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Seen as a land of sunshine and opportunity, the Golden State was a mecca for the post-World War II generation, and dreams of the California good life came to dominate the imagination of many Americans in the 1950s and 1960s. Nowhere was this more evident than in the explosion of California youth images in popular culture. Disneyland, television shows such as The Mickey Mouse Club, Gidget and other beach movies, the music of the Beach Boys--all these broadcast nationwide a lifestyle of carefree, wholesome fun supposedly enjoyed by white, middle-class, suburban young people in California. Tracing the rise of the California teen as a national icon, Kirse May shows how idealized images of a suburban youth culture soothed the nation's postwar nerves while denying racial and urban realities. Unsettling challenges to this mass-mediated picture began to arise in the mid-1960s, however, with the Free Speech Movement's campus revolt in Berkeley and race riots in Watts. In his 1966 campaign for the governorship of California, Ronald Reagan transformed the backlash against the "dangerous" youths who fueled these actions into political triumph. As May notes, Reagan's victory presaged a rising conservatism across the nation.
This book presents comprehensive results from case studies of five innovations in science education that have much to offer toward understanding current reforms in this field. Each chapter tells the story of a case in rich detail, with extensive documentation, and in the voices of many of the participants-the innovators, the teachers, the students. Similarly, Volume 3 of Bold Ventures pre sents the results from case studies of five innovations in mathematics education. Volume 1 provides a cross-case analysis of all eight innovations. Many U.S. readers certainly will be very familiar with the name of at least one if not all of the science innovations discussed in this volume-for example, Project 206l-and probably with their general substance. Much of the education community's familiarity with these arises from the projects' own dissemination efforts. The research reported in this volume, however, is one of the few detailed studies of these innovations undertaken by researchers outside the projects them selves. Each of the five studies was a large-scale effort involving teams of researchers over three years. These teams analyzed many documents, attended numerous critical project meetings, visited multiple sites, conducted dozens of individual interviews. The team leaders (Atkin, Huberman, Rowe), having spent much time with science education over long careers, looked at these innovations through many lenses. It was a daunting task for each team to sift through the mountains of detail in order to bring the most compelling themes to the surface.