Kimberly Lightle's List: Elementary Science Education

The study focuses on the experiences and perspectives of K-5 teachers who were selected because they are generally committed to excellence in teaching or are working specifically to strengthen their science instruction in Washington. Using survey results, interviews, and vignettes of individuals, the study illuminates teachers' motivations, the types of professional development they seek, their trajectories of improvement in teaching science, and their workplace contexts. The study also offers a general portrayal of the current status of K-5 science across the state. Participants represent 67 different districts, or nearly one in four, across Washington.

25 minutes per day teaching science

many teachers spend no time at all per week teaching science

average minutes teaching science

Great overview of elementary science education in the US and how federal agencies including NASA can make scalable change happen.

This is the results of a study investigating the use of FOSS and STC curricula.

This commentary from Education Week written by past NSTA president Harold Pratt talks about the importance of science being taught in elementary classrooms.

This report examines the magnitude of changes in instructional time in elementary schools in the years since NCLB took effect in 2002, and is a follow up report to Choices, Changes, and Challenges: Curriculum and Instruction in the NCLB Era that was issued by CEP in July 2007.