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REFERENCES - ENDNOTES

  1. National Council of Teachers of Mathematics [NCTM]. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.

    American Association for the Advancement of Science [AAAS]. (1989). Science for all Americans. Washington, DC: AAAS.

    Project 2061, American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.

    National Research Council [NRC]. Emerging national science education standards.
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  2. Glasser, W. (l969). Schools without failure. New York: Harper & Row.
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  3. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
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  4. Polya, G. in Krulik, S. and Reys, P.E. (1994). Problem solving in school mathematics. (p. 1). Reston, VA: National Council of Teachers of Mathematics.
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  5. American Association for the Advancement of Science [AAAS]. (1989). Science for all Americans. (p.2). Washington, DC: AAAS.
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  6. Project 2061, American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
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  7. National Research Council [NRC]. Emerging national science education standards.
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  8. Project 2061, American Association for the Advancement of Science. (1993). Benchmarks for science literacy (p. 279). New York: Oxford University Press.
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  9. Ibid.
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  10. National Council of Teachers of Mathematics. (1991). Worthwhile mathematical tasks. In Professional standards for teaching mathematics (p. 25). Reston, VA: National Council of Teachers of Mathematics.
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  11. National Council of Teachers of Mathematics. (1991). Worthwhile mathematical tasks. In Professional standards for teaching mathematics (p. 25). Reston, VA: National Council of Teachers of Mathematics.
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  12. The vocabulary "task," "discourse," "environment," and "analysis" or "assessment" come from the NCTM Professional standards for teaching mathematics. As these terms are clarified it will become clear that the elements of the National Science Education Standards are included in and consistent with those first described for mathematics.
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  13. Yager, R. E. (1991). The constructivist learning model. The Science Teacher. 51, 55-56.
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  14. American Association for the Advancement of Science [AAAS]. (1989). Science for all Americans. (p. 11). Washington, DC: AAAS.
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  15. National Council of Teachers of Mathematics [NCTM], (1991). Professional standards for teaching mathematics. (p. 1). Reston, VA: NCTM.
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  16. National Council of Teachers of Mathematics [NCTM]. (1989). Curriculum and evaluation standards for school mathematics (p. 5). Reston, VA: NCTM.
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  17. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics (p. 3). Reston, VA: NCTM.
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  18. National Middle School Association. (1994). NMSA curriculum guide-lines. Columbus, OH: National Middle School Association.
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  19. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. (p. 24). Reston, VA: NCTM.
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  20. National Council of Teachers of Mathematics. (1991). Worthwhile mathematical tasks. In Professional standards for teaching mathematics. (p. 25). Reston, VA: National Council of Teachers of Mathematics.
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  21. Oakes, J., & Lipton, M. (1990). Making the best of schools. New Haven: Yale University Press. Cited in Anderson, R. D et. al. (1994). Issues of curriculum reform in science, mathematics and higher order thinking across the disciplines. Washington DC: U. S. Department of Education.
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  22. Means, B., & Knapp, M. S. (1991). Introduction: rethinking teaching for disadvantaged students. In B. Means, C. Chelemer, & M. S. Knapp (Eds.), Teaching advanced skills to at-risk students: views from research and practice (pp. 1-26). San Francisco: Jossey-Bass Publishers.
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  23. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics (p. 35). Reston, VA: National Council of Teachers of Mathematics.
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  24. Johnson, D. W., Johnson, R. T. (1991). Cooperative learning: increasing college faculty instructional productivity. ASHE-ERIC, Higher Education Report Series; Number 4, 1991.

    Slavin, R. E. (1993). Ability grouping: on the wrong track. (pp. 11-17). College Board Review, Issue 168, Summer.
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  25. Gabel, D. L. (1994). Classroom climate. In D. L. Gabel (Ed.). Handbook of research on science teaching and learning (p. 81). New York: Macmillan.
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  26. Oakes, J., & Lipton, M. (1990). Making the best of schools. New Haven: Yale University Press. Cited in Anderson, R. D. et al. (1994). Issues of curriculum reform in science, mathematics and higher order thinking across disciplines. Washington, DC: U. S. Department of Education.
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  27. Malcom, S. (1984). Equity and excellence: compatible goals. Washington, DC: American Association for the Advancement of Science.

    Matayas, M. L., Malcom, S. (Eds.). (1991). Investing in human potential: science and engineering at the crossroads. Washington, DC: American Association for the Advancement of Science.
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  28. Sivertsen, M.L. (1993) Transforming ideas for teaching and learning science. (p. 6). Washington, DC: U.S. Department of Education.
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  29. Madaus, G. F., West, M. M., Harmon, M., Lomax, R., Viator, K., Fongkong Mungal, C., Butler, P., McDowell, C., Simmons, R., & Sweeney, E. (1992). The influence of testing of teaching math and science in grades 4-12 (NSF Grant No. SPA8954759). Boston: Boston College, Center for the Study of Testing, Evaluation, and Evaluation Policy.
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  30. National Research Council. (1989). Everybody counts. (p. 70). Washington, DC: National Academy Press.
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  31. Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press.

    Barker, J. A. (1992). Future edge: discovering the new paradigms of success. New York, NY. William Morrow.
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