On the other hand, few programs last more than a few years, and even fewer are linked with lasting reform. Substantive program evaluation has been scanty because appropriate methods are lacking and funding is inadequate. Thus, the conclusions we have reached cannot be established with the certainty we are accustomed to in science laboratories. Yet the committee has come to a clear consensus about what works and what does not and how scientists can contribute most effectively to the professional development of teachers. We need not wait for the definitive proof of what program works best.
Many programs work.
Use this guide now to develop practical strategies for scientists and teachers to work together to promote their own professional development and thus enhance the education of their students. The committee met and wrote its report between November 1991 and October 1993. Unanticipated circumstances delayed its release. As this report was nearing completion, the National Science Education Standards underwent their national review and redrafting. By that time, however, our committee had finished its deliberations.