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Sale Book (Nov 2007)

Priorities in Practice: The Essentials of Science, Grades 7–12

by Rick Allen

Table of Contents

References

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Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003, April 22). The nature and value of formative assessment for learning. Paper presented at the annual meeting of the American Educational Research Association, Chicago. Retrieved June 7, 2007, from www.kcl.ac.uk/content/1/c4/73/57/formative.pdf

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9–21.

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Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2). Retrieved April 21, 2006, from www.pdkintl.org/kappan/kbla9810.htm

Black, P., & Wiliam, D. (2004). International approaches to science assessment. Paper commissioned by the Committee on Test Design for K–12 Science Achievement, Center for Education, National Research Council. Washington, DC: National Academy of Sciences. Retrieved June 20, 2006, from www7.nationalacademies.org/bota/International%20Perspectives.pdf

Brown, J. (2004). Making the most of understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Bybee, R. (2006, August). Enhancing science teaching and student learning: A BSCS perspective. Paper presented at the 2006 ACER Research Conference, Canberra, Australia.

Cavanaugh, S. (2006, November 15). Simple science difficult for urban students to grasp, NAEP study finds. Education Week, Web-only article. Retrieved Nov. 22, 2006, from www.educationweek.org

Committee on Science, Engineering, and Public Policy. (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academies Press. Retrieved May 23, 2007, from www.nap.edu/catalog.php?record_id=11463#toc

DeBoer, G. (1991). A history of ideas in science education: Implications for practice. New York: Teachers College Press.

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Echevarria, J., & Colburn, A. (2006). Designing lessons: Inquiry approach to science using the SIOP model. In A. Fathman & D. Crowther (Eds.), Science for English language learners (pp. 99–101). Arlington, VA: National Science Teachers Association.

Echevarria, J., Short, D., & Powers, K. (2003). School reform and standards-based education: How do teachers help English language learners? Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.

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Grigg, W. S., Lauko, M. A., & Brockway, D. M. (2006). The nation's report card: Science 2005 (NCES 2006–466). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved June 7, 2007, from http://nces.ed.gov/nationsreportcard/pubs/main2005/2006466.asp

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Indiana Department of Education. (2006). Indiana's academic standards, earth & space science I. Indianapolis: Author. Retrieved May 24, 2007, from www.doe.state.in.us/standards/docs-Science/2006-Science-EarthSpace.pdf

Johnson, J., Arumi, A. M., Ott, A., & Remaley, M. H. (2006). Reality Check 2006: Are American parents and students ready for more math and science? New York: Public Agenda. Retrieved December 29, 2006, from www.publicagenda.org/research/pdfs/rc0601.pdf

Jorgenson, O., Cleveland, J., & Vanosdall, R. (2004). Doing good science in middle school: A practical guide to inquiry-based instruction. Arlington, VA: National Science Teachers Association.

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Lee, O., & Luykx, A. (2006). Science education and student diversity: Synthesis and research agenda. New York: Cambridge University Press.

Lutkus, A. D., Lauko, M., & Brockway, D. (2006). The nation's report card: Trial Urban District Assessment Science 2005 (NCES 2007-453). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved January 5, 2007, from http://nces.ed.gov/nationsreportcard/pubs/dst2005/2007453.asp#pdflist

Maatta, D., Dobb, F., & Ostlund, K. (2006). Strategies for teaching science to English learners. In A. K. Fathman & D. T. Crowther (Eds.), Science for English language learners: K–12 classroom strategies. Arlington, VA: National Science Teachers Association.

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Perkins-Gough, D. (2006/2007, December/January). Special report: The status of the science lab. Educational Leadership, 64(4), 93–94.

Reiff, R. (2005). Scientists' conceptions of scientific processes: Is the scientific method a one size fits all model? Paper presented at the National Association for Research in Science Teaching (NARST), Dallas, Texas.

Reiff, R., Harwood, W., & Phillipson, T. (2002, January 10–13). A scientific method based upon research scientists' conceptions of scientific inquiry. In Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science, Charlotte, North Carolina. Retrieved January 4, 2007, from http://edres.org/eric/ED465618.htm

Seiler, G. (2001). Reversing the "standard" direction: Science emerging from the lives of African American students. Journal of Research in Science Teaching, 38(9), 1000–1014.

Seiler, G. (2002). Understanding social reproduction: The recursive nature of structure and agency within a science class. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia.

Short, D., & Echevarria, J. (2004/2005, December/January). Teacher skills to support English language learners. Educational Leadership, 62(4), 8–13.

Singer, S. R., Hilton, M. L., & Schweingruber, H. A. (Eds.). (2005). America's lab report: Investigations in high school science. Washington, DC: National Academies Press.

Smith, C., Wiser, M., Anderson, C. W., Krajcik, J., & Coppola, B. (2004). Implications of research on children's learning for assessment: Matter and atomic molecular theory. Paper commissioned by the Committee on Test Design for K–12 Science Achievement, Center for Education, National Research Council. Washington, DC: National Academy of Sciences. Retrieved April 3, 2006, from www7.nationalacademies.org/bota/Big%20Idea%20Team_%20AMT.pdf

Thomas B. Fordham Institute. (2005, December 7). Most K–12 state science standards don't make the grade. Press release. Retrieved June 6, 2007, from www.edexcellence.net/foundation/about/press_release.cfm?id=20

Thompson, S. (2003, January 30). Development of a framework to measure science teachers' inquiry perceptions and practices. Paper presented at the annual conference of the Association for the Education of Teachers of Science, St. Louis, Missouri.

Tobin, K., Elmesky, R., & Seiler, G. (2005). Improving urban science education: New roles for teachers, students, and researchers. Lanham, MD: Rowman & Littlefield.

Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Wilson, M. R., & Bertenthal, M. W. (Eds.). (2005). Systems for state science assessment. Washington, DC: National Academies Press. Retrieved March 31, 2006, from www.nap.edu/catalog/11312.html#toc

Yager, R. (Ed.). (2005). Exemplary science in grades 9–12: Standards-based success stories. Arlington, VA: National Science Teachers Association.

Yager, R. (2006, October 21). Science education can be science. In Proceedings of symposium: Out-of-school science activities and science education (pp. 41–62). Seoul: Korean Federation of Science Education Societies.

Copyright © 2007 by Association for Supervision and Curriculum Development. All rights reserved. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.

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