This research examines the relationship between mathematics and science coursework patterns among high school graduates using data from the 2000 High School Transcript Study.

Based on the conception of equity from a cultural anthropology perspective, the paper addresses epistemological and pedagogical issues concerning equity in science content, learning, and teaching for students from diverse languages and cultures. It provides a synthesis of major issues and research findings for effective classroom practices in the multicultural science education literature. It also offers recommendations for a research agenda to achieve the goal of “science for all,” including students from diverse languages and cultures.

The article reports on a quasi experimental study, which examined the relative effectiveness of two instructional approaches (an innovative approach developed by the author and a case-study approach) at fostering idea-based, transformative experiences in a high school science class. The construct of an idea-based, transformative experience was derived from Dewey's work on aesthetics, experience, and education. Such experience involves the active use of a concept and an expansion of perspection and value.

Against a backdrop of increasing concern about promoting student achievement in science, this study examines the construction of science classes without science in an academically prestigious high school.

Using data from the National Longitudinal Study of 1988 (NELS88), this study examines the access to constructivist and didactic instuction in U.S. high school science classrooms.

The five articles in this set of commentaries reflect the richness and energy of the issues surrounding national standards in math and science as they begin to reach a wider audience and take shape in implementation. The dominant issue discussed and debated in the articles is the shift in emphasis from memorizing procedures (calculations) to problem solving and understanding.

This article addresses the development, content, and potential for implementation of nationallly developed science education standards, including their adoption and effects at the state level.

A commentary on the national standards for science education from the perspective of a university faculty member in the physical sciences.

One of two articles on academic achievement, this article discusses the performance of U.S. students on mathematics and science achievement tests compared to students in other countries. Recent data show they are performing better. This commentary examines the importance of meeting certain research conditions before drawing conclusions about achievement trends.

The historical, social, and political context of women’s experience in science serves to challenge the stereotype that girls “historically? have had a difficult time in math and science.

This article describes Stanford University's interdisciplinary, core, middle grades curriculum in human biology that combats alienation from science by making it interesting to adolescents.

A revolution in genetics is occurring, but when looking ahead, we must not romanticize the past. The social history of genetics, and American education's association with eugenics, make it necessary that we understand that both education and science are informed by social attitudes.

Two themes upon which the operation of the Department of Science Education at Teachers College, Columbia University, is based are: (1) Educational institutions are successful when educational traditions are consistent with practices; and (2) the fortunes of a department depend on the field's status and other developments in society as a whole.

The purpose of this paper is to analyze the moral, political, and epistemological consequences of the methodology of and theoretical commitments to a behavioral research pattern and its application to education.

Analyzes current environmental emphasis in light of past efforts in the same area, and suggests that environmental studies'' belongs with the humanities rather than with the natural sciences.

The nature of the teacher shortage following World War II and its effect on future educational policy are analyzed.

No Child Left Behind has generated numerous discussions about the current status of elementary school science. As such, this commentary will discuss the impact NCLB may have on the teaching and learning of science in our elementary classrooms. In addition, the author argues that NCLB can be viewed as a catalyst for improving the quality of science education.