NISE-Related Publications of the Systemic Reform Team:

 

Boone, W. J., & Kahle, J. B. (1998). Student perceptions of instruction, peer interest, and adult support for middle school science: Differences by race and gender.  Journal of Women and Minorities in Science and Engineering, 4(4), 333-340. 

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Clune, W. H. (1998, Fall). The national standards in math and science: Developing consensus, unresolved issues, and unfinished business. Teachers College Record, 100(1), 6-7.

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Clune, W. H. (1998, Fall). The "standards wars" in perspective. Teachers College Record, 100(1), 144-149.

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Clune, W. H., Osthoff, E. J., & White, P. A. (forthcoming). Theory and practice of systemic reform of mathematics and science education.

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Clune, W. H., Porter, A. C., & Raizen, S. A. (1999, September 29). Systemic reform: What is it? How do we know? Education Week, 19(5), 31.

Gamoran, A., Porter, A. C., Smithson, J., & White, P. A. (1997, Winter). Upgrading high school mathematics instruction: Improving learning opportunities for low-achieving, low-income youth. Educational Evaluation and Policy Analysis, 19(4), 325-338.

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Haimo, D. T. (1998, Fall). Are the NCTM standards suitable for systemic adoption? Teachers College Record, 100(1), 45-65.

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Heck, D. J. (1998). Evaluating equity in statewide systemic initiatives: Asking the right questions. Journal of Women and Minorities in Science and Engineering, 4(2,3), 161-181.

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Kahle, J. B. (1997). Systemic reform: Challenges and changes. Science Educator, 6(1), 1-6.

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Kahle, J. B., & Rogg, S. R. (1997). Assessing systemic change: Ohio's Statewide Systemic Initiative, Discovery. Systemic Initiatives, 1(3), 10-11. (also available at http://www.ehr.nsf.gov/ehr/esr/sysinit/news.htm)

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Kahle, J. B. (1998). Equitable systemic reform in science and mathematics: Assessing progress. Journal of Women and Minorities in Science and Engineering, 4(2,3), 91-112.

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Kirst, M. W., & Bird, R. L. (1997). The politics of developing and sustaining mathematics and science curriculum content standards. Advances in Educational Administration, 5, 107-132.

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Knapp, M. S. (1997, Summer). Between systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learning. Review of Educational Research, 67(2), 227-266.

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Lee, O. (1999, Spring). Equity implications based on the conceptions of science achievement in major reform documents. Review of Educational Research, 69(1), 83-115. 

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Lee, O., & Fradd, S. H. (1988). Science for all, including students from non-English language backgrounds. Educational Researcher, 27(4), 12-21.

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Lee, O., & Paik, S. (2000). Conceptions of science achievement in major reform documents. School Science and Mathematics, 100(1), 16-26.

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Lynch, S. (2000). Equity and science education reform. Mahway, NJ: Lawrence Erlbaum and Associates, Inc.

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Paik, S., & Lee, O. (1998). Analysis of the conceptions of science achievement in major reform documents in the United States and Korea. Journal of the Korean Association for Research in Science Education, 18(4), 571-587.

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Paik, S., & Lee, O. (in press). Science achievement: Synthesis of current conceptions in major reform documents in the United States and Korea. Elementary Science Education (South Korea).

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Porter, A. C. (1995). The uses and misuses of opportunity-to-learn standards. Educational Researcher, 24(1), 21-27.

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Porter, A. C. (1994). National standards and school improvement in the 1990s: Issues and promise. American Journal of Education, 102(4), 421-449.

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Porter, A. C. (1998). Dilemmas in assessing academic achievement. In N. M. Lambert & B. L. McCombs, How students learn: Reforming schools through learner-centered education (pp. 339-350). Washington, DC: American Psychological Association.

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Porter, A. C. (1998). The effects of upgrading policies on high school mathematics and science. In D. Ravitch (Ed.), Brookings papers on education policy (pp. 123-172). Washington, DC: Brookings Institution Press.

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Raizen, S. (1998, Fall). Standards for science education. Teachers College Record, 100(1), 66-121.

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Rodriguez, A. J. (1998). Busting open the meritocracy myth: Rethinking equity and student achievement in science education. Journal of Women and Minorities in science and Engineering, 4(2,3), 195-216.

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Roitman, J. (1998, Fall). A mathematician looks at national standards. Teachers College Record, 100(1), 22-44.

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Romberg, T. A. (1998, Fall). Comments: NCTM's curriculum and evaluation standards. Teachers College Record, 100(1), 8-21.

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Tate, W. F. (1997). Race-ethnicity, SES, gender, and language proficiency trends in mathematics achievement: An update. Journal for Research in Mathematics Education, 28(6), 652-679.

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Webb, N. L. (1998). Conditional equity metrics as tools for evaluating equity in schools and education systems. Journal of Women and Minorities in Science and Engineering, 4(2,3), 141-160.

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Webb, N. L. (Ed.). (forthcoming). Evaluating systemic reform in mathematics and science.