Just wondering if anyone has a recommendation for a science textbook series
that spans K-8 and is in line with the standards and frameworks. The Science
team at my school is looking to put together a vendor fair to let the book
companies show their product and allow all the teacher to vote on which is
best.
This is a very typical description of the process many schools
use to select science textbooks - but it is also one that is
prone to resulting in badly informed decisions. At UIC's
Institute for Mathematics and Science Education, we have thought a lot
about textbook adoptions and have worked with many schools as they
considered textbook series. At the risk of providing too much of
a "soapbox" response, here are some friendly, general
suggestions based upon our experience.
There are lots of reasons why particular a textbook series may
seem attractive to individual teachers at first glance in a vendor
fair. Much of that has more to do with the packaging of the
materials than with their substance. The selection of science
textbook series helps define your science program. A good
selection process can serve as a means to reflect about what you want
in science and why. You can increase the likelihood of selecting
good materials by carefully planning your adoption process.
Schools that make the most informed decisions about selecting
science textbooks generally start with careful thought about the goals
of their science program and the kinds of materials that will help the
school attain those goals. They then often do just as your school is
doing - by getting recommendations from respected colleagues and other
disinterested parties, i.e., not from someone who is selling a
textbook. They set up structures to carefully examine the
materials and to pilot all or parts of programs that seem most
appropriate. The content of the program, the assessment
philosophy, and the instructional approaches (e.g., Are hands-on
investigations a central element of the instruction?) are analyzed.
Often there is a professional development piece built into the
adoption process so that the decision makers (adoption committee and
pilot teachers) are in a position to make an informed choice.
There is much more than just selecting the materials - making the
materials selection should be considered only an intermediate step in
the road to a successful adoption. Implementation concerns need
to be considered as part of the adoption process - and plans should be
laid to address these concerns at the same time the materials are
being selected. Implementation concerns might include the
kinds of professional development and classroom support that will be
required once the program is selected (and who will provide the
professional development), the kinds of equipment and supplies that
will be required (and what the school already has), where these
materials will be safely stored, any laboratory needs, etc.
Staff development issues are particularly critical - programs that
truly align with CPS and ISBE science standards will likely require an
extended staff development program for teachers. Think about an
implementation plan that will take you through the next 3 years - that
may be how long it takes before the new materials take hold.
This may all seem like a lot - especially when confronted with
short deadlines for making decisions. However, short-circuiting
the adoption process is a big part of the reason that schools
regularly spend thousands of dollars on new science materials that
never get used.
One final suggestion: use textbook representatives for what they
are really good at - helping you with the nuts and bolts of ordering
materials. Don't expect them to be content experts (some
are, most aren't) nor to provide anything remotely resembling
objective advice about their materials. Typically, textbook
representatives are nice people (with a hard job) who know only the
most superficial aspects of good science teaching - their primary
interest is to sell you THEIR program, not to provide meaningful
advice about teaching and learning. Take what they say about
content and pedagogy with a large grain of salt. Make sure you
are sold by the materials, not merely by the salesperson.
By the way, NSTA has a book called, Selecting Science Materials.
(www.nsta.org) I am not familiar with it but it may be worth reviewing
as you plan your process. Perhaps others on the list have used
the book and can testify to its usefulness.
Marty Gartzman
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Marty Gartzman
Institute for Mathematics and Science Education
University of Illinois at Chicago (m/c 250)
950 S. Halsted, Room 2075
Chicago, IL 60607-7019
email: [EMAIL PROTECTED]
phone: (312) 413-2971
fax: (312) 413-7411
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Marty Gartzman
Institute for Mathematics and Science Education
University of Illinois at Chicago (m/c 250)
950 S. Halsted, Room 2075
Chicago, IL 60607-7019
email: [EMAIL PROTECTED]
phone: (312) 413-2971
fax: (312) 413-7411
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