This study explored the dynamics of power relationships in secondary science methods courses taught at an urban university in Southern California for credential candidates. Data collection extended over 10 academic semesters. Employing frameworks of power, self-study, and critical pedagogy, the study analyzes the multifaceted and intricate roads (or multimirrored reflections) of an instructor on her way to becoming a transformative intellectual. Findings suggested that power sources and their use may vary according to the credential candidates’ needs and the demands and perceptions of the different tasks performed in class. Perceptions of the instructor’s goals and perceived attitudes during classroom tasks seemed to relate to power shifts ultimately influencing classroom dynamics. The major implications of this study was to reemphasize the acute need for instructor self-studies in science education as a way of improving practice and fulfilling the demands of the changing and challenging science credential candidate population as well as their K–12 students.

Institutions of Higher Education (IHE) play an important role in math and science education by providing undergraduate instruction, operating teacher training programs, and providing in-service training for K–12 teachers. The National Science Foundationfunded System-Wide Change for All Learners (SCALE) project sought to effect change in its partner IHEs by creating a “transformative culture” in IHEs through the creation of “cross-cultural working teams” that worked at the intersections among K–12 districts, colleges of education, and colleges of mathematics, science, and engineering (SCALE,

To work together in a joint project, or collaboration, is actually very hard work. We all have a tendency to heed our own inclinations. And many people still believe top down organizations work best in solving problems. So when a collaboration of boundary crossers is able to come up with solutions to long-standing problems, where a sense of trust is strong among all partners, the results tend to be especially satisfying.

One major component of SCALE’s work is the development of Immersion Units and the accompanying professional development for teachers. The units are a coherent series of lessons designed to guide students in developing deep conceptual understanding that is aligned with the standards and key concepts in science. Further, Immersion Units are intended to build a learning culture in the classroom and sustain students' enthusiasm while they learn rigorous science content.

In the Los Angeles basin, SCALE formed a strategic partnership with the California State University Dominguez Hills (CSUDH) through the Quality Educator Development (QED) project and the Los Angeles Unified School District (LAUSD) to develop this vision. These videos are a record of that ongoing collaborative development process, professional development for teachers, and implementation of science immersion units in the classroom.

On September 9, 2004, Sally L. Stroup, Assistant Secretary for Post-Secondary Education, presented a "check" for $4.9M to President James E. Lyons of CSU-Dominguez Hills for the winning Title IIb proposal titled Quality Teacher Development (QED). QED is a partnership among CSU-DH, Los Angeles Unified School District, and El Camino College that is aligned with SCALE's theory of action and will improve teacher preparation in mathematics and sciences. QED is led by Associate Dean of the College of Education at CSU-DH, Joseph Braun, as PI, and Steve Cantrell and Eunice Krinsky as co-PIs.

Matthew Jones, Assistant Professor of Mathematics at the California State University Dominguez Hills, will serve as the Principal Investigator for the Partnership for a Rigorous Mathematical Sciences Education (PRoMiSE) program, funded by the California Math Science Partnership, administered by the California Department of Education. A share of the federal funding comes through No Child Left Behind legislation. Joining Assistant Professor Jones in leadership are Eunice Krinsky (Mathematics) and Deandrea Newton (Teacher Education) from California State University Dominguez Hills (CSUDH), Whittier City School District (WCSD) Assistant Superintendent of Instructional Services Keni Cox, and SCALE Principal Investigator Terry Millar, as well as teacher representatives from WCSD.

LAUSD professional development workshops (March 13 - 17, 2006) of SCALE Immersion Units and inquiry-based teaching for teachers and lead teachers. These Institutes are co-faciliated by SCALE, CSU, and LAUSD Science Brach to both train teachers and also train the district lead teachers and science experts to offer such professional development on their own with this content.