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The BaySci District Network strand has established an online community for current and past BaySci District Network participants to provide easy access to sharing materials and to communicating with groups across the network. Enter the BaySci District Network resources webpage by clicking the Box logo to the right. This Box webpage is password protected and exclusively available to BaySci District Network participants.


The Lawrence Hall of Science and California STEM Learning Network, have partnered to create a new toolkit to help educators, parents, students, community partners and business leaders participate in the development of their school district’s Local Control and Accountability Plan (LCAP). LCAPs are part of a new process that requires all school districts to involve their community as they develop and publicly report on their annual program priorities and budget plans. We feel it is more important than ever that local stakeholders get involved to ensure that districts prioritize and support strong science education. We encourage you to read and utilize the toolkit resources to help you become a powerful advocate for science and STEM education in your community.

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Written Resources

  • Inverness Research, Inc. (2008). Growing the Ability of a School District for Implementing Elementary Science Reform: A Framework of Key Dimensions and Supportive Capacities.
  • Assessment., Council, N. R., & Sciences, N. A. (1996). National Science Education Standards: Observe, Interact, Change, Learn. Washington D.C.: National Academy Press.
  • Ballenger, C. (2004). The Puzzling Child: Challenging Assumptions about Participation and Meaning in Talking Science. Language Arts, 81(4), 303-311.
  • Brooks, J. G., & Brooks, M. G. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, VA: Association For Supervision & Curriculum Deve.
  • Cecil, N. L. (1995). The Art of Inquiry: Questioning Strategies for K-6 Classrooms. Winnipeg: Peguis Publishers, Limited.
  • Crissman, S., Davis, M., Heller-Winokur, M., Winokur, J., & Worth, K. (2009). Science and Literacy–A Natural Fit: A Guide for Professional Development Leaders. Portsmouth: Heinemann.
  • Duschl, R., Schweingruber, H., & Shouse, A. (2007). Taking Science to School: Learning and Teaching Science in Grades K-8 (1 ed.). Washington, D.C.: National Academies Press.
  • Hammer, D., & Zee, E. V. (2006). Seeing the Science in Children’s Thinking: Case Studies of Student Inquiry in Physical Science . Chicago: Heinemann.
  • Harlen, W. (2000). The Teaching of Science in Primary Schools (3 Sub ed.). London: David Fulton Publishers.
  • Harlen, W. (2006) “Helping the Development of Scientific Ideas.” in Teaching, learning and assessing science 5-12. Thousand Oaks, CA: Sage Publications, 151 – 165.
  • Hudicourt-Barnes, J. (2003). The Use of Argumentation in Haitian Creole Science Classrooms. Harvard Educational Review, 73(Spring), 73-93.
  • Mazzoni, S., & Gambrell, L. (1996). Text Talk: Using Discussion to Promote Comprehension of Informational Texts. Lively Discussions: Fostering Engaged Reading. Newark: International Reading Association.
  • Minstrell, J., & Zee, E. H. (2000). Inquiring into Inquiry Learning and Teaching in Science. Washington, D.C.: Aaas Project 2061.
  • Nystrand, M. (1996). Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom (Language and Literacy Series (Teachers College Pr)). New York: Teachers College Press.
  • Osborne, J. (2002). Science Without Literacy: a ship without a sail?. Cambridge Journal of Education, 32, 203-218.
  • Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A., & Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38(5), 529-552.