and other programs; any costs involved; exact descriptions of items listed here in somewhat generic categories—"teacher's guide," "field trip," and so on. By following up on information in these chapters, individual teachers, schools, or school systems might significantly enhance the effectiveness of their science education efforts.

Finally, it should be noted that the absence of any facility or organization from chapters 10 and 11 is not intended as a reflection on the quality of its programs or on their possible value for middle school science teaching. Readers are encouraged to use what is offered here and to seek out additional sources suitable to meeting their needs for professional development and for assistance in the classroom.

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