Client: National Science Foundation
Authors: Mark St. John, Jeanne Rose Century, Felisa Tibbitts, Barbara Heenan
Publication: January 1994
Reforming Elementary Science Education in Urban Districts: Reflections on a Conference in Inverness, California
Section I: Introduction (pdf, 7 pages)
Section II: Case Studies (pdf, 23 pages)
Section III: Critical Elements for Strategic Reform (pdf, 34 pages)
Appendix I: Participants List (pdf, 5 pages)
In January 1994, the National Science Foundation sponsored a small, informal conference focused on reforms in urban elementary science education. Held in Inverness, California, and coordinated by Inverness Research Associates, thirty five participants from across the nation attended. Coming in teams of three or four, the participants included university faculty, teachers, museum professionals, and district administrators. This monograph attempts to capture and reflect upon three days of presentations and conversations concerning urban systemic change. We had hoped, perhaps naively, that the conference would yield some set of clearly defined lessons. This was not the case. Rather, the conference participants seemed to agree on the complexity, the confusion and the underlying tensions involved in their work to reform elementary science education.
Science-Technology-Engineering-Math (STEM) Education Leaders, and general public.
This report was prepared with support from the National Science Foundation under grant number ESI-9354098.
These materials do not necessarily reflect the views of the National Science Foundation. Any and all errors are claimed by the authors of this document, Inverness Research, Inc.
Inverness Research Inc. grants permission to print and distribute copies.