Designing Coherent Science Education: Implications for Curriculum, Instruction and Policy

Johnson,Carla

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Designing Coherent Science Education: Implications for Curriculum, Instruction and Policy

reviewed 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
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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. The authors of... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: May 29, 2009
https://www.tcrecord.org ID Number: 15644, Date Accessed: 3/1/2021 5:03:31 AM

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About the Author
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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