta Kappan}{, Febr
uary 1999, pp. 427-428.
\par }\pard \s16\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\tab }}}{  
\par }\pard \s15\qj\li990\ri810\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard \s15\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {By bringing real-world problem situations into mathematics classrooms, teachers better motivate students to learn mathematics.  Such problems \ldblquote \'85
have great potential for attracting and holding the attention of high school students because they deal with situations with which students have experience, for example, the clothes they wear, the places they work, or the lines in which they wait.
\rdblquote }{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Thomas G. Edwards and Kenneth R. Chelst, \ldblquote 
Promote Systems of Linear Inequalities with Real-World Problems,\rdblquote  }{\i Mathematics Teacher}{, February 1999, p. 1.
\par }}}{
\par 
\par }\pard\plain \s8\qj\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel7\adjustright \b\cgrid {\ul The Role of the Student
\par }\pard\plain \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par Standards-based instruction shifts away from reliance on the teacher as \ldblquote sole authority for right answers\rdblquote  and toward the use of \ldblquote logic and mathematical evidence as verification.\rdblquote }{\cs17\fs24\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Jennifer Bay and Barbara J. Reys, \ldblquote 
The Top 10 Elements That Must Be in Place to Implement Standards-based Mathematics Curricula,\rdblquote  }{\i Phi Delta Kappan}{, March 1, 1999, p. 1.
\par }}}{\fs24 
  Students are active participants in their everyday world.  They should also be active participants in their education, discussing mathematics, participating in hands-on activities, and engaging in problem-solving activities and projects on a regular bas
is.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{  Michael Crawford and Mary Witte, \ldblquote 
Strategies for Mathematics:  Teaching in Context,\rdblquote  }{\i Education Leadership}{, November 1999, p. 34.
\par  }}}{\fs24   
\par 
\par Researchers have found that students can benefit from an instructional plan that includes three learner-centered components: choice, time with manipulatives, and student self-reflection.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Daniel Heuser, \ldblquote Mathematics Class Becomes Learner Centered,\rdblquote  }{\i Teaching Children Mathematics}{
, Vol. 6, No. 5, January 2000, pp. 288-292.
\par }}}{\fs24   In addition to benefiting from activity-based
 instruction and the use of manipulatives, students learn more when they are allowed to make choices.  When a choice is given, they select activities that interest them, that are developmentally appropriate, and that motivate, challenge, and intrigue them
.  Self-reflection is also beneficial.  It helps students construct meaning from their activities.  It also leads to decreased math anxiety, increased mastery of content, and improved problem-solving and learning skills.}{\cs17\fs24\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Daniel Heuser, \ldblquote Mathematics Class Becomes Learner Centered,\rdblquote  }{\i 
Teaching Children Mathematics}{, Vol. 6, No. 5, January 2000, p. 289.
\par }}}{\fs24   
\par 
\par }\pard\plain \s8\qj\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel7\adjustright \b\cgrid {\ul Resources/Instructional Tools
\par }\pard\plain \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par The selection and use of suitable curricular materials and appropriate instructional resources is an important part of the instructional process.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 18.
\par }}}{\fs24   If mathematics instruction is to be effective, teachers must choose manipulatives that help students develop mathematical understanding and help them visualize abstract mathematical ideas.}{\cs17\fs24\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Daniel Heuser, \ldblquote Mathematics Class Becomes Learner Centered,\rdblquote  }{\i Teaching Children Mathematics}{
, Vol. 6, Issue 5, January 2000, p. 288.
\par  }}}{\fs24   Research also shows that \ldblquote the curriculum for all students must provide opportunities to develop an understanding of mathematical models, structures, and simulations applicable to many disciplines.\rdblquote }{\cs17\fs24\super 
\chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Curriculum and Evaluation Standards for School Mathematics}{.  National Council of Teachers o
f Mathematics, Inc., Reston, VA, 1989, p. 7. 
\par }}}{\fs24   Instructional materials should be used that focus learning, help develop concepts, include effective questions, and create a fostering classroom atmosphere.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Catherine A. Brown and Margaret S. Smith, \ldblquote Supporting the Development of Mathematical Pedagogy,\rdblquote  }{\i Mathematics Teacher}{
, February 1997, p. 3.
\par }}}{\fs24   
\par 
\par }\pard\plain \s8\qj\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel7\adjustright \b\cgrid {\ul The Learning Environment
\par }\pard\plain \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par The learning environment is also important for instruction.  An environment must be created that fosters mathematical thinking and problem solving, essential skills in today\rquote s society. }{\cs17\fs24\super  }{\fs24 \ldblquote 
Effective teaching requires a challenging and supportive classroom learning environment.\rdblquote }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {
\cs17\super \chftn }{ }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 18.
\par  }}}{\fs24   Maintaining this positive, supportive atmosphere places teachers in a better position to create teachable moments.  Battista states, 
\par 
\par }\pard\plain \s34\qj\li450\ri450\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {Problem solving, reasoning, justifying ideas, making sense of complex situations, and learning new ideas independently \endash 
 not pencil-and-paper computation \endash  are now critical skills for all Americans.  In the Information Age and the web era, obtaining the facts is not the problem; analyzing and making sense of them is.}{\cs17\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Michael T. Battista, \ldblquote The Mathematical Miseducation of America\rquote s Youth,\rdblquote 
 Phi Delta Kappan, February 1999, p. 428.
\par  }}}{  
\par 
\par }\pard\plain \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 Effective teaching produces an environment in which such complex analyses can occur.  Under
 these positive conditions, students have a better opportunity to participate in in-depth, independent learning.
\par 
\par }\pard\plain \s8\qj\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel7\adjustright \b\cgrid {\ul Analysis of Teaching and Learning}{\ul\super 
\par }\pard\plain \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard\plain \s15\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {Teachers need time to reflect on and refine their teaching.  }{\i Principles and Standards }{suggests that teacher
s must be able to analyze what they and their students are doing, and to consider the effect of their actions on students\rquote  learning.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }
\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 19.
\par  }}}{  
\par }\pard \s15\qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard \s15\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
Teachers also need guidance in recognizing whether they have achieved their instructional goals and in changing their teaching strategies if goals have not been met.  Many could benefit from resource teachers, resource partners, or experienced co
lleagues who could provide assistance by giving feedback on specific issues after classroom observations, debriefing, and discussing how lessons went and why.}{\cs17\super  \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Catherine A. Brown and Margaret S. Smith, \ldblquote Supporting the Development of Mathematical Pedagogy,\rdblquote  }{\i Mathematics Teacher}{
, February 1997, pp. 3-4.
\par  }}}{\lang1024 
\par }\pard\plain \s23\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\lang1024 
\par }{\lang1024 {\shp{\*\shpinst\shpleft-90\shptop296\shpright9081\shpbottom673\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz31\shplid1048{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}
{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fLine}{\sv 0}}{\sp{\sn fBehindDocument}{\sv 1}}}{\shprslt{\*\do\dobxcolumn\dobypara\dodhgt31\dprect\dpx-90\dpy296\dpxsize9171\dpysize377
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\par }\pard\plain \s6\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright \b\cgrid {Resources
\par }\pard\plain \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
Manipulatives are models that can be used to help students develop mathematical understanding.  Research shows that manipulatives are important in assisting students as they move from concrete to abstract.  Studies also show that \ldblquote \'85
students who learn math with these types of models understand math better, develop better problem solving skills and do better on standardized achievement tests.\rdblquote }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ \ldblquote The Three Stages of Learning,\rdblquote  p. 2.  Retrieved July 16, 2000 [on line] }{\field\flddirty{\*\fldinst {
 HYPERLINK "http://www.movingwithmath.com/Role_manipulative/role_mani.htm" }{{\*\datafield 
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\par }}}{\tab 
\par }\pard \fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 Research findings on the classroom use of manipulatives are varied.  They range from cautious to whole-hearted endorsement.}{\cs17\fs24\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ \ldblquote Tools for Teachers: What Works?\rdblquote 
 p. 3.  Retrieved July 16, 2000 [on line] http://www.gateways.msu.edu/104pn.html. 
\par }}}{\fs24   The use of manipulatives, however, must be linked to content.  Ostler and Gradgenett contend, \ldblquote 
Manipulative use is most effective when taught in unison with the procedure or concept that the manipulative is being used to reinforce.  The isolated use of manipulatives may even cause confusion in procedural processing in cases where visual or tactile 
links are not needed.\rdblquote }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Elliot Ostler, Neal Gradgenett, el al, \ldblquote 
Ten Ways to Mess Up a Mathematics Curriculum: Suggestions for Avoiding Common Mistakes,\rdblquote  }{\i Education, }{Vol. 119, Issue 1, Fall 1998, p. 63.
\par }}}{\fs24\super 
\par }\pard \fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard\plain \s18\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {In an article written for the }{\i Journal for Research in Mathematics Education}{
, the results of 60 studies were compiled to provide data on the effectiveness of using manipulatives in mathematics instruction.  Students involved in the studies ranged from kindergarten through college and studied a variety of mat
hematics courses.  Results showed that through the long-term use of concrete instructional materials, in classrooms where teachers are knowledgeable about their use, students\rquote 
 achievement in mathematics increased, and attitudes toward mathematics improved.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Evelyn J. Sowell, \ldblquote Effects of Manipulative Materials in Mathematics Instruction,\rdblquote  }{\i Journal for Research in Mathematics Education}{, National Council of Teachers of Mathematics, Inc., Vol. 20, No. 5, November 1989, p. 498.
\par  }}}{  
\par 
\par The tools available to aid mathematics instruction have changed dramatically over the last fifty years.  }{\i Standards}{
 writers agree that technology has become an essential component in the teaching and learning of mathematics.  Proven to enhance students\rquote  learning, technology should be 
used widely and responsibly with the goal of enriching the learning experience.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i 
Principles and Standards for School Mathematics}{\ul , }{National Council of Teachers of Mathematics, Reston, VA, 2000, p. 24.
\par }}}{  
\par 
\par }\pard \s18\qj\fi720\widctlpar\tx-540{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {The early 1970\rquote s brought the first four-function c
alculator to the classroom. Solar powered and scientific calculators were introduced to classrooms in the 1980\rquote s.  In 1985, the first calculators appeared that could graph functions.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Zalman Usiskin, \ldblquote Groping and Hoping for a Consensus on Calculator Use,\rdblquote  }{\i Mathematics Education Dialogues}{
, Vol. 2, Issue 3, June 1999, p. 1.
\par }}}{  Though controversy has surrounded the use of calculators, especially in the elementary grades, appropriate and powerful calculator use may enhance mathematics learning at any level,}{\cs17\super  }{cre
ating an environment that encourages reasoning and communication.  The key to their effective use appears to be appropriate professional development for teachers and constant availability in the classroom.}{\cs17\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Perry Montoya and Vicki Graber, \ldblquote Tools for Mathematical Understanding in Middle School,\rdblquote  }{\i 
Mathematics Education Dialogues}{, June 1999, p. 12.
\par }}}{  }{\super 
\par }\pard \s18\qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par \tab Myths impeding the acceptance of calculators in the classroom exist.  Pomerantz, in the report on }{\i The Role of Calculators in Math Education}{, notes, \ldblquote Evidence 
from research has proven calculators to be effective learning tools; yet, because of the circulation of misinformation with regard to their use, many people continue to believe they are harmful.\rdblquote }{\cs17\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Heidi Pomerantz, }{\i The Role of Calculators in Math Education}{
, Research compiled under the direction of Bert Waits, Ohio State University prepared for the Urban Systemic Initiative/Comprehensive Partnership for Mathematics and Science Achievement, December 1997, p. 3.
\par }}}{  The report provides the following benefits of calculator use in mathematics:}{\cs17\super  \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Heidi Pomerantz, }{\i The Role of Calculators in Math Education}{, Research compiled under the direction of Bert Waits, Ohio State University prepared for the Urban Systemic Initiative/Comprehensive Partnership for Mathematics a
nd Science Achievement, December 1997, pp. 7-8.
\par }}}{
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Calculators simplify tasks, but they do not do the real work for students.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Calculators enable students to focus more on the \ldblquote whys\rdblquote  of mathematics than on the \ldblquote hows.\rdblquote 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {Calculators do not harm a student
\rquote s algebraic skills or procedural knowledge.  Students who use them often demonstrate a better understanding of concepts than do their non-calculator-using counterparts.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Calculators relieve mathematics anxiety.
\par }\pard \s18\qj\widctlpar\tx-540{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard \s18\qj\fi720\widctlpar\tx-540{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {Other te
chnological tools include computer-based laboratories (CBLs) and computers.  CBLs allow students to gather data, transmit it directly to a computer or graphing calculator, and build models based on real-life situations.}{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Principles and Standards for School Mathematics}{
, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 40.
\par }}}{  Computers allow students to use a variety of software programs, construct spreadsheets, gather information via the Internet, and create and use simulations to dee
pen their understanding of mathematical concepts and explore connections to other content areas.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn 
}{ Hollylynne Stol Drier, Kara M. Dawson, and Joe Garofalo, \ldblquote Not Your Typical Math Class,\rdblquote  }{\i Educational Leadership}{, February 1999, p. 24.
\par }}}{ 
\par }\pard \s18\qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\tab 
\par 
\par }\pard\plain \s6\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright \b\cgrid {\lang1024 
{\shp{\*\shpinst\shpleft-90\shptop-4\shpright9261\shpbottom373\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz30\shplid1049{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}
{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fLine}{\sv 0}}{\sp{\sn fBehindDocument}{\sv 1}}}{\shprslt{\*\do\dobxcolumn\dobypara\dodhgt30\dprect\dpx-90\dpy-4\dpxsize9351\dpysize377
\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{Assessment
\par }\pard\plain \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 Research reveals five major themes regarding assessment and mathematics:}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, 2000, pp. 22-24, 372.
\par }}}{\fs24 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Assessment should be an integral part of instruction.
\par }\pard\plain \s15\qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
\par }\pard\plain \qj\li1800\ri1440\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 Assessme
nt should be more than merely a test at the end of instruction to see how students perform under special conditions; rather, it should be an integral part of instruction that informs and guides teachers as they make instructional decisions\'85
a routine part of the ongoing classroom activity rather than an interruption.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i 
Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 22.
\par }}}{\fs24  
\par }\pard \qj\li990\ri810\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard \qj\li1080\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
Assessment should be a key component throughout the entire instructional process.  As such, it will contribute to and provide multiple sources of evidence about student learning.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Math Trailblazers Teacher Implementation Guide}{, Kendall/Hunt Publishing Company, 1998, p. 1.
\par }}}{\fs24 
\par }\pard \qj\li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Multiple forms of assessment should be used.
\par }\pard\plain \qj\li1080\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 NCTM\rquote s }{\i\fs24 Principles and Standards for School Mathematics}{\fs24  states that students\rquote 
 understanding can be enhanced by the use of multiple forms of assessment.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{  }{\i 
Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, 2000, p. 24.
\par  }}}{\fs24   Teachers can assess student understanding much more thoroughly when informal assessments, such as peer questioning and small-group presentations, are coupled with more formal testing.  \ldblquote The picture of a child\rquote 
s understanding is collected in the context of the child\rquote s personality, preferred learning styles, their background and experiences, and what they choose to show us that they know about mathematics.\rdblquote }{\cs17\fs24\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ \ldblquote Assessment in Mathematics: building a Picture of Children\rquote s Understanding,\rdblquote  }{\i 
Primary Educator}{, Vol. 5, No. 4, Retrieved May 20, 2000, p. 1. [on line] wysiwyg://bodyfrom.90/http://ehostvgw2.epent.com/fulltext.asp.
\par }}}{\fs24   
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Assessment should be a measurement of progress over time.
\par }\pard\plain \qj\li1080\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 Assessment needs to shift from focusing on isolated skills and procedures toward collecting information over a period of time.}{\cs17\fs24\super 
\chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Math Trailblazers Teacher Implementation Guide}{, Kendall/Hunt Publishing Company, 1998, p. 1.
\par }}}{\fs24  Shafer and Foster believe that complete assessment, over time, must measure and describe a student\rquote s growth and achievement in the four major mathematical domains of algebra, geometry, number, and statistics and probability.}{
\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Mary C. Shafer and Sherian Foster, \ldblquote The Changing Face of Assessment,\rdblquote  
}{\i Principled Practice}{, Vol. 1, No. 2, Fall 1997, p. 2.
\par }}}{\fs24 
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Assessment should be authentic.
\par }\pard\plain \qj\li1080\widctlpar\adjustright \fs28\cgrid {\fs24 Researchers report the following conclusions concerning truly authentic assessment:  
\par {\listtext\pard\plain\f3\cgrid \loch\af3\dbch\af0\hich\f3 \'2d\tab}}\pard \qj\fi-360\li1440\widctlpar\jclisttab\tx990\ls162\adjustright {\fs24 \ldblquote A major goal of authentic assessment is to h
elp students develop the capacity to evaluate their own work against public standards, to revise, modify, and redirect their energies, taking initiatives to assess their own progress.\rdblquote }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Karen Cole, Janet Coffey, and Shelley Goldman, \ldblquote Using Assessments to Improve Equity in Mathematics,\rdblquote  }{\i Educational Leadership}{, March 1999, p. 58.
\par }}}{\fs24   
\par {\listtext\pard\plain\f3\cgrid \loch\af3\dbch\af0\hich\f3 \'2d\tab}\ldblquote Indeed, to access genuine understanding of a concept, test items must assess whether students can apply their knowledge in novel situations.\rdblquote }{\cs17\fs24\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Michael T. Battista, \ldblquote The Mathematical Miseducation of America\rquote s Youth,\rdblquote  }{\i Phi Delta Kappan}{, February 1999, p. 12.
\par }}}{\fs24   
\par {\listtext\pard\plain\f3\cgrid \loch\af3\dbch\af0\hich\f3 \'2d\tab}\ldblquote A comprehensive program of mathematics assessment includes opportunities for students to show what they can do with mathematics that they may not have studied
 formally, but that they are prepared to investigate.\rdblquote }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i Math Trailblazers Teacher Implementation Guide}{
, Kendall/Hunt Publishing Company, 1998, p. 1.
\par }}}{\fs24 
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Assessment should support instructional goals.
\par }\pard\plain \qj\li1080\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 Teachers are caught in the dilemma of choosing between what they believe best enhances their students\rquote 
 learning and what is required to survive in the educational system.  }{\i\fs24 Principles and Standards}{\fs24  }{\i\fs24 for School Mathematics}{\fs24  stresses, \ldblquote High-stakes assessments must be closely linked to the goals teachers are being
 asked to achieve; where they are not, teachers must be supported in the decisions they make.\rdblquote }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {
\cs17\super \chftn }{ }{\i Principles and Standards for School Mathematics}{, National Council of Teachers of Mathematics, Inc., Reston, VA, 2000, p. 372.
\par }}}{\fs24   Unfortunately, many school dis
tricts rely on standardized tests as the measures of student learning.  This puts a demand on students to only use abstract mathematical procedures instead of a deep understanding of problem solving and analytical thought.  Achievement tests do not show h
ow or what students are learning.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Michael T. Battista, \ldblquote 
The Mathematical Miseducation of America\rquote s Youth,\rdblquote  }{\i Phi Delta Kappan}{, February 1999, p. 12; and \ldblquote Achievement Tests for Young Children,\rdblquote  The National Center for Fair & Open Testing, Retrieved May 18, 2
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\par }\pard\plain \s32\qc\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \b\cgrid {SCIENCE
\par }\pard\plain \li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
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\par }\pard\plain \s6\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright \b\cgrid {Professional Development
\par }\pard\plain \s19\qj\li360\widctlpar\tx720\tx8640{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
\par }\pard \s19\qj\fi720\widctlpar\tx720\tx8640{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {A study conducted by Loucks-Horsley, Stiles, and Hewson in 199
9 looked at the characteristics of teachers who were considered highly effective in the classroom. This study identified six characteristics of highly effective teachers of science and mathematics:}{\cs17\super  \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Susan Loucks-Horsley, Katherine Stiles, and Peter Hewso
n, "Principles of Effective Professional Development for Mathematics and Science Education: A Synthesis of Standards," }{\ul National Institute for Science Education}{, Vol. 1, No. 1, 1999, pp. 1-5.
\par }\pard \s16\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\tab }}}{
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Highly effective teachers have a commitment to the concept that all children can and should learn mathematics and science.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Highly effective teachers show sensitivity to diverse learning needs of individuals.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Highly effective teachers place an emphasis on inquiry-based learning, problem solving, student investigations, and the discovery and application of knowledge.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Highly effective teachers have an approach to teaching mathematics and science that allows students to construct new understandings through experience.
\par {\pntext\pard\plain\s19 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s19\qj\fi-360\li1080\widctlpar\jclisttab\tx1080\tx8640{\*\pn \pnlvlblt\ilvl0\ls102\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls102\adjustright \cgrid {
Highly effective teachers teach for the development of in-depth understanding of core concepts in mathematics and science.
\par {\pntext\pard\plain\s19 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s19\qj\fi-360\li1080\widctlpar\jclisttab\tx1080\tx8640{\*\pn \pnlvlblt\ilvl0\ls102\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls102\adjustright {
Highly effective teachers use collaborative work in their classrooms.
\par }\pard \s19\qj\fi720\li360\widctlpar\tx720\tx8640\adjustright {
\par }\pard\plain \s18\qj\fi720\widctlpar\adjustright \cgrid {
The characteristics of highly effective teachers should also include some consideration of outside forces on teacher quality.  Research conducted by Darling-Hammond showed that teacher quality characteristics such as certification status and degree in fie
l
d were significantly and positively correlated with student achievement. The author showed no correlation between teacher salaries and student achievement, class size and student achievement, or per pupil spending and student achievement. The most consist
ent predictor of statewide student achievement is the proportion of well-qualified teachers in the state: those with full certification and a major in the field they teach.}{\cs17\super  \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Susan Loucks-Horsley, Katherine Stiles, and Peter Hewson, "Principles of Effective Professional Development for Mathematics and Science Education: A Synthesis of Standards," }{\i 
National Institute for Science Education, }{Vol. 1, No. 1, 1999, p. 1-5.
\par }\pard \s16\widctlpar\adjustright {\tab }}}{
\par 
\par }\pard\plain \s19\qj\fi720\widctlpar\adjustright \cgrid {The Darling-Hammond study also enumerated seven principles for effective professional development:
\par }\pard \s19\qj\fi720\li360\widctlpar\adjustright {
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Professional development should be driven by a clear, well-defined image of effective classroom instruction.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Professional development should provide teachers with opportunities to develop knowledge and broaden their teaching approaches so they can create better learning opportunities for their students.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Professional development should use instructional methods to promote learning for adults, which mirror the methods to be used with students.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Professional development should build or strengthen the learning community of science and mathematics teachers.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Professional development should prepare and support teachers to serve in leadership roles.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Professional development should provide links t
o other parts of the educational system by a) integrating development activities with support initiatives, b) aligning activities with curriculum frameworks, academic standards, and assessment, and, c) establishing support within the school, district, and
 community.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Professional development should include continuous assessment procedures.
\par }\pard\plain \s19\qj\li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
\par }\pard \s19\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {The most successful teachers are those with strength in content knowledge. Exemplary teachers use questions effectively, use concrete examples in teaching, use analogi
es, and employ laboratory-based teaching strategies. Tobin and Fraser\rquote 
s work shows four characteristics of exemplary science teachers: (1) they use management strategies that facilitate sustained student engagement, (2) they use strategies designed to incr
ease student understanding of science, (3) they utilize strategies that encourage students to participate in learning activities, and (4) they maintain a favorable classroom climate. }{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{Kenneth Tobin and Barry Fraser, "What Does It Mean to be an Exemplary Teacher?" }{\ul Journal of }{\i Research and Science Teaching}{
,  1990, v. 27, pp. 1, 3-25.
\par }}}{
\par }\pard \s19\qj\fi720\li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard \s19\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
The characteristics listed here can be developed as a part of a professional development program. However, developers of professional development programs, particularly those 
for induction of teachers into the classroom setting, must focus on content specific methods and models.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {
\cs17\super \chftn }{ Michael Lomask, "Induction of Beginning Science and Mathematics Teachers in Connecticut," Connecticut State Department of Education,  2000, pp. 1-43.
\par }}}{ \ldblquote A discipline-specific beginning teacher-induction program will generate both greater rates of retention of new teachers and the display of more effective science teaching.\rdblquote }{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Dennis Bartels and Linda Shore, a Brief Paper for the National Science Foundation TER Panel on Teacher Transitions.
\par }}}{
\par }\pard \s19\qj\fi720\li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard \s19\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
The first two to three years of teaching are the most critical.  Research by Lomask states that it is during this time period that teachers develop their unique teaching styles, teaching strategies, and philosophies of teaching.}{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Michael Lomask, "Induction of Beginning Science and Mathematics Teachers in Connecticut," Connecticut State Department of Education,  2000, p. 1-43.
\par }}}{  This research suggests that a teacher induction program should extend over a three year
 period.   The first year should focus on managing the classroom environment, the second year on content specific strategies, and the third year on assisting teachers who have not met the standards of the first two years of the induction program. 
\par }\pard \s19\qj\fi720\li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard \s19\qj\fi720\widctlpar\tx-1170{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {While t
he work of Lomask considers first, second, and third year teachers as a total group, Bartles and Shore state that when it comes to professional development, a single program will not be effective for all new teachers.  The authors go on to state that ther
e
 are three categories of novice teachers, and each category requires a different type of program.  These categories are the new college graduate just beginning a teaching career, the mid-career change individual just entering the teaching profession, and 
the experienced teacher assigned to a science classroom for the first time. New, young teachers are not reform minded, even if they came from a reform-minded preservice teacher program.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Dennis Bartels and Linda Shore, a Brief Paper for the National Science Foundation TER Panel on Teacher Transitions.
\par }}}{  These teachers tend to be overwhelmed by the basic management issues of a classroom.  Teachers in their third to fifth years of teaching, however, tend to be ready to utilize innovative practices in their classrooms.
\par 
\par }\pard \s19\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
Strategies for presenting professional development have also been considered in the research literature.  Research indicates that the strategies used in presenting professional development programs should be the same as those the teachers will 
be expected to use in their classrooms.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Edmund A. Marek and Suzanne B. Methuen, "The Effects of the Learning Cycle Upon Student and Classroom Teacher Performance," }{\i Journal of Research in Science Teaching,}{ 1991, Vol. 28, No. 1, pp. 41-53. 
\par }}}{
  Teachers involved in a learning cycle in-service implemented the learning cycle teaching strategy into their classrooms.  The authors go on to say that teachers must be made knowledgeable about the concepts they will teach so that they can select activi
ties.  Research also supports the use of teacher leaders to help introduce, disseminate, and sustain reform efforts in their subject matter areas. \ldblquote \'85
Because of their teaching background and connections to the classroom, teacher leaders are an obvious choice for addressing the challenge of going to scale with reforms in math, science, and technology.\rdblquote }{\cs17\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Brian Lord and Barbara Miller, "Teacher Leadership: An Appealing and Inescapable Force in School Reform?" Education Development Center, March 2000.
\par }}}{
\par 
\par Finally, state-supported teacher networks are an extremely useful alternative to conventional in-service training programs.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright 
\fs20\cgrid {\cs17\super \chftn }{ James R. Pennell and William A. Firestone, "Teacher -to-Teacher Professional Development Through State-Sponsored Networks," }{\ul Phi Delta Kappan}{, January 1998.
\par }}}{ Statewide professional development networks benefit teachers by connecting them with a variety of resources, providing ongoing support, expanding their leadership opportunities, and providing services in a cost effective manner.
\par }\pard\plain \li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\lang1024 {\shp{\*\shpinst\shpleft-72\shptop256\shpright8604\shpbottom633\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz23\shplid1051
{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}
{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fLine}{\sv 0}}{\sp{\sn fBehindDocument}{\sv 1}}}{\shprslt{\*\do\dobxcolumn\dobypara\dodhgt23\dprect\dpx-72\dpy256\dpxsize8676\dpysize377
\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{\fs24 
\par }\pard\plain \s6\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright \b\cgrid {Curriculum
\par }\pard\plain \li360\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {
\par }\pard\plain \s19\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {Reform initiatives in the science curriculum generally begin with the }{\i Science for All Americans }{statement that the curriculum in science is 
\ldblquote overstuffed and undernourished,\rdblquote  that is; it contains too much information in too little depth.  A similar 
notion is echoed by the TIMSS findings that the science curriculum of the United States has great breadth of coverage but little depth.  The basic movement is toward the concept that \ldblquote more is less.\rdblquote 
  Curriculum reform in science education requires fewer topics be taught; the topics that are covered are explored in greater depth.
\par 
\par Textbooks are generally the foundation for the science curriculum.  Textbook curricula present science content through reading and printed materials with emphasis on vocabulary and recall of facts.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Margo A. Mastropieri and Thomas E.  Scruggs, "Text Versus Hands-On Science Curriculum," }{\ul Remedial and Special Education}{
,  Vol. 15, Issue 2, 1994
\par }}}{  This causes students to view science, not as a mode of thought and means of problem solvi
ng, but as a static collection of facts and concepts to be acquired through memorization.  In addition, textbook-based curricula may lead students to view science as more of a history of what has been discovered about the world around them rather than a p
rocess for solving problems and finding answers.  In contrast, hands-on, inquiry-based approaches present science content as dynamic and science as an on-going process of exploration and discovery rather than as a finished product to be memorized.}{
\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Margo A. Mastropieri and Thomas E.  Scruggs, Text Versus Hands-On Science Curriculum, }{\i 
Remedial and Special Education}{,  Vol. 15, Issue 2, pp. 72-85, 1994.
\par }}}{
\par 
\par }\pard\plain \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 A study of middle school textbooks by Project 2061, funded by the Carnegie Corporation, found that not one
 of the widely used science textbooks for middle school rated satisfactory. The study examined how well textbooks for the middle grades can help students learn key ideas in earth science, life science, and physical science. The study concluded that these 
key resources for many classrooms "\'85
cover too many topics and don't develop any of them well. All texts include many classroom activities that either are irrelevant to learning key science ideas or don't help students relate what they are doing to the underlying ideas." }{\cs17\fs24\super 
\chftn {\footnote\ftnalt \pard\plain \s30\fi720\sb100\sa100\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel3\adjustright \b\fs28 {\cs17\b0\fs20\super \chftn }{\b0\fs20 
 Project 2001. "Project 2001, Heavy Books Light on Learning: Not One Middle Grades Science Text Rated Satisfactory By AAAS's Project 2061," News Release at org/newsinfo/press/rl092899.htm}}}{\fs24 
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 High-school biology textbooks scored slightly high
er than the middle-grades science texts, though none received a high rating. According to the report, "biology textbooks fail to make important biology ideas comprehensible and meaningful to students. . . . evidence from the current study points to seriou
s shortcomings both in content coverage and instructional design."}{\cs17\fs24\super  \chftn {\footnote\ftnalt \pard\plain \s30\fi720\sb100\sa100\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel3\adjustright \b\fs28 {
\cs17\b0\fs20\super \chftn }{\b0\fs20  Project 2001. "Project 2001, Heavy Books Light on Learning: Not One Middle Grades Science Text Rated Satisfactory By AAAS's Project 2061," News Release at org/newsinfo/press/rl092899.htm}}}{\fs24 
\par }\pard\plain \s19\qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
\par }\pard \s19\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {The content of the curriculum in the reform movements of the 1990\rquote 
s focused on the concept of scientific literacy including an integration of science, math, and technology.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {
\cs17\super \chftn }{ Okhee Lee and Seoung-hey Paik, "Conceptions of Science Achievement in Major Reform Documents, "}{\ul  }{\i School Science and Mathematics}{, January 2000 Vol. 100, Issue 1, 1998.
\par }}}{ \ldblquote Science literacy is not an option but a must if the United States is to develop a generation of well-informed and educated citizenry.\rdblquote }{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ George D. Nelson , "Science Literacy for All in the 21}{\super st}{ Century," }{\i Educational Leadership}{, October, 1999, p. 2.
\par }}}{ \ldblquote 
\par 
\par }\pard \s19\qj\li720\ri720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {The well-educated, confident adult will, in the future, be communicating through what, until very recently, was an unimaginable range of m
eans and will be network and information rich.  By contrast, those who are not well educated, who lack access to communication and lack confidence will be excluded from countless networks and become information poor.  They will find life increasingly diff
icult as the pace of change quickens and societies become less able to fund the welfare systems characteristic of the late 20th}{\super  }{century.\rdblquote }{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Michael Barber, "A World Class School System for the 21}{\super st}{ Century: the Blair Government's Education Reform Strategy,"
 paper for the Skil Tema Conference, Stockolm, September , 1999,  p. 3.
\par }}}{
\par }\pard \s19\qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard \s19\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
Other factors must also be taken into account when curriculum is considered.  First, no curriculum can succeed without teachers who are able to effectively present that curriculum t
o students.  Research found that for many elementary teachers, teaching science is a least favored part of their jobs.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright 
\fs20\cgrid {\cs17\super \chftn }{ Elizabeth M. Vesilind and Gail M. Jones, "Hands-On: Science Education Reform," }{\i Journal of Teacher Education}{, Vol. 47, Issue 5, 1996, pp. 375-386. 
\par }}}{  Consequently, science is often taught from textbooks and without enthusiasm. Furthermore, most elementary teachers have little preparation in science content or pedagogy, and few school districts have the staff development programs to suppor
t science curricula.  This finding reinforces the necessity for a strong statewide system of professional development.
\par 
\par At the secondary level, high school science teachers face certain problems in implementing the science curriculum:}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {
\cs17\super \chftn }{Paul Houndshell and Gerry Madrazo, Jr., "The Role of the Science Supervisor Revisited," }{\ul Science Education}{, Vol. 6, No. 1, 1997,  p. 36.
\par }}}{  
\par }\pard \s19\qj\fi720\li1080\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Insufficient funds for equipment and supplies
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Insufficient student problem-solving skills
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Inadequate laboratory facilities
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Poor reading ability on the part of students
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Lack of student interest in science
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Lack of science career role models
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Class sizes that are too large\tab 
\par }\pard\plain \s19\qj\li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
\par }\pard \s19\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
In addition, with many schools now moving to block scheduling, restructuring instruction to fit the new scheduling pattern is an additional challenge being imposed on teachers.   A study by Bateson examined the effect of semester versus year-long courses 
in science achievement. This study found that students in semester-long courses did not perform as well on multiple choice, standardized tests as did students who took year-long courses.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ David J. Bateson, "Science Achievement in Semester and All-Year Courses," }{\i Journal of Research in Science Teaching}{
, Vol. 27, No. 3, 1999, p.239.
\par }}}{  
\par }\pard \s19\qj\li360\widctlpar\tx-270{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\tab 
\par }\pard\plain \s6\li360\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright \b\cgrid {\lang1024 
{\shp{\*\shpinst\shpleft-132\shptop-34\shpright8688\shpbottom343\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz24\shplid1052{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}
{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fLine}{\sv 0}}{\sp{\sn fBehindDocument}{\sv 1}}}{\shprslt{\*\do\dobxcolumn\dobypara\dodhgt24\dprect\dpx-132\dpy-34\dpxsize8820\dpysize377
\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{Instruction
\par }\pard\plain \s19\qj\li360\widctlpar\tx-270{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
\par }\pard \s19\qj\fi720\widctlpar\tx-270{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {As early as 1973, science educators agreed that science teaching should be based on the work of psychologist Jean Piaget.}{\cs17\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Marcia Linn and Rita Peterson, "The 
Effect of Direct Experience with Objects on Middle Class, Culturally Diverse, and Visually Impaired Young Children, }{\i Journal of Research in Science Teaching}{, Vol. 10, No. 1, 1997, pp. 83-90.
\par }}}{  Piaget\rquote s work into how children develop understanding of the wo
rld has become a foundation for the major reform efforts in science education.  His work demonstrated that learners, whether in elementary school or high school, best approach new learning through the use of concrete materials and active involvement.  Lis
tening is not enough to generate learning.  Watching is not enough to generate understanding.  Directly experiencing new information enhances understanding and understanding enhances permanent learning. 
\par }\pard \s19\qj\fi720\widctlpar\tx8640{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard \s19\qj\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {The bulk of research into the effectiveness of hands-on science teaching was conducted in the 1960\rquote s and 1970\rquote 
s.  Investigations into hands-on programs such as }{\i Science: A Process Approach, The Science Curriculum Improvement Study, Elementary Science Study, Biological Science Curriculum Study, PSSC Physics, }{
and many others repeatedly confirmed the efficacy of hands-on programs over traditional textbook based programs for teaching science.  In 1990, Shymansky, Hedges, and Woodworth reaffirmed the efficiency of such programs through a resynthesis of the previo
us research.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 James A. Shymansky, Larry V. Hedges, George Woodworth, "A Reassessment of the Effects of Inquiry-Based Science Curricula of the 60's on Student Performance," }{\i Journal of Research in Science Teaching}{, Vol. 27, No. 2, pp. 127-144.
\par }}}{  The resynthesis showed that the hands-on curricula of the 1960\rquote s and 1970\rquote 
s were more effective in enhancing student performance than traditional textbook series.  In addition to significant positive effects on achievement, these hands-on programs showed positive eff
ects on learning science process skills, in developing problem-solving abilities, and in developing positive attitudes towards science.  
\par 
\par More recent research continues to document the effectiveness of hands-on, inquiry-based research programs.  In a major review of science programs, a report from the Bayer Corporation concludes, "\'85
research data supports those who prefer using a hands-on, inquiry-based approach to science education.  An activity-based science curriculum exerts a positive impact on student 
performance across most measures, especially attitudes and academic achievement."}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Ted Stickler and Cristine McCreary, "Making the Case for Teaching Science Using a Hands-On, Inquiry-Based Approach," Report from the Bayer Cooperation, 1999, p. 7
\par }}}{  Resear
ch by Chang and Mao finds additional affirmation of the use of hands-on, inquiry-based science teaching in their 1999 study.  In comparing traditional science instruction to inquiry-based science instruction at the junior high school level, the inquiry gr
oup had significantly higher achievement and significantly more positive attitudes toward science. As Chang and Mao stated, \ldblquote 
The findings in this study have demonstrated that instruction which incorporates both inquiry strategies and cooperative learning can lead to improved student achievement and attitudes towards subject matter.\rdblquote }{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Chun-yen Chang and Song-ling Mao, "Comparison of Taiwan Science Students' Outcomes with Inquiry-Group Versus Traditional Instruction," }{\i Journal of Educational Research}{, Vol. 92, Issue 6, July/August, 1999, p. 345.
\par }}}{  The authors recommended that inquiry instruction be broadly developed and widely used in science classrooms.  Similarly, Rainey has shown that, when equated for per capita income, teacher salary, government support, 
race, and parental unemployment, schools who participated regularly in a formal activity-based inquiry science program produced significantly higher Stanford Achievement Test scores than students not participating in such a program.  In addition, the diff
erence between scores of participating schools compared with nonparticipating schools continued to increase the longer the schools remained in the program.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Larry Rainey, "The Relationship Between Integrated Science and Stanford Achievement Test Scores," R
esearch Report by the University of Alabama, 2000, pp. 1-18.
\par }}}{ 
\par }\pard \s19\qj\fi720\widctlpar\tx8640{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard \s19\qj\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
The understanding that hands-on, laboratory-based activity is most appropriate for learners whether at the elementary school, middle school, or high school level has become an accepted fact. 
  All reform movement documents are based on the assumption that hands-on, minds-on teaching will form the foundation for science education programs.  This view of science education is particularly well stated in the }{\i 
National Science Education Standards}{: 
\par 
\par }\pard\plain \s34\qj\li720\ri720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
Learning science is something students do, not something that is done to them.  In learning science, students describe objects and events, ask questions, acquire knowledge, construct explanations of natural phenomena, test those explanati
ons in many different ways, and communicate their ideas to others. Science teaching must involve students in inquiry-oriented investigations in which they interact with their teachers and peers.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i National Science Education Standards}{, National Academy Press, Washington, D.C, 1998, p.20.
\par }}}{
\par }\pard\plain \s19\qj\fi720\li360\widctlpar\tx8640{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
\par }\pard \s19\qj\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
Research in science teaching also focuses on strategies that will help teachers make the most effective use of hands-on instruction. One of the most researched strategies in science teaching is the use of cooperative lear
ning.  Cooperative learning is a grouping strategy in which students within the group are given specific tasks to complete.  The total group then becomes responsible for the learning process.  Research reveals the following conclusions:
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Comparisons of 
the use of cooperative groups with lab activities to the use of traditional lab approaches show that students in high school biology have significantly higher levels of achievement. Research shows that the use of heterogeneous grouping along with rewards 
for group work increases the effectiveness of learning.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Scott Watson, "Cooperative Learning and group Educational Modules: Effects on Cognitive Achievement of High School Biology Students," }{\i Journal of Research in Science Teaching}{, Vol. 28, No. 2 pp. 141-146, 1991.
\par }}}{  
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Investigation of two types of grouping patterns within cooperative learning revealed different results.  When homogeneous grouping procedures were compared to heterogeneous grouping procedures, no differences were found in achievement.  Th
is contradicts the general conception that heterogeneous groupings are more efficacious in increasing achievement.  However, a difference was found between students in homogeneous groups versus heterogeneous groups. The difference appeared in the affectiv
e and social domains.  Heterogeneously grouped students became more aware of their learning and more positive about their learning.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Scott B. Watson and James E. Marshal, "Heterogeneous Grouping as an Element of Cooperative Learning in an Elementary Education Science Course,"  }{\i School Science and Mathematics}{, Vol. 95, Issue 8, December 1995, pp.401-405.
\par }}}{ 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Comparison of cooperative learning to traditional groups showed no differences in over-all achievement.  However, closer analysis of the data demonstra
ted that students in cooperative groups performed better than traditionally grouped students on higher-order tasks that required application of information.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {
\cs17\super \chftn }{ Chun-yen Chang and Song-ling Mao, "The Effects on Student Achievement when using the Cooperative Learning Method in Earth Science Classrooms," }{\i School Science and Mathematics}{, Vol. 99, Issue 7, November 1999, p. 378.
\par }}}{ \ldblquote Working collaboratively with others not only enhances the understanding of science, it also fosters the practice of many of the skills, attitudes, and values that characterize science.\rdblquote }{\cs17\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{  }{\i National Science Education Standards}{\ul ,}{ National Academy Press, Washington, D.C, 1998, p.50.
\par }}}{
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Investigation of cooperative work on concept-focused tasks showed that learners were enabled to overcome their scientific misconceptions.  Research also indicates that the key to effectiveness of cooperative grouping is in the leadership.}{\cs17\super 
\chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{  Patricia A. Ba
sili and Julie P. Sanford, "Conceptual Change Strategies and Cooperative Group Work in Chemistry," }{\i Journal of Research in Science Teaching}{, Vol. 28, No. 4, pp. 293-304
\par }}}{  
\par }\pard\plain \s19\qj\li360\widctlpar\tx720\tx8640{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
\par }\pard \s19\qj\fi720\widctlpar\tx720\tx8640{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {In conclusion, research on cooperative learning supports the use of cooperative gro
ups in conjunction with hands-on approaches to learning. Such an approach increases achievement, particularly in application level tasks. In addition, students practice science skills, and become more positive toward science as a result of cooperative lea
rning.
\par }\pard \s19\qj\li360\widctlpar\tx720\tx8640{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard \s19\qj\fi720\widctlpar\tx720\tx8640{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
In a second area of research, lab experiences were considered.  This research studied the effect of confirmation and open-inquiry labs on student learning.  In confirmati
on labs, students simply followed directions in order to confirm what was already known.  In open inquiry labs, students developed lab experiences to answer questions. The research showed no differences in thinking processes between the two groups.  Shepa
rdson, in his discussion of results, warns, \ldblquote \'85
the nature of student thinking in open-inquiry labs may be disappointing in that simply providing students with curriculum opportunities, such as open-inquiry labs, is insufficient to engage all students in thin
king.  That is, for some students open inquiry labs become no more than the physical manipulation of materials.\rdblquote }{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright 
\fs20\cgrid {\cs17\super \chftn }{ Daniel Shepardson,  The Nature of Student Thinking in Life Science Laboratories," School Science and Mathematics, Vol. 97, Issue 1, 1997, p.1997 page 4, from Virtual Library }{\field{\*\fldinst {
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\par }}}{  This points to the need for purposeful lab experiences including interaction with the teacher and with other students.
\par 
\par The constructivist approach to learning has also received significant attention in the research.  A constructivist approach considers the learner to be inst
rumental in the learning process.  In this case, the learner does not simply take in information presented by the teacher or textbook, but rather gathers information and attempts to make sense of that information in light of past experiences and backgroun
d knowledge.  In constructivist teaching the students learn new information by relating that knowledge to what they already know.  One model for constructivist teaching is the Conceptual Change Model.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Joseph Stepans, "Teacher, Administrator, and University Educator Form a Triad," Vol. 5, No. 2, 1996, pp. 38-41.
\par }}}{  Lonning investigated the use of the Conceptual Change Model with and without the use of cooperative learning.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {
\cs17\super \chftn }{ Robert A. Lonning, Effect of Cooperative Learning Strategies on Student Verbal Interactions and Achievement during Conceptual Change Instruction in Tenth Grade General Science, "}{\ul Journal of Research in Science Teaching}{
," Vol. 30, No. 9, 1993, pp. 1087-1101.
\par }}}{  Students using cooperative learning in conjunction with conceptual change showed greater achievement gains than students using only the conceptual change approach. He went on to state that \ldblquote 
a key characteristic of these models (constructivist approaches) is the importance placed on the examination of the students\rquote  personal conception
s.  Involving the students in discussions with peers and the teacher is recognized as one of the major means of achieving this goal.\rdblquote }{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0
\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Robert A. Lonning, "Effect of Cooperative Learning Strategies on Student Verbal Interactions and Achievement during Conceptual Change Instruction in Tenth Grade General Science," }{\i 
Journal of Research in Science Teaching}{, Vol. 30, No. 9, 1993, pp. 1087 \endash  1088.
\par }}}{  Research has also indicated that the quality of the knowledge constructed by the learner depends on the individual\rquote s interest, the individual\rquote s prior knowledge, and the richness of the learning environment.}{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Lawrence Lowery, Curriculums Reflect Brain Research, }{\i Education Leadership}{, Vol 56, No.3 1998.
\par }}}{ 
\par 
\par Attitudes and science self-concept have also been researched in science education. Simpson states, "Recent research, however, has produced new evidence that the learning of science is influenced by the way students feel toward science."}{\cs17\super 
\chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{Ronald  Simpson, "What's New in \'85Science Education," }{\i Clearing House}{, Vol. 65, Iss
ue 2, 1991, pp. 68-70.  
\par }}}{  The TIMSS data showed a decrease in achievement among American students from fourth to eighth grade and from eighth grade to twelfth grade.  The work of Dimitrov showed a similar decrease in attitude towards science from fifth g
rade to seventh grade to tenth grade.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Dimiter M. Dimitrov, "Gender Difference in Science Achievement: Differential Effect of Ability, Response Format, and Strands of Learning Outcomes," }{\i School Science and Mathematics}{, Vol. 99, Issue 8, 1999, pp. 445-451. 
\par }}}{
  Simpson considered attitudes at the early childhood, middle school, and high school levels. His work showed, first, that self-concept, motivation, and science anxiety are important indicators of science achievement.  Furthermore, he determined that se
lf-concept significantly influenced achievement.  Interest and achievement are influenced beginning in early childhood years by experiences with science. Lifelong interest in science and commitment to science learning is influenced by the experiences of e
lementary school children both with their families and in the schools.  At the middle school level students were found to enjoy science when they experienced a reasonable level of success. And at the high school level, Simpson\rquote 
s work showed that attitude towards science and science self-concept influenced the selection of eleventh and twelfth grade science courses by tenth graders.  Greenfield concludes, "\'85
programs emphasizing hands-on discovery-oriented science can have positive academic and affective impacts on teachers . . . and their students."}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0
\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Greenfield, Teresa Arambula and Arnold Feldman, "Improving Science Teaching for All Students," }{\i School Science and Mathematics}{, Vol. 97, Issue 7, p. 383. 
\par }}}{
\par 
\par Research shows a variety of specific teaching strategie
s are successful in science education. The use of the learning cycle strategy showed that the learning cycle allowed for greater involvement in the learning process, resulted in more enjoyable and stimulating classes, developed a more thorough understandi
ng of science concepts, and resulted in greater critical thinking on the part of students.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 R. S. Bryant and E. A. Marek, "They Like Lab Centered Science," }{\i The Science Teacher}{, Vol. 54, 1997 pp. 42-45. 
\par }}}{ Other research has demonstrated that concept mapping was a more effective strategy than traditional expository teaching in enhancing achievement in biology.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Olugbemiro Jegede, Folusho Alaiyemola and Peter Okebukola, "The Effect of Concept Mapping on Student's Anxiety and Achievement in Biology," }{
\i Journal of Research in Science Teaching}{, 1990, Vol. 27, No. 10, 1990, pp. 951-960.
\par }\pard \s16\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright { }}}{  Research conducted by Willerman and MacHarg showed that using conce
pt maps prior to laboratory investigations resulted in significant differences in achievement over students who did not receive concept maps. Stavy showed that teaching by analogy could be an effective tool in science, particularly when analogies were bui
lt on correct preconceptions of students.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Ruth Stavy, "Using Analogy to Overcome Misconceptions about Conservation of Matter," }{\i Journal of Research in Science Teaching}{, 1991, Vol. 28, No. 4, 1990, pp. 305-313.
\par }}}{ Finally, Ayer and Milson demonstrated that providing middle school students with study skills such as note taking and underlining did not affect achievement.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ William W. Ayer and James L. Milson, "The Effect of Notetaking and Underlining on Achievement in Middle School Life Science," }{\i 
Journal of Instructional Psychology}{, Vol. 20, Issue 2, 1993, pp. 91-96.
\par }}}{
\par 
\par Such factors as home achievement, gender, and ethnicity have also been considered in the research.  For tenth graders, a significant relationship exists between a student\rquote s home and school environment in science achievement.}{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Deidra Young and Arthur Reynolds, "Science Achievement and Educational Productivity: A Hierarchical Linear Model," }{\i Journal of Educational Research}{, Vol. 89, Issue 5, 1996, pp. 272-278. 
\par }}}{  A study of fifth grade students loo
ked at gender and ethnicity.  This study found that ethnicity had no effect on science achievement, gender made no difference on achievement in low and middle ability groups, and that high ability boys did better than girls on open-ended physical science 
questions but not in other areas.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Dimiter M. Dimitrov, "Gender Difference in Science Achievement: Differential Effect of Ability, Response Format, and Strands of Learning Outcomes," }{\i School Science and Mathematics}{, Vol. 99, Issue 8, 1999, pp. 445-451, 1999.
\par }}}{  Finally, in looking at students with disabilities, research showed that for students with disabilities, activity-oriented curricula offer fewer difficulties.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Margo A. Mastropieri and Thomas E.  Scruggs, Text Versus Hands-On Science Curriculum, }{\i Remedial and Special Education}{
,  Vol. 15, Issue 2, p. 72-85, 1994.
\par }}}{  However, the authors caution that schools adopting a content-based approach to science education needed to provide a variety of support materials for special education students including stud
y skills, peer mentoring, audio/video tapes, cooperative learning, and inquiry-based instruction.
\par 
\par A study by Spector and Gibson asked middle school students what they perceived to be helpful in learning science.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright 
\fs20\cgrid {\cs17\super \chftn }{ Barbara Specter and Charles Gibson, "A Qualitative Study of Middle School Students' Perceptions of Factors Facillitating the Learning of Science: Grounded Theory and Existing Theory, 1991, p. 482.
\par }}}{ The students listed the following characteristics: 
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Experiencing situations about which they were learning
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Having live presentations by professional experts
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Doing hands-on activities
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Using inductive reasoning to generate new knowledge
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {Being active learners

\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Exploring interdisciplinary approaches to problem solving
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {Having adult mentors

\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Interacting with peers and adults
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Trusting the individuals in the learning environment.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Experiencing self-reliance.
\par }\pard\plain \s19\qj\li360\widctlpar\tx720\tx8640{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
\par }\pard \s19\qj\fi720\widctlpar\tx720\tx8640{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {The list developed
 by these middle school students reflects both the research and the contentions of reform movements.  Research indicates hands-on, active-learning in cooperative groups, coupled with interaction with peers and adults in a trusting environment, tends to be
 highly effective in improving science achievement. It is also perceived as most effective by students.  
\par 
\par }\pard\plain \s6\fi720\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright \b\cgrid {\lang1024 
{\shp{\*\shpinst\shpleft-96\shptop208\shpright8724\shpbottom585\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz26\shplid1053{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}
{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fLine}{\sv 0}}{\sp{\sn fBehindDocument}{\sv 1}}}{\shprslt{\*\do\dobxcolumn\dobypara\dodhgt26\dprect\dpx-96\dpy208\dpxsize8820\dpysize377
\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{
\par }\pard \s6\li360\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright {Resources}{\lang1024  }{
\par }\pard\plain \li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 The 1993 }{\i\fs24 National Survey of Science and Mathematics Education}{\fs24  found that instructional resources were cited as the most serious problem 
affecting instruction.  Mathematics and science department heads reported lack of funds to purchase equipment and supplies, lack of materials for individualized instruction, inadequate access to computers, and lack of appropriate computer software as high
ly problematic to quality mathematics and science education.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Iris R. Weiss, "A Profile of Science and Mathematics Education in the United States," Horizon Research Inc., 1994, pp. 16-17.
\par }}}{\fs24   Similar concerns were reported by the Alabama Mathematics, Science, and Technology Initiative survey.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright 
\fs20\cgrid {\cs17\super \chftn }{ }{\i Survey Analysis Report: Alabama Math, Science, and Technology Initiative}{,  Alabama State Department of Education, 2000.
\par }}}{\fs24 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 The concerns and limitations of a textbook dominated curricula have been previously mentioned.
  Yet, in many classrooms the textbook is the only physical resource that students experience in science.  If science education is to move from a textbook and worksheet driven curriculum to the hands-on, inquiry-based reform that is called for by the majo
r reform movements, then providing appropriate resources must become a critical component of any plan for improvement.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }
\adjustright \fs20\cgrid {\cs17\super \chftn }{ National Science Resource Center}{\i , Science for All Children: A Guide to Improving Elementary Science Education in Your District}{,  National Academy Press, Washington, D.C., 1997, pp. 89-99.
\par }}}{\fs24   As indicated in the National Science Education Standards, "An effective science learning environment requires a broad range of basic science materials, as well as specific tools for particular topics and learning experiences."}{
\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i National Science Education Standards}{
, National Academy Press, Washington, D.C., pp. 44-45.
\par }}}{\fs24 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 One of the greatest problems facing a hands-on, inquiry-based science program is simply supplying the needed resources at the appropri
ate time.  Teachers must have the forethought to order materials in the correct quantities well in advance of their use by the students. When materials must be processed on school purchase orders, the teacher may be required to place orders months before 
t
he materials will actually be used.  Storage of supplies and equipment also becomes an issue.   Once a class has performed the activity, consumable materials must be replenished for future classes.  Even when funding is not a problem, many teachers simply
 do not have time, skills, or motivation to manage the ordering and refurbishment of materials that are required for a hands-on, inquiry based science program.   To address this need, the }{\i\fs24 National Science Education Standards}{\fs24 
 suggest that,"\'85an effective infr
astructure for materials support be a part of any science program.  School systems need to develop mechanisms to identify exemplary materials, store and maintain them, and make them available to teachers in a timely fashion.  Providing an appropriate infr
astructure frees teachers' time for more appropriate tasks and assures the necessary materials are available when needed."}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }
\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i National Science Education Standards}{, National Academy Press, Washington, D.C., p. 220.
\par }}}{\fs24 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
Expecting teachers to gather all of the materials needed for hands-on activities has proven to be neither realistic nor efficient.  The National Science Resource Center has concluded that the most efficient and cost-effective way to provide teachers with 
the supplies needed is through the creation of science materials support centers. }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{
 National Science Resource Center, }{\i Science for All Children: A Guide to Improving Elementary Science Education in Your District}{,  National Academy Press, Washington, D.C., 1997. pp. 89-99.
\par }}}{\fs24\super , }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ National Science Resources Center, }{\i 
Resources for Teaching Elementary School Science}{, National Academy Press, Washington, D.C., 1996.
\par }}}{\fs24\super , }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ National Science Resources Center, }{\i 
Resources for Teaching Middle School Science}{, National Academy Press, Washington, D.C., 1998.
\par }}}{\fs24   Moreno calls attention to the importance of material and supply refurbishment centers to support science programs as follows:}{\cs17\fs24\super  }{\fs24 
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard\plain \s34\qj\li720\ri720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {Much more desirable is centralized management of science materials by schools or districts.
  Some localities with well-established science programs for grades K-8 provide teachers with kits containing all of the science materials necessary for a 3-9 week unit\'85
.science centers are also responsible for refurbishing  used kits so they may be distri
buted and reused several times during each school year (Lapp 1980).  Centralized management and distribution of supplies help to ensure that all students have equally rich science experiences.}{\cs17\super  \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Nancy P. Moreno, "K-12 Science education Reform-A Primer for Scientists," }{\i BioScience}{, Vol. 49, No. 7,1999, p. 567.
\par }}}{
\par }\pard\plain \li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
Lack of appropriate supplies and equipment for science classes is a significant problem that limits the quality of students' hands-on experiences throughout grades K-12.  The problem is most notable
 in elementary schools, where, in some cases, teachers and students do not have access to even the most rudimentary tools and materials necessary for teaching and learning science. Research indicates that resources to support hands-on science must extend 
from elementary school through high school if the benefits of inquiry-based instruction are to be fully realized.}{\cs17\fs24\super  \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright 
\fs20\cgrid {\cs17\super \chftn }{  Nancy P. Moreno, "K-12 Science education Reform-A Primer for Scientists," }{\i BioScience}{, Vol. 49, No. 7,1999, p. 569.
\par }}}{\fs24    The National Science
 Foundation has financed the development of resource kits that allow elementary and middle school teachers to easily provide their students with quality, hands-on, inquiry-based science instruction. The resource kits, designed by leading science educators
, support the National Education Science Standards and have received extensive field testing for effectiveness.  Numerous studies demonstrate the positive impact of the activity-based resource kits on student performance. }{\cs17\fs24\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{   Ted Spickler and Christine McC
reary, "Making the Case for Teaching Science Using a Hands-On Inquiry-Based Approach," Report from Bayer Corporation, September 30, 1999, pp. 6-7.
\par }}}{\fs24 
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard \fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 The }{\i\fs24 National Science Education Standards}{\fs24  also address the need for adequate space and facilities for hands-on science investigations.  
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard\plain \s34\qj\li720\ri720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
There must be space for students to work together in groups, to engage safely in investigation with materials, and to display both work in progress and finished work.  There also must be space for safe and convenient storage 
of materials needed for science.  At the lower grade levels, schools do not need separate rooms for laboratories . . . . at the upper grade levels, laboratories become critical to provide the space, facilities, and equipment needed for inquiry and to assu
re that the teacher and students can conduct investigations without risk.  All spaces where students do inquiry must meet appropriate safety regulations. }{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar
\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i National Science Education Standards}{, National Academy Press, Washington, D.C., p. 220.
\par }}}{
\par }\pard\plain \li720\ri720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
Technological resources can and should play a valuable role in inquiry based science instruction.  As Stager indicates, "The continuous miniaturization of electronic components and the drop in the cost of computing is making the microcomputer-based labs b
oth cost-effective and more portable. . . . Now the student scientist, with lab instruments and digital lab assistant software, may go out into the real world and collect real data where it exists, not merely in textbooks." }{\cs17\fs24\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Gary Stager, "Portable Probeware: Science Education's New Fontier," }{\i Curriculum Administrator}{
, March 2000, p.33.
\par }}}{\fs24   
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
Efforts to change the way science is taught in schools often focus on a single-shot effort to place equipment, materials, and technology in the classroom.   Key issues n
ecessary for the effective use of the resources often go unaddressed and lead to the ineffective and inappropriate use of resources, or to the resources not being used at all.  Issues that must be addressed when providing science resources include the fol
lowing: }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Nancy P. Moreno, "K-12 Science education Reform-A Primer for Scientists," 
}{\i BioScience}{, Vol 49, No. 7, 1999, p. 569-576.
\par }}}{\fs24 
\par }\pard \qj\li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Properly relating the resources to the curriculum
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Adequately training teachers in the use of the resources, including related science content and teaching strategies
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Effectively supporting the implementation of the curriculum and resources 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Systematically resupplying materials and equipment as needed 
\par }\pard\plain \qj\li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
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{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}
{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fLine}{\sv 0}}{\sp{\sn fBehindDocument}{\sv 1}}}{\shprslt{\*\do\dobxcolumn\dobypara\dodhgt25\dprect\dpx-102\dpy227\dpxsize8820\dpysize377
\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{\fs24 
\par }\pard\plain \s6\li360\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright \b\cgrid { Assessment
\par }\pard\plain \li360\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 The fact that one entire chapter from the }{\i\fs24 National Science Education Standards}{\fs24 
 is devoted to assessment helps draw attention to the importance that assessment must play in any educational plan.  The chapter provides specific standards that are to serve as guides for developing assessment tasks, practices
, and policies.  The assessment standards are as follows: }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i 
National Science Education Standards}{, National Academy Press, Washington, D.C., pp. 78-86.
\par }}}{\fs24 
\par }\pard \qj\li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Assessments must be consistent with the decisions they are designed to inform.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Achievement and opportunity to learn science must be addressed.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
The technical quality of the data collected is well matched to the decisions and actions taken on the basis of their interpretation.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Assessment practices must be fair.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {The inferences 
made from assessments about student achievement and opportunity to learn must be sound.
\par }\pard\plain \qj\li1080\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 Hein and Price have defined assessment as "using any possible means to make judgements about what students have learned." }{\cs17\fs24\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ G. E. Hein and S. Price, }{\i Active Assessment for Active Science}{, Portsmouth, NH, Heinemann, 1994.
\par }}}{\fs24    Assessment should provide teachers and the students with information about the students' skills, knowledge, and understanding.   Traditionally, learning in science classes has been measured by using
 paper and pencil tests.  Yet such tests have increasingly come under criticism for not adequately judging students' higher-order thinking skills or their ability to apply content knowledge.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\qj\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Nancy Kober, }{\i Edtalk: What We Know About Science Teaching and Learning}{
, Council for Educational Development and Research, Washington, D.C., pp.60.
\par }}}{\fs24\super , }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Wendy McColskey and Rita O'Sullivan, }{\i 
How to Assess Student Performance in Science: Going Beyond Multiple-Choice Tests}{, SouthEastern Regional Vision for Education, 1995, p.1.
\par }}}{\fs24 
  In addition, problems occur when science programs do not match the mandated examinations.  Teachers may feel compelled to "teach the test" at the expense of implementing the official science program.  Moreno states that "this situation should cha
nge gradually as individual states and school districts continue to align their guidelines with NRC Standards and generate corresponding standardized tests."}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar
\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Nancy P. Moreno, "K-12 Science education Reform-A Primer for Scientists}{\i ," BioScience}{, Vol 49, No. 7,1999, p. 573.
\par }}}{\fs24 
\par }\pard \qj\li360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
Still, standardized testing programs can provide valuable data to teachers.  Without such data, teachers would never know how their students' achievement compares with that of other students across the state, nation, or world.  As Doma
in points out, "Standardized tests give me a window to the reality beyond my classroom, beyond my own measure of how things ought to be." }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0
\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Carol Damian, "Facing and Embracing the Assessment Challenge," ENC Focus, Vol.7, No. 2, 2000, p.17.
\par }}}{\fs24   
\par 
\par Aware of t
he limitations of conventional tests, many educators now encourage the use of alternative and authentic forms of assessment in the classroom.  Students may be asked to solve a real life problem, perform an experiment, or prepare a presentation on a topic.
  Such evaluation reflects the inquiry, process-oriented and collaborative nature of science by having students "work together or separately, using equipment, materials, and procedures that they would use in good, hands-on science instruction."}{
\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\qj\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Nancy Kober, }{\i Edtalk: What We Know About Science Teaching and Learning}{
, Council for Educational Development and Research, Washington, D.C., p. 60.
\par }}}{\fs24    A limitation of these types of assessments is the difficulty in using them to project student performance or correlating them from one task to another. 
\par 
\par Research shows that factors in the classroom assessment environment such as frequency and format can affect student achievement.  Brookhart found that the frequency of assessment, written reports, science projects, and
 graded homework had positive effects on student achievement.   This supports the view that active learning, student construction, curiosity and motivation, and self-evaluation lead students to achieve at significantly higher levels.}{\cs17\fs24\super 
\chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Susan
 M. Brookhart, "Effects of the Classroom Assessment Environment on Mathematics and Science Achievement, }{\i Journal of Educational Research}{, Vol. 90, Issue 6, p. 327.
\par }}}{\fs24   While multiple-choi
ce tests continue to play a major role in assessment, it is important that teachers be knowledgeable of other forms of assessment that fit well with desired student outcomes in science.  Portfolios, observations, performance tests, student interviews, jou
rnals, projects, surveys, and self-assessments are all valuable ways of gaining insight into what students know and can do.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }
\adjustright \fs20\cgrid {\cs17\super \chftn }{ Wendy McColskey and Rita O'Sullivan}{\i , How to Assess Student Performance in Science: Going Beyond Multiple-Choice Tests}{, SouthEastern Regional Vision for Education, 1995, p.1.
\par }}}{\fs24   The challenge of the teacher is to match the most appropriate assessment to the desired goal or outcome.
\par 
\par When planning for assessment, it is important that the purpose of the activity be clear.  Assessment activities should serve the following six purposes:  
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Assessment should help guide instruction to make teaching more effective.  To do this, it must establish what students already know and what is being learned by students from the instruction that they receive.}{\cs17\super  \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar\tx720\adjustright \fs20\cgrid {\cs17\super \chftn }{ Senta Raizen, Joan Baron,  Audrey Champagne, et. al., }{\i Assessment in Science Education: The Middle Years}{, National Center for Improving Science Education, pp. 1-2.

\par }}}{   
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Assessment should help clarify what should be learned by students.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {Ass
essment should document students' progress at the end of an extended period of instruction.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Assessment should monitor the outcomes of instruction, including the competencies and achievements in the subject.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Assessment should provide a basis for formulating approaches to improve instruction, especially when combined with other information.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Assessment should guide how resources might be used differently or augmented to improve education. 
\par }\pard\plain \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 A report from the National Center for Improving Science Educa
tion identifies key practices for quality assessment in science. Exemplary assessment practices in science must address the following:}{\cs17\fs24\super  \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0
\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ Senta Raizen, Joan Baron,  Audrey Champagne, et. al., }{\i Assessment in Science Education: The Middle Years}{, National Center for Improving Science Education, pp. 1-2.
\par }}}{\fs24 
\par }\pard \qj\fi360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Assessments should model exemplary instruction in that the evaluation exercises are indistinguishable from good instructional practices.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Assessments should allow students to demonstrate their proficiency in laboratory activities and scientific thinking by requiring hands-on tasks.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Assessments should investigate both knowledge of subject matter and depth of understanding.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Assessments should examine both the final answer and the process or approach used to obtain the answer.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Assessments should include a research or design component. 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Assessments used should extend beyond written reports about experiments and answers to test questions to speeches, models, drawings, group presentations, and displays.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Assessments should monitor the student's proficiency in management skills by encouraging opportunities for group work designed around tasks too complex for students to accomplish individually.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Assessments should extend beyond student outcomes to include school context and science programs when used to evaluate and make improvements in science education.
\par }\pard\plain \qj\li720\widctlpar\tx720\adjustright \fs28\cgrid {\fs24 
\par 
\par 
\par }\pard \qj\widctlpar\tx720\adjustright {\fs24 
\par 
\par }\pard \widctlpar\tx720\adjustright {\fs24 
\par 
\par \page 
\par }\pard\plain \s32\qc\fi720\widctlpar\adjustright \b\cgrid {TECHNOLOGY
\par }\pard\plain \widctlpar\adjustright \fs28\cgrid {\lang1024 {\shp{\*\shpinst\shpleft-90\shptop220\shpright8730\shpbottom597\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz18\shplid1055
{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{\sn fillColor}{\sv 12632256}}{\sp{\sn fillOpacity}{\sv 32768}}
{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fLine}{\sv 0}}{\sp{\sn fBehindDocument}{\sv 1}}}{\shprslt{\*\do\dobxcolumn\dobypara\dodhgt18\dprect\dpx-90\dpy220\dpxsize8820\dpysize377
\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{\fs24 
\par }\pard\plain \s6\keepn\widctlpar\outlinelevel5\adjustright \b\cgrid {Professional Development
\par }\pard\plain \widctlpar\adjustright \fs28\cgrid {
\par }\pard\plain \s15\qj\fi720\widctlpar\adjustright \cgrid {Technology has dramatically penetrated every area of society and every aspect of our social and cultural lives.  Technology has changed the very nature of our work.  Although schools are emb
edded in our culture and reflect its values, the technological changes that have swept through society have left the educational system largely unchanged.  In the course of 20 years, a dramatic gap has opened between the process of teaching and learning i
n schools and the ways of obtaining knowledge in society at large.   This gap has been made obvious by the fact that the process of teaching has not changed substantially, even in the past 100 years.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\widctlpar\adjustright \fs20\cgrid {               }{\cs17\super \chftn }{ J. L. David, \ldblquote Restructuring and Technology: Partners in Change,\rdblquote  in K. Sheingold and M. S. Tucker (eds.), }{\i Restructuring for Learning with Technology}{
, Center for Technology in Education at BankStreet College and the National Center on Education and the Economy, 1990.
\par }}}{\up6 ,}{ }{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\widctlpar\adjustright \fs20\cgrid {               }{\cs17\super \chftn }{ T. Kolderie, \ldblquote How Structural Change can Speed the Introduction of Technology,\rdblquote 
  in K. Sheingold and M. S. Tucker (eds.), }{\i Restructuring for Learning with Technology}{, Center for Technology in Education at BankStreet College and the National Center on Education and the Economy, 1990.
\par }}}{
\par 
\par A well-qualified teacher who is willing to use technological tools for the purpose of helping students master established educational goals is the key to success for computer technology.  Continued investments in hardware will be worth
less without investing in teacher skills. 
\par }\pard \s15\qj\widctlpar\adjustright {
\par }\pard \s15\qj\fi720\widctlpar\adjustright {
The AMSTI Committee commissioned the State Department of Education to perform an extensive survey of mathematics and science educators from across the state.  This survey is the most comprehensive research on mathematics, science, and technology education
 ever performed in the state.  Results from the survey indicate that access to technology and assistance with technology integration were the greatest needs of Alabama mathematics and science teachers.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{\i Survey Analysis Report: Alabama Mathematics, Science and Technology Initiative}{, Alabama State Department of Education, 2000, p.3.
\par }}}{
\par }\pard \s15\qj\widctlpar\adjustright {
\par }\pard \s15\qj\fi720\widctlpar\adjustright {When asked to indicate their four greatest needs, both mathematics (56 percent) and science teachers (54 percent) most frequently listed incorporating technology into the classr
oom.  In addition, 37 percent of mathematics teachers and 40 percent of science teachers listed accessing technology as one of their greatest needs.
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 Only 5 percent of mathematics and 3 percent of science classrooms are equipped with five or more computers
.  Forty-nine percent of mathematics and 48 percent of science teachers have only a single computer in their classrooms. Over 13 percent of mathematics and 12 percent of science teachers report not having a computer in their classrooms.  Approximately 55 
percent of the mathematics and science classrooms currently have Internet access.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 In terms of peripheral devices, 67 percent of both mathematics and science teachers indicate they have a printer in their classrooms. However, less than 5 percent of teachers
 report using other peripheral devices such as probes, sensors, scanners, or touch screens.  An exception is the 15 percent of high school science teachers who indicate they use probeware with their students.  Probeware is apparently used in science class
es only at the high school level.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 
Students use technology on a daily or weekly basis in 44 percent of mathematics classes and in 39 percent of science classes.  Thirty-seven percent of mathematics teachers and 36 percent of science teachers rarely or never
 have their classes use technology.
\par }\pard \qj\widctlpar\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar\adjustright {\fs24 
Of those that have computers in their classrooms, over 50 percent of mathematics and science teachers indicate they are used for gradebook record keeping and teacher writing.  In terms of computer usage by students, act
ivities in mathematics classes that show the greatest percentages are remediation (36 percent), games (30 percent), and practice (28 percent). In science classes computers are mainly used for student writing (30 percent), remediation (26 percent), and stu
dent on-line research (26 percent).}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{\i Survey Analysis Report:}{ }{\i Alabama Mathematics, Science and Technology Initiative}{
, Alabama Mathematics, Science, and Technology Initiative, Alabama State Department of Education, 2000.
\par }}}{\fs24 
\par }\pard\plain \s15\qj\widctlpar\adjustright \cgrid {
\par }\pard \s15\qj\fi720\widctlpar\adjustright {\cs26\expnd0\expndtw-4 A national poll of 1,407 teachers conducted in 1999 for }{\cs26\i\expnd0\expndtw-4 Education Week }{\cs26\expnd0\expndtw-4 
asked teachers three questions.  The questions and tabulated results reveal a noteworthy trend:}{\cs17\expnd0\expndtw-4\super  \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Linda Seymour, 
\ldblquote Teachers Online but Disconnected; Many in Area Lack the Time, Training to Use Computers in Class,\rdblquote  }{\i The Washington Post}{, March 18, 2000.
\par }}}{\cs26\expnd0\expndtw-4 
\par 
\par {\pntext\pard\plain\s15 \cs26\expnd0\expndtw-4\cgrid \hich\af0\dbch\af0\loch\f0 1.\tab}}\pard \s15\qj\fi-360\li1440\widctlpar\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls9\pnrnot0\pndec\pnstart1\pnindent1440\pnhang{\pntxta .}}\ls9\adjustright {
\cs26\expnd0\expndtw-4 Including this year, for how many years have you been using computer technology in your classroom lessons?
\par }\pard\plain \qj\fi360\li1440\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\cs26\fs24\expnd0\expndtw-4 Have not started yet\tab \tab \tab 18%
\par One year\tab \tab \tab \tab \tab 14%
\par Two years\tab \tab \tab \tab \tab 16%
\par Three to five years\tab \tab \tab \tab 29%
\par More than five years\tab \tab \tab 23%
\par 
\par {\pntext\pard\plain\s15 \cgrid \hich\af0\dbch\af0\loch\f0 2.\tab}}\pard\plain \s15\qj\fi-360\li1440\widctlpar\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls9\pnrnot0\pndec\pnstart1\pnindent1440\pnhang{\pntxta .}}\ls9\adjustright \cgrid {
About how many hours of basic technology skills training did you receive in the last 12 months?
\par }\pard\plain \qj\fi360\li1440\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 None\tab \tab \tab \tab \tab 27%
\par 1 \endash  5 hours\tab \tab \tab \tab \tab 31%
\par 6-10 hours\tab \tab \tab \tab \tab 17%
\par 11 \endash  20 hours\tab \tab \tab \tab 11%
\par More than 20 hours\tab \tab \tab 14%
\par }\pard\plain \s27\qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\fs24 
\par {\pntext\pard\plain\s27 \cgrid \hich\af0\dbch\af0\loch\f0 3.\tab}}\pard \s27\qj\fi-360\li1440\widctlpar\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls9\pnrnot0\pndec\pnstart1\pnindent1440\pnhang{\pntxta .}}\ls9\adjustright {\fs24 
About how many hours of training did you receive on integrating technology into the curriculum within the last 12 months?
\par }\pard\plain \qj\widctlpar\adjustright \fs28\cgrid {\fs24 
\par }\pard\plain \s28\qj\li1800\widctlpar\adjustright \fs20\cgrid {\fs24 None\tab \tab \tab \tab \tab 36%
\par }\pard \s28\qj\li1800\widctlpar\adjustright {\fs24 1 \endash  5 hours\tab \tab \tab \tab \tab 36%
\par }\pard \s28\qj\li1800\widctlpar\adjustright {\fs24 6 \endash  10 hours\tab \tab \tab \tab 14%
\par }\pard \s28\qj\li1800\widctlpar\adjustright {\fs24 11 \endash  20 hours\tab \tab \tab \tab 7%
\par }\pard \s28\qj\li1800\widctlpar\adjustright {\fs24 More than 20 hours\tab \tab \tab 8%
\par }\pard\plain \s1\qj\keepn\widctlpar\outlinelevel0\adjustright \i\cf1 {\i0\ul 
\par }\pard\plain \widctlpar\adjustright \fs28\cgrid {
\par }\pard\plain \s15\qj\fi720\widctlpar\adjustright \cgrid {Many state, regional, and federal 
organizations are realizing that increased funding for teacher training and tougher standards for technology competency are needed if computers are to become a standard part of mathematics and science instruction.  Virginia and North Carolina have develop
ed successful professional development programs for their teachers in technology integration.  Virginia established teacher competency standards in technology, although they are not related to re-certification.}{\cs17\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Guidelines for Technology in the Commonwealth's State Approved Teacher Education Programs, House Bill 1848, Commonwealth of Virginia Richmond, 1997.
\par }}}{ North Carolina adopted \ldblquote Technology Competencies for Educators\rdblquote  as part of their }{\i School Technology Users Task Force Report}{ in 1995.
\par 
\par Legislators at th
e federal and state levels are insisting that new technology programs include a staff development requirement.  Teachers need abundant professional development to use technology effectively in order to promote high levels of learning for all students.  Th
e technology must be integrated into a standards-based instructional program.  A recent study estimated that only 5percent of a typical school district\rquote 
s budget for technology is actually spent on staff instruction.  The National Staff Development Council recommends that 30 percent of monies allocated for technology should be used for professional development.}{\cs17\super \chftn {\footnote\ftnalt 
\pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ Ann Lewis, \ldblquote Teacher Development,\rdblquote  }{\i The Education Digest}{, March 1999.
\par }\pard \s16\widctlpar\adjustright {.}}}{
\par }\pard \s15\qj\li720\ri720\widctlpar\adjustright {
\par }\pard \s15\qj\fi720\widctlpar\adjustright {The Southern Association of Colleges and Schools (SACS) elementary and middle school standards that relate to professional growth require that all professional employees \ldblquote 
earn at least six (6) semester hours of college credit or the equivalency during each five (5) year period.\rdblquote   In 1997, the State Board of Education adopted the }{\i Alabama Technology Plan for K12 Education}{
.  The plan recommended a minimum of eight (8) hours of training in technology each year.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{
 Office of Technology Initiatives, Executive Council, May 1, 2000.
\par }}}{  This training has focused, to a large degree, on the use of technology to perform administrative tasks.  To impact student learning, training should emphasize the integration of technology into the mathematics and science curricula.
\par 
\par B
ringing the existing teaching force up to speed is a massive task that will require extensive professional development over many years. This problem will be greatly exacerbated if the teachers entering the profession have not been adequately prepared to u
s
e information technologies.  In 1998, the Milken Exchange on Educational Technology set out to establish baseline data on the status of technology use in teacher-training programs in the United States.  The report found that, in general, teacher-training 
programs do not provide future teachers with the kinds of experiences necessary to prepare them to use technology effectively in their classrooms.
\par 
\par The U. S. Office of Technology Assessment has identified technology skill stages for teachers.  Teachers need
 at least 30 hours of training in order to adopt technology.   A minimum of 45 hours plus 3 months experience is required for the teacher to adapt technology.  Adaptation is defined as moving from basic use to discovery of potential in a variety of applic
a
tions.  In order for teachers to enter the appropriation stage, a minimum of 60 hours training and two years of experience are required.  In this stage, the teacher has mastery over the technology and can use it to accomplish a variety of instructional an
d classroom management goals.  To reach the highest skill stage, invention, the teacher must participate in 80 or more hours of training and have 4 \endash 
 5 years of experience.  At this level, the teacher must actively develop entirely new learning techniques that utilize technology as a flexible tool.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {
\cs17\super \chftn }{ "Professional Development: A Link to Better Learning," U.S. Office of Technology Assessment, December, 1999.
\par }}}{
\par 
\par }\pard\plain \s8\qj\keepn\widctlpar\outlinelevel7\adjustright \b\cgrid {\ul What should teachers know to be successful in technology integration?
\par }\pard\plain \widctlpar\adjustright \fs28\cgrid {
\par }\pard\plain \s15\qj\fi720\widctlpar\adjustright \cgrid {The National Council for Acc
reditation of Teacher Education (NCATE) now includes in its accreditation review process for all teacher preparation programs a set of national standards for educational technology.  The standards were developed by the International Society for Technology
 in Education (ISTE).  The standards recommend that every teacher acquire a set of foundational skills and concepts related to technology, regardless of the teacher\rquote s area of specialization.  These include the following skills:}{\cs17\super \chftn 
{\footnote\ftnalt \pard\plain \s16\fi720\widctlpar\adjustright \fs20\cgrid {\cs17\super \chftn }{ }{\i National Educational Technology Standards for Students, Connecting Curriculum and Technology}{, International Society for Technology in Education, 2000

\par }}}{
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Operate school computers to access and use the basic software available (access/open applications, create/save/retrieve documents, etc.).
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Evaluate, use, and relate Information Technology tools for instruction (i.e. to instruct large or small groups or individuals).
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Apply current instructional principles, research, and appropriate assessment practices to the use of information technologies.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Evaluate educational software.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Use computers for problem-solving data collection (spreadsheet, database, etc.). 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Send and receive electronic mail. 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Create effective, computer based presentations (slideshows, overheads, etc.). 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Access and search the Internet for personal/professional resources.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Integrate Information Technology tools into student learning activities across the curriculum.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Use information technologies to facilitate student-centered learning.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {Create multi
media documents to support instruction. 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Create hypertext documents to support instruction. 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Demonstrate knowledge/modeling of ethical and equity issues related to technology (i.e. observing copyright, privacy, personal safety, etc.).
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {Demonstrate 
knowledge of current resources related to educational technology.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Use computer-based technology to access information and for personal/professional productivity (CD-ROMs, record keeping/reporting on student progress, etc.).
\par }\pard\plain \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard\plain \s15\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
Even today, despite the importance of technology, computer training does not hold a prominent place in the preparation experiences of teachers in some colleges of education.  According to Cheryl Williams, director of Education Technology Programs at the N
a
tional School Boards Association, there are several reasons why colleges of education have not integrated technology into their courses.  First, many teacher education programs lack the hardware and software necessary to incorporate technology into the te
a
cher agenda.  Second, in many instances, the education faculties have not been provided the training they need to use technology effectively.  Third, a majority of teacher education departments have not been able to invest in the technical support require
d to maintain a high-quality technology program.  And finally, some higher education faculties have little understanding of the changes technology is bringing to K \endash 
 12 classrooms, and they have not adjusted their own teaching methodologies to reflect these changes.}{\cs17\super \chftn {\footnote\ftnalt \pard\plain \s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super 
\chftn }{ I. G. Rosenthal  and A. Poftak, \ldblquote New Teachers and Technology: Are They Prepared?\rdblquote  }{\i Technology and Learning}{, April 1999.
\par }}}{
\par }\pard \s15\qj\fi360\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par }\pard\plain \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 NCATE has also been encouraged to require that technology be fully integrated across entire teacher preparation programs. 
 Failure to prepare teacher education graduates to use technology effectively and wisely will cause billions of dollars invested in education technology initiatives to go to waste.}{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ E. D., Odvard,, \ldblquote  More Teacher Training Urged,\rdblquote   }{\i Technology & Learning}{, January 1998.
\par }}}{\fs24 
\par }\pard\plain \s15\qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \cgrid {
\par }\pard\plain \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
Professional development for technology use should include essential components that research has found to be important. These components include the following: }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain 
\s16\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {\cs17\super \chftn }{ \ldblquote Critical Issue:  Providing Professional Development for Effective Technology Use,\rdblquote 
  North Central Regional Educational Laboratory [Online] Available: }{\field{\*\fldinst { HYPERLINK http://www.ncrel.org/sdrs.areas/issues/methods/technlgy/te1000.htm }{{\*\datafield 
00d0c9ea79f9bace118c8200aa004ba90b02000000170000004300000068007400740070003a002f002f007700770077002e006e006300720065006c002e006f00720067002f0073006400720073002e00610072006500610073002f006900730073007500650073002f006d006500740068006f00640073002f0074006500
630068006e006c00670079002f007400650031003000300030002e00680074006d000000e0c9ea79f9bace118c8200aa004ba90b8600000068007400740070003a002f002f007700770077002e006e006300720065006c002e006f00720067002f0073006400720073002e00610072006500610073002f0069007300730075
00650073002f006d006500740068006f00640073002f0074006500630068006e006c00670079002f007400650031003000300030002e00680074006d00000000000000000000}}}{\fldrslt {\cs29\ul\cf2 http://www.ncrel.org/sdrs.areas/issues/methods/technlgy/te1000.htm}}}{
\par }}}{\fs24 
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
a connection to student learning
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
hands-on technology use
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
a variety of learning experiences
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
curriculum-specific applications 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {new roles for teachers

\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {collegial learning 

\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
active participation of teachers
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {ongoing process
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {sufficient time
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
technical assistance and support
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {administrative support

\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {adequate resources

\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {continuous funding 

\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {built-in evaluation

\par }\pard\plain \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par Whether technology should be used in schools is no longer the issue in education. Instead, the current emphasis is ensuring that
 technology is used effectively to create new opportunities for learning and to promote student achievement.  This requires the assistance of educators who integrate technology into the curriculum, align it with state and national standards, and use it fo
r engaging learning projects.   Therefore, professional development for teachers becomes the key issue in using technology to improve the quality of learning in the classroom. 
\par }\pard \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 Lack of professional development for technology use is one of the most serious obstacles to fully integrating technology into the curriculum.}{\cs17\fs24\super 
\chftn {\footnote\ftnalt \pard\plain \fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\cs17\fs20\super \chftn }{\fs20 E. Fatemi, \ldblquote Building the digital curriculum. }{\i\fs20 Education Week on the Web}{\fs20 
 Retrieved September 23, 1999 [on line] Available: http://www.edweek.org/sreports/tc99/articles/summary.htm
\par }}}{\fs24   Traditional
 sit-and-get training sessions or one-time-only workshops have not been effective in making teachers comfortable with using technology or adept at integrating it into their lesson plans. Instead, a well-planned, ongoing professional development program th
at is tied to the school's curriculum goals, designed with built-in evaluation, and sustained by adequate financial and staff support is essential if teachers are to use technology appropriately to promote learning for all students in the classroom.

\par 
\par }{\lang1024 {\shp{\*\shpinst\shpleft-120\shptop241\shpright8700\shpbottom618\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz20\shplid1056{\sp{\sn shapeType}{\sv 1}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}
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\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr192\dpfillbgcg192\dpfillbgcb192\dpfillpat1\dplinehollow}}}}{\fs24 
\par }\pard\plain \s6\keepn\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\outlinelevel5\adjustright \b\cgrid {Curriculum and Instruction
\par }\pard\plain \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\fs24 
Educational reform calls for shifting away from the traditional method of organizing instruction in lecture format or practicing skills in specific academic disciplines toward an emphasis on engaging students in long-term, meaningful projects.}{
\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs20\cgrid {             }{\cs17\super \chftn }{ Doris G. Johnson, \ldblquote 
Implementing the National Technology Goals into Classroom Instruction,\rdblquote  Wright State University, Dayton, OH, 2000.
\par }}}{\fs24   Computer technology is changing schools in ways different from previous reform fads because of three significant reasons: }{\cs17\fs24\super \chftn {\footnote\ftnalt \pard\plain \s16\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }
\adjustright \fs20\cgrid {               }{\cs17\super \chftn }{ Seymour Papert, \ldblquote Technology in Schools: To Support the System or Render it Obsolete?\rdblquote 
\par }}}{\fs24 
\par 
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard\plain \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright \cgrid {
Children are becoming a driving force for educational change instead of being its passive recipients.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {Computers are learner
\rquote s technology, not teacher\rquote s technology such as televisions and filmstrip projectors.
\par {\pntext\pard\plain\s18 \f14\cgrid \loch\af14\dbch\af0\hich\f14 \'a7\tab}}\pard \s18\qj\fi-360\li1080\widctlpar\jclisttab\tx1080{\*\pn \pnlvlblt\ilvl0\ls112\pnrnot0\pnf14\pnstart1\pnindent360\pnhang{\pntxtb \'a7}}\ls112\adjustright {
Powerful advanced ideas can become elementary without losing their power.
\par }\pard\plain \qj\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright \fs28\cgrid {\fs24 
\par }\pard \qj\fi720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\i\fs24 Standards for Technological Literacy: Content for the Study of Technology}{\fs24 
 was released in April, 2000.  This book incorporates the International Society for Technology in Education (ISTE) Standards into various core subjects from kindergarten through twelfth grade. The twenty ISTE standards, with benchmarks at different level
s, specify what students should know about the history, design, effects, and use of technologies.   Incorporating the ISTE Standards into the Alabama mathematics and science courses of study would encourage the implementation of technology into these core
 subjects.
\par 
\par \ldblquote School subjects such as mathematics and science do not always have or allow time for exploration and development.  Technology education is a conduit for this discovery and exposure, and it provides an opportunity for interaction and deeper deve
lopment of related areas of study.\rdblquote }{\cs17\fs24\supe