For over a century, genetic arguments for the existence of racial inequality have been used to oppose policies that promote social equality. And, over that same time period, American biology textbooks have repeatedly discussed genetic differences between races. This experiment tests whether racial terminology in the biology curriculum causes…

This study presents a description and analysis of a ninth-grade integrated science curriculum developed and implemented by teachers within a high school science department and subsequently sustained for over 25 years. The Integrated Science Program (ISP) at Lakeside Southwest High School depicted here offers a unique example of longitudinal…

Compares the achievement in science for ninth grade students in China and the United States. Reveals a small difference between the two groups and presents a rationale for the comparison. Contains 31 references. (DDR)

This investigation explores how underrepresented urban students made sense of their first experience with high school science. The study sought to identify how students' assimilation into the science classroom reflected their interpretation of science itself in relation to their academic identities. The primary objectives were to examine students'…

Examined is the effectiveness of a smoking-prevention program in modifying high school students' attitudes and values in such categories as health, peer pressure, and social image as related to smoking. The intervention lasted four to six weeks within the framework of ninth- and tenth-grade biology classes. (Author/YP)

Presents a qualitative analysis of an episode from a beginning teacher's biology lesson to demonstrate the intricate relationships among teacher intentions, curriculum materials, teaching, and potential student outcomes. Develops the concept "epistemological flatness" as a way of characterizing salient aspects of curriculum materials and…

Describes a study designed to explore sources of influence on the judgements made by science teachers related to school characteristics, classroom features, and properties of a science curriculum. Results suggest that teachers' judgments center around concern for student ability and interest, teaching methods, and school spirit and morale. (TW)