Science educators' perceptions of problems facing science education: A report of five surveys

Five groups of science educators representing faculty at graduate institutions, graduate students, teachers, supervisors, and leadership conferees were surveyed concerning their perceptions of current problems facing science education. A total of 144 participants provided an average of 4.7 responses. The responses were tabulated using an emergent set of categories that resulted in six major groupings, i.e. conceptual, organizational, teacher; related, student-related, university, and societal. The category with the most problems identified was in the area of conceptual problems. University related problems and organizational problems were the next two most frequently mentioned categories for problems. Specific problems in all categories most often cited include the following:

• 1 confusion and uncertainty in goals and objectives;
• 2 lack of vision and leadership in schools and universities;
• 3 absence of a theoretical base for science education;
• 4 poor quality teacher education programs;
• 5 inappropriate avenues for continuing education of teachers;
• 6 limited dialogue between researchers and practitioners;
• 7 declining enrollments;
• 8 poor quality teaching and counseling;
• 9 insufficient programs in science for the wide spectrum of students; and
• 10 public and parental apathy towards science.

     

The Prediction of State Progress in the Implementation of Public Law 99-457, Part H

The purpose of this study was to examine the ability of several state characteristics to predict progress in the implementation of Part H of P.L. 99-457. This analysis utilizes two scales developed by investigators at the Carolina Policy Studies Program. One is intended to measure four potentially influential characteristics of the states: political climate, resources, policies, and interagency systems related to Part H. The second scale is an indicator of the progress states are making in the three stages of policy implementation (policy development, policy approval, and policy application). This study reports findings regarding the relationships between geographic region and state progress, as well as between influential characteristics and progress in the three stages of policy implementation. No statistically significant differences were found in state progress by geographic region. However, the four influential characteristics together predicted overall state progress and progress in each of the three stages. The dimension of system uniquely accounted for a significant proportion of variance in overall state progress, and progress in policy development and policy approval. The results suggest that an administrative structure, mechanisms, and process that promote multiagency planning are important to the successful implementation of Part H of P.L. 99-457.     

From Seed to Tree: Developing Community Support for Perinatally Bereaved Mothers

Despite burgeoning evidence on the positive effects of perinatal loss support groups, some communities still lack such services. Those wishing to begin a support group may find the task daunting, especially if there is little support for their efforts. In this article, the authors discuss the development of a pregnancy loss support group, which included a community assessment, launching a pilot program, and providing training for facilitators. Other practical considerations will also be reviewed, such as finding a location for the group and securing funding for advertising.     

Military deployments and children's academic achievement: Evidence from Department of Defense Education Activity Schools

Household disruptions – such as divorce, relocation, and parental absence – have long concerned researchers interested in the educational attainment of children. Here, we consider a plausible source of exogenous variation in work-related parental absences—military deployments to Iraq and Afghanistan in the 2002–2005 period. Combining the standardized test scores of children enrolled in Defense Department schools with their military parent's personnel data, we evaluate the effect of a soldier's deployment on the academic achievement of his or her children. We find that deployments have modest adverse effects in most academic subjects, with lengthy deployments and deployments during the month of testing associated with the largest detrimental effects. Evidence also suggests that these adverse effects may persist for several years.     

Challenge or boredom? Gifted students’ views on their schooling

Eight hundred seventy‐one academically gifted students from nine school districts in North Carolina were asked whether the classes they were taking challenged them and whether their schools’ climate and programs were appropriate and meeting their needs. The students generally agreed that special Academically Gifted and mathematics classes challenged them, but only about half of the students reported a similar satisfaction with their Science, Language Arts, and Social Studies classes. Consistent themes stated by the students about the curriculum's lack of challenge included a slow pace, too much repetition of already mastered information, inability to move on after mastering the regular curriculum, few opportunities to study topics of personal interest, and an emphasis on the mastery of facts rather than the use of thinking skills. Current policies of exclusive heterogeneous grouping at the Middle School level may have impacted the particular dissatisfaction of students from this group. Recommendations include the design of a more differentiated curriculum with a menu of service options and a teaching staff that has been properly prepared to deliver such curriculum.     

Living with children diagnosed with autistic spectrum disorder: parental and professional views

The number of children diagnosed with an autistic spectrum disorder (ASD) is rising and is now thought to be as high as 1:100. While the debate about best treatment continues, the effects of having a child diagnosed with ASD on family life remain relatively unexplored. This article, by Karola Dillenburger of Queens University Belfast, Mickey Keenan of the University of Ulster, Alvin Doherty from the Health Service Executive Western Region, Tony Byrne of Parents' Education as Autism Therapists (PEAT) and Stephen Gallagher of the University of Ulster, sets out to adjust that balance. Drawing upon data from a comprehensive study of parental needs, these authors argue that parental and professional views do not always concur; that families make extraordinary sacrifices; that siblings are affected; and that parents are under tremendous stress. Parents argue that educational and social service supports are not efficient and that they are forced to rely largely on support from within the family or from friends. In particular, some important differences between parental and professional perceptions became apparent in relation to interventions based on Applied Behaviour Analysis (ABA). The authors of this article propose that these differences need to be taken seriously by teachers and other professionals as well as by policy-makers.