Bibliography of NISE Publications

Bisgaard, S., Brillhart, L. V., Burgess, A. B., Cramer, J. H., Denton, D. D., Downer, J. D., Dunwoody, S. L., Ellis, A. B., Hewson, P. W., Secada, W. G., & Tobias, S. (1995). College Level One: Articulation, equity, and literacy issues. The report of a workshop organized by the College Level One Team (Workshop Report No. 1). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Britton, E., Raizen, S., Kaser, J., & Porter, A. (2000). Beyond description of the problems: Directions for research on diversity and equity issues in K-12 mathematics and science education. Washington, DC: National Center for Improving Science Education.

Clune, W. H., Haimo, D. T., Roitman, J., Romberg, T., Wright, J. C., & Wright, C. S. (1997). Commentaries on mathematics and science standards (Occasional Paper No. 3). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Clune, W. H., Millar, S. B., Raizen, S. A., Webb, N. L., Bowcock, D. C., Britton, E. D., Gunter, R. L., & Mesquita, R. (1997). Research on systemic reform: What have we learned? What do we need to know? Synthesis of the Second Annual NISE Forum (Workshop Report No. 4, Vol. 1). Madison: University of Wisconsin–Madison, National Institute for Science Education. 

Clune, W. H., Millar, S. B., Raizen, S. A., Webb, N. L., Bowcock, D. C., Britton, E. D., Gunter, R. L., & Mesquita, R. (1997). Research on systemic reform: What have we learned? What do we need to know? Synthesis of the Second Annual NISE Forum (Workshop Report No. 4, Vol. 2). Madison: University of Wisconsin–Madison, National Institute for Science Education. 

Clune, W. H. (1999). Toward a theory of systemic reform: The case of nine NSF statewide systemic initiatives (Research Monograph No. 16). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Cooper, J., & Robinson, P. (1998). Small-group instruction: An annotated bibliography of science, mathematics, engineering and technology resources in higher education (Occasional Paper No. 6). Madison: University of Wisconsin–Madison, National Institute for Science Education. 

Derry, S. J., DuRussel, L. A., & O'Donnell, A. M. (1997). Individual and distributed cognitions in interdisciplinary teamwork: A developing case study and emerging theory (Research Monograph No. 7). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Eveland, W. P., & Dunwoody, S. (1998, May). Surfing the Web for science: Early data on the users and uses of The Why Files (NISE Brief Vol. 2, No. 2). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Eveland, W. P., & Dunwoody, S. (1999). Using hypermedia research to advance the study of learning on the World Wide Web (Research Monograph No. 15). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Gance, L. L. (1998). Understanding interdisciplinary teamwork: Challenges for research and practice: The report of a conference organized by the Cognitive Studies of Interdisciplinary Collaboration Project, Madison, WI, 15-16 November 1996 (Workshop Report No. 5). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Hewson, P., & Loucks-Horsley, S. (1997). Professional development for science and mathematics education: Putting knowledge into action. A synopsis of the First Annual Forum of the National Institute for Science Education (Workshop Report No. 3). Madison: University of Wisconsin–Madison, National Institute for Science Education. 

House, E. R. (1997). Implementing evaluation findings in government agencies (Occasional Paper No. 2). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Kahle, J. B. (1998, August). Measuring progress toward equity in science and mathematics education (NISE Brief Vol. 2, No. 3). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Kahle, J. B. (1998). Reaching equity in systemic reform: How do we assess progress and problems (Research Monograph No. 9). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Kennedy, M. (1997). Defining optimal knowledge for teaching science and mathematics (Research Monograph No. 10). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Kennedy, M. (1998). Form and substance in inservice teacher education (Research Monograph No. 13). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Kennedy, M. M. (1999, November). Form and substance in mathematics and science professional development (NISE Brief Vol. 3, No. 2). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Kirst, M. S., & Bird, R. L. (1997). The politics of developing and maintaining mathematics and science curriculum content standards (Research Monograph No. 2). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Kirst, M., Bird, R., & Raizen, S. A. (1997). Tensions between mathematics and science content standards and local politics (Occasional Paper No. 5). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Knapp, M. S. (1997). Between systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learning (Research Monograph No. 1). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Lee, O. (1998). Current conceptions of science achievement in major reform documents and implications for equity and assessment (Research Monograph No. 12). Madison: University of Wisconsin–Madison, National Institute for Science Education. 

Loucks-Horsley, S., Hewson, P., Love, N., & Stiles, K. (1997). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press. (Also available in two digests from the Eisenhower National Clearinghouse. See Ideas that work in the list of NISE-Related Publications.)

Loucks-Horsley, S., Stiles, K., & Hewson, P. (1996, May). Principles of effective professional development for mathematics and science education: A synthesis of standards (NISE Brief Vol. 1, No. 1). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Lynch, S. (2000). Equity and science education reform. Mahway, NJ: Lawrence Erlbaum and Associates, Inc.

Meyer, R. H. (2000, June). Value-added indicators: A powerful tool for evaluating science and mathematics programs and policies (NISE Brief Vol. 3, No. 3). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Millar, S. B. (Ed.). (1998). Indicators of success in postsecondary SMET education: Shapes of the future. Synthesis and proceedings of the Third Annual NISE Forum (Workshop Report No. 6). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Millar, S. B. (2000). The role of formative evaluation in the development of an interdisciplinary academic center (Occasional Paper No. 8). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Millar, T. S., Mason, S. A., Gunter, R. L., & Millar, S. B. (1999). Synthesis of the science, mathematics, engineering and technology Graduate Education Forum (Workshop Report No. 7). Madison: University of Wisconsin–Madison, National Institute for Science Education. 

Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (Eds.). (1998). Teaching science for understanding: A human constructivist view. San Diego, CA: Academic Press.

Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (Eds.). (2000). Assessing science understanding: A human constructivist view. San Diego, CA: Academic Press.

Mundry, S., & Loucks-Horsley, S. (1999). Designing professional development for science and mathematics teachers: Decision points and dilemmas (NISE Brief Vol. 3, No. 1). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Mundry, S., Spector, B., Stiles, K., Loucks-Horsley, S. (1999). Working toward a continuum of professional learning experiences for teachers of science and mathematics (Research Monograph No. 17). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Mundry, S., Britton, E., Raizen, S., and Loucks-Horsley, S. (2000). Designing successful professional meetings and conferences in education: Planning, implementing, and evaluating. Thousand Oaks, CA: Corwin Press. 

National Institute for Science Education. (1998).  Descriptions of programs and strategies for change: Strengthening graduate education in science and engineering (Promising practices and strategies for implementation from the Graduate Education Forum).  Madison: University of Wisconsin-Madison.

O'Donnell, A., DuRussel, L., & Derry, S. (1997). Cognitive processes in interdisciplinary groups: Problems and possibilities (Research Monograph No. 5). Madison: University of Wisconsin–Madison, National Institute for Science Education. 

Raizen, S. A. (1997). Standards for science education (Occasional Paper No. 1). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Ridgway, J. (1998). The modeling of systems and macro-systemic change: Lessons for evaluation from epidemiology and ecology (Research Monograph No. 8). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Ridgway, J. (1998, January). From barrier to lever: Revising roles for assessment in mathematics education (NISE Brief Vol. 2, No. 1). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Rodriguez, A. J. (1997). Counting the runners who don’t have shoes: Trends in student achievement in science by socioeconomic status and gender within ethnic groups (Research Monograph No. 3). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Rodriguez, A. J. (1999). Equity through systemic reform: The case of whole-school mathematics and science restructuring in Puerto Rico (Research Monograph No. 14). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Springer, L., Stanne, M. E., & Donovan, S. S. (1998). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis (Research Monograph No. 11). Madison: University of Wisconsin-Madison, National Institute for Science Education.

Tate, W. (1997). Race, SES, gender, and language proficiency trends in mathematics achievement: An update (Research Monograph No. 4). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Tobias, S. (1997). Some recent developments in teacher education in mathematics and science. A review and commentary (Occasional Paper No. 4). Madison: University of Wisconsin–Madison, National Institute for Science Education. 

Webb, N. L. (1997a). Criteria for alignment of expectations and assessments in mathematics and science education (Research Monograph No. 6). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Webb, N. L. (1997b, January). Determining alignment of expectations and assessments in mathematics and science education (NISE Brief Vol. 1, No. 2). Madison: University of Wisconsin–Madison, National Institute for
Science Education.

Webb, N. L. (1999). Alignment of science and mathematics standards and assessments in four states (Research Monograph No. 18). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Webb, N. L. (1999). Evaluation of systemic reform in mathematics and science: Synthesis and proceedings of the Fourth Annual NISE Forum (Workshop Report No. 8). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Webb, N. L., & Heck, D. J. (1996). Evaluation strategies project: A report of the evaluation questions conference of the evaluation strategies project (Workshop Report No. 2). Madison: University of Wisconsin–Madison, National Institute for Science Education.

Weiss, I. R. (1997, June). The status of science and mathematics teaching in the United States: Comparing teacher views and classroom practice to national standards (NISE Brief Vol.1, No. 3). Madison: University of Wisconsin–Madison, National Institute for Science Education.

White, P. A. (1998). NISE Fellows program: Feedback from past Fellows (Occasional Paper No. 7). Madison: University of Wisconsin–Madison, National Institute for Science Education.