The Language of the Classroom

Science education reform literature is dominated by calls to improve the teaching and learning of science in order to meet the demands of diverse students in a highly technological society. This paper discusses the relationship between teacher beliefs and instructional practices, particularly with regard to science-technology-society (STS) instructional themes. The link between professional development and teacher beliefs is also explored. A model of teacher professional development, the Kansas Collaborative Research Network (KanCRN), is discussed. (Contains 21 references.) (WRM) Reproductions supplied by EDRS are the best that can be made from the original document. Developing Partnerships: Teacher Beliefs and Practices and the ST