Bold Ventures: Patterns among Innovations in Science and by Raizen

By Raizen

Quantity 1 of daring Ventures illuminates styles between 8 well-known U.S. recommendations: California's technology schooling reform, ChemCom, modern Precalculus, little ones community, venture 2061, NCTM criteria, city arithmetic Collaboratives, and Voyage of the Mimi. styles incorporated altering conceptions of faculty technology and arithmetic, new options for effecting reform, larger emphasis on lecturers as designers and items of swap, and underplayed consciousness to fairness matters and venture review.

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Department of Education has supported the development of science and mathematics frameworks in 16 states as the base for systemic reform (Humphrey and Shields 1996). Although California’s development of its Science Framework preceded these federal initiatives, it illustrates this particular reform direction: The implementation of the Framework’s vision through the several teacher networks California has set up, as chronicled in our case study, was aided considerably by 30 The General Context for Reform NSF support under the State Systemic Initiative (SSI) program.

The changing nature of science and mathematics, conceptions of the learner, and makeup and disposition of the student body have contributed to a reformulation of what science and mathematics is worth knowing and how these subjects are to be taught. As a result, there is decreased emphasis on traditional disciplinary knowledge and greater emphasis on linkages across subjects, issues-related topics, and mathematics related to real-world problems—reenforcing the reform directions shaped by the need to prepare a more ethnically and culturally diverse school population for the workplace of tomorrow.

Indeed, several groups representing the private sector also produced reports on the inadequacy of students’ educational achievement in view of what they perceived to be the changing demands of the workplace (Task Force on Education for Economic Growth 1983, Twentieth Century Fund Task Force 1983). The many reform initiatives subsequently undertaken have embraced seemingly divergent policy directions—some embodying centralizing tendencies, others stressing the decentralization of educational decisionmaking.

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