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Designing Coherent Science Education: Implications for Curriculum, Instruction and Policyreviewed by Carla C. Johnson - May 29, 2009 Title: Designing Coherent Science Education: Implications for Curriculum, Instruction and Policy Author(s): Yael Kali, Marcia C. Linn, and Jo Ellen Roseman Publisher: Teachers College Press, New York ISBN: 0807749133, Pages: 250, Year: 2008 Search for book at Amazon.com It is often the case that many policy decisions are driven by special interest groups who fail to consider the implications of actions that narrow the focus and undermine the importance of some of the founding disciplines of the educational system including science. No Child Left Behind and the associated Adequate Yearly Progress has placed an unprecedented emphasis on reading and mathematics progress while at the same time ignoring the need to produce a scientifically literate society. Global competitiveness in the 21st Century has now become a concern for many of those same policy makers who are beginning to embrace the need to teach our children science. Designing Coherent Science Education has come at fortuitous time, like a breath of fresh air to those who have never lost sight of the importance of science education and the relevance of science to every facet of daily life.
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- Carla Johnson
University of Cincinnati E-mail Author CARLA C JOHNSON is an Associate Professor of Science Education at the University of Cincinnati (UC). She is the Director of the Furthering Urban Science, Technology, Engineering, Mathematics, and Medicine (FUSION) Center at UC and Director of the Cincinnati STEM Partnership. Dr. Johnson has published over twenty manuscripts in peer-reviewed research journals and has received funding for two large scale science teacher quality research programs. Her research-based model Transformative Professional Development focuses on culturally relevant, real-world based, science instruction for minority students at the elementary and middle school levels. Her recent publications include: Urban school reform through transformative professional development: Impact on teacher change and student learning of science, Urban Education, in press; Examination of Effective Practice: Elimination of Achievement Gaps in Science, Journal of Science Teacher Education, June 2009; Transformative professional development: A model for urban science education reform Journal of Science Teacher Education, April 2009.
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