A r c h i v e d  I n f o r m a t i o n

The first acknowledgement is to Mary Ann Varanka-Martin who served as associate director of the project during its first two years and returned to help at some key points in the project's final stages. She played the major role in organizing a national conference held in 1992, and managed much of the process of identifying study sites and gaining access to them.

Major investments of time were made by the staff researchers who conducted the case studies, including Kathleen Davis, Maurene D. Flory, Elizabeth Meador, Beverly Anderson Parsons, Stephanie Quate, Lew Romagnano, Erin Rosen and Joan M. Whitworth. Each person had a particular site to study, requiring several weeks on site in the assigned school and, of course, a long time "on the road." Analysis and writing was considerably more time-consuming. In addition to their impressive professional competence, their dedication and positive outlooks created a great collaborative working context.

In addition to conducting their individual case studies, Beverly Anderson Parsons and Lew Romagnano each provided leadership for one of the three components of the study--Beverly Anderson Parsons for thinking across the disciplines and Lew Romagnano for mathematics education. Their intellectual leadership was of great importance to the project. (Leadership for the science education component was provided by the project director, who also conducted one of the nine case studies.)

Hundreds of students, teachers, administrators, parents and other personnel connected with the schools we studied welcomed us, graciously shared with us their time and insights, and were patient with our quest for understanding. Memories of our time with people in these schools are pleasant indeed.

The many people who nominated educational reform sites for our consideration--and the personnel in these sites who provided further information for us--were important to our work. Their help is appreciated.

Our project's program officer at OERI, Judith Segal, played an influential role in shaping the project. Her reviews of our work were always insightful and helpful and she made the relationship between research group and funding agency positive and productive.

Our advisory group shared many valuable insights with us. Not being part of the working staff, however, they cannot be held responsible for what we did with their advice. They include:

• Bill G. Aldridge, National Science Teachers Association
• Susan R. Goldman, Vanderbilt University
• Michael Huberman, The Network, Inc.
• Penelope L. Peterson, Michigan State University
• Thomas A. Romberg, University of Wisconsin
• F. James Rutherford, American Association for the Advancement of Science
• Ivette Torres, National Education Association

Margaret Eisenhart, a colleague at the University of Colorado, also served as an advisor to the project. Her insights and understanding of qualitative research made substantial contributions to our work.

Zaretta Hammond is to be commended for her editing skills and dedication to giving a diverse set of case studies some commonality in mode of presentation.

Other personnel at the University of Colorado, including secretaries Linda Webster and Bernice Moon, administrative assistants Patty MacDonald and Sue Middleton, Associate Dean Marc Swadener, and Dean Philip DiStefano each supported the project in important ways. Their support is most appreciated.

Many thanks to all.

Ronald D. Anderson
Project Director
-###-

[Preface]

[Executive Summary]