Against All Odds: Tales of Survival of the Foundational Approaches in Science Teaching (FAST) Project.

The Foundational Approaches in Science Teaching (FAST) is an interdisciplinary science program that began as a curriculum reform effort in the mid-1960s. This historical study provides insights into the FAST project and contributes to an understanding of the dynamics of survival of curricular and instructional innovations. Data collection methods included document analysis, interviews, and observations. Topics highlighted in the results include resources for curriculum development and professional development, the FAST curriculum development process, FAST professional development strategies, and FAST and educational reform. It was concluded that in effect, the FAST project survived because it had the organizational support of an extremely stable lab school research-based unit, steady state funding, highly qualified personnel, and time to plan and craft finely tuned innovative curriculum materials for middle school students and teachers. The analysis of the changes made over the past 30 years in the program’s curricular and instructional strategies indicate the extent to which the project responded not only to feedback from the teachers but also to various reform movements in science education. The significance of the study is also discussed. Appendices contain curriculum design and conceptual framework.