Fulfilling the Promise -- Copyright -- Preface -- Contents -- 1 Introduction -- 2 Where Are We Now? The Motivation for Change -- EDUCATION IN SCIENCE FOR THE TWENTY-FIRST CENTURY -- BIOLOGY IN ELEMENTARY SCHOOL -- BIOLOGY IN THE MIDDLE GRADES -- The Rationale for Middle Schools -- Early Adolescence Today -- Science Curricula in Today's Middle Grades -- Teacher and Student Perspectives on Life-Science Courses -- Textbooks for Life-Science Courses -- Conclusions -- BIOLOGY IN HIGH SCHOOL -- The Importance and Teaching of Fundamental Concepts -- Textbooks -- Teachers -- Conclusions -- 3 Curricular Goals for the Near Future -- ELEMENTARY SCHOOL -- Time for Science -- Natural History as One Focus -- The Need to Explore -- Achievement Tests -- Science Education of Elementary-School Science Teachers -- Conclusions -- Recommendations -- MIDDLE SCHOOL -- Human Biology as a Focus -- Course Structure -- Conclusions -- Recommendations -- HIGH SCHOOL -- Examples of What Is Needed -- Development and Reproduction -- Energy and Metabolism -- Cell and Molecular Biology -- Evolution -- Ecology -- CONCLUSIONS AND RECOMMENDATIONS: THE SCOPE OF CHANGE -- 4 Impediments to Implementing Curricular Change: Texts, Tests, and Classroom Practice -- TEXTBOOKS -- The Present Situation -- Forces That Shape Textbooks -- How Can Things Change? -- Recommendations -- LABORATORY ACTIVITY -- The Importance of Laboratory Activity -- Current Failures of Laboratory Instruction -- Conclusions -- Recommendations -- TESTS AND TESTING -- Current Perceptions of Student Performance -- Standardized Tests -- Teacher-Made Tests -- The Educational Impact of Tests -- Conclusions -- Recommendations -- OTHER FACTORS THAT HINDER EFFECTIVE EDUCATION -- Recommendations -- 5 Impediments to Implementing Curricular Change: Training and Support of Teachers -- PRESERVICE EDUCATION: TEACHING THE TEACHERS.

Preservice Education of High-School Biology Teachers -- Preservice Education of Elementary-School, Middle-School, and Junior-High-School Teachers -- The Process of Induction in the Education of Precollege Teachers -- Currents of Reform and Their Possible Impact -- Conclusions -- Recommendations -- LICENSING AND CERTIFICATION OF TEACHERS -- Licensing -- Certification -- Conclusions -- Recommendations -- INSERVICE EDUCATION: HOW TEACHERS CONTINUE TO LEARN -- Background -- Reform Movements and Inservice Programs -- The Concept of Mentors -- The Role of Mentors -- Identification of Mentors -- Benefits to the Mentors -- Conclusions -- Recommendations -- 6 Recruiting Scientists, Teachers, Technicians, and Physicians -- THE GENERALITY OF BASIC EDUCATIONAL GOALS IN SCIENCE -- AN IMPORTANT ROLE FOR UNIVERSITIES AND UNIVERSITY SCIENTISTS -- Recommendations -- THE NEED FOR A NATIONAL FELLOWSHIP PROGRAM TO ATTRACT OUTSTANDING YOUNG PEOPLE INTO TEACHING -- Recommendation -- SEX, DEMOGRAPHICS, AND RECRUITMENT -- Attracting Women and Minority-Group Members into Research Careers in Biology -- Attracting Women and Minority-Group Members into Teaching Careers in Biology -- Conclusions -- Recommendations -- 7 Other Modes and Contexts for Teaching Science -- INTEGRATING BIOLOGY WITH OTHER SCIENCES -- Recommendations -- ADVANCED-PLACEMENT BIOLOGY -- The Present Advanced-Placement Program in Biology -- The Success of AP Biology -- Opinions of Teachers and Parents -- Conclusions -- Recommendations -- A CAPSTONE HIGH-SCHOOL COURSE IN SCIENCE -- Rationale: Integrating Science and Society -- Organization and Content -- Benefits and Costs -- Recommendations -- THE ROLES OF SPECIAL SCIENCE SCHOOLS AND CENTERS -- Older, Specialized Public High Schools -- Magnet Schools -- Residential Schools for Science and Mathematics -- Centers for Science and Technology -- Recommendations.

8 Achieving National Goals: Dilemma and Resolution -- WHAT HAVE WE LEARNED FROM THREE DECADES OF ATTEMPTED EDUCATIONAL REFORM? -- THE NEED FOR NATIONAL LEADERSHIP AND FEDERAL FUNDING -- A ROLE FOR THE SCIENTIFIC COMMUNITY THROUGH THE NATIONAL ACADEMY OF SCIENCES AND THE NATIONAL RESEARCH COUNCIL -- Executive Summary -- THE CURRICULUM -- TEXTBOOKS -- LABORATORY ACTIVITIES -- TESTS AND TESTING -- OTHER FACTORS THAT HINDER EFFECTIVE EDUCATION -- PRESERVICE EDUCATION: TEACHING THE TEACHERS -- LICENSING AND CERTIFICATION OF TEACHERS -- INSERVICE EDUCATION: HOW TEACHERS CONTINUE TO LEARN -- RECRUITING SCIENTISTS, TEACHERS, TECHNICIANS, AND PHYSICIANS -- INTEGRATING BIOLOGY WITH OTHER SCIENCES -- SPECIAL SCIENCE SCHOOLS AND CENTERS -- LEADERSHIP -- References -- Appendixes -- Appendix A Principles and Guidelines for the Use of Animals in Precollege Education -- Principle 1 -- Principle 2 -- Principle 3 -- Principle 4 -- Principle 5 -- Principle 6 -- Principle 7 -- Principle 8 -- Principle 9 -- Principle 10 -- Exceptions -- Appendix B Principles and Guidelines for the Use of Animals in Precollege Education -- Standards For Preparation of the Biology Teacher -- Standards For Professional Growth of the Biology Teacher -- Appendix C Principles and Guidelines for the Use of Animals in Precollege Education -- I. Science Content Preparation -- II. Science Teaching Preparation -- Science Teaching Methods and Curricula -- Communication Skills and Classroom Management Techniques -- Appendix D State Alternative Certification Programs (As Of June 1987) -- Appendix E Special Science Programs And Schools -- Some Specialized Public High Schools and Magnet High Schools of Science and Mathematics -- State-Sponsored Residential Schools of Science and Mathematics -- Local and Regional Science and Technology Centers -- Additional Science and Technology Enhancement Programs.

Teacher Enhancement: -- Student Enhancement: -- Appendix F Programs Targeted to Women and Members of Minority Groups -- Carnegie Corporation of New York -- Howard Hughes Medical Institute -- Ford Foundation -- National Science Foundation -- References -- Appendix G Strategies for Implementing Report Recommendations -- Inservice Activities -- Mentors -- Fellowships for Teacher Education -- Committee Members -- SPECIAL ADVISERS -- Index.