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Introduction In Parts 1 and 2, we described the rationale behind inquiry-centered science en cl the live elements that make up the National Science Resources Center's (NSRC) mode! for elementary science education reform at the district level. One question remains: Does this mocle! work? The answer to this question lies in Part 3: Inq~ury-Centered Science In Practice, which explores how the model for science ed- ucation reform is being implemented in communities throughout the country. We have selected eight programs that reflect the di- versity of science education reform efforts nationwide. These pro- grams are grouped uncler four categories. Programs Initiated by School Districts Montgomery County Public Schools, Rockville, MarylancI Spokane School District 81, Spokane, Washington Programs Involving Corporate Partnerships East Baton Rouge Parish Public School System in partnership with the Dow Chemical Company, Midland, Michigan ~ Cupertino Union School District in partnership with Hewlett- Packard Company, Palo Alto, California 135

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Inquiry-Centered Science in Practice Programs Initiated Through Partnerships with University Scientists Hands-on Science Program, Huntsville, Alabama, a consor tium of school districts in partnership with the University of Alabama at Huntsville Pasaclena Unified School District Science Program, formerly Project SEED (Science for Early Educational Development), in partnership with the California Institute of Technology, Pasadena, California City Science, a partnership between the University of Califor nia, San Francisco, and the San Francisco Unifiecl School Dis trict, San Francisco, California Programs Initiated by Consortia Serving Several School Districts Einstein Project, Green Bay, Wisconsin These case studies illustrate several of the possible approach- es for communities interested in implementing inquiry-centered science programs. Representatives of most of these programs were participants in the NSRC's Elementary Science Leadership Insti- tute program, where they were introducecl to resources, such as exemplary curriculum materials and professional development moclels. In addition, participants were able to benefit from the ex- pertise of experienced science educators who hac3 successfully in- troduced inquiry-centerec3 elementary science into their school districts. These leadership experiences often proved to be turning points in the development of these programs. The case studies demonstrate some similarities among the programs. All share a commitment to the five critical elements of an effective elementary science program. Other themes, such as the importance of leadership, the role of scientists in re- form, and the contributions corporations can make, are also common threads from story to story. What varies are the pace of implementation and the relative emphasis given to particu- lar elements. 136

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Introduction Each story ends with a section called "Lessons Learned." These points distill what the program staff have learned from their work thus far. Our hope is that communities just starting out will benefit from the experience of others and be encouraged to move forward with their own reform efforts. 137