K-8 Science
November/December 2007 Table of Contents

What Research Says About K-8 Science Learning and Teaching
Richard A. Duschl, Andrew W. Shouse, and Heidi A. Schweingruber
Major changes to curriculum sequences within and between K-8 grades are necessary if we want to improve science education.

Using Technology to Promote Science Inquiry
Elizabeth R. Hubbell and Matt Kuhn
Technology provides powerful tools to help teachers lead their students through the inquiry process.

Rewriting the Book on Science Instruction
Betty Young
A university-school network is pioneering a comprehensive reform of K-8 science education.

Alternate Assessments for English-Language Learners
Anne Cox-Petersen and Joanne K. Olson
Using drawings and interviews to measure student learning in science.

Best Practices for Achieving High, Rapid Reading Gains
Marie Carbo
In order to increase the percentage of proficient readers, educators must increase the use of best reading practices.

Confronting the Autonomy Gap
Steven Adamowski and Michael J. Petrilli
Public school principals are frustrated by bureaucracy that holds them accountable but prevents them from making major decisions.

How to Improve Professional Practice
Katherine C. Boles and Vivian Troen
Elevating teachers from isolated assembly-line workers to collaborative professionals requires a major change in today’s school culture.

Tech Support
Strengthening Instruction Through Web-based Curriculum Mapping
Sherrie Barger, Derek Edens, Brooke O’Neill, and Shelly Wilcoxen

A Touch of Humor

The Reflective Principal
Breaking the Spell of the Wicked Principal
Jamie Sussel Turner

Speaking Out
Environmental Education: What Is Our Responsibility?
Kendra Kecker