摘要：The NSF funded Arkansas Statewide Systemic Initiative (1992), developed with the intent to restructure mathematics and science education in Arkansas, is a recent reform in the Arkansas educational system. The project aimed at changing Arkansas students' attitudes toward science and mathematics, improving student learning and performance, introducing appropriate technology into the classrooms, and allowing for a lasting community involvement in the Arkansas educational system. To implement change through Arkansas Science and Math Crusades, the project has provided large scale teacher training and professional development opportunities to Arkansas school teachers. This reform effort in education started in 1992. A search of the ERIC Database back to 1992 produces no relevant records relating to Crusades in general nor the Science Crusade in particular. This article presents the results of a study of the effects of the Science Crusade as viewed by Arkansas River Valley science teachers who have participated in the Science Crusade training.
