WorldWideScience

Sample records for k-12 education community

  1. Reaching Rural Communities: Videoconferencing in K-12 Dance Education

    Science.gov (United States)

    Parrish, Mila

    2009-01-01

    This article reports the findings of a study exploring the effects of using videoconferencing (VC) to deliver dance instruction to rural communities. The context of the study is a university community partnership run through blended live and VC instruction with elementary and middle school students in Eloy, Arizona. This research is part of a…

  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. 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…

  4. 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.

  5. 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…

  6. 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…

  7. 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

  8. 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

  9. 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…

  10. 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.

  11. 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.

  12. 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.

  13. 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

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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)

  20. 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

  1. 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…

  2. 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…

  3. 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

  4. 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

  5. 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…

  6. 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,…

  7. 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…

  8. 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…

  9. 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,…

  10. 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.

  11. 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

  12. 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…

  13. 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.

  14. 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.

  15. 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.

  16. 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…

  17. "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.

  18. 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

  19. 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…

  20. 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…

  1. 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),…

  2. Promoting K-12 Community Research and Service through the Washington Earth Science Initiative.

    Science.gov (United States)

    Field, John; DeBari, Susan; Gallagher, Michael

    2003-01-01

    Describes a K-12 teacher enhancement program in Washington state that provides teachers with the background knowledge, human and material resources, and time to develop community-based studies on environmental issues facing the citizens of Washington. (Author/KHR)

  3. 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…

  4. 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.…

  5. 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.…

  6. 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…

  7. 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.…

  8. 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…

  9. 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.…

  10. 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…

  11. 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)?

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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 ...

  18. 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…

  19. 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…

  20. 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

  1. 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…

  2. 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…

  3. 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.

  4. 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...

  5. 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

  6. California K-12 Schools and Communities Collaborate to Support Student Mental Health

    Science.gov (United States)

    Woodbridge, Michelle W.; Goldweber, Asha; Yu, Jennifer; Golan, Shari; Stein, Bradley D.

    2013-01-01

    Across the education, public health, and human and social services areas, there is renewed interest in bringing agency representatives together to work on the promotion of student mental health and wellness. One of the aims of California's Prevention and Early Intervention (PEI) K-12 Student Mental Health (SMH) initiative funded under Proposition…

  7. 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…

  8. 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…

  9. 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.

  10. 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...

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. MY NASA DATA: Making Earth Science Data Accessible to the K-12 Community

    Science.gov (United States)

    Chambers, L. H.; Alston, E. J.; Diones, D. D.; Moore, S. W.; Oots, P. C.; Phelps, C. S.

    2006-12-01

    In 2004, the Mentoring and inquirY using NASA Data on Atmospheric and Earth science for Teachers and Amateurs (MY NASA DATA) project began. The goal of this project is to enable K-12 and citizen science communities to make use of the large volume of Earth System Science data that NASA has collected and archived. One major outcome is to allow students to select a problem of real-life importance, and to explore it using high quality data sources without spending months looking for and then learning how to use a dataset. The key element of the MY NASA DATA project is the implementation of a Live Access Server (LAS). The LAS is an open source software tool, developed by NOAA, that provides access to a variety of data sources through a single, fairly simple, point- and- click interface. This tool truly enables use of the available data - more than 100 parameters are offered so far - in an inquiry-based educational setting. It readily gives students the opportunity to browse images for times and places they define, and also provides direct access to the underlying data values - a key feature of this educational effort. The team quickly discovered, however, that even a simple and fairly intuitive tool is not enough to make most teachers comfortable with data exploration. User feedback has led us to create a friendly LAS Introduction page, which uses the analogy of a restaurant to explain to our audience the basic concept of an LAS. In addition, we have created a "Time Coverage at a Glance" chart to show what data are available when. This keeps our audience from being too confused by the patchwork of data availability caused by the start and end of individual missions. Finally, we have found it necessary to develop a substantial amount of age appropriate documentation, including topical pages and a science glossary, to help our audience understand the parameters they are exploring and how these parameters fit into the larger picture of Earth System Science. MY NASA DATA

  1. 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.

  2. 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…

  3. 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…

  4. 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,…

  5. 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…

  6. 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…

  7. 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…

  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. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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

  5. 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.

  6. 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。

  7. 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.

  8. 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...

  9. 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.

  10. 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…

  11. 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…

  12. 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

  13. 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.

  14. 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....

  15. 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.

  16. 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.

  17. 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.

  18. 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.

  19. 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…

  20. 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…

  1. 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

  2. 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

  3. 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.

  4. 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…

  5. 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…

  6. 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…

  7. 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

  8. 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…

  9. 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…

  10. 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

  11. 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

  12. 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…

  13. 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)…

  14. 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…

  15. 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…

  16. 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)…

  17. 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…

  18. 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.…

  19. 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

  20. 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.

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. "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.

  7. "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.

  8. The use of Global Positioning System units and ArcGIS Online to engage K-12 Students in Research Being Done in their Local Communities

    Science.gov (United States)

    Butcher, C. E.; Sparrow, E. B.; Clucas, T.

    2015-12-01

    Incorporating K-12 students in scientific research processes and opportunities in their communities is a great way to bridge the gap between research and education and to start building science research capacity at an early age. One goal of the Experimental Program to Stimulate Competitive Research (EPSCoR) Alaska Adapting to Changing Environments project is to engage the local community in the research as well as to share results with the people. By giving K-12 students Global Positioning System (GPS) units, and allowing them to collect and map their own data, they are being exposed to some of the research methods being used by scientists in the Alaska ACE project. This hands-on, minds-on method has been successfully used in formal education settings such as a Junior High School classroom in Nuiqsut, Alaska as well as in informal education settings such as summer camps in Barrow, Alaska and Kenai, Alaska. The students progress from mapping by hand to collecting location data with their GPS units and cameras, and imputing this information into ArcGIS Online to create map products. The data collected were from sites ranging from important places in the community to sites visited during summer camps, with students reflecting on data and site significance. Collecting data, using technology, and creating map products contribute to science skills and practices students need to conduct research of their own and to understand research being done around them. The goal of this education outreach implementation is to bring students closer to the research, understand the process of science, and have the students continue to collect data and contribute to research in their communities. Support provided for this work from the Alaska EPSCoR NSF Award #OIA-1208927 and the state of Alaska is gratefully acknowledged.

  9. California K-12 School and Community Collaborations: Facilitators, Challenges, and Impact on Student Mental Health

    Science.gov (United States)

    Woodbridge, Michelle W.; Yu, Jennifer; Goldweber, Asha; Golan, Shari; Stein, Bradley D.

    2015-01-01

    Across the education, public health, and human and social services arenas, there has been renewed interest in bringing agency representatives together to work on the promotion of student mental health and wellness. When effective, it is believed that collaboration among agencies can build cross-system partnerships, improve referral processes and…

  10. 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

    research positions found an opportunity to explore new career options in education and make more knowledgeable career decisions. The findings will be presented in the context of national efforts to increase scientists' support of K-12 education and to improve graduate education to support a wider range of 21st- century STEM careers. The program is offered as a model for broadening graduate education that is inherently multidisciplinary and does not require changes to degree programs and curricula, while serving an important group of STEM graduate students and the local community.

  11. 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

  12. 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

  13. 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.

  14. 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.

  15. 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…

  16. 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

  17. “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。

  18. 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

  19. 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…

  20. 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…

  1. 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…

  2. 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,…

  3. 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…

  4. 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,…

  5. 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…

  6. 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…

  7. 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

  8. An Invaluable Resource for Supporting Transgender, Transsexual, and Gender-Nonconforming Students in School Communities: A Review of "Supporting Transgender and Transsexual Students in K-12 Schools"

    Science.gov (United States)

    Martino, Wayne

    2013-01-01

    This essay provides a review of a resource guide written by Kristopher Wells, Gayle Roberts, and Carol Allan (2012) titled "Supporting Transgender and Transsexual Students in K-12 Schools: A Guide for Educators". The guide is an invaluable resource for educators in schools and teacher education programs.

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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.

  15. 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.

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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.

  4. 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

  5. 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.

  6. 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…

  7. 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

    resource, because its content is written at three levels in English and Spanish. Links between science topics and literature, art, and mythology enable teachers of English Language Learners, literacy, and the arts to integrate science into their classrooms. In summary, the CMMAP NSF-funded Science and Technology Center has established a highly effective and productive partnership of scientists and educators focused on enhancing public science literacy about weather, climate, and global change. All CMMAP, LSOP, and W2U resources can be accessed online at no cost by the entire atmospheric science K-12 and informal science education community.

  8. 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,…

  9. 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

  10. 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…

  11. Partnerships---A Way of Making Astrophysics Research Accessible to the K--12 Community through the Internet and World Wide Web

    Science.gov (United States)

    Hawkins, I.; Battle, R.; Miller-Bagwell, A.

    1996-05-01

    We describe a partnership approach in use at UC Berkeley's Center for EUV Astrophysics (CEA) that facilitates the adaptation of astrophysics data and information---in particular from NASA's EUVE satellite---for use in the K--12 classroom. Our model is founded on a broad collaboration of personnel from research institutions, centers of informal science teaching, schools of education, and K--12 schools. Several CEA-led projects follow this model of collaboration and have yielded multimedia, Internet-based, lesson plans for grades 6 through 12 that are created and distributed on the World Wide Web (http://www.cea.berkeley.edu/Education). Use of technology in the classroom can foster an environment that more closely reflects the processes scientists use in doing research (Linn, diSessa, Pea, & Songer 1994, J.Sci.Ed.Tech., ``Can Research on Science Learning and Instruction Inform Standards for Science Education?"). For instance, scientists rely on technological tools to model, analyze, and ultimately store data. Linn et al. suggest introducing technological tools to students from the earliest years to facilitate scientific modeling, scientific collaborations, and electronic communications in the classroom. Our investigation aims to construct and evaluate a methodology for effective participation of scientists in K--12 education, thus facilitating fruitful interactions with teachers and other educators and increasing effective use of technology in the classroom. We describe several team-based strategies emerging from these project collaborations. These strategies are particular to the use of the Internet and World Wide Web as relatively new media for authoring K--12 curriculum materials. This research has been funded by NASA contract NAS5-29298, NASA grant ED-90033.01-94A to SSL/UCB, and NASA grants NAG5-2875 and NAGW-4174 to CEA/UCB.

  12. 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.

  13. 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

  14. 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.

  15. 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…

  16. 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…

  17. 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.

  18. 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…

  19. 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

  20. 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.

  1. 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.

  2. 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.

  3. 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…

  4. 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…

  5. Creation of a Research Community in a K-12 School System Using Action Research and Evidence Based Practice

    Directory of Open Access Journals (Sweden)

    Jean K. Sand

    2009-06-01

    that understanding how to properly cite sources was a major area of concern. Students were also confused about whom to ask for help during the research process. Instructional intervention was developed and applied. The survey was re-administered with the addition of items that were based on the interventions. Responses showed a marked improvement in understanding by at least 20%. Some responses improved by as much as 60%. Conclusion - The study validated the Action Research Training Model as the first dimension and conceptual framework that informs and guides instructional practices of school library media specialists and teachers in a K-12 school district. After using the model to examine student-teacher knowledge and understanding of ethical use of information (second dimension, there was recognition of the need to clarify the school’s position on the ethical use of information for teachers and students and provide intentional instruction and interventions for students beginning at an earlier grade level. After being made aware of the results, teachers were anxious to work with library media specialists to address issues and to look for opportunities within research units to collaborate.

  6. 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.

  7. 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

  8. 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

  9. What K-12 Teachers of Earth Science Need from the Earth Science Research Community: Science Teaching and Professional Learning in the Earth Sciences (STAPLES), a Minnesota Case Study

    Science.gov (United States)

    Campbell, K. M.; Pound, K. S.; Rosok, K.; Baumtrog, J.

    2009-12-01

    NSF-style Broader Impacts activities in the Earth Sciences take many forms, from long term partnerships between universities and informal science institutions to one-time K-12 classroom visits by scientists. Broader Impacts that include K-12 teachers range from those that convey broad Earth Science concepts to others stressing direct connections to very specific current research methods and results. Design of these programs is often informed by prior successful models and a broad understanding of teacher needs, but is not specifically designed to address needs expressed by teachers themselves. In order to better understand teachers’ perceived needs for connections to Earth Science research, we have formed the Science Teaching and Professional Learning in the Earth Sciences (STAPLES) research team. Our team includes a geology faculty member experienced in undergraduate and professional Earth Science teacher training, two in-service middle school Earth Science teachers, and the Education Director of the National Center for Earth-surface Dynamics (NCED), a National Science Foundation Science and Technology Center. Members of the team have designed, taught and experienced many of these models, from the Andrill ARISE program to NCED’s summer institutes and teacher internship program. We are administering the STAPLES survey to ask Earth Science teachers in our own state (Minnesota) which of many models they use to 1) strengthen their own understanding of current Earth Science research and general Earth Science concepts and 2) deepen their students’ understanding of Earth Science content. Our goal is to share survey results to inform more effective Broader Impacts programs in Minnesota and to stimulate a wider national discussion of effective Broader Impacts programs that includes teachers’ voices.

  10. Coming Together--Respectfully: Building Community in Teacher Education.

    Science.gov (United States)

    Rainer, Julie; Guyton, Edi

    Many researchers recommend building community to promote K-12 school improvement, noting the importance of teachers experiencing community in teacher education. This paper examines the concept of a learning community in the context of teacher education. It describes a 2-year qualitative study of community in a master's degree program. The program…

  11. 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

  12. 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)…

  13. 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…

  14. 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…

  15. 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…

  16. 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.…

  17. 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.…

  18. 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.…

  19. 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

  20. Increasing the Number of Underrepresented Minorities in Astronomy Through K-12 Education and Public Outreach (Paper II)

    CERN Document Server

    Norman, Dara; NSHP,; Agueros, Marcel; Anderson, Scott F; Baker, Andrew; Burgasser, Adam; Cruz, Kelle; Ernst, David J; Gawiser, Eric; Krishnamurthi, Anita; Lee, Hyun-chul; Mighell, Kenneth; McGruder, Charles; Sakimoto, Philip J; Sheth, Kartik; Soderblom, Dave; Strauss, Michael; Walter, Donald; West, Andrew; Agol, UW Pre-Map staff - Eric; Murphy, Jeremiah; Garner, Sarah; Bellovary, Jill; Schmidt, Sarah; Cowan, Nick; Gogarten, Stephanie; Stilp, Adrienne; Christensen, Charlotte; Hilton, Eric; Haggard, Daryl; Rosenfield, Sarah Loebman Phil; Munshi, Ferah

    2009-01-01

    In order to attract, recruit and retain underrepresented minority students to pursue Astronomy and related fields, we must ensure that there continues to be a well qualified pool of graduate and undergraduate students from which to recruit. This required pool of people are today's elementary, middle and high school students. The Astronomy community must be proactive in demonstrating the importance of pursing scientific study and careers to these students and their parents. Only by actively engaging these communities can U.S Astronomy hope to increase the numbers of minority PhDs and continue to be a leader in Astronomical discovery and knowledge.

  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. 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…

  7. 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…

  8. 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..

  9. 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

  10. 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

  11. 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…

  12. 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.

  13. 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…

  14. 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…

  15. The Educative Community

    Science.gov (United States)

    Kerensky, V. M.

    1975-01-01

    The educative community develops and mobilizes all resources, both human and physical, throughout the community in the development of human potential. The assumption that underpins the educative community is that all people are teachers and all are learners. (Author)

  16. Teaching K-12 teachers and students about nanoscale science through microscopy

    Science.gov (United States)

    Healy, Nancy

    2014-09-01

    The National Nanotechnology Infrastructure Network (NNIN) is an integrated partnership of 14 universities across the US funded by NSF to support nanoscale researchers. NNIN's education and outreach programs are large and varied and includes outreach to the K-12 community in the form of professional development workshops and school programs. Two important components of nanoscale science education are understanding size and scale and the tools used in nanoscale science and engineering (NSE). As part of our K-12 endeavors, we educate K-12 students and teachers about the tools of nanoscience by providing experiences with the Hitachi TM 3000 tabletop Scanning Electron Microscope (SEM). There are three of these across the network that are used in education and outreach. This paper will discuss approaches we use to engage the K-12 community at NNIN's site at Georgia Institute of Technology to understand size and scale and the applications of a variety of microscopes to demonstrate the imaging capabilities of these to see both the micro and nano scales. We not only use the tabletop SEM but also include USB digital microscopes, a Keyence VHX- 600 Digital Microscope, and even a small lens used with smart phones. The goal of this outreach is to educate students as well as teachers about the capabilities of the various instruments and their importance at different size scales.

  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. Community Education at Risk.

    Science.gov (United States)

    Dryden, Gordon; Thomson, Peter

    1981-01-01

    The authors describe the situation in Leicestershire, England, where a group of users and staff formed The Association for Community Education to oppose severe budget cuts in the community education service. (Editor/SJL)

  19. 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

  20. A Descriptive Study of the Factors Influencing the Degree to Which Fourth-, Fifth-, and Sixth-Grade Virtual Education Students Perceive a Sense of Virtual Community

    Science.gov (United States)

    Gerth, Dana A.

    2013-01-01

    Review of literature revealed a shortage of research describing the development of K-12 virtual communities and the absence of a tool to measure sense of virtual community in K-12 virtual education students. The purpose of this descriptive, quantitative study was to examine the perception of a sense of virtual community from the perspective of…

  1. 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.

  2. Conceptualizations of Classroom Community in Higher Education: Insights from Award Winning Professors

    Science.gov (United States)

    Kay, Denise; Summers, Jessica J.; Svinicki, Marilla D.

    2011-01-01

    The benefits of students' experiences of community, especially in K-12 settings, are well established in the professional literature; however, the influence of college students' perceptions of classroom community is a relatively new focus in educational research. Even less is known about professors' perceptions of classroom community; particularly…

  3. 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

  4. 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...

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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,…

  10. A Comparative Study on Math's Education Rendered in the Two Communities on the Island of Cyprus

    Science.gov (United States)

    Hadjichristou, Chrysoula

    2007-01-01

    The island of Cyprus embodies two distinct communities having their own systems of education. On the road to EU certain parallelisms need to be set as it is the goal of this study on math's education. This paper will concentrate on K1-K12 math's education. The topics to be dealt with will cover math's curriculum at all levels; weekly distribution…

  11. 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.

  12. Small Schools, Education, and the Importance of Community: Pathways to Improvement and a Sustainable Future

    Science.gov (United States)

    Adsit, Tim L.

    2011-01-01

    "Small Schools, Education, and the Importance of Community" focuses on three successful approaches for using the school as a catalyst for community development and revitalization, particularly in rural areas. The strategies also work well in suburban and urban areas. The three approaches described include: leadership by K-12 teachers,…

  13. 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.

  14. 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…

  15. 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…

  16. 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…

  17. “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.

  18. CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

    Science.gov (United States)

    Hickman, Paul

    2002-04-01

    It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

  19. Overcoming Constraints of Building Successful Partnerships Incorporating STEM Research Into K-12 Classrooms

    Science.gov (United States)

    Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

    2011-12-01

    The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE is currently in its second year of partnering ten graduate students from the STEM fields of Geosciences, Engineering and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to increase inquiry and technology experiences in science and math while enhancing graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in the classrooms. Each graduate student is responsible for the development of two lessons each month of the school year that are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach throughout the local community. Numerous challenges were met during the formation of the program as well as throughout the first year in which the project management team worked together to find solutions ensuring that INSPIRE maintained successful partnerships for all involved. Proposed solutions of the following key components were identified by INSPIRE through the development, implementation, and continuous evaluation (internal and external) of the first year of the program as areas that can pose challenges to the construction of strong relationships between STEM research and K-12 classrooms: initializing the partnerships with the K-12 classrooms and STEM graduate fields at the university; maintaining strong partnerships; providing appropriate training and support; developing sound

  20. 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…

  1. K-12 Students as Ground Observers of Contrails in Support of Scientific Research

    Science.gov (United States)

    Chambers, Lin H.; Moore, Susan W.; Fischer, Joyce D.; Sepulveda, Roberto; Clark, C.

    2004-01-01

    Scientists are very interested in the formation of contrails, both the type and the coverage. To be detected by a satellite-born instrument, the contrail must be of a certain size, which means that some contrails go undetected. The K-12 education community is assisting with the study of contrails by participating in a network of student observers. To provide a venue for student contrail observations, the GLOBE Contrails protocol was developed as part of the GLOBE Atmospheric Science protocols. The first year of observations has provided a rich resource for researcher.

  2. 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…

  3. 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.…

  4. Participative Teaching with Mobile Devices and Social Networks for K-12 Children

    Directory of Open Access Journals (Sweden)

    Livia Stefan

    2016-08-01

    Full Text Available This article details a set of participatory pedagogical experiments conducted within a research grant PN II IDEI (”Time Maps. Real communities, virtual worlds, experimented pasts” performed with the purpose of helping rural communities in identifying their cultural heritage andtransmitting it to the younger generations by means of modern IT technologies, including web 2.0. In a Danubian rural community, several points of archaeological interest (POIs were identified, which were then included in a geographic Augmented Reality application for smartphones and tablets. Subsequently, the geographic data were collected from the archaeological site by the K-12 children, under the coordination of an academic staff member of the National University of Arts in Bucharest, and stored on their devices using Google Maps. The augmented information provided onthe site was annotated and shared with other K-12 children, through different social networks sites (SNS and content postings. This first stage experiment was extended to the development of a social learning environment complementary to the educational site (www.timemaps.net to support thetransmission of several traditional technologies (textile, ceramic, glass in a collaborative manner. We consider that our experiments can significantly increase the visibility of the information pertaining to the identity of target places and communities among the younger generation. A mobile-learning paradigm, in combination with web 2.0 technologies, was the support for a distributed and low-cost platform for communication and collaboration. Social networks linked thearchaeological heritage and the academic research with the larger community of rural K-12 children. The article analyzes this platform as a solution for creating, collecting and sharingeducational content, and presents conclusions on using social media for effective blended learning and transmittal of the cultural heritage.

  5. Participative Teaching with Mobile Devices and Social Networks for K-12 Children

    Directory of Open Access Journals (Sweden)

    Livia Stefan

    2016-08-01

    Full Text Available This article details a set of participatory pedagogical experiments conducted within a research grant PN II IDEI (”Time Maps. Real communities, virtual worlds, experimented pasts” performed with the purpose of helping rural communities in identifying their cultural heritage andtransmitting it to the younger generations by means of modern IT technologies, including web 2.0. In a Danubian rural community, several points of archaeological interest (POIs were identified, which were then included in a geographic Augmented Reality application for smartphones and tablets. Subsequently, the geographic data were collected from the archaeological site by the K-12 children, under the coordination of an academic staff member of the National University of Arts in Bucharest, and stored on their devices using Google Maps. The augmented information provided onthe site was annotated and shared with other K-12 children, through different social networks sites (SNS and content postings. This first stage experiment was extended to the development of a social learning environment complementary to the educational site (www.timemaps.net to support thetransmission of several traditional technologies (textile, ceramic, glass in a collaborative manner. We consider that our experiments can significantly increase the visibility of the information pertaining to the identity of target places and communities among the younger generation. A mobile-learning paradigm, in combination with web 2.0 technologies, was the support for a distributed and low-cost platform for communication and collaboration. Social networks linked thearchaeological heritage and the academic research with the larger community of rural K-12 children. The article analyzes this platform as a solution for creating, collecting and sharingeducational content, and presents conclusions on using social media for effective blended learning and transmittal of the cultural heritage.

  6. 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

  7. Community-Oriented Medical Education

    Science.gov (United States)

    Hays, Richard

    2007-01-01

    Community-orientated medicine is a topical area for debate in the current discussions about medical education, but it can be argued that medical education has always been in the community because medical practice is located therein. It is widely accepted that community settings provide a wealth of learning opportunities for students and trainees…

  8. 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…

  9. 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…

  10. 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…

  11. 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

  12. Cool Science: K-12 Climate Change Art Displayed on Buses

    Science.gov (United States)

    Chen, R. F.; Lustick, D. S.; Lohmeier, J.; Thompson, S. R.

    2015-12-01

    Cool science is an art contest where K12 students create placards (7" x 22") to educate the public about climate change. Students are prompted to create their artwork in response to questions such as: What is the evidence for climate change? How does climate change impact your local community? What can you do to reduce the impacts of climate change? In each of three years, 500-600 student entrees have been submitted from more than 12 school districts across Massachusetts. A panel of judges including scientists, artists, rapid transit representatives, and educators chooses elementary, middle, and high school winners. Winners (6), runners-up (6), and honorable mentions (12) and their families and teachers are invited to an annual Cool Science Award Ceremony to be recognized and view winning artwork. All winning artwork is posted on the Cool Science website. The winning artwork (2 per grade band) is converted into placards (11" x 28") and posters (2.5' x 12') that are placed on the inside (placards) and outside (posters) of buses. Posters are displayed for one month. So far, Cool Science was implemented in Lowell, MA where over 5000 public viewers see the posters daily on the sides of Lowell Rapid Transit Authority (LRTA) buses, making approximately 1,000,000 impressions per year. Cool Science acts to increase climate literacy in children as well as the public, and as such promotes intergenerational learning. Using art in conjunction with science learning about climate change appears to be effective at engaging not just traditionally high achieving science students, but also those interested in the creative arts. Hearing winners' stories about how they created their artwork and what this contest meant to them supports the idea that Cool Science attracts a wide diversity of students. Parents discuss climate change with their children. Multiple press releases announcing the winners further promotes the awareness of climate change throughout school districts and their

  13. Sense and Sensibility: The Case for the Nationwide Inclusion of Engineering in the K-12 Curriculum

    Science.gov (United States)

    Lindberg, Robert E.; Pinelli, Thomas E.; Batterson, James G.

    2008-01-01

    The competitive status of the United States is inextricably linked to innovation just as innovation is inseparable from science, technology, engineering, and mathematics. To stay competitive in innovation requires that the United States produce a 21st century workforce complete with requisite education, training, skills, and motivation. If we accept a priori that science, technology, engineering, and mathematics education are crucial to competitiveness and innovation and that, in terms of innovation, mathematics, science, and engineering are interdependent, why are mathematics and science uniformly ubiquitous in the K-12 curriculum while engineering is conspicuously absent? We are passionate in our belief that the uniform addition of engineering to the K-12 curriculum will help ensure that the nation has "the right" 21st Century workforce. Furthermore, we believe that a nationwide effort, led by a coalition of engineering academics, practitioners, and societies is required to turn this goal into reality. However, accomplishing this goal necessitates, as we are reminded by the title of Jane Austen's timeless novel, "Sense and Sensibility", a workable solution that seeks the "middle ground" between passion and reason. We begin our paper by making two essential points: Engineers are not scientists. Engineering exists separate from science, has its own specialized knowledge community apart from science, and it is largely responsible for many of the most significant advancements and improvements in the quality of our life. Our workable solution requires that K-12 education, nationwide, accommodate the inclusion of engineering as a stand alone curriculum and we offer three reasons to support our position: (1) workforce development, (2) stimulating interest in STEM (science, technology, engineering, and mathematics) courses and careers, and (3) creating a technologically literate society. We conclude with some thoughts on how this important goal can be accomplished.

  14. The Educative Community in Action

    Science.gov (United States)

    Hiemstra, Roger

    1975-01-01

    The role of the educator can become one of identifying the various community resources of an educational nature that can be utilized by learners. An elementary school project at Red Oak, Iowa, and a University of Nebraska graduate student project utilizing community resources are described. (BP)

  15. 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…

  16. 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.

  17. A Groundwater project for K-12 schools: Bringing research into the classroom

    Science.gov (United States)

    Rodak, C. M.; Walsh, M.; Gensic, J.

    2011-12-01

    Simple water quality test kits were used in a series of K-12 classrooms to demonstrate scientific processes and to motivate learning in K-12 students. While focused on student learning, this project also allowed collection of regional data on groundwater quality (primarily nitrate) in the study area. The project consisted of development and administration of a weeklong groundwater quality unit introduced to K-12 schools in northern Indiana and taught by a graduate student in an engineering discipline. The structure of the week started with an introduction to basic groundwater concepts modified for the specific grade level; for this project the students ranged from grades 4-12. In addition to groundwater basics, the purpose of the collection of the water quality data, as well as relevance to the research of the graduate student, were outlined. The students were then: (i) introduced to two simple water quality testing methods for nitrates, (ii) required to hypothesize as to which method will likely be "better" in application, and (iii) asked to practice using these two methods under laboratory conditions. Following practice, the students were asked to discuss their hypotheses relative to what was observed during the practice focusing on which testing method was more accurate and/or precise. The students were then encouraged to bring water samples from their home water system (many of which are on private wells) to analyze within groups. At the end of the week, the students shared their experience in this educational effort, as well as the resulting nitrate data from numerous groundwater wells (as collected by the students). Following these discussions the data were added to an online database housed on a wiki sponsored by the Notre Dame Extended Research Community (http://wellhead.michianastem.org/home). These data were plotted using the free service MapAList to visually demonstrate to the students the spatial distribution of the data and how their results have

  18. 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…

  19. 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.

  20. 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…

  1. 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…

  2. 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.

  3. 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…

  4. Telling Your Story: Ocean Scientists in the K-12 Classroom

    Science.gov (United States)

    McWilliams, H.

    2006-12-01

    Most scientists and engineers are accustomed to presenting their research to colleagues or lecturing college or graduate students. But if asked to speak in front of a classroom full of elementary school or junior high school students, many feel less comfortable. TERC, as part of its work with The Center for Ocean Sciences Education Excellence-New England (COSEE-NE) has designed a workshop to help ocean scientists and engineers develop skills for working with K-12 teachers and students. We call this program: Telling Your Story (TYS). TYS has been offered 4 times over 18 months for a total audience of approximately 50 ocean scientists. We will discuss the rationale for the program, the program outline, outcomes, and what we have learned. ne.net/edu_project_3/index.php

  5. In Search of the Active Site of PMMO Enzyme: Partnership between a K-12 Teacher, a Graduate K-12 Teaching Fellow, and a Research Mentor

    Science.gov (United States)

    Bearden, Katherine K.; Mainardi, Daniela S.; Culligan, Tanya

    2009-01-01

    The partnership between a K-12 teacher (Culligan), an NSF GK-12 Teaching Fellow graduate student (Bearden), and a Louisiana Tech faculty member (Mainardi) collaborating in a research and education project is described in this work. The unique grouping of these three researchers allows for maximum dissemination of developed modules. By the end of…

  6. Web Adventures in K-12 Science.

    Science.gov (United States)

    Friedman, Edward A.; McGrath, Beth; Baron, Joshua

    1997-01-01

    Describes activities at the Center for Improved Engineering and Science Education at Stevens Institute of Technology (New Jersey) that have explored applications of the Internet in elementary and secondary school science classrooms. Highlights include working with real-time data, teacher training for the Web, and examples of curriculum activities.…

  7. Community Education: Perspectives from the Margins

    OpenAIRE

    Connolly, Brid

    2010-01-01

    This article delineates community education by exploring the wider contexts underlying the field. It associates community education with adult education, popular education, and community development. It reviews the historical bases from radical workers' education to empowering self-help. It depicts the facets of community education arising from these sources, and links praxis – the dynamics of methods and knowledge bases – with critical citizenship and democracy. It provides an overview of th...

  8. Ghana - Community Services - Education

    Data.gov (United States)

    Millennium Challenge Corporation — The objectives in this ex-post performance evaluation target how the education sub-activity was implemented, if and how it has been sustained, and its perceived...

  9. Plickers: A Formative Assessment Tool for K-12 and PETE Professionals

    Science.gov (United States)

    Krause, Jennifer M.; O'Neil, Kason; Dauenhauer, Brian

    2017-01-01

    Classroom response systems have become popular in K-12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system…

  10. GIS in the K-12 Classroom: Research Agenda from EDGIS '96

    OpenAIRE

    National Center for Geographic Information and Analysis (NCGIA); National Council for Geographic Education (NCGE); Technical Education Research Centers (TERC)

    1996-01-01

    This meeting of education researchers and teachers immediately followed the November 1996 Annual Meeting of the National Council for Geographic Education (NCGE) in Santa Barbara, California. Participants explored the issues facing the use of Geographic Information Systems (GIS) in the K-12 classroom and developed a research agenda related to Pedagogy Issues, Curriculum Issues, Software Issues, and Cognitive Issues.

  11. Development of Problem Sets for K-12 and Engineering on Pharmaceutical Particulate Systems

    Science.gov (United States)

    Savelski, Mariano J.; Slater, C. Stewart; Del Vecchio, Christopher A.; Kosteleski, Adrian J.; Wilson, Sarah A.

    2010-01-01

    Educational problem sets have been developed on structured organic particulate systems (SOPS) used in pharmaceutical technology. The sets present topics such as particle properties and powder flow and can be integrated into K-12 and college-level curricula. The materials educate students in specific areas of pharmaceutical particulate processing,…

  12. Indiana's New and (Somewhat) Improved K-12 School Finance System. School Choice Issues in the State

    Science.gov (United States)

    Aud, Susan L.

    2005-01-01

    Education finance policy has become an urgent concern in many state legislatures. Demands for greater equity and accountability have forced states to review, and in many cases to revise, the method by which schools are funded. This study sheds light on Indiana's financing of public K-12 education by providing a clear explanation of the components…

  13. Development of Problem Sets for K-12 and Engineering on Pharmaceutical Particulate Systems

    Science.gov (United States)

    Savelski, Mariano J.; Slater, C. Stewart; Del Vecchio, Christopher A.; Kosteleski, Adrian J.; Wilson, Sarah A.

    2010-01-01

    Educational problem sets have been developed on structured organic particulate systems (SOPS) used in pharmaceutical technology. The sets present topics such as particle properties and powder flow and can be integrated into K-12 and college-level curricula. The materials educate students in specific areas of pharmaceutical particulate processing,…

  14. Battling Obesity in K-12 Learners from an Exercise Physiology Perspective

    Science.gov (United States)

    Rattigan, Peter; Biren, Greg

    2007-01-01

    Physical education practitioners and programs have the opportunity and obligation to help children become physically educated, healthy, and active adults. This article discusses the battle against obesity in K-12 learners from an exercise physiology perspective and focuses on the fact that practitioners have all the tools they need to battle this…

  15. The Preparation of Teacher Candidates for K-12 Online Learning Environments: A Case Study

    Science.gov (United States)

    Williams, Nicole V.

    2015-01-01

    The purpose of this study was to determine how teacher education programs may better prepare teacher candidates to teach in K-12 online learning environments. The primary research question addressed was: What specific knowledge, skills, and dispositions should teacher education programs include in their curriculum to better prepare teacher…

  16. The Debate of Evolution versus Intelligent Design: Is Critical Thinking Occurring among K-12 Students?

    Science.gov (United States)

    Hoodman, Kyle Nathan

    2010-01-01

    This study investigates how evolution versus intelligent design is handled in the public, private Christian, private Jewish, and Christian Home-school K-12 settings through a review of the current literature and by interviewing teachers in these educational venues. Fourteen public, private, and homeschool educators responded to an interview…

  17. Teachers as Community Educators: Training in Teacher Education Colleges

    Science.gov (United States)

    Sandberg, John; Weaver, Donald

    1977-01-01

    Colleges of teacher education should give serious consideration to providing training programs to prepare community educators and inform prospective teachers and school administrators of the potential of the educative community. (JD)

  18. One-to-One Technology in K-12 Classrooms: A Review of the Literature from 2004 through 2014

    Science.gov (United States)

    Harper, Ben; Milman, Natalie B.

    2016-01-01

    This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K-12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K-12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles.…

  19. One-to-One Technology in K-12 Classrooms: A Review of the Literature from 2004 through 2014

    Science.gov (United States)

    Harper, Ben; Milman, Natalie B.

    2016-01-01

    This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K-12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K-12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles.…

  20. Understanding and Improving Full-Time Virtual Schools: A Study of Student Characteristics, School Finance, and School Performance in Schools Operated by K12 Inc. [with Appendices

    Science.gov (United States)

    Miron, Gary; Urschel, Jessica L.

    2012-01-01

    K12 Inc. enrolls more public school students than any other private education management organization in the U.S. Much has been written about K12 Inc. (referred to in this report simply as "K12") by financial analysts and investigative journalists because it is a large, publicly traded company and is the dominant player in the operation and…

  1. Permafrost monitoring K12 outreach program

    Science.gov (United States)

    Yoshikawa, K.; Saito, T.; Romanovsky, V.

    2007-12-01

    experience and educational participation at levels ranging from elementary school to high school. 2). To provide high-resolution spatial distribution of the thermal state of permafrost, especially in Alaska. 3). To assist in improving the general knowledge of the Earth's climatic pattern and opportunity to take part in understanding the climatic systems for younger generations. The obtained data and Internet Q&A systems help understand the relationship between permafrost condition and the arctic climate system. As well as being a strong outreach program to support village science education, the date sets form this project will establish a baseline for future permafrost monitoring investigations.

  2. Monitoring the CO2 injection site: K12-B

    NARCIS (Netherlands)

    Vandeweijer, V.; Meer, B. van der; Hofstee, C.; Mulders, F.; D'Hoore, D.; Graven, H.

    2011-01-01

    The K12-B gas field is located in the Dutch sector of the North Sea. The top of the reservoir lies approximately 3800 meters below sea level, and the ambient temperature of the reservoir is over 127 °C. The K12-B gas field has been producing natural gas from 1987 onwards and is currently operated by

  3. Streptococcus salivarius K12 Limits Group B Streptococcus Vaginal Colonization.

    Science.gov (United States)

    Patras, Kathryn A; Wescombe, Philip A; Rösler, Berenice; Hale, John D; Tagg, John R; Doran, Kelly S

    2015-09-01

    Streptococcus agalactiae (group B streptococcus [GBS]) colonizes the rectovaginal tract in 20% to 30% of women and during pregnancy can be transmitted to the newborn, causing severe invasive disease. Current routine screening and antibiotic prophylaxis have fallen short of complete prevention of GBS transmission, and GBS remains a leading cause of neonatal infection. We have investigated the ability of Streptococcus salivarius, a predominant member of the native human oral microbiota, to control GBS colonization. Comparison of the antibacterial activities of multiple S. salivarius strains by use of a deferred-antagonism test showed that S. salivarius strain K12 exhibited the broadest spectrum of activity against GBS. K12 effectively inhibited all GBS strains tested, including disease-implicated isolates from newborns and colonizing isolates from the vaginal tract of pregnant women. Inhibition was dependent on the presence of megaplasmid pSsal-K12, which encodes the bacteriocins salivaricin A and salivaricin B; however, in coculture experiments, GBS growth was impeded by K12 independently of the megaplasmid. We also demonstrated that K12 adheres to and invades human vaginal epithelial cells at levels comparable to GBS. Inhibitory activity of K12 was examined in vivo using a mouse model of GBS vaginal colonization. Mice colonized with GBS were treated vaginally with K12. K12 administration significantly reduced GBS vaginal colonization in comparison to nontreated controls, and this effect was partially dependent on the K12 megaplasmid. Our results suggest that K12 may have potential as a preventative therapy to control GBS vaginal colonization and thereby prevent its transmission to the neonate during pregnancy.

  4. NAGT-GER: A Community of Practice to Support the Emerging Field of Geoscience Education Research

    Science.gov (United States)

    Lukes, L.; LaDue, N.; Cheek, K.; Ryker, K.

    2014-12-01

    As the National Research Council noted in its 2012 report on discipline-based education research (DBER) in undergraduate science and engineering, in order to advance DBER as a field of inquiry, "a robust infrastructure is required to recognize and support [DBER] within professional societies." One way to develop such an infrastructure around geoscience education research is to create a community of practice within the broader geoscience education community. In recent years, the members of the National Association of Geoscience Teachers (NAGT) have created two divisions to support the geoscience education needs of specific subpopulations of the geoscience community: the 2YC division, focusing on community college issues, and TED, focusing on teacher education. This year marks the first year of a new division within the National Association of Geoscience Teachers (NAGT) focused on geoscience education research. The Geoscience Education Research division (GER) is committed to the promotion of high quality, scholarly research in geoscience education that improves teaching and learning in K-12, higher education, and informal learning environments. High quality DBER in geoscience requires the ability to connect current theories of teaching and learning with deep content-specific conceptual understanding. A community of practice like NAGT GER, has the potential to improve the quality of scholarly efforts in geoscience education by providing a forum for improving the collective knowledge and expertise of the geoscience education research community. Current division initiatives and efforts will be highlighted and time for dialogue on future directions will be included.

  5. Examining the Views of Undergraduate STEM Majors Regarding K-12 Teaching as a Profession

    Science.gov (United States)

    Plecki, Margaret; St. John, Elise; Elfers, Ana

    2013-01-01

    This study explores how undergraduates enrolled in STEM (science, technology, engineering, and mathematics) courses view the K-12 teaching profession. A survey was conducted with a sample of undergraduates in community college and university settings (n = 610). We examine whether undergraduates believe that teaching offers what they value in a…

  6. Mental Health Research in K-12 Schools: Translating a Systems Approach to University-School Partnerships

    Science.gov (United States)

    Hooper, Lisa M.; Britnell, Heather Brandt

    2012-01-01

    The authors discuss the challenges that researchers from university and community systems face in gaining access to and partnering with K-12 school systems to conduct research. Borrowing from Szapocznik, Hervis, and Schwartz's (2003) brief strategic family theory and therapy and Bronfenbrenner's (1979, 1986) ecological systems theory, the authors…

  7. State Capacity to Link K-12/Postsecondary Data Systems and Report Key Indicators

    Science.gov (United States)

    Data Quality Campaign, 2016

    2016-01-01

    The Every Student Succeeds Act (ESSA) provides an opportunity to produce high quality postsecondary indicators and, as available, publicly report them in ways that inform, engage, and empower communities. As first "required" in 2009's American Recovery and Reinvestment Act (ARRA) stimulus law, almost every state has linked its K-12 and…

  8. Adult Education and Community Development

    Directory of Open Access Journals (Sweden)

    Ana Krajnc

    1996-12-01

    Full Text Available Community education means a new way of connecting knowledge with what people create. It increases the applicability of knowledge and con­ nects education with the direct needs of people. There are quite few things one can do by him/her­ self. Mainly one is dependent on the things he/she can create together with others. In non-democratic societies people get used to being given solutions from above, which is why they can wait for some­ one else (especially institutions to solve their problems while they remain passive. Socio-economic and political changes require from the people in Slovenia to redefine their attitude to the environment and life in general and to assume an active role. Community education means learning in groups of interested people in order to reach a certain goal or find a solution to a certain problem, e. g. establishing a local museum, publishing a tourist guide, constructing a bypass to decrease the traffic in town, erecting a monument, protecting green areas, introducing new forms of child care, solving problems of the disabled, unemployment and income maintenance, etc. People leam in order to be able to work. There are two goals which are always present: product and knowledge. People leam parallelly with the phases of work in order to achieve certain goal. It is typical of community education that it was developed in order to meet the needs of local people explicitly. It is therefore of great importance for adult educators facilitating problem-solving based on knowledge to get to know the real needs of people first. Generallack of knowledge is manifested in functional illiteracy. As long as people are unable to communicate orally or by writing with the others, their activities are blocked and they cannot help themselves. They can only live a dependent life, based on help expected from others, which nowadays is not possible any more. Each individual has to be responsible for his/her own survival. In the present

  9. From Internationalism to Internationalisation: The Illusion of a Global Community in Higher Education

    Directory of Open Access Journals (Sweden)

    Graham Pike

    2012-09-01

    Full Text Available Both global education and international education are movements designedto promote the concepts of internationalism and global community innational education systems, but with different histories. While the former, agrassroots K-12 movement, has struggled to make headway against theforces of neoliberalism, the latter has thrived in a market-driven era inwhich revenue from international student mobility has offset decliningpublic funding of higher education in many developed countries. Currenttrends in the internationalisation of higher education have resulted inincreasing commercialisation and intensive competition for internationalstudents, fuelled by world rankings of elite universities. Tensions existbetween these trends and the more altruistic goals of internationaleducation proclaimed in institutional mission statements and governmentpolicies. An analytical matrix is offered as a tool with which highereducation institutions can map their internationalisation activities andassess the extent to which they match their stated policies and missions.While the rhetoric of international education purports to promote theconcept of a global community, the article suggests this claim may beillusory.

  10. K-12 Professional Development at the Harvard Forest LTER

    Science.gov (United States)

    Bennett, K.

    2012-12-01

    As part of the Long Term Ecological Research (LTER) program, the Harvard Forest in Petersham, Massachusetts seeks to train the next generation of researchers, by involving K-12 grade students and their teachers in hands-on, field-based, ecological research in their own schoolyard and community. Students learn to collect data on important long-term ecological issues and processes. Student data are then shared on the Harvard Forest website. To prepare teachers for project protocols, teachers are given direct access to Harvard ecologists with professional development workshops and on-line resources. With the Harvard Forest Schoolyard LTER program, students can participate in three different research projects focusing on phenology, invasive insects, and vernal pools. Teachers attend the Summer Institute for Teachers to learn project content and methods. They return in fall to participate in one of three levels of data workshops to learn how to input, manage, and analyze project data. In the spring, teachers again meet with the Harvard ecologists about project protocols, and to share, through a series of teacher presentations, the ways these project themes are being integrated into class curricula. These professional development opportunities result in long term collaborative partnerships with local schools and the Harvard Forest LTER. In addition to the LTER Schoolyard Ecology Program, the Harvard Forest has supported a successful Research Experience for Teachers (RET) program for the last six years. Throughout the summer, teachers work on research projects alongside Harvard Forest and affiliated scientists, post-docs, graduate students, and REU's (Research Experience for Undergraduates). The RET program provides teachers with the opportunity to build scientific knowledge, develop an understanding of research methods, and translate their new knowledge and experiences into cutting edge classroom lessons. The past two summers I have worked with Dr. Andrew Richardson

  11. The Educative Community. Linking the Community, School, and Family. The Professional Education Series.

    Science.gov (United States)

    Hiemstra, Roger

    This book has been created to meet the basic needs of future teachers, educational specialists, parents, and those citizens who desire to become better informed on current educational concepts and practices. Eight chapters discuss the nature of the community, the activation of the educative community, the community school and community education,…

  12. Prevenir y Combatir El Acoso en La Escuela: Guia de Recursoso para Educadores de los Grados "K" al Grado "12" (Preventing and Countering School-Based Harassment: A Resource Guide for K-12 Educators).

    Science.gov (United States)

    Steineger, Melissa

    This guide focuses on the issue of school-based harassment. It is intended to help educators prevent or curtail all forms of harassment by highlighting school-based harassment issues, by describing remedies and prevention strategies, and by providing additional resources. It details some of the problems school-based harassment engenders, and it…

  13. Interactive Development of Community Education and Migrant Workers’ Continuing Education

    Institute of Scientific and Technical Information of China (English)

    Ning; WANG

    2015-01-01

    Community education is an essential carrier of continuing education and plays a positive role in promoting continuing education of migrant workers. On the one hand,it can raise employment quality and labor skills of migrant workers; on the other hand,it manifests function of serving society of community education. Besides,it is also an important measure for building learning society and lifelong learning system.From the perspective of interactive development,it discusses interactive relationship between community education and migrant workers’ continuing education,analyzes their interactive mechanism,and comes up with recommendations for developing community education and migrant workers’ continuing education.

  14. Learning Analysis of K-12 Students' Online Problem Solving: A Three-Stage Assessment Approach

    Science.gov (United States)

    Hu, Yiling; Wu, Bian; Gu, Xiaoqing

    2017-01-01

    Problem solving is considered a fundamental human skill. However, large-scale assessment of problem solving in K-12 education remains a challenging task. Researchers have argued for the development of an enhanced assessment approach through joint effort from multiple disciplines. In this study, a three-stage approach based on an evidence-centered…

  15. Preparing University Students to Lead K-12 Engineering Outreach Programmes: A Design Experiment

    Science.gov (United States)

    Anthony, Anika B.; Greene, Howard; Post, Paul E.; Parkhurst, Andrew; Zhan, Xi

    2016-01-01

    This paper describes an engineering outreach programme designed to increase the interest of under-represented youth in engineering and to disseminate pre-engineering design challenge materials to K-12 educators and volunteers. Given university students' critical role as facilitators of the outreach programme, researchers conducted a two-year…

  16. A Professional Learning Program Designed to Increase K-12 Teachers' Instructional Technology Use

    Science.gov (United States)

    Spencer, Lisa A.

    2014-01-01

    Despite the ready availability of many instructional-technology resources, many teachers in the researched Maryland school district are uncomfortable using technology to deliver content. This concurrent mixed methods case study examined the impact of Sharing Technology with Educators Program (STEP) on 269 K-12 teachers' technology use. The study…

  17. Examining the Bifactor IRT Model for Vertical Scaling in K-12 Assessment

    Science.gov (United States)

    Koepfler, James R.

    2012-01-01

    Over the past decade, educational policy trends have shifted to a focus on examining students' growth from kindergarten through twelfth grade (K-12). One way states can track students' growth is with a vertical scale. Presently, every state that uses a vertical scale bases the scale on a unidimensional IRT model. These models make a…

  18. Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids

    Science.gov (United States)

    Christensen, Clayton M.; Horn, Michael B.; Staker, Heather

    2013-01-01

    The Clayton Christensen Institute for Disruptive Innovation, formerly the Innosight Institute, has published three papers describing the rise of K-12 blended learning--that is, formal education programs that combine online learning and brick-and-mortar schools. This fourth paper is the first to analyze blended learning through the lens of…

  19. Empowering K-12 Students with Disabilities to Learn Computational Thinking and Computer Programming

    Science.gov (United States)

    Israel, Maya; Wherfel, Quentin M.; Pearson, Jamie; Shehab, Saadeddine; Tapia, Tanya

    2015-01-01

    This article's focus is on including computing and computational thinking in K-12 instruction within science, technology, engineering, and mathematics (STEM) education, and to provide that instruction in ways that promote access for students traditionally underrepresented in the STEM fields, such as students with disabilities. Providing computing…

  20. After 60 Years, Do the Arguments for K-12 Vouchers Still Hold?

    Science.gov (United States)

    Laitsch, Dan

    2016-01-01

    In 1955, Milton Friedman authored a foundational paper proposing a shift in funding and governance mechanisms for public K-12 schools, suggesting that parents be awarded tuition vouchers that they could use to pay for private sector education services for their children, rather than relying on government provided neighborhood schools. Friedman…

  1. Outstanding Science Trade Books for Students K-12: Books Published in 2015

    Science.gov (United States)

    Science and Children, 2016

    2016-01-01

    Science teachers and mentors continue to be challenged to meet the high expectations of "A Framework for K-12 Science Education" and the "Next Generation Science Standards" ("NGSS"). Indeed the "Framework" urges to help learners "[build] progressively more sophisticated explanations of natural…

  2. The Influence of Lean on K-12 District Management: A Case Study

    Science.gov (United States)

    Brown, Beverly

    2011-01-01

    For decades, policymakers and educators have focused on public school equity and adequacy, while paying little attention to efficiency. This qualitative single case study was designed to capture explicit information about Lean management, operations, and culture in a K-12 Michigan school district engaged in Lean training and implementation for a…

  3. How to Launch an Energy Star Energy Efficiency Competition for K-12 Schools

    Science.gov (United States)

    Utebay Kudret; McArthur, Ashley

    2012-01-01

    In recent years, schools have been forced by rising costs and shrinking budgets to stretch their resources further than ever before in order to meet the educational needs of today's students. EPA's ENERGY STAR program helps K-12 schools and districts improve energy efficiency, reduce operating costs and redirect critical resources into the…

  4. The Cost Burden to Minnesota K-12 when Children Are Unprepared for Kindergarten. [Summary

    Science.gov (United States)

    Chase, Richard; Coffee-Borden, Brandon; Anton, Paul; Moore, Christopher; Valorose, Jennifer

    2008-01-01

    This summary presents highlights of "The Cost Burden to Minnesota K-12 when Children Are Unprepared for Kindergarten" [ED511612]. A number of studies document the long-term public and societal benefits of early childhood education, including the reduced costs associated with child welfare, public assistance, crime and incarceration, and…

  5. The Influence of Lean on K-12 District Management: A Case Study

    Science.gov (United States)

    Brown, Beverly

    2011-01-01

    For decades, policymakers and educators have focused on public school equity and adequacy, while paying little attention to efficiency. This qualitative single case study was designed to capture explicit information about Lean management, operations, and culture in a K-12 Michigan school district engaged in Lean training and implementation for a…

  6. K-12 Teacher Understanding of Energy Conservation: Conceptual Metaphor, Dissipation, and Degradation

    Science.gov (United States)

    Daane, Abigail R.

    In K-12 educational settings, conservation of energy is typically presented in two ways: the conservation of energy principle (energy is neither created nor destroyed) and the sociopolitical need to conserve energy (we guard against energy being used up). These two meanings of conservation typically remain disconnected from each other and can appear contradictory, even after instruction. In an effort to support teachers in building robust understandings of energy from their existing knowledge, I designed a study to investigate the productive ideas in K-12 teachers' conversations about energy. A micro-analysis of discourse, gestures, and artifacts of professional development courses revealed teachers' productive ideas about three aspects of energy: conceptual metaphor, dissipation and degradation. In learning about energy, K-12 teachers come to use conceptual metaphors in their own language and value attending to students' metaphorical language as a means of formative assessment. Teachers' conversations about dissipation suggest that apparent difficulties with energy conservation may have their roots in a strong association between forms of energy (thermal) and their perceptible indicators (warmth). Teachers address this challenge by employing an exaggeration strategy to locate the dissipated thermal energy, making the energy indicator perceptible. Finally, teachers' unprompted statements about sociopolitical aspects of energy are related to both statements from the NGSS and aspects of energy degradation. I conclude that energy conservation can be better taught and learned in K-12 Education by: 1) understanding and applying conceptual metaphors about energy in K-12 settings, 2) using prior experiences to better understand dissipative energy processes involving imperceptible thermal energy, thereby understanding how energy conservation applies in all situations, and 3) connecting productive ideas about sociopolitical aspects of energy to canonical physics. Keywords

  7. Interactive Teaching as a Recruitment and Training Tool for K-12 Science Teachers

    Science.gov (United States)

    Rosenberg, J. L.

    2004-12-01

    The Science, Technology, Engineering, and Mathematics Teacher Preparation (STEMTP) program at the University of Colorado has been designed to recruit and train prospective K-12 science teachers while improving student learning through interactive teaching. The program has four key goals: (1) recruit undergraduate students into K-12 science education, (2) provide these prospective teachers with hands-on experience in an interactive teaching pedagogy, (3) create an intergrated program designed to support (educationally, socially, and financially) and engage these prospective science teachers up until they obtain liscensure and/or their masters degree in education, and (4) improve student learning in large introductory science classes. Currently there are 31 students involved in the program and a total of 72 students have been involved in the year and a half it has been in existence. I will discuss the design of the STEMTP program, the success in recruiting K-12 science teachers, and the affect on student learning in a large lecture class of implementing interactive learning pedagogies by involving these prospective K-12 science teachers. J. L. Rosenberg would like to acknowledge the NSF Astronomy and Astrophysics Fellowship for support for this work. The course transformation project is also supported by grants from the National Science Foundation.

  8. America's Opportunity: Teacher Effectiveness and Equity in K-12 Classrooms

    Science.gov (United States)

    Goe, Laura, Ed.

    2009-01-01

    Questions about whether states play a role in ensuring access to high-quality teaching talent in local communities have ceased. Increasingly, states are encouraging and requiring more robust preparation programs; more efficient human resources departments that identify, recruit, place, and support the most effective educators; and more continuous…

  9. Engaging Scientists in K-12 Professional Development and Curriculum Development in the Context of Alaska's Large Marine Ecosystems

    Science.gov (United States)

    Sigman, M.; Anderson, A.; Deans, N. L.; Dublin, R.; Dugan, D.; Matsumoto, G. I.; Warburton, J.

    2012-12-01

    evaluated by pre- and post-workshop surveys of their perceived increase in content knowledge in specific topics and increased confidence in teaching those topics. The experiences of the scientists were evaluated based on recorded one-on-one interviews. Preliminary results indicate that the Arctic Ocean workshop was the most successful of the three in meeting the workshop objectives for both teacher and scientist participants. The gain in teachers' level of knowledge and confidence was significant for five scientific topics. Scientists reported gains in their understanding of K-12 education, working with teachers, lesson plan design, and how to make their science relevant to Alaska Native students and communities. A comparison of scientists responses from all three workshops indicate that the factors unique to the Arctic Ocean Workshop which contributed to meeting the workshop objectives in terms of scientist engagement were: 1) the sustained involvement of the scientists throughout the workshop, 2) an effective ratio of scientists to teachers (1:1), with flexibility for smaller group work), and 3) the involvement of Alaska Native scientists, educators, and community members in the collaborative work. The lesson plans have been posted to the ARCUS (http://www.polartrec.com) and MBARI (http://www.mbari/earth) websites.

  10. Forming an Educative Community in the Village.

    Science.gov (United States)

    Bembry, James X.

    1998-01-01

    Describes the development of an educative community called Project SUCCESS (Schools, Universities, Community, Committed to Excellence in Service and Scholastics), considering the start-up, growth, and mature stage of the project. Discusses the need for educative communities that involve inter-institutional collaboration. (JPB)

  11. Community Organizing and Educational Change: A Reconnaissance

    Science.gov (United States)

    Shirley, Dennis

    2009-01-01

    Ten years ago community organizing as a form of educational change had only begun to challenge traditional models of school reform. Yet a decade later, community organizing has led to important changes in school and community relationships that have been documented by scholars in the areas of education, sociology, social work, and political…

  12. 我国基础教育信息化研究现状与发展路径*--基于1999-2015年CSSCI索引文献的可视化分析%State-of-the-art of K-12 Education Informatization Research in China-Based on CSSCI Indexed Journal Articles from 1999 to 2015

    Institute of Scientific and Technical Information of China (English)

    李青; 任一姝

    2016-01-01

    基础教育信息化是当今基础教育改革的主要方式和内在要求。为了解我国基础教育信息化研究的现状与发展路径,以中文社会科学引文数据库(CSSCI)收录的1999-2015年间基础教育信息化研究方面的期刊论文为数据源,运用引文分析、共现分析等分析方法,通过CiteSpace软件对现有的研究成果进行可视化分析,发现我国基础教育信息化研究团队呈现小团体分布的局面,部分研究团队对该领域长期跟踪研究,初步形成了以知名师范院校为主的研究基地;勾画出基础教育信息化发展的演进路径,和诺兰—斯凯恩的“信息技术发展阶段模型”相印证,且各个时期呈现出不同的研究热点;结合国外经验进一步探讨了我国基础教育信息化未来发展应以应用实践带动基础教育信息化研究发展,关注教师信息技术能力和校长信息化领导力的提高,强化基础教育信息化的制度建设。%Education informatization is the inherent requirements and hotspot in today' s K-12 education reform and development in China. To understand the current status and evolution path of K-12 education informatization research, based on journal articles on this ifeld indexed by Chinese Social Science Citation Database (CSSCI) published from 1999 to 2015, this paper took visual analysis methods as citation analysis, co-linear analysis by CiteSpace tool, and ifnds out research teams in this ifeld presented as distributed small groups, some of the research teams have had a long-term follow-up study, and have aggregated to several research bases mainly in famous normal universities. This research also outlined the evolution path of K-12 education informatization development, in line with Nolan-Si Kaien's“information technology development phase model”, and each stage show different research focus. With reference to foreign experience, it also pointed out that, in future

  13. The Virtual Communities and Education

    Directory of Open Access Journals (Sweden)

    Ana Maria Arişanu LACULEANU

    2006-01-01

    Full Text Available The progress made in the information and communication technology builds new communication and connection opportunities of the citizens and organizations leading to an important change of the citizen's behavior and of the functioning way of the organizations. The intelligence, as the only lasting active of a organization, is made up of individual and collective knowledge. As a matter of fact, the citizens feel more often the need of information and communication, the organizations are trying to rebuild the information so that the access to the useful information to become as easy as possible. The virtual communities appeared and are developing as a result of rising the trust grade in the major role that the Internet plays in the informational society. The educational portals, weblogs and the group software infrastructure are becoming necessary instruments in the present educational systems.

  14. Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields

    Science.gov (United States)

    Petersen, Anne Marie

    In the United States, careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) are increasing yet there are not enough trained personnel to meet this demand. In addition, of those that seek to pursue STEM fields in the United States, only 26% are female. In order to increase the number of women seeking STEM based bachelor's degrees, K-12 education must provide a foundation that prepares students for entry into these fields. The purpose of this phenomenological study was to determine the perceived K-12 experiences that influenced females to pursue a STEM field. Twelve college juniors or seniors seeking a degree in Biology, Mathematics, or Physics were interviewed concerning their K-12 experiences. These interviews were analyzed and six themes emerged. Teacher passion and classroom characteristics such as incorporating challenging activities played a significant role in the females' decisions to enter STEM fields. Extra-curricular activities such as volunteer and mentor opportunities and the females' need to benefit others also influenced females in their career choice. Both the formal (within the school) and informal (outside of the traditional classroom) pipeline opportunities that these students encountered helped develop a sense of self-efficacy in science and mathematics; this self-efficacy enabled them to persist in pursuing these career fields. Several participants cited barriers that they encountered in K-12 education, but these barriers were primarily internal as they struggled with overcoming self-imposed obstacles in learning and being competitive in the mathematics and science classrooms. The experiences from these female students can be used by K-12 educators to prepare and encourage current female students to enter STEM occupations.

  15. Are We Preparing the Next Generation? K-12 Teacher Knowledge and Engagement in Teaching Core STEM Practices

    OpenAIRE

    Nadelson, Louis; Seifert, Anne; Hendricks, J. Kade

    2015-01-01

    Background: Several of the recent reform efforts in K-12 STEM education (e.g. Next Generation Science Standards [NGSS and Common Core State Standards-Mathematics [CCSS-M]) have included significant emphasis on the practices of STEM. We argue that K-12 teachers' ability to effectively engage their students in these core STEM practices is fundamental to the success of potential and current engineering students and their subsequent careers as engineers. Practices such as identifying problems, mo...

  16. Advancing the "E" in K-12 STEM Education

    Science.gov (United States)

    Rockland, Ronald; Bloom, Diane S.; Carpinelli, John; Burr-Alexander, Levelle; Hirsch, Linda S.; Kimmel, Howard

    2010-01-01

    Technological fields, like engineering, are in desperate need of more qualified workers, yet not enough students are pursuing studies in science, technology, engineering, or mathematics (STEM) that would prepare them for technical careers. Unfortunately, many students have no interest in STEM careers, particularly engineering, because they are not…

  17. GIS in K-12 Education. An ESRI White Paper.

    Science.gov (United States)

    Environmental Systems Research Inst., Inc., Redlands, CA.

    Geographic information systems (GIS) consist of robust hardware, software, data, and a thinking operator. Together, they provide powerful tools for automated cartography and extensive analysis of information about places. Recent improvements in computer hardware and software allow the powers of GIS to move effectively and affordably into the…

  18. K-12 Project Management Education: NASA Hunch Projects

    Science.gov (United States)

    Morgan, Joe; Zhan, Wei; Leonard, Matt

    2013-01-01

    To increase the interest in science, technology, engineering, and math (STEM) among high school students, the National Aeronautics and Space Administration (NASA) created the "High Schools United with NASA to Create Hardware" (HUNCH) program. To enhance the experience of the students, NASA sponsored two additional projects that require…

  19. Designing GIS Learning Materials for K-12 Teachers

    Science.gov (United States)

    Hong, Jung Eun

    2017-01-01

    Although previous studies have proven the usefulness and effectiveness of geographic information system (GIS) use in the K-12 classroom, the rate of teacher adoption remains low. The identified major barrier to its use is a lack of teachers' background and experience. To solve this limitation, many organisations have provided GIS-related teacher…

  20. Engaging K-12 Language Learners in Media Literacy

    Science.gov (United States)

    Egbert, Joy; Neville, Chon

    2015-01-01

    Calls to integrate media literacy into K-12 language classrooms appear to have gone largely unheeded. However, media literacy skills are seen as crucial for 21st-century learners. This article answers the calls for a focus on media literacy in the language classroom by addressing both why and how systematic attention might be brought to this issue…

  1. Information Security Management Practices of K-12 School Districts

    Science.gov (United States)

    Nyachwaya, Samson

    2013-01-01

    The research problem addressed in this quantitative correlational study was the inadequacy of sound information security management (ISM) practices in K-12 school districts, despite their increasing ownership of information assets. Researchers have linked organizational and sociotechnical factors to the implementation of information security…

  2. Leadership Analysis in K-12 Case Study: "Divided Loyalties"

    Science.gov (United States)

    Alsubaie, Merfat Ayesh

    2016-01-01

    This report mainly aims to provide a critical and in-depth analysis of the K-12 Case, "Divided Loyalty" by Holy and Tartar (2004). The case recounts how the manifestation of inadequate leadership skills in a school setting could affect negatively the performance of students.

  3. Gender Sorting across K-12 Schools in the United States

    Science.gov (United States)

    Long, Mark C.; Conger, Dylan

    2013-01-01

    This article documents evidence of nonrandom gender sorting across K-12 schools in the United States. The sorting exists among coed schools and at all grade levels, and it is highest in the secondary school grades. We observe some gender sorting across school sectors and types: for instance, males are slightly underrepresented in private schools…

  4. Green Power Partnership Top 30 K-12 Schools

    Science.gov (United States)

    The U.S. EPA's Green Power Partnership is a voluntary program designed to reduce the environmental impact of electricity generation by promoting renewable energy. On this list are the largest green power users among K-12 school partners within the GPP.

  5. West Bloomfield Schools Social Studies Curriculum K-12.

    Science.gov (United States)

    Morse, James E.; And Others

    The curriculum guide outlines behavioral objectives, learning activities, evaluation methods, and resources to help K-12 classroom teachers develop and implement social studies programs. Major objectives are to extend knowledge, develop skills to make effective use of this knowledge, and to facilitate the socialization process. The first section…

  6. Unifying K-12 Learning Processes: Integrating Curricula through Learning

    Science.gov (United States)

    Bosse, Michael J.; Fogarty, Elizabeth A.

    2011-01-01

    This study was designed to examine whether a set of cross-curricular learning processes could be found in the respective K-12 US national standards for math, language arts, foreign language, science, social studies, fine arts, and technology. Using a qualitative research methodology, the standards from the national associations for these content…

  7. Designer Librarian: Embedded in K12 Online Learning

    Science.gov (United States)

    Boyer, Brenda

    2015-01-01

    Over the past two decades, shifts in technology have altered the roles of school librarians in a multitude of ways. New rigorous standards, proliferation of devices, and steady growth of online and blended learning for the K12 market now demand librarians engage with learners in online environments. Taking an instructional design approach is the…

  8. Integrating Robot Design Competitions into the Curriculum and K-12 Outreach Activities

    Science.gov (United States)

    Avanzato, Robert

    The Penn State Abington campus has integrated several mobile robot design competitions into project-based design activities to provide enhancement for undergraduate engineering and information sciences and technology courses and also to provide outreach to K-12 institutions. The robot competitions, which encourage interdisciplinary design, teamwork, and rapid prototyping, support a wide range of educational outcomes in a variety of courses. A survey of undergraduate students was also implemented to identify the key lessons learned and overall educational quality of the robot competition activities. Overall, the responses on the quality of the robot competition experience were very positive. The strategic selection and implementation of robot design competitions, such as described in this paper, provide a cost-effective approach to enhancing the curriculum, promoting retention, and encouraging interest in science and technology (STEM) careers in K-12 students.

  9. K-12 Categorical Entitlement Funding for English Language Learners in California: An Intradistrict Case Study

    Science.gov (United States)

    Jimenez-Castellanos, Oscar; Okhremtchouk, Irina

    2013-01-01

    The K-12 student population is becoming increasingly diverse in the United States. In particular, the number of English Language Learners (ELLs) rose from 4.7 million in 1980 to 11.2 million in 2009, more than doubling from 10% to 21% of the student population (U.S. Department of Education n.d.). At approximately 1.8 million, the state of…

  10. Soil Science Society of America - K-12 Outreach

    Science.gov (United States)

    Lindbo, David L.; Loynachan, Tom; Mblia, Monday; Robinson, Clay; Chapman, Susan

    2013-04-01

    The Soil Science Society of America created its K12 Committee in 2006 in part to compliment the Dig It! The Secrets of Soil exhibit that opened in July 2008 at the Smithsonian's Institution's Nation Museum of Natural History (of which SSS was a founding sponsor). The committee's work began quickly with a website designed to provide resources for K12 teachers. The first accomplishments included reviewing and posting links to web based information already available to teachers. These links were sorted by subject and grade level to make it easier for teachers to navigate the web and find what they needed quickly. Several presentations and lessons designed for K12 teachers were also posted at this time. Concurrent with this effort a subcommittee review and organized the national teaching standards to show where soils could fit into the overall K12 curriculum. As the website was being developed another subcommittee developed a soils book (Soil! Get the Inside Scoop, 2008) to further compliment the Dig It! exhibit. This was a new endeavor for SSSA having never worked with the non-academic audience in developing a book. Peer-reviews of this book included not only scientist but also students in order to make sure the book was attractive to them. Once the book was published and the website developed it became clear more outreach was needed. SSSA K12 Committee has attended both the National Science Teachers Association (since 2008) the USA Science and Engineering Festival (since 2010) with exhibits and workshops. It has cooperated and contributed to the American Geologic Institutes' Earth Science Week materials with brochures and lesson plans and with National Association of Conservation Districts by providing peer-review and distribution of materials. The most recent developments from the committee include a web redesign that is more student and teacher friendly, the development of a peer-review system to publish K12 Lesson Plans, and finally the publication of a new soils

  11. Extending the Pathway: Building on a National Science Foundation Workforce Development Project for Underserved k-12 Students

    Science.gov (United States)

    Slattery, W.; Smith, T.

    2014-12-01

    With new career openings in the geosciences expected and a large number of presently employed geoscientists retiring in the next decade there is a critical need for a new cadre of geoscientists to fill these positions. A project funded by the National Science Foundation titled K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career involving Wright State University and the Ripley, Lewis, Union, Huntington k-12 school district in Appalachian Ohio took led to dozens of seventh and eighth grade students traveling to Sandy Hook, New Jersey for a one week field experience to study oceanography with staff of the New Jersey Sea Grant Consortium. Teachers, parent chaperones, administrators and university faculty accompanied the students in the field. Teachers worked alongside their students in targeted professional development during the weeklong field experience. During the two academic years of the project, both middle school and high school teachers received professional development in Earth system science so that all students, not just those that were on the summer field experience could receive enhanced science learning. All ninth grade high school students were given the opportunity to take a high school/college dual credit Earth system science course. Community outreach provided widespread knowledge of the project and interest among parents to have their children participate. In addition, ninth grade students raised money themselves to fund a trip to the International Field Studies Forfar Field Station on Andros Island, Bahamas to study a tropical aquatic system. Students who before this project had never traveled outside of Ohio are currently discussing ways that they can continue on the pathway to a geoscience career by applying for internships for the summer between their junior and senior years. These are positive steps towards taking charge of their

  12. Connecting with Teachers and Students through K-12 Outreach Activities

    Science.gov (United States)

    Chapman, Susan; Lindbo, David; Robinson, Clay

    2014-05-01

    The Soil Science Society of America has invested heavily in a significant outreach effort to reach teachers and students in the primary/secondary grades (K-12 grades in US/Canada) to raise awareness of soil as a critical resource. The SSSA K-12 committee has been charged with increasing interest and awareness of soil science as a scientific pursuit and career choice, and providing resources that integrate more information on soil science into biology, chemistry, physics, and earth science areas taught at multiple grade levels. Activities center around five main areas: assessment and standards, learning modules/lesson plans, website development, and books and materials, and partnership activities. Members (professionals and students) of SSSA are involved through committee participation, local events, materials review, and project development.

  13. Technical Feasibility Study for Zero Energy K-12 Schools

    Energy Technology Data Exchange (ETDEWEB)

    Pless, Shanti D.; Torcellini, Paul A.; Bonnema, Eric; Goldwasser, David

    2016-08-26

    A simulation-based technical feasibility study was completed to show the types of technologies required to achieve ZEB status with this building type. These technologies are prioritized across the building's subsystem such that design teams can readily integrate the ideas. Energy use intensity (EUI) targets were established for U.S. climate zones such that K-12 schools can be zero-ready or can procure solar panels or other renewable energy production sources to meet the zero energy building definition. Results showed that it is possible for K-12 schools to achieve zero energy when the EUI is between 20 and 26 kBtu/ft2/yr. Temperate climates required a smaller percentage of solar panel coverage than very hot or very cold climates. The paper provides a foundation for technically achieving zero energy schools with a vision of transforming the school construction market to mainstream zero energy buildings within typical construction budgets.

  14. Promoting brain-science literacy in the k-12 classroom.

    Science.gov (United States)

    Labriole, Michaela

    2010-07-01

    There are many simple ways to incorporate neuroscience into the K-12 classroom, even when the subject is not explicitly part of the curriculum. Here, Michaela Labriole, a science instructor at the New York Hall of Science, provides tangible examples of how teachers can encourage brain-science literacy in students at a time when growing knowledge of the brain is shaping our understanding of how to best foster learning.

  15. Technical Feasibility Study for Zero Energy K-12 Schools

    Energy Technology Data Exchange (ETDEWEB)

    Bonnema, Eric [National Renewable Energy Lab. (NREL), Golden, CO (United States); Goldwasser, David [National Renewable Energy Lab. (NREL), Golden, CO (United States); Torcellini, Paul [National Renewable Energy Lab. (NREL), Golden, CO (United States); Pless, Shanti [National Renewable Energy Lab. (NREL), Golden, CO (United States); Studer, Daniel [National Renewable Energy Lab. (NREL), Golden, CO (United States)

    2016-11-01

    This technical feasibility study provides documentation and research results supporting a possible set of strategies to achieve source zero energy K-12 school buildings as defined by the U.S. Department of Energy (DOE) zero energy building (ZEB) definition (DOE 2015a). Under this definition, a ZEB is an energy-efficient building in which, on a source energy basis, the actual annual delivered energy is less than or equal to the on-site renewable exported energy.

  16. Neutrofiilisten granulosyyttien E. coli K12 -kannan fagosytoosi

    OpenAIRE

    Kautonen, Riina

    2011-01-01

    Tässä työssä tutkittiin bioluminesoivan E. coli K12 pEGFPABCDEamp -kannan viabiliteettiä, mittaamalla bakteerin emittoimaa bioluminesenssia reaaliaikaisesti. Bakteerisolujen tappamiseen käytettiin fagosytoivia neutrofiilisiä granulosyyttejä, jotka eristettiin ihmisen perifeerisestä verestä. Työssä tutkittiin myös veren soluttoman osan seerumin vaikutusta solujen viabiliteettiin ja neutrofiilisten granulosyyttien fagosytoositehokkuuteen. Bakteerisolujen kuolevuutta pyrittiin todistamaan maljaa...

  17. The Art of Partnerships: Community Resources for Arts Education

    Science.gov (United States)

    Bowen, Daniel H.; Kisida, Brian

    2017-01-01

    The shift from the No Child Left Behind Act to the recently authorized Every Student Succeeds Act could beckon a renaissance of K-12 arts education in the U.S. Over the past decade, NCLB's increased emphasis on accountability testing in core subjects has coincided with a notable decline in school-based arts exposure. Recognizing this trend and…

  18. Theoretical framework of community education improvement

    Directory of Open Access Journals (Sweden)

    Zaúl Brizuela Castillo

    2015-05-01

    Full Text Available The paper explains the connection between the approach selected for the analysis and development of community education and the contradictions manifested in its theoretical and practical comprehension. As a result, a comprehensive model for community education, describing the theoretical and methodological framework to improve community education, is devised. This framework is based on a conscious organizing of educative influences applied to the regular task of the community under the coordinate action of social institutions and organization that promote the transformational action of the neighborhood assuming a protagonist role in the improvement of the quality of live and morals related to the socialism updating process. The comprehensive model was proved experimentally at District 59 of San Miguel town; the transformation of the community was scientifically registered together with the information gather by means of observation and interviewing. The findings proved the pertinence and feasibility of the proposed model.

  19. The Community College and Prison Education.

    Science.gov (United States)

    Yarborough, Thelma B.

    1981-01-01

    Reviews the history of education in the prison system and the practices used to deal with prisoners. Traces changes and improvements in prison educational services. Calls for further research to measure the effectiveness of correctional rehabilitation, prison education, and community college programs for offenders. (DMM)

  20. Developing patient education in community pharmacy

    NARCIS (Netherlands)

    Blom, A.T.G.

    2001-01-01

    This thesis deals with the development of patient education in the community pharmacy. The research questions concentrate on the determinants of technicians’ patient education behavior and the effects of a one-year lasting intervention program on the patient education activities in the pharmacy. Thi

  1. Community Education: An Amalgam of Many Views

    Science.gov (United States)

    Minzey, Jack

    1972-01-01

    Community education is an educational philosophy, which holds that the school is responsible for all aspects of education. The promise of that philosophy lies in its potential for involving people in the identification and solution of their problems. (Author/JH)

  2. The Skyline TEAMS Model: A Longitudinal Look at the Impacts of K-12 Engineering on Perception, Preparation and Persistence

    Science.gov (United States)

    Zarske, Malinda S.; Yowell, Janet L.; Ringer, Heidi L.; Sullivan, Jacquelyn F.; Quiñones, Patricia A.

    2012-01-01

    This paper describes the longitudinal impacts of a partnership between the University of Colorado Boulder's K-12 Engineering Education initiative and the St. Vrain Valley School District. Together, university and high school educators created a replicable pre-college engineering model in a nine-school feeder system, which serves many Colorado…

  3. A NASA Community of Practice for Scientists and Educators Working with American Indians and Alaskan Natives

    Science.gov (United States)

    Scalice, D.; Sparrow, E. B.; Johnson, T. A.; Allen, J. E.; Gho, C. L.

    2016-12-01

    One size does not fit all. This is especially true in education, where each learner meets new information from a unique standpoint, bringing prior experiences and understandings to the learning space. It is the job of the educator to be sensitive to these unique perspectives, and work with them to bring learners to new levels of knowledge. This principle is foundational to conducting science education with Native American communities, as they have a distinct history in the US, especially where education is concerned. Many scientists and educators at agencies like NASA are engaging in science education with Native communities across the US, and are approaching the work from varied prior experiences, levels of knowledge of the history of Native America, and desired outcomes. Subsequently, there are varied levels of success, and in some cases, oppressive patterns may be perpetuated. It is therefore the responsibility of the science educator to become informed and sensitized to the unique situation of Native Americans and their history with education and science. It is incumbent on science educators to ensure that the goals they have for Native youth are derived from the goals Native leaders have for their youth, and programming is co-created with Native partners. Toward supporting its science education community to do this, NASA's Science Mission Directorate has initiated a Working Group of individuals, teams, and organizations that are involved in science education with Native American communities via K-12 and/or tribal college programming, and/or grant-making. The purpose is to cultivate a Community of Practice through the sharing of information, knowledge, wisdom, ideas, experience, and best practices, and through the leveraging of resources, assets, and networks. The ultimate goal is the improvement and increased cultural competence of the programs implemented and managed by the group's members.

  4. Role of Public Outreach in the University Science Mission: Publishing K-12 Curriculum, Organizing Tours, and Other Methods of Engagement

    Science.gov (United States)

    Dittrich, T. M.

    2015-12-01

    Much attention has been devoted in recent years to the importance of Science, Technology, Engineering, and Math (STEM) education in K-12 curriculum for developing a capable workforce. Equally important is the role of the voting public in understanding STEM-related issues that impact public policy debates such as the potential impacts of climate change, hydraulic fracturing in oil and gas exploration, mining impacts on water quality, and science funding. Since voted officials have a major impact on the future of these policies, it is imperative that the general public have an understanding of the basic science behind these issues. By engaging with the public in a more fundamental way, university students can play an important role in educating the public while at the same time enhancing their communication skills and gaining valuable teaching experience. I will talk about my own experiences in (1) evaluating and publishing water chemistry and hazardous waste cleanup curriculum on the K-12 engineering platform TeachEngineering.org, (2) organizing public tours of water and energy sites (e.g., abandoned mine sites, coal power plants, wastewater treatment plants, hazardous waste treatment facilities), and (3) other outreach and communication activities including public education of environmental issues through consultations with customers of a landscaping/lawn mowing company. The main focus of this presentation will be the role that graduate students can play in engaging and educating their local community and lessons learned from community projects (Dittrich, 2014; 2012; 2011). References: Dittrich, T.M. 2014. Adventures in STEM: Lessons in water chemistry from elementary school to graduate school. Abstract ED13E-07 presented at 2014 Fall Meeting, AGU, San Francisco, Calif., 15-19 Dec. Dittrich, T.M. 2012. Collaboration between environmental water chemistry students and hazardous waste treatment specialists on the University of Colorado-Boulder campus. Abstract ED53C

  5. Community Outreach and Education on Soil Fumigants

    Science.gov (United States)

    Information on how outreach programs can help address the risk of bystander exposure by educating community members about fumigants, buffer zones, how to recognize warning signs, and how to respond appropriately in case of an incident.

  6. Value Creation in Online Communities for Educators

    Science.gov (United States)

    Booth, Sharon E.; Kellogg, Shaun B.

    2015-01-01

    The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer resources available for professional development, educators in particular are examining the potential of…

  7. Developing Communities: Serving ACE through Tertiary Education

    Science.gov (United States)

    Sofo, Francesco

    2011-01-01

    Purpose: The purpose of this paper is to review the focus and practice of Adult and Community Education (ACE) as well as its conceptualization and delivery and to suggest parameters for an approach based on excellence, a balanced scorecard and performance to meet community needs. Design/methodology/approach: The review examines key aspects of the…

  8. Sustaining K-12 professional development in geology: Recurrent participation in Rockcamp

    Science.gov (United States)

    Repine, T.E.; Hemler, D.A.; Behling, R.E.

    2004-01-01

    A reconnaissance study of the geology professional development program known as RockCamp was initiated to examine the sustained, or recurrent, participation of K-12 science teachers. Open-ended interviews, concept mapping, and creative writing assignments were used to explore the perceptions of six teachers possessing an exceptional record of participation. Efficacy, fun, right time of life, and support emerged as unanimous reasons for recurrent participation. Content, friendship, and methodology were very important. College credit was not critical. These teachers' perceptions suggest their sustained involvement in the RockCamp Program is stimulated by situated learning experiences stressing a compare, contrast, connect, and construct pedagogy within a supportive learning community.

  9. A Questionnaire Survey on Quality Evaluation of Digital Educational Resources in K-12 Schools--Based on the Survey of 198 Experts%中小学教师对基础教育优质数字资源质量评价实证研究*--基于198名评审专家的调查

    Institute of Scientific and Technical Information of China (English)

    寇海莲; 万正刚; 高铁刚

    2014-01-01

    Quality evaluation of digital educational resources is the premise of the use, and it directly affects the use of resources. This research investigates the present situation of quality evaluation of digital educational resources in K-12 Schools, through a survey by online questionnaire based on 198 teachers from 13 cities in Liaoning. Investigation result shows that the number of the digital educational resources is not much, and courseware is more in demand. The teachers pay more attention to the content of resources and the instructional design, but less attention to the learning evaluation and resource speciifcation. Compared with the technology, the art of digital resources is more concerned. To apply digital resources effectively, the developers should select the appropriate type of resource and follow the technical speciifcations to develop high quality resources in K-12 Schools;and the teachers should strengthen the awareness of digitization and pay more attention to resource speciifcation, technology and process evaluation.%对数字化教学资源的质量评价是资源使用的前提,直接影响到资源的使用效果。基于对辽宁省13个市的198名资源评审专家的调查数据,可以充分掌握中小学教师对基础教育优质数字资源质量的要求与评价情况。调查结果表明:基础教育数字化优质资源数量不多,教师对教学课件类资源的需求仍然较大,教师对资源的教学内容及教学设计的关注度较高,但是对资源规范及资源中的学习评价的关注较少;与技术性相比,对数字化资源艺术性的关注度较高。基于研究结果可以得出,对于资源开发者来说,选择合适的资源类型,遵循一定的技术规范才能开发出适合基础教育课程需求的优质资源;对于一线教师,应加强自身的数字化意识,加强对资源规范性、技术性、学习过程评价等指标的关注度,从而实现数字化资源的有效应用。

  10. A Systems Approach to Community Family Education.

    Science.gov (United States)

    Hynson, Lawrence M., Jr.

    1979-01-01

    This paper sets forth a community family life education model within the structure-functional framework. Attention is first focused on societal and family needs, followed by the model, its goals, organization, and implementation. Finally, several recommendations and a challenge are given to family educators. (Author)

  11. Community Education and the Urban Indian.

    Science.gov (United States)

    Lockart, Barbetta L.

    Because the circumstances and problems of the urban American Indian are unique and are not being met by public education and service agencies, urban Indians across the nation have joined together within their communities and taken steps to help address their special social, educational, cultural, economic, and political needs. The establishment of…

  12. Pre-registration education: learning communities.

    Science.gov (United States)

    Thomas, Gail; Crooke, Lois; Curtis, Peter

    Changes in nurse education in the UK and the introduction of a new pre-registration nursing programme have led to developments in education methods. This article describes the creation of learning communities at Thames Valley University as a means of adapting to the new curriculum.

  13. The comprehensive updated regulatory network of Escherichia coli K-12

    Directory of Open Access Journals (Sweden)

    Karp Peter D

    2006-01-01

    Full Text Available Abstract Background Escherichia coli is the model organism for which our knowledge of its regulatory network is the most extensive. Over the last few years, our project has been collecting and curating the literature concerning E. coli transcription initiation and operons, providing in both the RegulonDB and EcoCyc databases the largest electronically encoded network available. A paper published recently by Ma et al. (2004 showed several differences in the versions of the network present in these two databases. Discrepancies have been corrected, annotations from this and other groups (Shen-Orr et al., 2002 have been added, making the RegulonDB and EcoCyc databases the largest comprehensive and constantly curated regulatory network of E. coli K-12. Results Several groups have been using these curated data as part of their bioinformatics and systems biology projects, in combination with external data obtained from other sources, thus enlarging the dataset initially obtained from either RegulonDB or EcoCyc of the E. coli K12 regulatory network. We kindly obtained from the groups of Uri Alon and Hong-Wu Ma the interactions they have added to enrich their public versions of the E. coli regulatory network. These were used to search for original references and curate them with the same standards we use regularly, adding in several cases the original references (instead of reviews or missing references, as well as adding the corresponding experimental evidence codes. We also corrected all discrepancies in the two databases available as explained below. Conclusion One hundred and fifty new interactions have been added to our databases as a result of this specific curation effort, in addition to those added as a result of our continuous curation work. RegulonDB gene names are now based on those of EcoCyc to avoid confusion due to gene names and synonyms, and the public releases of RegulonDB and EcoCyc are henceforth synchronized to avoid confusion due to

  14. Liberal Education and Global Community

    Science.gov (United States)

    Nussbaum, Martha

    2004-01-01

    As the ninetieth anniversary is celebrated, the idea of liberal education is more important than ever in the interdependent world. An education based on the idea of an inclusive global citizenship and on the possibilities of the compassionate imagination has the potential to transcend divisions created by distance, cultural difference, and…

  15. Building a Human Resource System. Marketing Community Education.

    Science.gov (United States)

    Gallagher, Karen S.

    1990-01-01

    The coordination of human resources is a fundamental part of the community education process. It may also be the community educator's most effective marketing strategy. Four models for human resource programs are informational, participatory, advisory, and educational. (JOW)

  16. Studying Teachers' Degree of Classroom Implementation, Teachers' Implementation Practices, and Students' Learning as Outcomes of K-12 STEM Professional Development

    Science.gov (United States)

    Lin, Peiyi

    2013-01-01

    With a growing demand for an enhanced K-12 education for strengthening students' conceptual learning, interest, and career awareness in science, technology, engineering, and mathematics, teacher professional development projects have been viewed as an efficient approach. However, a variety of external and teacher factors may prevent such projects…

  17. A Qualitative Case Study Analysis for a Potential Model for a K-12 Professional Development Using Virtual Learning Environments

    Science.gov (United States)

    Santacroce-Tejedor, Andrea

    2011-01-01

    The purpose of this study was to examine three e-learning technologies based on a pedagogical framework for virtual learning environments, and to explore how these technologies could be used to facilitate extended professional learning opportunities whereby K-12 educators could communicate, collaborate, and reflect on their practice. This…

  18. Roadmap for K-12 and Postsecondary Linkages: Key Focus Areas to Ensure Quality Implementation. Data for Action

    Science.gov (United States)

    Data Quality Campaign, 2014

    2014-01-01

    States rely on data from both the K-12 and postsecondary sectors to inform policy discussions; chart the progress of students, schools, districts, colleges, and the state; pinpoint best practices and areas of need; allocate scarce resources; and make other important education decisions every day. However, states need to securely link limited, but…

  19. The Next Step: Partnering with K-12 Schools to Prepare Students for the Rigors of College Work

    Science.gov (United States)

    Ullman, Ellen

    2014-01-01

    Teachers dedicate their lives to working with students, but also in learning from each other. In programs around the Spokane, Washington area of the U.S., teachers have been meeting with the intention of strengthen connections and smooth transitions between K-12 schools and institutions of higher education in alignment with expectations for the…

  20. The Podcasting Playbook: A Typology of Evidence-Based Podagogy for PreK-12 Classrooms with English Language Learners

    Science.gov (United States)

    Acosta, Sandra; Garza, Tiberio

    2011-01-01

    Podagogy, a fusion of podcasting and pedagogy, is evidence-based educational podcasting for teaching and learning. The purpose of our article was to compile a playbook of evidence-based strategies, the plays, for integrating podcasting into PreK-12 classrooms with English language learners (ELLs). Data for developing the playbook were drawn from…

  1. WATERS Network: Increasing Vertical Collaboration within Hydrology Research and Education Communities

    Science.gov (United States)

    Eschenbach, E. A.; Johnson, J.; Brus, C.; Carlson, P.; Giammar, D.; Grauer, B.; Hotaling, L.; Oguntimein, G.; Safferman, S.; Seiler, E.; Wentling, T.

    2006-12-01

    The WATer and Environmental Research Systems (WATERS) Network is envisioned to be a networked infrastructure of environmental field facilities that will establish a national environmental observatory and engineering analysis network to facilitate a more collaborative approach to addressing the challenges of large-scale human-stressed environmental systems. WATERS will transform our scientific understanding of how water quantity, quality and related components of the hydrologic cycle are impacted by natural and human influences by providing easily accessible real time environmental data and analysis tools to engineers, scientists, educators and policymakers. These tools include knowledge networks, a collaborative environmental modeling environment, maintenance of a real time data collection network, and a cybercollaboratory. WATERS will greatly enhance opportunities for the integration of research and education at all levels by facilitating collaboration between all the following groups: K-12 students and educators, university students and faculty and community, government, and industry stakeholders. The goal of facilitating collaboration is to strive for an evolution of educational reform objectives covering delivery of instruction, learning outcomes, and teacher/instructor training and professional development. WATERS will facilitate this advancement by providing: 1) A mechanism for communication and collaboration between educators, researchers and students via new and existing communication tools such as chat boards, blogs, etc; 2) A visually oriented data retrieval system/search engine for users to locate and collect relevant documents, images, and other forms of knowledge that exist in the public domain; 3) Access to real time data and analytical tools for discovery purposes by students from K-12 through graduate audiences; 4) A repository of lesson plans, learning activities, and learning materials that allows resource sharing; and 5) Professional development

  2. Engaging Scientists in Meaningful E/PO: How the NASA SMD E/PO Community Addresses Informal Educators' Preferences for PD and Materials

    Science.gov (United States)

    Bartolone, Lindsay; Nelson, Andi; Smith, Denise A.; NASA SMD Astrophysics E/PO Community

    2015-01-01

    The NASA Astrophysics Science Education and Public Outreach Forum (SEPOF) coordinates the work of NASA Science Mission Directorate (SMD) Astrophysics EPO projects. These teams work together to capitalize on the cutting-edge discoveries of NASA Astrophysics missions to support educators in Science, Technology, Engineering, and Math (STEM) and to enable youth to engage in doing STEM inside and outside of school. The Astrophysics Forum assists scientists and educators with becoming involved in SMD E/PO, which is uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise, and makes SMD E/PO resources and expertise accessible to the science and education communities. Informal educators participated in a recent nationally-distributed survey from the NASA SMD SEPOF Informal Education Working Group. The results show the preferences of staff from museums, parks, public libraries, community/afterschool centers, and others with regard to professional development and material resources. The results of the survey will be presented during this session.In addition, we present opportunities for the astronomy community to participate in collaborations supporting the NASA SMD efforts in K-12 Formal Education, Informal Science Education, and Outreach. These efforts focus on enhancing instruction, as well as youth and public engagement, in STEM via use of research-based best practices, collaborations with libraries, partnerships with local and national organizations, and remote engagement of audiences. The Forums' efforts for the Formal, Informal Science Education and Outreach communities include a literature review, appraisal of informal educators' needs, coordination of audience-based NASA resources and opportunities, professional development, plus support with the Next Generation Science Standards. Learn how to join in our collaborative efforts to support the K-12 Formal Education community and to reach the informal

  3. Enhancing the Impact of NASA Astrophysics Education and Public Outreach: Community Collaborations

    Science.gov (United States)

    Smith, Denise A.; Lawton, B. L.; Bartolone, L.; Schultz, G. R.; Blair, W. P.; Astrophysics E/PO Community, NASA; NASA Astrophysics Forum Team

    2013-01-01

    The NASA Astrophysics Science Education and Public Outreach Forum is one of four scientist-educator teams that support NASA's Science Mission Directorate and its nationwide education and public outreach community in increasing the coherence, efficiency, and effectiveness of their education and public outreach efforts. NASA Astrophysics education and outreach teams collaborate with each other through the Astrophysics Forum to place individual programs in context, connect with broader education and public outreach activities, learn and share successful strategies and techniques, and develop new partnerships. This poster highlights examples of collaborative efforts designed to engage youth and adults across the full spectrum of learning environments, from public outreach venues, to centers of informal learning, to K-12 and higher education classrooms. These include coordinated efforts to support major outreach events such as the USA Science and Engineering Festival; pilot "Astro4Girls" activities in public libraries to engage girls and their families in science during Women’s History Month; and a pilot "NASA's Multiwavelength Universe" online professional development course for middle and high school educators. Resources to assist scientists and Astro101 instructors in incorporating NASA Astrophysics discoveries into their education and public outreach efforts are also discussed.

  4. Experimenting within an Education Community

    Science.gov (United States)

    Alford, L. Maurice

    2016-01-01

    Elwyn Richardson's experimental approach to teaching and learning and Oruaiti was officially sanctioned, but the history of education in Aotearoa/New Zealand shows that teachers have been typically conformist. In this article, I suggest that positivist paradigms from the industrial age continue to shape classroom teaching, partly because of norms…

  5. Experimenting within an Education Community

    Science.gov (United States)

    Alford, L. Maurice

    2016-01-01

    Elwyn Richardson's experimental approach to teaching and learning and Oruaiti was officially sanctioned, but the history of education in Aotearoa/New Zealand shows that teachers have been typically conformist. In this article, I suggest that positivist paradigms from the industrial age continue to shape classroom teaching, partly because of norms…

  6. Barriers in the Physics Pipeline from K-12 to Tenure

    Science.gov (United States)

    Kilburn, Micha

    2016-09-01

    The lack of diversity in physics is a known problem, and yet efforts to change our demographics have only had minor effects during the last decade. I will explain some of the hidden barriers that dissuade underrepresented minorities in becoming physicists using a framework borrowed from sociology, Maslow's hierarchy of needs. I will draw from current research at the undergraduate to faculty levels over a variety of STEM fields that are also addressing a lack of diversity. I will also provide analysis from the Joint Institute for Nuclear Astrophysics Center for the Evolution of Elements (JINA-CEE) outreach programs to understand the likelihood of current K-12 students in becoming physicists. Specifically, I will present results from the pre-surveys from our Art 2 Science Camps (ages 8-14) about their attitudes towards science as well as results from analysis of teacher recommendations for our high school summer program. I will conclude with a positive outlook describing the pipeline created by JINA-CEE to retain students from middle school through college. This work was supported in part by the National Science Foundation under Grant No. PHY-1430152 (JINA Center for the Evolution of the Elements).

  7. Community, Difference, and Voice in Teacher Education

    Science.gov (United States)

    Lynch, Jill C.

    2012-01-01

    This article explores the ethical, methodological, and practical issues of translating critical theory and research into praxis through a case study analysis of a graduate capstone seminar that explored the familiar, and seemingly benign, concepts common to educational discourses: "Creativity, Collaboration, and Community." The author…

  8. Investigating Classroom Community in Higher Education

    Science.gov (United States)

    Summers, Jessica J.; Svinicki, Marilla D.

    2007-01-01

    The purpose of this research was to demonstrate an empirical relationship between classroom community and students' achievement goals in higher education, and to offer a possible explanation for differences in this relationship for cooperative and non-cooperative classrooms. Structural equation modeling techniques revealed that students'…

  9. Communities of Practice in Inclusive Education

    Science.gov (United States)

    Mortier, Kathleen; Hunt, Pam; Leroy, Mieke; Van de Putte, Inge; Van Hove, Geert

    2010-01-01

    The data in this paper represent the experiences and perspectives of parents and teachers who worked as communities of practice, designing support plans for the inclusion of three students with intellectual disabilities in general education classrooms. Their reflections, obtained through interviews and questionnaires, show how they constructed…

  10. Building science education in the community college

    Energy Technology Data Exchange (ETDEWEB)

    Uniacke, M.

    1994-05-01

    This article describes a course at Yavapai Community College (Arizona) in energy efficient building and design: a systems approach. The premise is that architects and builders would design and construct more efficient housing if made aware of the impact of their decisions. The results-orient curriculum is described along with the educational tools and techniques used.

  11. Investigating the Potential of MOOCs in K-12 Teaching and Learning Environments

    Science.gov (United States)

    Nigh, Jennifer; Pytash, Kristine E.; Ferdig, Richard E.; Merchant, William

    2015-01-01

    The massive open online course (MOOC) is a relatively new concept in K-12 teaching and learning environments. Although significant work has been done with MOOCs since 2008, it has only been recently that MOOCs have been studied with K-12 populations. The purpose of this study was to further examine the motivation of K-12 students enrolled in a…

  12. Crowd-Sourcing with K-12 citizen scientists: The Continuing Evolution of the GLOBE Program

    Science.gov (United States)

    Murphy, T.; Wegner, K.; Andersen, T. J.

    2016-12-01

    Twenty years ago, the Internet was still in its infancy, citizen science was a relatively unknown term, and the idea of a global citizen science database was unheard of. Then the Global Learning and Observations to Benefit the Environment (GLOBE) Program was proposed and this all changed. GLOBE was one of the first K-12 citizen science programs on a global scale. An initial large scale ramp-up of the program was followed by the establishment of a network of partners in countries and within the U.S. Now in the 21st century, the program has over 50 protocols in atmosphere, biosphere, hydrosphere and pedosphere, almost 140 million measurements in the database, a visualization system, collaborations with NASA satellite mission scientists (GPM, SMAP) and other scientists, as well as research projects by GLOBE students. As technology changed over the past two decades, it was integrated into the program's outreach efforts to existing and new members with the result that the program now has a strong social media presence. In 2016, a new app was launched which opened up GLOBE and data entry to citizen scientists of all ages. The app is aimed at fresh audiences, beyond the traditional GLOBE K-12 community. Groups targeted included: scouting organizations, museums, 4H, science learning centers, retirement communities, etc. to broaden participation in the program and increase the number of data available to students and scientists. Through the 20 years of GLOBE, lessons have been learned about changing the management of this type of large-scale program, the use of technology to enhance and improve the experience for members, and increasing community involvement in the program.

  13. Workshop Results: Teaching Geoscience to K-12 Teachers

    Science.gov (United States)

    Nahm, A.; Villalobos, J. I.; White, J.; Smith-Konter, B. R.

    2012-12-01

    A workshop for high school and middle school Earth and Space Science (ESS) teachers was held this summer (2012) as part of an ongoing collaboration between the University of Texas at El Paso (UTEP) and El Paso Community College (EPCC) Departments of Geological Sciences. This collaborative effort aims to build local Earth science literacy and educational support for the geosciences. Sixteen teachers from three school districts from El Paso and southern New Mexico area participated in the workshop, consisting of middle school, high school, early college high school, and dual credit faculty. The majority of the teachers had little to no experience teaching geoscience, thus this workshop provided an introduction to basic geologic concepts to teachers with broad backgrounds, which will result in the introduction of geoscience to many new students each year. The workshop's goal was to provide hands-on activities illustrating basic geologic and scientific concepts currently used in introductory geology labs/lectures at both EPCC and UTEP to help engage pre-college students. Activities chosen for the workshop were an introduction to Google Earth for use in the classroom, relative age dating and stratigraphy using volcanoes, plate tectonics utilizing the jigsaw pedagogy, and the scientific method as a think-pair-share activity. All activities where designed to be low cost and materials were provided for instructors to take back to their institutions. A list of online resources for teaching materials was also distributed. Before each activity, a short pre-test was given to the participants to gauge their level of knowledge on the subjects. At the end of the workshop, participants were given a post-test, which tested the knowledge gain made by participating in the workshop. In all cases, more correct answers were chosen in the post-test than the individual activity pre-tests, indicating that knowledge of the subjects was gained. The participants enjoyed participating in these

  14. How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US

    Directory of Open Access Journals (Sweden)

    Fuyu Shimomura

    2016-02-01

    Full Text Available Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation. This paper compares and contrasts the diversity issues in K-12 school settings in both countries, and explores potential approaches to improve the accommodation of diversity in K-12 schools.

  15. Moral education: School as a just community

    Directory of Open Access Journals (Sweden)

    Miočinović Ljiljana Đ.

    2003-01-01

    Full Text Available The paper discusses Kohlberg’s view of moral education, how it was developing and changing over time. Starting from a theoretical postulate that thinking constitutes the essence of morality and from empirical findings of the stage development of moral judgment, in his early works Kohlberg defines moral education as "encouraging the natural course of moral judgment development". As a principal method of work, Kohlberg recommends the encouragement of a cognitive conflict by means of discussing hypothetic moral dilemmas. Criticisms that he is over-intellectualizing moral education, getting acquainted with a collective upbringing in kibbutz's, active participation in work in schools and prisons and finding that moral judgment and acting in everyday life is a response to the prevailing moral atmosphere of a group are leading to the changes in moral education goals and development of a new approach known as "just community". Now a group is in the focus of moral education, not an individual any longer, the major area of studies being group norms and expectations. The "just community" approach does not remain only at the classroom level discussing hypothetical moral dilemmas but directly influences the structure of school justice i.e. its rules and discipline, processes they are passed as well as the rights and duties of both teachers and students. Its goal is no longer to develop moral judgment of an individual student but to develop a group as moral community founded upon the norms of trust, participation and collective responsibility.

  16. Science Museum Resources and Partnerships for Public and K-12 Outreach and Engagement

    Science.gov (United States)

    Bell, Larry

    2011-03-01

    Science museums engage in a wide range of activities not apparent to exhibit hall visitors. Many of them can support research outreach to public and K-12 teachers and students. In addition to exhibits in science centers, and demonstrations on topics like electricity or cryogenics, science museums offer courses for children and adults, out-of-school programs for students, teacher professional development; some do K-12 curriculum development and some run science magnet schools. In recent years science museums have increased their capacity to communicate with the public about current research. The Museum of Science, for instance, created a Current Science and Technology Center in 2001 dedicated to science in the news and current research developments. Through this Center, the Museum partnered with Harvard University to provide a wide range of public engagement activities as part of Harvard's Nanoscale Science and Engineering Center focused on the Science of Nanoscale Systems and their Device Applications. In the past five years a number of new collaborations among science museums have developed, many in partnership with researchers and research centers. Perhaps the largest or these, the Nanoscale Informal Science Education Network (NISE Net) was launched in 2005 with funding from the National Science Foundation. The NISE Net links informal science education organizations together and to university research centers to raise the capacity of all the participant organizations to increase public awareness, understanding, and engagement with nanoscale science, engineering, and technology. Nearly 300 informal educational organizations in every state nationwide make use of NISE Net's educational materials, professional development, national and regional meetings, and online resources. NISE Net is an open source network with all of its materials freely available to everyone.

  17. A History of Learning Communities within American Higher Education

    Science.gov (United States)

    Fink, John E.; Inkelas, Karen Kurotsuchi

    2015-01-01

    This chapter describes the historical development of learning communities within American higher education. We examine the forces both internal and external to higher education that contributed to and stalled the emergence of learning communities in their contemporary form.

  18. Building Motivation in the K-12 Art Classroom

    Science.gov (United States)

    Andrews, Page

    2011-01-01

    Student motivation is a universal challenge among teachers of every instructional level and content area. Motivation, particularly in the art classroom, is a challenge for many art educators. My study looks to unwind the intricate web of student motivation and to identify effective motivational strategies that art educators use on a daily basis…

  19. Community health education: reaching ethnically diverse elders.

    Science.gov (United States)

    States, Rebecca A; Susman, William M; Riquelme, Luis F; Godwin, Ellen M; Greer, Ellen

    2006-01-01

    To address disparities in access to health care information, we developed a model program of community-based, health education workshops to be delivered in English and Spanish to older urban adults from diverse ethnic, cultural, and language backgrounds. The workshops were created through an interdisciplinary collaboration among faculty from seven health care professions and focused on three healthcare topics identified in Healthy People 2010: dementia and depression, stress reduction, and physical activity. The development of workshop content and structure, including didactic and interactive components, an approach to interdisciplinary student involvement, and program evaluation by clients and community center staff, are presented as a model for other educators. The workshops presented at five senior centers were attended by 1110 mostly female clients with an average age of 74 yrs and with a large proportion self-identified as of minority background. One hundred seven students from seven healthcare programs helped deliver the workshops. Interviews and surveys of the clients demonstrated that most had a positive learning experience, whereas the evidence of intent to take action on health care issues was less definitive. Analysis of student essays demonstrated increased student understanding of older adults and of community services. A website, Geriatric Educational Resources for Instructors and Elders (www.GERIE.org), was created to provide access to the instructional and resource materials used for the workshops, including presentation materials in Spanish. This model program may help address the substantial health education needs of a growing population of older adults from diverse ethnic, cultural, and language minorities.

  20. The Propulsive Strategy and Practice of Maker Space Based Maker Education:A Case Study on the Implementation of K12 Maker Education in ZC Space%基于“创客空间”的创客教育推进策略与实践*--以“智创空间”开展中小学创客教育为例

    Institute of Scientific and Technical Information of China (English)

    王同聚

    2016-01-01

    在互联网+时代背景下,创客运动席卷全球,各种创客空间如雨后春笋,创客教育也逐渐步入中小学校。在创客教育的推进过程中,需要依托创客空间、创客文化、创客教师、创客课程、创客学习、创客资源和创客环境等进行相互融合与协同发展。该文基于“智创空间”开展创客教育实践,提出了以智能机器人设计制作、3D打印技术应用和Scratch与机器人融合的创客教育“三剑客”,构建了“ZC Space创客教育模型”,引入了“微课导学”教学模式,探索了中小学创客教育的推进策略,通过面向教师开展创客教育继续教育课程、面向学生开展创客教育体验活动课程和面向家长开展创客教育亲子活动课程等方式,让创客们通过玩中做、做中学、学中做、做中创,践行“实践、创新、协作和分享”的创客精神,依托“智创空间”,集众人智、汇创客流、搭分享台、结创新果,为中小学创客教育和STEAM教育开启创新之门。%In the current “Internet Plus” era, “Maker” have become an internet hot word. With the tide of Maker Movement sweeping the globe, the Maker Spaces gradually built all over the world, as well as the development of Maker Education in K12. The advancing process of Maker Education needs mutual mergence and coordination between Maker Spaces, Maker Culture, Maker Teacher, Maker Course, Maker Learning, Maker Resources, Maker Environment, etc. Based on the practical experience of Maker Education in ZC Space, this paper presented the “Three Musketeers” of Maker Education that included intelligence robot making, application of 3D printing technology and the convergence between Scratch and robot, structuring the “ZC Space's Maker Education Model”, introducing the “Micro-lecture-Guided Learning” Instructional Mode and exploring the propulsive strategy of Maker Education in K12. Through

  1. Place Based STEM: Leveraging Local Resources to Engage K-12 Teachers in Teaching Integrated STEM and for Addressing the Local STEM Pipeline

    Energy Technology Data Exchange (ETDEWEB)

    Dr. Louis Nadelson; Anne Louise Seifert; Meagan McKinney

    2014-06-01

    Business, industry, parks, nature settings, government infrastructure, and people, can be invaluable resources for connecting STEM curriculum within context which results in conditions ideal for promoting purposeful learning of authentic STEM content. Thus, community-based STEM resources offer ideal context for teaching STEM content. A benefit of focusing teacher attention on these contextual, content aligned resources is that they are in every community; making place-based STEM education a possibility, regardless of the location of STEM teaching and learning. Further, associating STEM teaching and learning with local resources addresses workforce development and the STEM pipeline by exposing students to STEM careers and applications in their local communities. The desire to align STEM teaching and learning with local STEM related resources guided the design of our week-long integrated STEM K-12 teacher professional development (PD) program, i-STEM. We have completed four years of our i-STEM PD program and have made place-based STEM a major emphasis of our curriculum. This report focuses on the data collected in the fourth year of our program. Our week-long i-STEM PD served over 425 educators last summer (2013), providing them with in depth theme-based integrated STEM short courses which were limited to an average of 15 participants and whole group plenary sessions focused around placed based integrated STEM, inquiry, engineering design, standards and practices of Common Core and 21st Century skills. This state wide PD was distributed in five Idaho community colleges and took place over two weeks. The STEM short courses included topics on engineering for sustainability, using engineering to spark interest in STEM, municipal water systems, health, agriculture, food safety, mining, forestry, energy, and others. Integral to these short courses were field trips designed to connect the K-12 educators to the resources in their local communities that could be leveraged

  2. Youth, Social Communities and Educational Challenges

    DEFF Research Database (Denmark)

    Canger, Tekla; Larsen, Vibe

    2014-01-01

    Youth and education is becoming an increasingly large part of the debate in Danish media as well as on the political scene. If one wants an acknowledged position in society as well as a job, educa-tion is often the means to achieve this goal. Most of the young people in Denmark finish mandato......-ry schooling and continue on to further education and graduate. However, there is still a group of young people who do not accomplish this satisfactorily, and who are excluded, not only from the educational system, but also from the job market, and are thereby marginalized in society as such. This is one...... of social life, community and on social learning. In this project we are interested in young people who are on the brink of exclusion, and we wish to in-vestigate their situation by concentrating our research on a broader perspective on the youth in question....

  3. Clouds, weather, climate, and modeling for K-12 and public audiences 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.; Russell, R. M.; Gardiner, L. S.; Hatheway, B.; Jones, B.; Burt, M. A.; Genyuk, J.

    2010-12-01

    resource, because its content is written at three levels in English and Spanish. Links between science topics and literature, art, and mythology enable teachers of English Language Learners, literacy, and the arts to integrate science into their classrooms. In summary, the CMMAP NSF-funded Science and Technology Center has established a highly effective and productive partnership of scientists and educators focused on enhancing public science literacy about weather, climate, and global change. All CMMAP, LSOP, and W2U resources can be accessed online at no cost by the entire atmospheric science K-12 and informal science education community.

  4. Supporting Community-Oriented Educational Change

    Directory of Open Access Journals (Sweden)

    Linda Mabry

    1999-04-01

    Full Text Available A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instructional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective—either perfunctory, unnecessary, or disregarded. The findings offer insight regarding educational change and a systemic analysis.

  5. Development and maturation of Escherichia coli K-12 biofilms

    DEFF Research Database (Denmark)

    Reisner, A.; Haagensen, J.A.J.; Schembri, Mark

    2003-01-01

    . We further provide evidence that flagella, type 1 fimbriae, curli and Ag43 are all dispensable for the observed biofilm maturation. In addition, our results indicate that cell-to-cell signalling mediated by autoinducer 2 (AI-2) is not required for differentiation of E. coli within a biofilm community...

  6. Perceptions of Crisis Management in a K-12 School District

    Science.gov (United States)

    Tucker, Joy

    2012-01-01

    This multiple-case qualitative study was conducted to examine the perceptions of community members, students, and staff regarding school crisis management following a 2006 tornado and 2010 bus accident in a small rural school district in Missouri. Online surveys were collected from 66 participants, and 10 follow-up interviews were completed with…

  7. Methopedia - Pedagogical Design Community for European Educators

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Niemczik, Christian; Brenstein, Elke

    2009-01-01

    The paper will discuss theoretical, methodological and technical aspects of the community based Methopedia wiki (www.methopedia.eu), which has been developed as a part of the EU-funded collaborative research project “Community of Integrated Blended Learning in Europe” (COMBLE; www.......comble-project.eu). Methopedia is a wiki and social community aimed at facilitating knowledge transfer between trainers/educators from different institutions or countries through interactive peer-to-peer support, and sharing of learning practices.   We describe how Methopedia has been developed though engaging practitioners...... informed the practical design and theoretical issues regarding the design of Methopedia. The workshops have led to redesigns and also a number of important issues and problems have emerged. In the paper, we therefore present and discuss the socio-technical design of Methopedia, which is based on open...

  8. Envy in a nurse education community.

    Science.gov (United States)

    Heikkinen, Eija; Latvala, Eila; Isola, Arja

    2003-03-01

    The definition of envy is based on views of anthropology, sociology, psychology and nursing science. According to these definitions, a nurse education community consists of shared values, customs and beliefs common in the nursing community. The purpose of this paper was to describe envy in the reciprocal relations between student nurses in a polytechnic of health and welfare in Finland. The sample consisted of 110 student nurses in one faculty of health and welfare in a Finnish polytechnic. They were selected from among the available (attending classes) students, who had been studying in the same group for 1-3 years in 1996. The response percentage was 85.5 (n=94). The data were processed by various statistical methods. The findings of envy in a nurse education community were defined through the student nurses' views of their sense of self, their relations with their fellow students, the objects of envy and also the influence of the lecturers. The ways of coping with envy were also identified. The most common object of envy was a fellow student who worked part-time while studying. Another object of envy consisted of fellow students successful in examinations and skills, such as listening, friendships and good ideas. The students coped with their envy by sharing their own success and by denying envy. These results highlight some essential points of envy in a nurse education community and underline the need for open discussion, as emotions and envy are important to understand as part of nurse education. If envy is not identified, it may cause learning problems and even problems in patient care.

  9. Project BioEYES: Accessible Student-Driven Science for K-12 Students and Teachers.

    Science.gov (United States)

    Shuda, Jamie R; Butler, Valerie G; Vary, Robert; Farber, Steven A

    2016-11-01

    BioEYES, a nonprofit outreach program using zebrafish to excite and educate K-12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students' pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students' content knowledge and produced favorable shifts in students' attitudes about science. These outcomes were especially pronounced in younger students. Having served over 100,000 students, we find that our method for providing student-centered experiences and developing long-term partnerships with teachers is essential for the growth and sustainability of outreach and school collaborations.

  10. Topics in Astrophysics and Cosmology for K-12 Classrooms

    Science.gov (United States)

    Eisenstein, Robert

    2011-04-01

    Astronomy and cosmology are wonderfully attractive subjects to people of all ages. The beauty of the night sky and the availability of a vast amount of educational material on the web and on television make it quite feasible to develop educational activities in these areas that are suitable for almost any age group. I will discuss some of the experiences we've had doing this in Santa Fe via high-school courses, evening ``Science Café'' presentations and individual elementary school classroom discussions. This material naturally demonstrates the close interdisciplinary links between physics, chemistry and biology, and also offers excellent opportunities for exercises in scientific notation, logarithms, and algebra. Supported by: Los Alamos National Bank, Los Alamos National Laboratory Foundation, McCune Charitable Foundation, National Science Foundation, Qforma Inc., Santa Fe Partners In Education, Santa Fe Public Schools, Strategic Analytics Inc.

  11. Engaging the Geodetic and Geoscience Communities in EarthScope Education and Outreach

    Science.gov (United States)

    Charlevoix, D. J.; Berg, M.; Morris, A. R.; Olds, S. E.

    2013-12-01

    UNAVCO is NSF's geodetic facility and operates as a university-governed consortium dedicated to facilitating geoscience research and education, including the support of EarthScope. The Education and Community Engagement program at UNAVCO provides support for broader impacts both externally to the broader University and EarthScope community as well as internally to the UNAVCO. During the first 10 years of EarthScope UNAVCO has engaged in outreach and education activities across the EarthScope footprint ranging from outreach to formal and informal educators and interpreters, to technical training for university faculty and researchers. UNAVCO works jointly with the EarthScope National Office and IRIS while simultaneously maintaining and developing an independent engagement and education program. UNAVCO provides training in the form of technical short courses to researchers including graduate students and early-career professionals, and conducts educational workshops for K-12 educators. A suite of educational materials focused on the integration of EarthScope data into curriculum materials is available from UNAVCO and will soon expand the undergraduate offerings to include a broader suite of geodesy applications activities for undergraduate students. UNAVCO provides outreach materials and in support of EarthScope including summaries of research project and campaign highlights, science snapshots featuring summaries of scientific advancements made possible by UNAVCO services and non-technical communications via social media. UNAVCO also provides undergraduate students exposure to EarthScope science research participation in a year-long research internship managed by UNAVCO (Research Experiences in Solid Earth Science for Students - RESESS).

  12. Review of the Draft K-12 Common Core Standards

    Science.gov (United States)

    Carmichael, Sheila Byrd; Wilson, W. Stephen; Martino, Gabrielle; Finn, Chester E., Jr.; Porter-Magee, Kathleen; Winkler, Amber M.

    2010-01-01

    American education approached a possible turning point when the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) released drafts of proposed new academic standards in English language arts and math for kindergarten through high school. Already the object of much interest--and some controversy--these are…

  13. University Preparation of Social Justice Leaders for K-12 Schools

    Science.gov (United States)

    Woods, Rosmary Sandie M.

    2012-01-01

    The purpose of this study was to examine the social justice principles embedded in California State University (CSU) Educational Administration Preparation Programs. More specifically, this study explored the intended, implemented, and assessed curriculum relative to social justice and critical consciousness, and investigated if differences exist…

  14. MIT Orients Course Materials Online to K-12

    Science.gov (United States)

    Cavanagh, Sean

    2008-01-01

    Many science and mathematics educators across the country are taking advantage of a Web site created by the Massachusetts Institute of Technology (MIT), the famed research university located in Cambridge, Massachusetts, which offers free video, audio, and print lectures and course material taken straight from the school's classes. Those resources…

  15. K-12 Biology Teaching in Need of Reform.

    Science.gov (United States)

    Borchelt, Rick

    1991-01-01

    The results of a National Research Council report on the status of biology education in the United States are discussed. Poorly trained and supported teachers, a curriculum that seems designed to snuff out interest, inappropriately used standardized tests, and textbooks that are often inaccurate and misleading were found. Recommendations are…

  16. The cataloging of virtual communities of educational thematic

    OpenAIRE

    Roman Korzh; Andriy Peleschyshyn; Yuriy Syerov; Solomia Fedushko

    2014-01-01

    This article considers the current problem of investigation the specific of specialized catalog of educational virtual communities. Peculiarities of catalogs of virtual communities are formed. This study provides a method of organization of catalog of virtual communities of educational direction. This method is based on a formal model of virtual communities as an environment of information activity of the higher educational institutions. The result of the research is the method of socio-demog...

  17. Fat dogs and coughing horses: K-12 programming for veterinary workforce development.

    Science.gov (United States)

    San Miguel, Sandra F; Carleton Parker, Loran; Adedokun, Omolola A; Burgess, Wilella D; Cipriani Davis, Kauline S; Blossom, Thaddaeus D; Schneider, Jessica L; Mennonno, Ann M; Ruhl, Joseph D; Veatch, Jennifer H; Wackerly, Amy J; Shin, Soo Yeon; Ratliff, Timothy L

    2013-01-01

    Workforce development strategies to educate, inform, and diversify the veterinary profession of the future must begin with children in elementary school. This article provides a description of the Fat Dogs and Coughing Horses program, which takes a multifaceted approach toward informing young students, beginning in first grade, about the interesting work and career opportunities available in the field of veterinary medicine. The program, a collaboration among Purdue University and Indiana public schools, is supported by a Science Education Partnership Award from the Office of Research Infrastructure Programs, a component of the National Institutes of Health. The overall goal of the program is to provide formal and informal educational opportunities for students, parents, teachers, and the public about the science involved in keeping people and their animals healthy. Examples of health concerns that impact both people and their pets are used to inform and excite children about careers in the health sciences. The program resulted in (1) curricula for students in Grades 1-3, 6, and 9; (2) four children's books and a set of collectible cards which highlight veterinarians, veterinary technicians, and research scientists who work with animals; and (3) four traveling museum-level quality exhibits. Preliminary assessment data has shown that the implementation of the curricula enhanced student science learning and science attitudes and interests. The program provides evidence that partnerships among professionals in veterinary medicine and K-12 education can result in impactful workforce development programs.

  18. School-Community Partnerships in New York State: Snapshot of Trends as Pre-K Expands. School Community Partnerships Project. Policy Brief II

    Science.gov (United States)

    Holcomb, Betty; Sudol, Teija

    2014-01-01

    The expansion of Pre-K in early childhood programs, both in the community and in schools, has the potential to build significant new alignment between the traditional K-12 education system and the preschool year. Most communities, however, have only scratched the surface of collaboration between public schools and community programs as…

  19. Sharing Resources in Open Educational Communities

    Directory of Open Access Journals (Sweden)

    Paolo Tosato

    2014-06-01

    Full Text Available The spread of Internet and the latest Web developments have promoted the relationships between teachers, learners and institutions, as well as the creation and sharing of new Open Educational Resources (OERs. Despite this fact, many projects and research efforts paid more attention to content distribution focusing on their format and description, omitting the relationship between these materials and online communities of teachers. In this article we emphasize the importance of sharing resources in open educational communities (OEC, analysing the role of OERs and OEC in teachers' lifelong learning. Investigating their current usage, we aim to discover whether their interweavings could be an effective approach to support sharing of resources among teachers and to promote new educational practices. Through two surveys which involved more than 300 teachers from across Europe it was possible to highlight that is not simple to stimulate the collaboration among teachers, both online and face to face; nevertheless, when this happens, it seems to be a good way to promote formal and informal learning for teachers, as well as innovation in their professional practices.

  20. Instituting a standards-based K--12 science curriculum supplement program at the National Institutes of Health: A case study

    Science.gov (United States)

    Witherly, Jeffre

    Research on student achievement indicates the U.S. K-12 education system is not adequately preparing American students to compete in the 21st century global economy in the areas of science and mathematics. Congress has asked the scientific entities of the federal government to help increase K-12 science learning by creating standards-based learning tools for science classrooms as part of a "voluntary curriculum." One problem facing federal entities, such as the National Institutes of Health (NIH), is the need to create science-learning tools that conform to the National Science Education Standards (NSES) for curriculum materials and, therefore, are standards-based and applicable to the K-12 curriculum. This case study sought to better understand the change process at one federal agency as it went from producing K-12 learning tools that were educational in nature to a program that produced K-12 standards-based learning tools: the NIH Science Curriculum Supplement Program (NIH SCSP). The NIH SCSP was studied to gain insight into how this change in educational approach occurred, what factors enabled or inhibited the change process, and what the long-term benefits of the NIH SCSP are to the NIH. Kurt Lewin's three-step theory of change guided data gathering and data analysis. Semi-structured interviews and programmatic document review served as the major data gathering sources. Details describing the process of organizational change at the NIH were revealed during analysis of these data following the coding of interview transcripts and written record documents. The study found the process of change at the NIH proceeded in a manner generally predicted by the Lewinian change model. Enablers to the change were cost-sharing with individual institutes, support of senior leadership, and crediting the role of individual institutes prominently in each supplement. The cost of creating a supplement was reported as the single inhibitor to the program. This case study yielded a

  1. Methopedia - Pedagogical Design Community for European Educators

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Niemczik, Christian; Brenstein, Elke

    2009-01-01

    by drawing on research within learning design and the educational pattern design approach. In particular we focus on exploring designs and descriptions of singular or sequences of learning activities. Furthermore, we discuss some of the tools and concepts under development as part of the work on Methopedia...... use to describe and share their learning designs or learning activities, e.g. what categories would be helpful? How much metadata is relevant and how standardised or flexible the templates should be? We also discuss the theoretical considerations underlying the descriptive model of the templates......The paper will discuss theoretical, methodological and technical aspects of the community based Methopedia wiki (www.methopedia.eu), which has been developed as a part of the EU-funded collaborative research project “Community of Integrated Blended Learning in Europe” (COMBLE; www...

  2. INITIAL EDUCATION TEACHER AS COMMUNITY LEADER

    Directory of Open Access Journals (Sweden)

    Daisy Marina Fuenmayor de González

    2008-04-01

    Full Text Available This essay, addressed to determines the leadership of the initial education to teacher, to assume its responsibility like leader of its community. A study of introspective, existential, phenomenological character was elaborated in its descriptive phase with a documentary design, of field taking like population to Professors and students of the Preschooler department of the University of Zulia, including the importance of preparing the professional teacher in this level and the professional to teacher must participate in the communitarian environment to contribute with to their development.

  3. Content in Context: Community Building through Arts Education

    Science.gov (United States)

    Shimshon-Santo, Amy R.

    2007-01-01

    This article shares critical reflections on cultivating community partnerships through arts education and provides an analytical framework for community building. It is argued that increasing access to arts education requires attention be paid not only to content issues in arts education, but, also, to holistic approaches that address the contexts…

  4. Embedding Community Engagement in South African Higher Education

    Science.gov (United States)

    Lazarus, Josef; Erasmus, Mabel; Hendricks, Denver; Nduna, Joyce; Slamat, Jerome

    2008-01-01

    Community engagement was a relatively unknown concept in South African higher education until the late 1990s. In response to the call of the White Paper on the Transformation of Higher Education (1997) for "feasibility studies and pilot programmes which explore the potential of community service in higher education" the Joint Education…

  5. Community Environmental Education as a Model for Effective Environmental Programmes

    Science.gov (United States)

    Blair, Morag

    2008-01-01

    The benefits of community environmental education outlined in environmental education literature are supported by the findings and implications of a research study undertaken in New Zealand. Evidence from a two-case case study suggests that environmental programmes guided by the key principles and practices of community environmental education,…

  6. Community Gardens as a Platform for Education for Sustainability

    Science.gov (United States)

    Corkery, Linda

    2004-01-01

    Community gardens fulfil many roles, including the reclamation of public space, community building, and the facilitation of social and cultural expression. This paper discusses a nexus between research and education for sustainability that evolved out of an examination of the role of community gardens in fostering community development and…

  7. Identity and Biography as Mediators of Science and Mathematics Faculty's Involvement in K-12 Service

    Science.gov (United States)

    Skerrett, Allison; Sevian, Hannah

    2010-01-01

    This article explores aspects of science and mathematics faculty identities and biographies that mediated their involvement in K-12 service. Faculty expressed five motivations for participating in K-12 service--advancing their research agenda, advocating environmental consciousness, desiring to be involved in their children's schools, aspiring to…

  8. An Examination of Ideology among Selected K12 Christian School Superintendents

    Science.gov (United States)

    Dolson, Jimmy L.

    2013-01-01

    This research project focused on explaining the decision making process of K12 Christian school superintendents whose schools belong to the Association of Christian Schools International (ACSI) organization. In spite of their similar religious and philosophical beliefs, ACSI K12 Christian school superintendents differed significantly in…

  9. Development of an Attitude Scale to Assess K-12 Teachers' Attitudes toward Nanotechnology

    Science.gov (United States)

    Lan, Yu-Ling

    2012-01-01

    To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in…

  10. An Exploratory Study on K-12 Teachers' Use of Technology and Multimedia in the Classroom

    Science.gov (United States)

    Martin, Florence; Carr, Marsha L.

    2015-01-01

    21st century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What…

  11. Stacks of Ideas: Activities for Library Media Center and Classroom K-12.

    Science.gov (United States)

    Oklahoma State Dept. of Education, Oklahoma City.

    Developed for library media specialists and teachers, this K-12 guide presents a model for combining library media skills with the regular instructional program. Following a K-12 scope and sequence for library and information skills, 15 elementary and junior high school units and 12 high school units are presented. The elementary and junior high…

  12. Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

    Science.gov (United States)

    Luo, Tian; Hibbard, Laura; Franklin, Teresa; Moore, David Richard

    2017-01-01

    Aim/Purpose: The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates' perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates'…

  13. An Exploratory Study on K-12 Teachers' Use of Technology and Multimedia in the Classroom

    Science.gov (United States)

    Martin, Florence; Carr, Marsha L.

    2015-01-01

    21st century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What…

  14. Development of an Attitude Scale to Assess K-12 Teachers' Attitudes toward Nanotechnology

    Science.gov (United States)

    Lan, Yu-Ling

    2012-01-01

    To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in…

  15. Efficacy of supercritical carbon dioxide for nonthermal inactivation of Escherichia coli K12 in apple cider

    Science.gov (United States)

    This study evaluated the efficacy of a supercritical carbon dioxide (SCCO2) system with a gas-liquid porous metal contactor for eliminating Escherichia coli K12 in apple cider. Pasteurized, preservative-free apple cider was inoculated with E. coli K12 and processed using the SCCO2 system at CO2 conc...

  16. K-12 Teachers' Perceptions of School Policy and Fear of School Violence

    Science.gov (United States)

    Ricketts, Melissa L.

    2007-01-01

    Since the 1990s, schools have focused their attention on policies designed to improve school safety. Most researches on school violence policies have concentrated on the needs of students and administrators. This study investigated the impact of school violence policies on K-12 teachers' fear. Using self-report data from 447 K-12 teachers from a…

  17. Extended Safety Data for the Oral Cavity Probiotic Streptococcus salivarius K12.

    Science.gov (United States)

    Burton, J P; Chilcott, C N; Wescombe, P A; Tagg, J R

    2010-10-01

    Previous studies of the bacteriocin-producing Streptococcus salivarius K12 monitored a variety of intrinsic strain characteristics of potential relevance to its application as an oral probiotic in humans. These included the content of antibiotic resistance and virulence determinants, the production of deleterious metabolic by-products and its genetic stability. In the present study, we examined additional safety factors including the responses of rats to either short- or long-term oral dosing with strain K12 preparations. In addition, the potential genotoxicity of strain K12 was tested using a bacterial reverse mutation assay. To determine the occurrence and concentrations in human saliva of S. salivarius having the same bacteriocin phenotype as strain K12, saliva samples from 780 children were evaluated. The level of dosing with strain K12 required to achieve oral cavity colonization levels similar to those occurring naturally for this type of bacteriocin-producing S. salivarius was established using 100 human subjects. Following the oral instillation of lyophilized S. salivarius K12 cells in these subjects, its persistence was not at levels higher than those found naturally for this type of bacterium. The various sets of data obtained in this study showed no evidence of genotoxicity and no acute or subacute toxicity effects associated with strain K12. Based on the previously published data, the long history of use by humans and the information presented here, it is concluded that S. salivarius K12 is safe for human consumption.

  18. Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

    Science.gov (United States)

    Luo, Tian; Hibbard, Laura; Franklin, Teresa; Moore, David Richard

    2017-01-01

    Aim/Purpose: The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates' perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates'…

  19. Identity and Biography as Mediators of Science and Mathematics Faculty's Involvement in K-12 Service

    Science.gov (United States)

    Skerrett, Allison; Sevian, Hannah

    2010-01-01

    This article explores aspects of science and mathematics faculty identities and biographies that mediated their involvement in K-12 service. Faculty expressed five motivations for participating in K-12 service--advancing their research agenda, advocating environmental consciousness, desiring to be involved in their children's schools, aspiring to…

  20. Raising Climate Literacy of K-12 Teachers with Datastreme Earth's Climate System

    Science.gov (United States)

    Brey, J. A.; Geer, I.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.

    2014-12-01

    The American Meteorological Society (AMS) DataStreme Project is a free professional development program for in-service K-12 teachers, in which they gain considerable subject matter content and confidence in Earth science instruction. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with a team of AMS Education Program scientists and educators who develop instructional materials, provide logistical support to the LITs, and administer the project. The 3-member LITs mentor about 8 teachers and in some instances an emergency manager, per semester through a given DataStreme course. Teachers may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each DataStreme course. DataStreme is in close alignment with A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). Investigating the scientific basis of the workings of Earth's atmosphere, ocean, and climate system follows the cross-cutting theme of the Framework and the NGSS and is the cornerstone of the DataStreme courses. In particular, DataStreme ECS explores the fundamental science of Earth's climate system and addresses the societal impacts relevant to today's teachers and students. The course utilizes resources from respected organizations, such as the IPCC and U.S. Global Change Research Program. Key to the NGSS is that students learn disciplinary core ideas in the context of science and engineering practices. In order for the students to learn in this way, the AMS believes that it is important to train the teachers in this context. DataStreme ECS emphasizes investigation of real-word and current NASA and NOAA data. Participants also are made aware of NASA's EdGCM, a research-grade Global Climate Model where they can explore various future climate scenarios in the same way that actual

  1. Development of the Advanced Energy Design Guide for K-12 Schools -- 50% Energy Savings

    Energy Technology Data Exchange (ETDEWEB)

    Bonnema, E.; Leach, M.; Pless, S.; Torcellini, P.

    2013-02-01

    This Technical Support Document (TSD) describes the process and methodology for the development of the Advanced Energy Design Guide for K-12 School Buildings: Achieving 50% Energy Savings Toward a Net Zero Energy Building (AEDG-K12) (ASHRAE et al. 2011a). The AEDG-K12 provides recommendations for achieving 50% whole-building energy savings in K-12 schools over levels achieved by following ANSI/ASHRAE/IESNA Standard 90.1-2004, Energy Standard for Buildings Except Low-Rise Residential Buildings (Standard 90.1-2004) (ASHRAE 2004b). The AEDG-K12 was developed in collaboration with the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE), the American Institute of Architects (AIA), the Illuminating Engineering Society of North America (IES), the U.S. Green Building Council (USGBC), and the U.S. Department of Energy (DOE).

  2. Mathematics, Engineering Science Achievement (MESA). Washington's Community and Technical Colleges

    Science.gov (United States)

    Washington State Board for Community and Technical Colleges, 2014

    2014-01-01

    Growing Science, Technology, Education, and Mathematics (STEM) talent Washington MESA--Mathematics Engineering Science Achievement--helps under-represented community college students excel in school and ultimately earn STEM bachelor's degrees. MESA has two key programs: one for K-12 students, and the other for community and technical college…

  3. Assessment Strategies for Implementing Ngss in K12 Earth System Science Classrooms

    Science.gov (United States)

    McAuliffe, C.

    2016-12-01

    Several science education researchers have led assessment efforts that provide strategies particularly useful for evaluating the threedimensional learning that is central to NGSS (DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K., 2016; Knight, A. M. & McNeill, K. L., 2015; McNeill, K. L., KatshSinger, R. & Pelletier, P., 2015; McNeill K.L., et.al., 2015; McNeill, K.L., & Krajcik, J.S., 2011; Penuel, W., 2016). One of the basic premises of these researchers is that, "Assessment is a practice of argument from evidence based on what students say, do, and write" and that "the classroom is the richest place to gather evidence of what students know (Penuel, W., 2016). The implementation of the NGSS in Earth System Science provides a unique opportunity for geoscience education researchers to study student learning and contribute to the development of this research as well as for geoscience educators to apply these approaches and strategies in their own work with K12 inservice and preservice educators. DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K. (2016). Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions. American†Journal†of†Evaluation†37(2) 174192Æ Knight, A. M. & McNeill, K. L. (2015). Comparing students' individual written and collaborative oral socioscientific arguments. International Journal of Environmental and Science Education.10(5), 23647. McNeill, K. L., KatshSinger, R. & Pelletier, P. (2015). Assessing science practices-Moving your class along a continuum. Science Scope. McNeill, K.L., & Krajcik, J.S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Upper Saddle River, New Jersey: Pearson. Penuel, W. (2016). Classroom Assessment Strategies for NGSS Earth and Space Sciences. Implementing†the†NGSS†Webinar†Series, February 11, 2016.

  4. CoDE: Community Diabetes Education for uninsured Mexican Americans

    OpenAIRE

    Culica, Dan; Walton, James W.; Prezio, Elizabeth A.

    2007-01-01

    Low-cost diabetes education programs that target Mexican Americans are essential to reduce the observed health disparities in this population. A culturally appropriate intervention was developed as the centerpiece of the Community Diabetes Education (CoDE) program. This article describes the structure, patient acceptance, and costs of this one-to-one educational model delivered in 7 patient contact hours by a community health worker over 12 months in a community clinic serving the uninsured. ...

  5. Community and Interns' Perspectives on Community-Participatory Medical Education: From Passive to Active Participation.

    Science.gov (United States)

    Takamura, Akiteru; Misaki, Hidekazu; Takemura, Yousuke

    2017-07-01

    The use of community-based medical education as a method of learning primary care is now common worldwide. However, in many cases community participation remains passive. This study sought to explore the effects of introducing community members into medical education as active teachers. Medical education taught directly by community members might be a key to comprehensive community-based learning. This study was conducted in Japan at two postgraduate programs in community hospitals. We asked 10 community groups and 10 interns to join our 2-year "participatory" community curriculum continuously. Questionnaires completed by 10 interns and 77 community members were analyzed quantitatively. Audio-recorded and transcribed interview data from 10 interns and 39 community members were read iteratively and analyzed qualitatively. Community members who participated in groups with the interns gave higher scores on approval of and willingness to participate in such experiences. Interns scored higher on their view of the importance and preferences to work with the community. In the qualitative analysis, health-oriented behavior, social connectedness, and shaping community orientation among doctors emerged as important for community members. Important themes that emerged from the interns' interviews were: taking responsibility for shared understanding, community-oriented focus, valuing community nurses, and tension from competing demands. Interaction between interns and community members had positive effects for both. Community-participatory medical education could present a further step in the evolution of community-based medical education, one that is closest to community. Finding a balance between the time dedicated to working at the hospital and in the community proved to be essential to the success of this curriculum.

  6. Beyond Service: Equipping Change Agents Through Community Leadership Education.

    Science.gov (United States)

    Marks, Laurie

    2015-01-01

    This chapter describes one university's effort to integrate civic engagement programs and leadership education curriculum, informed by empowerment theory, servant leadership, and community organizing methodologies.

  7. Increasing tsunami preparedness through educator professional development in coastal Cascadia communities

    Science.gov (United States)

    Pratt-Sitaula, B. A.; Butler, R. F.; Hunter, N.; Lillie, R. J.; Magura, B.; Groom, R.; Johnson, J. A.; Coe, M.

    2016-12-01

    Increasing society's ability to mitigate risks is one of the major goals of geohazard research. Therefore part of tsunami science research must be finding effective ways to communicate scientific findings to the public to be used in community preparedness plans. The "Cascadia EarthScope Earthquake and Tsunami Education Program" (CEETEP; ceetep.oregonstate.edu) has worked to bridge the gap between scientific researchers and the public by providing professional development workshops for educators from coastal communities in Oregon, Washington, and northern California. CEETEP translates cutting edge EarthScope and other geoscience research into educational resources appropriate for K-12 teachers, park and museum interpreters, and emergency management outreach educators and their learners. Local educators have the potential to reach a wide segment of coastal residents. The tsunami generated by the next Great Cascadia Subduction Zone earthquake will arrive only 10-30 minutes after shaking, making mitigation and community-wide education an imperative. An essential component of CEETEP is collaboration with experts in science, pedagogy, and emergency preparedness. CEETEP provided two 4-day workshops and a follow-up Share-a-thon each year for three years (2013-2015). 151 educators participated in the program. Results from CEETEP are very encouraging. Participant content knowledge improved from 49% to 82% over the course of the workshop. Similarly, confidence in teaching about workshop topics increased from an average of 3.0 to 5.3 on a 6-point scale. Participant optimism about the efficacy and tractability of community-level planning also increased from 6.1 to 7.8 on a 9-point scale. Nearly 90% of participants continued to be active with the program through their March Share-a-thon and presented on a wide range of activities that they and their learners undertook related to earthquake and tsunami science and preparedness. Participants were also quite favorable about the

  8. Antimicrobial activity of Streptococcus salivarius K12 on bacteria involved in oral malodour.

    Science.gov (United States)

    Masdea, L; Kulik, E M; Hauser-Gerspach, I; Ramseier, A M; Filippi, A; Waltimo, T

    2012-08-01

    To investigate the antimicrobial activity of the bacteriocin-producing strain Streptococcus salivarius K12 against several bacteria involved in halitosis. The inhibitory activity of S. salivarius K12 against Solobacterium moorei CCUG39336, four clinical S. moorei isolates, Atopobium parvulum ATCC33793 and Eubacterium sulci ATCC35585 was examined by a deferred antagonism test. Eubacterium saburreum ATCC33271 and Parvimonas micra ATCC33270, which have been tested in previous studies, served as positive controls, and the Gram-negative strain Bacteroides fragilis ZIB2800 served as a negative control. Additionally, the occurrence of resistance in S. moorei CCUG39336 to S. salivarius K12 was analysed by either direct plating or by passage of S. moorei CCUG39336 on chloroform-inactived S. salivarius K12-containing agar plates. S. salivarius K12 suppressed the growth of all Gram-positive bacteria tested, but the extent to which the bacteria were inhibited varied. E. sulci ATCC35585 was the most sensitive strain, while all five S. moorei isolates were inhibited to a lesser extent. Natural resistance seems to be very low in S. moorei CCUG39336, and there was only a slight decrease in sensitivity after exposure to S. salivarius K12 over 10 passages. Our studies demonstrate that S. salivarius K12 has antimicrobial activity against bacteria involved in halitosis. This strain might be an interesting and valuable candidate for the development of an antimicrobial therapy for halitosis. Copyright © 2012 Elsevier Ltd. All rights reserved.

  9. South African Deaf Education and the Deaf Community

    Science.gov (United States)

    Storbeck, Claudine, Ed.; Martin, David, Ed.

    2010-01-01

    In a special section of the "American Annals of the Deaf", Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their…

  10. Multiculturalism and AIDS: different communities mean different educational messages required.

    Science.gov (United States)

    Lechky, O

    1997-05-15

    Having a multitude of different ethnic communities forces Canada's AIDS educators to use many different methods to deliver their messages. These range from an AIDS bingo game that has been used to educate natives in northern Manitoba to attempts to take AIDS education to the streets of Toronto. With AIDS education, reports Olga Lechky, one message definitely does not fit all.

  11. 從課程學理基礎與核心素養論K-12 年級課程綱要A Research on Curriculum Theoretical Foundations and Key Competencies of K-12 Curriculum Guideline in

    Directory of Open Access Journals (Sweden)

    蔡清田Ching-Tien Tsai

    2011-09-01

    Full Text Available 本研究結合了研究者近年主持的兩件整合型研究計畫初步成果,包括國家教育研究院所委託執行的「K-12中小學一貫課程綱要核心素養與各領域之連貫體系研究」與「中小學課程相關之課程、教學、認知發展等學理基礎與理論趨向」,這些研究旨在建立我國未來幼兒教育、初等教育、前期中等教育及後期中等教育的「K-12年級課程綱要」之課程發展學理基礎,預備下一波課程改革。本文從核心素養與課程學理的教育哲學、教學理論、認知心理學、文化研究與社會變遷等角度切入,分析課程發展相關學理基礎,並依據課程學理與核心素養研究,對我國「K-12年級課程綱要」的基本理念、課程目標、核心素養、學習領域及實施通則等提出建議,冀能提升我國國民核心素養。 The main goal of this research aims to build theoretical foundations of curriculum development in order to prepare for the next curriculum reform regarding the K-12 curriculum guideline in Taiwan. So far as theoretical foundations of curriculum development is concerned, this research focuses on the relationships between key competencies and curriculum theoretical foundations regarding with five theoretical dimensions – educational philosophy, teaching theory, cognitive psychology, cultural studies and social change. First, the researcher analyses key competencies and theoretical foundations of curriculum development according to the literature review of the related curriculum theories and related studies. Second, the researcher builds up a set of theoretical foundations regarding curriculum development which is suitable for Taiwanese historical and cultural contexts. Finally, according to the new set of curriculum theoretical foundations, the researcher makes some suggestions for the future K-12 curriculum guidelines in Taiwan.

  12. C-MORE Science Kits: Putting Technology in the Hands of K-12 Teachers and Students

    Science.gov (United States)

    Achilles, K.; Weersing, K.; Daniels, C.; Puniwai, N.; Matsuzaki, J.; Bruno, B. C.

    2008-12-01

    The Center for Microbial Oceanography: Research and Education (C-MORE) is a NSF Science and Technology Center based at the University of Hawaii. The C-MORE education and outreach program offers a variety of resources and professional development opportunities for science educators, including online resources, participation in oceanography research cruises, teacher-training workshops, mini-grants to incorporate microbial oceanography-related content and activities into their classroom and, most recently, C- MORE science kits. C-MORE science kits provide hands-on classroom, field, and laboratory activities related to microbial oceanography for K-12 students. Each kit comes with complete materials and instructions, and is available free of charge to Hawaii's public school teachers. Several kits are available nationwide. C-MORE science kits cover a range of topics and technologies and are targeted at various grade levels. Here is a sampling of some available kits: 1) Marine Murder Mystery: The Case of the Missing Zooxanthellae. Students learn about the effect of climate change and other environmental threats on coral reef destruction through a murder-mystery experience. Participants also learn how to use DNA to identify a suspect. Grades levels: 3-8. 2) Statistical sampling. Students learn basic statistics through an exercise in random sampling, with applications to microbial oceanography. The laptops provided with this kit enable students to enter, analyze, and graph their data using EXCEL. Grades levels: 6-12. 3) Chlorophyll Lab. A research-quality fluorometer is used to measure the chlorophyll content in marine and freshwater systems. This enables students to compare biomass concentrations in samples collected from various locations. Grades levels: 9-12. 4) Conductivity-Temperature-Depth (CTD). Students predict how certain variables (e.g., temperature, pressure, chlorophyll, oxygen) vary with depth. A CTD, attached to a laptop computer, is deployed into deep water

  13. Good Morning from Barrow, Alaska! Helping K-12 students understand the importance of research

    Science.gov (United States)

    Shelton, M.

    2010-12-01

    This presentation focuses on how an educator experiences scientific research and how those experiences can help foster K-12 students’ understanding of research being conducted in Barrow, Alaska. According to Zhang and Fulford (1994), real-time electronic field trips help to provide a sense of closeness and relevance. In combination with experts in the field, the electronic experience can help students to better understand the phenomenon being studied, thus strengthening the student’s conceptual knowledge (Zhang & Fulford, 1994). During a seven day research trip to study the arctic sea ice, five rural Virginia teachers and their students participated in Skype sessions with the participating educator and other members of the Radford University research team. The students were able to view the current conditions in Barrow, listen to members of the research team describe what their contributions were to the research, and ask questions about the research and Alaska in general. Collaborations between students and scientist can have long lasting benefits for both educators and students in promoting an understanding of the research process and understanding why our world is changing. By using multimedia venues such as Skype students are able to interact with researchers both visually and verbally, forming the basis for students’ interest in science. A learner’s level of engagement is affected by the use of multimedia, especially the level of cognitive processing. Visual images alone do no promote the development of good problem solving skills. However, the students are able to develop better problem solving skills when both visual images and verbal interactions are used together. As students form higher confidence levels by improving their ability to problem solve, their interest in science also increases. It is possible that this interest could turn into a passion for science, which could result in more students wanting to become scientists or science teachers.

  14. Translating Research Into E/PO That Addresses Real Needs in K-12 Classrooms

    Science.gov (United States)

    van der Veen, Wil E.; Belbruno, E. A.; Roelofsen Moody, T.

    2009-01-01

    One of the challenges in NASA ROSES E/PO is translating cutting edge research into products for which there is a demonstrated need. Rather than working from the premise that the "research is so cool’ that K-12 students or the public should learn about it, it is key to consult with the target audience to identify what their needs really are. The partnership between NJACE, Innovative Orbital Design, Inc., and Princeton offered a unique opportunity to translate intriguing but theoretical and mathematical research related to low energy orbits into a valuable education product. NJACE worked with educators to identify several needs with an intellectual link to this research: 1) Understanding of Gravity and Newton's Laws, 2) Understanding of Energy and Energy Transformations, 3) Integration of the sciences with math and technology, and 4) Knowledge of NASA's past accomplishments (such as the moon landings). Based on these identified needs, two science units were developed for students in grades 5-12 that integrate astronomy, physics, and the life sciences with math and technology. In addition an engaging public lecture was developed that tells a personal story of the quest for more economic space travel. In the past year, the workshops have been presented on three occasions, reaching over 75 teachers and demand exceeded available space with numerous teachers on waiting lists. The lecture has been presented numerous times at planetariums, museums, amateur astronomy and other clubs. We hope that our partnership will serve as a useful example of how to translate cutting edge research into valuable education products with an identified need. We will provide handouts with links to a website where the products and training can be downloaded in hope that others will help disseminate our product.

  15. First Year K-12 Teachers as High Leverage Point to Implement GEMS Space Science Curriculum Sequence

    Science.gov (United States)

    Slater, Timothy F.; Mendez, B. J.; Schultz, G.; Wierman, T.

    2013-01-01

    The recurring challenge for curriculum developers is how to efficiently prepare K-12 classroom teachers to use new curricula. First-year teachers, numbering nearly 250,000 in the US each year, have the greatest potential to impact the largest number of students because they have potential to be in the classroom for thirty years. At the same time, these novice teachers are often the most open minded about adopting curricular innovation because they are not yet deeply entrenched in existing practices. To take advantage of this high leverage point, a collaborative of space scientists and science educators at the University of California, Berkeley’s Lawrence Hall of Science and Center for Science Education at the Space Sciences Laboratory with experts from the Astronomical Society of the Pacific, the University of Wyoming, and the CAPER Center for Astronomy & Physics Education experimented with a unique professional development model focused on helping master teachers work closely with pre-service teachers during their student teaching internship field experience. The Advancing Mentor and Novice Teachers in Space Science (AMANTISS) team first identified master teachers who supervise novice, student teachers and trained these master teachers to use the GEMS Space Science Curriculum Sequence. Then, these master teachers were mentored in coaching interning student teachers assigned to them in using GEMS materials. Evaluation showed that novice teachers mentored by the master teachers felt knowledgeable after teaching the GEMS units. However, they seemed relatively less confident about the solar system and objects beyond the solar system. Overall, mentees felt strongly at the end of the year that they have acquired good strategies for teaching the various topics, suggesting that the support they received while teaching and working with a mentor was of real benefit to them. Funding provided in part by NASA ROSES AMANTISS NNX09AD51G

  16. Forging an identity: Four science doctoral students in a collaborative partnership with K--12 science teachers

    Science.gov (United States)

    Balinsky, Martin G.

    2006-12-01

    A primary conflict regarding the identity of science education is the competition between those emphasizing science aspects of science education versus those who emphasize the education. I examine a National Science Foundation funded program at "Southern State University" (pseudonym) known as the GK-12 Project that placed science doctoral students into K-12 classrooms, where they worked with practicing science teachers. My research question was: How do GK-12 Fellows forge an identity through their experiences as both teachers and doctoral students? I used the "hermeneutic dialectic circle", a process whereby I interviewed each stakeholder in turn, and conducted member checks. My primary sources were interviews, and my primary subjects were four Fellows. One of the Fellows, Jose, left the program after one year. The other three in my study, Wanda, Rebecca, and Nathan, remained for all three years. The starting point for their learning was admitting what they did not know. These three learned about science outside of their fields because they learned how to learn. They also took an interest in and enacted making connections to students. In negotiating two cultures, the Fellows achieved heightened awareness of the SSU science culture's current practices in college science teaching, particularly the problems. They noted the ineffectiveness of the didactic delivery style and the lack of formative assessment. These three Fellows manifested rational and pluralistic worldviews. Because of his frames that were derived from growing up under an authoritarian government in Cuba, Jose experienced the program differently than the other three Fellows. For Jose, his identity as a scientist and as an educator remained more static, as he identified more with the authoritarian outlook on education espoused in SSU's science departments. The science culture at SSU is centered in the authoritarian value structure sees a need for a "fixing" of education, to improve "poorly prepared

  17. Informing Educational Psychology Training with Students' Community Engagement Experiences

    Science.gov (United States)

    Ebersohn, Liesel; Bender, C. J. Gerda; Carvalho-Malekane, Wendy M.

    2010-01-01

    The purpose of this article was to describe students' experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students' community engagement. Experiential learning served as our theoretical framework and we employed an instrumental case…

  18. The Development of Community Competence in the Teacher Education Curriculum

    Science.gov (United States)

    Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

    2013-01-01

    Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

  19. Cultivating Knowledge Sharing and Trust in Online Communities for Educators

    Science.gov (United States)

    Booth, Sharon Elizabeth

    2012-01-01

    Innovative uses of technology to support teacher learning are emerging through professional learning communities that leverage social networking technologies. The value of an online community for educators lies in the rich and open exchange of ideas, experiences, and resources where educators feel both respected and supported. Yet among the most…

  20. Informing Educational Psychology Training with Students' Community Engagement Experiences

    Science.gov (United States)

    Ebersohn, Liesel; Bender, C. J. Gerda; Carvalho-Malekane, Wendy M.

    2010-01-01

    The purpose of this article was to describe students' experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students' community engagement. Experiential learning served as our theoretical framework and we employed an instrumental case…

  1. The Development of Community Competence in the Teacher Education Curriculum

    Science.gov (United States)

    Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

    2013-01-01

    Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

  2. Mobilising Teacher Education: A Study of a Professional Learning Community

    Science.gov (United States)

    Schuck, Sandy; Aubusson, Peter; Kearney, Matthew; Burden, Kevin

    2013-01-01

    This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile devices, members of the community felt they needed to develop expertise in mobile learning so that…

  3. A Matter of Comparative Music Education? Community Music in Germany

    Science.gov (United States)

    Kertz-Welzel, Alexandra

    2009-01-01

    In German music education, the term "community music" is almost unknown. There could be various reasons for this fact such as a lack of community music activities in Germany, terminological problems concerning the German translation, or an appropriate explanation of the term "community music." This paper will discuss some of…

  4. An International Comparison of Community Engagement in Higher Education

    Science.gov (United States)

    Bernardo, Maria Aurora Correa; Butcher, Jude; Howard, Peter

    2012-01-01

    Community engagement in higher education is a shift beyond the traditional roles of instruction and research. This paper presents a transnational view of community engagement developed from two case studies of universities in the Philippines and Australia. The study, revealed variations in the way community engagement is understood and implemented…

  5. From the Dress-Up Corner to the Senior Prom: Navigating Gender and Sexuality Diversity in PreK-12 Schools

    Science.gov (United States)

    Bryan, Jennifer

    2012-01-01

    Very few PreK-12 teachers are adequately trained to address the gender identity and sexual identity of their students in a developmentally-appropriate and pedagogically-sound manner. Yet responsible adults--parents, educators, pre-service teachers, coaches, religious instructors, camp administrators and school counselors--must help children…

  6. Using K-12 Lessons Learned about How to Balance Accessibility and Test Security to Inform Licensure, Credentialing, and Certification Exam Policies

    Science.gov (United States)

    Lazarus, Sheryl S.; van den Heuvel, Jill R.; Thurlow, Martha L.

    2017-01-01

    This paper explores how to balance test security and accessibility on licensure, credentialing, and certification exams. It examines K-12 test security policies related to educational assessments across states to discover lessons learned about how to meet accessibility needs of individuals with disabilities while minimizing test security risks. It…

  7. Development of an Attitude Scale to Assess K-12 Teachers' Attitudes toward Nanotechnology

    Science.gov (United States)

    Lan, Yu-Ling

    2012-05-01

    To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in nanotechnology. In the present study, the Nanotechnology Attitude Scale for K-12 teachers (NAS-T) was developed to assess K-12 teachers' attitudes toward nanotechnology. The NAS-T included 23 Likert-scale items that can be grouped into three components: importance of nanotechnology, affective tendencies in science teaching, and behavioural tendencies to teach nanotechnology. A sample of 233 K-12 teachers who have participated in the K-12 Nanotechnology Programme was included in the present study to investigate the psychometric properties of the NAS-T. The exploratory factor analysis of this teacher sample suggested that the NAS-T was a three-factor model that explained 64.11% of the total variances. This model was also confirmed by the confirmatory factor analysis to validate the factor structure of the NAS-T. The Cronbach's alpha values of three NAS-T subscales ranged from 0.89 to 0.95. Moderate to strong correlations among teachers' NAS-T domain scores, self-perception of own nanoscience knowledge, and their science-teaching efficacy demonstrated good convergent validity of the NAS-T. As a whole, psychometric properties of the NAS-T indicated that this instrument is an effective instrument for assessing K-12 teachers' attitudes toward nanotechnology. The NAS-T will serve as a valuable tool to evaluate teachers' attitude changes after participating in the K-12 Nanotechnology Programme.

  8. Genome sequence of the lantibiotic bacteriocin producer Streptococcus salivarius strain K12.

    Science.gov (United States)

    Barretto, Caroline; Alvarez-Martin, Pablo; Foata, Francis; Renault, Pierre; Berger, Bernard

    2012-11-01

    Streptococcus salivarius is a prevalent commensal species of the oropharyngeal tract. S. salivarius strain K12 is an isolate from the saliva of a healthy child, used as an oral probiotic. Here, we report its genome sequence, i.e., the full sequence of the 190-kb megaplasmid pSsal-K12 and a high-quality draft 2.2-Gb chromosomal sequence.

  9. Selecting alternative strategies for community health education in guineaworm control.

    Science.gov (United States)

    Brieger, W R; Ramakrishna, J; Akpovi, S U; Adeniyi, J D

    1984-01-01

    Community health education strategies in guineaworm control can be applied at several intervention levels. Community development mobilizes local resources to provide safe water supplies such as wells. Mass education in schools and communities can teach personal protection measures such as filtering water. Training of volunteer community health workers produces front line staff, who by being culturally in tune with the community can demonstrate and promote the use of appropriate prevention and treatment measures. Advocacy assists community members to express their needs to government and ministry decision makers. All of these strategies have been applied in a community health education/primary health care program in Idere, Ibarapa District, Oyo State. Community development for well construction was found to be a long-term strategy that first must overcome problems of village organization and resource location. Mass education, to be effective, must have a simple and acceptable technology to promote. Trained village health workers must overcome traditional beliefs that inhibit use of preventive and treatment measures. Advocacy requires basic political education of community leaders. A variety of health education strategies is needed to address short- and long-term priorities as well as to overcome the different barriers to guineaworm control.

  10. Developing communities of interprofessional practice: using a communities of practice framework for interprofessional education.

    Science.gov (United States)

    Sterrett, Susan E; Hawkins, Susan R; Hertweck, Mark L; Schreiber, Jodi

    2015-01-01

    Development of interprofessional education programs that meet new Interprofessional Education Collaborative competencies is a challenge for faculty and administrators. This article describes a curricular design that places students in learning communities over a 2-year period with a plan for 5 learning sessions. Communities of practice is the theoretical framework of the curricular design, creating interprofessional clinicians capable of effective collaborative practice.

  11. Businesses assisting K--12 science instruction: Four case studies of long-term school partnerships

    Science.gov (United States)

    van Trieste, Lynne M.

    Businesses lack enough qualified applicants to fill the increasing need for scientists and engineers while educators lack many resources for science programs in K-12 schools. This series of case studies searched for successful collaborations between the two in four geographic locations: Boise, Idaho; Dallas, Texas; Los Angeles County, California, and Orange County, California. These science education partnerships were investigated to gain an understanding of long-term partnership structure, functioning and evaluation methods. Forty-nine individual interviews with representatives from the groups of stakeholders these programs impact were also conducted. Stakeholder groups included students, teachers, parents, school administrators, business liaisons, and non-profit representatives. Several recurring themes in these partnerships reinforced the existing literature research findings. Collaboration and communication between partners, teacher professional development, the need for more minority and female representation in physical science careers, and self-efficacy in relation to how people come to view their scientific abilities, are among these themes. Topics such as program replication, the importance of role models, programs using "hands-on" activities, reward systems for program participants, and program outcome measurement also emerged from the cases investigated. Third-party assistance by a non-profit entity is occurring within all of these partnerships. This assistance ranges from a service providing material resources such as equipment, lesson plans and meeting space, to managing the partnership fundraising, program development and evaluations. Discussions based upon the findings that support or threaten sustainment of these four partnerships, what a "perfect" partnership might look like, and areas in need of further investigation conclude this study.

  12. Collaborations in a Community of Practice Working to Integrate Engineering Design in Elementary Science Education

    Science.gov (United States)

    Lehman, James D.; Kim, WooRi; Harris, Constance

    2014-01-01

    The new standards for K-12 science education in the United States call for science teachers to integrate engineering concepts and practices within their science teaching in order to improve student learning. To accomplish this, teachers need appropriate instructional materials as well as the knowledge and skills to effectively use them. This mixed…

  13. Therapeutic community and community education - a client based research at Häkkinen Juvenile Home

    OpenAIRE

    Jokirinne, Jari; Johnsen, Kristin

    2009-01-01

    This research was a client-based qualitative research with a deep background research on therapeutic community end community education. The basis of the empirical research is Häkkinen Juvenile Home in Jyväskylä, which is an educative community that specializes in youth with drug with drug experimenting and addictive behavior. The idea of the research came from the researchers’ common interest in youth work and substance care, as well as an interest in deepening own knowledge about therapeuti...

  14. Family, Community, and Educational Outcomes in South Asia

    Science.gov (United States)

    Chudgar, Amita; Shafiq, M. Najeeb

    2010-01-01

    In this article, we review research on the economics and sociology of education to assess the relationships between family and community variables and children's educational outcomes in South Asia. At the family level, we examine the variables of family socioeconomic status (SES), parental education, family structure, and religion and caste. At…

  15. Chinese Education Agent Views of American Community Colleges

    Science.gov (United States)

    Zhang, Yi; Serra Hagedorn, Linda

    2014-01-01

    In an era of increasing global competition in education related markets, many higher education institutions in the United States have come to realize the need to market better for international students. Community colleges are no exception and have become increasingly active in recruiting international students using education agents. Using…

  16. Can Community Colleges Provide the Training for Educators of Adults?

    Science.gov (United States)

    Saul, Jean Rannells

    1990-01-01

    Highlights the need for persons trained in the theory and skills of educating adults. Reviews the knowledge base of the field. Suggests ideas for training adult educators at community colleges, including certificate programs, workshops, short-term courses, integration of lifelong learning attitudes into all courses, and adult education advisory…

  17. Elementary Health Education Guide to Better Health.

    Science.gov (United States)

    Washington Office of the State Superintendent of Public Instruction, Olympia.

    This curriculum guide for the elementary school portion of a K-12 health education program contains notes on eleven areas: Alcohol, Anatomy and Physiology, Community Health, Consumer Health, Dental Health, Disease Control, Family Health, Heredity and Environment, Mental Health, Nutrition, and Safety Education. The notes on each area contain a…

  18. Educadores Polivalentes: Alternativa Educativa para Comunidades Rurales (Effective Educators: Alternative Education for Rural Communities).

    Science.gov (United States)

    Godoy, Rodrigo Vera

    The document provides educators with data and information regarding the utilization of alternative educational processes in Latin American rural communities. Many communities exist at social and economic poverty levels and are isolated from urban centers. Documents compiled for use at alternative education conferences, held in Paipa, Colombia in…

  19. Sulphoglycolysis in Escherichia coli K-12 closes a gap in the biogeochemical sulphur cycle.

    Science.gov (United States)

    Denger, Karin; Weiss, Michael; Felux, Ann-Katrin; Schneider, Alexander; Mayer, Christoph; Spiteller, Dieter; Huhn, Thomas; Cook, Alasdair M; Schleheck, David

    2014-03-01

    Sulphoquinovose (SQ, 6-deoxy-6-sulphoglucose) has been known for 50 years as the polar headgroup of the plant sulpholipid in the photosynthetic membranes of all higher plants, mosses, ferns, algae and most photosynthetic bacteria. It is also found in some non-photosynthetic bacteria, and SQ is part of the surface layer of some Archaea. The estimated annual production of SQ is 10,000,000,000 tonnes (10 petagrams), thus it comprises a major portion of the organo-sulphur in nature, where SQ is degraded by bacteria. However, despite evidence for at least three different degradative pathways in bacteria, no enzymic reaction or gene in any pathway has been defined, although a sulphoglycolytic pathway has been proposed. Here we show that Escherichia coli K-12, the most widely studied prokaryotic model organism, performs sulphoglycolysis, in addition to standard glycolysis. SQ is catabolised through four newly discovered reactions that we established using purified, heterologously expressed enzymes: SQ isomerase, 6-deoxy-6-sulphofructose (SF) kinase, 6-deoxy-6-sulphofructose-1-phosphate (SFP) aldolase, and 3-sulpholactaldehyde (SLA) reductase. The enzymes are encoded in a ten-gene cluster, which probably also encodes regulation, transport and degradation of the whole sulpholipid; the gene cluster is present in almost all (>91%) available E. coli genomes, and is widespread in Enterobacteriaceae. The pathway yields dihydroxyacetone phosphate (DHAP), which powers energy conservation and growth of E. coli, and the sulphonate product 2,3-dihydroxypropane-1-sulphonate (DHPS), which is excreted. DHPS is mineralized by other bacteria, thus closing the sulphur cycle within a bacterial community.

  20. Educating the Engineer for Sustainable Community Development

    Science.gov (United States)

    Munoz, D. R.

    2008-12-01

    More than ever before, we are confronting the challenges of limited resources (water, food, energy and mineral), while also facing complex challenges with the environment and related social unrest. Resource access problems are exacerbated by multi-scale geopolitical instability. We seek a balance that will allow profit but also leave a world fit for our children to inherit. Many are working with small groups to make positive change through finding solutions that address these challenges. In fact, some say that in sum, it is the largest human movement that has ever existed. In this talk I will share our experiences to alleviate vulnerabilities for populations of humans in need while working with students, corporate entities and non governmental organizations. Our main focus is to educate a new cadre of engineers that have an enhanced awareness of and better communication skills for a different cultural environment than the one in which they were raised and are hungry to seek new opportunities to serve humanity at a basic level. The results of a few of the more than forty humanitarian engineering projects completed since 2003 will be superimposed on a theoretical framework for sustainable community development. This will be useful information to those seeking a social corporate position of responsibility and a world that more closely approaches a sustainable equilibrium.

  1. Lessons learned: Pacific CRYSTAL approaches to K-12 Pre and In-service teacher professional development in Earth science

    Science.gov (United States)

    van der Flier-Keller, E.

    2009-12-01

    Pacific CRYSTAL (Centre for Research in Youth Science Teaching and Learning) is one of five Canadian nationally funded centres (2005-2010) with the mandate to enrich the preparation of young Canadians in math and science. Pacific CRYSTAL’s goal is to link teachers and other community partners, with scientists and science education researchers to build authentic, engaging science experiences for students, and to foster teacher leadership in science literacy through teacher professional development and teacher training, based on the premise that “The fundamental factor in the improvement of students’ learning in science and technology is the quality (knowledge, skills and enthusiasm) of their teachers” (UNESCO 2008). In order to address the issues of teacher reluctance to teach the Earth science curriculum content, and commonly if they do, to rely primarily on textbooks and worksheets, Pacific CRYSTAL in partnership with EdGEO, have developed a variety of hands-on, constructivist based activities (both classroom and field based) to engage students and focus attention on the relevance and importance of Earth science to society. These activities then form the basis for our two approaches to teacher professional development; in and pre- service teacher workshops, and ‘Education’ labs for students intending to become teachers who are enrolled in first year Earth science courses. Both the teacher workshops and the ‘Education’ lab promote Earth science learning, interest and enthusiasm in three ways. Firstly, through teacher experiences with hands-on activities, experiments, fieldtrips and demonstrations transferable to the K-12 classrooms; secondly through providing teachers with classroom resources, such as rock kits, maps, fossils, posters and books which they use during the workshops; and thirdly by providing an environment for networking and mentoring to help overcome the commonly expressed apprehension about science as well as to support teachers in

  2. Assessing Heart Rate in Physical Education. Assessment Series: K-12 Physical Education.

    Science.gov (United States)

    Buck, Marilyn M.

    This guide discusses the assessment of heart rate and, in particular, the assessment of heart rate using a heart monitor. Part 1, "Foundation for the Use of Heart Rate," reviews literature about heart rate assessment and heart rate monitors, offering an overview of national guidelines for physical activity. It focuses on the importance…

  3. Virtual Communities of Collaborative Learning for Higher Education

    Directory of Open Access Journals (Sweden)

    Gilda E. Sotomayor

    2014-11-01

    Full Text Available This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have come under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and related concepts taking place in these communities and serving as a basis for sorting them into three types in particular: communities of educational work of professional practice and scientific knowledge. Virtual communities where the activities undertaken and skills acquired are set as important parts of our personal learning development, wich are necessary to build the Knowledge Society.

  4. Education and Public Outreach for the Cascadia Initiative--Engaging communities in their own Geologic Back Yards

    Science.gov (United States)

    Livelybrooks, D.; Toomey, D. R.; Brennan, D.; Mulder, G.

    2013-12-01

    The Cascadia Initiative is a four-year, amphibious project employing arrays of seismometers, pressure gauges, and GPS monitors. Its goals are to study the structure of the Juan de Fuca and Gorda plates, deformation of the leading edge of the North American plate, the nature of the locked zone between plates where large earthquakes occur, and inboard slow slip events. For the past three summers, members of the Cascadia Initiative Expedition Team (CIET), Oregon community college students and faculty, and other undergraduate and graduate students have participated in 3-6 cruises annually to deploy and recover ocean-bottom seismometers (OBSs) off the coast of California, Oregon, Washington and Vancouver Island. Additionally, Oregon K-12 educators have engaged in using low-cost and research-grade seismometers to characterize school site shaking hazards as a way to influence school leadership and address seismic hazards. As part of CIET's unique ';CC@Sea' program, community college students and instructors have developed videos, talks and posters based on their experiences, and present these to CC core science classes and other campus groups (e.g. ROV clubs) to help catalyze interest in geoscience and other STEM careers. These presentations include both scientific goals and experiential impressions, and serve to capture the teamwork and multiple skill sets found among ship and scientific crews at sea. As part of a Title IIb math-science partnership program, a team of middle- and high-school teachers is developing classroom projects around school seismic hazards, a very real possibility for we who live near the Cascadia subduction zone. Students will analyze data, report their findings, and provide recommendations focused on mitigating hazards to school administrators and school boards. This presentation will summarize how CIET's K-14 EPO efforts support student, teacher and the broader community engagement at the nexus of the geosciences and public policy. A K-12 teacher

  5. A preliminary study of the effect of probiotic Streptococcus salivarius K12 on oral malodour parameters.

    Science.gov (United States)

    Burton, J P; Chilcott, C N; Moore, C J; Speiser, G; Tagg, J R

    2006-04-01

    To determine whether dosing with bacteriocin-producing Streptococcus salivarius following an antimicrobial mouthwash effects a change in oral malodour parameters and in the composition of the oral microbiota of subjects with halitosis. Twenty-three subjects with halitosis undertook a 3-day regimen of chlorhexidine (CHX) mouth rinsing, followed at intervals by the use of lozenges containing either S. salivarius K12 or placebo. Assessment of the subjects' volatile sulphur compound (VSC) levels 1 week after treatment initiation showed that 85% of the K12-treated group and 30% of the placebo group had substantial (>100 ppb) reductions. The bacterial composition of the saliva was monitored by culture and PCR-denaturing gradient gel electrophoresis (PCR-DGGE). Changes in the PCR-DGGE profiles occurred in most subjects following K12 treatment. In vitro testing showed that S. salivarius K12 suppressed the growth of black-pigmented bacteria in saliva samples and also in various reference strains of bacteria implicated in halitosis. Administration of bacteriocin-producing S. salivarius after an oral antimicrobial mouthwash reduces oral VSC levels. The outcome of this preliminary study indicates that the replacement of bacteria implicated in halitosis by colonization with competitive bacteria such as S. salivarius K12 may provide an effective strategy to reduce the severity of halitosis.

  6. Effects of sound exposure on the growth and intracellular macromolecular synthesis of E. coli k-12

    Directory of Open Access Journals (Sweden)

    Shaobin Gu

    2016-04-01

    Full Text Available Microbes, as one of the primary producers of the biosphere, play an important role in ecosystems. Exploring the mechanism of adaptation and resistance of microbial population to various environmental factors has come into focus in the fields of modern microbial ecology and molecular ecology. However, facing the increasingly serious problem of acoustic pollution, very few efforts have been put forth into studying the relation of single cell organisms and sound field exposure. Herein, we studied the biological effects of sound exposure on the growth of E. coli K-12 with different acoustic parameters. The effects of sound exposure on the intracellular macromolecular synthesis and cellular morphology of E. coli K-12 were also analyzed and discussed. Experimental results indicated that E. coli K-12 exposed to sound waves owned a higher biomass and a faster specific growth rate compared to the control group. Also, the average length of E. coli K-12 cells increased more than 27.26%. The maximum biomass and maximum specific growth rate of the stimulation group by 8000 Hz, 80dB sound wave was about 1.7 times and 2.5 times that of the control group, respectively. Moreover, it was observed that E. coli K-12 can respond rapidly to sound stress at both the transcriptional and posttranscriptional levels by promoting the synthesis of intracellular RNA and total protein. Some potential mechanisms may be involved in the responses of bacterial cells to sound stress.

  7. It Takes a School: Exploring the Relationship between Professional Learning Communities and Student Achievement

    Science.gov (United States)

    Nadelson, Louis S.; Harm, Eian; Croft, Glen; McClay, Kerry; Ennis, Kimberly; Winslow, Rob

    2012-01-01

    Professional learning communities (PLCs) are a widespread phenomenon in K-12 education, as they are perceived as a mechanism for enhancing teacher effectiveness and, therefore, student achievement. However, there is a dearth of empirical research on PLCs--particularly, the primary focus that the communities take, teachers' perceptions and…

  8. Strategies for Integrating Content from the USGCRP Climate and Health Assessment into the K-12 Classroom

    Science.gov (United States)

    Haine, D. B.

    2016-12-01

    That the physical environment shapes the lives and behaviors of people is certainly not news, but communicating the impact of a changing climate on human health and predicting the trajectory of these changes is an active area of study in public health. From air quality concerns to extreme heat to shifts in the range of disease vectors, there are many opportunities to make connections between Earth's changing climate and human health. While many science teachers understand that addressing human health impacts as a result of a changing climate can provide needed relevance, it can be challenging for teachers to do so given an already packed curriculum. This session will share instructional strategies for integrating content from the USGCRP Climate and Health Assessment (CHA) by enhancing, rather than displacing content related to climate science. This presentation will feature a data interpretation activity developed in collaboration with geoscientists at the University of North Carolina's Gillings School of Public Health to convey the connection between air quality, climate change and human health. This classroom activity invites students to read excerpts from the CHA and interpret data presented in the scientific literature, thus promoting scientific literacy. In summarizing this activity, I will highlight strategies for effectively engaging geoscientists in developing scientifically rigorous, STEM-focused educational activities that are aligned to state and national science standards and also address the realities of the science classroom. Collaborating with geoscientists and translating their research into classroom activities is an approach that becomes more pertinent with the advent of the Next Generation Science Standards (NGSS). Thus, the USGCRP Climate and Health Assessment represents an opportunity to cultivate science literacy among K-12 students while providing relevant learning experiences that promote integration of science and engineering practices as

  9. Educational Pathways to Remote Employment in Isolated Communities

    Directory of Open Access Journals (Sweden)

    David Denkenberger

    2015-01-01

    Full Text Available Those who live in isolated communities often lack reliable, skilled employment opportunities, which fundamentally undermines their human security. For individuals who wish to remain in their isolated communities for family, religious, philosophical or other reasons, their attachment to their communities creates a disincentive for higher education. This promotes low educational achievement, which in turn results in low socioeconomic status, lack of social mobility, and a generational cycle of poverty. The human misery that results from such a feedback loop is observed in isolated communities throughout North America, including aboriginal communities in Canada. Fortunately, maturation of information and communication technologies now offers individuals the potential to gain high-skilled employment while living in an isolated community, using both (i virtual work/remote work and (ii remote training and education. To examine that potential, this study: 1 categorizes high-skill careers that demand a higher education and are widely viable for remote work, 2 examines options for obtaining the required education remotely, and 3 performs an economic analysis of investing in remote education, quantifying the results in return on investment. The results show that the Internet has now opened up the possibility of both remote education and remote work. Though the investment in college education is significant, there are loans available and the return on investment is generally far higher than the interest rate on the loans. The results identified several particularly promising majors and dozens of high-income careers. The ability to both obtain an education and employment remotely offers the potential to lift many people living in isolated communities out of poverty, reduce inequality overall, and provide those living in isolated communities with viable means of employment security, which not only allows personal sustainability, but also the potential for

  10. Catalyzing Effective Science Education: Contributions from the NASA Science Education and Public Outreach Forums

    Science.gov (United States)

    Smith, Denise A.; Bartolone, L.; Eisenhamer, B.; Lawton, B. L.; Schultz, G. R.; Peticolas, L.; Schwerin, T.; Shipp, S.; Astrophysics E/PO Community, NASA; NASA Astrophysics Forum Team

    2013-06-01

    Advancing scientific literacy and strengthening the Nation’s future workforce through stimulating, informative, and effective learning experiences are core principles of the NASA Science Mission Directorate (SMD) education and public outreach (E/PO) program. To support and coordinate its E/PO community in offering a coherent suite of activities and experiences that effectively meet the needs of the education community, NASA SMD has created four Science Education and Public Outreach Forums (Astrophysics, Planetary Science, Heliophysics, Earth Science). Forum activities include: professional development to raise awareness of the existing body of best practices and educational research; analysis and cataloging of SMD-funded education materials with respect to AAAS Benchmarks for Science Literacy; Working Groups that assemble needs assessment and best practices data relevant to Higher Education, K-12 Formal Education, and Informal Science Education audiences; and community collaborations that enable SMD E/PO community members to develop new partnerships and to learn and share successful strategies and techniques. This presentation will highlight examples of Forum and community-based activities related to astronomy education and teacher professional development, within the context of the principles articulated within the NRC Framework for K-12 Science Education and the Next Generation Science Standards. Among these are an emerging community of practice for K-12 educators and online teacher professional development and resources that incorporate misconception research and authentic experiences with NASA Astrophysics data.

  11. Evaluation of Experiential Outdoor Research Locations in Asia for a K-12 school in Hong Kong

    Science.gov (United States)

    Ibarra, D. L.; Joyce, S.

    2016-12-01

    A team of faculty and administrators from The Independent Schools Foundation Academy spend the 2015 - 2016 academic year identifying possible locations in Asia for a year-round outdoor education center. ISF Academy currently has over 1500 students its K-12 bilingual school in Hong Kong, China. The outdoor education center is an extension of the built campus in Pokfulam and will provide students opportunities to live in a natural setting, participate in outdoor educational activities and study in an environment significantly different than a classroom. Currently ISF Academy students in grades 4 - 12 are off campus twice during the academic year in an experiential learning environment. These current programs include camping, hiking, kayaking, other adventurous activities and service learning opportunities. The purpose of the dedicated site is to have a "home base" for ISF Academy and the experiential learning programs. This past year we looked specifically at programs and locations that could also be used by students for ecology and earth systems based research in the senior school (grades 9 - 12). We have looked at sites in Hong Kong, Indonesia, Malaysia and Taiwan. The ideal site will have marine, terrestrial and mangrove ecosystems and allow students to set up long-term research sites in any of these ecosystems. Creating opportunities for authentic research that allows students spend an extended time in a research setting will help them to gain both skills and independence needed in the future at the tertiary level. The evaluation of these sites included identifying potential research partners, site preparation, logistics in and out of the locations, and the heath/safety management of students living and working in a remote location. In parallel to the site evaluations, the curriculum is being developed for the students that is age and skill appropriate using the frame work of the existing guided discovery curriculum in the primary school, and the MYP and DP

  12. Identification of E. coli K12 chromosomal insertion sites of bacteriophage φ297

    Institute of Scientific and Technical Information of China (English)

    ZHAI Jing; CAO Qi-zhi; CHANG Wei-shan

    2005-01-01

    Objective:To identify the specific integration site of prophage φ297 in the host of E. coli K12 chromosome. Methods:Using molecular techniques such as Siebert PCR for walking from the int gene of prophage 297, which is similar to that of phage 933W to an unknown region in genomic DNA. A special adaptor is ligated to the ends of DNA fragments generated by digestion of genomic DNA with restriction enzymes that generates blunt ended fragments. Clone and subclone of PCR products, DNA sequencing and data analysis were used in this study. Results:The attL, attR and the core sequences were determined. The bacterial attachment site of phage φ297 was located in the yecE gene of E. coli K12. Conclusion:The phage φ297 integrates into the yecE gene of the E. coli K12 genome.

  13. Service-Learning in Community College Nursing Education.

    Science.gov (United States)

    Holloway, Anne Safran

    2002-01-01

    A community college nursing program in Hawaii partners with the American Red Cross in service learning projects that prepare nursing students as AIDS prevention educators. Flexibility and partner commitment eased the challenges of time constraints, funding gaps, and workloads. (SK)

  14. A collaborative model for supporting community-based interdisciplinary education.

    Science.gov (United States)

    Carney, Patricia A; Schifferdecker, Karen E; Pipas, Catherine F; Fall, Leslie H; Poor, Daniel A; Peltier, Deborah A; Nierenberg, David W; Brooks, W Blair

    2002-07-01

    Development and support of community-based, interdisciplinary ambulatory medical education has achieved high priority due to on-site capacity and the unique educational experiences community sites contribute to the educational program. The authors describe the collaborative model their school developed and implemented in 2000 to integrate institution- and community-based interdisciplinary education through a centralized office, the strengths and challenges faced in applying it, the educational outcomes that are being tracked to evaluate its effectiveness, and estimates of funds needed to ensure its success. Core funding of $180,000 is available annually for a centralized office, the keystone of the model described here. With this funding, the office has (1) addressed recruitment, retention, and quality of educators for UME; (2) promoted innovation in education, evaluation, and research; (3) supported development of a comprehensive curriculum for medical school education; and (4) monitored the effectiveness of community-based education programs by tracking product yield and cost estimates needed to generate these programs. The model's Teaching and Learning Database contains information about more than 1,500 educational placements at 165 ambulatory teaching sites (80% in northern New England) involving 320 active preceptors. The centralized office facilitated 36 site visits, 22% of which were interdisciplinary, involving 122 preceptors. A total of 98 follow-up requests by community-based preceptors were fulfilled in 2000. The current submission-to-funding ratio for educational grants is 56%. Costs per educational activity have ranged from $811.50 to $1,938, with costs per preceptor ranging from $101.40 to $217.82. Cost per product (grants, manuscripts, presentations) in research and academic scholarship activities was $2,492. The model allows the medical school to balance institutional and departmental support for its educational programs, and to better position

  15. Advanced Energy Retrofit Guide: Practical Ways to Improve Energy Performance, K-12 Schools (Book)

    Energy Technology Data Exchange (ETDEWEB)

    2013-02-01

    The U.S. Department of Energy developed the K-12 Advanced Energy Retrofit Guide to provide specific methodologies, information, and guidance to help energy managers and other stakeholders plan and execute energy efficiency improvements. We emphasize actionable information, practical methodologies, diverse case studies, and unbiased evaluation of the most promising retrofit measure for each building type. K-12 schools were selected as one of the highest priority building sectors, because schools affect the lives of most Americans. They also represent approximately 8% of the energy use and 10% of the floor area in commercial buildings.

  16. The Educational Journey of a Latina Feminist Community Psychologist

    Science.gov (United States)

    Guzman, Bianca

    2012-01-01

    This narrative describes how my educational journey led me to become a Latina feminist community psychologist. My experiences as a Central American woman living in the United States has made me deeply committed to feminist community values and the importance of social justice. Throughout the journey, I connect how immigration status, culture, and…

  17. Theoretical Trajectories within Communities of Practice in Higher Education Research

    Science.gov (United States)

    Tummons, Jonathan

    2012-01-01

    In this article, the role of theory in higher education research is problematised using a communities of practice framework. Drawing on a case study derived from the author's own published work and doctoral study, the article concludes that the differential uses of theory within communities of research practice can be fruitfully explored, in part,…

  18. Community Pharmacists' Preferences for Continuing Education Delivery in Australia

    Science.gov (United States)

    Mc Namara, Kevin P.; Duncan, Gregory J.; McDowell, Jenny; Marriott, Jennifer L.

    2009-01-01

    Introduction: New technologies such as the Internet offer an increasing number of options for the delivery of continuing education (CE) to community pharmacists. Many of these options are being utilized to overcome access- and cost-related problems. This paper identifies learning preferences of Australian community pharmacists for CE and…

  19. Reframing University Continuing Education's Role in Community Engagement

    Science.gov (United States)

    McRae, Heather

    2012-01-01

    In Canada, a growing interest within higher education in community engagement practices is evidenced through the establishment of national networks, funding opportunities for community-university research partnerships, and the development of specially designated centres on university campuses. However, based on the literature in continuing…

  20. Community Education and Youth Mentoring: How to Build Good Practice?

    Science.gov (United States)

    Broadbent, Robyn; Papadopoulos, Theo

    2009-01-01

    In 2008, the Helen Macpherson Smith (HMS) Trust commissioned Victoria University to conduct an evaluation of the Mentoring and Capacity Building Initiative's Regional Coordination Projects (RCPs). The RCPs are founded on a model of community education and collaboration that aims to enhance cross-sectoral and whole-of-community approaches to…