This edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning. It provides background, theoretical research-based frameworks, guidelines, and concrete examples for the implementation and assessment of innovative models of science learning, teaching, and professional preparation. Chapters deal with collaboration, apprenticeship, partnerships, gender equity, science literacy, new technologies, integrated-science curricula, and critical multiculturalism. Each chapter ties threads to national standards for science teaching and preparation, which we hope will facilitate greater enactment of these standards in both schools and universities. Administrators, policy makers, and science-education departments should find the book useful for course evaluation and revision procedures mandated by NCATE and other accrediting agencies. This unique volume gives greater meaning and credibility to science teaching by merging the debilitating gap between theory and practice.