WorldWideScience

Sample records for k-12 distance education

  1. Optics education for K-12

    Science.gov (United States)

    Bilbro, James W.; Gaines Walker, Janice M.

    2000-06-01

    The SPIE Education Committee has developed an outreach program aimed at enhancing the dissemination of information about optics to children in kindergarten through the 12th grade (K-12). The main impetus behind the program was that more practicing optical scientists and engineers would be willing to give lectures and demonstrations aimed at inspiring the next generation about optics if material could be made easily available. Consequently, three instructional `outreach kits' were assembled to use in teaching optics to kids in exciting and fun ways. These kits were beta-tested over the last two years at six different U.S. regional sites. Each `outreach kit' contained: (1) a workbook on Optical Demonstrations on the Overhead Projector; (2) a Science and Math Experience Manual: Light, Color and Their Uses; (3) The Optics Discovery Classroom Kit; (4) a slide show; and (5) a video on careers in optics. The best tests were aimed at evaluating the practical ways of utilizing the kits, developing easy-to-follow instructions for guiding others in their use and providing suggestions on modifications, additions, and deletions to the kits. This paper discuses this outreach program and provides details relative to the kit's composition and future plans.

  2. Standards for K-12 Engineering Education?

    Science.gov (United States)

    National Academies Press, 2010

    2010-01-01

    The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education--science, technology, and mathematic--but not for engineering. To date, a small but growing number of K-12

  3. K-12 Educational Outcomes of Immigrant Youth

    Science.gov (United States)

    Crosnoe, Robert; Turley, Ruth N. Lopez

    2011-01-01

    The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth Lopez Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across…

  4. Scientists Involved in K-12 Education

    Science.gov (United States)

    Robigou, V.

    2004-12-01

    The publication of countless reports documenting the dismal state of science education in the 1980s, and the Third International Mathematics and Science Study (TIMMS) report (1996) called for a wider involvement of the scientific community in K-12 education and outreach. Improving science education will not happen without the collaboration of educators and scientists working in a coordinated manner and it requires a long-term, continuous effort. To contribute effectively to K-12 education all scientists should refer to the National Science Education Standards, a set of policies that guide the development of curriculum and assessment. Ocean scientists can also specifically refer to the COSEE recommendations (www.cosee.org) that led to the creation of seven regional Centers for Ocean Sciences Education Excellence. Scientists can get involved in K-12 education in a multitude of ways. They should select projects that will accommodate time away from their research and teaching obligations, their talent, and their interest but also contribute to the education reform. A few examples of effective involvement are: 1) collaborating with colleagues in a school of education that can lead to better education of all students and future teachers, 2) acting as a resource for a national program or a local science fair, 3) serving on the advisory board of a program that develops educational material, 4) speaking out at professional meetings about the value of scientists' involvement in education, 5) speaking enthusiastically about the teaching profession. Improving science education in addition to research can seem a large, overwhelming task for scientists. As a result, focusing on projects that will fit the scientist's needs as well as benefit the science reform is of prime importance. It takes an enormous amount of work and financial and personnel resources to start a new program with measurable impact on students. So, finding the right opportunity is a priority, and stepping

  5. Engineering Education in K-12 Schools

    Science.gov (United States)

    Spence, Anne

    2013-03-01

    Engineers rely on physicists as well as other scientists and mathematicians to explain the world in which we live. Engineers take this knowledge of the world and use it to create the world that never was. The teaching of physics and other sciences as well as mathematics is critical to maintaining our national workforce. Science and mathematics education are inherently different, however, from engineering education. Engineering educators seek to enable students to develop the habits of mind critical for innovation. Through understanding of the engineering design process and how it differs from the scientific method, students can apply problem and project based learning to solve the challenges facing society today. In this talk, I will discuss the elements critical to a solid K-12 engineering education that integrates science and mathematics to solve challenges throughout the world.

  6. Inspiring the Next Generation: Astronomy Catalyzes K12 STEM Education

    Science.gov (United States)

    Borders, Kareen; Thaller, Michelle; Winglee, Robert; Borders, Kyla

    2017-06-01

    K-12 educators need effective and relevant astronomy professional development. NASA's Mission Science provides innovative and accessible opportunities for K-12 teachers. Science questions involve scale and distance, including Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers can gain an understanding of basic telescopes, the history of telescopes, ground and satellite based telescopes, and models of JWST Telescope. An in-depth explanation of JWST and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. During teacher training, we taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of lenticulars and diagramming of infrared data, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars.We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development.Funding was provided by Washington STEM, NASA, and the Washington Space Grant Consortium.

  7. Scientific and Engineering Practices in K-12 Classrooms: Understanding "A Framework for K-12 Science Education"

    Science.gov (United States)

    Bybee, Rodger W.

    2011-01-01

    In this article, the author presents the science and engineering practices from the recently released "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" (NRC 2011). The author recognizes the changes implied by the new framework, and eventually a new generation of science education standards will present new…

  8. Satellite Applications for K-12 Geoscience Education

    Science.gov (United States)

    Mooney, M.; Ackerman, S.; Lettvin, E.; Emerson, N.; Whittaker, T. M.

    2007-12-01

    This presentation will highlight interactive on-line curriculum developed at the Cooperative Institute for Meteorological Satellite Studies (CIMSS) at the University of Wisconsin in Madison. CIMSS has been on the forefront of educational software design for over two decades, routinely integrating on-line activities into courses on satellite remote sensing. In 2006, CIMSS began collaborating with education experts and researchers from the University of Washington to create an NSF-funded distance learning course for science teachers called Satellite Applications for Geoscience Education. This course includes numerous web-based learning activities, including a distance education tool called VISITview which allows instructors to connect with multiple students simultaneously to conduct a lesson. Developed at CIMSS to facilitate training of National Weather Service forecasters economically and remotely, VISITview is especially effective for groups of people discussing and analyzing maps or images interactively from many locations. Along with an on-line chat function, VISITview participants can use a speaker phone or a networked voice-enabled application to create a learning environment similar to a traditional classroom. VISITview will be used in two capacities: first, instructors will convey topics of current relevance in geoscience disciplines via VISITview. Second, the content experts will participate in "virtual visits" to the classrooms of the educators who take the course for full credit. This will enable scientists to interact with both teachers and students to answer questions and discuss exciting or inspiring examples that link satellite data to their areas of research. As long as a school has Internet access, an LCD projector and a speakerphone, VISITview sessions can be shared with an entire classroom. The geoscientists who developed material for the course and conducting VISITview lectures include a geologist from the University of Wisconsin-Richland, an

  9. Revolutionizing Arts Education in K-12 Classrooms through Technological Integration

    Science.gov (United States)

    Lemon, Narelle, Ed.

    2015-01-01

    Educational technologies are becoming more commonplace across the K-12 curriculum. In particular, the use of innovative digital technology is expanding the potential of arts education, presenting new opportunities--and challenges--to both curricular design and pedagogical practice. "Revolutionizing Arts Education in K-12 Classrooms through…

  10. Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope

    Science.gov (United States)

    Borders, Kareen; Mendez, B. M.

    2010-01-01

    K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.

  11. Influences of Globalization on K-12 Language Teacher Education Programs

    Science.gov (United States)

    Singh, Navin Kumar

    2012-01-01

    The purpose of this study was to explore the effects of globalization on K-12 language teacher education at Northern Arizona University (NAU) in terms of multilingual practices in the US, with reference to an English-only-state, Arizona. This study explored influences of globalization on K-12 language education practices in the US through teacher…

  12. Extending Engineering Education to K-12

    Science.gov (United States)

    Nugent, Gwen; Kunz, Gina; Rilett, Larry; Jones, Elizabeth

    2010-01-01

    The United States is facing a crisis in terms of meeting demands for a highly skilled technical workforce. Workforce preparation must begin in primary and secondary educational settings. Teachers are perfectly positioned to increase student awareness of and interest in careers in engineering and technology; unfortunately, they are often not well…

  13. Conceptual framework for energy education, K-12

    Energy Technology Data Exchange (ETDEWEB)

    1982-05-01

    After a brief statement of the goals of energy education, the concept of energy literacy is loosely defined and two ways are identified by which energy education can be introduced into school curricula. A number of related generalizations are identified that might form the basis for the development of energy curricula, followed in each case by a brief list of selected reference materials. These generalizations include lessons that may be taught on: conversion and measurement of energy, energy flow in the biosphere, human use of energy, energy history of the United States, energy from fossil fuels, nuclear reactions, and solar technologies, electricity as an energy carrier, economic and financial aspects of energy use, ethical issues in energy use, conservation of energy, shelter-related energy conservation, and transportation conservation. Some sample objectives are given that might be considered for use at various grade levels in a typical sequence, with widely used texts accompanying each example. 607 references. (LEW)

  14. Education Nation: Obama, Romney Outline Different K-12, Postsecondary Priorities

    Science.gov (United States)

    Dervarics, Charles

    2012-01-01

    With negative ads already rampant on radio and TV, it's clear that President Obama and Republican presidential nominee Mitt Romney differ on most issues. That statement carries over to education as well, as both offer starkly different views on K-12 and higher education policy for the fall campaign. Obama is touting a large increase in Pell Grants…

  15. 2008 Public Opinion Survey on K-12 Education in Indiana

    Science.gov (United States)

    Plucker, Jonathan A.; Spradlin, Terry E.; Burroughs, Nathan A.; Hiller, Stephen C.

    2008-01-01

    During the course of each calendar year since 2003, staff of the Center for Evaluation & Education Policy (CEEP) at Indiana University evaluates the benefits of continuing the Annual Public Opinion Survey on K-12 Education in Indiana. In 2008, the Indiana legislature determined that school corporations would no longer use property tax revenues…

  16. AIAA Educator Academy: Enriching STEM Education for K-12 Students

    Science.gov (United States)

    Slagle, E.; Bering, E. A.; Longmier, B. W.; Henriquez, E.; Milnes, T.; Wiedorn, P.; Bacon, L.

    2012-12-01

    Educator Academy is a K-12 STEM curriculum developed by the STEM K-12 Outreach Committee of the American Institute of Aeronautics and Astronautics (AIAA). Consisting of three independent curriculum modules, K-12 students participate in inquiry-based engineering challenges to improve critical thinking skills and enhance problem solving skills. The Mars Rover Celebration Curriculum Module is designed for students in grades 3-8. Throughout this module, students learn about Mars and the solar system. Working with given design criteria, students work in teams to do basic research about Mars that will determine the operational objectives and structural features of their rover. Then, students participate in the design and construction of a model of a mock-up Mars Rover to carry out a specific science mission on the surface of Mars. At the end of this project, students have the opportunity to participate in a regional capstone event where students share their rover designs and what they have learned. The Electric Cargo Plan Curriculum Module is designed for students in grades 6-12. Throughout this module, students learn about aerodynamics and the four forces of flight. Working individually or in teams, students design and construct an electrically-powered model aircraft to fly a tethered flight of at least one lap without cargo, followed by a second tethered flight of one lap carrying as much cargo as possible. At the end of this project, students have the opportunity to participate in a regional capstone event where students share what they have learned and compete with their different cargo plane designs. The Space Weather Balloon Curriculum Module is designed for students in grades 9-12. Throughout this module, students learn and refine physics concepts as well as experimental research skills. Students participate in project-based learning that is experimental in nature. Students are engaged with the world around them as they collaborate to launch a high altitude

  17. Merging University Students into K?12 Science Education Reform

    Science.gov (United States)

    2007-11-02

    limited to the K–12 classrooms but were related to the broader issue of creating university- school partnerships as a strategy for science education reform...of interest to federal policymakers who are concerned with science education reform and the development of partnerships between universities and K–12...4. TITLE AND SUBTITLE Merging University Students into K?12 Science Education Reform Unclassified 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM

  18. K-12 Engineering Education Standards: Opportunities and Barriers

    Science.gov (United States)

    Bybee, Rodger W.

    2011-01-01

    Does the nation need K-12 engineering education standards? The answer to this question is paradoxically both simple and complex, and requires an examination of a rationale for such standards as well as the opportunities and barriers to developing and implementing the standards. In two decades since 1989, the idea of national standards for…

  19. The Green Pages: Environmental Education Activities K-12.

    Science.gov (United States)

    Clearing, 1991

    1991-01-01

    Presented are 38 environmental education activities for grades K-12. Topics include seed dispersal, food chains, plant identification, sizes and shapes, trees, common names, air pollution, recycling, temperature, litter, water conservation, photography, insects, urban areas, diversity, natural cycles, rain, erosion, phosphates, human population,…

  20. A Framework for Educational Computer Usage. K-12.

    Science.gov (United States)

    Berry, Julia; And Others

    A framework for educational computer usage in grades K-12 is outlined. For each grade level, objectives are shown for the following knowledge areas: computer-related terminology and use; history and development of computers; the use of the computer as a tool; communicating instructions to the computer; social implications; and robotics. Suggested…

  1. Florida's Opinion on K-12 Public Education Spending

    Science.gov (United States)

    Forster, Greg

    2006-01-01

    This scientifically representative poll of 1,200 Floridians finds that public opinion about K-12 public education spending is seriously misinformed. Floridians think public schools need more money, but the main reason is that they are badly mistaken about how much money the public schools actually get. Key findings of the study include: (1) Half…

  2. The Green Pages: Environmental Education Activities K-12.

    Science.gov (United States)

    Clearing, 1991

    1991-01-01

    Presented are 38 environmental education activities for grades K-12. Topics include seed dispersal, food chains, plant identification, sizes and shapes, trees, common names, air pollution, recycling, temperature, litter, water conservation, photography, insects, urban areas, diversity, natural cycles, rain, erosion, phosphates, human population,…

  3. K-12 Math and Science Education: A Physicist Meets Reality

    Science.gov (United States)

    Eisenstein, Robert

    2009-05-01

    Can professional engineers, mathematicians, and scientists have a positive impact on K-12 math and science education? The experience of the Santa Fe Alliance for Science, and several other like-minded organizations, indicates that they can indeed. But success is by no means assured. Good scientists are not automatically good educators, but they can learn enough about pedagogy, classroom, and community to do well. For example, their experiences working on research topics of great societal interest (e.g. the energy supply or global warming) can be a great attraction to young people. This discussion will be oriented around three major points: lessons learned, prospects for the future, and how our effort fits into state-wide plans for re-inventing K-12 math and science education in New Mexico.

  4. Undergraduate interest in K--12 teaching and the perceived 'climate' for the K--12 education profession in the natural sciences

    Science.gov (United States)

    Gerdeman, Robert Dean

    Previous research suggests that the natural science setting in universities does not offer a supportive environment for undergraduates interested in K--12 education careers, an important problem given the need for K--12 science teachers. A mixed-method approach was used to examine student perspectives toward K--12 education careers, and the influence of the college experience on perspectives, at a public research university. Quantitative data come from a cross-sectional survey sample (N = 444) of upper-division natural science majors in the university. The survey focused on student background characteristics, undergraduate experiences, perceptions of the college environment, career interests, and satisfaction. Pursuit of K--12 education as a top current career choice was rare among the respondents (3.6%). However, about one-fourth of them indicated some interest in this career and overall interest increased slightly during the college experience. Based on student perceptions, K--12 education was substantially less emphasized within the natural sciences than other career fields. Regression analyses revealed that the most important predictors (aside from initial career interests) of interest in and attitude toward K--12 teaching were self-concept and personality measures. Several college experience measures were also predictors, including perceptions about faculty and peers in the natural sciences. The effect of college experiences differed for students initially more inclined toward K--12 teaching, who reported a net decrease in interest, versus those more disinclined, who reported a net gain in interest. Satisfaction with the college experience was similar for the two groups. Qualitative data come from follow-up interviews conducted with eight survey respondents who recalled a top choice of K--12 teaching upon entering college but had decided to pursue another career. These students perceived other career fields to offer better professional opportunities for

  5. Supporting Geoscientists in Partnerships for K-12 Education at NSF

    Science.gov (United States)

    Leinen, M.

    2001-12-01

    NSF Directorate for Geosciences (GEO) education activities have evolved over the last decade based on advice from a broad segment of the geosciences community. These activities gained momentum when a Geosciences Education Working Group (GEWG, 1996) recognized the shift from traditional priorities that emphasized only research, to those that support education in geosciences as well. The GEWG report embraced this increased emphasis on education as a component of NSF's role in assuring the long-term health of the geosciences and endorsed the principle that research and education should be well integrated. While many geosciences education activities are funded by the Education and Human Resources Directorate (EHR) of NSF, the GEWG report highlighted the need to have more active participation by research geoscientists in K-12 education activities, and the need to train them to be able to do so. While some roles in education are clearly best left to educational professionals (e.g. large-scale systemic reform projects, pedagogical development at the K-12 level, and many teacher enhancement projects), activities such as undergraduate research, technology advancement, curriculum content development and informal science are ones in which GEO should actively seek to collaborate with programs in EHR. The GEO education program has expanded over the last decade. Our first education activity, Awards to Facilitate Geoscience Education (AFGE), was very successful in attracting some of the leading researchers in geosciences. This program evolved to become the Geoscience Education Program. An important program funded by GEO that developed from community activity is the Digital Library for Earth System Education (DLESE). This program grew out of a joint EHR/GEO award and a series of community workshops. The program will establish an Internet portal for geoscience curricular materials and other teacher resources that will enable further collaboration between the research and education

  6. Physical Education Teacher Educator's Perceptions toward and Understanding of K-12 Online Physical Education

    Science.gov (United States)

    Daum, David N.; Woods, Amelia M.

    2015-01-01

    K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators' perceptions toward and understanding of K-12 OLPE. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for this…

  7. K-12 science education: A teacher`s view

    Energy Technology Data Exchange (ETDEWEB)

    Moore, P.

    1994-12-31

    Science education has experienced significant changes over the past two decades. Science is now vital to good citizenship, performance in the workplace, and everyday life.It is time to re-tool and re-design the entire K-12 science education system, employing the same principles and methods used in the practice of science itself. We can no longer ignore the special needs of science instruction. All students need a course that develops their scientific literacy and critical thinking skills every year. Each science program needs meaningful, useful content and skill standards to drive and continuously update the curriculum content and enabel usefull assessment. Science teachers must articulate their needs and develop opportunities for professional development and the strengthening of their profession. We need a national plan that gets the many different participants working coherently towards a common goal.

  8. K-12 Education Nonprofit Employees' Perceptions of Strategies for Recruiting and Retaining Employees

    Science.gov (United States)

    Byrne, Tara Marie

    2013-01-01

    This qualitative study explored the key reasons individuals who work in K-12 education nonprofit organizations enter the field of K-12 nonprofit education and their motivations for doing so. The purpose of this study was to find new strategies for recruiting and retaining K-12 education nonprofit employees by examining the obstacles that exist to…

  9. "Flipping" educational technology professional development for K-12 educators

    Science.gov (United States)

    Spencer, Daniel

    As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, "sit and get" professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept. Under this model, training shifts from a passive, trainer-centered format, to an active, learner-centered format where teachers learn to use technology in their classrooms by first focusing on pedagogical issues, then choosing the options that work best for addressing those issues in their unique situation, and completing "learn-by-doing" projects. Those who participate in "Flipped PD" style trainings tend to have more confidence upon completion that they can use the tools they were trained on in their teaching, as well as believe that the PD was engaging and a good use of their time.

  10. Engaging Scientists in NASA Education and Public Outreach: K - 12 Formal Education

    Science.gov (United States)

    Bartolone, Lindsay; Smith, D. A.; Eisenhamer, B.; Lawton, B. L.; Universe Professional Development Collaborative, Multiwavelength; NASA Data Collaborative, Use of; SEPOF K-12 Formal Education Working Group; E/PO Community, SMD

    2014-01-01

    The NASA Science Education and Public Outreach Forums support the NASA Science Mission Directorate (SMD) and its education and public outreach (E/PO) community through a coordinated effort to enhance the coherence and efficiency of SMD-funded E/PO programs. The Forums foster collaboration between scientists with content expertise and educators with pedagogy expertise. We present opportunities for the astronomy community to participate in collaborations supporting the NASA SMD efforts in the K - 12 Formal Education community. Members of the K - 12 Formal Education community include classroom educators, homeschool educators, students, and curriculum developers. The Forums’ efforts for the K - 12 Formal Education community include a literature review, appraisal of educators’ needs, coordination of audience-based NASA resources and opportunities, professional development, and support with the Next Generation Science Standards. Learn how to join in our collaborative efforts to support the K - 12 Formal Education community based upon mutual needs and interests.

  11. Transforming K-12 Rural Education through Blended Learning: Teacher Perspectives

    Science.gov (United States)

    Kellerer, Paula; Kellerer, Eric; Werth, Eric; Werth, Lori; Montgomery, Danielle; Clyde, Rozella; Cozart, Joe; Creach, Laura; Hibbard, Laura; LaFrance, Jason; Rupp, Nadine; Walker, Niki; Carter, Theresa; Kennedy, Kathryn

    2014-01-01

    A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…

  12. Enriching K-12 Science and Mathematics Education Using LEGOs

    Science.gov (United States)

    Williams, Keeshan; Igel, Irina; Poveda, Ronald; Kapila, Vikram; Iskander, Magued

    2012-01-01

    This paper presents a series of illustrative LEGO Mindstorms-based science and math activities, developed under an NSF GK-12 Fellows project, for elementary, middle, and high school grades. The activities, developed by engineering and science graduate Fellows in partnership with K-12 teachers, are grade appropriate, address pertinent learning…

  13. Value Added Models and the Implementation of the National Standards of K-12 Physical Education

    Science.gov (United States)

    Seymour, Clancy M.; Garrison, Mark J.

    2017-01-01

    The implementation of value-added models of teacher evaluation continue to expand in public education, but the effects of using student test scores to evaluate K-12 physical educators necessitates further discussion. Using the five National Standards for K-12 Physical Education from the Society of Health and Physical Educators America (SHAPE),…

  14. Core Curriculum for Social Studies Education K-12.

    Science.gov (United States)

    Utah State Office of Education, Salt Lake City. Office of Curriculum and Instruction.

    The Utah social studies curriculum for grades K-12 is divided into three levels: K-6, 7-8, and 9-12. For K-6, mastery of core concepts is required; for grades 7-8, 1.5 units of United States History and Utah studies are required; and for grades 9-12, three units of world cultural geography, ancient world civilizations, European history, United…

  15. K-12 Teachers Encounter Digital Games: A Qualitative Investigation of Teachers' Perceptions of the Potential of Digital Games for K-12 Education

    Science.gov (United States)

    Dickey, Michele D.

    2015-01-01

    The purpose of this study is to investigate teachers' perceptions of the integration of digital games for K-12 education. Specifically, this qualitative investigation focuses on reflective dialogued gathered from a group of K-12 educators about their experiences and perceptions of learning about and playing digital games for teaching and learning.…

  16. K-12 Teachers Encounter Digital Games: A Qualitative Investigation of Teachers' Perceptions of the Potential of Digital Games for K-12 Education

    Science.gov (United States)

    Dickey, Michele D.

    2015-01-01

    The purpose of this study is to investigate teachers' perceptions of the integration of digital games for K-12 education. Specifically, this qualitative investigation focuses on reflective dialogued gathered from a group of K-12 educators about their experiences and perceptions of learning about and playing digital games for teaching and learning.…

  17. Development and Evaluation of Food Safety Modules for K-12 Science Education

    Science.gov (United States)

    Chapin, Travis K.; Pfuntner, Rachel C.; Stasiewicz, Matthew J.; Wiedmann, Martin; Orta-Ramirez, Alicia

    2015-01-01

    Career and educational opportunities in food science and food safety are underrecognized by K-12 students and educators. Additionally, misperceptions regarding nature of science understanding persist in K-12 students despite being emphasized as an important component of science education for over 100 y. In an effort to increase awareness…

  18. State P-20 Councils and Collaboration between K-12 and Higher Education

    Science.gov (United States)

    Rippner, Jennifer A.

    2017-01-01

    For decades, numerous observers have agreed on the value of collaboration between K-12 and higher education--especially as these sectors work toward increasing college readiness and success. While most states maintain separate agencies for K-12 and higher education, many states have worked to foster collaboration through state P-20 councils.…

  19. The Efficiency and Effectiveness of the K-12 Energy Technology Education Promotion Centers in Taiwan

    Science.gov (United States)

    Lee, Lung-Sheng

    2013-01-01

    In order to promote energy literacy for graders K-12, the Ministry of Education (MOE) in Taiwan initiated a K-12 Energy Technology Education Project in September 2010. This 40-month project has one project office affiliated to a university, and 18 promotion centers affiliated to 18 schools--including 5 regional centers for upper-secondary schools…

  20. State P-20 Councils and Collaboration between K-12 and Higher Education

    Science.gov (United States)

    Rippner, Jennifer A.

    2017-01-01

    For decades, numerous observers have agreed on the value of collaboration between K-12 and higher education--especially as these sectors work toward increasing college readiness and success. While most states maintain separate agencies for K-12 and higher education, many states have worked to foster collaboration through state P-20 councils.…

  1. A Critique of the Brave New World of K-12 Education

    Science.gov (United States)

    Salmani Nodoushan, Mohammad Ali

    2008-01-01

    Over the past few decades life style has changed so rapidly that remote areas of the Earth are now inhabited by human beings. Technology has also developed and people can stay at home and have access to virtual schools. This has stimulated the need for K-12 Education. K-12 education has emerged from the no-child-left-behind concerns of governments…

  2. Agriculture's Role in K-12 Education: Proceedings of a Forum on the National Science Education Standards.

    Science.gov (United States)

    National Academy of Sciences - National Research Council, Washington, DC. Board on Agriculture.

    The Board on Agriculture organized a Forum on Agriculture's Role in K-12 Education to provide an opportunity for agricultural professional societies to explore ways in which examples from agriculture, food, and environment systems can be used to enhance inquiry-based science education. Participants discussed how professional societies could…

  3. A Framework for Quality K-12 Engineering Education: Research and Development

    Science.gov (United States)

    Moore, Tamara J.; Glancy, Aran W.; Tank, Kristina M.; Kersten, Jennifer A.; Smith, Karl A.; Stohlmann, Micah S.

    2014-01-01

    Recent U.S. national documents have laid the foundation for highlighting the connection between science, technology, engineering and mathematics at the K-12 level. However, there is not a clear definition or a well-established tradition of what constitutes a quality engineering education at the K-12 level. The purpose of the current work has been…

  4. Lessons for Louisiana from Florida's K-12 Education Revolution

    Science.gov (United States)

    Ladner, Matthew

    2012-01-01

    Louisiana has emerged as one of the most fascinating states in the nation for education reform. The state's creative response to rebuilding the New Orleans education system in the wake of Hurricane Katrina is now considered a potential model for reformers across the nation. Governor Bobby Jindal has carried the reforms further in pushing for…

  5. A Dozen Economic Facts about K-12 Education. Policy Memo

    Science.gov (United States)

    Greenstone, Michael; Harris, Max; Li, Karen; Looney, Adam; Patashnik, Jeremy

    2012-01-01

    The Hamilton Project's mission is advancing opportunity, prosperity, and growth. On both the individual and society-wide levels, a strong public education system enables Americans to achieve those objectives. Indeed, education has historically been the great equalizer and offered students of all backgrounds not the promise of equal outcomes but…

  6. K-12 Students Flock To ToxTown In San Diego: Results of an SOT K-12 Education Outreach Workshop

    Science.gov (United States)

    Just prior to the start of the 2015 Annual Meeting in San Diego, hundreds of K-12 students, teachers, and science enthusiasts visited the ToxTown booth at the annual San Diego Festival of Science and Engineering grand finale event, EXPO Day. Over 20,000 attendees participated in ...

  7. 10 Years of Media Literacy Education in K-12 Schools

    Science.gov (United States)

    Daunic, Rhys

    2011-01-01

    When the author started working with teachers and students on classroom multimedia productions a little over 10 years ago, he had not yet encountered the term "media literacy", nor did he realize he had joined a long standing international movement of media literacy educators. Serendipitous exposure to "old-media" texts by Neil Postman and Noam…

  8. Improving K-12 STEM Education Outcomes through Technological Integration

    Science.gov (United States)

    Urban, Michael J., Ed.; Falvo, David A., Ed.

    2016-01-01

    The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and…

  9. Merging University Students into K-12 Science Education Reform

    Science.gov (United States)

    2002-01-01

    consider the effects of outreach programs on university science students. Improved communication in science , increased enrollment in science courses as a...education side. Improved communication in science , increased enrollment in science courses as a result of adding an outreach component to traditional

  10. Fitness Promotion Strategies for K-12 Physical Education Programs

    Science.gov (United States)

    Hill, Grant; Turner, Bud

    2004-01-01

    In recent years efforts have been made to emphasize the need for physical education by showing how physical activity helps students reduce the risk of cardiovascular disease; strengthen bones and muscles; supply energy, reduce stress, and help maintain a healthy body weight. This article describes a variety of proactive fitness strategies…

  11. Empowering Educators through Teacher Research: Promoting Qualitative Inquiry among K-12 Educators

    Science.gov (United States)

    Clarke, E. Jason

    2012-01-01

    The desire to find pedagogically effective uses of technology in K-12 education has exposed the need for reliable professional development programs that empower teachers to identify the problems and needs they have in their classrooms, apply a process of systematic inquiry in order to discover solutions to those problems, and to share those…

  12. Celebrating 30 Years of K-12 Educational Programming at Fermilab

    Energy Technology Data Exchange (ETDEWEB)

    Bardeen, M.; Cooke, M.P.; /Fermilab

    2011-09-01

    In 1980 Leon Lederman started Saturday Morning Physics with a handful of volunteer physicists, around 300 students and all the physics teachers who tagged along. Today Fermilab offers over 30 programs annually with help from 250 staff volunteers and 50 educators, and serves around 40,000 students and 2,500 teachers. Find out why we bother. Over the years we have learned to take advantage of opportunities and confront challenges to offer effective programs for teachers and students alike. We offer research experiences for secondary school teachers and high school students. We collaborate with educators to design and run programs that meet their needs and interests. Popular school programs include classroom presentations, experience-based field trips, and high school tours. Through our work in QuarkNet and I2U2, we make real particle physics data available to high school students in datadriven activities as well as masterclasses and e-Labs. Our professional development activities include a Teacher Resource Center and workshops where teachers participate in authentic learning experiences as their students would. We offer informal classes for kids and host events where children and adults enjoy the world of science. Our website hosts a wealth of online resources. Funded by the U.S. Department of Energy, the National Science Foundation and Fermilab Friends for Science Education, our programs reach out across Illinois, throughout the United States and even around the world. We will review the program portfolio and share comments from the volunteers and participants.

  13. Celebrating 30 Years of K-12 Educational Programing at Fermilab

    CERN Document Server

    Bardeen, M

    2011-01-01

    In 1980 Leon Lederman started Saturday Morning Physics with a handful of volunteer physicists, around 300 students and all the physics teachers who tagged along. Today Fermilab offers over 30 programs annually with help from 250 staff volunteers and 50 educators, and serves around 40,000 students and 2,500 teachers. Find out why we bother. Over the years we have learned to take advantage of opportunities and confront challenges to offer effective programs for teachers and students alike. We offer research experiences for secondary school teachers and high school students. We collaborate with educators to design and run programs that meet their needs and interests. Popular school programs include classroom presentations, experience-based field trips, and high school tours. Through our work in QuarkNet and I2U2, we make real particle physics data available to high school students in datadriven activities as well as masterclasses and e-Labs. Our professional development activities include a Teacher Resource Cent...

  14. The K-12 Educational Technology Value Chain: Apps for Kids, Tools for Teachers and Levers for Reform

    Science.gov (United States)

    Pierce, Glenn L.; Cleary, Paul F.

    2016-01-01

    Historically implementing, maintaining and managing educational technology has been difficult for K-12 educational systems. Consequently, opportunities for significant advances in K-12 education have often gone unrealized. With the maturation of Internet delivered services along with K-12 institutional trends, educational technologies are poised…

  15. The K-12 Educational Technology Value Chain: Apps for Kids, Tools for Teachers and Levers for Reform

    Science.gov (United States)

    Pierce, Glenn L.; Cleary, Paul F.

    2016-01-01

    Historically implementing, maintaining and managing educational technology has been difficult for K-12 educational systems. Consequently, opportunities for significant advances in K-12 education have often gone unrealized. With the maturation of Internet delivered services along with K-12 institutional trends, educational technologies are poised…

  16. Improving indicators of the quality of science and mathematics education in grades K-12

    National Research Council Canada - National Science Library

    Murnane, Richard J; Raizen, Senta A

    ... and Mathematics Education in in Grades K- -12 12 Richard J. Murnane and Senta A. Raizen, Editors Committee on Indicators of Precollege Science and Mathematics Education Commission on Behavioral and Social Sciences and Education National Research Council NATIONAL ACADEMY PRESS Washington, D.C. 1988 Copyrightthe cannot be not from book, paper however, version for...

  17. When Professions Shape Politics: The Case of Accountability in K-12 and Higher Education

    Science.gov (United States)

    Mehta, Jal

    2014-01-01

    Professionalization is an important but overlooked dimension in education politics, particularly the politics of accountability. To isolate the importance of professionalization, this article compares accountability movements in K-12 education with similar movements in higher education. I draw on three pairs of reports that have sought to impose…

  18. Netflixing Human Capital Development: Personalized Learning Technology and the Corporatization of K-12 Education

    Science.gov (United States)

    Roberts-Mahoney, Heather; Means, Alexander J.; Garrison, Mark J.

    2016-01-01

    Advanced by powerful venture philanthropies, educational technology companies, and the US Department of Education, a growing movement to apply "big data" through "learning analytics" to create "personalized learning" is currently underway in K-12 education in the United States. While scholars have offered various…

  19. K-12 Math and Science Education: Tales from the Santa Fe Alliance for Science

    Science.gov (United States)

    Eisenstein, Robert

    2008-10-01

    Can professional engineers, mathematicians, and scientists have a positive impact on K-12 math and science education? The experience of the Santa Fe Alliance for Science, and several other like-minded organizations, indicates that they can indeed. But success is by no means assured. Good scientists are not automatically good educators, but they can learn enough about pedagogy, classroom, and community to do well. This discussion will be oriented around three major points: lessons learned, prospects for the future, and how our effort fits into state-wide plans for re-inventing K-12 math and science education in New Mexico.

  20. Leading Effective Educational Technology in K-12 School Districts: A Grounded Theory

    Science.gov (United States)

    Hill, Lara Gillian C.

    2011-01-01

    A systematic grounded theory qualitative study was conducted investigating the process of effectively leading educational technology in New Jersey public K-12 school districts. Data were collected from educational technology district leaders (whether formal or non-formal administrators) and central administrators through a semi-structured online…

  1. Mobile Apps for Reflection in Learning: A Design Research in K-12 Education

    Science.gov (United States)

    Leinonen, Teemu; Keune, Anna; Veermans, Marjaana; Toikkanen, Tarmo

    2016-01-01

    This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to…

  2. How Vocational Psychologists Can Make a Difference in K-12 Education

    Science.gov (United States)

    Perry, Justin C.; Shannon, Lisa

    2017-01-01

    In general, vocational psychologists have not been engaged in applied research that demonstrates how career interventions can improve educational problems that matter to relevant decision-makers and stakeholders. This article describes how vocational psychology can make a difference in K-12 education by embracing an interdisciplinary…

  3. Mobile Apps for Reflection in Learning: A Design Research in K-12 Education

    Science.gov (United States)

    Leinonen, Teemu; Keune, Anna; Veermans, Marjaana; Toikkanen, Tarmo

    2016-01-01

    This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to…

  4. Mobile Technology in 2020: Predictions and Implications for K-12 Education

    Science.gov (United States)

    Norris, Cathleen A.; Soloway, Elliot

    2015-01-01

    While "mobile learning" has gained recognition in K-12 as a category in educational technology, the authors argue that, between 2010 and 2015, at least, its impact hasn't matched the hype. But between 2015 and 2020, hardware, software, and network technologies will mature sufficiently such that educational technology's Holy…

  5. Use of Second Life in K-12 and Higher Education: A Review of Research

    Science.gov (United States)

    Inman, Chris; Wright, Vivian H.; Hartman, Julia A.

    2010-01-01

    This study reviewed empirical research conducted in Second Life by educators since Second Life's launch in 2003. The study's purpose was to identify how Second Life is being used in both K-12 and higher education. The methodology, findings, and recommendations of 27 research studies were analyzed. Researchers identified potential problems when…

  6. Status of K-12 Education in California at a Time of Fiscal Crisis: Preliminary Results

    Science.gov (United States)

    Kitmitto, Sami; Parrish, Thomas; Shambaugh, Larisa

    2010-01-01

    The worldwide economic decline in 2008 hit many states hard, and had an especially strong impact on California and its public education system. The purpose of this report is to develop and present baseline information regarding K-12 public education in California prior to this fiscal crisis. This report presents alternative ways of comparing the…

  7. The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Educator's Summary

    Science.gov (United States)

    Center for Research and Reform in Education, 2012

    2012-01-01

    This review summarizes research on the effects of technology use on mathematics achievement in K-12 classrooms. The main research questions included: (1) Do education technology applications improve mathematics achievement in K-12 classrooms as compared to traditional teaching methods without education technology?; and (2) What study and research…

  8. Monitoring Progress toward Successful K-12 STEM Education: A Nation Advancing?

    Science.gov (United States)

    National Academies Press, 2012

    2012-01-01

    Following a 2011 report by the National Research Council (NRC) on successful K-12 education in science, technology, engineering, and mathematics (STEM), Congress asked the National Science Foundation to identify methods for tracking progress toward the report's recommendations. In response, the NRC convened the Committee on an Evaluation Framework…

  9. Under Construction: Building on ESSA's K-12 Foundation. Quality Counts. Education Week. Volume 36, Issue 16

    Science.gov (United States)

    Manzo, Kathleen Kennedy, Ed.

    2017-01-01

    With just months to go until the nation's overhauled K-12 law goes into effect, state policymakers are still scrambling to firm up the infrastructure for their education systems, under the new blueprint laid out in the Every Student Succeeds Act (ESSA). They're doing it at a time of political change and policy uncertainty at the national level,…

  10. Six Qualities of Socially Engaged Design: Emerging Possibilities for K-12 Art Education Programs

    Science.gov (United States)

    O'Donoghue, Dónal; Berard, Marie-France

    2014-01-01

    In this article, we consider socially engaged design practice, and examine its potential for informing design curriculum and pedagogy in K-12 art education programs. Our hope is to prompt discussion and debate about socially engaged design's potentiality for preparing students to participate in a world in which "nothing is truly, or can…

  11. Perceptions of Professional and Educational Skills Learning Opportunities Made Available through K-12 Robotics Programming

    Science.gov (United States)

    Bakke, Christine K.

    2013-01-01

    The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…

  12. Factors that Affect the Adoption and Use of Electronic Mail by K-12 Foreign Language Educators.

    Science.gov (United States)

    Shelley, Janine Onffroy

    1998-01-01

    Reports the results of electronic mail instruction given to K-12 foreign-language teachers during workshops. Factors found to influence workshop participants' adoption of email included training, the need to keep up with educational technology trends, availability of an easy-to-use system, hands-on experience, school support, and individual…

  13. Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools

    Science.gov (United States)

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.; Mittermeir, Roland T.

    2014-01-01

    In view of the recent developments in many countries, for example, in the USA and in the UK, it appears that computer science education (CSE) in primary or secondary schools (K-12) has reached a significant turning point, shifting its focus from ICT-oriented to rigorous computer science concepts. The goal of this special issue is to offer a…

  14. Immigration and Education: What Should K-12 Teachers, School Administrators, and Staff Know?

    Science.gov (United States)

    Rubinstein-Avila, Eliane

    2017-01-01

    We are currently living in an era of mass global migration. Therefore, it is a pertinent time to reflect on the challenges and the possibilities inherent in educating immigrant and refugee children. Because of the importance immigration has played in the history of the United States, it may be assumed that American K-12 teachers and school…

  15. How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions

    Science.gov (United States)

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.

    2015-01-01

    Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…

  16. Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

    This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

  17. Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

    This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

  18. K-12 Single-Sex Education: What Does the Research Say? ERIC Digest.

    Science.gov (United States)

    Haag, Pamela

    Although research on the effects of K-12 single-sex education is inconclusive in general, some common themes emerge in the research literature. This Digest reviews that research with particular attention to effects on girls' attitudes and achievement. The Digest first discusses attitudinal variables (i.e., self-esteem and attitudes toward academic…

  19. How Being a Teaching Artist Can Influence K-12 Art Education

    Science.gov (United States)

    Graham, Mark A.; Zwirn, Susan Goetz

    2010-01-01

    Many K-12 art teachers have rich artistic backgrounds and continue to be active as artists in spite of the challenges of time, energy, and stereotypes that insist a real artist would not teach. This article describes a research project that examined the educational dynamic engendered by teachers who are also artists. We interviewed and observed…

  20. A Correlational Analysis of Strategic Information Systems Planning in K-12 Public Educational Organizations

    Science.gov (United States)

    Martin, Christopher J.

    2012-01-01

    Three decades of research has indicated that strategic information systems planning is a vital component to business success. The purpose of this study was to identify the relationship strategic information systems planning and financial commitment has within the K-12 public education sector. Data for this study was obtained from top management of…

  1. How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions

    Science.gov (United States)

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.

    2015-01-01

    Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…

  2. A Correlational Analysis of Strategic Information Systems Planning in K-12 Public Educational Organizations

    Science.gov (United States)

    Martin, Christopher J.

    2012-01-01

    Three decades of research has indicated that strategic information systems planning is a vital component to business success. The purpose of this study was to identify the relationship strategic information systems planning and financial commitment has within the K-12 public education sector. Data for this study was obtained from top management of…

  3. Perceptions of Professional and Educational Skills Learning Opportunities Made Available through K-12 Robotics Programming

    Science.gov (United States)

    Bakke, Christine K.

    2013-01-01

    The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…

  4. Accountability and Assessment: Is Public Interest in K-12 Education Being Served? CRESST Report 728

    Science.gov (United States)

    Herman, Joan L.

    2007-01-01

    The reauthorization of No Child Left Behind (NCLB) makes this a good time to consider whether and how current accountability serves the public interest and whether and how it can better do so. This report explores these issues in the context of the current literature on the effects of accountability in K-12 education. It considers the meaning…

  5. Are K-12 Learners Motivated in Physical Education? A Meta-Analysis

    Science.gov (United States)

    Chen, Senlin; Chen, Ang; Zhu, Xihe

    2012-01-01

    Previous studies devoted to K-12 learner motivation in physical education share a general assumption that students may lack motivation. This meta-analytic study examined published original studies (n = 79) to determine students' motivation level and the association between motivation and outcomes. Original means of motivation measures were…

  6. Forum on Technology in K-12 Education: Envisioning a New Future Science.

    Science.gov (United States)

    Rakow, Steven J.

    This paper examines the impacts of instructional technologies on K-12 science instruction. The first section addresses the question, "What is technology?" The dimensions of technology identified by the International Technology Education Association are summarized, and definitions of technology from the American Association for the…

  7. Immigration and Education: What Should K-12 Teachers, School Administrators, and Staff Know?

    Science.gov (United States)

    Rubinstein-Avila, Eliane

    2017-01-01

    We are currently living in an era of mass global migration. Therefore, it is a pertinent time to reflect on the challenges and the possibilities inherent in educating immigrant and refugee children. Because of the importance immigration has played in the history of the United States, it may be assumed that American K-12 teachers and school…

  8. Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools

    Science.gov (United States)

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.; Mittermeir, Roland T.

    2014-01-01

    In view of the recent developments in many countries, for example, in the USA and in the UK, it appears that computer science education (CSE) in primary or secondary schools (K-12) has reached a significant turning point, shifting its focus from ICT-oriented to rigorous computer science concepts. The goal of this special issue is to offer a…

  9. The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

    Science.gov (United States)

    Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.

    2013-12-01

    The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching

  10. Information behaviors of Chinese K-12physical education teachers:A survey study

    Institute of Scientific and Technical Information of China (English)

    Geoffrey; Z.LIU; Yan; HUO

    2012-01-01

    Purpose:Given the unique characteristics of physical education(PE) teaching in K-12education,PE teachers’ information behaviors deserve special attention.This article reports a survey study of PE teachers’ information behaviors,covering information literacy skills and behaviors of information seeking and information use.Design/methodology/approach:A questionnaire survey was conducted of K-12 PE teachers in the Tianjin municipal region of China,with a response rate of 61.9%.Findings:PE teachers lack skills with information retrieval systems in general.The Internet continues to be their primary information source,and they rely more on personal collection and colleagues than the school library for teaching materials.They rarely develop a searching strategy,employ querying tactics,or use advanced search functions,and they tend to be content with finding a few relevant articles.Research limitations:The survey is limited to the Tianjin municipal region in scope.Though attempting to reach 210 participants from 40 schools,it yielded only 130 valid responses.A larger survey covering more regions and with greater responses may be useful.Practical implications:Insights from this study inform the educational and on-job training of K-12 PE teachers to improve their information literacy skills.Originality/value:Little research exists on PE teachers’ behaviors of information seeking.This study bridges the gap and enriches our understanding of K-12 teachers’ information behaviors.

  11. Trends of Technology Education in American K-12 Education%美国K-12阶段技术教育的发展趋势

    Institute of Scientific and Technical Information of China (English)

    邵长兰

    2016-01-01

    The United States is a developed country in technology and technology education. In the 21st century, in response to the new social and economic problems, there are some new trends in technology education:establishing the technology literacy and STEM literacy as the technology educational goal, so as to build a technologically and STEM literate society;integrating the engineering and engineering design into K-12 curriculum framework, forming a variety of integrated technology engineering education courses, such as “pre-Engineering”curriculum and“project-based”curriculum;and adopting“issue-based”teaching strategies.%美国是技术和技术教育发达国家。进入21世纪,为应对新的社会、经济问题,技术教育出现了新的发展趋势:把技术教育培养目标转向培养学生的技术素养再到STEM素养,建构具有技术素养乃至STEM素养的社会;把工程学及工程设计内容整合进K-12技术教育课程框架,形成多种整合的技术工程教育课程,如“准工程”课程模式和“以项目为基础”的课程模式;“以问题为基础”的教学策略和方法的采用等。

  12. K-12 Neuroscience Education Outreach Program: Interactive Activities for Educating Students about Neuroscience.

    Science.gov (United States)

    Deal, Alex L; Erickson, Kristen J; Bilsky, Edward J; Hillman, Susan J; Burman, Michael A

    2014-01-01

    The University of New England's Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students' academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we've organized our themes in a "Grow-up, Grow-out" approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students' skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we're having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general.

  13. Mobile apps for reflection in learning: A design research in K-12 education

    OpenAIRE

    Leinonen, Teemu; Keune, Anna; Veermans, Marjaana; Toikkanen, Tarmo

    2014-01-01

    This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to correspond to collaborative learning paradigms, such as collaborative progressive inquiry or project-based learning, are scarce. In these pedagogica...

  14. Global TIE: Developing a Virtual Network of Robotic Observatories for K-12 Education

    Science.gov (United States)

    Mayo, L. A.; Clark, G.

    2001-11-01

    Astronomy in grades K-12 is traditionally taught (if at all) using textbooks and a few simple hands-on activities. In addition, most students, by High School graduation, will never have even looked through the eyepiece of a telescope. The possibility now exists to establish a network of research grade telescopes, no longer useful to the professional astronomical community, that can be made accessible to schools all across the country through existing IT technologies and applications. These telescopes could provide unparalleled research and educational opportunities for a broad spectrum of K-12 and college students and turns underutilized observatory facilities into valuable, state-of-the-art teaching centers. The NASA-sponsored Telescopes In Education (TIE, http://tie.jpl.nasa.gov) project has been wildly successful in engaging the K-12 education community in real-time, hands-on, interactive astronomy activities. Hundreds of schools in the US, Australia, Canada, England, and Japan have participated in the TIE program, remotely controlling the 24-inch telescope at the Mount Wilson Observatory from their classrooms. In recent years, several (approximately 20 to date) other telescopes have been, or are in the process of being, outfitted for remote use as TIE affiliates. Global TIE integrates these telescopes seamlessly into one virtual observatory and provides the services required to operate this facility, including a scheduling service, tools for data manipulation, an online proposal review environment, an online "Virtual TIE Student Ap J" for publication of results, and access to related educational materials provided by the TIE community. Global TIE provides unparalleled research and educational opportunities for a broad spectrum of K-12 and college students and turns essentially unused observatory facilities into valuable, state-of-the-art teaching centers. This presentation describes the Global TIE Observatory data and organizational systems and details the

  15. A Tale of Two Countries: Successes and Challenges in K-12 Computer Science Education in Israel and the United States

    Science.gov (United States)

    Gal-Ezer, Judith; Stephenson, Chris

    2014-01-01

    This article tells a story of K-12 computer science in two different countries. These two countries differ profoundly in culture, language, government and state structure, and in their education systems. Despite these differences, however, they share the pursuit of excellence and high standards in K-12 education. In Israel, curriculum is…

  16. A Tale of Two Countries: Successes and Challenges in K-12 Computer Science Education in Israel and the United States

    Science.gov (United States)

    Gal-Ezer, Judith; Stephenson, Chris

    2014-01-01

    This article tells a story of K-12 computer science in two different countries. These two countries differ profoundly in culture, language, government and state structure, and in their education systems. Despite these differences, however, they share the pursuit of excellence and high standards in K-12 education. In Israel, curriculum is…

  17. K--12 science educator perception of instructing students with learning disabilities in the regular classroom

    Science.gov (United States)

    Holliday-Cashwell, Janet Rose

    2000-10-01

    Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of

  18. Implications of the Next Generation Science Standards for K-12, EPO, and Higher Education

    Science.gov (United States)

    Schultz, G.; Barber, J.; Pomeroy, R.; Reagan, G.

    2014-07-01

    The newly-released Next Generation Science Standards (NGSS) have been under development for a few years with broad community input and explicit involvement of many states likely to adopt these as their own science standards. Several key features of the NGSS make these a substantial advance from the existing National Science Education Standards (NRC 1996), including focus on three dimensions previously outlined in A Framework for K-12 Science Education (NRC 2011): Science and Engineering Practices; Cross-cutting Concepts; and Disciplinary Core Ideas. What are the implications of all this now for K-12 educators, in the immediate term and in the long-term? What do the NGSS imply for EPO professionals, especially those involved in science curriculum development and teacher professional development? What should higher education faculty know about the NGSS, especially as it relates to the preparation of incoming college students, as well as the education of future elementary and secondary science teachers in college (including in Astro 101-type courses)?

  19. Using Scientific Visualizations to Enhance Scientific Thinking In K-12 Geoscience Education

    Science.gov (United States)

    Robeck, E.

    2016-12-01

    The same scientific visualizations, animations, and images that are powerful tools for geoscientists can serve an important role in K-12 geoscience education by encouraging students to communicate in ways that help them develop habits of thought that are similar to those used by scientists. Resources such as those created by NASA's Scientific Visualization Studio (SVS), which are intended to inform researchers and the public about NASA missions, can be used in classrooms to promote thoughtful, engaged learning. Instructional materials that make use of those visualizations have been developed and are being used in K-12 classrooms in ways that demonstrate the vitality of the geosciences. For example, the Center for Geoscience and Society at the American Geosciences Institute (AGI) helped to develop a publication that outlines an inquiry-based approach to introducing students to the interpretation of scientific visualizations, even when they have had little to no prior experience with such media. To facilitate these uses, the SVS team worked with Center staff and others to adapt the visualizations, primarily by removing most of the labels and annotations. Engaging with these visually compelling resources serves as an invitation for students to ask questions, interpret data, draw conclusions, and make use of other processes that are key components of scientific thought. This presentation will share specific resources for K-12 teaching (all of which are available online, from NASA, and/or from AGI), as well as the instructional principles that they incorporate.

  20. A qualitative assessment of preservice elementary teachers' formative perceptions regarding engineering and K-12 engineering education

    Science.gov (United States)

    Culver, Dennis Eugene

    Current teacher education programs provide limited instruction for preservice elementary teachers regarding the incorporation or teaching of engineering concepts and skills in their classrooms. Few studies have been conducted that focus specifically on preservice elementary teachers' formative perceptions and receptivity towards engineering education. That is, not enough is known about what preservice teachers know and think about engineering. The purpose of this qualitative research study was to investigate how forty-four preservice elementary teachers' from a large Midwestern university approached engineering design, the perceptions of engineering and K-12 engineering education that they possessed, and their level of receptiveness with regards to K-12 engineering education. Data were collected using a demographic survey, journal entries, observations, and focus group discussions. The written, verbal, and visual data collected in this study were analyzed using conventional qualitative content analysis, which consisted of inductively developing categories and codes after repeatedly examining the data. The results of the study indicate that the preservice elementary teachers did not utilize any deliberate design process when engaged in a design task. Engineering was perceived as being synonymous with construction and that engineering design consists of trial and error. Participants envisioned their students succeeding in engineering due to their students' prior knowledge, not necessarily the actions of themselves as the teacher. With regards to receptivity, participants expressed apprehension and optimism along with fear and pessimism. Tangential factors also impacted the receptivity of participants.

  1. I-LLINI Partnerships to improve K-12 Earth Science education

    Science.gov (United States)

    Tomkin, J. H.; Wong, K.; Charlevoix, D. J.

    2009-12-01

    I-LLINI Partnerships is a three-year State of Illinois funded program to initiate enhanced communication between the faculty at University of Illinois and K-12 teachers in the surrounding communities. The program focuses on math and science with a particular emphasis on the use of technology to teaching math and science to middle-school aged children. The Partnership provides participating teachers with a suite of technology including a computer, digital camera, and software, as well as a small stipend. University partners include representatives from the Departments of Mathematics as well as the Department of Atmospheric Sciences and the Department of Geology. The Atmospheric Sciences and Geology faculty have partnered to provide content using an Earth Systems Science approach to improving Earth Science education for in- and pre-service teachers through new undergraduate and graduate classes that focus on fundamental earth science content, State K-12 standards, and transferable lesson plans and materials that enable course participants to easily transfer university practice to the classroom.

  2. K-12 science education reform will take a decade, and community partnerships hold best hope for success

    Energy Technology Data Exchange (ETDEWEB)

    Keever, J.R.

    1994-12-31

    Fundamental change in K-12 science education in the United States, essential for full citizenship in an increasingly technological world, will take a decade or more to accomplish, and only the sustained, cooperative efforts of people in their own communities -- scientists, teachers, and concerned citizens -- will likely ensure success. These were among the themes at Sigma Xi`s national K-12 science education forum.

  3. Turning K-12 Science Education Inside Out, Knocking Down Walls and Empowering the Disenchanted.

    Science.gov (United States)

    Lin, A. Y. M.

    2016-12-01

    For a 'user' there are several genres of citizen science activities one can enlist themselves in, from microtasked analytics to data collection. Often times design conversation for these efforts are focused around the goal of collecting high quality data for an urgent scientific question. However, there is much to be discussed around the opportunity to expand upon the interaction experience of the 'user'. This is particularly relevant in the integration of citizen science in the classroom. Here we explore the role of citizen science in formal K-12 science education through the lens of "Project Based Learning", examining design challenges in classroom adoption (including standards alignment) as well as interaction design focused around long term user/student motivation and engagement in the science exploration.

  4. Distance Education Council.

    Science.gov (United States)

    Indira Gandhi National Open University, New Delhi (India). Distance Education Council.

    Since its inception in India in 1962, distance education has grown in popularity. The Distance Education Council (DEC) directs distance learning within India's higher education system. The DEC's promotion, coordination, and maintenance of standards for distance education are its three major roles. Its initiatives include grants, support for…

  5. Infusing Multicultural Education into the Curriculum: Preparing Pre-Service Teachers to Address Homophobia in K-12 Schools

    Science.gov (United States)

    Jones, Joseph R.

    2015-01-01

    This article discusses the role multicultural education can play in addressing homophobia in K-12 schools. The author explores the lack of multiculturalism courses in undergraduate teacher education programs. To address the lack of multiculturalism courses, three instructional activities are offered that faculty in teacher education programs can…

  6. Integrating Data Mining in Program Evaluation of K-12 Online Education

    Science.gov (United States)

    Hung, Jui-Long; Hsu, Yu-Chang; Rice, Kerry

    2012-01-01

    This study investigated an innovative approach of program evaluation through analyses of student learning logs, demographic data, and end-of-course evaluation surveys in an online K-12 supplemental program. The results support the development of a program evaluation model for decision making on teaching and learning at the K-12 level. A case study…

  7. Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

    Science.gov (United States)

    Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

    2005-01-01

    Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

  8. Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

    Science.gov (United States)

    Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

    2005-01-01

    Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

  9. Creating Effective K-12 Outreach

    Science.gov (United States)

    Hopkins, J.

    2011-12-01

    Grant opportunities require investigators to provide 'broader impacts' for their scientific research. For most researchers this involves some kind of educational outreach for the K-12 community. I have been able to participate in many different types of grant funded science teacher professional development programs. The most valuable have been outreach where the research seamlessly integrated with my classroom curriculum and was sustainable with my future classes. To accomplish these types of programs, the investigators needed to research the K-12 community and identify several key aspects of the K-12 environment where their expertise would benefit me and my students. There are a lot of different K-12 learning environments, so researchers need to be sure to match up with the right grade level and administrative environment. You might want to consider non-main stream school settings, such as magnet programs, STEM academies, and distance learning. The goal is to try to make your outreach seem natural and productive. This presentation will illustrate how researchers can create an educational outreach project that will be a win-win situation for everyone involved.

  10. Technology Adoption in K-12 Education: A Qualitative Study Using TAM3 to Explore Why Technology Is Underutilized

    Science.gov (United States)

    Mosley, Victoria V. W.

    2012-01-01

    Educators, researchers, and the government speculate that technology can reform education and contribute to increased student learning. Despite extensive efforts to equip the K-12 schools with technology, the challenge is more than just getting technology into classrooms; it is getting teachers to use the technologies. The goal of this…

  11. Use of Web 2.0 Technologies in K-12 and Higher Education: The Search for Evidence-Based Practice

    Science.gov (United States)

    Hew, Khe Foon; Cheung, Wing Sum

    2013-01-01

    Evidence-based practice in education entails making pedagogical decisions that are informed by relevant empirical research evidence. The main purpose of this paper is to discuss evidence-based pedagogical approaches related to the use of Web 2.0 technologies in both K-12 and higher education settings. The use of such evidence-based practice would…

  12. The Elephant in the (Class)Room: Parental Perceptions of LGBTQ-Inclusivity in K-12 Educational Contexts

    Science.gov (United States)

    Ullman, Jacqueline; Ferfolja, Tania

    2016-01-01

    While little is known about parental beliefs and desires regarding LGBTQ-inclusive education, assumptions about these appear to justify teachers', curriculum writers' and policy makers' silences regarding sexuality and gender diversity in the K-12 classroom. Thus, in order to better inform educators' practices, this paper presents an analysis of…

  13. Cataclysms and Catastrophes: A Case Study of Improving K-12 Science Education Through a University Partnership

    Science.gov (United States)

    Fennell, T.; Ellins, K. K.; Morris, M.; Christeson, G.

    2003-12-01

    The K-12 science teacher is always seeking ways of improving and updating their curriculum by integrating the latest research into their most effective classroom activities. However, the daily demands of delivering instruction to large numbers of students coupled with the rapid advances in some fields of science can often overwhelm this effort. The NSF-sponsored Cataclysms and Catastrophes curriculum, developed by scientists from the The University of Texas at Austin Institute for Geophysics (UTIG) and Bureau of Economic Geology (BEG), middle and high school teachers, and UT graduate students (NSF GK-12 fellows) working together through the GK-12 program, is a textbook example of how universities can facilitate this quest, benefiting education at both K-12 and university levels. In 1992, "The Great K-T Extinction Debate" was developed as an activity in the Planet Earth class at the Liberal Arts and Science Academy of Austin as an interdisciplinary approach to science. Taking advantage of the media attention generated by the impact scenario for the K-T extinction, the activity consists of students participating in a simulated senate hearing on the potential causes of the K-T extinction and their implications for society today. This activity not only exposes students to the wide range of science involved in understanding mass extinctions, but also to the social, political and economic implications when this science is brought into the public arena and the corresponding use of data in decision making and disaster preparedness. While "The Great K-T Extinction Debate" was always a popular and effective activity with students, it was in desperate need of updating to keep pace with the evolving scientific debate over the cause of the K-T extinction and the growing body of impact evidence discovered over the past decade. By adding two inquiry-based learning activities that use real geophysical data collected by scientists studying the buried Chicxulub feature as a

  14. Whose Accountability Is It? Conceptual Metaphor and Affinity for Learning Outcomes Based Accountability: Comparisons between California PreK-12 and Higher Education Leaders

    Science.gov (United States)

    Blizzard, Devin Dag

    2010-01-01

    The strength of leaders' identification with education accountability language framed by Conceptual Metaphor (Lakoff & Johnson, 2002) was evaluated across California PreK-12 and Higher Education groups. Survey and short-answer data from 549 California college deans, college presidents, PreK-12 superintendents, and PreK-12 school principals…

  15. VISL: A Virtual Ice Sheet Laboratory For Outreach and K-12 Education

    Science.gov (United States)

    Cheng, D. L. C.; Halkides, D. J.; Larour, E. Y.; Moore, J.; Dunn, S.; Perez, G.

    2015-12-01

    We present an update on our developing Virtual Ice Sheet Laboratory (VISL). Geared to K-12 classrooms and the general public, VISL's main goal is to improve climate literacy, especially in regards to the crucial role of the polar ice sheets in Earth's climate and sea level. VISL will allow users to perform guided experiments using the Ice Sheet System Model (ISSM), a state-of-the-art ice flow model developed at NASA's Jet Propulsion Laboratory and UC Irvine that simulates the near-term evolution of the ice sheets on Greenland and Antarctica. VISL users will access ISSM via a graphical interface that can be launched from a web browser on a computer, tablet or smart phone. Users select climate conditions and run time by moving graphic sliders then watch how a given region evolves in time under those conditions. Lesson plans will include conceptual background, instructions for table top experiments related to the concepts addressed in a given lesson, and a guide for performing model experiments and interpreting their results. Activities with different degrees of complexity will aim for consistency with NGSS Physical Science criteria for different grade bands (K-2, 3-5, 6-8, and 9-12), although they will not be labeled as such to encourage a broad user base. Activities will emphasize the development of physical intuition and critical thinking skills, understanding conceptual and computational models, as well as observation recording, concept articulation, hypothesis formulation and testing, and mathematical analysis. At our present phase of development, we seek input from the greater science education and outreach communities regarding VISL's planned content, as well as additional features and topic areas that educators and students would find useful.

  16. Current Challenges for K-12 Dance Education and Development: Perspectives from Higher Education

    Science.gov (United States)

    Risner, Doug

    2007-01-01

    From an administrative perspective, this article investigates equity issues in dance education, and current challenges and opportunities for leadership in postsecondary dance programs involved in teacher education and certification. Although dance education is varied in content and environment, much is shared in terms of common goals for gender…

  17. Educating K-12 Students about Glacier Dynamics in a Changing Climate

    Science.gov (United States)

    Stearns, L. A.; Hamilton, G. S.

    2005-12-01

    Public awareness of climate change is growing in the United States. Popular movies, books and magazines are frequently addressing the issue of global warming - some with careful scientific research, but many with unrealistic statements. Early education about the basic principles and processes of climate change is necessary for the general public to distinguish fact from fiction. The U.S. National Science Foundation's GK-12 program (GK-12; grades K to 12) currently in its sixth year, provides an opportunity for scientific enrichment for students and their teachers at the K-12 level through collaborative pairings with science and engineering graduate students (the Fellows). The NSF GK-12 program at the University of Maine has three goals: to enrich the scientific education of the students by providing role models, expertise, and equipment that may not be accessible otherwise; to provide professional development for the teachers through curriculum enrichment and participation at science conferences; and to improve the teaching and communication skills of the Fellows. The University of Maine is one of over 100 U. S. universities participating in this program. During the 2004-05 academic year, 11 graduate and one undergraduate student Fellows, advised by University faculty members, taught at schools across the state of Maine. Fellows from, biology, earth science, ecology, engineering, food science, forestry, and marine science, and taught in their area of expertise. We created a hands-on activity for middle and high school students that describes glacier mass balance in a changing climate. The students make a glacier using glue, water and detergent ('flubber') and construct a glacier valley using plastic sheeting. Flubber behaves in mechanically similar ways to glacier ice, undergoing plastic deformation at low stresses and exhibiting brittle failure at high stresses. Students are encouraged to run several tests with different values for valley slope, glacier mass

  18. Science achievement as an indicator of educational opportunity available in rural K--12 districts in Texas

    Science.gov (United States)

    Capehart, Cheryl Louise

    Purpose of the study. This study examined Rural K--12 Texas districts to investigate whether science achievement could serve as a gauge to measure the availability and quality of rigorous educational opportunities in Rural Texas districts. Procedure. A Case II criterion-group design was used; 2 groups of districts were selected based on their 3-year performances on the 8th grade Science Texas Assessment of Academic Skills (TAAS)---the statewide criterion-referenced test. The High Performing Group (HPG) was composed of 30 top performing districts; the Low Performing Group (LPG) was composed of 30 lowest performing districts. Data collection was limited to archived quantitative data from Texas Education Agency's open records. Achievement variables were percent passing (1) Science TASS, (2) Biology End-of-Course (EoC) test and (3) the composite passing all Reading, Writing, and Mathematics TAAS. Academic variables were percent participating in (1) advanced courses, (2) rigorous graduation programs, and (3) college entrance examinations. District quality indicators also included 3 budget variables: (1) average teacher salary, (2) per pupil instructional expenditure, (3) percent allocated for instructional leadership; and 4 staff variables: (1) percent teachers fully certified, (2) percent teachers with advanced degrees, (3) average years teacher experience, (4) average percent non-turnover of teachers. One score per variable was obtained for each district. The HPG and LPG were compared on each variable using the group means, standard deviations, standard errors of the mean, Levene's test for equality of variance, and a t test for equality of means with a 95% confidence level. The Pearson correlation with two-tailed significance calculated the relationship of each independent variable (budget and staff factors) to each dependent variable (performance measures). Science TASS and a Combined Science score (grand mean of Science TASS & Biology EoC passing rates) were

  19. A Review of Research on Content-Based Foreign/Second Language Education in US K-12 Contexts

    Science.gov (United States)

    Tedick, Diane J.; Wesely, Pamela M.

    2015-01-01

    This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI…

  20. Use of Audio Podcast in K-12 and Higher Education: A Review of Research Topics and Methodologies

    Science.gov (United States)

    Hew, Khe Foon

    2009-01-01

    This article reviews past empirical studies on the use of audio podcast (hereby referred to as podcast) in K-12 and higher education settings. Using the constant comparative method, this review is organized into three major research areas or topics: (a) participants' podcast usage profile, (b) effects of podcast on learners' outcomes, and (b)…

  1. Evaluation of Online Teacher and Student Materials for the Framework for K-12 Science Education Science and Engineering Crosscutting Concepts

    Science.gov (United States)

    Schwab, Patrick

    2013-01-01

    The National Research Council developed and published the "Framework for K-12 Science Education," a new set of concepts that many states were planning on adopting. Part of this new endeavor included a set of science and engineering crosscutting concepts to be incorporated into science materials and activities, a first in science…

  2. The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis

    Science.gov (United States)

    Cheung, Alan C. K.; Slavin, Robert E.

    2013-01-01

    The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are…

  3. Use of Audio Podcast in K-12 and Higher Education: A Review of Research Topics and Methodologies

    Science.gov (United States)

    Hew, Khe Foon

    2009-01-01

    This article reviews past empirical studies on the use of audio podcast (hereby referred to as podcast) in K-12 and higher education settings. Using the constant comparative method, this review is organized into three major research areas or topics: (a) participants' podcast usage profile, (b) effects of podcast on learners' outcomes, and (b)…

  4. Incremental Improvement of a K-12 Career Education Program. Final Report, July 1, 1977-June 30, 1978.

    Science.gov (United States)

    Monterey Peninsula Unified School District, Monterey, CA.

    A project was designed to promote innovation in instructional procedures, curriculum development, collaborative community involvement, and staff development for incremental improvements in a comprehensive K-12 career education program. The fifteen project components focused on (1) applications of basic skills (reading, writing, and math) in…

  5. The Effects of Teacher Background, Teacher Preparation, and Support on Attitudes and Expectations of K-12 Urban Music Educators

    Science.gov (United States)

    Doyle, Jennifer L.

    2012-01-01

    The purpose of this study was to determine the effects of personal and professional background factors, teacher preparation, and support on urban music teacher disposition. Specifically, the study aimed to examine the status of K-12 urban music education; verify the psychometric appropriateness of the researcher-created survey instrument; analyze…

  6. A Conceptual Framework for Digital Libraries for K-12 Mathematics Education: Part 1, Information Organization, Information Literacy, and Integrated Learning

    Science.gov (United States)

    Chen, Hsin-liang; Doty, Philip

    2005-01-01

    This article is the first of two that present a six-part conceptual framework for the design and evaluation of digital libraries meant to support mathematics education in K-12 settings (see also pt. 2). This first article concentrates on (1) information organization, (2) information literacy, and (3) integrated learning with multimedia materials.…

  7. Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

    Energy Technology Data Exchange (ETDEWEB)

    Anne Seifert; Louis Nadelson

    2011-06-01

    Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivation for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a

  8. Connecting Three Pivotal Concepts in K-12 Science State Standards and Maps of Conceptual Growth to Research in Physics Education

    CERN Document Server

    Singh, Chandralekha

    2016-01-01

    This paper describes three conceptual areas in physics that are particularly important targets for educational interventions in K-12 science. These conceptual areas are force and motion, conservation of energy, and geometrical optics, which were prominent in the US national and four US state standards that we examined. The four US state standards that were analyzed to explore the extent to which the K-12 science standards differ in different states were selected to include states in different geographic regions and of different sizes. The three conceptual areas that were common to all the four state standards are conceptual building blocks for other science concepts covered in the K-12 curriculum. Since these three areas have been found to be ripe with deep student misconceptions that are resilient to conventional physics instruction, the nature of difficulties in these areas is described in some depth, along with pointers towards approaches that have met with some success in each conceptual area.

  9. Exploring an Invisible Medium: Teacher Language Awareness among Preservice K12 Educators of English Language Learners

    Science.gov (United States)

    Lindahl, Kristen Marie

    2013-01-01

    This study investigates the construct of Teacher Language Awareness (TLA) in a group of preservice mainstream K-12 teachers who are developing skills to work with English Language Learners (ELLs) in United States (US) public school contexts. Specifically, the study seeks to explore how preservice teachers' participation in directed university…

  10. Makerspaces: The Next Iteration for Educational Technology in K-12 Schools

    Science.gov (United States)

    Strycker, Jesse

    2015-01-01

    With the continually growing number of computers and mobile devices available in K-12 schools, the need is dwindling for dedicated computer labs and media centers. Some schools are starting to repurpose those facilities into different kinds of exploratory learning environments known as "makerspaces". This article discusses this next…

  11. Integrating the iPod Touch in K-12 Education: Visions and Vices

    Science.gov (United States)

    Banister, Savilla

    2010-01-01

    Advocates of ubiquitous computing have long been documenting classroom benefits of one-to-one ratios of students to handheld or laptop computers. The recent sophisticated capabilities of the iPod Touch, iPhone, and iPad have encouraged further speculation on exactly how K-12 teaching and learning might be energized by such devices. This paper…

  12. Efficacy of Webinar Training for Continuing Professional Education: Applications for School Personnel in K-12 Settings

    Science.gov (United States)

    Covington, Julie Anne

    2012-01-01

    The purpose of the researcher was to evaluate the effectiveness of webinar training for K-12 school personnel in childhood obesity prevention tools and resources provided by the North Carolina Prevention Partners (NCPP). A mixed method sequential research design was used to evaluate the training across the first three levels of the Kirkpatrick…

  13. Cisco Networking Academy: Next-Generation Assessments and Their Implications for K-12 Education

    Science.gov (United States)

    Liu, Meredith

    2014-01-01

    To illuminate the possibilities for next-generation assessments in K-12 schools, this case study profiles the Cisco Networking Academy, which creates comprehensive online training curriculum to teach networking skills. Since 1997, the Cisco Networking Academy has served more than five million high school and college students and now delivers…

  14. An analysis of United States K-12 stem education versus STEM workforce at the dawn of the digital revolution

    Science.gov (United States)

    Cataldo, Franca

    The world is at the dawn of a third industrial revolution, the digital revolution, that brings great changes the world over. Today, computing devices, the Internet, and the World Wide Web are vital technology tools that affect every aspect of everyday life and success. While computing technologies offer enormous benefits, there are equally enormous safety and security risks that have been growing exponentially since they became widely available to the public in 1994. Cybercriminals are increasingly implementing sophisticated and serious hack attacks and breaches upon our nation's government, financial institutions, organizations, communities, and private citizens. There is a great need for computer scientists to carry America's innovation and economic growth forward and for cybersecurity professionals to keep our nation safe from criminal hacking. In this digital age, computer science and cybersecurity are essential foundational ingredients of technological innovation, economic growth, and cybersecurity that span all industries. Yet, America's K-12 education institutions are not teaching the computer science and cybersecurity skills required to produce a technologically-savvy 21st century workforce. Education is the key to preparing students to enter the workforce and, therefore, American K-12 STEM education must be reformed to accommodate the teachings required in the digital age. Keywords: Cybersecurity Education, Cybersecurity Education Initiatives, Computer Science Education, Computer Science Education Initiatives, 21 st Century K-12 STEM Education Reform, 21st Century Digital Literacies, High-Tech Innovative Problem-Solving Skills, 21st Century Digital Workforce, Standardized Testing, Foreign Language and Culture Studies, Utica College, Professor Chris Riddell.

  15. "It's worth our time": a model of culturally and linguistically supportive professional development for K-12 STEM educators

    Science.gov (United States)

    Charity Hudley, Anne H.; Mallinson, Christine

    2016-08-01

    Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural and linguistic competence and to disseminate information about how educators view the relevance of language, communication, and culture to STEM teaching and learning. We describe the design and facilitation of our model of culturally and linguistically responsive professional development, grounded in theories of multicultural education and culturally supportive teaching, through professional development workshops to 60 K-12 STEM educators from schools in Maryland and Virginia that serve African American students. Participants noted that culturally and linguistically responsive approaches had yet to permeate their K-12 STEM settings, which they identified as a critical challenge to effectively teaching and engaging African-American students. Based on pre-surveys, workshops were tailored to participants' stated needs for information on literacy (e.g., disciplinary literacies and discipline-specific jargon), cultural conflict and mismatch (e.g., student-teacher miscommunication), and linguistic bias in student assessment (e.g., test design). Educators shared feedback via post-workshop surveys, and a subset of 28 participants completed in-depth interviews and a focus group. Results indicate the need for further implementation of professional development such as ours that address linguistic and cultural issues, tailored for K-12 STEM educators. Although participants in this study enumerated several challenges to meeting this need, they also identified opportunities for collaborative solutions that draw upon teacher expertise and are integrated with curricula across content areas.

  16. "It's worth our time": a model of culturally and linguistically supportive professional development for K-12 STEM educators

    Science.gov (United States)

    Charity Hudley, Anne H.; Mallinson, Christine

    2017-09-01

    Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural and linguistic competence and to disseminate information about how educators view the relevance of language, communication, and culture to STEM teaching and learning. We describe the design and facilitation of our model of culturally and linguistically responsive professional development, grounded in theories of multicultural education and culturally supportive teaching, through professional development workshops to 60 K-12 STEM educators from schools in Maryland and Virginia that serve African American students. Participants noted that culturally and linguistically responsive approaches had yet to permeate their K-12 STEM settings, which they identified as a critical challenge to effectively teaching and engaging African-American students. Based on pre-surveys, workshops were tailored to participants' stated needs for information on literacy (e.g., disciplinary literacies and discipline-specific jargon), cultural conflict and mismatch (e.g., student-teacher miscommunication), and linguistic bias in student assessment (e.g., test design). Educators shared feedback via post-workshop surveys, and a subset of 28 participants completed in-depth interviews and a focus group. Results indicate the need for further implementation of professional development such as ours that address linguistic and cultural issues, tailored for K-12 STEM educators. Although participants in this study enumerated several challenges to meeting this need, they also identified opportunities for collaborative solutions that draw upon teacher expertise and are integrated with curricula across content areas.

  17. Open Educational Resources from Performance Task using Video Analysis and Modeling - Tracker and K12 science education framework

    CERN Document Server

    Wee, Loo Kang

    2014-01-01

    This invited paper discusses why Physics performance task by grade 9 students in Singapore is worth participating in for two reasons; 1) the video analysis and modeling are open access, licensed creative commons attribution for advancing open educational resources in the world and 2) allows students to be like physicists, where the K12 science education framework is adopted. Personal reflections on how physics education can be made more meaningful in particular Practice 1: Ask Questions, Practice 2: Use Models and Practice 5: Mathematical and Computational Thinking using Video Modeling supported by evidence based data from video analysis. This paper hopes to spur fellow colleagues to look into open education initiatives such as our Singapore Tracker community open educational resources curate on http://weelookang.blogspot.sg/p/physics-applets-virtual-lab.html as well as digital libraries http://iwant2study.org/lookangejss/ directly accessible through Tracker 4.86, EJSS reader app on Android and iOS and EJS 5....

  18. Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

    Science.gov (United States)

    2004-01-01

    The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

  19. Integrating local environmental research into K-12 science classrooms and the value of graduate student-educator partnerships

    Science.gov (United States)

    Ward, N. D.; Petrik-Finley, R.

    2015-12-01

    Collaboration between researchers and K-12 educators enables an invaluable exchange of teaching philosophies and educational tools. Programs that partner graduate students with K-12 educators serve the dual purpose of training future educators and providing K-12 students with unique opportunities and perspectives. The benefits of this type of partnership include providing students with enhanced educational experiences and positive student-mentor relationships, training STEM graduate students in effective teaching strategies, and providing teachers with a firsthand resource for scientific information and novel educational materials. Many high school students have had little exposure to science beyond the classroom. Frequent interactions with "real-life" scientists can help make science more approachable and is an effective strategy for promoting science as a career. Here I describe my experiences and several lessons designed as a NSK GK-12 fellow. For example, a month-long unit on biogeochemical principles was framed as a crime scene investigation of a fish kill event in Hood Canal, Washington, in which students were given additional pieces of evidence to solve the mystery as they satisfied checkpoints in their understanding of key concepts. The evidence pieces included scientific plots, maps, datasets, and laboratory exercises. A clear benefit of this investigation-style unit is that students were able to learn the material at their individual pace. This structure allowed for a streamlined integration of differentiated materials such as simplified background readings or visual learning aids for struggling students or more detailed news articles and primary literature for more advanced students. Although the NSF GK-12 program has been archived, educators and researchers should pursue new partnerships, leveraging local and state-level STEM outreach programs with the goal of increasing national exposure of the societal benefits of such synergistic activities.

  20. Assessment lessons from K-12 education research: Knowledge representation, learning, and motivation

    Science.gov (United States)

    Shepard, Lorrie A.

    2012-02-01

    Research on teaching to the test in K-12 settings has documented the lack of generalized understanding of underlying principles in tested subjects. This is similar to the experience of physics students who can complete computational problems without conceptual understanding. The PER community is well aware of the importance of explicit representations of learning goals as well as the role of the formative assessment process, especially feedback and self assessment, in promoting or deterring students' engagement and willingness to take responsibility for their own learning. Key principles from socio-cultural learning theory and research on motivation are summarized and used to identify instructional and assessment practices that hold the most promise for engaging students in developing deep conceptual understanding.

  1. National Sexuality Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. Special Report

    Science.gov (United States)

    American School Health Association (NJ1), 2012

    2012-01-01

    The goal of this paper, "National Sexuality Education Standards: Core Content and Skills, K-12," is to provide clear, consistent and straightforward guidance on the "essential minimum, core content" for sexuality education that is developmentally and age-appropriate for students in grades K-12. The development of these standards is a result of an…

  2. MOTIVATION FOR DISTANCE EDUCATION

    Directory of Open Access Journals (Sweden)

    R zvan TEF NESCU

    2009-10-01

    Full Text Available Beginning with the 1980’s the new information, communication and computer based technologies stimulated the development of the distance education. In Romania the universities adapted rapidly to this type of learning that became an important financing source for most of them. In this article we approach the causes of attraction for the distance education. For this purpose we use an investigation we did on a group of students at Distance Education including interviews regarding their reasons for choosing this type of learning.

  3. Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

    Science.gov (United States)

    Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

    2011-12-01

    The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

  4. “互联网+”背景下美国K-12教育转型分析%The Transformation of U.S. K-12 Education in the Background of“Internet+”

    Institute of Scientific and Technical Information of China (English)

    胡永斌

    2016-01-01

    It is a great challenge for almost all the countries in the world to use traditional educational system and traditional classroom teaching to narrow the gap between the developed and developing area. This means it is urgent to implement“Internet+Education”strategy in this smart education age. This paper ifrstly analyzes the process and causes of transformation in k-12 education from digital education to blended and online education. And then, this paper selects an example to decompose its innovations in operation model, instructional model and institutional management. Finally, this paper proposes implications from U.S. K-12 blended and online education and suggestions to China.%当今世界,依靠传统办学体系和常规课堂教学模式来解决教育公平和教育均衡问题存在重大挑战,落实“互联网+教育”的发展战略是智慧教育时代的必然选择。该文首先分析了美国K-12教育从数字教育到混合与在线教育转型发展的历程及转型动因,选择案例剖析了美国混合与在线教育的运作模式、教学模式及制度创新,提出了美国K-12混合与在线教育的启示以及我国发展混合与在线教育的建议。

  5. Listening to the soloists in the choir: A study of the life experience of exemplary K--12 environmental educators

    Science.gov (United States)

    Carter, Robert L.

    Following the environmental awakening of the last third of the twentieth century, anchored by the enactment of the National Environmental Policy Act of 1969, education, and its frontline providers---teachers---were expected to become the dominant engines for realizing the new ideal of an environmentally literate populace. In reality, no such change has yet occurred despite continuous efforts from a variety of governmental and nongovernmental entities. A review of the literature revealed that there was something missing in research on the preparation of teachers for environmental education. There did not appear to be any research into why teachers who embrace the idea of environmental education as a fundamental part of education do so in the first place. In this study, described as basic qualitative research, I used a multiple-session interview technique to explore, in depth, the life experiences of the phenomenon I refer to as "an exemplary K-12 environmental educator." The pool of potential participants was composed of environmental education award winners from several states in the upper Midwest. Ten teachers were recruited from the available pool. Among these 10 were represented both genders, teaching in grades ranging from grade 2 through grade 12. The results of this study provide a look into a complex set of interactions which were eventually manifested as the phenomenon of interest. Highlights of the findings indicate that (1) a strong connection to the environment was developed early in life, (2) this connection was the result of experiences shared in the outdoors with significant others, (3) a love of learning and self-directedness are both integral to who these individuals are, (4) the study participants, as K-12 educators, draw heavily from the support of relevant professional associations. Implications for the continuing professional education of teachers in environmental education are that more emphasis is needed on awareness and affect as components

  6. Preparing the Future Workforce: Science, Technology, Engineering and Math (STEM) Policy in K-12 Education

    Science.gov (United States)

    Dickman, Anneliese; Schwabe, Amy; Schmidt, Jeff; Henken, Rob

    2009-01-01

    Last December, the Science, Technology, Engineering, and Mathematics (STEM) Education Coalition--a national organization of more than 600 groups representing knowledge workers, educators, scientists, engineers, and technicians--wrote to President-elect Obama urging him to "not lose sight of the critical role that STEM education plays in…

  7. Diffusing Innovations: Adoption of Serious Educational Games by K-12 Science Teachers

    Science.gov (United States)

    Vallett, David; Annetta, Leonard; Lamb, Richard; Bowling, Brandy

    2014-01-01

    Innovation is a term that has become widely used in education; especially as it pertains to technology infusion. Applying the corporate theory of diffusing innovation to educational practice is an innovation in itself. This mixed-methods study examined 38 teachers in a science educational gaming professional development program that provided…

  8. A Case for the Nationwide Inclusion of Engineering in the K-12 Curriculum via Technology Education

    Science.gov (United States)

    Pinelli, Thomas E.; Haynie, W. James, III

    2010-01-01

    This paper resulted from discussions between a technology teacher educator and a colleague who has served in various education outreach roles with NASA. The basis of the paper was developed by the NASA director and two engineers, one serving with NASA and the other with the National Institute of Aerospace. The technology teacher educator read the…

  9. Changes in K-12 Physical Education Programs from 2001 to 2006

    Science.gov (United States)

    Keating, Xiaofen D.; Lambdin, Dolly; Harrison, Louis, Jr.; Dauenhauer, Brian

    2010-01-01

    In this study, we investigated the changes in physical education programs from 2001 to 2006 based on an analysis of data reported in The Shape of the Nation Report: Status of Physical Education in the USA (National Association for Sport and Physical Education, 2006). Means and standard deviations for numeric variables in the reports were computed,…

  10. Toward a More Inclusive Multicultural Education: Methods for Including LGBT Themes in K-12 Classrooms

    Science.gov (United States)

    Flores, Gabriel

    2012-01-01

    Although multicultural education scholars and the National Association for Multicultural Education (NAME) have encouraged the implementation of lesbian, gay, bisexual, and transgender themes in the classroom (NAME, 2005), many classroom educators look the other way because of fear, retaliation, or personal discomfort. The following article will…

  11. Implementing Competency Education in K-12 Systems: Insights from Local Leaders. CompetencyWorks Issue Brief

    Science.gov (United States)

    Sturgis, Chris

    2015-01-01

    Competency education, an educator-led reform, is taking root in schools and districts across the country. In some states, state leadership has cleared the path with policies to advance competency education. This paper seeks to map out the terrain of the district implementation strategies being used to convert traditional systems into personalized,…

  12. Offering a Geoscience Professional Development Program to Promote Science Education and Provide Hands-on Experiences for K-12 Science Educators

    Science.gov (United States)

    Fakayode, Sayo O.; Pollard, David A.; Snipes, Vincent T.; Atkinson, Alvin

    2014-01-01

    Development of an effective strategy for promoting science education and professional development of K-12 science educators is a national priority to strengthen the quality of science, technology, engineering, and mathematics (STEM) education. This article reports the outcomes of a Geoscience Professional Development Program (GPDP) workshop…

  13. Monitoring Progress: How the 2012 National Survey of Science and Mathematics Education Can Inform a National K-12 STEM Education Indicator System

    Science.gov (United States)

    Fulkerson, William O.; Banilower, Eric R.

    2014-01-01

    "Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing?" (National Research Council, 2013) describes a set of 14 indicators for assessing and tracking the health of pre-college STEM education in the United States. This 2012 National Survey of Science and Mathematics Education (NSSME), is the fifth in a series of…

  14. Influences on and Obstacles to K-12 Administrators' Support for Environment-Based Education

    Science.gov (United States)

    Ernst, Julie

    2012-01-01

    The term environment-based education (EBE) describes a form of school-based environmental education that uses the environment as a context for integrating subjects and a source of real-world learning experiences. Because of the importance of administrator support in teachers' use of EBE (Ernst, 2009), survey research was conducted to explore…

  15. Examining Arizona's Policy Response Post "Flores v. Arizona" in Educating K-12 English Language Learners

    Science.gov (United States)

    Jimenez-Silva, Margarita; Gomez, Laura; Cisneros, Jesus

    2014-01-01

    This article provides an analysis of Arizona's policy response in educating English language learners by conducting a narrative review. A critical Latina/o theory approach was used to analyze the data. This study reveals 5 salient policy responses: (a) severely limit bilingual education, (b) develop controversial funding solutions, (c) implement a…

  16. Enacting FAIR Education: Approaches to Integrating LGBT Content in the K-12 Curriculum

    Science.gov (United States)

    Vecellio, Shawn

    2012-01-01

    The FAIR Education Act (SB 48) was signed into law in California in July of 2011, amending the Education Code by requiring representation of lesbian, gay, bisexual, and transgender persons in the social sciences. In this article, the author uses James Banks' model of the Four Levels of Integration of Multicultural Content to suggest ways in which…

  17. Enacting FAIR Education: Approaches to Integrating LGBT Content in the K-12 Curriculum

    Science.gov (United States)

    Vecellio, Shawn

    2012-01-01

    The FAIR Education Act (SB 48) was signed into law in California in July of 2011, amending the Education Code by requiring representation of lesbian, gay, bisexual, and transgender persons in the social sciences. In this article, the author uses James Banks' model of the Four Levels of Integration of Multicultural Content to suggest ways in which…

  18. Opportunities and Challenges for Integrating Sustainability Education into K-12 Schools: Case Study Phoenix, AZ

    Science.gov (United States)

    Redman, Erin

    2013-01-01

    Teacher education for sustainability is a central part of integrating sustainability into classrooms and schools. However, educating for sustainability is not limited to increased content knowledge; rather it encompasses different forms of knowledge that embrace the normative, dynamic and action-oriented nature of sustainability. Curriculum for a…

  19. The Application of System Dynamics to the Integration of National Laboratory Research and K-12 Education

    Energy Technology Data Exchange (ETDEWEB)

    Mills, James Ignatius; Zounar Harbour, Elda D

    2001-08-01

    The Idaho National Engineering and Environmental Laboratory (INEEL) is dedicated to finding solutions to problems related to the environment, energy, economic competitiveness, and national security. In an effort to attract and retain the expertise needed to accomplish these challenges, the INEEL is developing a program of broad educational opportunities that makes continuing education readily available to all laboratory employees, beginning in the K–12 environment and progressing through post-graduate education and beyond. One of the most innovative educational approaches being implemented at the laboratory is the application of STELLA© dynamic learning environments, which facilitate captivating K–12 introductions to the complex energy and environmental challenges faced by global societies. These simulations are integrated into lesson plans developed by teachers in collaboration with INEEL scientists and engineers. This approach results in an enjoyable and involved learning experience, and an especially positive introduction to the application of science to emerging problems of great social and environmental consequence.

  20. The Application of System Dynamics to the Integration of National Laboratory Research and K-12 Education

    Energy Technology Data Exchange (ETDEWEB)

    Mills, James Ignatius; Zounar Harbour, Elda D

    2001-08-01

    The Idaho National Engineering and Environmental Laboratory (INEEL) is dedicated to finding solutions to problems related to the environment, energy, economic competitiveness, and national security. In an effort to attract and retain the expertise needed to accomplish these challenges, the INEEL is developing a program of broad educational opportunities that makes continuing education readily available to all laboratory employees, beginning in the K–12 environment and progressing through post-graduate education and beyond. One of the most innovative educational approaches being implemented at the laboratory is the application of STELLA© dynamic learning environments, which facilitate captivating K–12 introductions to the complex energy and environmental challenges faced by global societies. These simulations are integrated into lesson plans developed by teachers in collaboration with INEEL scientists and engineers. This approach results in an enjoyable and involved learning experience, and an especially positive introduction to the application of science to emerging problems of great social and environmental consequence.

  1. Conceptualizing Educational Research in Distance Education.

    Science.gov (United States)

    Watkins, Ryan; Schlosser, Charles

    2003-01-01

    Suggests a starting place for formal inquiry into distance education. Topics covered include: background on educational research and research on distance education; research paradigms that are applicable to distance education; subsystems of a distance education program; and a matrix for conceptualizing distance education research. (MES)

  2. Strategies for Engaging NASA Earth Scientists in K-12 Education and Public Outreach

    Science.gov (United States)

    Meeson, Blanche W.; Gabrys, Robert E.

    2001-01-01

    Engagement of the Earth Science research community in formal education at the kindergarten through high school level and in various aspects of informal education and in professional development of practitioners in related fields has been and continues to be a challenge. A range of approaches is being used and new ones are constantly being tried. Fundamental to our strategies is an understanding of the priorities, skills, academic experiences, motivation, rewards and work experiences of most scientists. It is within this context that efforts to engage a scientist in education efforts are attempted. A key strategy is to limit our requests to activities where the scientist's contribution of time and expertise can have the most impact. Don't waste the scientist's time! Time is one of their most prized resources, it is extremely valuable to you, and to them, we treat their time like a treasured resource. The clearer a scientist's role, their unique contribution and the finite nature of their effort, the more likely they are to participate. It is critical that commitments made to scientists are kept. If they want and can do more, great! Don't expect or assume more will be forthcoming. Another approach that we use is to create periodic venues that, among other things, serve to identify individuals who have an interest or inclination to con , tribute to education efforts. Once identified we strive to determine their interests so that we can make the best match between their interests and the needs of the education program or efforts. In this way, we try to make the best use of their time while engaging them in efforts which will be personally rewarding, and will further the overall education objectives. In addition, we try to make it easier for scientists to participate by providing focused training, such as development of their interviewing skills, and exposure to key concepts, knowledge and skills which are well known among educators but are not common knowledge among

  3. Strategies for Engaging NASA Earth Scientists in K-12 Education and Public Outreach

    Science.gov (United States)

    Meeson, B. W.; Gabrys, R. E.

    2001-05-01

    Engagement of the Earth Science research community in formal education at the kindergarten through high school level and in various aspects of informal education and in professional development of practitioners in related fields has been and continues to be a challenge. A range of approaches is being used and new ones are constantly being tried. Fundamental to our strategies is an understanding of the priorities, skills, academic experiences, motivation, rewards and work experiences of most scientists. It is within this context that efforts to engage a scientist in education efforts are attempted. A key strategy is to limit our requests to activities where the scientist's contribution of time and expertise can have the most impact. Don't waste the scientist's time! Time is one of their most prized resources, it is extremely valuable to you, and to them - we treat their time like a treasured resource. The clearer a scientist's role, their unique contribution and the finite nature of their effort, the more likely they are to participate. It is critical that commitments made to scientists are kept. If they want and can do more -great! Don't expect or assume more will be forthcoming. Another approach that we use is to create periodic venues that, among other things, serve to identify individuals who have an interest or inclination to contribute to education efforts. Once identified we strive to determine their interests so that we can make the best match between their interests and the needs of the education program or efforts. In this way, we try to make the best use of their time while engaging them in efforts which will be personally rewarding, and will further the overall education objectives. In addition, we try to make it easier for scientists to participate by providing focused training, such as development of their interviewing skills, and exposure to key concepts, knowledge and skills which are well known among educators but are not common knowledge among

  4. Generation Y Student-Teachers' Motivational Factors: Retention Implications for K-12 Educational Leaders

    Science.gov (United States)

    Bontempo, Brian

    2010-01-01

    Generation Y represents a growing number of student-teachers who will impact the future of educational practice, yet little research has been conducted for this demographic group. The purpose of this mixed-method study was to identify motivational factors of neophyte teachers and the retention implications these findings had on Kindergarten…

  5. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics

    Science.gov (United States)

    National Academies Press, 2011

    2011-01-01

    Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education in the STEM disciplines is important to our nation's…

  6. Improving Access To, Quality, and the Effectiveness of Digital Tutoring in K-12 Education

    Science.gov (United States)

    Burch, Patricia; Good, Annalee; Heinrich, Carolyn

    2016-01-01

    There is considerable variation in how providers of digital education describe what they do, their services, how students access services, and what is delivered, complicating efforts to accurately assess its impact. We examine program characteristics of digital tutoring providers using rich, longitudinal observational and interview data and then…

  7. Joint Ventures: An Experiment in Community/Professional Co-Framing in K-12 Education

    Science.gov (United States)

    Public Agenda, 2014

    2014-01-01

    What happens when local school leaders sit down to talk with teachers, parents, and other members of the community about the ends and means of local education? Can people bringing different perspectives and experiences to the issue agree on top goals for their communities? Can they settle on needed changes and decide what signifies genuine…

  8. The Effects of State Public K-12 Education Expenditures On Income Distribution. NEA Research Working Paper

    Science.gov (United States)

    Behr, Todd; Christofides, Constantinos; Neelakantan, Pattabiraman

    2004-01-01

    The effects of education on people's income are well documented in the economics literature, and the benefits of investing in human capital--in terms of both higher earnings and of other economic and social benefits--are popular research topics for economists and other social scientists. The present study explores the effects of public education…

  9. The Testing and Militarization of K-12 Education: Eugenic Assault on Urban School Populations

    Science.gov (United States)

    Hartlep, Nicholas Daniel

    2010-01-01

    This paper attempts to discuss eugenics in education and how this eugenic legacy continues to haunt American schooling and nonwhite students. Eugenic praxes and pedagogy continue to proliferate inside the American school systems' teachers may be unaware that they are teaching in such a way that maintains this ethos. This paper and seminar's…

  10. Improving Access To, Quality, and the Effectiveness of Digital Tutoring in K-12 Education

    Science.gov (United States)

    Burch, Patricia; Good, Annalee; Heinrich, Carolyn

    2016-01-01

    There is considerable variation in how providers of digital education describe what they do, their services, how students access services, and what is delivered, complicating efforts to accurately assess its impact. We examine program characteristics of digital tutoring providers using rich, longitudinal observational and interview data and then…

  11. Nutrition Education and Body Mass Index in Grades K-12: A Systematic Review

    Science.gov (United States)

    Price, Cayla; Cohen, Deborah; Pribis, Peter; Cerami, Jean

    2017-01-01

    Background: Overweight and obese body mass index (BMI) status affects an increasing number of children in the United States. The school setting has been identified as a focus area to implement obesity prevention programs. Methods: A database search of PubMed, Education Search Complete, and Cumulative Index to Nursing and Allied Health Literature…

  12. IMPACT STATEMENTS ON THE K-12 SCIENCE PROGRAM IN THE ENHANCED BASIC EDUCATION CURRICULUM IN PROVINCIAL SCHOOLS

    Directory of Open Access Journals (Sweden)

    Marie Grace S. Cabansag,

    2014-04-01

    Full Text Available The study described the knowledge, observations, benefits, expectations or potentials and sources of misinterpretations on the K-12 science program on its first implementation in selected provincial high schools in the Philippines. The impact statements of teachers, students and parent-respondents were analyzed using thematic content coding technique. Coding frames were constructed by adopting both “a priori” and “in-vivo” codes. The results showed the respondents viewed the K-12 science program as a means of preparing students toward better employment opportunities in the country or abroad. It also reports the program is viewed for holistic development of the 21st century learners equipped with necessary life skills who can contribute for economic and social development of the family and community. The impact statements suggest the need for close monitoring of the program implementation and provision of continuous professional trainings for teachers to clear areas of misinterpretations. Misconceptions on the nature of additional years of study further suggest the provision and wide dissemination of policy standards on employment and education opportunities in the ASEAN Economic Community integration.

  13. Rapport in Distance Education

    Science.gov (United States)

    Murphy, Elizabeth; Rodriguez-Manzanares, Maria A.

    2012-01-01

    Rapport has been recognized as important in learning in general but little is known about its importance in distance education (DE). The study we report on in this paper provides insights into the importance of rapport in DE as well as challenges to and indicators of rapport-building in DE. The study relied on interviews with 42 Canadian…

  14. Online Assessment, Measurement and Evaluation Case Studies from Higher Education, K-12 and Corporate

    Directory of Open Access Journals (Sweden)

    Reviewed by Dr. Adnan BOYACI

    2006-01-01

    Full Text Available With the revolution occurred in communication technologies at the beginning of 1990’s, network technologies have emerged as the challenging parameters accelerating improvements of instructional technologies. Online classrooms and management of them appeared as a new domain which necessitates a new paradigm different from the classical ones. User and instructor friendly learning context and management systems (LCMS have brought new approaches, techniques and tools for the assessment and measurement processes. These approaches, techniques and tools embedded in LCMS have redefined not only the way teachers teach but also students learn. WebCT, Blackboard and eCollege and many others as the online instructional environments have provided new opportunities to construct a coherent instructional system which has never been used as a unique environment any before. Assessment and measurement have been redefined within this framework. The successes of assessment and measurement methodologies or system inevitably depend on conceptualization and then implementation to different educational settings.

  15. 美国K-12年级学校体育课程内容体系解析及启示%An analysis of and inspirations from the American K-12 physical education curriculum content system

    Institute of Scientific and Technical Information of China (English)

    殷荣宾; 季浏; 蔡赓

    2016-01-01

    分析美国 K-12年级学校体育课程内容体系,对其运动项目课程内容、运动技能课程内容和体育德育课程内容进行概述和解析,并归纳其主要特点为:依据体育素养构建课程内容;强调运动技能课程内容的递进与衔接;重视体育德育课程内容的渗透与融合;建立体育课程内容的更新机制和环境。我国可借鉴美国构建学校体育课程内容体系的经验,结合深化学校体育课程改革的现实需求,构建具有中国特色的基础教育体育课程内容体系。%The authors analyzed the American K-12 physical education curriculum content system, gave an over-view and analysis of its sports event curriculum contents, sports skill curriculum contents and sports moral educa-tion curriculum contents, and summarized its main characteristics as follows: emphasizing the progression and con-nection of sport skill curriculum contents based on sports makings building curriculum contents; valuing the per-meation and fusion of sports moral education curriculum contents; establishing a physical education curriculum content renewing mechanism and environment. China can build a physical education (in basic education) curricu-lum content system with Chinese features by referring to the United States’ beneficial experience in building a school physical education curriculum content system, coupled with the realistic need for deepening school physical education curriculum reform.

  16. The Arctic Climate Modeling Program: K-12 Geoscience Professional Development for Rural Educators

    Science.gov (United States)

    Bertram, K. B.

    2009-12-01

    Helping teachers and students connect with scientists is the heart of the Arctic Climate Modeling Program (ACMP), funded from 2005-09 by the National Science Foundation’s Innovative Technology Experience for Students and Teachers. ACMP offered progressive yearlong science, technology and math (STM) professional development that prepared teachers to train youth in workforce technologies used in Arctic research. ACMP was created for the Bering Strait School District, a geographically isolated area with low standardized test scores, high dropout rates, and poverty. Scientists from around the globe have converged in this region and other areas of the Arctic to observe and measure changes in climate that are significant, accelerating, and unlike any in recorded history. Climate literacy (the ability to understand Earth system science and to make scientifically informed decisions about climate changes) has become essential for this population. Program resources were designed in collaboration with scientists to mimic the processes used to study Arctic climate. Because the Bering Strait School District serves a 98 percent Alaska Native student population, ACMP focused on best practices shown to increase the success of minority students. Significant research indicates that Alaska Native students succeed academically at higher rates when instruction addresses topics of local interest, links education to the students’ physical and cultural environment, uses local knowledge and culture in the curriculum, and incorporates hands-on, inquiry-based lessons in the classroom. A seven-partner consortium of research institutes and Alaska Native corporations created ACMP to help teachers understand their role in nurturing STM talent and motivating students to explore geoscience careers. Research underscores the importance of increasing school emphasis in content areas, such as climate, that facilitate global awareness and civic responsibility, and that foster critical thinking and

  17. Foundations in Student Services and Special Education Administration: A Pedagogical Process to Promote Leadership for Social Justice in K-12 Schools

    Science.gov (United States)

    Frattura, Elise M.

    2006-01-01

    This article focuses from a critical perspective on the pedagogical foundations of a course on educational leadership of student services and special education administration. Additionally, it explores the ability of teaching the "practical application" of administering K-12 special education and student services using critical discourse…

  18. Teaching for Transformation: Engaging a Christian Worldview in Teacher Education Courses to Address K-12 Social Issues

    Science.gov (United States)

    Crenshaw, Christina Y.

    2013-01-01

    How faculty at Christian universities encourage teacher candidates to draw on a Christian worldview ultimately influences the ways teacher candidates become effective agents of change in K-12 schools. This study examined the assumption that K-12 Christian teachers cannot remain religiously neutral since one's worldview shapes all aspects of life,…

  19. A Library approach to establish an Educational Data Curation Framework (EDCF) that supports K-12 data science sustainability

    Science.gov (United States)

    Branch, B. D.; Wegner, K.; Smith, S.; Schulze, D. G.; Merwade, V.; Jung, J.; Bessenbacher, A.

    2013-12-01

    It has been the tradition of the libraries to support literacy. Now in the realm of Executive Order, Making Open and Machine Readable the New Default for Government Information, May 9, 2013, the library has the responsibility to support geospatial data, big data, earth science data or cyber infrastructure data that may support STEM for educational pipeline stimulation. (Such information can be found at http://www.whitehouse.gov/the-press-office/2013/05/09/executive-order-making-open-and-machine-readable-new-default-government-.) Provided is an Educational Data Curation Framework (EDCF) that has been initiated in Purdue research, geospatial data service engagement and outreach endeavors for future consideration and application to augment such data science and climate literacy needs of future global citizens. In addition, this endorsement of this framework by the GLOBE program may facilitate further EDCF implementations, discussion points and prototypes for libraries. In addition, the ECDF will support teacher-led, placed-based and large scale climate or earth science learning systems where such knowledge transfer of climate or earth science data is effectively transferred from higher education research of cyberinfrastructure use such as, NOAA or NASA, to K-12 teachers and school systems. The purpose of this effort is to establish best practices for sustainable K-12 data science delivery system or GLOBE-provided system (http://vis.globe.gov/GLOBE/) where libraries manage the data curation and data appropriateness as data reference experts for such digital data. Here, the Purdue University Libraries' GIS department works to support soils, LIDAR and water science data experiences to support teacher training for an EDCF development effort. Lastly, it should be noted that the interdisciplinary collaboration and demonstration of library supported outreach partners and national organizations such the GLOBE program may best foster EDCF development. This trend in data

  20. Assessing the Impact of a Statewide STEM Investment on K-12, Higher Education, and Business/Community STEM Awareness over Time

    Science.gov (United States)

    Sondergeld, Toni A.; Johnson, Carla C.; Walten, Janet B.

    2016-01-01

    Despite monetary and educational investments in science, technology, engineering, and mathematics (STEM) being at record high levels, little attention has been devoted to generating a common understanding of STEM. In addition, working with business, K-12 schools, and/or institutions of higher education to establish a grassroots effort to help…

  1. DISTANCE EDUCATOR: A Multiskill Personality

    Directory of Open Access Journals (Sweden)

    Sangeeta MALIK

    2013-01-01

    Full Text Available When we talk about a distance educator and a conventional educator the difference we found nd about both of them is that, a distance educator needs to play multiple roles as compared to a conventional educator. They require more skills and knowledge cater to the needs of the learner. In this article we will cover all the responsible areas of a distance educator & why we should consider them as a multiskill personality?

  2. Investigating the criteria and processes used in the selection, implementation, and evaluation of STEM within K-12 education

    Science.gov (United States)

    Delp, Matthew J.

    This study utilized survey research to investigate how school districts within K-12 education select, implement, and evaluate Science, Technology, Engineering, and Mathematics (STEM) programs. Thirty school districts within the Math and Science Collaborative located in Western Pennsylvania participated in this research. In addition to characterizing the STEM programs of the participating school districts, this study also analyzed the alignment of these programs to the components of comprehensive STEM programs and critical approaches to substantiate STEM program implementation as stated in the literature (Augustine, 2005; Bybee, 2010a, 2010b; Carnevale et al., 2011; DeJarnette, 2010; Epstein & Miller, 2011b; Gardner et al., 1983; Hossain & Robinson, 2011, 2012; Kuenzi, 2008). Findings suggest that the primary goal for school districts, as it relates to STEM program implementation, is to influence students' interest and pursuit of STEM-related careers and degrees. In order to achieve this goal, results of this study indicate the focus of STEM program implementation occurs with the greatest frequency at the middle school (grades seven and eight) level, are developed as an adaptation to the curriculum, and are very diverse from one school district to the next. In addition, findings suggest that although school districts maintain they aim to promote careers and degrees in STEM, districts rely on traditional methods of evaluating STEM program implementation (i.e. standardized test scores) and do not track the longitudinal impact their STEM programs as they related to degrees and careers in STEM. Furthermore, results indicate district STEM programs are not aligned to the characteristics of comprehensive STEM programs as defined by the literature. In order to address the misalignment of school district goals and evaluation processes involved in STEM program implementation and the absence of the characteristics commensurate with comprehensive STEM programs, this study has

  3. Using sediment transport and river restoration to link research and education, and promote K-12 female involvement in STEM fields

    Science.gov (United States)

    Yager, E. M.; Bradley-Eitel, K.

    2011-12-01

    raft trip. The girls also met with women working in various STEM careers as part of an evening program and afterwards indicated that the raft trip and career night were highlights of the program. A key reason for the success of this camp was working with an already established outdoor science school that focuses on teaching scientific inquiry to K-12 students. Finally, we are establishing a permanent field installation of bedload sediment traps, suspended sediment monitoring, and flow measurements in Reynolds Creek Experimental Watershed, a USDA research site just outside of Boise, Idaho. This site will be used to better understand the mechanics of sediment transport in steep streams and will be linked to teaching through graduate class and general public field trips.

  4. Doctoral education from a distance.

    Science.gov (United States)

    Effken, Judith A

    2008-12-01

    This article describes the environmental factors that have contributed to the recent rapid growth of nursing doctoral education at a distance. Early and recent efforts to deliver distance doctoral education are discussed, using The University of Arizona College of Nursing experience as the key exemplar. The Community of Inquiry model is introduced as an appropriate model for doctoral education and then used as a framework to evaluate the current state of the art in distance doctoral nursing education. Successes and challenges in delivering doctoral education from a distance are described.

  5. Quality Content in Distance Education

    Science.gov (United States)

    Yildiz, Ezgi Pelin; Isman, Aytekin

    2016-01-01

    In parallel with technological advances in today's world of education activities can be conducted without the constraints of time and space. One of the most important of these activities is distance education. The success of the distance education is possible with content quality. The proliferation of e-learning environment has brought a need for…

  6. Impact of National Physical Activity and Health Guidelines and Documents on Research on Teaching K-12 Physical Education in U.S.A.

    Science.gov (United States)

    Li, Weidong; Xiang, Ping; Gao, Zan; Shen, Bo; Yin, Zhihua; Kong, Qingtao

    2016-01-01

    Purpose: This study examined the impact of published national physical activity (PA) and health guidelines, documents, and initiatives on the evolution of research on teaching K-12 physical education (PE) in U.S.A. from 1996 to October 2013. Methods: A total of 262 peer-reviewed, data-based journal articles meeting our inclusion and exclusion…

  7. Comparing Academic Library Spending with Public Libraries, Public K-12 Schools, Higher Education Public Institutions, and Public Hospitals between 1998-2008

    Science.gov (United States)

    Regazzi, John J.

    2012-01-01

    This study compares the overall spending trends and patterns of growth of Academic Libraries with Public Libraries, K-12 schools, higher education institutions, and hospitals in the period of 1998 to 2008. Academic Libraries, while showing a growth of 13% over inflation for the period, far underperformed the growth of the other public institutions…

  8. K-12 Science Education Linked to Mars and the MER Mission: A New Curriculum Entitled Making Tracks on Mars Teacher Resource and Activity Guide

    Science.gov (United States)

    Aubele, J. C.; Stanley, J.; Grochowski, A.; Jones, K.; Aragon, J.

    2006-03-01

    Students' interest in Mars can be used as a "hook" to teach a wide range of topics. Mars-related science is used as the basis of a new K-12 integrated curriculum created by the New Mexico Museum of Natural History and classroom educators.

  9. Comparing Academic Library Spending with Public Libraries, Public K-12 Schools, Higher Education Public Institutions, and Public Hospitals between 1998-2008

    Science.gov (United States)

    Regazzi, John J.

    2012-01-01

    This study compares the overall spending trends and patterns of growth of Academic Libraries with Public Libraries, K-12 schools, higher education institutions, and hospitals in the period of 1998 to 2008. Academic Libraries, while showing a growth of 13% over inflation for the period, far underperformed the growth of the other public institutions…

  10. US K-12 Blended and Online Education in a Global Context:The Present and the Future%全球视野下美国K-12混合与在线教育的现状与未来--与K-12在线教育国际联盟副主席艾雷森·鲍威尔博士的学术对话

    Institute of Scientific and Technical Information of China (English)

    刘晓琳; 胡永斌; 黄荣怀; 艾雷森·鲍威尔

    2015-01-01

    The wave of blended and online education is hitting K-12 education and triggering a revolution in K-12 education system in an unprecedented way. Keeping informed of present status and development trend of the global K-12 blended and online education is of vital practical significance to the current system revolution in China's K-12 education. The interview takes the present and the future of K-12 blended and online learning as a thread, and explores key issues in depth such as the development and openness model of e-resources, the market mechanism, the achievement-based funding model, the teacher training, and etc. In America, as well as many countries in the world, the role that market plays in K-12 education in satisfying learners' needs and providing quality service by promoting competition should be highly valued;achievement-based funding model is a beneficial practice that government could adopt in K-12 blended and online learning;most students prefer blended learning to full online learning, while full online learning is more likely to be adopted by the students who have special needs;the balance of educational resources, policy and funding support, teacher training as well as the leadership in ICT integrated into classroom are identified as the crucial issues that will affect the sustaining development of K-12 online and blended learning.%混合与在线教育的浪潮正以前所未有的方式引发K-12教育系统的变革,认识国际K-12混合与在线教育的推进现状并把握其未来发展趋势,对于我国基础教育教学改革具有重要现实意义。美国K-12在线教育国际联盟副主席艾雷森·鲍威尔博士围绕K-12混合与在线教育的现状和未来发展趋势,重点探讨了数字化教育资源的开发和共享模式、市场机制、资助模式、教师发展培训等普遍性和根本性问题。在美国及全球多个国家,K-12混合与在线教育在教育市场中利用竞争优势满足了受教育

  11. Workforce Education Models for K-12 STEM Education Programs: Reflections on, and Implications for, the NSF ITEST Program

    Science.gov (United States)

    Reider, David; Knestis, Kirk; Malyn-Smith, Joyce

    2016-12-01

    This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program. This model aims to help program designers and researchers address challenges particular to designing, implementing, and studying education innovations in the ITEST program, considering ongoing needs and challenges in STEM workforce education in the USA. It is grounded in conceptual frameworks developed previously by teams of ITEST constituents, for their part intended to frame STEM career education, consider how people select and prepare for STEM careers, and reinforce the important distinction between STEM content and STEM career learnings. The authors take a first step in what they hope will be an ongoing discussion and research agenda by test-fitting assumptions of the model to exploratory case studies of recent NSF ITEST projects. Brief implications for future research and other considerations are provided.

  12. Workforce Education Models for K-12 STEM Education Programs: Reflections on, and Implications for, the NSF ITEST Program

    Science.gov (United States)

    Reider, David; Knestis, Kirk; Malyn-Smith, Joyce

    2016-07-01

    This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program. This model aims to help program designers and researchers address challenges particular to designing, implementing, and studying education innovations in the ITEST program, considering ongoing needs and challenges in STEM workforce education in the USA. It is grounded in conceptual frameworks developed previously by teams of ITEST constituents, for their part intended to frame STEM career education, consider how people select and prepare for STEM careers, and reinforce the important distinction between STEM content and STEM career learnings. The authors take a first step in what they hope will be an ongoing discussion and research agenda by test-fitting assumptions of the model to exploratory case studies of recent NSF ITEST projects. Brief implications for future research and other considerations are provided.

  13. Faculty Attitudes about Distance Education

    Science.gov (United States)

    Smidt, Esther; McDyre, Brian; Bunk, Jennifer; Li, Rui; Gatenby, Tanya

    2014-01-01

    In recent years, there has been a dramatic increase in distance learning in higher education. Given this, it is extremely important to understand faculty attitudes about distance education, not only because they can vary widely, but also because it is the faculty, through their design and implementation of online courses, that will shape the…

  14. Educating for Social Justice: Perspectives from Library and Information Science and Collaboration with K-12 Social Studies Educators

    Science.gov (United States)

    Naidoo, Jamie Campbell; Sweeney, Miriam E.

    2015-01-01

    Library and Information Science (LIS) as a discipline is guided by core values that emphasize equal access to information, freedom of expression, democracy, and education. Importantly, diversity and social responsibility are specifically called out as foundations of the profession (American Library Association, 2004). Following from this, there…

  15. The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education

    Science.gov (United States)

    Basham, James D.; Smith, Sean J.; Greer, Diana L.; Marino, Matthew T.

    2013-01-01

    This article examines the complex array of variables and implementation models that must be accounted for during the pivot from a purely brick-and-mortar educational system to one that makes use of both virtual and blended environments. The authors call for enhanced emphasis on instructional goals and design principles, rather than available…

  16. A Win-Win Model for Outreach and Graduate Education: Research Findings on Professional Development Outcomes for STEM Graduate Students Participating in K-12 Classroom Outreach

    Science.gov (United States)

    Laursen, S.; Thiry, H.; Liston, C.

    2006-12-01

    National attention has recently focused on the failures of STEM graduate education in preparing Ph.D. graduates to think broadly, communicate effectively, work in interdisciplinary settings, and succeed in a variety of careers beyond tenure-track academic positions at research universities. We will report findings on a study of a school outreach program that also enhances the graduate education and career preparation of a group of STEM graduate students interested in science education. The Science Squad at the University of Colorado at Boulder is a group of university STEM graduate students who develop and present hands-on, inquiry-based science sessions in local K-12 schools. Squad members hold the position as an alternative to a standard teaching assistantship, typically spending two days a week in the schools. Our ethnographic interview study examines the benefits and costs to the K-12 students, teachers, and graduate students who participate. The program provides significant benefits to the K-12 students and teachers that it serves, but even more importantly offers significant professional development in teaching and learning to a group of STEM graduate students who seek to develop their science careers as communicators and educators. Findings elucidate how the design of the program enables the graduate Squad members to develop teaching, communication, and organizational skills; deepen their understanding of K-12 education and diversity issues; grow in professional confidence; and apply these gains to their career development. In addition, over 80% of the Squad members interviewed reported that participation in the Squad influenced their careers in one of two ways. Members who were pursuing academic positions emphasizing teachers found the Squad experience to confirm their interest in this career and enhance their ability to earn a suitable academic position. Members who were reconsidering their career options and rejecting their initial plans to pursue

  17. Distance education: turf and technology.

    Science.gov (United States)

    Pickard, M R

    1992-07-01

    Distance learning fits with the mission and strategic plan of the University of Texas at Arlington. We believe these educational opportunities in nursing are highly desirable. The Board of Nurse Examiners for the State of Texas has approved this project and the Texas Higher Education Coordinating Board has approved it as a pilot project. The school will continue evaluation and creative problem-solving in the use of distance education.

  18. Distance Education in Technological Age

    Directory of Open Access Journals (Sweden)

    R .C. SHARMA

    2005-04-01

    Full Text Available Distance Education in Technological AgeRomesh Verma (Editor, New Delhi: Anmol Publications, 2005, ISBN 81-261-2210-2, pp. 419 Reviewed by R C SHARMARegional DirectorIndira Gandhi National Open University-INDIA The advancements in information and communication technologies have brought significant changes in the way the open and distance learning are provided to the learners. The impact of such changes is quite visible in both developed and developing countries. Switching over to online mode, joining hands with private initiatives and making a presence in foreign waters, are some of the hallmarks of the open and distance education (ODE institutions in developing countries. The compilation of twenty six essays on themes as applicable to ODE has resulted in the book, “Distance Education in Technological Age”. These essays follow a progressive style of narration, starting from describing conceptual framework of distance education, how the distance education was emerged on the global scene and in India, and then goes on to discuss emergence of online distance education and research aspects in ODE. The initial four chapters provide a detailed account of historical development and growth of distance education in India and State Open University and National Open University Model in India . Student support services are pivot to any distance education and much of its success depends on how well the support services are provided. These are discussed from national and international perspective. The issues of collaborative learning, learning on demand, life long learning, learning-unlearning and re-learning model and strategic alliances have also given due space by the authors. An assortment of technologies like communication technology, domestic technology, information technology, mass media and entertainment technology, media technology and educational technology give an idea of how these technologies are being adopted in the open universities. The study

  19. The Tragedy of the Unexamined Cat: Why K-12 and University Education Are Still in the Dark Ages and How Citizen Science Allows for a Renaissance.

    Science.gov (United States)

    Dunn, Robert R; Urban, Julie; Cavelier, Darlene; Cooper, Caren B

    2016-03-01

    At the end of the dark ages, anatomy was taught as though everything that could be known was known. Scholars learned about what had been discovered rather than how to make discoveries. This was true even though the body (and the rest of biology) was very poorly understood. The renaissance eventually brought a revolution in how scholars (and graduate students) were trained and worked. This revolution never occurred in K-12 or university education such that we now teach young students in much the way that scholars were taught in the dark ages, we teach them what is already known rather than the process of knowing. Citizen science offers a way to change K-12 and university education and, in doing so, complete the renaissance. Here we offer an example of such an approach and call for change in the way students are taught science, change that is more possible than it has ever been and is, nonetheless, five hundred years delayed.

  20. Education for a Green and Resilient Economy: An Educator Framework for Teaching Climate and Energy Literacy for K-12 Teachers Across the Curriculum

    Science.gov (United States)

    Niepold, F., III; Ledley, T. S.; Lockwood, J.; Youngman, E.; Manning, C. L. B.; Sullivan, S. M.

    2015-12-01

    The U.S. is embarking on a major transition to a green and resilient economy, a monumental change requiring all sectors and segments of the population to pull together. Transforming our nation's economic, energy, and environmental systems to in this way will require a sustained level of expertise, innovation, and cooperative effort unseen since the 1940s to meet the challenges involved. Education can - and must - help people understand the true connections, the linkages and interdependencies, between the environment, our energy sources and the economy which underpin and form the very foundation of the concept of a green and resilient economy. To produce such a literate future workforce and citizenry, the United States will need to make major new investments in our educational systems. Teachers across the nation are helping to increase science-based understanding and awareness of current and future climate change, enhancing climate and energy literacy in K-12 classrooms, on college and university campuses. There has been tremendous progress to date, but there is still more work to be done. The new academic standards in mathematics and science (the Common Core State Standards in Mathematics and the Next Generation Science Standards (NGSS)) represent a sea change from the nation's previous sets of standards. Addressing these standards in the currently over 40 percent of the nation's classrooms that have adopted or adapted the NGSS will demand that we prepare new and current teachers, who can effectively address the interdisciplinary nature of climate change and societal responses. To address this opportunity and need a collaboration between NOAA, TERC and CIRES has been established to develop an Educator Framework for Teaching Climate and Energy Literacy for K-12 teachers across the curriculum based on the NRC Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. This collaboration is developing an effective way to frame the use of

  1. Global Distance Education

    DEFF Research Database (Denmark)

    McPhee, Wendy; Nøhr, Christian

    2003-01-01

    In today’s ever changing and developing world many academics are now considering, discussing,debating and planning a working model for the delivery of education across international educational institutions. Whilst this can be a challenging, stimulating, exciting but often daunting process...

  2. Report to the President on the Use of Technology to Strengthen K-12 Education in the United States: Findings Related to Research and Evaluation

    Science.gov (United States)

    Shaw, David E.; Becker, Henry J.; Bransford, John D.; Davidson, Jan; Hawkins, Jan; Malcom, Shirley; Molina, Mario; Ride, Sally K.; Sharp, Phillip; Tinker, Robert F.; Vest, Charles; Young, John; Allen, Richard; Bakia, Marianne; Bryson, Rebecca; Chen, C. Samantha; Costello, Caroline M.; Deckel, Garrett M.; Dial, Marjorie R.; Kealey, Edith M.; Lehoczky, Sandor

    1998-06-01

    The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K-12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K-12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K-12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K-12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the

  3. Global Distance Education

    DEFF Research Database (Denmark)

    McPhee, Wendy; Nøhr, Christian

    2003-01-01

    In today’s ever changing and developing world many academics are now considering, discussing,debating and planning a working model for the delivery of education across international educational institutions. Whilst this can be a challenging, stimulating, exciting but often daunting process for th......,2. With this experience and the benefit of hindsight, the focus of these questions will centre around the topics of quality, administration, equity, cultural3 and legal issues, motive, policy,4 course material development, student and teacher support5 and costs6....

  4. Effective Teaching in Distance Education. ERIC Digest.

    Science.gov (United States)

    Mielke, Dan

    Distance education is an alternative method for delivering academic course work to students unable to attend traditional campus-based classes. This Digest presents information on the many forms of distance education and keys to successful teaching with distance education. Distance education is a method of education in which the learner is…

  5. Markets, Distance Education, and Australian Higher Education

    OpenAIRE

    2005-01-01

    The paper argues that the Australian university system is unstable. There will be significant change as government implements its reform agenda and even more radical change if it moves to new deregulation. The role of distance education in university education needs to be analyzed against this ‘market’ agenda of government in terms of characteristics of markets and market behavior. After a scan of the current role, the paper looks at two scenarios (regulated and deregulated) for distance educ...

  6. Science for the Masses: A Public Lecture Series and Associated Course for K-12 Educators at the University of Arizona

    Science.gov (United States)

    Mangin, K.; Wilch, M. H.; Thompson, R. M.; Ruiz, J.

    2008-12-01

    The College of Science at the University of Arizona in Tucson offers a series of free public lectures each year centered on a science theme of high general interest. Themes have been Evolution (2006), Global Climate Change (2007), and Edges of Life (2008). Speakers are UA faculty members. We have seen an overwhelming response from the public to each lecture series, with a typical audience size of 800-1200. Features that make the lecture series successful are careful choice of the themes, previews of lecture drafts by a panel, and the participation of a graphic design firm in the planning process, from the series title to the design of posters, bookmarks, and postcards used to advertise the series. This model could be successfully transferred to many universities. We offer a course for K-12 grade teachers in association with each lecture series. Teachers attend each public lecture, and participate in inquiry-based classroom activities and discussions of papers related to lecture topics. After each lecture, the speaker answers questions from the public, and then accompanies the teachers to a classroom to hold a private question and answer session lasting 45 minutes. The course and lecture series has been influential in changing attitudes about the nature of science research among teacher participants. In 2006, evolution was the lecture series topic, a science concept whose foundation in authentic science research has been difficult to communicate to the general public. Pre- and post- questionnaires on attitudes towards the science of evolution administered to the teacher participants showed a dramatic increase after the course in their view of the robustness of the theory of evolution, its testable nature, the amount of data supporting the theory, and its degree of consensus among scientists. A pre-course survey of the background of teachers in the course, mostly biology teachers, showed a need for more formal instruction in evolution: 76 percent had no formal course

  7. Math and Science Education with English Language Learners: Contributions of the DR K-12 Program. Targeted Study Group Working Paper

    Science.gov (United States)

    Martinez, Alina; Rhodes, Hilary; Copson, Elizabeth; Tiano, Megan; DellaRocco, Nicole; Donoghue, Nathaniel; Marco, Lisa

    2011-01-01

    Although educational leaders, policy makers, and researchers have long emphasized the importance of science, technology, engineering, and mathematics (STEM) for the country's continued prosperity, increasing participation in STEM has remained a challenge for both the education and scientific communities (Pearson & Fechter, 1994; National…

  8. Examining Arizona's Policy Response Post "Flores v. Arizona" in Educating K-12 English Language Learners

    Science.gov (United States)

    Jimenez-Silva, Margarita; Gomez, Laura; Cisneros, Jesus

    2014-01-01

    This article provides an analysis of Arizona's policy response in educating English language learners by conducting a narrative review. A critical Latina/o theory approach was used to analyze the data. This study reveals 5 salient policy responses: (a) severely limit bilingual education, (b) develop controversial funding solutions, (c)…

  9. Closeted or out? Gay and Lesbian Educators Reveal Their Experiences about Their Sexual Identities in K-12 Schools

    Science.gov (United States)

    Hooker, Steven D.

    2010-01-01

    Lesbian, gay, bisexual, and transgender school educators are practically invisible within the nature of heterosexist and homophobic education (Blount, 2005). "Openly gay and lesbian teachers were once thought of as immoral, and in some states coming out is still a risk to one's job" (McCarthy, 2003, p. 182). One's sexual orientation has nothing to…

  10. Look! Listen! Learn! Parent Narratives and Grounded Theory Models of Parent Voice, Presence, and Engagement in K-12 Education

    Science.gov (United States)

    McKenna, Maria K.; Millen, Jessica

    2013-01-01

    Educators' expectations and understandings of parental involvement in our nation's schools are often disconnected from the reality of students' home lives. This qualitative study purports that educators often lose opportunities to more fully understand and serve students, particularly when perceptions of parental involvement and…

  11. Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers

    Science.gov (United States)

    Yow, Jan A.; Eli, Jennifer A.; Beisiegel, Mary; McCloskey, Andrea; Welder, Rachael M.

    2016-01-01

    Sixty-nine recently graduated doctoral students in mathematics education completed a survey to determine their perceptions of transitioning from a doctoral program into an academic position at an institution of higher education. Research literature for novice mathematics school teachers was also reviewed to document their experiences transitioning…

  12. History and Heritage in Distance Education

    Science.gov (United States)

    Anderson, Bill; Simpson, Mary

    2012-01-01

    Distance education's history is a tremendous resource for all involved in distance education. Some aspects of that history provide enduring touchstones for present distance educators, creating a heritage that should not be overlooked as distance education continues to develop and expand. In this article we draw on the concept of generational…

  13. Building Partnerships Between Research Institutions, University Academic Departments, Local School Districts, and Private Enterprise to Advance K-12 Science Education in Texas

    Science.gov (United States)

    Ellins, K. K.; Ganey-Curry, P.; Fennell, T.

    2003-12-01

    The University of Texas at Austin Institute for Geophysics (UTIG) is engaged in six K-12 education and outreach programs, including two NSF-sponsored projects--GK-12: Linking Graduate Fellows with K-12 Students and Teachers and Cataclysms and Catastrophes--Texas Teachers in the Field, Adopt-a-School, Geoscience in the Classroom, and UT's Science and Engineering Apprenticeship Program. The GK-12 Program is central to UTIG's effort and links the six education projects together. While the specific objectives of each project differ, the broad goals of UTIG's education and outreach are to provide high-quality professional development for teachers, develop curriculum resources aligned with state and national education standards, and promote interaction between teachers, scientists, graduate students, and science educators. To achieve these goals, UTIG has forged funded partnerships with scientific colleagues at UT's Bureau of Economic Geology, Marine Science Institute and Department of Geological Sciences; science educators at UT's Charles A. Dana Center and in the Department of Curriculum and Instruction in the College of Education; teachers in six Texas independent school districts; and 4empowerment.com, a private education company that established the "Cyberways and Waterways" Web site to integrate technology and education through an environmentally-based curriculum. These partnerships have allowed UTIG to achieve far more than would have been possible through individual projects alone. Examples include the development of more than 30 inquiry-based activities, hosting workshops and a summer institute, and participation in local science fairs. UTIG has expanded the impact of its education and outreach and achieved broader dissemination of learning activities through 4empowerment's web-based programs, which reach ethnically diverse students in schools across Texas. These partnerships have also helped UTIG and 4empowerment to secure additional funding for other education

  14. ECONOMICS OF DISTANCE EDUCATION RECONSIDERED

    Directory of Open Access Journals (Sweden)

    Wolfram LAASER

    2008-07-01

    Full Text Available ABSTRACT According to Gartner a certain hype of e-Learning was followed by a downturn but eLearning will continue to be an important factor in learning scenarios. However the economic viability of e-learning projects will be questioned with more scrutiny than in earlier periods. Therefore it seems to be a good opportunity to see what can be learned from past experience in costing distance learning projects and what aspects are added by current attempts to measure economic efficiency. After reviewing early research about costing distance learning some more recent approaches will be discussed, such as eLearning ROI-calculators and the concept of total cost of ownership. Furthermore some microeconomic effects referring to localization of distance learning courses are outlined. Finally several unsolved issues in costing distance education are summarized.

  15. Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

    Science.gov (United States)

    Burrell, S.

    2012-12-01

    Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

  16. The Future of Distance Education.

    Science.gov (United States)

    Saba, Farhad

    2000-01-01

    Examines factors that will influence how distance education is practiced in the first few decades of this new century. Discusses developments in digital technology; the exponential growth of knowledge about the brain, as well as physiology, chemistry, and psychology of learning; the system relationship between individual learners and instructors;…

  17. Using Podcasts in Distance Education

    Science.gov (United States)

    Koppelman, Herman

    2013-01-01

    This paper discusses three possible ways of applying podcasts in distance education: podcasts of recordings of virtual classes, podcasts produced for specific pedagogical aims, and podcasts produced by external organizations. Through a survey we gained insight in the (until now limited) experiences of our distant students with podcasts, and also…

  18. Distance Education Instructional Model Applications.

    Science.gov (United States)

    Jackman, Diane H.; Swan, Michael K.

    1995-01-01

    A survey of graduate students involved in distance education on North Dakota State University's Interactive Video Network included 80 on campus and 13 off. The instructional models rated most effective were role playing, simulation, jurisprudential (Socratic method), memorization, synectics, and inquiry. Direct instruction was rated least…

  19. Communication Barriers in Distance Education

    Science.gov (United States)

    Isman, Aytekin; Dabaj, Fahme; Altinay, Fahriye; Altinay, Zehra

    2003-01-01

    Communication is a key concept as being the major tool for people in order to satisfy their needs. It is an activity which refers as process and effective communication requires qualified communication with the elimination of communication barriers. As it is known, distance education is a new trend by following contemporary facilities and tools…

  20. Curriculum Control in Distance Education.

    Science.gov (United States)

    Chesterton, Paul

    1985-01-01

    The nature of distance education is to shift the locus of curriculum control toward the institution and its staff and away from the students. This imposes a responsibility on the institution to examine and evaluate the values and assumptions underlying the decision-making and the implications of the patterns of control that emerge. (Author/MSE)

  1. Supporting Climate Literacy in the K12 Classroom by Identifying Educators' Perceived Barriers to and Gaps in Resources for Teaching Climate Change

    Science.gov (United States)

    Tayne, K.

    2015-12-01

    As K12 teachers seek ways to provide meaningful learning opportunities for students to understand climate change, they often face barriers to teaching about climate and/or lack relevant resources on the topic. In an effort to better understand how to support K12 teachers in this role, a survey about "teaching climate change" was created and distributed. The results of the 2015 survey are presented, based on more than 200 teacher responses. Respondents included National Science Teachers Association (NSTA) members, 2015 STEM Teacher and Researcher (STAR) Fellows and science teachers from several U.S. school districts. The survey identifies teachers' perceived barriers to teaching climate change, for example difficulty integrating climate change concepts into specific core courses (i.e., biology), as well as desired classroom resources, such as climate change project-based learning (PBL) units that connect to the Next Generation Science Standards (NGSS). Survey results also indicate possible pathways for federal agencies, non-profits, universities and other organizations to have a more significant impact on climate literacy in the classroom. In response to the survey results, a comprehensive guide is being created to teach climate change in K12 classrooms, addressing barriers and providing resources for teachers. For example, in the survey, some teachers indicated that they lacked confidence in their content knowledge and understanding of climate change, so this guide provides web-based resources to help further an educator's understanding of climate change, as well as opportunities for relevant online and in-person professional development. In this quest for desired resources to teach climate change, gaps in accessible and available online resources are being identified. Information about these "gaps" may help organizations that strive to support climate literacy in the classroom better serve teachers.

  2. Partnering with K-12 Education in Building Healthy, Sustainable, and Competitive Regions: A California Policy Symposium. Proceedings Summary & Next Steps

    Science.gov (United States)

    Vincent, Jeff; McKoy, Deborah; Alex, Ken; Mitchell, Connie; Moore, Kathleen

    2013-01-01

    On December 6, 2012, UC Berkeley's Center for Cities & Schools, in collaboration with the California Department of Education, California Department of Public Health, Governor's Office of Planning and Research, Strategic Growth Council, and Health in All Policies Task Force, brought together leaders from across California to discuss the…

  3. Some Reflections on "Going beyond the Consensus View" of the Nature of Science in K-12 Science Education

    Science.gov (United States)

    Berkovitz, Joseph

    2017-01-01

    Hodson and Wong (2017, this issue) argue that, though the nature of science (NOS) is now an established focus of school science education and a key element in defining scientific literacy, "the consensus view" of NOS misrepresents contemporary scientific practice. They then propose a number of alternative approaches to science curriculum…

  4. The Emerging Fourth Tier in K-12 Education Finance in British Columbia, Canada: Increasing Privatisation and Implications for Social Justice

    Science.gov (United States)

    Poole, Wendy; Fallon, Gerald

    2015-01-01

    This paper examines increasing privatisation of education in the province of British Columbia, Canada. Conceptually, the paper is informed by theories of privatisation and social justice; and methodologically, it uses policy analysis to examine documents and financial records obtained from government departments. The paper critically analyses…

  5. A K-12 Federal Policy Framework for Competency Education: Building Capacity for Systems Change. CompetencyWorks Issue Brief

    Science.gov (United States)

    Worthen, Maria; Pace, Lillian

    2014-01-01

    This paper provides federal policymakers and advocates with comprehensive, big-picture ideas for transforming federal policy to support the transition to competency-based learning. It is meant to start a dialogue on these issues, posing important questions to explore as policymakers contemplate a new vision for federal education policy through the…

  6. Hands-on, online, and workshop-based K-12 weather and climate education resources from the Center for Multi-scale Modeling of Atmospheric Processes

    Science.gov (United States)

    Foster, S. Q.; Johnson, R. M.; Randall, D. A.; Denning, A.; Burt, M. A.; Gardiner, L.; Genyuk, J.; Hatheway, B.; Jones, B.; La Grave, M. L.; Russell, R. M.

    2009-12-01

    The need for improving the representation of cloud processes in climate models has been one of the most important limitations of the reliability of climate-change simulations. Now in its fourth year, the National Science Foundation-funded Center for Multi-scale Modeling of Atmospheric Processes (CMMAP) at Colorado State University (CSU) is addressing this problem through a revolutionary new approach to representing cloud processes on their native scales, including the cloud-scale interaction processes that are active in cloud systems. CMMAP has set ambitious education and human-resource goals to share basic information about the atmosphere, clouds, weather, climate, and modeling with diverse K-12 and public audiences. This is accomplished through collaborations in resource development and dissemination between CMMAP scientists, CSU’s Little Shop of Physics (LSOP) program, and the Windows to the Universe (W2U) program at University Corporation for Atmospheric Research (UCAR). Little Shop of Physics develops new hands on science activities demonstrating basic science concepts fundamental to understanding atmospheric characteristics, weather, and climate. Videos capture demonstrations of children completing these activities which are broadcast to school districts and public television programs. CMMAP and LSOP educators and scientists partner in teaching a summer professional development workshops for teachers at CSU with a semester's worth of college-level content on the basic physics of the atmosphere, weather, climate, climate modeling, and climate change, as well as dozens of LSOP inquiry-based activities suitable for use in classrooms. The W2U project complements these efforts by developing and broadly disseminating new CMMAP-related online content pages, animations, interactives, image galleries, scientists’ biographies, and LSOP videos to K-12 and public audiences. Reaching nearly 20 million users annually, W2U is highly valued as a curriculum enhancement

  7. THE INFLUENCE OF WOMEN ON DISTANCE EDUCATION

    OpenAIRE

    2014-01-01

    The impact of distance education on women has been significant. Distance education has been a viable means for helping women reach their educational ambitions. Over the last 40 years distance education has increased the ease of access and control over study time. With geographical and time barriers removed, women in particular were able to add the role of student to their list of responsibilities. Women have defeated educational barriers through educational opportunities presented by distance...

  8. Distance Education Use in Rural Schools

    Science.gov (United States)

    Hannum, Wallace H.; Irvin, Matthew J.; Banks, Jonathan B.; Farmer, Thomas W.

    2009-01-01

    A national survey of rural school systems in the United States was conducted to determine the extent to which distance education is being utilized by rural schools, the technologies used, the curriculum areas impacted, the perceived needs for distance education, their satisfaction with distance education, and the barriers to distance education…

  9. Pedagogical Formation Education via Distance Education

    Science.gov (United States)

    Ozcan, Deniz; Genc, Zeynep

    2016-01-01

    The purpose of this research is to identify the perceptions of the efficacy of curriculum development on the part of pedagogical formation students, their views regarding their professional attitudes, and their attitudes towards the pedagogical formation education they receive via distance education. The study sample includes 438 Near East…

  10. Markets, Distance Education, and Australian Higher Education

    Science.gov (United States)

    Nunan, Ted

    2005-01-01

    The paper argues that the Australian university system is unstable. There will be significant change as government implements its reform agenda and even more radical change if it moves to new deregulation. The role of distance education in university education needs to be analyzed against this "market" agenda of government in terms of…

  11. How Can Catholic Higher Education Help K-12 Catholic Schools and School Systems Prepare for and Maximize Participation in Parental Choice Programs? "A Reflection on the 2013 Catholic Higher Education Collaborative Conference on Catholic School Financing"

    Science.gov (United States)

    Ferguson, Susan M.

    2014-01-01

    Susan Ferguson reflects on the Catholic Higher Education Collaborative Conference of 2013 and the breakout group talk titled "Helping the Church Prepare for and Implement Publicly Funded Programs." The main point of the talk asked: "How Can Catholic Higher Education Help K-12 Catholic Schools and School Systems Prepare for and…

  12. Research on Distance Education Development in China

    Science.gov (United States)

    Xin, Ding; Jian, Niu; Yanhui, Han

    2010-01-01

    Distance education is among the significant fields for the application of educational technology. Distance education in China has gone through three phases, namely: correspondence-based education, radio and TV-based education and online education. This paper was based on educational technology application, and the historical, dialectic and…

  13. Markets, Distance Education, and Australian Higher Education

    Directory of Open Access Journals (Sweden)

    Ted Nunan

    2005-03-01

    Full Text Available The paper argues that the Australian university system is unstable. There will be significant change as government implements its reform agenda and even more radical change if it moves to new deregulation. The role of distance education in university education needs to be analyzed against this ‘market’ agenda of government in terms of characteristics of markets and market behavior. After a scan of the current role, the paper looks at two scenarios (regulated and deregulated for distance education in university teaching and learning in Australia.

  14. Editorial ~ Global Diversity of Distance Education

    OpenAIRE

    2001-01-01

    In a panel presentation at the recent International Council for Open and Distance Education (ICDE) world conference in Dusseldorf, Germany, I had the opportunity to explain the unique role and mission of International Review of Research in Open and Distance Learning (IRRODL) vis – vis our more established sister journals: Open Praxis, Open Learning, Journal of Distance Education, Distance Education, and American Journal of Distance Education. Although all of these journals share a common comm...

  15. Support Services for Distance Education

    Directory of Open Access Journals (Sweden)

    Sandra Frieden

    1999-01-01

    Full Text Available The creation and operation of a distance education support infrastructure requires the collaboration of virtually all administrative departments whose activities deal with students and faculty, and all participating academic departments. Implementation can build on where the institution is and design service-oriented strategies that strengthen institutional support and commitment. Issues to address include planning, faculty issues and concerns, policies and guidelines, approval processes, scheduling, training, publicity, information-line operations, informational materials, orientation and registration processes, class coordination and support, testing, evaluations, receive site management, partnerships, budgets, staffing, library and e-mail support, and different delivery modes (microwave, compressed video, radio, satellite, public television/cable, video tape and online. The process is ongoing and increasingly participative as various groups on campus begin to get involved with distance education activities. The distance education unit must continuously examine and revise its processes and procedures to maintain the academic integrity and service excellence of its programs. It’s a daunting prospect to revise the way things have been done for many years, but each department has an opportunity to respond to new ways of serving and reaching students.

  16. Teaching K-12 Students to Combat Obesity

    Science.gov (United States)

    Wallhead, Tristan

    2007-01-01

    Physical education is one of the most viable intervention programs to reach overweight and obese children. Since physical activity habits developed early in life are more likely to persist into adulthood, it is important for K-12 physical educators to teach the skills, knowledge, and attitudes that will motivate students to become more active. Two…

  17. DISTANCE EDUCATION POTENTIAL FOR A CANADIAN RURAL ISLAND COMMUNITY

    Directory of Open Access Journals (Sweden)

    Tom JONES

    2009-04-01

    Full Text Available The purpose of the study was to investigate the potential impact of distance education on a small, rural, Canadian island community. Presently, the population of small, rural island communities on the west coast of Canada are facing numerous challenges to retain and to attract permanent residents and families and to provide support and direction for those residents who wish to pursue K-12 accreditation, post-secondary education, vocational/trades training and up-grading or life-long learning. A unique set of considerations confront many of these isolated communities if they wish to engage in distance education and training. This set ranges from internet access to excessive travel by secondary students to the lack of centralized facility. For this study, a group of 48 participants were interviewed to determine their perceptions of the potential for distance education to impact on the community's educational, both academic and vocational, life-long learning and economic needs. The results indicated that there were four general areas of purported benefit: academic advancement, an improved quality of life, support for young families and a stabilizing affect on the local economy. Suggestions for the implementation of a suitable distance education resource are noted.

  18. Advancing climate literacy in Idaho K-12 schools using STEM education approaches, open source electronics, and Maker culture as vehicles for teacher training

    Science.gov (United States)

    Flores, A. N.; Gelb, L.; Watson, K. A.; Steimke, A.; Chang, C.; Busche, C.; Breidenbach, J.

    2016-12-01

    A climate literate citizenry is essential to the long-term success of climate change adaptation and to enhancing resilience of communities to climate change impacts. In support of a National Science Foundation CAREER award, we developed a teacher training workshop on a project that engages students in creating functioning, low-cost weather stations using open source electronics. The workshop aims to improve climate literacy among K-12 students while providing an authentic opportunity to acquire and hone STEM skills. Each station measures temperature, humidity, barometric pressure, light level, soil moisture, and precipitation occurrence. Our day-long workshop focuses on three elements: (1) providing context on the scientific importance of climate observation, (2) equipping teachers with technical skills needed to assemble and use a station from provided components, and (3) highlighting relevant educational standards met by the weather station activities. The workshop was attended by twelve 4th-9th grade teachers from southwest Idaho, all of whom teach at rural and/or Title I schools. Attendees reported having minimal or no previous experience with open source electronics, but all were able to effectively use their weather station with less than two hours of hands-on training. In written and oral post-workshop reflections teachers expressed a strong desire to integrate these activities into classrooms, but also revealed barriers associated with rigid curricular constraints and risk-averse administrators. Continued evolution of the workshop will focus on: (1) extending the duration and exploratory depth of the workshop, (2) refining pre- and post-assessments and performing longitudinal monitoring of teacher participants to measure short- and long-term efficacy of the workshop, and (3) partnering with colleagues to engage school district administrators in dialog on how to integrate authentic activities like this one into K-12 curriculum.

  19. Perspectives of Research on Distance Education.

    Science.gov (United States)

    Holmberg, Borje

    The history of research on distance education was studied. Major research done on distance education in such diverse areas as the United States, Venezuela, and Europe was analyzed. It was discovered that the earliest attempts to develop theories of distance education were mainly concerned with identifying its very concept. Like most educational…

  20. Rough Way for Academics: Distance Education

    Science.gov (United States)

    Gursul, Fatih

    2010-01-01

    This study aims to compare the academics' perceptions about face to face and distance education, beside finding out the contributions of distance education to them, difficulties they experience in synchronous and asynchronous distance education environments and suggestions for possible solutions of the existing problems. The sample consists of 52…

  1. INCREASING ACHIEVEMENT AND HIGHER-EDUCATION REPRESENTATION OF UNDER-REPRESENTED GROUPS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS FIELDS: A REVIEW OF CURRENT K-12 INTERVENTION PROGRAMS.

    Science.gov (United States)

    Valla, Jeffrey M; Williams, Wendy M

    2012-01-01

    The under-representation of women and ethnic minorities in Science, Technology, Engineering, and Mathematics (STEM) education and professions has resulted in a loss of human capital for the US scientific workforce and spurred the development of myriad STEM educational intervention programs. Increased allocation of resources to such programs begs for a critical, prescriptive, evidence-based review that will enable researchers to develop optimal interventions and administrators to maximize investments. We begin by providing a theoretical backdrop for K-12 STEM programs by reviewing current data on under-representation and developmental research describing individual-level social factors undergirding these data. Next, we review prototypical designs of these programs, highlighting specific programs in the literature as examples of program structures and components currently in use. We then evaluate these interventions in terms of overall effectiveness, as a function of how well they address age-, ethnicity-, or gender-specific factors, suggesting improvements in program design based on these critiques. Finally, program evaluation methods are briefly reviewed and discussed in terms of how their empirical soundness can either enable or limit our ability to delineate effective program components. "Now more than ever, the nation's changing demographics demand that we include all of our citizens in science and engineering education and careers. For the U.S. to benefit from the diverse talents of all its citizens, we must grow the pipeline of qualified, underrepresented minority engineers and scientists to fill positions in industry and academia."-Irving P. McPhail..

  2. Bridging the Divide Between Climate and Global Change Science and Education of Public and K-12 Visitors at the National Center for Atmospheric Research

    Science.gov (United States)

    Foster, S. Q.; Johnson, R. M.; Carbone, L.; Munoz, R.; Eastburn, T.; Ammann, C.; Lu, G.; Richmond, A.; Committee, S.

    2004-12-01

    The study of climate and global change is an important on-going focus for scientists at the National Center for Atmospheric Research (NCAR). Programs overseen by the University Corporation for Atmospheric Research Office of Education and Outreach (UCAR-EO) help to translate NCAR's scientific programs, methodologies, and technologies and their societal benefits to over 80,000 visitors to the NCAR Mesa Laboratory each year, including about 10,000 K-12 students. This is currently accomplished through the implementation of an increasingly integrated system of exhibits, guided tours, an audiotour, programs for school groups, and a teachers' guide to the exhibits, which is currently in development. The Climate Discovery Exhibit unveiled in July 2003 and expanded in 2004 offers visitors visually engaging and informative text panels, graphics, artifacts, and interactives describing Sun-Earth connections, dynamic processes that contribute to and mediate climate change, and the Earth's climate history. The exhibit seeks to help visitors to understand why scientists model the global climate system and how information about past and current climate is used to validate models and build scenarios for Earth's future climate. Exhibit-viewers are challenged to ask questions and reflect upon decision making challenges while considering the roles various natural and human-induced factors play in shaping these predictions. With support from NASA and NCAR, a K-12 Teacher's Guide has been developed corresponding the Climate Discovery exhibit's sections addressing the Sun-Earth connection and past climates (the Little Ice Age, in particular). This presentation will review efforts to identify the challenges of communicating with the public and school groups about climate change, while also describing several successful strategies for utilizing visitor questionnaires and interviews to learn how to develop and refine educational resources that will target their interests, bolster their

  3. K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

    Science.gov (United States)

    Slattery, W.; Antonucci, C.; Myers, R. J.

    2013-12-01

    The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

  4. Transformation of Correspondence Education into Distance Education

    Directory of Open Access Journals (Sweden)

    Marjan Velej

    1997-12-01

    Full Text Available Since 1957 the Correspondence-Education Centre Univerzum has been involved in correspondence education, which - as a matter of principle - uses the written word as a basic and predorninam medium of instruction, ensuring a two­ directional communication between the teacher and the student. Following the world-wide trends in adult education, the institution has gradually updated its teaching methods by incorporating correspondence-consulting and correspondence-seminar methods. As a result of the forceful development of new technologies and media the written word has become only one among many media of instruction, replacing the concept of correspon­ dence education with that of distance education. Although the latter hasa num­ ber of advantages, it is rather difficult to implement. ln view of its role and in the interese of its own development, the Correspondence-Education Centre Univerzum is forced to effect the transition to distance education. In order to be able to effectively adopt new methods, extensive training has been organised for the teaching staff, the results of which are encouraging. They enable us to plan further changes and improvements of our methods of instruction.

  5. Modes of Production: Fordism and Distance Education.

    Science.gov (United States)

    Farnes, Nick

    1993-01-01

    Analyzes the historical development of economic and educational systems and considers the relationship between industrialization and distance education. Modes of production and stages of conventional and distance education development are described, and future possibilities of mass higher and continuing education through the use of computer-based…

  6. K-12 Bolsters Ties to Engineering

    Science.gov (United States)

    Robelen, Erik W.

    2013-01-01

    When science, technology, engineering and mathematics (STEM) education is discussed in the K-12 sphere, it often seems like shorthand for mathematics and science, with perhaps a nod to technology and even less, if any, real attention to engineering. But recent developments signal that the "e" in STEM may be gaining a firmer foothold at…

  7. WestEd Eisenhower Regional Consortium: Helping to Build a Presence for Science With Online Professional Development Opportunities for K-12 Educators

    Science.gov (United States)

    Rognier, E.

    2002-12-01

    The WestEd Eisenhower Regional Consortium (WERC) is in its third year of offering two Earth Systems Science On-line Graduate courses from IGES - one for High School teachers, and one for Middle School teachers. These high-quality courses support WERC's commitment to "supporting increased scientific and mathematical literacy among our nation's youth through services and other support aimed at enhancing the efforts of those who provide K-12 science and mathematics education." These courses also support our NSTA-sponsored "Building a Presence for Science" program in California, providing professional development opportunities to help achieve our vision of increased quantity and quality of science education statewide. Our students have included classroom teachers from upper elementary through high school, community college science teachers, and environmental science center staff who provide inservice for teachers. Educators from Hawaii to New Jersey have provided diverse personal experiences of Earth Systems Science events, and add richness to the online discussions. Students have consistently embraced the concept of a systems-based approach to science instruction, commenting on how these courses have forever changed their teaching practices and provided a successful means for engaging and involving their students in scientific inquiry. Through offering these online courses, we have learned valuable lessons about recruitment, retention, team-building, and facilitating discussions for classes with no "face to face" component. This format is both rich and challenging, with teammates from diverse geographic regions and timezones, with a variety of connectivity and accessibility issues. In this third year of offering the courses, we are pleased to have students taking their second course with us, wanting to continue learning content and stragtegies to improve their skills as science teachers.

  8. Audiences and Providers of Distance Education

    Science.gov (United States)

    Nazarinia Roy, R. Roudi; Schumm, Walter R.

    2011-01-01

    As noted by Moore (2007, xxiii), the fifth section of the second edition of the "Handbook of Distance Education" focused on "some of the main consumers and suppliers of distance education programs," including elementary and secondary education, community colleges, universities, the corporate sector, continuing professional…

  9. Distance Education Report, 2011-2012

    Science.gov (United States)

    California Community Colleges, Chancellor's Office, 2013

    2013-01-01

    This is a report on distance education in the California Community College. This is the seventh report to the California Community Colleges Board of Governors (BOG) per BOG Standing Order 409 (b) "that evaluates the effectiveness of distance education and education technology system wide and provides analysis of data demographically (by age,…

  10. New Strategy of the Distance Education

    Science.gov (United States)

    Bunyatova, Fatma Khanim; Salamov, Gulbala

    2014-01-01

    This article is dedicated to new strategy of distance education. The article deals with the possibilities of ICT (Information and Communication Technologies) in teaching specially distance education. In the article, ICT technological tools and their methods of application in educational process are looked over; discrepancy of intellectual…

  11. Elements of the Next Generation Science Standards' (NGSS) New Framework for K-12 Science Education aligned with STEM designed projects created by Kindergarten, 1st and 2nd grade students in a Reggio Emilio project approach setting

    Science.gov (United States)

    Facchini, Nicole

    This paper examines how elements of the Next Generation Science Standards' (NGSS) New Framework for K-12 Science Education standards (National Research Council 2011)---specifically the cross-cutting concept "cause and effect" are aligned with early childhood students' creation of projects of their choice. The study took place in a Reggio Emilio-inspired, K-12 school, in a multi-aged kindergarten, first and second grade classroom with 14 students. Students worked on their projects independently with the assistance of their peers and teachers. The students' projects and the alignment with the Next Generation Science Standards' New Framework were analyzed by using pre and post assessments, student interviews, and discourse analysis. Results indicate that elements of the New Framework for K-12 Science Education emerged through students' project presentation, particularly regarding the notion of "cause and effect". More specifically, results show that initially students perceived the relationship between "cause and effect" to be negative.

  12. Labour Market Theories and Distance Education I: Industrialization and Distance Education.

    Science.gov (United States)

    Rumble, Greville

    1995-01-01

    Addresses industrialization and distance education and how they relate to the modernist and postmodernist models of work, Fordism, neo-Fordism and post-Fordism. Concludes that not all distance education is industrialized; traditional education is not always a craft; and Fordism does not adequately explain the development of distance education.…

  13. Going the Distance with Online Education

    Science.gov (United States)

    Larreamendy-Joerns, Jorge; Leinhardt, Gaea

    2006-01-01

    This article charts the promissory notes and concerns related to college-level online education as reflected in the educational literature. It is argued that, to appreciate the potential and limitations of online education, we need to trace the issues that bind online education with distance education. The article reviews the history of distance…

  14. A Critique of the Brave New World of K-12

    Science.gov (United States)

    Salmani-Nodoushan, Mohammad Ali

    2008-01-01

    Over the past few decades has changed so rapidly that remote areas of the Earth are now inhabited by human beings. Technology has also developed and people can stay at home and have access to virtual schools. This has stimulated the need for K-12 education. K-12 education has emerged from the no-child-left-behind concerns of governments for…

  15. Three Generations of Distance Education Pedagogy

    Directory of Open Access Journals (Sweden)

    Terry Anderson

    2011-03-01

    Full Text Available This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000 with its focus on social, cognitive, and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education, the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content, context, and learning expectations.

  16. Classifying K-12 Blended Learning

    Science.gov (United States)

    Staker, Heather; Horn, Michael B.

    2012-01-01

    The growth of online learning in the K-12 sector is occurring both remotely through virtual schools and on campuses through blended learning. In emerging fields, definitions are important because they create a shared language that enables people to talk about the new phenomena. The blended-learning taxonomy and definitions presented in this paper…

  17. Distance Education for People with Visual Impairments

    Science.gov (United States)

    Liakou, Maria; Manousou, Evaggelia

    2015-01-01

    This paper studies the standards of higher Distance Education, focusing on the Hellenic Open University, for people who have visual impairments, so that it becomes fully accessible and thus helps reduce social exclusion. Specifically, it aims to study the operational context of Distance Education, the possibilities that modern technology provides…

  18. Investigating Distance Education Students' Study Skills

    Science.gov (United States)

    Poyraz, Cengiz

    2013-01-01

    Distance education, which is a planned way of teaching in which students and instructors are brought face to face in a classroom environment in several different ways by means of technology, has started to become widespread in many fields today. In distance education, students and instructors reside in different locations. Students can learn at…

  19. Applying Leadership Theories to Distance Education Leadership

    Science.gov (United States)

    Nworie, John

    2012-01-01

    The instructional delivery mode in distance education has been transitioning from the context of a physical classroom environment to a virtual learning environment or maintaining a hybrid of the two. However, most distance education programs in dual mode institutions are situated in traditional face-to-face instructional settings. Distance…

  20. Three Generations of Distance Education Pedagogy

    Science.gov (United States)

    Anderson, Terry; Dron, Jon

    2011-01-01

    This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist,…

  1. Applying Leadership Theories to Distance Education Leadership

    Science.gov (United States)

    Nworie, John

    2012-01-01

    The instructional delivery mode in distance education has been transitioning from the context of a physical classroom environment to a virtual learning environment or maintaining a hybrid of the two. However, most distance education programs in dual mode institutions are situated in traditional face-to-face instructional settings. Distance…

  2. Distance Education for People with Visual Impairments

    Science.gov (United States)

    Liakou, Maria; Manousou, Evaggelia

    2015-01-01

    This paper studies the standards of higher Distance Education, focusing on the Hellenic Open University, for people who have visual impairments, so that it becomes fully accessible and thus helps reduce social exclusion. Specifically, it aims to study the operational context of Distance Education, the possibilities that modern technology provides…

  3. Key Instructional Design Elements for Distance Education.

    Science.gov (United States)

    Zheng, Lihua; Smaldino, Sharon

    2003-01-01

    Suggests that distance education instructors need to understand and apply important instructional design elements in order to successfully fulfill their role as instructional designers. Reviews the most recent literature pertaining to designing instruction in distance education. Identifies some key instructional design elements for teaching at a…

  4. GLOBALIZATION, DISTANCE EDUCATION AND HEGEMONIC FUTURES

    Directory of Open Access Journals (Sweden)

    Glenn RUSSELL

    2007-10-01

    Full Text Available ABSTRACT Consideration of the place of theory in distance education suggests that existing definitions do not adequately account for economic, cultural and historical factors. The application of the notion of hegemonic valency to distance education highlights the ways in which tools, technological systems and online environments operate in predictable ways. Historically, the imperatives of market forces and social justice have displayed a tension that is continued in contemporary contexts including virtual learning environments. A characteristic of this tension can be seen in the forces and interactions associated with globalisation and technology. These forces, in association with others, have contributed to a null curriculum in which some alternatives open to distance education practitioners remain invisible. It is likely that this situation is further compounded by the difficulty of ascertaining what distance education practices are actually operating world-wide at any identifiable time. Available options for distance educators can be understood in terms of instrumental and interpersonal axes that can potentially indicate the relative consideration that can be given to these factors. This approach is suggested as one way to understand available options at a time when there has been an apparent increase in instrumental approaches to distance education at the expense of interpersonal approaches and issues of social justice. While this problem is of concern, it is more appropriate to reflect on the unintended consequences of distance education for society and identify them than it is to uncritically oppose globalisation and its adherents.

  5. Project Work in Networked Distance Education

    DEFF Research Database (Denmark)

    Knudsen, Morten; Helbo, Jan; Jensen, Lars Peter

    2000-01-01

    . As the experience since then has proven this to be a very successful innovation in higher education [1], it seems to be an obvious idea also to base our new distance educations on the project study form. Traditionally, however, distance education has been characterized by one-way communication and self......-study, whereas the project study form is based on collaboration and dialogue. Consequently, successful implementation of project work in distance education requires extensive utilisation of new information and communication technology. In this paper the experiences of project work in a new Master of Industrial...... Information Technology distance education is described. The program is offered through Open University, and the students have a BSc degree or equivalent and at least 2 years of relevant professional experience - and a full-time job. The students are assumed to study 20 hours per week, half of the time being...

  6. Transforming distance education curricula through distributive leadership

    Directory of Open Access Journals (Sweden)

    Mike Keppell

    2010-12-01

    Full Text Available This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education.

  7. Barriers to Communication in Distance Education

    Science.gov (United States)

    Berge, Zane L.

    2013-01-01

    To a large extent education can be thought of as a communication process among the participants. This article focuses on distance education, which has both the general communication processes that in-person education venues possess, and also communication specific to the technologies that mediate the teaching and learning taking place at a…

  8. Low Cost Distance Learning Strategies for Educators.

    Science.gov (United States)

    Fries, Bedelia; Monahan, Brian

    New technologies offer educators a lower cost, easier to access opportunity to use distance learning. The Internet, which has had a wide impact on education, has only recently become widely available and is much easier to navigate than in past years. Educational benefits for students using the Internet include learning materials posted on Internet…

  9. DISTANCE EDUCATION: MODERN TENDENCIES IN THE DEVELOPMENT OF LANGUAGE EDUCATION

    Directory of Open Access Journals (Sweden)

    Andrii O. Kravchenko

    2010-08-01

    Full Text Available This article deals with analyses of modern level of integration of distance education in Ukraine and around the world, it is performed the distance education in educational principles, perspective analyses of modern tendencies in development of language education is presented.

  10. Use of Educational Technology in Promoting Distance Education

    Science.gov (United States)

    Rashid, Muhammad; Elahi, Uzma

    2012-01-01

    Educational technology plays an important role in distance education system. By adapting new communication educational technologies in distance educational programmes their quality could be ensured. Instructions conducted through the use of technologies which significantly or completely eliminate the traditional face to face communication between…

  11. Distance Education at Silesian University of Technology

    Directory of Open Access Journals (Sweden)

    Piotr Klosowski

    2008-12-01

    Full Text Available This paper presents Distance Learning Platform used by Silesian University of Technology. Distance Learning Platform is based on modular object-oriented dynamic learning environment, represents LMS (Learning Management Systems technology, a software package designed to help educators create quality online courses. Currently on Distance Learning Platform at Silesian University of Technology are available over 520 online courses created for students of twelve University's faculties. Number of Distance Learning Platform users exceeds 12000. Distance Learning Platform works as typically asynchronous e-learning service, but in the future more synchronous e-learning services will be added. Distance Learning Platform has great potential to create a successful elearning experience by providing a plethora of excellent tools that can be used to enhance conventional classroom instruction, in hybrid courses, or any distance learning arrangements.

  12. Distance Education at Silesian University of Technology

    Directory of Open Access Journals (Sweden)

    Piotr Klosowski

    2008-12-01

    Full Text Available This paper presents Distance Learning Platform used by Silesian University of Technology. Distance Learning Platform is based on modular object-oriented dynamic learning environment, represents LMS (Learning Management Systems technology, a software package designed to help educators create quality online courses. Currently on Distance Learning Platform at Silesian University of Technology are available over 520 online courses created for students of twelve University's faculties. Number of Distance Learning Platform users exceeds 12000. Distance Learning Platform works as typically asynchronous e-learning service, but in the future more synchronous e-learning services will be added. Distance Learning Platform has great potential to create a successful elearning experience by providing a plethora of excellent tools that can be used to enhance conventional classroom instruction, in hybrid courses, or any distance learning arrangements.

  13. Distance Education in India Present and Future.

    Science.gov (United States)

    Datt, Ruddar

    Distance education is offered by 4 universities and 34 institutes/directorates in India. All open universities have been brought under the direction of the Indira Gandhi National Open University with regard to networking and determination of grants. The networking has avoided unnecessary duplication of course preparation costs. Distance education…

  14. Convergence of Distance Education and Conventional Learning ...

    African Journals Online (AJOL)

    Convergence of Distance Education and Conventional Learning: Innovations ... using various blended learning media including print, ICTs, electronic platforms, ... Admittedly, the blending of offline and online learning enhances significantly ...

  15. EXAMINING POLICY GUIDELINES FOR DISTANCE EDUCATION IN ...

    African Journals Online (AJOL)

    User

    The study reports a case of distance education policy in the Kwame Nkrumah University of Sci- ... used to obtain information from 21 purposively selected key informants in the University. Policy ... practice must contain values among which is.

  16. Professional development of distance education professionals ...

    African Journals Online (AJOL)

    Erna Kinsey

    profile of functions of ETD practitioners at distance education institutions. Firstly, the .... and studied to gain a clear understanding of existing practices at. TSA. ..... (NB: Assessment has been cited as an important function in the literature, but ...

  17. The Metamorphosis by K. (12)

    CERN Multimedia

    CERN Bulletin

    2012-01-01

    In the last issue of the Bulletin we reported on the first run of the new NA62 experiment. In this issue, we go behind the scenes to take a look at the production of the experiment's new kaon beam.   The start of the K12 beam line as seen during the installation of the shielding. 10-2, 10-3, 10-4, 10-5, 10-6 mbar… send in the protons! Since Thursday 1 November, the P42 beam line of the SPS has once again been sending protons to the beryllium target to produce the K12 kaon beam line eagerly awaited by the NA62 collaboration. This was no trivial matter! The first step was to clear the decks by dismantling the entire H10 beam line and NA60 experiment, as well as most of the NA48 experiment - representing some 1000 tonnes of equipment in total! Next came the complete renovation of the infrastructure, which dated back to 1979. The operation called on the expertise of virtually all branches of the EN and GS departments, as well as the Radiation Protection group: from ...

  18. [Panorama of nursing distance education in Brazil].

    Science.gov (United States)

    Rojo, Priscila Tagliaferro; Vieira, Sheila de Souza; Zem-Mascarenhas, Silvia Helena; Sandor, Elisane Regina; Vieira, Carla Roberta Sola de Paula

    2011-12-01

    The development of distance education is associated with the popularization and democratization of the accessibility to information and communication technologies. Nursing has been using this modality of education in both undergraduate and graduate courses, which has provided knowledge about other technologies, an easier accessibility, flexibility of time and space, and reduced costs. The objective of this study is map the national higher education distance nursing courses. This exploratory, descriptive study was developed by visiting governmental, non-governmental and institutional websites. Two undergraduate and nine graduate courses in nursing were found, which is considered to be a low number, considering that distance education is an appropriate pedagogical tool that permits to prepare a large number of nurses who are geographically dispersed and who do not have access to the conventional educational processes.

  19. Research in Distance Education: A Status Report

    Directory of Open Access Journals (Sweden)

    Farhad Saba

    2000-06-01

    Full Text Available Since the 1950s and expansion of social science research, distance education has been studied in comparison to face-to-face or classroom instruction. Although researchers continue to conduct comparative studies, their usefulness in revealing more information has diminished over the years; invariably, they have returned a “no significant difference” result between various forms of instruction. In recent years, researchers have moved beyond atheoretical, experimental comparative studies and have introduced new methods, such as discourse analysis, and in-depth interview of learners. These new methods overcome many methodological and theoretical limitations of the physical science view of distance education. These studies have further revealed the complexity of distance education, indicating the many variables involved in the concept. Starting with the core issue of instructional interaction and grounded on the theory of transactional distance, a new strand of research using methods related to systems dynamics, hierarchy and complexity theories, promises a more comprehensive understanding.

  20. Distance Learning for Community Education

    Science.gov (United States)

    Cook, Anthony A.

    2010-01-01

    This article takes a look at the influence of technology on curriculum and teaching. It specifically examines the new wave of available technology and the opportunity for schools to make inroads into community outreach by engaging new, technological learning methods. The relationship among community education, public school relations, and distance…

  1. Web Page Design in Distance Education

    Science.gov (United States)

    Isman, Aytekin; Dabaj, Fahme; Gumus, Agah; Altinay, Fahriye; Altinay, Zehra

    2004-01-01

    Distance education is contemporary process of the education. It facilitates fast, easy delivery of information with its concrete hardware and software tools. The development of high technology, internet and web-design delivering become impact of effective using as delivery system to the students. Within the global perspective, even the all work…

  2. Prerequisites for Persistence in Distance Education

    Science.gov (United States)

    Ekstrand, Britten

    2013-01-01

    In the last two decades, distance education has grown worldwide and is now established as a reliable educational method. Accompanying this development, questions about low rates of student persistence have come to interest governments, institutions, and university management. This article is based on an original local study at a university in…

  3. Prerequisites for Persistence in Distance Education

    Science.gov (United States)

    Ekstrand, Britten

    2013-01-01

    In the last two decades, distance education has grown worldwide and is now established as a reliable educational method. Accompanying this development, questions about low rates of student persistence have come to interest governments, institutions, and university management. This article is based on an original local study at a university in…

  4. Distance Education for Caribbean Social Studies Teachers.

    Science.gov (United States)

    Morris, Pam

    1991-01-01

    Outlines a distance education Certificate in Education program for teachers in the Commonwealth Caribbean, administered by the University of the West Indies in association with the University of London. Highlights the learning modules of the Teaching of Social Studies option. Examines student evaluation and explores problems that arise in…

  5. INVESTIGATING DISTANCE EDUCATION STUDENTS’ STUDY SKILLS

    Directory of Open Access Journals (Sweden)

    Cengiz POYRAZ

    2013-10-01

    Full Text Available Distance education, which is a planned way of teaching in which students and instructors are brought face to face in a classroom environment in several different ways by means of technology, has started to become widespread in many fields today. In distance education, students and instructors reside in different locations. Students can learn at their pace and control their learning path, content and load of what they have learned and evaluate it. However, they should adopt strategies for effective studying in order not to waste their time and efforts. Because study skills, motivation, time management, exam preparation and coping with exam stress have an impact on students’ success. In this context, distance education students’ study skills are foregrounded in today’s widespread use of distance education. In accordance with this, this study aims to investigate some variables which are influential on the dimensions of distance education students’ motivation, time management, exam preparation and coping with exam stress. A personal information form and the Study Skills scale were used for data collection. This study was designed in survey model and SPSS16.0 statistical package program was used for the statistical analyses of the research data. The research findings were discussed in line with the literature and some suggestions were presented for further research and researchers.

  6. Robotic laboratory for distance education

    Science.gov (United States)

    Luciano, Sarah C.; Kost, Alan R.

    2016-09-01

    This project involves the construction of a remote-controlled laboratory experiment that can be accessed by online students. The project addresses a need to provide a laboratory experience for students who are taking online courses to be able to provide an in-class experience. The chosen task for the remote user is an optical engineering experiment, specifically aligning a spatial filter. We instrument the physical laboratory set up in Tucson, AZ at the University of Arizona. The hardware in the spatial filter experiment is augmented by motors and cameras to allow the user to remotely control the hardware. The user interacts with a software on their computer, which communicates with a server via Internet connection to the host computer in the Optics Laboratory at the University of Arizona. Our final overall system is comprised of several subsystems. These are the optical experiment set-up, which is a spatial filter experiment; the mechanical subsystem, which interfaces the motors with the micrometers to move the optical hardware; the electrical subsystem, which allows for the electrical communications from the remote computer to the host computer to the hardware; and finally the software subsystem, which is the means by which messages are communicated throughout the system. The goal of the project is to convey as much of an in-lab experience as possible by allowing the user to directly manipulate hardware and receive visual feedback in real-time. Thus, the remote user is able to learn important concepts from this particular experiment and is able to connect theory to the physical world by actually seeing the outcome of a procedure. The latter is a learning experience that is often lost with distance learning and is one that this project hopes to provide.

  7. Distance Education Terms in Faculty Collective Bargaining Agreements

    Science.gov (United States)

    Delaney, Stephanie

    2009-01-01

    Distance education is expanding rapidly in higher education, with nearly all colleges and universities offering at least some courses in a distance education format. Still, teaching distance education courses is not a common expectation for faculty at hiring. The lack of faculty skilled in distance education makes it difficult for institutions to…

  8. Open and Distance Learning Today. Routledge Studies in Distance Education Series.

    Science.gov (United States)

    Lockwood, Fred, Ed.

    This book contains the following papers on open and distance learning today: "Preface" (Daniel); "Big Bang Theory in Distance Education" (Hawkridge); "Practical Agenda for Theorists of Distance Education" (Perraton); "Trends, Directions and Needs: A View from Developing Countries" (Koul); "American Distance Education" (Moore); "Creating the…

  9. Credibility Evaluation of Online Distance Education Websites

    Directory of Open Access Journals (Sweden)

    Khalid Al-Omar

    2016-12-01

    Full Text Available Web credibility is becoming a significant factor in increasing user satisfaction, trust, and loyalty. Web credibility is particularly important for people who cannot visit an institution for one reason or other and mostly depend on the website, such as online distance education students. Accordingly, universities and educational websites need to determine the types of credibility problems they have on their websites. However, far too little attention has been paid to providing detailed information regarding the types of specific credibility problems that could be found on university websites in general, and specifically, in the Kingdom of Saudi Arabia (KSA. The aim of this paper is to study and analyze the credibility of university websites that offer distance education courses in the KSA. A total of 12 universities in Saudi Arabia were considered, which include 11 affiliated and one private university. The analysis of the data represents the level of credibility of distance education websites. Results reveal that in Saudi Arabia, distance education websites are reliable, but violate basic credibility guidelines.

  10. COLLABORATIVE LEARNING PERSPECTIVE OF DISTANCE EDUCATION WITHOUT

    Directory of Open Access Journals (Sweden)

    Delaine Gibeli Viana

    2012-12-01

    Full Text Available INTRODUCTION: We propose to introduce collaborative learning as a teaching strategy resulting from social interactions and advancement of NTICs that, being in constant improvement is shown by the breakdown of complex paradigms that imposes involved in distance education. OBJECTIVE: To understand the socialization of knowledge leads us to a collaborative learning and distance education provides the knowledge socialization, without a perspective of distance education, in order to show the distance through the commitment and interface technology present in this mode, making a challenge for the educator effective the learning process. METHODOLOGY: This is a literature review of analytical and documentary form, of a qualitative nature. RESULT: with the new ICTs, the possibilities for learning in different contexts in virtual learning environments, raise questions about how to study it. Learning changes with the construction of knowledge that is dynamic and shared, enabling new forms of practice education, enhancing students' skills through cooperation and collaboration. Subjects that will lead us to reflect in this paper that underlie the subject enabling future research to be a constantly building and updating.

  11. The Landscape of Quality Assurance in Distance Education

    Science.gov (United States)

    Scull, W. Reed; Kendrick, David; Shearer, Rick; Offerman, Dana

    2011-01-01

    Distance education permeates the field of professional and continuing education to such an extent that quality assurance (QA) is a topic no distance educator or administrator should avoid. Quality assurance is an issue not just for continuing education but also for higher education generally. Given the disruptive impact of distance education and…

  12. Successes of a new NSF Research Experience for Teachers (RET): Water-Energy Education for the Next Generation (WE2NG) Empowers K-12 Educators to Train Our Future Scientists to Solve Critical STEM Issues

    Science.gov (United States)

    Blaine, A. C.; Martin, A. C.; Hogue, T. S.

    2016-12-01

    Colorado School of Mines (CSM) recently kicked-off a three year K-12 teacher training program with an inaugural six-week summer Research Experience for Teachers (RET). The WE2NG, or Water-Energy Education for the Next Generation program, hosted nine Colorado public school teachers, giving them content and tools to enhance curricula and STEM topics in the classroom. WE2NG is an NSF (National Science Foundation) RET program that seeks to advance public knowledge and dialogue on the water-energy nexus through integration of teachers, and ultimately their students, by infusing standards-based, active-learning lessons with cutting-edge research in the water-energy nexus. The teachers' experience begins with a six week summer program at CSM that consists of different activities collectively integrated to give participants a holistic understanding of STEM research from inception to actualization. Three days a week, the participants focus on integration into a mentor faculty's research projects concerning water and/or energy. During the other two days, participants benefit from research presentations and lab tours from participating faculty, technical workshops on interdisciplinary topics, interaction with industry via field trips and speakers, and professional collaborative STEM curriculum development training. However, the teachers' experience does not end with the summer program; WE2NG also establishes long-term collaborative relationships with the summer participants by providing classroom support throughout the academic year. Graduate and undergraduate students from CSM Centers on campus are paired with the teachers to provide significant, sustained support and act as liaisons throughout the academic year. This presentation will highlight successes and lessons learned during the first year of the program, including a summary of how collaboration between K-12 teachers, Mines faculty and industry leaders can radically impact STEM education in Colorado.

  13. Group Organized Project Work in Distance Education

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten; Jensen, Lars Peter

    2001-01-01

    Project organized problem based learning is a successful concept for on-campus education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work in a new...... Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. The main reasons are that the students...... must communicate electronically, and that they are under a fierce time strain, studying part time and typically with a full time job and a family. In this paper, the main problems experienced with group organized project work in distance education are described, and some possible solutions are listed...

  14. Group Organized Project Work in Distance Education

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten; Jensen, Lars Peter

    2001-01-01

    must communicate electronically, and that they are under a fierce time strain, studying part time and typically with a full time job and a family. In this paper, the main problems experienced with group organized project work in distance education are described, and some possible solutions are listed......Project organized problem based learning is a successful concept for on-campus education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work in a new...... Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. The main reasons are that the students...

  15. [Transdisciplinarity in distance education: a new paradigm in Nursing education].

    Science.gov (United States)

    Martins, Thaís Yamasaki de Campos; Ribeiro, Rita de Cássia; Prado, Cláudia

    2011-01-01

    This article aimed to reflect on the need of applying transdisciplinarity in distance education, since it presumes a new model, transition, change, and transformation. The goal of distance education is the supportive use in virtual and interactive learning environments, allowing the integration of multiple media tools, in an organized manner, to the production, interaction and knowledge socialization elaboration. In Brazil, nursing education has several experiences in using distance education with promising results, demonstrating good acceptance on the part of students and improvements on teaching-learning process.

  16. Distance Education as a Facilitator of Learning

    Science.gov (United States)

    Van Hook, Steven R.

    2008-01-01

    This article considers various learning theories, applied to three key transforming areas in adult education in general, and distance learning in particular: the andragogical issues, the technical issues, and the cultural issues. Cultural Dimension Indexes from Hofstede (1997) are appended. (Contains 1 chart.)

  17. Computer Literacy in a Distance Education System

    Science.gov (United States)

    Farajollahi, Mehran; Zandi, Bahman; Sarmadi, Mohamadreza; Keshavarz, Mohsen

    2015-01-01

    In a Distance Education (DE) system, students must be equipped with seven skills of computer (ICDL) usage. This paper aims at investigating the effect of a DE system on the computer literacy of Master of Arts students at Tehran University. The design of this study is quasi-experimental. Pre-test and post-test were used in both control and…

  18. Instructional Models Effective in Distance Education.

    Science.gov (United States)

    Jackman, Diane H.; Swan, Michael K.

    The purpose of this study was to identify which instructional models based on the framework of Joyce, Weil, and Showers, could be used effectively in distance education over the Interactive Video Network (IVN) system in North Dakota. Instructional models have been organized into families such as Information Processing, Social, Personal, and…

  19. The "Dissertation Marathon" in Doctoral Distance Education

    Science.gov (United States)

    Tweedie, M. Gregory; Clark, Sheila; Johnson, Robert C.; Kay, D. William

    2013-01-01

    Participation in "communities of practice" is often depicted as a central feature of various theoretical understandings of the social nature of learning. How are such communities of practice to be enacted in distance education, which, by definition, implies spatial detachment? This article reflects on the dimensions of communities of…

  20. The Impact of Distance Education on Libraries

    OpenAIRE

    2009-01-01

    Technological advances and the Internet have radically changed the way people learn, live, and grow. In higher education, libraries have been challenged to look at how to serve people not only locally but at a distance. At Asbury Theological Seminary these changes have revolved around three issues: providing the same resources online, information literacy, and the importance of collaboration.

  1. Learning Styles and Satisfaction in Distance Education

    Science.gov (United States)

    Wu, Darren C.

    2014-01-01

    Although complex, controversial, and contradicting, learning styles is highly influential. Distance education (DE) has experienced tremendous growth in the last few decades. The popularity of learning styles and DE necessitates research. This correlational research study was conducted to determine if there is any evidence to incorporate learning…

  2. Development of Distance Education in Mauritius

    Science.gov (United States)

    Dhurbarrylall, Roshun

    2005-01-01

    Correspondence institutions in United Kingdom and South Africa have enrolled Mauritian students in various courses and programs at different levels for more than 50 years. The institutionalization of second-generation distance education (DE) using print and audiovisual media had modest beginnings with the inception of the Mauritius College of the…

  3. USE OF EDUCATIONAL TECHNOLOGY IN PROMOTING DISTANCE EDUCATION

    Directory of Open Access Journals (Sweden)

    Muhammad RASHID

    2012-01-01

    Full Text Available Educational technology plays an important role in distance education system. By adapting new communication educational technologies in distance educational programmes their quality could be ensured. Instructions conducted through the use of technologies which significantly or completely eliminate the traditional face to face communication between teacher and students lead to distance education. Now a days, media such as computer, artificial satellites, digital libraries, telephones, radio and television broadcasting and other technologies are presenting their potential for the purpose. Audio, video and print materials provide the base while internet is becoming cheap, fast and effective medium. Immense resources are already available on the web. In addition, technology is rushing to bring in revolution in the filed of distance education. So in future, positive changes can be apprehended.

  4. Strategies for Maintaining Quality in Distance Higher Education

    OpenAIRE

    2015-01-01

    The current paper was produced with the purpose of suggesting strategies for bringing quality in distance education programs at higher education level. In recent times distance education is becoming an indispensable part of education system globally. Every institution is trying to offer their educational course through general as well through distance education means in order to make market for its programs. There is need to introduce quality distance education programs. It can be done throug...

  5. Distance Education with a Computerized Astronomy Laboratory

    Science.gov (United States)

    Connors, Martin

    1992-12-01

    Distance Education is the presentation of an educational curriculum through self-study materials supplemented by regular contact with an instructor. As such it is suitable for offering educational opportunities to students in widely dispersed locations typical of Canada. Since 1989 Athabasca University has offered Science 280, Introduction to Astronomy and Astrophysics, as a broad introduction to Astronomy at a pre-calculus level. The course includes a computer-based laboratory (observing simulation) set done in students' homes. The laboratory allows simulation of naked eye astronomical observations, starting with the motions of the sun and moon. The logical jump to motions not apparently centered on Earth (planetary retrograde motion and periods) seems to present difficulty to students. Stellar proper motions are made observable by the use of long observing intervals of up to 30000 years. The distribution of nearby stars in space is studied through use of stellar color and the assumption that all stars are on the Main Sequence. The erroneous results which this engenders are not recognized as such by most students, who happily submit reports with red stars at .02 parsec distance. Star counts enable rough determination of Galactic structure. Widespread availability of PC-compatible computers has enabled distance education to bring astronomical education, including an 'observational' component, to Canadians who otherwise would not have access to it.

  6. TRENDS TOWARDS DISTANCE EDUCATION OF NURSING EDUCATION IN TURKEY

    Directory of Open Access Journals (Sweden)

    Emine SENYUVA

    2011-10-01

    Full Text Available The contemporary world, developments, changes, transformations, globalization, information and communication technologies developments, diversification of the educational environment and life-long education to become compulsory in education, learning-teaching process efficiency and effectiveness in their discussion raises, while the educational technology, the concept was put forward. With the concept of educational technology and communication technologies bigi be used effectively in the field of education has become compulsory. Next to this case, the individual's formal education at any time and anywhere access to educational programs that allow participation distance education has led to the need to. In today’s world rapidly changing, evolving and increasingly complex area of a state health care services, nursing education from the issuing institution, advanced human and professional members of the advanced characteristics and has adopted the lifelong development of nurses are required to have graduated. Resources in this direction was examined, the distance education of nurses after graduation various vocational courses, certificate programs until completion and graduate degree (master and PhD education in maintaining the successful results to indicate. Therefore, distance education, nursing education to university level upgrade accelerated nursing education experienced in the quality-quantity to the solution of the problem, the continuity of nursing education and contribute to the professional will provide a large group of educational opportunities will be taken into consideration must be considered and appropriate studies, arrangements should be made.

  7. Perceived Quality Dimensions in Distance Education: Excerpts from Student Experiences

    Science.gov (United States)

    Thapliyal, Upasna

    2014-01-01

    Distance education by its nature differs from the regular mode of higher education. A viable option for providing access to higher education for students who cannot attend traditional, on-campus courses, distance education, often gets a tag of being sedentary. This puts into question the qualitative aspect of the distance education courses.…

  8. A Case Study of How an Online Course Influenced Rural South Dakota K-12 Educators' Understanding and Interactions with Students in Poverty

    Science.gov (United States)

    O'Doan, Debra

    2012-01-01

    Poverty has an effect on students, schools, and communities. Issues surrounding poverty interweave with education which affects student achievement. When educational development is not maximized, society pays the price in the forms of public health, crime, incarceration, resources, community involvement, and decisions made in the community.…

  9. A Case Study of How an Online Course Influenced Rural South Dakota K-12 Educators' Understanding and Interactions with Students in Poverty

    Science.gov (United States)

    O'Doan, Debra

    2012-01-01

    Poverty has an effect on students, schools, and communities. Issues surrounding poverty interweave with education which affects student achievement. When educational development is not maximized, society pays the price in the forms of public health, crime, incarceration, resources, community involvement, and decisions made in the community.…

  10. A Case Study of How an Online Course Influenced Rural South Dakota K-12 Educators' Understanding and Interactions with Students in Poverty

    Science.gov (United States)

    O'Doan, Debra

    2012-01-01

    Poverty has an effect on students, schools, and communities. Issues surrounding poverty interweave with education which affects student achievement. When educational development is not maximized, society pays the price in the forms of public health, crime, incarceration, resources, community involvement, and decisions made in the community.…

  11. Issues in the Education of TESOL Teachers by Distance Education

    Science.gov (United States)

    Hall, David; Knox, John

    2009-01-01

    Language teacher education by distance (LTED) has become a widespread and important practice in the preservice and in-service education of teachers, and in language education internationally. The advent of the Internet has combined with developments in other information communication technologies, the globalisation of English, and the…

  12. Issues in the Education of TESOL Teachers by Distance Education

    Science.gov (United States)

    Hall, David; Knox, John

    2009-01-01

    Language teacher education by distance (LTED) has become a widespread and important practice in the preservice and in-service education of teachers, and in language education internationally. The advent of the Internet has combined with developments in other information communication technologies, the globalisation of English, and the…

  13. Synchronous Video Communication for Distance Education: The Educators' Perspective

    Science.gov (United States)

    Themelis, Chryssoula

    2014-01-01

    The paper reports on the experienced educator perspective regarding human-to-human connection in distance education. The research questions aimed to fill gaps in the existing research literature, to investigate the role of the educator, to discover how learning and subject content are affected by contextual factors, to find out if it enhances the…

  14. What kind of education is not distance education?

    Directory of Open Access Journals (Sweden)

    Marcos Adegas de Azambuja

    2010-03-01

    Full Text Available The present work results from critical reflections about educational practices influenced by Information Technology (IT, in particular those which constitute the learning method known as Distance Education (DE. My purpose is both to problematize and to discuss how new understandings of space-time inspired by IT and its social effects are expressed in the production of subjectivities as result of DE practices. These problematizations are created using the conceptual tool distance, which gains visibility with the rise of this educational method in various time and places in instructor relationships. Our main focus moves beyond looking at distance in the spatial or geographical sense that IT sustains, to view distance as (temporal duration, posing questions about time in relation to learning. We will attempt to understand the transition taking place as distance no longer occurs in space. The learning process happens in time, time which is now divorced from movement.

  15. TEACHER EDUCATION FOR DISTANCE LEARNING BASED SPECIAL EDUCATION IN PAKISTAN

    Directory of Open Access Journals (Sweden)

    Tanzila NABEEL

    2009-01-01

    Full Text Available Special education is a mode of education in which specially designed instruction material and environment is required to meet the diverse requirements of children with special needs. In Pakistan, Open University (AIOU exclusively initiated a program for teacher preparation for Special Children through distance learning. This was a unique program of its kind with no precedence of defined services for Special Teachers’ Preparation. Dept of Special Education AIOU - through Distance learning system, offers study/training at graduate, masters and Ph. D. levels. Teachers are prepared in 6 specialized areas of Visual Impairment, Physical Disabilities, Hearing Impairment, Intellectual Disability, Learning Disability and Inclusive Education. The Open University has a well established regional network, outreach system providing educational counseling and guiding services to its students. University has 32 regional campuses with 86 part-time regional coordinating officers throughout the country for providing assistance to the Regional campuses. Over 900 study centers are established during the semester and are managed through the university’s regional campuses. Each student is assigned to a tutor who is a subject specialist. To maintain consistency of on and off campus observations, University faculty conducts reliability observations with adjunct Supervisors. Their professional growth impacts the quality of the teaching cadre. It was for the first time in the history of teacher training institutes of Pakistan that a teacher training program at Masters Level in the area of Special Education was offered through distance education. This paper gives the experiences, methodology and successes as outcome of the Distance- learning Special-Educator Program in Pakistan. Also highlighted is the Special Teacher Preparation Model through Distance Education System. Increased program completion rates support the fact that Open University faculty have become better

  16. Examining the Place of Geography in the American Social Studies Curriculum and the Efforts toward an Effective Teacher Education in K-12 Geography

    Directory of Open Access Journals (Sweden)

    Cemalettin AYAS

    2008-12-01

    Full Text Available This paper primarily focuses on locating geography education in the American secondary social studies curriculum, and then examines the American teacher education in geography. Therefore, the paper first defines the common ground between social studies and geography, followed by a discussion regarding how geography as a school subject fits in to the social studies curriculum. It next analyzes the American experience in preparing pre- and in-service geography and/or social studies teachers as there have been quite efforts to that end due to the widespread “geographic illiteracy” in the American schools. As a result, the current paper attempts to provide the interested audience with a general perspective concerning the place of geography education in the American schools, and suggests a comprehensive teacher education model based on the related literature investigated

  17. K-12 Teaching and Physics Enrollment

    CERN Document Server

    Masood, Samina S

    2014-01-01

    We have collected and analyzed the relevant data from public schools in greater Houston area of Texas. Based and analyzed. Since the data is only limited to a few school, we are still working on getting more data so that we can compare and contrast the results adequately and understand the core of the enrollment issue at the national level. However, based on the raw data and partial analysis, we propose a few recommendations towards the improvement of science education in Texas Schools, in general, and greater Houston area schools in particular. Our results indicate that the quality of science education can be improved significantly if we focus on the improvement of high school education or even intermediate schools when students are first time exposed to science in a little technical way. Simply organizing teacher training programs at K-12 level as school education plays a pivotal role in the decrease in physics enrollment at the higher level. Similar analysis can actually be generalized to other states to f...

  18. Satellite Communication and Long Distance Education

    Directory of Open Access Journals (Sweden)

    Hafied Cangara

    2016-02-01

    Full Text Available Since Indonesia introduced communication satellite for telecommunication network, the satellite has brought a number of advantages for national development in various areas, such as telephone network, mass media development, business, education, politics, security and national defence as well as regional and international cooperation. In education, satellite communication could be used for long-distance learning as implemented by 13 state universities in eastern parts of Indonesia. It is also possible to develop the Open University System in teaching and learning process, particularly since the internet technology has been intensively used

  19. THE EPISTEMOLOGICAL BELIEFS OF DISTANCE EDUCATION STUDENTS

    Directory of Open Access Journals (Sweden)

    Meral GUVEN

    2009-07-01

    Full Text Available The researchers have mostly emphasized the epistemological beliefs which were considered as significant in learning process along with the desire to reveal the nature of learning. Epistemological belief is defined as the “individuals’ subjective beliefs about what information means and how knowing and learning occur”. It is a fact that the teachers’ epistemological beliefs have important effect on the students’ learning process. Teachers are the models for the students with both their patterns of behavior and learning approaches. The aim of this study was to determine the epistemological beliefs of the students attending to pre-school education and English language teaching departments in distance education, besides it was attempted to investigate these beliefs in terms of certain variables, namely, gender, department and grade that the students attend, and their academic achievement level, lastly the education level of their parents. The study was conducted through a descriptive method and 697 pre-service teachers composed the sampling of the study. To collect data, “Epistemological Belief Scale”, which was developed by Schommer (1990 and adapted to Turkish by Deryakulu and Büyüköztürk (2002, was used. As a result, it was obtained that the epistemological beliefs of the students in distance education developed at low level. Additionally, it was found that the epistemological beliefs of the pre-service teachers differed in terms of gender, department, grade, academic achievement, education level of parents.

  20. Planning and Delivering Instruction with Increasing Class Sizes in Educational Administration Program Coursework: Modeling Leadership Skills for New Professors Transitioning from K-12 Administration

    Science.gov (United States)

    Stebbins, Gary

    2009-01-01

    Increased class sizes and advising responsibilities are the new realities in California's graduate programs of Educational Administration. In order to effectively meet new challenges, professors must make adjustments in venue, plan meticulously, utilize technology, distribute leadership, and implement alternative grading systems. This is a…

  1. The New 3 E's of Education: Enabled, Engaged, Empowered--How Today's Students Are Leveraging Emerging Technologies for Learning. Speak Up 2010 National Findings: K-12 Students & Parents

    Science.gov (United States)

    Project Tomorrow, 2011

    2011-01-01

    For the past eight years, the Speak Up National Research Project has endeavored to stimulate new discussions around these kinds of questions and to provide a context to help education, parent, policy and business leaders think beyond today and envision tomorrow. This report is the first in a two part series to document the key national findings…

  2. Media Literacy, Social Networking, and the Web 2.0 Environment for the K-12 Educator. Minding the Media: Critical Issues for Learning and Teaching. Volume 4

    Science.gov (United States)

    de Abreu, Belinha S.

    2011-01-01

    This book, a resource for educators, uses the theme of media literacy as a lens through which to view and discuss social networking and Web 2.0 environments. There is ongoing and positive research on the participatory culture created by youth who are heavily involved in the new digital technologies, yet schools tend to avoid these mediums for fear…

  3. Evaluation of the Skills of K-12 Students Regarding the National Educational Technology Standards for Students (NETS*S) in Turkey

    Science.gov (United States)

    Kurt, Adile Askim; Çoklar, Ahmet Naci; Kiliçer, Kerem; Yildirim, Yusuf

    2008-01-01

    The goal of teaching technology used in every field of daily life as well as in every stage of education, is to have individuals acquire the necessary skills in technology use. In this era, these skills are among the essentials for individuals to discover the world with the help of technology. This study was carried out on students who completed…

  4. K-12 Marketplace Sees Major Flow of Venture Capital

    Science.gov (United States)

    Ash, Katie

    2012-01-01

    The flow of venture capital into the K-12 education market has exploded over the past year, reaching its highest transaction values in a decade in 2011, industry observers say. They attribute that rise to such factors as a heightened interest in educational technology; the decreasing cost of electronic devices such as tablet computers, laptops,…

  5. ACTS for distance education in developing countries

    Science.gov (United States)

    Kalu, A; Ventre, G.

    1995-01-01

    The need for electrical energy supply in the rural communities of developing countries has been well documented. Equally well known is the potential for photovoltaic in cost effectively meeting this need. A major impediment to fulfilling the need is the lack of indigenous personnel with a knowledgeof photovoltaic systems, and the associated infrastructure required to implement project. Various delivery schemes for providing the needed training to developing countries personnel have been investigated. Various train methods and programs that have been employed to remedy the problem have had significant drawbacks in terms of cost, consistency, impact, reach, and sustainability. The hypothesis to be tested in this project posits that satellite-based distance education using ACTS technologies can overcome these impediments. The purpose of the project is to investigate the applicability of the ACTS satellite in providing distance education in photovoltaic systems to developing countries and rural communities. An evaluation of the cost effectiveness of using ACTS unique technologies to overcome identified problems shall be done. The limitations of ACTS in surmounting distance education problems in developing countries shall be investigated. This project will, furthermore, provide training to Savannah State College faculty in photovoltaic (PV) systems and in distance education configurations and models. It will also produce training materials adequate for use in PV training programs via distance education. Savannah State College will, as a consequence become well equipped to play a leading role in the training of minority populations in photovoltaic systems and other renewables through its Center for Advanced Water Technology and Energy Systems. This communication provides the project outline including the specific issues that will be investigated during the project. Also presented i the project design which covers the participations of the various components of a network

  6. Distance Education: Collective learnings on a trajectory

    Directory of Open Access Journals (Sweden)

    Monica Carapeços Arriada

    2008-07-01

    Full Text Available In this study we present the results of a set of research action, carried through by a multispecialty team, who seeked to organize and configure mechanisms, tools, and methodologies for a differentiated education proposal, based in the web. As result, besides a methodology to prepare courses, a first version of a Learning Virtual Environment was structuralized and publicized. The objective was to make distance education experiences feasible, to be validated by the educators under formation themselves, carrying out the preparation and offer of undergraduate disciplines. Therefore, the teacher is capable of experiencing the logic inside the different technologies with their specific characteristics, e.g. synchronous (chats or asynchronous (forums tools of communication, that enable the characterization of the pedagogical dialog between pupils (male and female. Constructed on the basis of the democratic principles of a Communitarian Institution, that considers the development of knowledge as a collective construction based on dialog and cooperation, the accomplishment of this experience allows a glimpse the scenario of insertion of the different social actors in the proposals of Distance Education.

  7. K-12 Teacher Professional Development

    Science.gov (United States)

    Hemenway, Mary Kay

    2013-06-01

    For many school subjects, teachers enlist in professional development activities to fulfill certification requirements to update themselves on recent developments in their field. For astronomy, in addition to certification, many teachers need to acquire basic knowledge and skills since their background is often deficient. Thus, a main goal of professional development workshops is to enhance the knowledge base of the participants. But their needs go beyond what can be acquired in a book or lecture. In response to guidelines of the National Science Education Standards (1996), the participants should actively investigate phenomena and interpret results, be introduced to resources that expand their knowledge, build on their current understanding, and incorporate reflection on the process and outcomes of understanding science through inquiry. Examples of how these elements are incorporated into workshops that emphasize activities and teacher-to-teacher interaction over lecture are offered in this presentation. Setting realistic goals for workshops of different lengths (from one day to one month) and evaluating the results are also components of teacher professional development.

  8. Laboratory Earth Under the Lens: Diachronic Evaluation of an Integrated Graduate-Level On-Line Earth System Science Course Series for K-12 Educators

    Science.gov (United States)

    Low, R.; Gosselin, D. C.; Haney, C.; Larson-Miller, C.; Bonnstetter, R.; Mandryk, C.

    2012-12-01

    Educational research strives to identify the pedagogies that promote student learning. However, the body of research identifying the characteristics of effective teacher preparation is "least strong for science," and is largely based on studies of the effectiveness of individual courses or workshops (NRC 2010). The National Research Council's "Preparing Teachers: Building Evidence for Strong Policy," (2010) provides a mandate for teacher education providers to conduct research on program-scale effectiveness. The high priority research agenda identified by the NRC is expected to elicit understanding of the aspects of teacher preparation that critically impact classroom student learning outcomes. The Laboratory Lens project is designed to identify effective practices in a teacher education program, with specific reference to the content domain of Earth science. Now in its fifth year, the Masters of Applied Science (MAS) program at UNL offers a variety of science courses, ranging from entomology to food science. The six-course Lab Earth series serves as the backbone of the Specialization for Science Educators within the MAS program, and provides comprehensive content coverage of all Earth science topics identified in the AAAS Benchmarks. "How People Learn," (NRC 2009) emphasizes that expert knowledge includes not only factual knowledge, but also the well-developed conceptual framework critical to the ability to, "remember, reason, and solve problems." A focus of our research is to document the process by which the transition from novice to expert takes place in Lab Earth's on-line teacher participants. A feature of our research design is the standardization of evaluation instruments across the six courses. We have used data derived from implementation of the Community of Inquiry Survey (COI) in pilot offerings to ensure that the course sequence is effective in developing a community of learners, while developing their content knowledge. A pre- and post- course

  9. Student Retention in Distance Education: Are We Failing Our Students?

    Science.gov (United States)

    Simpson, Ormond

    2013-01-01

    This paper brings together some data on student retention in distance education in the form of graduation rates at a sample of distance institutions. The paper suggests that there is a "distance education deficit" with many distance institutions having less than one-quarter of the graduation rates of conventional institutions. It looks…

  10. Educational Technology and Distance Supervision in Counselor Education

    Science.gov (United States)

    Carlisle, Robert Milton; Hays, Danica G.; Pribesh, Shana L.; Wood, Chris T.

    2017-01-01

    The authors used a nonexperimental descriptive design to examine the prevalence of distance supervision in counselor education programs, educational technology used in supervision, training on technology in supervision, and participants' (N = 673) perceptions of legal and ethical compliance. Program policies are recommended to guide the training…

  11. THE RELATION BETWEEN DISTANCE EDUCATION STUDENTS' MOTIVATION AND SATISFACTION

    National Research Council Canada - National Science Library

    GOULIMARIS, Dimitrios

    2015-01-01

    ... of the “Situational Motivation Scale” (SIMS) in the field of distance education, b) to investigate the correlation between the subscales of the motivation and satisfaction of students who attend distance education classes and c...

  12. Use of Distance Education in Dental Hygiene Programs.

    Science.gov (United States)

    Grimes, Ellen B.

    2002-01-01

    Surveyed dental hygiene programs to determine the prevalence of distance education use. Found that 22 percent have distance education, and that most were satisfied with it as an adequate alternative to traditional approaches. (EV)

  13. Nihithewak Ithiniwak, Nihithewatisiwin and science education: An exploratory narrative study examining Indigenous-based science education in K--12 classrooms from the perspectives of teachers in Woodlands Cree community contexts

    Science.gov (United States)

    Michell, Herman Jeremiah

    This study was guided by the following research questions: What do the stories of teachers in Nihithewak (Woodlands Cree) school contexts reveal about their experiences and tendencies towards cultural and linguistic-based pedagogical practices and actions in K-12 classrooms? How did these teachers come to teach this way? How do their beliefs and values from their experiences in science education and cultural heritage influence their teaching? Why do these teachers do what they do in their science classroom and instructional practices? The research explores Indigenous-based science education from the perspectives and experiences of science teachers in Nihithewak school contexts. Narrative methodology (Clandinin & Connelly, 2000) was used as a basis for collecting and analyzing data emerging from the research process. The results included thematic portraits and stories of science teaching that is connected to Nihithewak and Nihithewatisiwin (Woodlands Cree Way of Life). Major data sources included conversational interviews, out-of-class observations and occasional in-class observations, field notes, and a research journal. An interview guide with a set of open-ended and semi-structured questions was used to direct the interviews. My role as researcher included participation in storied conversations with ten selected volunteer teachers to document the underlying meanings behind the ways they teach science in Nihithewak contexts. This research is grounded in socio-cultural theory commonly used to support the examination and development of school science in Indigenous cultural contexts (Lemke, 2001; O'Loughlin, 1992). Socio-cultural theory is a framework that links education, language, literacy, and culture (Nieto, 2002). The research encapsulates a literature review that includes the history of Aboriginal education in Canada (Battiste & Barman, 1995; Kirkness, 1992; Perley, 1993), Indigenous-based science education (Cajete, 2000; Aikenhead, 2006a), multi

  14. Research Areas in Distance Education: A Delphi Study

    Science.gov (United States)

    Zawacki-Richter, Olaf

    2009-01-01

    This study had three purposes: Firstly, to develop a categorization of research areas in distance education; secondly, to identify the most important research areas in distance education; and thirdly, to identify the most neglected research areas in distance education. Based on a literature review and a Delphi study, three broad levels or…

  15. Distance Education Programs in Social Work: Current and Emerging Trends

    Science.gov (United States)

    Vernon, Robert; Vakalahi, Halaevalu; Pierce, Dean; Pittman-Munke, Peggy; Adkins, Lynn Frantz

    2009-01-01

    This article reports on current and emerging trends in the use of distance education technologies in social work education. Areas studied include the extent of distance education programs, curricular areas covered, technologies used, pedagogical approaches, intentions for degree-program development, sources of pressure to adopt distance education…

  16. Importance of Developing Community in Distance Education Courses

    Science.gov (United States)

    Moore, Robert L.

    2014-01-01

    The separation of student and instructor is the core characteristic of distance education (Simonson et al., 2012, p. 28), contributing to one of the biggest challenges to distance education-attrition (Dueber & Misanchuk, 2001, p. 2). By the very nature of distance education, students are different locations from one another and their…

  17. Blended Learning in Distance Education: Sri Lankan Perspective

    Science.gov (United States)

    Liyanagunawardena, T. R.; Adams, A. A.; Rassool, N.; Williams, S. A.

    2014-01-01

    The purpose of this paper is to explore the implementation of online learning in distance educational delivery at Yellow Fields University (pseudonymous) in Sri Lanka. The implementation of online distance education at the University included the use of blended learning. The policy initiative to introduce online for distance education in Sri Lanka…

  18. Strategies for Maintaining Quality in Distance Higher Education

    Science.gov (United States)

    Malik, Sufiana Khatoon

    2015-01-01

    The current paper was produced with the purpose of suggesting strategies for bringing quality in distance education programs at higher education level. In recent times distance education is becoming an indispensable part of education system globally. Every institution is trying to offer their educational course through general as well through…

  19. Video Analysis and Repackaging for Distance Education

    CERN Document Server

    Ram, A Ranjith

    2012-01-01

    This book presents various video processing methodologies that are useful for distance education. The motivation is to devise new multimedia technologies that are suitable for better representation of instructional videos by exploiting the temporal redundancies present in the original video. This solves many of the issues related to the memory and bandwidth limitation of lecture videos. The various methods described in the book focus on a key-frame based approach which is used to time shrink, repackage and retarget instructional videos. All the methods need a preprocessing step of shot detecti

  20. Trends and Issues in Distance Education: International Perspectives

    Directory of Open Access Journals (Sweden)

    Erhan EROGLU

    2006-04-01

    Full Text Available Trends and Issues in Distance Education: International Perspectives Edited by Yusra Laila Visser, Lya Visser, Michael Simonsın, & Ray Amirault, 2005, United States of America: Information Age Publishing, Inc. pp. 315. ISBN 1-59311-212-2 Reviewed by Dr. Erhan EROGLU Anadolu University Eskisehir, TURKEY In this book, the terms of “distance education” has been discussed from different perspectives. The term “distance education” conjures up in many minds the image of modern, computer-enabled technology that has blossomed in only the last twenty years. Many of the lessons learned over the last century of distance education research and practice have been implemented in a wide variety of distance education programs worldwide, from higher education online learning programs in the United States to rural, radio-based instructional programs in developing countries. Distance education is truly international discipline. While it is true that the term “distance education” has a universal definiton, local distance ducation experiences are often quite idiosyncratic. This idiosyncratic nature emerges from the need to integrate distance education within the constraints, oppurtunities, and realities of spesific cultural and geographic contexts. From these local distance education experiences, educators are developing new understandings of the broader field of distance education, including the trends and issues present in the field. ORGANIZATION OF THE SECTIONS This book has been organized by thematic content into four main sections. Each of these sections represents a unique level of analysis for trends and issues in distance education. Part I presents five distinct perspectives on the state of distance education and the trends and issues of the field. First perspective of five distinct perpectives is “a survey of progressive and conservative trends in education with implications for distance education practice.” Second perspective is

  1. Project Work in Networked Distance Education

    DEFF Research Database (Denmark)

    Knudsen, Morten; Helbo, Jan; Jensen, Lars Peter

    2000-01-01

    Problem oriented project work has been the foundation for the educational system at Aalborg University since its start 25 years ago. The duration of each student project is one semester, and the students spend half of their time working on the project in groups of typically 5-6 persons......-study, whereas the project study form is based on collaboration and dialogue. Consequently, successful implementation of project work in distance education requires extensive utilisation of new information and communication technology. In this paper the experiences of project work in a new Master of Industrial...... devoted to courses and the other half to project work. A computer conference system, LuvitÒ provides facilities for the courses, as well as structured synchronous and asynchronous communication. Eight times per year two-day seminars are held at the university for intensive lectures, project work...

  2. Combining Technologies to Deliver Distance Education

    Directory of Open Access Journals (Sweden)

    Vicki Freeman

    1999-01-01

    Full Text Available In 1997 a Health Resources and Services Administration (HRSA grant was awarded to the Department of Clinical Laboratory Sciences (CLS at The University of Texas Medical Branch - Galveston (UTMB for support of the Laboratory Education and Advancement Project (LEAP. The project entailed three primary objectives, targeting laboratory practitioners in rural and medically underserved areas of Texas for delivering a bachelor's degree, laboratory-intensive course of study via distance education. Several delivery mechanisms were utilized and evaluated for their effectiveness and friendliness to both the faculty and students. The authors discuss and describe the mechanisms utilized for delivery of courses, the advantages and disadvantages encountered with each mechanism, and subjective evaluation of the effectiveness of the courses. Also discussed are the lessons learned and plans for future development.

  3. Nebraska Science Standards: Grades K-12

    Science.gov (United States)

    Nebraska Department of Education, 2010

    2010-01-01

    This publication presents the Nebraska Science Standards for Grades K-12. The standards are presented according to the following grades: (1) Grades K-2; (2) Grades 3-5; (3) Grades 6-8; and (4) Grades 9-12.

  4. Best Practices in Administration of K-12 Dance Programs

    Science.gov (United States)

    Henneman, Suzanne E.

    2013-01-01

    The role of administering K-12 dance education programs is both exciting and invigorating. Being part of the decision-making process, problem solving with teams of colleagues, establishing routines and initiatives, creating "something from nothing," and watching programs grow is appealing to dance teachers as creative and critical…

  5. Teachers' Curriculum Guide to the Hayward Shoreline, K-12.

    Science.gov (United States)

    Bachle, Leo; And Others

    This teaching guide gives environmental education ideas for grades K-12. The field trips and activities all relate to the Hayward shoreline of the San Francisco, California, Bay. Included in the guide are 44 science activities, 15 social science activities, and 18 humanities activities. Each activity description gives the experience level, site…

  6. Best Practices in Administration of K-12 Dance Programs

    Science.gov (United States)

    Henneman, Suzanne E.

    2013-01-01

    The role of administering K-12 dance education programs is both exciting and invigorating. Being part of the decision-making process, problem solving with teams of colleagues, establishing routines and initiatives, creating "something from nothing," and watching programs grow is appealing to dance teachers as creative and critical…

  7. A primer on quality indicators of distance education.

    Science.gov (United States)

    Chaney, Beth H; Eddy, James M; Dorman, Steve M; Glessner, Linda L; Green, B Lee; Lara-Alecio, Rafael

    2009-04-01

    In the past decade, there has been an enormous growth of distance education courses and programs in higher education. The growth of distance education is particularly evident in the field of health education. However, the enormous potential of distance education is tempered by one overriding question: How does one ensure that distance education coursework and degrees are of high quality? To this end, the purpose of this study is twofold: to identify quality indicators of distance education and to provide implications of the identified quality indicators for health education researchers and practitioners. The results of the study reveal common benchmarks and quality indicators that all parties deem important in designing, implementing, and evaluating distance education courses and programs.

  8. Quality and Standards in Distance Education. Report to the National Distance Education Conference.

    Science.gov (United States)

    Nunan, Ted; Calvert, Jocelyn

    A study to examine quality and standards in distance education identified the elements of quality, indicators that would signify their achievement, and processes that foster the achievement of quality. It focused on perceptions of quality of particular stakeholders. Documentation provided by institutions showed that they define and determine what…

  9. Otto Peters on Distance Education: The Industrialization of Teaching and Learning. Routledge Studies in Distance Education.

    Science.gov (United States)

    Keegan, Desmond, Ed.

    This book contains new and previously published translations of 11 essays and articles about the industrialization of teaching and learning in distance education that were originally published in German by Otto Peters between 1965 and 1993. A "Preface" (Desmond Keegan) and an introduction placing Peters' writings in their historical context begin…

  10. Collaborative Distance Education: The Iowa Chemistry Education Alliance

    Science.gov (United States)

    Greenbowe, Thomas J.; Burke, K. A.

    1998-10-01

    The Iowa Chemistry Education Alliance is a consortium of four chemistry instructors from central Iowa high schools, several members of the Iowa State University faculty, and consultants from an Iowa Area Education Agency. The group was formed to develop a set of concept-oriented, problem-solving, multimedia curriculum modules that could be used collaboratively in a distance education environment. Students and teachers alike used Iowa's statewide two-way interactive fiber optic system, the Iowa Communications Network (ICN). The ICN connects Iowa's three public universities, community colleges, most private colleges, and most high schools. There are more than 400 classrooms connected to the ICN. This report provides an overview of how modern technology is used to engage teachers and students in collaborative distance education.

  11. LEARNING STYLES AND SATISFACTION IN DISTANCE EDUCATION

    Directory of Open Access Journals (Sweden)

    Darren C. WU

    2014-10-01

    Full Text Available Although complex, controversial, and contradicting, learning styles is highly influential. Distance education (DE has experienced tremendous growth in the last few decades. The popularity of learning styles and DE necessitates research. This correlational research study was conducted to determine if there is any evidence to incorporate learning styles in DE. The following is the research question for this study. Are students’ learning styles based on the visual, auditory, tactile model correlated to satisfaction of course format in an online undergraduate course? The participants of this study were students enrolled in three sections of the Contemporary Worldviews course at a private higher education institution (HEI. Learning styles were determined by a variant of the visual, auditory, read/write, and kinesthetic (VARK framework. Satisfaction of course format was determined from one composite question with responses based on a Likert scale. The response rate was 53.5%. Statistical analysis determined that learning styles was not correlated to satisfaction of course format in this current study. There are implications from this study that curriculum can be designed for a single course that leaves students highly satisfied. Educators should saturate DE courses with as much variance as feasible given technology and cost limitations to account for possible learning style differences.

  12. “SIMPLE Sciernce ”——基于图像的中小学简化科学教育数字图书馆%SIMPLE Science: Image-Based Learning Digital Library for K-12 Education

    Institute of Scientific and Technical Information of China (English)

    刘燕权; 王群

    2011-01-01

    SIMPLE Science is a digital library project aiming to "overcome barriers to mainstream use of image processing and analysis (IPA) in K-12 education''. It attempts to make IPA accessible and easy to use, provide extensive and updateable archives of imaging data, and design a pedagogical structure that supports national education standards for middle school education. The article provides an extended review on the comtruction and status of the digital library, including project background, resources organization, technological structures, service features, as well as comments and suggestions made by the authors.%SIMPLE Science是一个通过利用图像处理及分析技术(IPA)辅助青少年学习的数字图书馆,通过提供图片信息、教学计划、课程活动使得图像处理和分析能够作为一种学习工具得以使用,同时也为教育工作者在教学过程中使用图像信息提供便利条件.文章对该项目的建设及现状进行了综合性的评析,包括项目概述、数字资源及组织、技术特征、服务特点等.

  13. Performance evaluation of the distance education system with fuzzy logic

    Science.gov (United States)

    Armaǧan, Hamit; Yiǧit, Tuncay

    2017-07-01

    Distance education is a kind of education that brought together course advisor, student and educational materials in a different time and place through communicational technologies. In this educational system the success of education is directly related to audio, video and interaction. In this study, a model is created by using fuzzy logic with the success of distance education students and the components of distance education. This study is made by MATLAB fuzzy logic toolbox. Audio, video, educational technology, student achievement are used as parameters in the evaluation. System assessment is carried out depending on parameter.

  14. Relationship between Social Media and Academic Performance in Distance Education

    Science.gov (United States)

    Gupta, C. A. Pallavi; Singh, Bharti; Marwaha, Tushar

    2013-01-01

    The scope and method of imparting distance education to the learner has evolved over a period of time. Various models of distance education have been introduced over the years; the latest introduction is the use of Web 2.0 technologies to make distance learning more analytical, flexible, interactive, and collaborative for both the teacher and the…

  15. Distance education: the humanization of technology

    Science.gov (United States)

    Voelzke, Marcos Rincon; Rodrigues Ferreira, Orlando

    2015-08-01

    The Distance Education [DE] presents significant growth in graduates and postgraduates programs. Regarding this fact, new challenges arise and others must be considered, as the generation gap between digital immigrants and digital natives, the establishment of a population increasingly accustomed to Information and Communication Technologies [ICT] and teaching methodologies that should be used and developed. Vygotsky’s model of social interaction related to mediation can and should be used in DE, and concerning historical, social and cultural approaches affecting Brazilian reality, Paulo Freire is still up-to-date, integrating humanization into the use of ICT. This work only proceeds with analyses of these elements, being an excerpt of the master’s dissertation of one of the authors [Ferreira], under the guidance of another [Voelzke].

  16. DISTANCE EDUCATION FOR PEOPLE WITH VISUAL DEFICIENCY

    Directory of Open Access Journals (Sweden)

    Denise Gregory Trentin

    2013-07-01

    Full Text Available The present work had as basic objective, to analyze the isotropic ways used by students with Visuals deficiencies in the Distance Education. This analysis was relative to the conditions of accessibility in the Virtual Learning Environment, for the accomplishment of the course of Assistive Technology, offered for the Unesp of Presidente Prudente. To reach this objective, a analytical – exploratory type research was performed, by means of observation and application of questionnaires to one student, with blindness. This student was selected to participate of the fourth edition of the course, carried through in the year of 2011. The analysis of the use of the isotropic ways for the student with blindness was based on the theory of Vygotski and the concepts of the zone of proximal development and the social constructivism theory.

  17. Secondary Education at a Distance. IEC Broadsheets on Distance Learning No. 12.

    Science.gov (United States)

    Perraton, Hilary

    One of a series offering practical advice and information on distance teaching, this broadsheet focuses on the ways in which distance teaching can support, expand, and change secondary education. Traditional criticisms of secondary schools are examined, including their irrelevancy, inefficiency, and inequity. Issues of distance education…

  18. Secondary Education at a Distance. IEC Broadsheets on Distance Learning No. 12.

    Science.gov (United States)

    Perraton, Hilary

    One of a series offering practical advice and information on distance teaching, this broadsheet focuses on the ways in which distance teaching can support, expand, and change secondary education. Traditional criticisms of secondary schools are examined, including their irrelevancy, inefficiency, and inequity. Issues of distance education…

  19. Confronting Cost and Pricing Issues in Distance Education.

    Science.gov (United States)

    Taylor, Thomas H.; Parker, G. D., III; Tebeaux, Elizabeth

    2001-01-01

    Asserts that "the devil is in the details" when determining costs and prices for distance delivery of courses, and describes Texas A&M University's process of determining cost and price for distance education courses. (EV)

  20. Deciphering the Distance between Distance Education and Working Professionals in Difficult Geographies

    Science.gov (United States)

    Pandey, Jatin; Singh, Manjari

    2015-01-01

    This study investigates the factors that draw working professionals towards distance education programs, and the factors that sustain their distance education experience. The study is conducted in difficult terrains of Uttarakhand, a hilly state in India which helps us investigate the phenomenon in difficult geographies. Through interviews of ten…

  1. (On)line dancing: choosing an appropriate distance education partner.

    Science.gov (United States)

    Menn, Mindy; Don Chaney, J

    2014-05-01

    Online-delivered distance education is a burgeoning component of professional development and continuing education. Distance education programs allow individuals to learn in a different location and/or at a different time from fellow learners, thereby increasing the flexibility and number of learning options. Selecting the "right" program for personal development from the ever-growing body of online-delivered education is an individualized decision that can become an overwhelming and challenging process. This Tool presents four important definitions for navigating distance education program description materials and outlines a five-step process to assist in identifying an appropriate program for personal development. The five-step process includes key questions and points to consider while conducting a candid self-assessment, identifying and investigating distance education programs, and then compiling information, comparing programs, and prioritizing a list of programs suitable for application. Furthermore, this Tool highlights important websites for distance education degree program reviews, accreditation information, and open educational resources.

  2. Postsecondary Distance Education in Mexico and Worldwide: Issues and Considerations

    Science.gov (United States)

    Becerra, Bertha Leticia Gonzalez; Almendra, Manuel Pio Rosales; Flores, Jose Daniel Corona

    2012-01-01

    Postsecondary distance education has attracted increasing attention in recent years, an understandable change when one considers that innovative approaches to distance education have offered opportunities to overcome some of the key challenges in traditional "brick and mortar" education. Nonetheless, there are a plethora of issues that…

  3. K-Nearest Neighbors Relevance Annotation Model for Distance Education

    Science.gov (United States)

    Ke, Xiao; Li, Shaozi; Cao, Donglin

    2011-01-01

    With the rapid development of Internet technologies, distance education has become a popular educational mode. In this paper, the authors propose an online image automatic annotation distance education system, which could effectively help children learn interrelations between image content and corresponding keywords. Image automatic annotation is…

  4. Labour Market Theories and Distance Education: A Response.

    Science.gov (United States)

    Rumble, Greville

    1996-01-01

    Responds to comments on a previous series of three articles on labor market theories and distance education. Highlights include conceptual frameworks of Fordism, neo-Fordism, and post-Fordism; industrialization and its impact on education; work and academic work; mass production; and specialist markets and small-scale distance education systems.…

  5. The Impact of Distance Education on Higher Education: A Case Study of the United States

    Science.gov (United States)

    Caruth, Gail D.; Caruth, Donald L.

    2013-01-01

    Distance education has been credited for bringing education to students who would not otherwise have educational opportunities. This study used a qualitative case study approach to examine the research to determine the impact of distance education on higher education in the United States. This look into the impact of distance education is…

  6. Students’ Views of Distance Education Provision at One University

    Directory of Open Access Journals (Sweden)

    Nalan YILMAZ

    2005-10-01

    Full Text Available Students’ Views of Distance Education Provision at One University Assist. Prof. Dr. Binnur Genç ILTERAkdeniz University, Faculty of Education Prof. Dr. Mualla Bilgin AKSUInönü University, Faculty of Education Lecturer. Nalan YILMAZAkdeniz University, Faculty of Education ABSTRACT Providing university students with distance education is of great importance in the global world. Distance education provides advantages and benefits especially for students who don’t have the chance to meet lecturers from other universities face to face. Distance education connects the learner and teacher to resources that are difficult to access otherwise. It is not necessary to gather students in one classroom at the same time in a distance program. Through distance education facilities students and lecturers can store, update and transfer information very quickly. Furthermore, distance education helps save money in terms of accommodation and travel expenses. This paper describes students’ perceptions and attitudes towards distance education based on their gender, school types attended, age and access to educational technology such as computer and internet. This paper also describes the specific program used by the faculty of Law at Akdeniz University,Turkey.

  7. Problems Associated with a Lack of Cohesive Policy in K-12 Pre-College Engineering

    Science.gov (United States)

    Chandler, John; Fontenot, A. Dean; Tate, Derrick

    2011-01-01

    This article identifies a number of issues associated with current STEM education reform efforts, especially with regard to efforts to integrate engineering education into the K-12 curriculum. Precollege engineering is especially problematic in STEM reform since there is no well-established tradition of engineering in the K-12 curriculum. This…

  8. Problems and Prospects of Open and Distance Education in Nigeria

    Directory of Open Access Journals (Sweden)

    Mudasiru Olalere YUSUF

    2006-01-01

    Full Text Available Problems and Prospects of Open and Distance Education in Nigeria Mudasiru Olalere YUSUF (Ph.D Senior lecturer (Educational Technology Department of Curriculum Studies and Educational Technology, Faculty of Education University of Ilorin, Ilorin NIGERIA ABSTRACT Distance education as a mean of providing access to education, particularly tertiary level education, has gained great prominence in the world. Nigeria has taken giant steps of recent to introduce open and distance education programme. This paper explores the major terms inherent in open and distance education, its potentials, possible factors that may inhibit successful implementation of the programme, and the use of low and high technological tools for its implementation. The paper recommended the use of Organisation Element Model (OEM as suggested by (Kaufman, Watkins & Guerra, 2001 for its planning and implementation, and also stressed the need for improvement in electricity and communication services.

  9. Alberta K-12 ESL Proficiency Benchmarks

    Science.gov (United States)

    Salmon, Kathy; Ettrich, Mike

    2012-01-01

    The Alberta K-12 ESL Proficiency Benchmarks are organized by division: kindergarten, grades 1-3, grades 4-6, grades 7-9, and grades 10-12. They are descriptors of language proficiency in listening, speaking, reading, and writing. The descriptors are arranged in a continuum of seven language competences across five proficiency levels. Several…

  10. Legitimizing Community Engagement with K-12 Schools

    Science.gov (United States)

    Furco, Andrew

    2013-01-01

    This article examines the issue of internal legitimization and its importance in securing high-quality community engagement in K-12 schools. Drawing on the literature from the fields of community engagement, school reform, school-university partnerships, and school-community partnerships, this article describes some of the prevailing challenges…

  11. Legitimizing Community Engagement with K-12 Schools

    Science.gov (United States)

    Furco, Andrew

    2013-01-01

    This article examines the issue of internal legitimization and its importance in securing high-quality community engagement in K-12 schools. Drawing on the literature from the fields of community engagement, school reform, school-university partnerships, and school-community partnerships, this article describes some of the prevailing challenges…

  12. Copyright Updates for K-12 Librarians

    Science.gov (United States)

    Johnson, Wendell G.

    2016-01-01

    Copyright concerns continue to bedevil K-12 librarians, who are often called upon to act as the copyright officers in public schools. This article describes recent copyright developments of concern to these librarians in three areas: a recent court case involving a university library, pending legislation supported by ALA, and a regulatory update.…

  13. Research Notes: Open University and Distance Education Coordination: strategies to consolidate distance education at the National Autonomous University of Mexico

    OpenAIRE

    2004-01-01

    This case study describes three main strategies used from March 2002 to November 2003 at the Open University and Distance Education Coordination (CUAED) of the National Autonomous University of Mexico (UNAM) to consolidate distance education at the University. The author explains how, in just 18 months, these three main strategies enabled the UNAM to emerge as model of distance education for other public and private institutions in Latin America.

  14. Reducing the distance: equity issues in distance learning in public education

    Science.gov (United States)

    Campbell, Patricia B.; Storo, Jennifer

    1996-12-01

    Distance learning and educational equity both began with an emphasis on access, on providing underserved students with an increased access to education. Today definitions of equity have gone beyond simple access to include equal or equivalent treatment and outcomes while definitions of underserved students have expanded to include girls, children of color, children with limited English proficiency and children with disabilities. At the same time the definition of distance learning has expanded to include new technologies, new audiences and new roles. Based on these new definitions and roles, the article raises a number of equity challenges for distance learning educators centering around who is taught, what is taught and how the teaching is done. To answer these challenges, a series of recommendations are suggested that educators can implement to make distance learning a leader in increasing educational equity for all students. The time to act is now.

  15. The Application of Modern Distance Education in Teaching and Learning

    Institute of Scientific and Technical Information of China (English)

    潘娟

    2008-01-01

    This paper makes an Introduction of the advantages and the foreground of Distance .ducation developing in China,and also some problems we are facing.At last, it gives out a solution of Network Education Application in college English teaching.With the development of Internet and information technology, the intercourses between human beings are becoming more and more convenient.Distance education have appeared in educational area, which has greatly promoted the development of education.As a totally new mode of educating, distance education has improvad the quality and efficiency of teaching.Moreover, it accelerated the development of social and lifelong education.The development of distance education is hard, but it has a brilliant future.

  16. Innovators and Early Adopters of Distance Education in Social Work

    OpenAIRE

    Jo Ann Coe Regan

    2016-01-01

    This article highlights the innovators and early adopters of distance education in social work. The past, present and future is discussed as it relates to the evolution of technology innovation in social work education.

  17. The challenges for an African DE learner - a distance educator's ...

    African Journals Online (AJOL)

    South African Journal of Higher Education ... Problems associated with study through a distance education institution include loneliness, time ... It is also important that note be taken of the quality criteria developed by the Nadeosa task team.

  18. Management Education and Distance Learning: A New Model?

    Science.gov (United States)

    Asch, David; Smith, Rosemary

    1988-01-01

    The authors discuss the recent growth, popularity, and use of distance learning in management education. Issues involved in distance teaching are analyzed. They conclude by developing a simple model to use in determining potential outcomes from the customization of distance learning material. (Author/CH)

  19. International Perspectives of Distance Learning in Higher Education

    Science.gov (United States)

    Moore, Joi L., Ed.; Benson, Angela D., Ed.

    2012-01-01

    This book, written by authors representing 12 countries and five continents, is a collection of international perspectives on distance learning and distance learning implementations in higher education. The perspectives are presented in the form of practical case studies of distance learning implementations, research studies on teaching and…

  20. Distance Education and Women Empowerment: The Women Who Dared at Distance Learning Institute

    Science.gov (United States)

    Okunuga, A. O.

    2011-01-01

    In the past, the African female child had always been denied formal education due to various cultural and social prejudices. Distance education has been employed by numerous women, who had earlier thus been deprived, to bridge the educational gap between males and females in the country. These are mature females, of which the majority (54%) are…

  1. 美国校长信息化领导力提升项目的特点与启示%The Characteristics and lmplications of Educational Technology Leadership Promotion Programs for the K-12 School Principals in USA

    Institute of Scientific and Technical Information of China (English)

    王玥; 赵慧臣

    2015-01-01

    The purpose of this research is to investigate international educational technology leadership programs for K-12 school principals in order to help school administrators and teachers gain a comprehensive understanding of train-ing modes of the education technology leadership. Under this background, the authors reviewed the literatures and materials obtained on the Internet, and analyzed the Educational Technology Leadership Program from the George Washington University, the School Technology Lead-ership Program provided by the university of Kentucky, and the Certified Education Technology Leader Certification Program supported by the Consortium for School Networking The educational technology leadership promotion programs for the primary and secondary school principals in USA provide valuable reference for us in the areas of training goals, admission forms, and the curriculum and external certifications. The characteristics of education technology leadership promotion programs for K-12 school principals include:1 ) multi-level training objectives to meet learners' individual choice;2) flexible forms of entrance and the network teach-ing mode to facilitate the learning arrangements of the learners from different space at different time;3 ) multidiscipli-nary cross curriculum, embodying the features of interdisciplinary pedagogy, educational technology, and manage-ment;4) a world-class faculty with reference to international standards, such as NEST-A. Based on our analysis, we think the educational technology leadership promotion for the school principals in Chi-na should:1 ) emphasize the characteristics of the education technology leadership of the principal technology accord-ing to the national standards of education technology;2)maximize the macro-effect of principal’s education technol-ogy leadership;3 ) select appropriate schools and promote the educational technology leadership certification of princi-pals;4 ) explore educational technology leadership degree

  2. Distance Education Research: A Review of the Literature

    Science.gov (United States)

    Simonson, Michael; Schlosser, Charles; Orellana, Anymir

    2011-01-01

    Distance education is defined, the various approaches for effective research are summarized, and the results of major research reviews of the field are explained in this article. Additionally, two major areas of research are included--research on barriers to the adoption of distance education and research summaries that explain and support best…

  3. Gender and Collaboration Patterns in Distance Education Research

    Science.gov (United States)

    Zawacki-Richter, Olaf; von Prummer, Christine

    2010-01-01

    This paper explores the associations between gender, collaboration and research methods in distance education research. Following a bibliometric approach, collaboration is operationalised through co-author relationships. The study is based on a review of 695 papers published in five prominent distance education journals between 2000 and 2008. It…

  4. Distance Education Students' Self-Efficacy Levels of Mathematical Literacy

    Science.gov (United States)

    Cagirgan Gulten, Dilek

    2013-01-01

    It is of great concern that individuals can use mathematics as a tool today, when distance education is being adopted in several fields. The concept of mathematical literacy has also come to the fore due to the use of mathematical efficacy at various grade levels. Therefore, this research aims to investigate distance education students'…

  5. Implementing Jesuit Charisms and Core Values in Distance Education

    Science.gov (United States)

    Dickel, Charles Timothy; Ishii-Jordan, Sharon R.

    2008-01-01

    Given the ever-increasing number of students who are taking distance education courses, it seems appropriate to look beyond the explicit, academic curriculum and consider how institutional charisms and core values might be implemented in distance education courses. This article explores the incorporation of charisms and core values in distance…

  6. Evaluation of the State Authorization Processes for Distance Education

    Science.gov (United States)

    Ozdemir, Devrim; McDaniel, James

    2013-01-01

    In this article, the process of obtaining state authorizations for distance education at George Mason University is presented. The purpose of the paper is to provide guidance to those four-year public universities that deliver distance education programs. In order to attract students from multiple states, the U.S. Department of Education…

  7. The Role of ICT in Open and Distance Education

    Science.gov (United States)

    Rahman, Habibur

    2014-01-01

    Open and distance learning is getting more dependent on information and communication technology (ICT) and has been playing an important role in the delivery strategies of distance learning. With the advancement in technology in the field education has introduces variety of new techniques for educators and learners to enhance knowledge.…

  8. Internet Usage Habits as a Part of Distance Higher Education

    Science.gov (United States)

    Tufan, Firat

    2016-01-01

    Within the scope of this study, which deals with distance education method as a communication process, a focus group interview was conducted with voluntary students who were randomly selected from various areas/majors at the Department of Distance Education in Istanbul University in order to determine the relationship between their general…

  9. Measuring the e-Learning Autonomy of Distance Education Students

    Science.gov (United States)

    Firat, Mehmet

    2016-01-01

    Previous studies have provided evidence that learner autonomy is an important factor in academic achievement. However, few studies have investigated the autonomy of distance education students in e-learning environments. The purpose of this study is to evaluate the e-learning autonomy of distance education students who are responsible for their…

  10. Evaluation of Educational Television Programs for Distance Learning

    Science.gov (United States)

    Akhter, Nasreen

    2011-01-01

    This study was conducted to evaluate the effectiveness of educational television programs in distance learning system. Using the procedure of survey method, this study finds out the worth of educational television programs. Its results are based on the responses of the learners of distance teaching system. The views of students were collected by…

  11. Students' Readiness for On-Line Distance Education in Slovenia.

    Science.gov (United States)

    Sulcic, Viktorija; Lesjak, Dusan

    Online distance education is being introduced at the Faculty of Economics and Business, University of Maribor (Slovenia) for an e-business course within which an experience about students' acceptability of online distance education was conducted. In spring 2001, an experiment with online materials (in place of regular lectures) for an e-business…

  12. Potential of Social Networking Sites for Distance Education Student Engagement

    Science.gov (United States)

    Lester, Jaime; Perini, Michael

    2010-01-01

    This chapter explores the potential of social networking sites for increasing student engagement for distance education learners. The authors present a modified student engagement model with a focus on the integration of technology, specifically social networking sites for community college distance education learners. The chapter concludes with…

  13. Distance Learners in Higher Education: Institutional Responses for Quality Outcomes.

    Science.gov (United States)

    Gibson, Chere Campbell, Ed.

    The contributors to this book, administrators and faculty from a variety of higher education institutions in North America, reflect on current research and practices in distance higher education, and address specific facets of the distance learner. Following an introduction by Michael G. Moore, eight chapters include the following: (1) Distance…

  14. Distance Education and Foreign Languages. NFLC Occasional Paper [Number 9].

    Science.gov (United States)

    Lambert, Richard D.

    Distance education in second languages in the United States has grown in a piecemeal, uncoordinated fashion, and it remains marginal to both distance education more generally and to the bulk of foreign language instruction throughout the country. One handicap, arising from very limited demand in business for foreign language skills, is lack of…

  15. Potential of Social Networking Sites for Distance Education Student Engagement

    Science.gov (United States)

    Lester, Jaime; Perini, Michael

    2010-01-01

    This chapter explores the potential of social networking sites for increasing student engagement for distance education learners. The authors present a modified student engagement model with a focus on the integration of technology, specifically social networking sites for community college distance education learners. The chapter concludes with…

  16. Quality Teacher Education via Distance Mode: A Caribbean Experience.

    Science.gov (United States)

    Hall, Winnifred M.; Marrett, Christine

    1996-01-01

    Reports on a study of the University of the West Indies Distance Teaching Experiment, which offers preservice teacher education via distance education using an interactive teleconference network. Surveys of participating teachers (n=169) indicated that the network had several of the desired infrastructures in place for conducting quality teacher…

  17. Who Graduates from Irish Distance University Education?

    Science.gov (United States)

    Delaney, Lorraine

    2015-01-01

    This paper outlines results from an online survey of recent distance graduates. The study, based in Dublin City University (DCU) addresses a gap in the research on this cohort of graduates. Findings indicate that distance graduates are primarily from lower socio economic backgrounds, a group largely under-represented in full-time university…

  18. Cost Analysis of a Distance Education MSW Program

    Science.gov (United States)

    Stotzer, Rebecca L.; Fujikawa, Keith; Sur, Jill; Arnsberger, Pam

    2013-01-01

    The use of technology to facilitate education and the provision of an entire higher education degree has exploded in the last two decades. Social work educators have been a part of that trend and have started to utilize distance education (DE) technologies. There is a growing literature regarding the efficacy of DE instruction in social work, and…

  19. Distance Education and Corporate Training in Brazil: Regulations and interrelationships

    Directory of Open Access Journals (Sweden)

    Stella C. S. Porto

    2008-06-01

    Full Text Available Distance education in Brazil has evolved more slowly than distance education offerings in other developing countries. This is because all aspects of Brazil’s publicly-funded educational system are excessively regulated, highly bureaucratic, and tightly centralized. Such highly centralized bureaucracy and strict control has resulted in tremendous hurdles that work to thwart the adoption, provision, and diffusion of distance education. This is not good news: Like many developing countries, Brazil is also characterized by wide gaps in wealth distribution, with 20 percent of its population functionally illiterate and living below the poverty line. Distance education, therefore, could be used to help train Brazil’s citizens. Brazil’s emerging status in the global economy, however, is generating enormous opportunities that are fueling demand for change. For example, in their quest to be competitive in the emerging global economy, Brazil’s corporate sector has addressed this challenge by establishing corporate universities to train and educate their employees; much of this corporate training and education takes place online and at a distance. The established and emerging educational opportunities provided by Brazil’s corporate sector, in turn, is fuelling the demand for the provision of distance education throughout Brazil. Indeed, most Brazilians are ready for distance education. Many Brazilian households own television sets and cellular telephones, and its expanding communication infrastructure has capacity to support distance and continuing education models. Moreover, this capacity is currently being used by Brazil’s rapidly expanding corporate university sector. In spite of Brazil’s emergence in the global marketplace and its private-sector educational success stories, Brazil’s public educational institutions have not kept pace. This is due to Brazil’s long-standing stringent regulation of its public education sector. Recent

  20. Looking beyond the Residential Education and Distance Education Debate, What Matters in Education Is . . .

    Science.gov (United States)

    Bediako Asare, Kwame

    2014-01-01

    The value of education is widely acknowledged. Evidence from literature indicates that some perceptions or rather misconceptions are expressed about distance education visà- vis traditional, residential education particularly in higher education institutions (HEIs). In this article, the author offers some reflections on traditional education and…

  1. Distance Education in Australia : Past, Present and Future

    OpenAIRE

    Mavis, Kelly

    1991-01-01

    Compared with most other countries, Distance Education in Australia has a long history, spanning most of this century and is now used at all levels of education from elementary school to postgraduate courses as well as in vocational and in-service training in business and industry. In this paper, which focuses mainly on Distance Education at the post-secondary level, the author first outlines the current pattern of provision in the light of Australia's geography, population distribution and t...

  2. Ministerial formation of theological students through distance education

    Directory of Open Access Journals (Sweden)

    Marilyn Naidoo

    2012-06-01

    Full Text Available Ministerial formation is a multifaceted activity involving critical thinking, the acquisition of knowledge, skills development, religious identity formation and the development of ministerial and spiritual maturity expected of church ministers. Education is not merely the accumulation of a prescribed set of academic credits but includes the holistic formation of all aspects of the individual. However, theological educators are concerned about the capacity to foster such values and skills in the distance and electronic environment. Some see distance education as ‘distancing’ the students in more significant ways than simply geographic distance. These issues are of fundamental importance for they reflect the deeper convictions of theologians that distance education may not be a suitable medium for ministerial formation. This article creates a conceptual map of the theological and pedagogical challenges for ministerial formation and highlights how the possibility of formation is being carried out in the distance-learning environment.

  3. Applying the Quadratic Usage Framework to Research on K-12 STEM Digital Learning Resources

    Science.gov (United States)

    Luetkemeyer, Jennifer R.

    2016-01-01

    Numerous policymakers have called for K-12 educators to increase their effectiveness by transforming science, technology, engineering, and mathematics (STEM) learning and teaching with digital resources and tools. In this study we outline the significance of studying pressing issues related to use of digital resources in the K-12 environment and…

  4. K-12 Teachers: Technology Use and the Second Level Digital Divide

    Science.gov (United States)

    Reinhart, Julie M.; Thomas, Earl; Toriskie, Jeanne M.

    2011-01-01

    This exploratory study examines differences in K-12 educators' use of technology for instruction across school economic factors. Survey data from 94 practicing K-12 teachers are analyzed. This study finds that schools' economic factors explain variation in how teachers use technology to promote higher-order thinking skills. Our findings support…

  5. K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

    Science.gov (United States)

    Gough, Evan; DeJong, David; Grundmeyer, Trent; Baron, Mark

    2017-01-01

    A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers' perceptions regarding the flipped classroom and differences in teachers' perceptions based on grade level…

  6. Involving Practicing Scientists in K-12 Science Teacher Professional Development

    Science.gov (United States)

    Bertram, K. B.

    2011-12-01

    The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

  7. Research Notes ~ Leadership and Distance Education in Higher Education: A US Perspective

    Directory of Open Access Journals (Sweden)

    Sonia Irlbeck

    2002-10-01

    Full Text Available The premise of this article is that while in the US understanding is growing about the technologies and strategies needed for effective distance education in an online environment, leadership efforts remain weak. The article describes leadership for distance education, historical perspectives of leading distance education, and how the Internet has directly changed distance education efforts in US higher education institutions. The article concludes with an appraisal of how the approach of higher education leaders must change in order for distance education efforts to be successful.

  8. THE DEVELOPMENT OF DISTANCE EDUCATION IN NIGERIA: Challenges and Prospects

    Directory of Open Access Journals (Sweden)

    Muyiwa ADEYEMI

    2011-01-01

    Full Text Available Distance Education as an alternative to the traditional face-to-face education has been seen as the teaching-learning process in which students are separated from the teachers by a physical distance, which is often bridged by modern communication. It comprises all patterns of student-centered learning process in which the teacher has limited role. In Nigeria, Africa, the introduction of this form of learning programme, is relatively new and therefore pose some challenges to all stakeholders in the education industry. In trying to meet up with the enormous demands for formal education, Nigerian government established some institutions for distance learning. These included the National Teachers Institute (NTI, the National Open University (NOUN among others. This paper therefore, examined the historical development of this programme and particularly in Nigeria, the theories and philosophies of distance education, the challenges and prospects of the programme in the country.

  9. VIRTUAL LEADERSHIP AT DISTANCE EDUCATION TEAMS

    Directory of Open Access Journals (Sweden)

    Meltem KUSCU

    2016-07-01

    Full Text Available Globalization being one of the most popular terms of recent years is considered as a factor changing the operation styles of the companies. Companies and universities opened up to the world with the globalization and as a result of it, they had the opportunity of being a world brand. Now, some companies have affiliated companies in almost every country. Well, if we think about time and place difference how do these companies lead the affiliated companies in various locations of the world? This question resulted in the new leadership approach, virtual leadership. The process of distance learning beginning with newspaper advertisement appears as virtual learning now. A number of companies and universities provide distance learning classes and in-service training in virtual platform via Internet. These trainings provided independently from time and space are conducted in a country and worldwide sometimes. If we consider individuals in different time and environments as virtual teams, dealing with these virtual teams is the duty of virtual leader. The purpose of this study is to examine virtual leadership perception of distance learning teams. Three trivets are in question for distance learning teams. The first one is the academicians lecturing the second one is the students and the third one is coordinator and technical support team. Perceptions of virtual leader of the said three groups were examined individually in this study.

  10. Distance Education in Physics via the Internet

    Science.gov (United States)

    Eckert, Bodo; Grober, Sebastian; Jodl, Hans-Jorg

    2009-01-01

    This article describes three connected projects in physics: (1) a very successful course at the university level; (2) a collection of several thousand multimedia materials, its status and evaluation, and its dissemination; and (3) Web experiments--experiments that can be operated remotely from a distance via the Internet. (Contains 4 tables and 10…

  11. Oenology through Multimedia and Distance Learning Education.

    Science.gov (United States)

    Gebhart, Deanna M.

    A study was conducted to determine whether wine experts, already trained in the traditional oenology method, would be interested in learning about wine through multimedia and distance learning. Data were gathered from 113 of the 502 members of the American Wine Society who attended a national conference in November 1995. About 58 percent were male…

  12. Trend of Distance Education in the last three Decades

    Directory of Open Access Journals (Sweden)

    Nazime Tuncay, Huseyin Uzunboylu

    2010-04-01

    Full Text Available In the literature, there weren’t any up-to-date reviews of Distance Education (DE documents. This reveals that there was a research gap for a detailed review of distance education articles to find an up-to-date trend of distance education. The purpose of this study is to examine research and trends in DE, from the 160 selected documents, during 1972 and 2008 June. A Review of 160 distance education documents is done to investigate documents related to DE that are indexed by the Web of Science, Scopus, EBSCO host and Science Direct. “Distance Learning”, “Online Learning”, “Online Education”, “Distance Education”, “DE” were the keyword used for searching documents, and total 9866 documents analyzed that were judged to be relevant to the field of DE. The principal documents related to DE published in the publications during 1972–2008 June; were article. “English” was the most frequently used language. The most frequent publishers of documents related to DE were ASEE Annual Conference Proceedings, Turkish Online Journal of DE, and Proceedings Frontiers in Education Conference. The majority of the publications were in the subject area Social Sciences. Distance Education, Students and Humans were the keywords in the first three ranks. The trend line is an increasing DE trend in the number starting from the year 1972. It was recommended that, a combination of content analysis and citation analysis should be used in future research studies.

  13. Towards a more effective model for distance education

    NARCIS (Netherlands)

    Koper, Rob

    2014-01-01

    Reference: Koper, E.J.R. (2014). Towards a more effective model for distance education. e-Learning and Education. e-Learning and Education, 10. urn:nbn:de:0009-5-40105 http://eleed.campussource.de/archive/10/4010

  14. Graduate Student Preference for Instructor Feedback in MBA Distance Education

    Science.gov (United States)

    Shepherd, Morgan

    2011-01-01

    Distance education is an accepted delivery option for education at all levels today. In this environment, education is delivered via one of many course management platforms (CMP), which support a variety of technologies. This provides a great opportunity to apply and test the various facets of Media Richness Theory. This paper describes the result…

  15. Educational Triage in Open Distance Learning: Walking a Moral Tightrope

    Science.gov (United States)

    Prinsloo, Paul; Slade, Sharon

    2014-01-01

    Higher education, and more specifically, distance education, is in the midst of a rapidly changing environment. Higher education institutions increasingly rely on the harvesting and analyses of student data to inform key strategic decisions across a wide range of issues, including marketing, enrolment, curriculum development, the appointment of…

  16. Can Distance Education Increase Educational Equality? Evidence from the Expansion of Chinese Higher Education

    Science.gov (United States)

    Li, Fengliang; Zhou, Mengying; Fan, Baolong

    2014-01-01

    Since China decided to expand its higher education, we have seen an increasing number of discussions of the relationship between educational expansion and equality. However, few studies have examined whether the expansion of distance higher education will improve educational equality among different regions. In this study, we analyzed the changes…

  17. Trends and Issues in Distance Education: International Perspectives

    OpenAIRE

    2006-01-01

    Trends and Issues in Distance Education: International Perspectives Edited by Yusra Laila Visser, Lya Visser, Michael Simonsın, & Ray Amirault, 2005, United States of America: Information Age Publishing, Inc. pp. 315. ISBN 1-59311-212-2 Reviewed by Dr. Erhan EROGLU Anadolu University Eskisehir, TURKEY In this book, the terms of “distance education” has been discussed from different perspectives. The term “distance education” conjures up in many minds the image of modern, computer-enabled t...

  18. Criteria for evaluation of libraries in distance higher education

    Directory of Open Access Journals (Sweden)

    Mara Helena Forny Mattos Filha

    2015-09-01

    Full Text Available Introduction: The evaluation and planning of Online Distance Education (ODL in Brazil are made by the Ministry of Education (MEC, in partnership with the National Institute for Educational Studies Teixeira (INEP, through the National System of Higher Education Evaluation (SINAES and through legal devices. With respect to the planning and evaluation of library services to meet the Higher Distance Education, there is a lack of theoretical basis and legal support to address the issue with the depth and breadth necessary. Objective: To present an analysis of the literature and legislation regarding the evaluation of libraries in Online Distance Education (ODL, as well as procedures and recommendations for the planning of library services for this type of education. Methodology: Literature review and documental research. The theoretical development was built by a research in journals and official documents, through consultation with the instruments of the National System of Higher Education Assessment (SINAES and Brazilian law, and also the Getting Started: A Guide for New Distance Learning Librarians. Results: Points out limitations of the Brazilian legal instruments and national lack of theoretical framework that addresses this issue in depth and scope. Conclusions: The effective contribution of academic libraries for online distance education must be properly planned, taking into account not only the amount of bibliography, as emphasized by the current Brazilian regulations, but also the diverse services and care to informational needs of those involved in ODL.

  19. Embedded Creativity: Teaching Design Thinking via Distance Education

    Science.gov (United States)

    Lloyd, Peter

    2013-01-01

    This paper shows how the design thinking skills of students learning at a distance can be consciously developed, and deliberately applied outside of the creative industries in what are termed 'embedded' contexts. The distance learning model of education pioneered by The Open University is briefly described before the technological…

  20. Isolation and Connection: The Experience of Distance Education

    Science.gov (United States)

    Rush, Penny

    2015-01-01

    In 2013, the Student Centre at The University of Tasmania began researching the development of distance learning support. A survey was designed as part of this endeavour, which attracted 1002 responses. The survey's broad context focused on the primary drawbacks and benefits of distance education in general and sought to identify emergent themes…

  1. Embedded Creativity: Teaching Design Thinking via Distance Education

    Science.gov (United States)

    Lloyd, Peter

    2013-01-01

    This paper shows how the design thinking skills of students learning at a distance can be consciously developed, and deliberately applied outside of the creative industries in what are termed 'embedded' contexts. The distance learning model of education pioneered by The Open University is briefly described before the technological…

  2. Managing Complex Distance Education Projects in a Telework Environment

    Science.gov (United States)

    Ally, Mohamed; Cleveland-Innes, Marti; Wiseman, Colin

    2010-01-01

    The advances of communication technologies have allowed professionals to work on distance education projects in a telework environment. Managers of these projects must have the skills to manage the projects from a distance. They must be able to select the appropriate team members to work on the project, orient team members, and monitor team…

  3. A Conceptual Model for Effective Distance Learning in Higher Education

    Science.gov (United States)

    Farajollahi, Mehran; Zare, Hosein; Hormozi, Mahmood; Sarmadi, Mohammad Reza; Zarifsanaee, Nahid

    2010-01-01

    The present research aims at presenting a conceptual model for effective distance learning in higher education. Findings of this research shows that an understanding of the technological capabilities and learning theories especially constructive theory and independent learning theory and communicative and interaction theory in Distance learning is…

  4. Evaluating distance learning in health informatics education.

    Science.gov (United States)

    Russell, Barbara L; Barefield, Amanda C; Turnbull, Diane; Leibach, Elizabeth; Pretlow, Lester

    2008-04-24

    The purpose of this study was to compare academic performance between distance-learning and on-campus health informatics students. A quantitative causal-comparative research design was utilized, and academic performance was measured by final GPA scores and Registered Health Information Administrator certification exam scores. Differences in previous academic performance between the two groups were also determined by comparing overall admission GPA and math/science admission GPA. The researchers found no difference in academic performance between the two groups when final GPA scores and total certification scores were compared. However, there were statistically significant differences between the two groups in 4 of the 17 sub-domains of the certification examination, with the on-campus students scoring slightly higher than the distance students. Correlation studies were also performed, and the researchers found significant correlations between overall admission GPA, math/science admission GPA, final GPA, and certification scores.

  5. threat or opportunity to distance education throughput at the south ...

    African Journals Online (AJOL)

    plt

    Its distance education (DE) programme, earmarked to become the main HE ..... applied upon graduation in his field of academic expertise. Disparity in HE .... course material.55 LT connectivity wherever, whenever, augmented by social media.

  6. Quality Assurance in Open, Distance and Online Education in ...

    African Journals Online (AJOL)

    admpather

    emerging as a key factor in assuring the success of online learning initiatives. ... Keywords: distance education, quality assurance, online learning ... practices and contributes to new ways of thinking (Archer, Garrison, & Anderson, 1999). It.

  7. The Application of Virtual Reality on Distance Education

    Science.gov (United States)

    Zhan, Zehui

    The features and classifications of Virtual Reality Techniques have been summarized and recommendation of applying Virtual Reality on distance education has been made. Future research is needed on the design and implementation of virtual classroom and courseware.

  8. Teaching research methods in a distance education context ...

    African Journals Online (AJOL)

    Teaching research methods in a distance education context: Concerns and challenges. ... Journal Home > Vol 23, No 5 (2009) > ... In addition, it was shown that the research methodology module would be improved through the provision of ...

  9. Risk management in higher education: An open distance learning ...

    African Journals Online (AJOL)

    Risk management in higher education: An open distance learning perspective. ... Southern African Business Review ... 1This article contributes to the continuing scholarly discourse on risk and risk management within the context of higher ...

  10. A Qualitative Study on Transferring the Experience of Using Technology from Formal Education to Distance Education

    Science.gov (United States)

    Yildiz, Merve; Selim, Yavuz

    2015-01-01

    With improvements in information technologies, distance education programs have become widespread. Institutions that offer distance education programs are increasing in number. Scholars who were used to face-to-face teaching began to give courses in distance education programs which entail technological teaching methods, a new teaching experience…

  11. Financial Operations of Distance Education and Campus-Based Education: A Zambian Case

    Science.gov (United States)

    Chakupalesa, Anna Bucheba; Panda, Santosh

    2012-01-01

    Distance education is often hailed as the answer to the worlds problems of educational provision particularly in the developing countries of which African governments are no exception. Distance education has been used for both pre-service and in-service education, and at most levels of education. However, other than the structural differences…

  12. The Transition from Distance to Online Education: Perspectives from the Educational Management Horizon

    Science.gov (United States)

    Soderstrom, Tor; From, Jorgen; Lovqvist, Jeanette; Tornquist, Anette

    2012-01-01

    In Sweden, higher education has moved away from distance education, including physical meetings, to online education with no physical meetings at all. This article focuses on the shift from distance to online education using an educational management perspective that is based on economic, staff, and student data collected between 1994 and 2010…

  13. Project-based Collaborative learning in distance education

    DEFF Research Database (Denmark)

    Knudsen, Morten; Bajard, Christine; Helbo, Jan

    2004-01-01

    This article describes the experiences drawn from an experiment in transferring positive experience with a project-organised on-campus engineering programme to a technology supported distance education programme. Three years of experience with the Master of Industrial Information Technology (MII......, didactic adjustments have been made based on feedback, in particular from evaluation questionnaires. This process has been very constructive in approaching the goal: a successful model for project organized learning in distance education....

  14. Distance learning and the internet in respiratory therapy education.

    Science.gov (United States)

    Varekojis, Sarah M; Sergakis, Georgianna G; Dunlevy, Crystal L; Foote, Elbie; Clutter, Jill

    2011-11-01

    The profession of respiratory therapy (RT) continues to grow both in number, due to population growth and an ever-increasing aging population, and scope of practice, due to both new and expanded roles and responsibilities in divergent areas of clinical practice. Instructional technology, including distance learning, will probably play a key role in training, educating, and assessing RT students to meet the increasing demand for practitioners. To assess current uses of distance learning and opinions concerning the appropriate use of distance education in RT education programs nationwide. A 13-item on-line survey was designed to collect information about the frequency of use of various types of distance education typically utilized in RT education programs. The survey was sent to directors of 343 Committee on Accreditation for Respiratory Care accredited programs of RT education that offer entry-level or advanced courses of study. The response rate was 50% (169 respondents). Fifty-two percent of the respondents indicated that their courses included some form of on-line learning component. Most directors anticipated that the distance composition of their course offerings will remain unchanged or increase in the near future. Our results indicate that, while distance education plays an important supportive role in RT education, there is still a preference for face-to-face instruction and Internet-facilitated courses among program directors. Program directors continue to view the laboratory and clinical settings as hands-on environments that require instructor supervision in order for students to demonstrate proficiency and critical thinking skills. When used appropriately, distance learning may be an efficient and effective approach to address the many barriers to education faced by the health workforce in general, including budget constraints, overloaded schedules, the need for on-the-job learning opportunities, and lack of access.

  15. LOOKING BEYOND THE RESIDENTIAL EDUCATION AND DISTANCE EDUCATION DEBATE, WHAT MATTERS IN EDUCATION IS . . .

    Directory of Open Access Journals (Sweden)

    Kwame BEDIAKO ASARE

    2014-07-01

    Full Text Available The value of education is widely acknowledged. Evidence from literature indicates that some perceptions or rather misconceptions are expressed about distance education vis-à-vis traditional, residential education particularly in higher education institutions (HEIs. In this article, the author offers some reflections on traditional education and undertakes a review of distance education. Based on analysis of scholarly literature, the author highlights an important element that must steer any debate on education. This article underscores not only the benefits distance education offers but also the critical measures that must be pursued to reap the benefits. Arguments about distance-residential schooling have narrowly focused on mode of delivery. I argue that what must concern people in general and authorities of HEIs in particular is how to achieve quality education by equipping learners with relevant knowledge and skills to become functional citizens who contribute to the social and economic development of society. Suggestions offered included the need for certificates awarded by HEIs to have the same value and appearance despite the mode of education adopted. Designating some certificates as online or sandwich, for example, is misplaced. That graduates of online or distance education programs must assert themselves by demonstrating beyond doubt that they are not second-class students is also emphasized.

  16. Elluminate Artical: Measuring the link between technology and transactional distance in Distance Education

    Directory of Open Access Journals (Sweden)

    Phillip Potts

    2007-11-01

    Full Text Available The publisher of IRRODL, The Canadian Institute of Distance Education Research (CIDER, is pleased to provide links to a series of online seminars that took place over Spring 2007, using Elluminate. These interactive CIDER Sessions disseminate research emanating from North America's and Canada's vibrant DE research community, and we feel these archived recordings are highly relevant to many in the international distance education research community. To access these sessions, you must first download FREE software from Elluminate (see http://www.elluminate.com/support/

  17. Strategies to Promote Cultural Competence in Distance Education.

    Science.gov (United States)

    Arbour, Megan; Kaspar, Rita W; Teall, Alice M

    2015-09-01

    Cultural competence is a mainstay in health care and nursing education. With the expansion in the number of distance-based nursing programs across the country, innovative teaching methods for distance learning faculty are required to instill cultural competence in students. Faculty must be deliberate when planning distance-based learning activities that incorporate cultural experiences. This article describes several such strategies including the creative use of blogging, recorded lectures, the online synchronous classroom, social media, and cultural immersion projects. These methods capitalize on existing information technologies and offer distance-based students the opportunity to connect with one another, as well as develop the awareness, sensitivity, and respect that is required when providing culturally competent care. These teaching methods are modifiable to meet the teaching and learning needs of the faculty and the students, thereby allowing educators to support the integration of cultural competence into patient care for distance students.

  18. Ukraine Open University: Its prospects in distance education development

    Directory of Open Access Journals (Sweden)

    Bohdan Shunevych

    2002-01-01

    Full Text Available The genesis, initiation, and expansion of distance education at the Ukraine Open International University for Human Development, located in Kyiv, will be examined in this case study, starting with a brief look at the positive changes taking place in Ukraine's traditional educational system, as well as recent developments in the country's distance education (DE system. To help readers understand the University's development from an insider's perspective, societal factors that currently influence its inter- and extra-institutional environment will also be examined. Next, the history, organizational structure, institutional activities, and background of the Ukraine Open International University for Human Development, along with the reasons driving the University's dual mode activities - both traditional and distance education - will be briefly analyzed. Included in this analysis is a summary of the challenges surrounding the application of both traditional and distance education models.The author concludes his case study by reflecting upon Ukraine Open International University for Human Development's experiences within the context of its being both a traditional education provider and new dual-mode distance education provider. Also discussed are some key indicators and predictions about what the future may hold for the University.

  19. Distance Education of Vocational High Schools in Turkey

    Directory of Open Access Journals (Sweden)

    Tuğçe GÜNTER

    2012-01-01

    Full Text Available The aim of vocational high schools is to teach qualified, high self-sufficient, self-confident, technical staff who have critical and mathematical thinking competence and who can utilize science and technology efficiently. However, because of the limitations of traditional education, students can not take enough education attendance. In this context; along with the advances in science and technology area, “Web- Based Distance Education Programme”, which provides equal education conditions to students, is developed. This programme has got great progresses in abroad, and has also started to practice in Turkish Vocational High Schools. It is determined that some Vocational High Schools have applied Web-Based Distance Education in Medical Documentation and Secretarial (MDS and Medical Laboratory Techniques (MLT Associate Degree Programmes which are also existed in Bülent Ecevit University (BEU Ahmet Erdoğan Health Services Vocational High School. It is observed that the universities, that implemented distance education in these associate degree programmes, have higher technical infrastructure and they design a constructivism-based modules. It is considered that this distance education programme for MDS and MLT Associate Degree Programmes in certain Vocational Schools, can also be implemented for students in Medical Documentation and Secretarial (MDS and Medical Laboratory Techniques (MLT which continues education by computers and overhead projector that is slightly different from traditional education.

  20. Instrumental distance learning in higher music education

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Ørngreen, Rikke; Buhl, Mie;

    2011-01-01

    In this short paper we present a research proposal, for investigation of the complexity of challenges and potentials in which videoconferencing impact on teaching and learning processes in the domain of higher music education. The paper includes a brief historical outline of the research...... and development project, and a presentation of the first activities and preliminary findings which have generated new research question....

  1. Distance Education: Having It Your Way

    Science.gov (United States)

    Cowan, Wendy; Gale, Mark

    2014-01-01

    Is it possible to build a virtual community for teaching and learning where students have opportunities for instructor and peer interaction? In this article, Wendy Cowan and Mark Gale describe such a community at Athens State University, where the college of education faculty designed a set of courses so that students had multiple choices for…

  2. Media use in distance education in Sweden

    Directory of Open Access Journals (Sweden)

    Norman F. Davies

    2013-02-01

    Full Text Available This article gives an overview of distance language teaching which developed rapidly in Sweden after the Second World War. It argues that so far little use has been made of technical aids and that the computer as such is still a stranger both to the language teacher and the student. The writer concludes that perhaps the time has come for a technical revolution amongst Arts students. Met hierdie artikel word 'n oorsig gegee oor afstandsonderrig-spesifiek wat tale betref-soos dit in Swede ontwikkel het na die Tweede Wereldoorlog. Daar word op gewys dat tot dusver min gebruik gemaak is van tegniese hulpmiddels en dat vera! die rekenaar onderbenut is. Die skrywer sluit met die gedagte dat die tyd moontlik ryp is vir 'n tegnologiese rewolusie"in die geledere van die Lettere en Wysbegeerte.

  3. Antecedents of ICT Attitudes of Distance Education Students

    Science.gov (United States)

    Hashim, Rugayah; Ahmad, Hashim; Abdullah, Che Zainab

    2010-01-01

    The objective of this study was to assess the antecedents of ICT attitudes of distance education (e-PJJ) students at the Institute of Education Development (InED), UiTM. The antecedents studied were computer anxiety, confidence, liking, and usefulness. The findings are important to strengthen InED's policy for using ICT and other technologies to…

  4. Social Constructivism and International Cooperation in Distance Education

    Science.gov (United States)

    Toprak, Elif

    2006-01-01

    International cooperation in Distance Education which is a very popular phenomenon today can be explained by the rise of social constructivism in social sciences, namely Education and International Relations, for the purpose of this paper. Social constructive approach in International Relations with its emphasis on building social bridges via…

  5. Revolution in Communication Technologies: Impact on Distance Education

    Science.gov (United States)

    Rajesh, M.

    2015-01-01

    Information and Communication Technologies have transformed the way the world lives and thinks. Education, especially, Distance Education is no different. While the technologies per se are an important factor, the social milieus in which these technologies are implemented are equally important. Technological convergence in the Indian context…

  6. Emerging Technologies: An Overview of Practices in Distance Education

    Science.gov (United States)

    Hussain, Irshad

    2007-01-01

    In contemporary society, information technologies and communication technologies (ICTs) are playing crucial role in dissemination of knowledge and information the world over. Universities/ higher education institutions, particularly distance education universities in developed countries are making best use of these technologies for effective and…

  7. The Evolution of Distance Education in Australia: Past, Present, Future

    Science.gov (United States)

    Reiach, Stephen; Averbeck, Clemens; Cassidy, Virginie

    2012-01-01

    Australia's large size and scattered population made it a prime location for the development of correspondence education in the 1920s, and the country is still in the forefront of distance education. This article is based on an extensive interview with Terry Evans, professor at Deakin University in Australia, who reflects on the history of…

  8. No Small Change: E-Commerce in Distance Education.

    Science.gov (United States)

    Robinson, Evan T.

    2002-01-01

    Explains how electronic commerce (e-commerce) principles can be useful for distance education in higher education. Topics include business-to-business and business-to-consumer models; entering the marketplace; understanding the institution's capabilities; knowing the competition; and sound financial models. (LRW)

  9. Curriculum Design for Distance Education in the Tertiary Sector

    Science.gov (United States)

    Chugh, Ritesh; Ledger, Shirley; Shields, Rebecca

    2017-01-01

    A growing number of students globally are enrolling in distance education programs and it is becoming important now, more than ever before, to design curriculum that reflects educational principles, represents elements of engagement and pedagogy and meets institutional and industry requirements. In doing so, it is vital to design contemporary…

  10. Interactive Distance Education for In-Service Teachers in India.

    Science.gov (United States)

    Sharma, Santosh

    2000-01-01

    Discusses interactive television technologies that are under development and experimentation in India for in-service teacher education at the Indira Gandhi National Open University. Describes the VSAT (Very Small Aperture Terminal) system and ISDN (Integrated Services Digital Network) that are used for video technology in distance education.…

  11. Overview of Spanish and Latin American Distance Higher Education.

    Science.gov (United States)

    Garcia Garrido, Jose Luis

    1991-01-01

    Provides a brief overview of Spanish and Latin American distance education programs for higher education and describes the three most important institutions: (1) the Spanish UNED (Universidad Nacional de Educacion a Distancia); (2) the Costa Rican UNED (Universidad Estatal a Distancia); and (3) the Venezuelan UNA (Universidad Nacional Abierta).…

  12. Project organized Problem-based learning in Distance Education

    DEFF Research Database (Denmark)

    Jensen, Lars Peter; Helbo, Jan; Knudsen, Morten

    2002-01-01

    Project organized problem based learning is a successful concept for on-campus engineering education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work...

  13. Overview of Spanish and Latin American Distance Higher Education.

    Science.gov (United States)

    Garcia Garrido, Jose Luis

    1991-01-01

    Provides a brief overview of Spanish and Latin American distance education programs for higher education and describes the three most important institutions: (1) the Spanish UNED (Universidad Nacional de Educacion a Distancia); (2) the Costa Rican UNED (Universidad Estatal a Distancia); and (3) the Venezuelan UNA (Universidad Nacional Abierta).…

  14. No Small Change: E-Commerce in Distance Education.

    Science.gov (United States)

    Robinson, Evan T.

    2002-01-01

    Explains how electronic commerce (e-commerce) principles can be useful for distance education in higher education. Topics include business-to-business and business-to-consumer models; entering the marketplace; understanding the institution's capabilities; knowing the competition; and sound financial models. (LRW)

  15. Perceived Quality of Distance Education from the User Perspective

    Science.gov (United States)

    Dursun, Tolga; Oskaybas, Kader; Gokmen, Cansu

    2014-01-01

    The purpose of this study is to measure the quality of distance education services received from educational institutions which are among the leading service enterprises. More specifically, the study aims to find out what the students' expectations are, to what extent the student expectations are met and whether or not the acquired findings vary…

  16. Globalisation, Post-Fordism and Open and Distance Education.

    Science.gov (United States)

    Evans, Terry

    1995-01-01

    Post-Fordism and globalization are interrelated contemporary features of social and economic development. Individual, social, and educational issues concerned with globalization are discussed in relation to the emerging post-Fordism forms and practices of open and distance education, and to the cross-cultural contexts involved. (Author/AEF)

  17. Trends in Distance Education: A Content Analysis of Master's Thesis

    Science.gov (United States)

    Durak, Gürhan; Çankaya, Serkan; Yunkul, Eyup; Urfa, Mehmet; Toprakliklioglu, Kivanç; Arda, Yagmur; Inam, Nazmiye

    2017-01-01

    The present study aimed at presenting the results of content analysis on Master's Theses carried out in the field of distance education at higher education level in Turkey between 1986 and 2015. A total of 285 Master's Theses were examined to determine the key words, academic disciplines, research areas, theoretical frameworks, research designs…

  18. The Impact of Mobile Technologies on Distance Education

    Science.gov (United States)

    Fuegen, Shauna'h

    2012-01-01

    This article considers the growing amount of research on using mobile technologies in education. As mobile devices become increasingly more prevalent, it is imperative to study their use and effect on the growing field of distance education. This brief review of existing literature indicates that traditional theories of learning, in both…

  19. A New Resource for College Distance Education Astronomy Laboratory Exercises

    Science.gov (United States)

    Vogt, Nicole P.; Cook, Stephen P.; Muise, Amy Smith

    2013-01-01

    This article introduces a set of distance education astronomy laboratory exercises for use by college students and instructors and discusses first usage results. This General Astronomy Education Source exercise set contains eight two-week projects designed to guide students through both core content and mathematical applications of general…

  20. Distance Education Techniques to Assist Skills of Tourist Guides

    Science.gov (United States)

    Sahin, Yasar Guneri; Balta, Sabah

    2007-01-01

    This study is a presentation of the usage of distance education technologies in a bid to support face to face education of tourist guide candidates during the training tour. The laws require tourist guide candidates to successfully complete their internship tour and get a certificate. Since the time in this internship period is limited and there…

  1. Going the Distance: Online Education in the United States, 2011

    Science.gov (United States)

    Allen, I. Elaine; Seaman, Jeff

    2011-01-01

    "Going the Distance: Online Education in the United States, 2011" is the ninth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group. Data collection is conducted in partnership with the College Board. This year's study, like those for…

  2. Going the Distance: Delivery of High School Drug Prevention via Distance Education

    Science.gov (United States)

    Wyrick, David L.; Fearnow-Kenney, Melodie; Wyrick, Cheryl Haworth; Orsini, Muhsin Michael; Strack, Robert W.; Milroy, Jeffrey J.

    2010-01-01

    The purpose of this project was to develop a technology that can be used in schools where there are insufficient resources to implement a quality drug prevention program. The specific technology--distance education via teleconferencing--allows a highly qualified teacher to deliver programs in such settings with increased quality. A promising high…

  3. Physical Education Students' Perceptions of the Effectiveness of Their Distance Education Courses

    Science.gov (United States)

    Frimming, Renee E.; Bordelon, Thomas D.

    2016-01-01

    Background: Because of the increasing demand from students to have available to them distance education courses, it is vital to offer students health and physical education distance education courses that meet their need for a challenging and rewarding educational experience. In this pilot study, we explored the learning experiences of students…

  4. Monetizing French Distance Education: A Field Enquiry on Higher Education Value(s)

    Science.gov (United States)

    Olivier, Marty

    2014-01-01

    A field enquiry in French distance education allows us to analyze the evolution of a specific institution towards new public management: Parallel to a trend of free courseware and open education, there is a paradoxical reality of distance education monetization. Whereas history shows how traditional French education is a state controlled public…

  5. Assessing the Feasibility of Using Virtual Environments in Distance Education

    Directory of Open Access Journals (Sweden)

    Kirsten N. Corazzini

    2011-03-01

    Full Text Available Learning is an active, social process. However, many distance education programs are flat and asynchronous with limited interaction. Virtual environments may be best equipped to foster an active social learning environment that provides optimal distance education. This study explored how nursing informatics students perceived the strengths and limitations of three different online modalities of learning: Learning Management System, Webinar, and Virtual Environments. Student perceptions of nine learning and instructional technology domains were explored using the Student Assessment of Learning Gains instrument (Seymour, Wiese, Hunter, & Daffinrud, 2000 with additional, open-ended question. Two concurrent themes arose from the three platforms: technical challenges and students showing preference for synchronous web-based learning. Virtual Environments emerged as the favored distance based education. As the availability and use of these technologies proliferates, educators are challenged to understand the effects of these technologies on student learning outcomes to optimize student learning.

  6. DISTANCE EDUCATION IN NURSING GRADUATION COURSES: APPLICATION AND EFFECTIVENESS

    Directory of Open Access Journals (Sweden)

    Erika Zambrano Tanaka

    2017-10-01

    Full Text Available Distance education (EaD was first recognized in the Law of Guidelines and Bases of Education (LBD in 1996 and refers to a teaching-learning modality where students and tutors are separated yet connected through various technologies, like the internet. Distance Education has been growing steadily over the years, and its use has been constant in various modalities of courses, whether technical, undergraduate or postgraduate. Nursing courses, as well as other courses in the health area, have used it in order to facilitate access to learning, offering the student quality teaching and knowledge of new technologies. This study was developed with the purpose of analyzing Distance Education, as well as its application in the nursing courses. For that, a qualitative literature review was carried out. National databases published from 2002 to 2014 were withdrawn.

  7. Interactive radio: distance education in the classroom.

    Science.gov (United States)

    1988-01-01

    The Honduran Association for Socioeconomic Growth and Development (AVANCE) in conjunction with the U.S. Agency for International Development's Radio Learning Project has developed and promoted programs for radio that encourage interactive learning in Latin America. The Second Interamerican Conference on Interactive Radio was recently held in Tela, Honduras where educators and participants came to attend workshops on scriptwriting, instructional design, community support and other related topics. The participants had the opportunity to study the second generation of interactive radio. Beginning in 1973, Nicaragua began an interactive radio program written for early grade mathematics students. Currently, Honduras is marketing a mathematics program entitled, La Familia de los Numeros," or the Family of Numbers to other countries. In Bolivia, an organization called, "Fe y Alegria," or Faith and Happiness is broadcasting educational programs through the use of interactive radio. In Ecuador, testing has begun to study the viability of interactive radio for their educational system, and in Costa Rica, replication of Honduras' "Familia de los Numeros" has begun. Teachers have noted an improved grasp of subject matter and better attentiveness through the use of interactive radio programs. The programs present 30 minutes of mathematics information and 30 minutes of language information. For each grade, 170 programs have been developed.

  8. SOCIAL CONSTRUCTIVISM and INTERNATIONAL COOPERATION IN DISTANCE EDUCATION

    Directory of Open Access Journals (Sweden)

    Elif TOPRAK

    2006-07-01

    Full Text Available International cooperation in Distance Education which is a very popular phenomenon today can be explained by the rise of social constructivism in social sciences, namely Education and International Relations, for the purpose of this paper. Social constructive approach in International Relations with its emphasis on building social bridges via learning common values and social constructivism in education highlighting learning communities, pave the way for institutionalization of cooperation in Distance Education. Multicultural, multilingual models that adopt educational materials according to local cultures and demands, serve as a good mean of meeting educational needs globally. Information and Communication Technologies ease interactions and lead to a global flow of information, some advantages of which are emphasized in this paper.

  9. Distance education unit "Mario Rizzini": a Salesian proposal

    Directory of Open Access Journals (Sweden)

    Pablo Farfán

    2012-12-01

    Full Text Available The distance education unit Mario Rizzini is a Salesian educational program designed to help excluded sectors of society, mainly young people, whom due to their employment status, premature parenthood, exclusion from formal schools that do not consider special conditions, who failed to complete their education at a school age but feel now the need to graduate.This teaching style is based on social constructivism, wich allows the person to move forward from his/her own reality and knowledge, guided by the Salesian perspective with Don Bosco's charisma, using the preventive method as a means to achieve a fair society. The teaching strategies and instruments are developed from contemporary concepts of distance education, partucularly using information techonology, turned into virtual classrooms that guarantee continuous individual support for the learner. To summarize, we offer an educational alternative that according to our founder's charisma, attempts to include those in need but with high quality education.

  10. DESIGNING MOTIVATIONAL LEARNING SYSTEMS IN DISTANCE EDUCATION

    Directory of Open Access Journals (Sweden)

    Jale BALABAN-SALI

    2008-07-01

    Full Text Available ABSTRACT The designing of instruction, when considered as a process, is the determination of instructional requirements of the learner and development of functional learning systems in order to meet these requirements. In fact, as a consequence of studies on the development of effective learning systems some instructional design theories have emerged. Among these theories the motivational design theory points out that instructional processes are required to be configured with the strategies which increases the attention, relevance, confidence and satisfaction of the students for an instructional design which ensures the continuity of learning motivation. The studies indicate that the systems which are developed on the basis of mentioned strategies raise the attention of the student during instruction, develop a relevance to the students’ requirements, create a positive expectation for success and help having a satisfaction by reinforcing success. In this article, the empirical studies related with this subject and the suggestions for presenting more effective motivational instructional designs in distance learning are summarized.

  11. National Center for Engineering and Technology Education: The Overall Impact of the NCETE Is to Strengthen the Nation's Capacity to Deliver Effective Engineering and Technology Education in the K-12 Schools

    Science.gov (United States)

    Hailey, Christine E.; Erekson, Thomas; Becker, Kurt; Thomas, Maurice

    2005-01-01

    The National Science Foundation established the Centers for Learning and Teaching (CLT) program to address national needs in the science, technology, engineering, and mathematics (STEM) workforce. NSF recognized two problems, the large number of educators expected to retire over the next decade, and the growing number of educators inadequately…

  12. Using of Marketing Communication for Distance Education Institutions

    OpenAIRE

    R.Ayhan Yilmaz

    2005-01-01

    Using of Marketing Communication for Distance Education Institutions R. Ayhan YILMAZ, Ph.DAnadolu UniversityCommunication Sciences FacultyEskisehir, TURKEY INTRODUCTION Because of increased competition for scarce resources, marketing has become an important activity of many nonprofit organizations. Higher education institutions, as one of these nonprofit organizations, provide us with excellent examples of this trend (Hayes, 1991). The marketing of higher education has received a tremendous a...

  13. Distance education ethics : How technique impacts morality and deontology

    OpenAIRE

    Marty, Olivier

    2014-01-01

    Using a hybrid episteme of descriptive education science and prescriptive philosophy of education, I will question the problem of distance education ethics, focusing on how new techniques are impacting morality and deontology. I will focus on every aspect of these ethics: accessibility and neutrality of media as to what concerns morality; then transmission of values and engineering of organizational culture concerning deontology. I will finally study the relationship between morality and deon...

  14. Use of Distance Education by Christian Religion to Train, Edify and Educate Adherents

    Science.gov (United States)

    Satyanarayana, P.; DK Meduri, Emmanuel

    2013-01-01

    Distance Education has been growing fast, in a marvelously diverse fashion. The efficiency, effectiveness, validity and utility of distance teaching-learning are on increase. All communities and religious groups are making use of distance learning methodology to upgrade their knowledge, skills and attitudes. Christian educational institutions in…

  15. Open and Distance Education in Global Environment: Opportunities for Collaboration

    Directory of Open Access Journals (Sweden)

    S. K. PULIST

    2007-01-01

    Full Text Available Distance education system in India has undergone many stages and phases of evolution before it really reached the stage of what is called open education, ICT-enabled education and global education. During these phases, it has assimilated different aspects of ICT with all applauds and has been able to go hand-in-hand with it transcending the national and regional boundaries. The distance education institutions have now started giving a serious thought to explore the possibility of cross-boarder expansion. The educational needs of the present society are changing very fast. The education is now being seen as an enabling tool for empowerment and all-round development of individuals. It is difficult for an institution to come up to all the educational requirements of the society. It is, therefore, time to collaborate rather than compete. Quality concern becomes a serious issue in such a situation. Consequently, globalization, internationalization, collaboration, networking have become the buzzwords of the day in distance education. In furtherance of this journey, Indira National Open University, INDIA organized an international conference on the theme “Open and Distance Education in Global Environment: Opportunities for Collaboration” under the aegis of International Council for Distance Education. The articles of the renowned educationists presented in the Conference have reserved their place in the volume under review. The volume is a repository of their experiences in the becoming of distance education all these years. The volume is spread over 32 chapters summed up into four major streams– internationalization are: collaboration and networking; ICT-enabled education; quality assurance; and distance education for development. The canvas of the volume covers the present scenario of open and distance education from the global perspective.The first part discusses as to how collaboration can be tamed to develop joint curriculum and deliver

  16. Alabama's Education Coalition Focuses on Supporting the State's Math, Science and Technology Initiative and on Building Distance Learning Programs

    Science.gov (United States)

    Denson, R. L.

    2003-12-01

    The Alabama Math Science Technology Educational Coalition (AMSTEC) was formed as a non-profit after a 1998 NASA Linking Leaders program brought in education and corporate leaders to address systemic education reform in Alabama public schools. AMSTEC was instrumental in the creation of the Alabama Math Science Technology Initiative (AMSTI), a K-12 program designed using data from national and international research and local teacher survey. In the face of dwindling government support in a state ranked last in education funding, AMSTEC believes that its best hope for improved STEM education lies in strengthening its community/industry partnerships and building upon the Department of Education's newly created AMSTI program. NASA's GLOBE program is the primary earth science education component being integrated into AMSTI. AMSTI is structured to provide teachers with (1) the materials, equipment, technology and supplies necessary to deliver high quality, inquiry-based instruction; (2) professional development linked directly to the educational resources with the intent of strengthening content knowledge, instructional strategies, and use of assessment tools; and (3) on-site support and mentoring throughout the year in the interest of achieving these goals. Roles for community partners to support these objectives far exceed that of mere funding - especially in the area of mentoring and professional development. Currently, AMSTEC consists of 100+ members including classroom teachers and district officers, education department representatives from higher educational institutions, policy makers and administrators, and government and industry representatives. AMSTEC remains partially tied to NASA fiscally and is administratively housed by the National Space Science and Technology Center's Earth System Science Center. AMSTEC's partnership emphasis is focused on increasing corporate and industry participation to support the implementation of AMSTI and its hub

  17. Educational Software Tool for Protection System Engineers. Distance Relay

    Directory of Open Access Journals (Sweden)

    Trujillo-Guajardo L.A.

    2012-04-01

    Full Text Available In this article, a graphical software tool is presented; this tool is based on the education of protection system engineers. The theoretical fundaments used for the design of operation characteristics of distance relays and their algorithms are presented. The software allows the evaluation and analysis of real time events or simulated ones of every stage of design of the distance relay. Some example cases are presented to illustrate the activities that could be done with the graphical software tool developed.

  18. Online Database Editor Design for Web Based Distance Education

    Directory of Open Access Journals (Sweden)

    Mustafa Ali Akça

    2015-10-01

    Full Text Available Web-Based Distance Education every day continues to increase its influence in all areas. Informatics, especially in software training is widely used in web-based distance education. However, based on coding in a course with topics of mutual teacher / student interaction, also known to increase the success of the individual is a fact. In this study, software engineering, computer engineering, computer teacher and information technology departments, such as computer programming course to be used in the online database to MSSQL editor is designed as an employee. In this study, students entering the system assigned to them can create tables in the database online, it can add data to the tables and SQL queries can be run. Students in all of these studies, despite all the distance education classroom environment facility engages in close communication facilities.

  19. Distance Education Programs: The Technical Support to Be Successful.

    Science.gov (United States)

    McNew, Ryan E; Gordon, Jeffry S; Weiner, Elizabeth E; Trangenstein, Patricia

    2016-01-01

    Academic success requires support on a variety of levels as well as access to contemporary tools and services. Supporting students enrolled in a successful higher education distance learning program, requires a strong, properly trained IT support staff in addition to a stable IT environment. Our distance education program began with a regional market but has grown significantly over the past few years. This is primarily due to the success of our distance education tools and support which have contributed to achieving a ranking of eleventh of best graduate schools in nursing according to the U.S. News and World Report. The entire student population is "Bring Your Own Devices" (BYOD). Critical to this support is the initial configuration and loading of needed software during the first week of orientation. All of this success requires a robust team of members prepared in a range of skill sets from networking to instructional design.

  20. Romanian Libray Science Distance Education. Current Context and Possible Solutions

    Directory of Open Access Journals (Sweden)

    Silvia-Adriana Tomescu

    2012-01-01

    We thought it would be very useful to propose a model of teaching, learning and assessment for distance higher librarianship tested on www.oll.ro, Open learning library platform to analyze the impact on students, and especially to test the effectiveness of teaching and assessing knowledge from distance. We set a rigorous approach that reflects the problems facing the Romanian LIS education system and emphasizes the optimal strategies that need to be implemented. The benefits of such an approach can and classified as: innovation in education, communicative facilities, and effective strategies for teaching library science.

  1. STUDENT OPINIONS ON MANAGEMENT OF DISTANCE EDUCATION APPLICATIONS

    Directory of Open Access Journals (Sweden)

    Celal GULSEN

    2014-07-01

    Full Text Available Traditional education systems can sometimes become inadequate in the face of technological developments. Individuals, whose educational needs cannot be met by traditional education systems, can tend to search for alternatives and can have different demands in order to meet with these needs. These demands of the individuals can be reciprocated by managements and internet-based education methods, which remove limitations of time and space, provide facilities and equal opportunities, comply with student-centered educational approach and use computer and internet technologies, can be put into practice. Appearing before us sometimes as an alternative to the traditional education and sometimes as a support, these applications began to occupy an important place in the education systems of our era. This study, which was conducted by general survey method in view of this importance, aims to learn opinions of “masters’ students on the efficiency of distance education applications.” Survey of “Distant Education and Technologies Assessment,” developed by Aktas (2008 and adapted to Istanbul sampling by the researcher, was used in order to determine opinions. University students, who are doing masters without thesis at Social Sciences Institute Educational Administration Supervision Planning and Economics Department of Fatih University in 2013-2014 academic years, constitute the study group of the research. All of the students in the study group were reached. As a result of the study, masters’ students believe that “distance education applications” fills a very important void for individuals that experience difficulties especially in time management despite some of its inconveniencies. By looking at the results of the study, it is suggested that measures, which provide further dissemination of distance education application by will improve their technical competencies, should be taken.

  2. Leadership in Distance Education: Qualities and Qualifications Sought by Higher Education Institutions

    Science.gov (United States)

    Nworie, John; Haughton, Noela; Oprandi, Stephanie

    2012-01-01

    This article presents the results of an investigation into the qualities and qualifications sought in distance education leaders by institutions of higher education in the United States. The researchers examined 191 distance education leadership position announcements posted by online sources between 1997 and 2010. Content analysis of these…

  3. Adult Education and Vocational Education: Implications for Research on Distance Delivery.

    Science.gov (United States)

    McClelland, Jerry; Saeed, Fouzia

    The literature on adult, vocational, and distance education was reviewed to identify areas needing research in order to guide decisions on the use of distance delivery in adult vocational education in Minnesota. Literature on participation in and barriers to participation in adult education was reviewed as was literature on the clientele served by…

  4. Distance Education in Information Technology, a case study

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2002-01-01

    Project organized problem based learning is a successful concept for on-campus education at Aalborg University. The "Aalborg concept" has been used in networked distance education as well. This paper describes a project from the first year of our Master of Information Technology education organiz...... of project in group-organized distance education, are described and commented by three of the group members, and some possible solutions for more appropriate types of projects are listed......Project organized problem based learning is a successful concept for on-campus education at Aalborg University. The "Aalborg concept" has been used in networked distance education as well. This paper describes a project from the first year of our Master of Information Technology education organized...... with Internet-mediated project work. A group of 4 students carried out a project dependent on knowledge from two firms where two of the group members are working, making this a kind of Worked Based Learning (WBL). The project was formulated as a traditional on-campus type of project with the same complexity...

  5. Zero Energy Schools: Designing for the Future: Zero Energy Ready K-12 Schools

    Energy Technology Data Exchange (ETDEWEB)

    Torcellini, Paul A [National Renewable Energy Laboratory (NREL), Golden, CO (United States)

    2017-09-29

    Designing, building, and operating zero energy ready K-12 schools provides benefits for districts, students, and teachers. Optimizing energy efficiency is important in any building, but it's particularly important in K-12 schools. Many U.S. school districts struggle for funding, and improving a school building's energy efficiency can free up operational funds that may then be available for educational and other purposes.

  6. ICT-based Distance Education in South Asia

    Directory of Open Access Journals (Sweden)

    Sally D. Berman

    2008-10-01

    Full Text Available This report provides an update about innovative uses of information and communication technology (ICT for distance education and training in South Asia. Particular focus is given to ICT initiatives in India, Sri Lanka, and Bhutan, at university level, and in non-formal interventions. Lessons learned from these countries are of value to any developing nation that wishes to address the improvement of educational and living standards of its people. The report stresses current uses of ICT serving the distance education needs of rural populations, and concludes that in all three countries the traditional media, including radio and TV, must play an important continuing role to ensure that education is accessible to the widest possible range of students.

  7. SUCCESSFUL DISTANCE EDUCATION PROGRAMS IN SUB-SAHARAN AFRICA

    Directory of Open Access Journals (Sweden)

    Zane BERGE

    2007-04-01

    Full Text Available This paper explains the purposes, delivery methods, and program characteristics of successful distance education (DE in sub-Saharan Africa (SSA. This paper investigates the design and delivery systems of these programs and identifies ways the DE programs are working to improve. There are about 150 formidable distance education programs working in SSA. They aim to increase and improve a variety of existing programs, including primary and high school education, college-level and graduate programs, language training, teacher training, and continuing education for adults. The primary delivery system used by most institutions consists of printed manuals and texts that are distributed to all students. Despite the continued development of information and communication technology (ICT, including videos, online training modules, and web-based training (WBT systems, traditional DE delivery methods continue to prove as the most reliable, most sustainable, and most widely used.

  8. Building Accountability: A Review of State Standards and Requirements for K-12 Public School Facility Planning and Design. Appendices

    Science.gov (United States)

    Vincent, Jeffrey M.

    2016-01-01

    The purpose of this study was to inform the California Department of Education (CDE) in ensuring the standards contained in Title 5 appropriately promote the planning and design of healthy, safe and educationally suitable K-12 school facilities. The study gathers and analyzes K-12 facility standards in other states across the country to understand…

  9. Building Accountability in California: A Review of State Standards and Requirements for K-12 Public School Facility Planning and Design

    Science.gov (United States)

    Vincent, Jeffrey M.

    2016-01-01

    This study aims to inform the California Department of Education (CDE) in ensuring the standards contained in Title 5 appropriately promote the planning and design of healthy, safe and educationally suitable K-12 school facilities. The study gathers and analyzes K-12 facility standards in ten case study states across the country to understand…

  10. Kenya and distance education: a model to advance graduate nursing.

    Science.gov (United States)

    Mutea, Naomi; Cullen, Deborah

    2012-08-01

    Africa is faced with a myriad of challenges, such as HIV/AIDS, malaria, tuberculosis, and a variety of political and historical complications that have affected the educational system for advanced nursing practice. In Kenya, the current situation in the higher education sector does not give nurses an opportunity to pursue graduate education after they have acquired the basic diploma in nursing due to limited government support and the type of education system existing in the country today. Although distance education has been available in Kenya for professionals such as teachers, in public universities, this kind of opportunity is unreachable for nurses who are working and need to further their education. Nurses desire to have access to advanced practice education to equip them with the relevant knowledge to cope and address the complex health issues arising in the management and care of patients. A collaborative model is presented as a potential solution for this need. Four major constituents are identified including hospitals and agencies, communities of interest, Kenyan universities and international education partners. Each has a part to play including contributions to information, communication of opinion and expertise, money and support, infrastructure and in-kind resources. Distance education is cost-effective and will help in building capacity at various levels of nursing including leadership in clinical practice, teaching, administration and research.

  11. Test Of Astronomy STandards TOAST Survey of K-12 Teachers

    Science.gov (United States)

    Slater, Timothy F.; Slater, Stephanie; Stork, Debra J.

    2015-01-01

    Discipline-based education research in astronomy is focused on understanding the underlying mental mechanisms used by students when learning astronomy and teachers when teaching astronomy. Systematic surveys of K-12 teacher' knowledge in the domain of astronomy are conducted periodically in order to better focus and improve professional development. These surveys are most often done when doing contemporary needs assessments or when new assessment instruments are readily available. Designed by Stephanie J. Slater of the CAPER Center for Astronomy & Physics Education Research, the 29-item multiple-choice format Test Of Astronomy STandards - TOAST is a carefully constructed, criterion-referenced instrument constructed upon a solid list of clearly articulated and widely agreed upon learning objectives. The targeted learning concepts tightly align with the consensus learning goals stated by the American Astronomical Society - Chair's Conference on ASTRO 101, the American Association of the Advancement of Science's Project 2061 Benchmarks, and the National Research Council's 1996 National Science Education Standards. Without modification, the TOAST is also aligned with the significantly less ambitious 2013 Next Generation Science Standards created by Achieve, Inc., under the auspices of the National Research Council. This latest survey reveals that K-12 teachers still hold many of the same fundamental misconceptions uncovered by earlier surveys. This includes misconceptions about the size, scale, and structure of the cosmos as well as misconceptions about the nature of physical processes at work in astronomy. This suggests that professional development in astronomy is still needed and that modern curriculum materials are best served if they provide substantial support for implementation.

  12. Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning

    Science.gov (United States)

    Katsa, Maria; Sergis, Stylianos; Sampson, Demetrios G.

    2016-01-01

    The Flipped Classroom model (FCM) is a promising blended educational innovation aiming to improve the teaching and learning practice in various subject domains and educational levels. However, despite this encouraging evidence, research on the explicit benefits of the FCM on K-12 Mathematics education is still scarce and, in some cases, even…

  13. EVALUATION OF DISTANCE EDUCATION IN DENTISTRY GRADUATION COURSE

    Directory of Open Access Journals (Sweden)

    Helbert Eustáquio Cardoso da Silva

    2014-05-01

    Full Text Available The curricula of Dentistry are in the process of modernization , to suit the labor market geared to the needs of the population . The changes seek a teaching method that is conducive to student elfmanagement of their knowledge through a transdisciplinary vision. Objective: To examine about the training of teachers responsible for the disciplines of dentistry , as well as new possibilities of knowledge transmission . In this context, the distance is shown as an alternative to the continuing education of future dentists , covering new technologies and new methods of teaching adults. Methods: Through a literature review , we discuss about the goals of the national curriculum guidelines and the training of teachers of courses in dentistry and also surveys are presented in distance education in healthcare. Results: The study shows successful application of distance learning for adult learners courses in Dentistry .

  14. Development and deployment of innovative distance education modules

    Energy Technology Data Exchange (ETDEWEB)

    Hsu, Wen-Hsing [Nuclear Science Centre, Texas A and M University, 1095 Nuclear Science RD, College Station, Texas 77843 (United States); Reece, W. Daniel [Nuclear Engineering Department, Texas A and M University, College Station, Texas 77843 (United States)

    2010-07-01

    The potential of distance education/learning to deliver knowledge to learners outside the classroom is increasing dramatically as the technologies evolve. Through the past seven years at Texas A and M University Nuclear Science Centre, media-rich distance learning modules of lectures has been developed using the cutting edge technology available. Accordingly, the framework of modularised distance education modules has been established as well. Each module, closed caption enabled, consists of short interactive videos with animations and quizzes embedded. Those individual videos can be regrouped to form a new module depending on the contents of the lecture. The framework of this system was explained and the procedures of creating those modules were detailed. Different deployment methodologies of those modules were also discussed. (authors)

  15. Development research applied to improve motivation in distance education

    NARCIS (Netherlands)

    Visser, Lya; Plomp, Tjeerd; Kuiper, Wilmad

    1999-01-01

    This study introduced motivational strategies in the student support system of a distance education program, offered by the University of London (England) and implemented by the International Extension College in Cambridge (England). The program prepares international students for a diploma or maste

  16. Musing on the Memes of Open and Distance Education

    Science.gov (United States)

    Latchem, Colin

    2014-01-01

    Just as genes propagate themselves in the gene pool by leaping from body to body, so memes (ideas, behaviours, and actions) transmit cultural ideas or practices from one mind to another through writing, speech, or other imitable phenomena. This paper considers the memes that influence the evolution of open and distance education. If the…

  17. The Use of Virtual Ethnography in Distance Education Research

    Science.gov (United States)

    Uzun, Kadriye; Aydin, Cengiz Hakan

    2012-01-01

    3D virtual worlds can and have been used as a meeting place for distance education courses. Virtual worlds allow for group learning of the kind enjoyed by students gathered in a virtual classroom, where they know they are in a communal space, they are aware of the social process of learning and are affected by the presence and behaviour of their…

  18. The Attitude Scale towards Distance Nursing Education (AstDNE)

    Science.gov (United States)

    Boz Yuksekdag, Belgian; Unsal Barlas, Gul

    2015-01-01

    In this study, a measurement is seen as an instrument to measure the attitudes of the nurses towards the distance nursing education was developed. The study population consist of nurses who working in two hospitals of the ministry of health and two special hospitals in Istanbul. The sample of the study consisted of 194 nurses who agreed to…

  19. Charting the Courses of Distance Education in a Wider Europe.

    Science.gov (United States)

    Perriault, Jacques

    This report presents an overview of the distance education systems currently operating in Europe. The first chapter discusses the factors influencing growth of job training requirements in Western Europe. The qualitative trend in training requirements is discussed in chapter two, particularly new consumer habits. The role of the media in…

  20. Iranian EFL Students' Emotional Intelligence and Autonomy in Distance Education

    Science.gov (United States)

    Valizadeh, Mohammadreza

    2016-01-01

    The present study aimed to clarify EFL learners' conceptions of autonomy and whether their autonomy was correlated with their emotional intelligence. The research was carried out with the participation of 110 learners at Distance Education University in Urmia, Iran. Questionnaires were emailed to the participants. Results of statistical analyses…