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Science for All Children A Guide to Improving Elementary Science Education in Your School District (1997) / Chapter Skim
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Cupertino, California
Pages 158-163

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 158...
... The major focus of the Cupertino Union School District has been on curriculum selection, professional development, and building community support. The district selected an inquiry-centered science curriculum and instituted a comprehensive professional development program.
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From page 159...
... The California Framework recommended five elementary science programs, including the NSRC's Science and Technology for Children (STC) program.
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From page 160...
... John Erkman, director of instruction since 1993, maintains that the approach being used in training teachers in science fits well within the district's overall staff development model. 'We have a commitment to make sure we give our teachers the best content knowledge balanced with the opportunities for coaching, peer support, reflection, and practice that have to be in place to make the content integral to the classroom experience," he says.
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From page 161...
... His job is to match Hewlett-Packard resources with learning neecls. One of the most productive matches has involved Chuck Morehouse, a HewlettPackard physical scientist.
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From page 162...
... Erkman sums it up like this: "Our teachers have multiple layers of support from mentors, lead teachers, and community scientists." By building an effective corporate partnership and focusing on staff clevelopment, Cupertino has developed a broad base of support for its elementary science program. This has enabled the school district to create an elementary science program that meets exacting state stanclarcls, provides its students with challenging opportunities in science education, and boasts a cadre of enthusiastic, well-informed, and well-equipped teachers.
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From page 163...
... This increases the probability that staff will be enthusiastic about the program, and it is also cost-effective. Community task forces can offer a rich source of input into planning efforts and broaden the base of support in the community.
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Key Terms

  • elementary science
  • staff development
  • education reform
  • school district
  • professional development

  • corporate partnership
  • school districts
  • california framework
  • union school
  • task forces

  • cupertino union
  • community task
  • science learning
  • learning day
  • science programs

  • district selected
  • staff clevelopment
  • gained momentum
  • school teachers
  • students involved

  • meets exacting
  • knowledge balanced
  • recently received
  • butler notes
  • productive matches

  • mark butler
  • criteria set
  • team gained
  • successful pilot
  • solid acivocates


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