mathematics and science content. Today, 80% ofteachHOUSTON’s149 graduates
work in the local, urban area with predominantly at-risk, minority students.
To conclude, we have distilled what has been learned aboutteachHOUSTON
and its challenges and successes into a model of a science as inquiry teacher
education programme (Fig.30.5) that we hope will be of value to others addressing
similar problems in thefield and in the teaching of science internationally. As the
figure shows,teachHOUSTON’sfuture steps center on the fuller development of
graduates’induction year (first 3–5 years of career) experiences, which presumably
will also increase teacher retention in the urban area over time.
Acknowledgments Aspecial thank you is extended to Dr. Liping Wei who also contributed to
this project as a member of the evaluation team. We also acknowledge the contributions of Dr.
Gayle Curtis who assisted with the creation of this chapter’sfigures.
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