NSTA Undertakes a New Monograph

National Advisory Board Members

Teaching Standards

The National Science Education Standards (NSES) have provided the vision for science education reform. Now, nearly ten years have elapsed since the standards were released. How many have used the goals to plan content, to define improved teaching, to assess real learning—i.e., student learning that results in students who can use concepts and process skills in new situations?
The NSTA monograph project represents an effort to assess what has happened and the degrees to which the visions for reform have been realized.

Authors of 15 chapters in each of four monographs describe what they and/or their colleagues are doing to meet the visions for the reform of teaching, assessment, professional development, and content, as outlined in the More Emphasis conditions that conclude each section of the NSES. A less emphasis list is included which characterizes what most teachers and programs do. The more emphasis list contrasts the conditions and thereby provide a wonderful description of the changes needed if real reform is to occur. For a complete listing of the NSES More/Less Emphases, please visit their website at http://www.nap.edu/html/nses/html/.

Fifteen programs were selected from a large field of nominees in each area to provide the best examples we can find to illustrate progress in making the NSES "more emphasis" visions a reality. The four monographs follow the NSES organization; namely, preschool through grade 4, grades 5-8, grades 9-12, and professional development.

TOP