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This volume illuminates patterns among eight prominent US innovations in science and mathematics education: California's reform of science education, ChemCom, Contemporary Precalculus, Kids Network, Project 2061, NCTM Standards, Urban Mathematics Collaboratives, and Voyage of the Mimi. Reformers devised new strategies to effect large-scale change. The advocated conceptions of science and mathematics emphasize integration across subjects and applications of concepts. Teachers played strong roles in the development of innovations and engaged their students to learn in new ways. The burdens of change created struggles between making changes significant and attenuating them to traditional practice. Innovators often underplayed assessment of student achievement, evaluation of the reforms, and issues of equity and inclusion.

Volume 2 of Bold Ventures provides detailed insights about five notable U.S. innovations in science education. The first study examines California's ground-breaking curriculum framework, progressive statewide assessments and, particularly, opportunities for professional development of teachers. The second case looks at project 2061's seminal publications and, especially, the processes used to develop them. Studies of Kids Network and Voyage of the Mimi illuminate what these innovations look like in elementary and middle school classrooms and discuss key adoption and implementation issues. A study of Chemistry in the Community particularly emphasises instructive dimensions of its development and the intended and unintended ways this course is being used in high school curricula. These cases, along with the Volume 3 studies of three mathematics innovations, comprise the United States participation in the largest cross-national case study project ever undertaken. Volume 1 reveals patterns among all eight innovations.

Which goals and standards guide science education across the world? This first report of the Third International Mathematics and Science Study (TIMSS) explores this question by examining data collected in the TIMSS Curriculum Analysis. This study includes an exhaustive, page-by-page inventory of science content and other pedagogical characteristics collected from hundreds of textbooks and curriculum guides from almost 50 countries. These data document many important features of these countries' mathematics education curricula. It examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in science curricula in the succession of objectives across grades. Additionally, it details characteristics of the science curriculum as embodied in textbooks and curriculum guides intended for select grades. Th book should be of interest to anyone concerned with science education standards, curriculum policy, cross-national educational comparisons, and science pedagogy.

Which goals and standards guide science education across the world? This first report of the Third International Mathematics and Science Study (TIMSS) explores this question by examining the data collected in the TIMSS Curriculum Analysis. The study includes a page-by-page inventory of science content and other pedagogical characteristics collected from textbooks and curriculum guides from almost 50 countries. This data documents many important features of these countries' mathematics education curricula. The book examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in science curricula in the succession of objectives across grades. Additionally, it details characteristics of the science curriculum as embodied in textbooks and curriculum guides intended for select grades.

The report summarizes data from the TIMSS curriculum analysis and integrates it with teacher questionnaire data from the US, Japan, and Germany on science and mathematics topic coverage and instructional practices. The authors provide evidence of the unfocused nature of US mathematics and science curricular intentions, textbooks, and teacher practices. They offer the premise that producers of US textbooks and curriculum guides have attempted to answer calls for curricular reform by adding new content to already existing materials instead of devoting time to restructuring the materials. The authors also suggest that US teachers, inundated with a myriad of competing visions, are attempting to cover all the topics they confront in their resource documents and to meet all the instructional demands placed on them by those with a stake in education.

The report summarizes data from the TIMSS curriculum analysis and integrates it with teacher questionnaire data from the US, Japan, and Germany on science and mathematics topic coverage and instructional practices. The authors provide evidence of the unfocused nature of US mathematics and science curricular intentions, textbooks, and teacher practices. They offer the premise that producers of US textbooks and curriculum guides have attempted to answer calls for curricular reform by adding new content to already existing materials instead of devoting time to restructuring the materials. The authors also suggest that US teachers, inundated with a myriad of competing visions, are attempting to cover all the topics they confront in their resource documents and to meet all the instructional demands placed on them by those with a stake in education.

Which goals and standards guide science education across the world? This first report of the Third International Mathematics and Science Study (TIMSS) explores this question by examining data collected in the TIMSS Curriculum Analysis. This study includes an exhaustive, page-by-page inventory of science content and other pedagogical characteristics collected from hundreds of textbooks and curriculum guides from almost 50 countries. These data document many important features of these countries' mathematics education curricula. It examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in science curricula in the succession of objectives across grades. Additionally, it details characteristics of the science curriculum as embodied in textbooks and curriculum guides intended for select grades. Th book should be of interest to anyone concerned with science education standards, curriculum policy, cross-national educational comparisons, and science pedagogy.

Which goals and standards guide science education across the world? This first report of the Third International Mathematics and Science Study (TIMSS) explores this question by examining data collected in the TIMSS Curriculum Analysis. This study includes an exhaustive, page-by-page inventory of science content and other pedagogical characteristics collected from hundreds of textbooks and curriculum guides from almost 50 countries. These data document many important features of these countries' mathematics education curricula. It examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in science curricula in the succession of objectives across grades. Additionally, it details characteristics of the science curriculum as embodied in textbooks and curriculum guides intended for select grades. Th book should be of interest to anyone concerned with science education standards, curriculum policy, cross-national educational comparisons, and science pedagogy.

This book provides a detailed examination of how systems located within five countries shape the early career learning of beginning teachers. These induction systems operate within countries having both centr- ized and decentralized education systems, and within large jurisdictions as well as smaller ones.

This book presents comprehensive results from case studies of five innovations in science education that have much to offer toward understanding current reforms in this field. Similarly, Volume 3 of Bold Ventures pre­ sents the results from case studies of five innovations in mathematics education.

This book presents comprehensive results from case studies of three innovations in mathematics education that have much to offer toward understanding current reforms in this field. Each chapter tells the story of a case in rich detail, with extensi ve documentation, and in the voices of many of the participants-the innovators, the teachers, the students. Similarly, Volume 2 of Bold Ventures pre­ sents the results from case studies of five innovations in science education. Volume 1 provides a cross-case analysis of all eight innovations. Many U.S. readers certainly will be very familiar with the name of at least if not all of the mathematics innovations discussed in this volume-for one example, the NCTM Standards-and probably with their general substance. Much of the education community's familiarity with these" arises from the pro­ jects' own dissemination efforts. The research reported in this volume, however, is one of the few detailed studies of these innovations undertaken by researchers outside the projects themselves.