Assuming that quality science education plays a role in economic growth within a country, it becomes important to understand how education policy might influence science education teaching and learning. This integrative research review draws on Cooper's methodology (Cooper, 1982; Cooper & Hedges, 2009) to synthesize empirical findings on the…

The No Child Left Behind (NCLB) Act requires states to measure the adequate yearly progress (AYP) of each public school and local educational agency (LEA) and to hold schools and LEAs accountable for failing to make AYP. Although it is required that science be assessed in at least three grades, the achievement results from science examinations are…

Presents the new program of Science Education for Early Adolescence planned by the Science Education Directorate of the National Science Foundation (NSF) to improve science education for early adolescents. Outlines the rationale for this program, the ongoing planning effort, and the probable future plans. (HM)

Explains changes in programs, policies, and procedures in the Science Education Directorate. Considers administration, effects of reorganization of institutional support and curriculum development programs (including changes in peer/staff review procedures), and new administration's conception of its mission, relationship to groups making demands…

This study, conducted by the staff of Minnesota Research and Evaluation Project (MREP), reports the results of several needs assessment procedures used with teachers and principals from a random sample of 224 schools from 13 western and midwestern states. (HM)

Describes the contributions of the National Science Foundation (NSF) to the development of college faculty in 1958, 1968, and 1978. The described activities are NSF institutes, faculty research participation, and fellowship programs. (HM)