This report describes the relationships between teachers’ self-reports of familiarity with and implementation of the National Science Education Standards (National Research Council, 1996) and (1) preparedness to use standards-based teaching practices, (2) emphasis on instructional objectives, and (3) classroom practices. Regression analyses were used to examine these relationships, controlling for teacher demographics and school contextual factors. In addition, the interaction between being a self-contained teacher and familiarity with/implementation of the Standards was tested in each model.

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