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The National Science Foundation (NSF) has developed a model of systemic change in mathematics and science that has been applied to urban schools around the United States in the last decade. In conceptualizing this model, NSF argued that both school and community resources are essential in securing long-term success in increasing student achievement (National Science Foundation, 2001). Although NSF reforms are principally aimed at developing constructivist approaches to teaching and learning in mathematics and science classrooms through professional development opportunities, the NSF model for systemic change posits multiple policy levers (Drivers)2 for creating enduring reforms, particularly in classrooms located in the most economically challenged communities. |
