This case study of Madison Metropolitan School District (MMSD) describes: a) how the district is organizing itself to make and sustain system-wide change; b) the specific initiatives being undertaken to improve teaching and learning in the areas of math and science; c) the extent to which MMSD 19s theory of change is consistent with that of SCALE; and d) the role SCALE is playing in the district 19s change process. The focus of the case study is on the district as an agent of instructional and systemic change. As such, the primary objective of this report is to provide readers with a 18panoramic 19 view of the initiatives and activities of MMSD as they intersect with the work of SCALE Goal One.

This CSUDH baseline case study report presents an initial description and analysis of institutional change efforts underway at one of SCALE's IHE partners, California State University, Dominguez Hills (CSUDH). At the time data were collected for this report, change efforts related to math and science pre- and in-service teacher preparation at CSUDH were relatively young. Consequently, this report can only provide early and tentative findings related to the research questions.

The case study of Madison Metropolitan School District (MMSD) analyzes how the district is attempting to implement and sustain system-wide educational change, as well as the specific initiatives underway to improve teaching and learning in the areas of math and science. The study also analyzes the district’s theory of change and the role SCALE is playing in that change process.

In this symposium, paper presenters and discussants examine the collaborative efforts of the Los Angeles Unified School District , two local California State Universities , and the SCALE project (an NSF- funded math/science partnership). The objectives of the symposium are to (1.) examine how actors from the various organizations and levels negotiate and reformulate their roles as a result of participation in the partnership activity and, consequently, how such changes enhance their capacities to contribute to science education reform through sustained implementation of curriculum units that foster students’ in-depth understanding of key science concepts through scientific inquiry; and (2.) analyze the extent to which the partnership activities help these units become a core part of the curriculum.

Content Summary of Presenter Remarks and Discussions.


This addendum provides a summary of Jeanne Rose Century and Rich Halverson's presentations and of the fishbowl discussions that ensued.