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Distinguishing between standards-based curriculum materials and others requires considerable expertise in science content and pedagogy. Research suggests that even experienced teachers may not recognize how standards-based instruction can be embodied in materials (NRC 1999). Thus, distinguishing standards-based curriculum materials from others requires a systematic process that includes analysis techniques revealing key differences. In this chapter, such a process—AIM (Analyzing Instructional Methods)—is outlined.

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Type Book ChapterPub Date 1/1/2009Stock # PB247X_3

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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