K-12 Local Network (LAN) Design Guide

National Research Council Canada - National Science Library

Horton, Cody

1998-01-01

...) educators preparing to design and implement LANs in K-12 schools and libraries. Data was collected during the implementation of LANs in K-12 schools of the Monterey Peninsula Uniform School District (MPUSD...

Cyberbullying in College

OpenAIRE

Carlos P. Zalaquett; SeriaShia J. Chatters

2014-01-01

Cyberbullying is commonly presented as affecting K-12 populations. Current research suggests cyberbullying continues in college. A diverse sample of 613 university students was surveyed to study their cyberbullying experiences in high school and college. Nineteen percent of the sample reported being a victim of cyberbullying in college and 35% of this subsample reported being cyberbullied in high school. Additional fin...

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

Energy Technology Data Exchange (ETDEWEB)

2013-12-01

The U.S. Department of Energy developed the Advanced Energy Retrofit Guides (AERGs) to provide specific methodologies, information, and guidance to help energy managers and other stakeholders plan and execute energy efficiency improvements. Detailed technical discussion is fairly limited. Instead, we emphasize actionable information, practical methodologies, diverse case studies, and unbiased evaluations of the most promising retrofit energy efficiency measures for each building type. A series of AERGs is under development, addressing key segments of the commercial building stock. 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 nationwide. U.S. K-12 school districts spend more than $8 billion each year on energy - more than they spend on computers and textbooks combined. Most occupy older buildings that often have poor operational performance - more than 30% of schools were built before 1960. The average age of a school is about 42 years - which is nearly the expected serviceable lifespan of the building. K-12 schools offer unique opportunities for deep, cost-effective energy efficiency improvements, and this guide provides convenient and practical guidance for exploiting these opportunities in the context of public, private, and parochial schools.

Leading by Following: An Analysis of How K-12 School Leaders Use Twitter

Science.gov (United States)

Sauers, Nicholas J.; Richardson, Jayson W.

2015-01-01

This study analyzed how active Twitter users who are also school leaders used the tool. The researchers collaboratively identified K-12 school leaders who were active on Twitter and then collected tweets from those school leaders. The final sample for this study included 115 Twitter users and over 180,000 tweets from those individuals. The results…

High-Performance Schools: Affordable Green Design for K-12 Schools; Preprint

Energy Technology Data Exchange (ETDEWEB)

Plympton, P.; Brown, J.; Stevens, K.

2004-08-01

Schools in the United States spend $7.8 billion on energy each year-more than the cost of computers and textbooks combined, according to a 2003 report from the National Center for Education Statistics. The U.S. Department of Energy (DOE) estimates that these high utility bills could be reduced as much as 25% if schools adopt readily available high performance design principles and technologies. Accordingly, hundreds of K-12 schools across the country have made a commitment to improve the learning and teaching environment of schools while saving money and energy and protecting the environment. DOE and its public- and private-sector partners have developed Energy Design Guidelines for High Performance Schools, customized for nine climate zones in U.S. states and territories. These design guidelines provide information for school decision makers and design professionals on the advantages of energy efficiency and renewable energy designs and technologies. With such features as natural day lighting, efficient electric lights, water conservation, and renewable energy, schools in all types of climates are proving that school buildings, and the students and teachers who occupy them, are indeed high performers. This paper describes high performance schools from each of the nine climate zones associated with the Energy Design Guidelines. The nine case studies focus on the high performance design strategies implemented in each school, as well as the cost savings and benefits realized by students, faculty, the community, and the environment.

Community Engagement in K-12 Tutoring Programs: A Research-Based Guide for Best Practices

Science.gov (United States)

Mozolic, Jennifer; Shuster, Julia

2016-01-01

This report on historical trends and recent findings in the literature on academic tutoring is the first step in a community-based research collaboration between faculty and students at a small liberal arts college, the local public school district, and a nonprofit foundation that supports public K-12 education. Each year, this nonprofit…

Cyberbullying in College

Directory of Open Access Journals (Sweden)

Carlos P. Zalaquett

2014-03-01

Full Text Available Cyberbullying is commonly presented as affecting K-12 populations. Current research suggests cyberbullying continues in college. A diverse sample of 613 university students was surveyed to study their cyberbullying experiences in high school and college. Nineteen percent of the sample reported being a victim of cyberbullying in college and 35% of this subsample reported being cyberbullied in high school. Additional findings and practical implications are presented.

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.

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…

Achieving 50% Energy Savings in New Schools, Advanced Energy Design Guides: K-12 Schools (Brochure)

Energy Technology Data Exchange (ETDEWEB)

2014-09-01

This fact sheet summarizes recommendations for designing elementary, middle, and high school buildings that will result in 50% less energy use than conventional new schools built to minimum code requirements. The recommendations are drawn from the Advanced Energy Design Guide for K-12 School Buildings, an ASHRAE publication that provides comprehensive recommendations for designing low-energy-use school buildings (see sidebar). Designed as a stand-alone document, this fact sheet provides key principles and a set of prescriptive design recommendations appropriate for smaller schools with insufficient budgets to fully implement best practices for integrated design and optimized performance. The recommendations have undergone a thorough analysis and review process through ASHRAE, and have been deemed the best combination of measures to achieve 50% savings in the greatest number of schools.

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…

Guided by Principles. Shaping the State of California's Role in K-12 Public School Facility Funding. Full Policy Research Working Paper

Science.gov (United States)

Vincent, Jeffrey M.; Gross, Liz S.

2015-01-01

K-12 public school facilities need regular investment to ensure student health and safety and support educational programming. Yet, the future of K-12 school facility funding in California is uncertain. A strong state-local partnership has existed that funded new construction, modernization, and other investments in public school facilities across…

iPads in K-12 Schools: A Grounded Theory Study of Value

Science.gov (United States)

Townsend, Mary Beth

2017-01-01

This qualitative grounded theory study investigated the value of iPads in K-12 schools when used in one-to-one ratios. The purpose of the study was to understand the perspectives of teachers using iPads in one-to-one ratios for teaching and learning in the classroom and administrators responsible for the implementation of these devices. The…

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…

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.

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.

Early College High Schools

Science.gov (United States)

Dessoff, Alan

2011-01-01

For at-risk students who stand little chance of going to college, or even finishing high school, a growing number of districts have found a solution: Give them an early start in college while they still are in high school. The early college high school (ECHS) movement that began with funding from the Bill and Melinda Gates Foundation 10 years ago…

K-12 educational outcomes of immigrant youth.

Science.gov (United States)

Crosnoe, Robert; Turley, Ruth N López

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 López Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths' English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin

Integrating Emerging Technologies in Teaching Ugandan Traditional Dances in K-12 Schools in New York City

Science.gov (United States)

Mabingo, Alfdaniels

2015-01-01

Schools in New York City have made attempts to embrace and support the strand of "making connections", which is laid out in the New York City Department of Dance blueprint for teaching and learning in dance for grades PreK-12. Accordingly, some schools have integrated Ugandan traditional dances into the dance curriculum, and dance…

The Experiences of School Counselors in Reducing Relational Aggression among Female Students K-12: A Generic Qualitative Study

Science.gov (United States)

Stringer, Tomeka C.

2014-01-01

The current generic qualitative study investigated the experiences of eight K-12 school counselors working with female students and relational aggression. School counselors can be a resource in schools to help students that may have been involved with relational aggression incidents. They can collaborate with administrators, teachers, parents, and…

Expanding the Role of Maryland Community Colleges in K-12 Teacher Preparation: Benefits and Costs of Implementing the Associate of Arts in Teaching (AAT) Degree

Science.gov (United States)

Frank, Jennifer Vest

2012-01-01

This study uses benefit-cost analysis to compare three alternative scenarios for implementing the Associate of Arts in Teaching (AAT) degree in Maryland community colleges. The first policy scenario is that community colleges retain their traditional role in K-12 teacher preparation by providing lower-division transfer courses and programs for…

Financing Energy Upgrades for K-12 School Districts: A Guide to Tapping into Funding for Energy Efficiency and Renewable Energy Improvements

Energy Technology Data Exchange (ETDEWEB)

Goggio Borgeson, Merrian [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Environmental Energy Technologies Division; Zimring, Mark [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Environmental Energy Technologies Division

2013-04-01

This guide focuses on clean energy financing options for school administrators, facility managers, and other K-12 school decision makers who are considering investments in high performance school projects. This guide explicitly focuses on comprehensive energy upgrades, those that involve multiple measures and are targeted toward achieving significant energy savings. Successful implementation of clean energy upgrades in schools is a matter of understanding the opportunity, making the commitment, and creatively tapping into available financing. This guide attempts to provide the foundation needed for successful projects in U.S. schools. It walks through the financing options available to K-12 schools and provides case studies of six school districts from around the country.

A FIRST STEP TOWARDS THE IMPLEMENTATION OF THE CAMBRIDGE MATHEMATICS CURRICULUM IN A K-12 UNGRADED SCHOOL.

Science.gov (United States)

FOSTER, GARRETT R.

A SERIES OF THREE CONFERENCES WAS HELD TO EXPLORE THE FEASIBILITY OF IMPLEMENTING A LONG-RANGE CURRICULUM DEVELOPMENT PROJECT FOR AN UNGRADED, K-12 SCHOOL, BASED ON RECOMMENDATIONS OF THE CAMBRIDGE CONFERENCE ON SCHOOL MATHEMATICS. OVER 50 MATHEMATICIANS, MATHEMATICS EDUCATORS, AND PERSONS INVOLVED IN THEORETICAL AND APPLIED PSYCHOLOGICAL…

Preparing for the Flu (Including 2009 H1N1 Flu): A Communication Toolkit for Schools (Grades K-12)

Science.gov (United States)

Centers for Disease Control and Prevention, 2010

2010-01-01

The purpose of "Preparing for the Flu: A Communication Toolkit for Schools" is to provide basic information and communication resources to help school administrators implement recommendations from CDC's (Centers for Disease Control and Prevention) Guidance for State and Local Public Health Officials and School Administrators for School (K-12)…

School Operations and Maintenance: Best Practices For Controlling Energy Costs. A Guidebook for K-12 School System Business Officers and Facilities Managers

Science.gov (United States)

US Department of Energy, 2004

2004-01-01

Operations and maintenance (O&M) offers not only strategies for maintaining facilities, but also opportunities for reducing energy costs and increasing energy efficiency at existing schools, regardless of age. This Guidebook provides detailed and practical guidance on how K-12 school districts can plan and implement enhancements to their current…

Schools K-12, This is a point feature class of Schools within Rock County. This data does not contain religious or parochial schools, or schools affiliated with churches., Published in 2005, Rock County Government.

Data.gov (United States)

NSGIC Local Govt | GIS Inventory — Schools K-12 dataset current as of 2005. This is a point feature class of Schools within Rock County. This data does not contain religious or parochial schools, or...

Marshalling Corporate Resources for Public and K-12 Technical Education Outreach and Engagement

Science.gov (United States)

Wynne, James

2011-03-01

In 1988, the Education Task Force of the Business Roundtable recommended that American corporations invest in pre-college education. Prior to that date, corporate investment was targeted at higher education. IBM and other corporations responded by encouraging their employees and their corporate philanthropic organizations to develop programs aimed at enhancing pre-college education. The IBM TJ Watson Research Center initiated a Local Education Outreach program, active for these past 23 years, that marshals the resources of our science-rich institution to enhance STEM education in our local schools. We have broad and deep partnerships between the Research Center and local school districts, including New York City. We have just completed our 19th consecutive year of Family Science Saturdays, which brings 4th and 5th grade children, along with their parents, to our Research Center for hands-on workshops in topics like States of Matter, Polymer Science, Kitchen Chemistry, and Sound and Light. The workshops are staffed by IBM volunteers, assisted by local high school student ``Peer Teachers.'' Since 1990, the IBM Corporation has joined with a coalition of other companies, professional engineering societies, and government agencies to sponsor the annual Engineers Week (EWeek) campaign of technical education outreach, serving as Corporate Chair in 1992, 2001, and 2008. In recent years, we have annually recruited around 5000 IBM volunteers to reach out to more than 200,000 K-12 students in order to increase their awareness and appreciation of technical careers and encourage them to continue their studies of STEM (science, technology, engineering, and mathematics). The speaker, who helped found the APS Forum on Education (FED) and served as FED Councillor for 8 years, will review these and other programs for Public and K-12 Technical Education Outreach and Engagement.

Sequence Curriculum: High School to College. Middlesex Community College/Haddam-Killingworth High School. Final Report.

Science.gov (United States)

Middlesex Community Coll., Middletown, CT.

Through a collaborative effort between Middlesex Community College (MxCC) and Haddam-Killingworth High School (HKHS), students taking specific high school courses in television production, broadcast journalism, electronics, and photography are granted college credit by MxCC upon admission to the college's Broadcast Communication Program. The…

Technology-Related Strategies Used by Educational Leaders to Increase Prosocial Behavior in K-12 Schools

Science.gov (United States)

Beers, Jason Ronald

2017-01-01

Purpose. The purpose of this study was to identify technology-related strategies used by educational leaders to increase prosocial behavior in K-12 schools. Information and communication technology (ICT) is developing at a rapid rate and is becoming more ubiquitous among students. Discovering and understanding common technology-related strategies…

Music Educator Vacancies in Faith-Based K-12 Schools in the United States: 2013-2014

Science.gov (United States)

Hash, Phillip M.

2015-01-01

The purpose of this study was to analyze and summarize characteristics of music educator vacancies in faith-based K-12 schools in the United States for the 2013-2014 academic year. Data extracted from placement notices and supplemental sources included demographic information, job responsibilities, and employment requirements for 153 listings in…

"Analyzing the Longitudinal K-12 Grading Histories of Entire Cohorts of Students: Grades, Data Driven Decision Making, Dropping out and Hierarchical Cluster Analysis"

Directory of Open Access Journals (Sweden)

Alex J. Bowers

2010-05-01

Full Text Available School personnel currently lack an effective method to pattern and visually interpret disaggregated achievement data collected on students as a means to help inform decision making. This study, through the examination of longitudinal K-12 teacher assigned grading histories for entire cohorts of students from a school district (n=188, demonstrates a novel application of hierarchical cluster analysis and pattern visualization in which all data points collected on every student in a cohort can be patterned, visualized and interpreted to aid in data driven decision making by teachers and administrators. Additionally, as a proof-of-concept study, overall schooling outcomes, such as student dropout or taking a college entrance exam, are identified from the data patterns and compared to past methods of dropout identification as one example of the usefulness of the method. Hierarchical cluster analysis correctly identified over 80% of the students who dropped out using the entire student grade history patterns from either K-12 or K-8.

Advanced Energy Design Guide K-12: Next Generation of School Design and Operation

Energy Technology Data Exchange (ETDEWEB)

Torcellini, Paul A [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Pless, Shanti [National Renewable Energy Laboratory (NREL), Golden, CO (United States)

2018-01-01

Driven by energy efficiency advances and renewable energy cost reductions, zero energy buildings are popping up all around the country. Although zero energy represents a bold paradigm shift - from buildings that consume energy to buildings that produce enough energy to meet their energy needs on an annual basis - it isn't a sudden shift. Zero energy buildings are the result of steady, incremental progress by researchers and building professionals working together to improve building energy performance. ASHRAE is taking the lead by publishing - in partnership with the American Institute of Architects (AIA), the Illuminating Engineering Society (IES), the U.S. Green Building Council (USGBC), and the U.S. Department of Energy (DOE) - a new series of advanced energy design guides (AEDGs) focused on zero energy buildings. The recently completed Advanced Energy Design Guide for K-12 School Buildings: Achieving Zero Energy (K-12 ZE AEDG) is the first in this series.

Guided by Principles: Shaping the State of California's Role in K-12 Public School Facility Funding. Policy Research Working Paper

Science.gov (United States)

Center for Cities & Schools, 2015

2015-01-01

The Governor, members of the legislature and other key stakeholders have identified concerns about the State of California's approach to funding K-12 school facilities, but they have not yet formulated a consensus going forward on the state role and responsibilities for school district facilities. To inform the school facilities funding policy…

K2 and Spice use among a cohort of college students in southeast region of the USA.

Science.gov (United States)

Egan, Kathleen L; Suerken, Cynthia K; Reboussin, Beth A; Spangler, John; Wagoner, Kimberly G; Sutfin, Erin L; Debinski, Beata; Wolfson, Mark

2015-01-01

K2 and Spice consist of an herbal blend of plant matter and chemical synthetic cannabinoids. These substances emerged in the early 2000s as a popular alternative to marijuana among youth and young adults. This study sought to identify rates and correlates of K2 and Spice at college entry and first use during college. In Fall 2010, 3146 students at 11 colleges in North Carolina and Virginia were recruited to participate in a longitudinal cohort survey. The cohort was invited to participate in a total of six surveys over their college career. Random-effects logistic regression models were used to identify factors associated with lifetime K2 and Spice use at college entry and first use during college, adjusting for clustering within schools and sample weights. Weighted lifetime prevalence of K2 and Spice use at college entry was 7.6%. An additional 6.6% of students reported first use during college. By the cohort's fourth year, 17.0% reported lifetime K2 and Spice use. While lifetime prevalence increased, past 6-month prevalence decreased substantially over time. K2 and Spice use at college entry was associated with sensation seeking; hookah, marijuana, and illicit drug use; and low religiosity. First use during college was associated with having a father with less than a four-year degree; alcohol and hookah use. Universities should ensure that prevention efforts address current substance use, including K2/Spice, and that treatment options are available for first year students who use substances.

K-12 Technology Accessibility: The Message from State Governments

Science.gov (United States)

Shaheen, Natalie L.; Lazar, Jonathan

2018-01-01

This study examined state education technology plans and technology accessibility statutes to attempt to answer the question--is K-12 instructional technology accessibility discussed in state-level technology accessibility statutes and education technology plans across the 50 United States? When a K-12 school district is planning the construction…

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

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…

How High School Students Select a College.

Science.gov (United States)

Gilmour, Joseph E., Jr.; And Others

The college selection process used by high school students was studied and a paradigm that describes the process was developed, based on marketing theory concerning consumer behavior. Primarily college freshmen and high school seniors were interviewed, and a few high school juniors and upper-level college students were surveyed to determine…

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…

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.

Transitions from high school to college.

Science.gov (United States)

Venezia, Andrea; Jaeger, Laura

2013-01-01

The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions. Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study. Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results. The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the

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

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…

A program to enhance k-12 science education in ten rural New York school districts.

Science.gov (United States)

Goodell, E; Visco, R; Pollock, P

1999-04-01

The Rural Partnership for Science Education, designed by educators and scientists in 1991 with funding from the National Institutes of Health, works in two rural New York State counties with students and their teachers from kindergarten through grade 12 to improve pre-college science education. The Partnership is an alliance among ten rural New York school districts and several New York State institutions (e.g., a regional academic medical center; the New York Academy of Sciences; and others), and has activities that involve around 4,800 students and 240 teachers each year. The authors describe the program's activities (e.g., summer workshops for teachers; science exploration camps for elementary and middle-school students; enrichment activities for high school students). A certified science education specialist directs classroom demonstrations throughout the academic year to support teachers' efforts to integrate hands-on activities into the science curriculum. A variety of evaluations over the years provides strong evidence of the program's effectiveness in promoting students' and teachers' interest in science. The long-term goal of the Partnership is to inspire more rural students to work hard, learn science, and enter the medical professions.

VT School Locations - K-12

Data.gov (United States)

Vermont Center for Geographic Information — (Link to Metadata) FacilitiesSchools_PTSCHOOL is designed to provide point locations of every Vermont School along with the established school ID (PSID) for...

Causal effects of single-sex schools on college entrance exams and college attendance: random assignment in Seoul high schools.

Science.gov (United States)

Park, Hyunjoon; Behrman, Jere R; Choi, Jaesung

2013-04-01

Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul-the random assignment of students into single-sex versus coeducational high schools-to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private.

Online System Adoption and K-12 Academic Outcomes

Science.gov (United States)

Kimmons, R.

2015-01-01

This study seeks to understand the relationship between K-12 online system adoption (e.g., Blackboard, Edmodo, WordPress) and school-level academic achievement ratings. Utilizing a novel approach to data collection via website data extraction and indexing of all school websites in a target state in the United States (n?=?732) and merging these…

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…

Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools

Science.gov (United States)

Park, Hyunjoon; Behrman, Jere R.; Choi, Jaesung

2012-01-01

Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private. PMID:23073751

Implementing Network Video for Traditional Security and Innovative Applications: Best Practices and Uses for Network Video in K-12 Schools

Science.gov (United States)

Wren, Andrew

2008-01-01

Administrators are constantly seeking ways to cost-effectively and adequately increase security and improve efficiency in K-12 schools. While video is not a new tool to schools, the shift from analog to network technology has increased the accessibility and usability in a variety of applications. Properly installed and used, video is a powerful…

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).

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.…

Year 2000 Readiness Kit: A Compilation of Y2K Resources for Schools, Colleges and Universities.

Science.gov (United States)

Department of Education, Washington, DC.

This kit was developed to assist the postsecondary education community's efforts to resolve the Year 2000 (Y2K) computer problem. The kit includes a description of the Y2K problem, an assessment of the readiness of colleges and universities, a checklist for institutions, a Y2K communications strategy, articles on addressing the problem in academic…

Prioritization of K-12 World Language Education in the United States: State Requirements for High School Graduation

Science.gov (United States)

O'Rourke, Polly; Zhou, Qian; Rottman, Isaac

2016-01-01

In view of the importance of increasing multilingualism in the United States, the current study examined state policy for high school graduation requirements in the 50 states and the District of Columbia as an index of the way in which the study of world language is positioned and prioritized in K--12 education. Only seven states require the study…

Dualling Thomas: Maine College Helps Students Earn College Credit While in High School

Science.gov (United States)

MacKenzie, Riley

2016-01-01

The Pathways Program allows juniors and seniors in high school who have a high school GPA of 3.0, a demonstrated capacity for college work, and a recommendation of the high school guidance counselor, to pursue their associate degrees at Thomas College in Waterville, Maine, while completing the requirements for their high school diploma at…

A Vision in Aeronautics: The K-12 Wind Tunnel Project

Science.gov (United States)

1997-01-01

A Vision in Aeronautics, a project within the NASA Lewis Research Center's Information Infrastructure Technologies and Applications (IITA) K-12 Program, employs small-scale, subsonic wind tunnels to inspire students to explore the world of aeronautics and computers. Recently, two educational K-12 wind tunnels were built in the Cleveland area. During the 1995-1996 school year, preliminary testing occurred in both tunnels.

Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools

OpenAIRE

Park, Hyunjoon; Behrman, Jere R.; Choi, Jaesung

2013-01-01

Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgroun...

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.

Are K-12 school environments harming students with obesity? A qualitative study of classroom teachers.

Science.gov (United States)

Kenney, Erica L; Redman, Morgan T; Criss, Shaniece; Sonneville, Kendrin R; Austin, S Bryn

2017-03-01

Weight bias can negatively impact health, and schools may be risky environments for students with obesity. We aimed to explore teachers' perceptions of the school experiences and academic challenges of students with obesity. We conducted interviews with 22 teachers in the Northeast, mid-Atlantic, and Midwest in July-August 2014. All interviews were transcribed verbatim, coded, and analyzed for important themes by two researchers using the immersion/crystallization approach. Most teachers felt that students with obesity were more likely to have academic difficulties. Two main perceptions of the reasons for these difficulties emerged: (1) obesity led to lower self-esteem that caused students to participate less, and (2) poorer nutrition, increased screen time, and reduced physical activity were simultaneously causing obesity and poorer academic performance. A few teachers described colleagues who felt students with obesity were not as motivated to work hard in school as their peers. Many teachers described school health promotion efforts focused on weight reduction that could exacerbate weight stigma and risk of disordered eating. Students with obesity, particularly girls, may be at risk for negative social and academic experiences in K-12 schools and may be perceived as struggling academically by their teachers.

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…

Home Schooled Adults: Are They Ready for College?

Science.gov (United States)

Galloway, Rhonda A. Scott

This study investigated home school graduates' potential for success in college by comparing their performance with that of students who had graduated from conventional public and private schools. The basis for comparison was student aptitude for college English as measured by the American College Testing (ACT) English sub-score and the ACT…

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…

Secondary Schools Curriculum Guide, Mathematics, Grades 10-12. Revised.

Science.gov (United States)

Cranston School Dept., RI.

Behavioral objectives for grades 10 through 12 are specified for plane geometry, algebra, general mathematics, computer mathematics, slide rule mathematics, basic college mathematics, trigonometry, analytic geometry, calculus and probability. Most sections present material in terms of portions of a school year. At least one major objective is…

Approaching K-12 Online Education in Pennsylvania

Science.gov (United States)

Vadell, Kathryn

2013-01-01

The purpose of this study is to determine how K-12 schools are addressing the need to accommodate online learners in Pennsylvania. It is built upon a review of literature focusing on educational legislation, the personalization of online learning and online learning solutions. The study posed 21 questions utilizing a mixed methods approach to…

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

Professional Technical Standards in Colleges and Schools of Pharmacy

Science.gov (United States)

Berry, Tricia M.; Chichester, Clinton O.; Sanoski, Cynthia A.; Woodward, Donald A.; Worley, Marcia M.; Early, Johnnie L.

2011-01-01

Objective To determine the prevalence, characteristics, and use of professional technical standards among colleges and schools of pharmacy accredited by the Accreditation Council for Pharmacy Education (ACPE). Methods The Web site of every college and school of pharmacy accredited by ACPE was searched to identify information regarding the availability, content, and use of technical standards and to obtain demographic information. Results Information was obtained from all of the 114 colleges and schools of pharmacy and 67 (59%) had technical standards in place. Common themes for technical standards were: observation; communication; motor; intellectual, conceptual, integrative and quantitative abilities; and behavioral and social attributes. Of those colleges and schools with technical standards, 61 (91%) had standards that addressed all 5 of these themes and 34 (51%) specified that the technical standards were used in their admission, progression, and graduation procedures. Conclusion More than half of the colleges and schools of pharmacy examined in this study have technical standards; however, 41% have yet to develop and implement them. Colleges and schools of pharmacy looking for guidance in technical standards development could use the technical standards themes identified in this study. PMID:21655404

NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

Science.gov (United States)

Ellins, K.; Perry, E.

2005-12-01

The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided

School Psychology Goes to College: The Emerging Role of School Psychology in College Communities

Science.gov (United States)

Sulkowski, Michael L.; Joyce, Diana J.

2012-01-01

Many college students display academic and social-emotional needs that are not being addressed by extant university supports. School psychologists who work in postsecondary settings and have expertise in providing psychoeducational services may be uniquely positioned to help many of these students. However, few school psychologists currently work…

Trends in Technology Planning and Funding in Florida K-12 Public Schools

Directory of Open Access Journals (Sweden)

ALBERT DIETER RITZHAUPT

2008-12-01

Full Text Available This empirical research investigates trends in technology planning and funding in Florida’s K–12 public schools between the 2003–04 and 2005–06 academic years. Survey items that focused on funding and planning issues on Florida’s statewide school technology integration survey were analyzed using logistic models. Results indicate a significant increase in the number of schools revising their technology plans on a regular basis; a significant increase in the frequency with which Florida’s K–12 public schools are seeking funding for technology-related initiatives; a significant increase in parent, administrator, teacher, and student involvement in the technology planning process; and a significant decline in adequate funding for software and hardware needs. In addition, schools with low proportions of economically disadvantaged students sought and were awarded significantly more funds from donations and federal and state grants. Implications for educational leadership and policy are provided.

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.

An Ecological Approach to a University Course that Develops Partnerships Impacting Health and Wellness in K-12 Schools and Communities

Science.gov (United States)

Shields, Sharon L.; Gilchrist, Leigh Z.; Nixon, Carol T.; Holland, Barbara A.; Thompson, Elizabeth A.

2013-01-01

Over the past several decades, there has been an increased focus on health promotion as opposed to individual health determinants and disease prevention. Given the association between health and academic success, health promotion is a vastly overlooked lever for establishing effective K-12 schools. Student, organizational, and community well-being…

High school and college biology: A multi-level model of the effects of high school biology courses on student academic performance in introductory college biology courses

Science.gov (United States)

Loehr, John Francis

The issue of student preparation for college study in science has been an ongoing concern for both college-bound students and educators of various levels. This study uses a national sample of college students enrolled in introductory biology courses to address the relationship between high school biology preparation and subsequent introductory college biology performance. Multi-Level Modeling was used to investigate the relationship between students' high school science and mathematics experiences and college biology performance. This analysis controls for student demographic and educational background factors along with factors associated with the college or university attended. The results indicated that high school course-taking and science instructional experiences have the largest impact on student achievement in the first introductory college biology course. In particular, enrollment in courses, such as high school Calculus and Advanced Placement (AP) Biology, along with biology course content that focuses on developing a deep understanding of the topics is found to be positively associated with student achievement in introductory college biology. On the other hand, experiencing high numbers of laboratory activities, demonstrations, and independent projects along with higher levels of laboratory freedom are associated with negative achievement. These findings are relevant to high school biology teachers, college students, their parents, and educators looking beyond the goal of high school graduation.

Identifying a Statistical Model for North Dakota K-12 Public School Transportation Funding by Comparing Fifteen State Transportation Funding Formulas

Science.gov (United States)

Holen, Steven M.

2012-01-01

The purpose of this study was to review the history of North Dakota K-12 transportation funding system, identify how school districts are reimbursed for transportation expenses, and compare this information with fourteen other state transportation funding systems. North Dakota utilizes a block grant structure that has been in place since 1972 and…

California’s K-12 Public Schools: How Are They Doing?

Science.gov (United States)

2005-01-01

Education , NCES, Digest of Education Statistics , various years. United States California School Facilities Concerns about K–12 public school facilities ...Department of Education , NCES, publishes official reports containing a table of all prior years’ assessment data and an indication of statistical ...Department of Education’s National Center for Educational Statistics .7 We use just the data from 1990 to 2000 in the regression analysis in order to

Hilton College Farm School, Natal, South Africa.

Science.gov (United States)

Beveridge, Sue

1989-01-01

The Hilton College Farm School is a primary school providing for the educational needs of children in a rural area of Natal, South Africa. Described are the school's historical development, funding sources, staffing, and development of an affiliated pre-primary school. (JDD)

Doing Education with Business and the Middle Child Syndrome: Promise or Threat to the Community College Mission.

Science.gov (United States)

Raisman, Neal A.

As the "middle child" between universities and K-12 schools, community colleges have often sought to carve out their own niche by embracing programs rejected by other institutions, such as non-collegiate training for business and industry. There has been growing concern, however, over the colleges' shift from a mission that balances…

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…

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.

Exploring Arizona K-12 Virtual Educator Experiences and Perspectives Developing Collaborative Learning Communities

Science.gov (United States)

Cross, Deborah Iyron

2015-01-01

Arizona Online Instruction (AOI) provided an instructional alternative to nearly fifty thousand K-12 students in Arizona during the 2012-2013 school year. Growth in online education underscores the importance of evolving the role of the K-12 virtual teacher as the human agent (Turvey, 2008) demonstrating social learning theory (Bandura, 1977) by…

K-12 Education

Science.gov (United States)

products laboratories publications nisee b.i.p. members education FAQs links education Education Program Internships K-12 Education Contact the PEER Education Program PEER's Educational Affiliates Student Design Competition Student Leadership Council Classes and Other Educational Activities Site Map Search K-12 Education

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

Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms

Directory of Open Access Journals (Sweden)

Adolph Delgado

2015-09-01

Full Text Available There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology, the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education. Through synthesis of selected themes, we found a plethora of technological instructional strategies being used to integrate technology into K-12 classrooms. Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for.

An Investigation of the Factors That Motivate K-12 Christian School Teachers to Participate in Professional Development and the Relationship to Job Satisfaction and Retention

Science.gov (United States)

Bailey, Bonita Wingfield

2013-01-01

This study was conducted to advance knowledge by examining the reasons that motivate teachers to participate in professional development and the relationship to teacher job satisfaction and retention in Christian-based K-12 Association of Christian Schools International (ACSI) member schools. The study contributes to the literature in the field…

Spacemakers: A Leadership Perspective on Curriculum and the Purpose of K-12 Educational Makerspaces

Science.gov (United States)

Harron, Jason R.; Hughes, Joan E.

2018-01-01

This qualitative research study investigated how educational makerspace leaders, whom we refer to as spacemakers, framed the purpose of the makerspace in K-12 education and how makerspaces support school curriculum. Using interviews with twelve K-12 spacemakers, the study found spacemakers were experienced, self-motivated educators. These leaders…

Success in Introductory College Physics: The Role of High School Preparation.

Science.gov (United States)

Sadler, Philip M.; Tai, Robert H.

2001-01-01

Examines the extent to which a high school physics course prepares students for college physics success. In this study of 1,933 introductory college physics students, demographic and schooling factors account for a large fraction of the variation in college physics grades at 18 colleges and universities from around the nation. (Author/SAH)

Empowered Intersectionality among Black Female K-12 Leaders: A Transcendental Phenomenological Study

Science.gov (United States)

McNeal, Carla

2017-01-01

Black female school leaders remain underrepresented as educational leaders in the K-12 context as marginalizing factors persist in the field. The purpose of this transcendental phenomenological study was to explore the lived experiences of Black female school leaders through the lens of intersectionality. For this research study, intersectionality…

The Early College High School Initiative: An Overview of Five Evaluation Years

Science.gov (United States)

Berger, Andrea; Adelman, Nancy; Cole, Susan

2010-01-01

In 2002, the Bill & Melinda Gates Foundation started the Early College High School Initiative (ECHSI). Through this initiative, more than 200 Early College Schools (ECSs) opened by fall 2009. All of the schools aim to provide underserved students access to college classes while in high school. This article will provide an overview of the first 6…

High School Substance Use as a Predictor of College Attendance, Completion, and Dropout: A National Multi-cohort Longitudinal Study.

Science.gov (United States)

Patrick, Megan E; Schulenberg, John E; O'Malley, Patrick M

2016-05-01

National data from Monitoring the Future were used to examine patterns and predictors of college attendance. Samples of American 12 th -grade students from 1977-2003 were followed for seven years (modal ages 18-25; N =10,020). College attendance and graduation patterns varied considerably over historical time and based on family background. Substance use during high school predicted a greater likelihood of never attending (for cigarettes, illegal drugs), of graduating from a 2-year rather than a 4-year school (for cigarettes), and of dropping out versus graduating from a 4-year school (for cigarettes, marijuana, and other illegal drugs). High school binge drinking predicted lower college dropout, but only in models also controlling for cigarette, marijuana, and other illicit drug use. This study provides a needed overview of adolescent predictors of patterns of college attendance among American young adults over the past three decades.

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…

Schools K-12, School locations within Sedgwick County. This layer is maintained interactively by GIS staff. Primary attributes include school name, class, funding source, address, and parachial status. Published to scschoop.shp., Published in 2008, 1:1200 (1in=100ft) scale, Sedgwick County Government.

Data.gov (United States)

NSGIC Local Govt | GIS Inventory — Schools K-12 dataset current as of 2008. School locations within Sedgwick County. This layer is maintained interactively by GIS staff. Primary attributes include...

American Mathematical Association of Two Year Colleges Reform Policies in Practice: Implementing Standards in Classroom Instruction for Basic Skills Mathematics at One Four-Year College in New Jersey

Science.gov (United States)

Garruto, Patricia J.

2012-01-01

High school graduates continue to enter post-secondary education lacking in basic mathematical skills and thus not academically prepared to enroll in college-level mathematics courses (ACT, 2010). Although it can be argued that those mathematical concepts should have been mastered in grades K-12, educating those students in basic skills…

Impact of Adopt-a-Classroom Partnerships between K-12 and University Faculty

Science.gov (United States)

Smith, Elizabeth; Kindall, Heather D.; Carter, Vinson; Beachner, Maggie

2016-01-01

There is often a disconnect between K-12 schools and postsecondary institutions. While this gap has grown consistently, the need for collaboration between systems is greater than ever. The Adopt-A-Classroom program was created to address the need for greater university faculty involvement in public schools by providing opportunities for…

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…

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…

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,…

By Design: Professional Development School Partnerships at the Gladys W. and David H. Patton College of Education, Ohio University and Athens City Schools

Science.gov (United States)

Weade, Ginger; Kennedy, Marcy Keifer; Armstrong, Jennifer; Douglas, Maria; Hoisington, Liz; More, Stephanie; Mullins, Heidi; West, Lindsey; Helfrich, Sara; Kennedy, Chris; Miles, Tracy; Payne, Sue; Camara, Kristin; Lemanski, Laura; Henning, John; Martin, Carl

2014-01-01

Outreach and engagement that connects the Patton College at Ohio University with P-12 schools has been a strong tradition in the Southeastern Ohio/Appalachian region. In the mid-1980s, a partnership aligned with the Coalition of Essential Schools and 9 "Common Principles"' was one of the first. Alignment with 19 "Postulates" of…

K-12 STEM Educators and the Inclusive Classroom

OpenAIRE

Li, Songze

2016-01-01

The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathemat...

Explaining Technology Integration in K-12 Classrooms: A Multilevel Path Analysis Model

Science.gov (United States)

Liu, Feng; Ritzhaupt, Albert D.; Dawson, Kara; Barron, Ann E.

2017-01-01

The purpose of this research was to design and test a model of classroom technology integration in the context of K-12 schools. The proposed multilevel path analysis model includes teacher, contextual, and school related variables on a teacher's use of technology and confidence and comfort using technology as mediators of classroom technology…

Aerobic Capacities of Early College High School Students

Science.gov (United States)

Loflin, Jerry W.

2014-01-01

The Early College High School Initiative (ECHSI) was introduced in 2002. Since 2002, limited data, especially student physical activity data, have been published pertaining to the ECHSI. The purpose of this study was to examine the aerobic capacities of early college students and compare them to state and national averages. Early college students…

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

Assessing the Value of High School Accounting for the College Bound.

Science.gov (United States)

Friedlob, George T.; Cosenza, Robert M.

1981-01-01

Reports results of a survey of first-quarter college accounting principles students. It was found that a typically difficult college course may be made easier and student performance improved by giving high school accounting instruction its proper importance in the curriculum of the business-oriented, college-bound high school student. (CT)

Examining Student-Adult Relationships during K-12 School Age Years

Science.gov (United States)

Lappi, Shelly J.

2012-01-01

This study examined the relationship between dependent and independent variables and the effects relationships have on K-12 students as they struggle through life stressors. Thus, the research study was based upon this over arching question: How does having positive student-adult relationships impact a student's ability to cope with life…

Qatar's K-12 Education Reform Has Achieved Success in Its Early Years. Research Brief

Science.gov (United States)

Larson, Judy

2009-01-01

To evaluate progress made in the first years of Qatar's implementation of K-12 education reform, RAND analyzed data from school-level observations, national surveys, and national student assessments. The study found that students in the new, Independent schools were performing better than those in Ministry schools, and there was greater student…

Traumatic Brain and Spinal Cord Fatalities Among High School and College Football Players - United States, 2005-2014.

Science.gov (United States)

Kucera, Kristen L; Yau, Rebecca K; Register-Mihalik, Johna; Marshall, Stephen W; Thomas, Leah C; Wolf, Susanne; Cantu, Robert C; Mueller, Frederick O; Guskiewicz, Kevin M

2017-01-06

An estimated 1.1 million high school and 75,000 college athletes participate in tackle football annually in the United States. Football is a collision sport; traumatic injuries are frequent (1,2), and can be fatal (3). This report updates the incidence and characteristics of deaths caused by traumatic brain injury and spinal cord injury (4) in high school and college football and presents illustrative case descriptions. Information was analyzed from the National Center for Catastrophic Sport Injury Research (NCCSIR). During 2005-2014, a total of 28 deaths (2.8 deaths per year) from traumatic brain and spinal cord injuries occurred among high school (24 deaths) and college football players (four deaths) combined. Most deaths occurred during competitions and resulted from tackling or being tackled. All four of the college deaths and 14 (58%) of the 24 high school deaths occurred during the last 5 years (2010-2014) of the 10-year study period. These findings support the need for continued surveillance and safety efforts (particularly during competition) to ensure proper tackling techniques, emergency planning for severe injuries, availability of medical care onsite during competitions, and assessment that it is safe to return to play following a concussion.

A Path to Alignment: Connecting K-12 and Higher Education via the Common Core and the Degree Qualifications Profile

Science.gov (United States)

Conley, David T.; Gaston, Paul L.

2013-01-01

The Common Core State Standards (CCSS), which aim to assure competency in English/language arts and mathematics through the K-12 curriculum, define necessary but not sufficient preparedness for success in college. The Degree Qualifications Profile (DQP), which describes what a college degree should signify, regardless of major, offers useful but…

Attributes of Students Graduating from Schools and Colleges of Optometry.

Science.gov (United States)

Optometric Education, 2000

2000-01-01

This report by the Association of Schools and Colleges of Optometry identifies desired attributes of students graduating from schools and colleges of optometry. Introductory information includes information on the report's development and assumptions. Personal and professional attributes are then listed followed by a list of 10 knowledge-area…

Enhancing the interfaces among schools, colleges, universities, and industry

International Nuclear Information System (INIS)

Burns, D.

2006-01-01

'Full text:' The 2005 Rae Report on higher education in Ontario recommended that the Provincial government 'reaffirm the mandate of colleges to focus on occupational education and labour market needs, while continuing to allow applied degrees and institutional evolution. Mandate colleges to reach out to the fifty percent of high school students not going on to further studies...' Another recommendation was 'encourage the distinct evolution of each institution (i.e. colleges and universities) and promote differentiation through the tuition framework, accountability arrangements and the design of the Province's funding formula. At the same time, require that colleges and universities recognize each others' related programming to create clear and efficient pathways for students.' Implementing these recommendations requires major changes in the interfaces among schools, colleges, universities and industry, and also in the attitudes of parents, the teaching profession, and employers. Will it happen? (author)

College and Career Readiness in Elementary Schools

Science.gov (United States)

Pulliam, Nicole; Bartek, Samantha

2018-01-01

This conceptual article will provide an in-depth exploration of the relevant literature focused on college and career readiness interventions in elementary schools. Beginning with a theoretical framework, a rationale is provided for early intervention by elementary school counselors. While professional guidelines and standards exist supporting…

NASA-OAI HPCCP K-12 Program

Science.gov (United States)

1994-01-01

The NASA-OAI High Performance Communication and Computing K- 12 School Partnership program has been completed. Cleveland School of the Arts, Empire Computech Center, Grafton Local Schools and the Bug O Nay Ge Shig School have all received network equipment and connections. Each school is working toward integrating computer and communications technology into their classroom curriculum. Cleveland School of the Arts students are creating computer software. Empire Computech Center is a magnet school for technology education at the elementary school level. Grafton Local schools is located in a rural community and is using communications technology to bring to their students some of the same benefits students from suburban and urban areas receive. The Bug O Nay Ge Shig School is located on an Indian Reservation in Cass Lake, MN. The students at this school are using the computer to help them with geological studies. A grant has been issued to the friends of the Nashville Library. Nashville is a small township in Holmes County, Ohio. A community organization has been formed to turn their library into a state of the art Media Center. Their goal is to have a place where rural students can learn about different career options and how to go about pursuing those careers. Taylor High School in Cincinnati, Ohio was added to the schools involved in the Wind Tunnel Project. A mini grant has been awarded to Taylor High School for computer equipment. The computer equipment is utilized in the school's geometry class to computationally design objects which will be tested for their aerodynamic properties in the Barberton Wind Tunnel. The students who create the models can view the test in the wind tunnel via desk top conferencing. Two teachers received stipends for helping with the Regional Summer Computer Workshop. Both teachers were brought in to teach a session within the workshop. They were selected to teach the session based on their expertise in particular software applications.

Exploring the Experiences of School Counselor-Administrator Teams in Their Work with LGBT Students: A Phenomenological Study

Science.gov (United States)

Beck, Matthew Jon

2017-01-01

Research suggests the collaborative role school counselors can have with administrators to bolster school reform and facilitate a safe and positive learning environment for all K-12 students (College Board, 2009a, 2009b) is vital. Unfortunately, research that explores the roles and efforts of school counselors and administrators in their…

Preparing for Online Teaching: Web-Based Assessment and Communication Skills in K12

Science.gov (United States)

DeNisco, Alison

2013-01-01

Students are doing less hand-raising and more clicking as online classes become increasingly popular in K12 instruction, both in combination with brick-and-mortar classrooms and in independent full-time virtual schools. With online instruction comes a change in the nature of teaching, communicating with, and assessing students. As schools move to…

Job Satisfaction: The Comparison between School-Leavers and College Graduates

Science.gov (United States)

Kamarulzaman, Wirawani; Nordin, Mohamad Sahari

2012-01-01

The purpose of this study is to address the gaps in the literature and compare the job satisfaction between school leavers and college graduates. Specifically, the proposed study sought to expand the existing, yet limited research exploring job satisfaction between school-leavers and college graduates. In this study, the comparison includes these…

College Bound: Americans' Attitudes about Paying for College. A Survey of Families with College-Bound High School Students on the Value of a College Education and Its Costs.

Science.gov (United States)

Gallup & Robinson, Inc. Princeton, NJ.

This study examined several aspects of family viewpoints regarding the financing of higher education. Data were collected via a telephone survey of 800 parents of college bound high school students and 300 college bound high school juniors and seniors. The survey examined attitudes in such areas as: the relative importance of financing college…

The High School to College Transition: Minding the Gap

Science.gov (United States)

Hirsch, Deborah

2010-01-01

The value of a college degree is well documented. College graduates earn at least 60% more than high school graduates. Beyond the economic value, college graduates show higher rates of civic participation, engage in volunteer work and even have a much higher likelihood of being "happy." Students who drop out without attaining a college…

High School Journalism Research: Community College Program Implications.

Science.gov (United States)

Dvorak, Jack

1987-01-01

Reviews findings from a Journalism Education Association study comparing the American College Testing (ACT) Program standardized scores, writing samples, and Language Arts Survey responses of students who were involved in high school journalism programs with students who were not. Urges community college journalism educators to support high school…

Towards Collective Work and Responsibility: Sources of Support within a Freedom School Teacher Community

Science.gov (United States)

Jackson, Tambra O.

2009-01-01

Alternative and parallel schooling contexts such as the Children's Defense Fund Freedom Schools[R] provide educational experiences for U.S. K-12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as "servant-leader interns" are the teachers in this context. In this article, the author…

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

OpenAIRE

Fuyu Shimomura

2016-01-01

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 div...

A Logistic Regression Analysis of Score Sending and College Matching among High School Students

Science.gov (United States)

Oates, Krystle S.

2015-01-01

College decisions are often the result of a variety of influences related to student background characteristics, academic characteristics, college preferences and college aspirations. College counselors recommend that students choose a variety of schools, especially schools where the general student body matches the academic achievement of…

Portfolio use and practices in US colleges and schools of pharmacy.

Science.gov (United States)

Skrabal, Maryann Z; Turner, Paul D; Jones, Rhonda M; Tilleman, Jennifer A; Coover, Kelli L

2012-04-10

To identify the prevalence of portfolio use in US pharmacy programs, common components of portfolios, and advantages of and limitations to using portfolios. A cross-sectional electronic survey instrument was sent to experiential coordinators at US colleges and schools of pharmacy to collect data on portfolio content, methods, training and resource requirements, and benefits and challenges of portfolio use. Most colleges and schools of pharmacy (61.8%) use portfolios in experiential courses and the majority (67.1%) formally assess them, but there is wide variation regarding content and assessment. The majority of respondents used student portfolios as a formative evaluation primarily in the experiential curriculum. Although most colleges and schools of pharmacy have a portfolio system in place, few are using them to fulfill accreditation requirements. Colleges and schools need to carefully examine the intended purpose of their portfolio system and follow-through with implementation and maintenance of a system that meets their goals.

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

Sustainable Materials Management (SMM) Web Academy Webinar: Changing How We Think About Our Resources for a Better Tomorrow: How to Donate Surplus Food from K-12 Schools

Science.gov (United States)

This is a webinar page for the Sustainable Management of Materials (SMM) Web Academy webinar titled Changing How We Think About Our Resources for a Better Tomorrow: How to Donate Surplus Food from K-12 Schools

College-Going Capital: Understanding the Impact of College Readiness Policies on Schools and Students

Science.gov (United States)

Leibrandt, Sarah Ohle

2016-01-01

This dissertation investigates how low-resource high schools support (or not) high achieving, low-income students depending on how they enact college readiness agendas. My study was motivated by the lack of empirical research in two areas--how college readiness policies are being actualized for high achieving, low-income students and how these…

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

A New School for Brats: Improving the K-12 Education of Military Connected Children

Science.gov (United States)

2017-09-01

Schools: How Technology Can Transform Education (Washington, DC: Brookings Institution Press, 2012), ProQuest Ebook Central. 33 allowing the...Hack Education , April 25, 2015. http://hackeducation.com/2015/04/25/factory-model. West, Darrell M. Digital Schools: How Technology Can Transform ...BRATS: IMPROVING THE K–12 EDUCATION OF MILITARY-CONNECTED CHILDREN by Robert G. Stimis September 2017 Thesis Advisor: Rodrigo Nieto

Missouri K-12 school disaster and biological event preparedness and seasonal influenza vaccination among school nurses.

Science.gov (United States)

Rebmann, Terri; Elliott, Michael B; Artman, Deborah; VanNatta, Matthew; Wakefield, Mary

2015-10-01

School preparedness for bioevents, such as emerging infectious diseases, bioterrorism, and pandemics, is imperative, but historically has been low. The Missouri Association of School Nurses members were sent an online survey during the 2013-2014 school year to assess current bioevent readiness. There were 15 and 35 indicators of school disaster and bioevent preparedness, respectively. Multivariate linear regressions were conducted to delineate factors associated with higher school disaster and bioevent preparedness scores. In total, 133 school nurses participated, with a 33.6% response rate. On average, schools had fewer than half of the disaster or bioevent indicators. Disaster and bioevent preparedness scores ranged from 1-12.5 (mean, 6.0) and 5-25 (mean, 13.8), respectively. The least frequently reported plan components included bioterrorism-specific psychological needs addressed (1.5%, n = 2), having a foodservice biosecurity plan (8.3%, n = 11), and having a liberal sick leave policy for bioevents (22.6%, n = 30). Determinants of better bioevent preparedness include perception that the school is well prepared for a pandemic (P = .001) or natural disaster (P nurse being on the disaster planning committee (P = .001), and school being a closed point of dispensing (P < .05). Schools are underprepared for biological events and are not on track to meet state and national biological preparedness goals. Copyright © 2015 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

Vignettes of scholars: A case study of black male students at a STEM early college high school

Science.gov (United States)

Adams, Tempestt Richardson

Ensuring students graduate high school ready to enter college or the workforce has become a prime focus within secondary education. High school graduates are often ill-prepared for college-level work and often have to register for remedial courses before they can take standard college level courses (Southern Regional Education Board, 2010). Serving as both a solution to this concern and an alternative to traditional high schools, early college high schools were created to focus on increasing the number of students graduating from high school and enrolling in college. Early college high schools seek to serve students who have traditionally underperformed in school and those who are underrepresented in higher education including students of color, first-generation college students, students from low socioeconomic backgrounds, and English language learners (Barnett, Bucceri, Hindo, Kim, 2013; "Overview & FAQS," 2013). In efforts to learn more about how early colleges are meeting the needs of students, this dissertation examines the experiences, identity construction, and perceptions of Black male students at a science, technology, engineering, and mathematics (STEM) based early college high school. Using a qualitative case study design, participants were eight Black male upperclassmen enrolled in a STEM early college high school, located on the campus of a four-year university. Data was collected through focus groups and individual interviews and data was analyzed thematically. Findings suggest students in this study have largely positive experiences at their early college high school. Despite some challenges, the early college high school environment helps facilitate scholar identities, and the STEM focus of the school helps students learn more about their strengths and weaknesses. The implications of the research, recommendations for educational stakeholders, and recommendations for future research are discussed.

Pharmaceutical science faculty publication records at research-intensive pharmacy colleges and schools.

Science.gov (United States)

Thompson, Dennis F; Nahata, Milap C

2012-11-12

To determine yearly (phase 1) and cumulative (phase 2) publication records of pharmaceutical science faculty members at research-intensive colleges and schools of pharmacy. The publication records of pharmaceutical science faculty members at research-intensive colleges and schools of pharmacy were searched on Web of Science. Fifty colleges and schools of pharmacy were randomly chosen for a search of 1,042 individual faculty members' publications per year from 2005 to 2009. A stratified random sample of 120 faculty members also was chosen, and cumulative publication counts were recorded and bibliometric indices calculated. The median number of publications per year was 2 (range, 0-34). Overall, 22% of faculty members had no publications in any given year, but the number was highly variable depending on the faculty members' colleges or schools of pharmacy. Bibliometric indices were higher for medicinal chemistry and pharmaceutics, with pharmacology ranking third and social and administrative sciences fourth. Higher bibliometric indices were also observed for institution status (ie, public vs private) and academic rank (discipline chairperson vs non-chairperson and professor vs junior faculty member) (ppharmaceutical science disciplines and academic ranks within research-intensive colleges and schools of pharmacy. These data may be important for benchmarking purposes.

Assisting Students in the College Choice Process: Three Essays on the Role and Effectiveness of College Advising Professionals in Public High Schools

Science.gov (United States)

Clayton, Ashley Brooke

2016-01-01

To address the importance of college access and the gaps in scholarship concerning college advising, this study is comprised of three essays, each focused on college advising professionals in public high schools. Though the majority of research in this area has focused on traditional school counselors, these studies examined the role and…

Code to Learn: Where Does It Belong in the K-12 Curriculum?

OpenAIRE

Jesús Moreno León; Gregorio Robles; Marcos Román-González

2016-01-01

The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade), in order to assess the impact of intro...

Understanding the Gap between High School and College Writing

Science.gov (United States)

Beil, Cheryl; Knight, Melinda A.

2007-01-01

A recent article in "The Chronicle of Higher Education" comparing perceptions of college preparedness in writing from the vantage point of high school teachers and college faculty shows that the two groups have dramatically different views. What accounts for these differences in perception? What types of writing assignments are high school…

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.

Increases in alcohol and marijuana use during the transition out of high school into emerging adulthood: The effects of leaving home, going to college, and high school protective factors.

Science.gov (United States)

White, Helene Raskin; McMorris, Barbara J; Catalano, Richard F; Fleming, Charles B; Haggerty, Kevin P; Abbott, Robert D

2006-11-01

This study examined the effects of leaving home and going to college on changes in the frequency of alcohol use, heavy episodic drinking, and marijuana use shortly after leaving high school. We also examined how protective factors in late adolescence predict post-high school substance use and moderate the effects of leaving home and going to college. Data came from subjects (N = 319; 53% male) interviewed at the end of 12th grade and again approximately 6 months later, as part of the Raising Healthy Children project. Leaving home and going to college were significantly related to increases in the frequency of alcohol use and heavy episodic drinking from high school to emerging adulthood but not to changes in marijuana use. Having fewer friends who used each substance protected against increases in the frequency of alcohol use, heavy episodic drinking, and marijuana use. Higher religiosity protected against increases in alcohol-and marijuana-use frequency. Higher parental monitoring protected against increases in heavy episodic drinking and moderated the effect of going to college on marijuana use. Lower sensation seeking lessened the effect of going to college on increases in alcohol use and heavy episodic drinking. To prevent increases in substance use in emerging adulthood, interventions should concentrate on strengthening prosocial involvement and parental monitoring during high school. In addition, youths with high sensation seeking might be targeted for added intervention.

The Path to College Calculus: The Impact of High School Mathematics Coursework

Science.gov (United States)

Sadler, Philip; Sonnert, Gerhard

2018-01-01

This study addresses a longstanding question among high school mathematics teachers and college mathematics professors: Which is the best preparation for college calculus-- (a) a high level of mastery of mathematics considered preparatory for calculus (algebra, geometry, precalculus) or (b) taking calculus itself in high school? We used a data set…

Virtual School Startups: Founder Processes in American K-12 Public Virtual Schools

Science.gov (United States)

Taylor, Brett D.; McNair, Delores E.

2018-01-01

Traditional school districts do not have a lot of experience with virtual schools and have lost students to state and charter virtual schools. To retain students and offer alternative learning opportunities, more public districts are starting their own virtual schools. This study was an examination of foundational processes at three California…

Pre-college Science Experiences; Timing and Causes of Gender Influence Science Interest Levels

Science.gov (United States)

Kaplita, E.; Reed, D. E.; McKenzie, D. A.; Jones, R.; May, L. W.

2015-12-01

It is known that female students tend to turn away from science during their pre-college years. Experiences during this time are not limited to the classroom, as cultural influences extend beyond K-12 science education and lead to the widely studied reduction in females in STEM fields. This has a large impact on climate science because currently relatively little effort is put into K-12 climate education, yet this is when college attitudes towards science are formed. To help quantify these changes, 400 surveys were collected from 4 different colleges in Oklahoma. Student responses were compared by gender against student experiences (positive and negative), and interest in science. Results of our work show that females tend to have their first positive experience with science at a younger age with friends, family and in the classroom, and have more of an interest in science when they are younger. Males in general like experiencing science more on their own, and surpass the interest levels of females late in high school and during college. While in college, males are more comfortable with science content than females, and males enjoy math and statistics more while those aspects of science were the largest areas of dislike in females. Understanding how to keep students (particularly female) interested in science as they enter their teen years is extremely important in preventing climate misconceptions in the adult population. Potential small changes such as hosting K-12 climate outreach events and including parents, as opposed to just inviting students, could greatly improve student experiences with science and hence, their understanding of climate science. Importantly, a greater focus on female students is warranted.

School-College Collaboration and the Teaching of English: Deja Vu All over Again?

Science.gov (United States)

Harris, Charles B.

1995-01-01

Traces the historically optimistic view of college-secondary school cooperation. Asks why such optimism has faded in recent years. Considers how college-level departments of English can collaborate with high school English programs, such as in collaborative conferences. (HB)

NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services

Science.gov (United States)

Johnsen, Susan K., Ed.

2012-01-01

The new Pre-K-Grade 12 Gifted Education Programming Standards should be part of every school district's repertoire of standards to ensure that the learning needs of advanced students are being met. "NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services" details six standards that…

Predicting Freshman Grade Point Average From College Admissions Test Scores and State High School Test Scores

OpenAIRE

Koretz, Daniel; Yu, C; Mbekeani, Preeya Pandya; Langi, M.; Dhaliwal, Tasminda Kaur; Braslow, David Arthur

2016-01-01

The current focus on assessing “college and career readiness” raises an empirical question: How do high school tests compare with college admissions tests in predicting performance in college? We explored this using data from the City University of New York and public colleges in Kentucky. These two systems differ in the choice of college admissions test, the stakes for students on the high school test, and demographics. We predicted freshman grade point average (FGPA) from high school GPA an...

College Student for a Day: A Transition Program for High School Students with Disabilities

Science.gov (United States)

Novakovic, Alexandra; Ross, Denise E.

2015-01-01

High school students with disabilities can benefit from early exposure to campus-based accommodations and supports as they transition to college. College Student for a Day (CSFAD) is an on-campus activity-based program that introduces high school students with disabilities to supports and accommodations on a college campus. This Practice Brief…

An Empirical Evaluation of Distance Learning's Effectiveness in the K-12 Setting

Science.gov (United States)

Harris-Packer, Jerilyn D.; Ségol, Geneviève

2015-01-01

This study evaluated the effect of online instruction on the academic achievement of K--12 students in ten states as measured by the percentage of proficient students in reading and mathematics at the school level. We used publicly available data provided by the Department of Education in Florida, Michigan, Minnesota, Nevada, Ohio, Pennsylvania,…

Standards Based Design: Teaching K-12 Educators to Build Quality Online Courses

Science.gov (United States)

Quiroz, René E.; Ritter, Nicola L.; Li, Yun; Newton, Rhonda C.; Palkar, Trupti

2016-01-01

The number of online courses, programs, and schools are growing exponentially in K-12 education. Given the unique nature of online courses and the distinct skills necessary to create a quality online course, it is essential that effective professional development be provided for teachers designing online courses. Online courses need to be of the…

Connecticut Professional School Counselors: College and Career Counseling Services and Smaller Ratios Benefit Students

Science.gov (United States)

Lapan, Richard T.; Whitcomb, Sara A.; Aleman, Nancy M.

2012-01-01

Results connect the implementation of the college and career counseling components of a comprehensive school counseling program and lower student-to-school-counselor ratios to a reduction in suspension rates and disciplinary incidents for Connecticut high school students. Principal ratings of college and career counseling services provided in…

Implicit orientation toward family and school among bilingual Latino college students.

Science.gov (United States)

Devos, Thierry; Blanco, Karla; Muñoz, Cynthia; Dunn, Roger; Ulloa, Emilio C

2008-08-01

The authors examined the associations that underlie the orientations of bilingual Latino college students toward family and school. Participants completed, in English or Spanish, 3 implicit association tests assessing their attitude toward family vs. school, identifications with these concepts, and self-esteem. Results revealed a more positive attitude toward, and stronger identification with, family than school. Identification with family was stronger among participants who completed the study in English, suggesting self-definition in terms of distinctions from the context. Last, the more participants valued family over school and identified with family rather than school, the higher was their self-esteem. These findings shed light on the subtle, yet crucial, mechanisms by which cultural knowledge is incorporated in the self-concept of bilingual Latino college students.

The College Student Today: A Social Portrait and Attitudes toward Schooling.

Science.gov (United States)

Dolzhenko, L.

1998-01-01

Discusses the view of education in Russia and college students' attitudes about their futures. Addresses how well prepared high school graduates are to enroll in a higher education institution, the social composition of college students, and the practice of bribes in relation to assessing student preparedness for college. Explores nonstate…

College Readiness in California: A Look at Rigorous High School Course-Taking

Science.gov (United States)

Gao, Niu

2016-01-01

Recognizing the educational and economic benefits of a college degree, education policymakers at the federal, state, and local levels have made college preparation a priority. There are many ways to measure college readiness, but one key component is rigorous high school coursework. California has not yet adopted a statewide college readiness…

Perceptions of Employment and Use of Part-Time Faculty among Chief Instructional Officers at Southern Association of Colleges and Schools-Accredited Public Associate's Colleges

Science.gov (United States)

Speer, Charlotte Nix

2013-01-01

Based on Yackee's (2000) study of the perceptions of chief instructional officers (CIOs) at community colleges accredited by North Central Association of Colleges and Schools (NCA), this study identified, described, and compared the perceptions of CIOs at institutions accredited by Southern Association of Colleges and Schools Commission on…

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…

John Paul College: The Professional Renewal Journey

Directory of Open Access Journals (Sweden)

Pauline Mundie

2014-09-01

Full Text Available John Paul College, a K-12 School in Queensland, Australia, recognises the centrality of classroom teachers to the ongoing improvement of student outcomes. The college has implemented a multi-tiered professional renewal and assessment process. These changes of emphasis are the result of significant research and subsequent/associated professional discussion and were supported during the EBA decision-making in 2012. The professional renewal process at John Paul College guides teachers through a cycle of goal setting (related to any aspect of teacher practice which aims to improve student learning and achievement; ongoing discussion between the teacher and a mentor which determines actions; directed classroom observations (3 per term and associated pre and post reflection/discussion; leading to application of changed practice toward achieving the criteria of the goals. The principles of the professional renewal program are to:  enhance development along accepted school-wide, team and department goals;  encourage professional pedagogical reflections and conversations with a colleague/mentor;  motivate improved performance and highlight the next steps in a teacher’s development. Through the introduction of professional renewal, attestation and exemplary teacher processes, the leadership and teachers of John Paul College have achieved an appropriate and innovative balance between self-directed, peer supported/directed and college-wide, strategic initiatives. Each member of the teaching team, from graduate to senior leaders are actively engaged in personalised programs of professional growth which is specifically aimed at improved learning and outcomes of the college’s students.

Jumping the PBL Implementation Hurdle: Supporting the Efforts of K-12 Teachers

Science.gov (United States)

Ertmer, Peggy A.; Simons, Krista D.

2006-01-01

While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K--12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to…

Code to Learn: Where Does It Belong in the K-12 Curriculum?

Science.gov (United States)

Moreno-León, Jesús; Robles, Gregorio; Román-González, Marcos

2016-01-01

The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three…

Supporting LGBTQ Students in High School for the College Transition: The Role of School Counselors

Science.gov (United States)

Jackson, Ken

2017-01-01

This phenomenological study sought to understand how lesbian, gay, bisexual, transgender, and queer (LGBTQ) college students described their high school experiences and their later transitions to college. The study data revealed five findings: (a) enduring unsupportive/hostile educational environments, (b) experiencing a lack of family and social…

A Transcendental Phenomenological Study Examining Parents' Perceptions Regarding the Enrollment of Children with Learning Differences in an NILD Program in a K-12 Christian School

Science.gov (United States)

Bayer, Wendy Wallis

2017-01-01

The purpose of this transcendental phenomenological study is to describe the experiences of parents who have a child with learning differences who has been enrolled in a National Institute for Learning Development (NILD) program in a K-12 Christian school. The central phenomenon is, "What are the experiences of parents who have a child with…

K-State Problem Identification Rating Scales for College Students

Science.gov (United States)

Robertson, John M.; Benton, Stephen L.; Newton, Fred B.; Downey, Ronald G.; Marsh, Patricia A.; Benton, Sheryl A.; Tseng, Wen-Chih; Shin, Kang-Hyun

2006-01-01

The K-State Problem Identification Rating Scales, a new screening instrument for college counseling centers, gathers information about clients' presenting symptoms, functioning levels, and readiness to change. Three studies revealed 7 scales: Mood Difficulties, Learning Problems, Food Concerns, Interpersonal Conflicts, Career Uncertainties,…

The Small, Stand-Alone Early College: Impact on High School Outcomes

Science.gov (United States)

Glennie, Elizabeth; Unlu, Fatih; Furey, Jane

2016-01-01

North Carolina's Early College model is the subject of an IES-funded eleven-year longitudinal experimental study that utilized a lottery process to assign early college applicants to either treatment or control groups. This paper presents findings related to high school outcomes. The primary goal of the early college model is to increase the…

Drug-Free Schools and Communities Act Compliance at Michigan Community Colleges

Science.gov (United States)

Custer, Bradley D.

2018-01-01

In 1989, Congress passed the Drug-Free Schools and Communities Act Amendments to address illegal alcohol and drug abuse on college campuses. To receive federal funding, each college must comply by implementing an alcohol and drug prevention program, but the federal government and some colleges have paid little attention to this policy. Recently,…

A Review of Computer Science Resources for Learning and Teaching with K-12 Computing Curricula: An Australian Case Study

Science.gov (United States)

Falkner, Katrina; Vivian, Rebecca

2015-01-01

To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age…

Addressing the Nets for Students through Constructivist Technology Use in K-12 Classrooms

Science.gov (United States)

Niederhauser, Dale S.; Lindstrom, Denise L.

2006-01-01

The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technology-based activities they conducted with their students. Narrative analysis was used to examine case transcripts relative to the…

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…

Tobacco Use Prevention Education. K-12 Lesson Plans from the Montana Model Curriculum for Health Enhancement.

Science.gov (United States)

Montana State Office of Public Instruction, Helena.

This publication presents K-12 tobacco use prevention lesson plans for schools in the state of Montana. Lessons for students in grades K-6 include: family connections; body tracing; smokeless tobacco; prenatal development; tobacco look-alikes; tobacco chemicals; analyzing tobacco and alcohol ads; tobacco use and the lungs; and a personal health…

College Readiness versus College Worthiness: Examining the Role of Principal Beliefs on College Readiness Initiatives in an Urban U.S. High School

Science.gov (United States)

Convertino, Christina; Graboski-Bauer, Ashley

2018-01-01

In light of increasing emphasis on the importance of post-secondary education to personal economic security, there is growing interest to promote college readiness initiatives in high schools, particularly for low-income and minority students for whom the harmful effects of institutional inequities on college readiness is well-documented.…

Camarines Sur Polytechnic Colleges Philippines An Eco-Friendly School Model

Directory of Open Access Journals (Sweden)

Dr. Jose Ariel R. Ibarrientos

2015-03-01

Full Text Available Abstract Academic institutions can become more environmentally responsible through the implementation of various conservation initiative. Along this the study attempt to transform the Camarines Sur Polytechnic Colleges into living models of an ecologically sustainable learning institutions. Data was gathered from among the six administrators 336 students 62 teaching and 31 non-teaching personnel from school year 2013-2014. Questionnaire supported by interview and ocular inspection was utilized to assess the college practices along its environmental policy resource management curriculum project and budget. Results revealed that the college has an Eco Friendly Program and has implemented guidelines along solid Waste Management in Classrooms and Laboratories. Awareness on environmental policy resource management in classrooms buildings and grounds purchasing use of lights and electricity paper conservation water conservation waste management were highly implemented HI. Maintenance on air quality and waste management in the canteen were moderately implemented MI in the college. Generally the college are Aware A along environmental programs and highly implement HI its environmental practices. T-test result shows that there was no significant difference between the level of awareness and implementation on environmental practices. The proposed Eco-Friendly School Model developed by the researcher must be adopted by the college.

Should I Stay or Should I Go? Factors that Influence the Retention, Turnover, and Attrition of K-12 Music Teachers in the United States

Science.gov (United States)

Gardner, Robert D.

2010-01-01

The purpose of this study was to construct a profile of K-12 music teachers in the United States and develop a model to predict their retention, turnover, and attrition. Responses to the "Schools and Staffing Survey" from 47,857 K-12 public and private school teachers, including 1,903 music teachers, were analyzed using comparative…

The Poverty Pimpin' Project: How Whiteness Profits from Black and Brown Bodies in Community Service Programs

Science.gov (United States)

Cann, Colette N.; McCloskey, Erin

2017-01-01

Tutoring programs that link colleges to public schools are seen as a way to improve the academic performance of K12 students while providing a practicum site for college-age students. Prior research on college-K12 partnerships focuses on how the academic achievement of both K12 and college students are enhanced by these relationships. This article…

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…

Teaching and Learning with Mobile Computing Devices: Case Study in K-12 Classrooms

Science.gov (United States)

Grant, Michael M.; Tamim, Suha; Brown, Dorian B.; Sweeney, Joseph P.; Ferguson, Fatima K.; Jones, Lakavious B.

2015-01-01

While ownership of mobile computing devices, such as cellphones, smartphones, and tablet computers, has been rapid, the adoption of these devices in K-12 classrooms has been measured. Some schools and individual teachers have integrated mobile devices to support teaching and learning. The purpose of this qualitative research was to describe the…

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.

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

High school drinking mediates the relationship between parental monitoring and college drinking: A longitudinal analysis

Directory of Open Access Journals (Sweden)

Vincent Kathryn B

2008-03-01

Full Text Available Abstract Background College drinking is a significant public health problem. Although parental monitoring and supervision reduces the risk for alcohol consumption among younger adolescents, few studies have investigated the impact of earlier parental monitoring on later college drinking. This study examined whether parental monitoring indirectly exerts a protective effect on college drinking by reducing high school alcohol consumption. Methods A longitudinal cohort of 1,253 male and female students, ages 17 to 19, attending a large, public, mid-Atlantic university was studied at two time points. First, data on high school parental monitoring and alcohol consumption were gathered via questionnaire during the summer prior to college entry. Second, during the first year of college, past-year alcohol consumption was measured via a personal interview. Multiple regression models tested the relationship between parental monitoring and past year alcohol use (i.e., number of drinks per drinking day. Results Holding constant demographics, SAT score, and religiosity, parental monitoring had a significant protective effect on both high school and college drinking level. However, the association between parental monitoring and college drinking level became non-significant once high school drinking level was held constant. Conclusion While parental monitoring did not directly influence college alcohol consumption, evidence for mediation was observed, whereby parental monitoring had an indirect influence on college drinking through reductions in high school drinking. Initiatives that promote effective parenting might be an important strategy to curb high-risk drinking among older adolescents. More research is needed to understand the nature and degree of parent-child communication that is necessary to extend the protective influence of parents into the college years.

Academic performance in high school as factor associated to academic performance in college

Directory of Open Access Journals (Sweden)

Mileidy Salcedo Barragán

2008-12-01

Full Text Available This study intends to find the relationship between academic performance in High School and College, focusing on Natural Sciences and Mathematics. It is a descriptive correlational study, and the variables were academic performance in High School, performance indicators and educational history. The correlations between variables were established with Spearman’s correlation coefficient. Results suggest that there is a positive relationship between academic performance in High School and Educational History, and a very weak relationship between performance in Science and Mathematics in High School and performance in College.

Predicting Success in College Mathematics from High School Mathematics Preparation

OpenAIRE

Shepley, Richard A.

1983-01-01

The purpose of this study was to develop a model to predict the college mathematics courses a freshman could expect to pass by considering their high school mathematics preparation. The high school information that was used consisted of the student's sex, the student's grade point average in mathematics, the highest level of high school mathematics courses taken, and the number of mathematics courses taken in high school. The high school sample was drawn from graduated Seniors in the State...

(Re)Defining the Filipino: Notions of Citizenship in the New K+12 Curriculum

Science.gov (United States)

de los Reyes, Elizer Jay

2013-01-01

In June 2012, the Philippine government implemented what it called the K+12 Curriculum which reformed its basic education system by adding two more years of schooling to the then existing 10-year structure. Complicated by the long experience and participation of the Filipinos in the diaspora, the constantly lingering thought of leaving for greener…

Research support by doctoral-granting colleges/schools of nursing.

Science.gov (United States)

Yoon, Saun-Joo Lee; Wolfe, Sandra; Yucha, Carolyn B; Tsai, Peishan

2002-01-01

Colleges and schools of nursing with doctoral programs focus on developing quality research programs. One effective way of managing and nurturing a research program is through the implementation of a nursing research office or center. The purpose of this study is to describe the resources provided by the colleges/schools of nursing with doctoral programs for research development. A self-report questionnaire, developed by the research team, was mailed to all schools of nursing offering doctoral programs. The response rate was 79 per cent (65/82 schools). Results indicated that 56 schools (86.2 per cent) have designated research support offices. The main goals of nursing research offices are to increase the amount of extramural funding and to promote dissemination of scholarly work via publications and presentations. The majority of research offices provide assistance with grants and the research process and offer educational programs. Most doctoral-granting schools are providing some support for research activities. However, the degree of investment in research support varied widely among the responding schools. This study suggests that it takes both time and institutional commitment to build a successful research environment. Although necessary for research development, support services are not sufficient by themselves. Instead, they need to be considered in the light of individual (e.g., faculty interest and motivation) and group (e.g., culture of scholarship) factors within each school. Copyright 2002 by W.B. Saunders Company

Predicting Freshman Grade Point Average From College Admissions Test Scores and State High School Test Scores

Directory of Open Access Journals (Sweden)

Daniel Koretz

2016-09-01

Full Text Available The current focus on assessing “college and career readiness” raises an empirical question: How do high school tests compare with college admissions tests in predicting performance in college? We explored this using data from the City University of New York and public colleges in Kentucky. These two systems differ in the choice of college admissions test, the stakes for students on the high school test, and demographics. We predicted freshman grade point average (FGPA from high school GPA and both college admissions and high school tests in mathematics and English. In both systems, the choice of tests had only trivial effects on the aggregate prediction of FGPA. Adding either test to an equation that included the other had only trivial effects on prediction. Although the findings suggest that the choice of test might advantage or disadvantage different students, it had no substantial effect on the over- and underprediction of FGPA for students classified by race-ethnicity or poverty.

An examination of Indiana Early College High School students who attended Purdue University between 2006 and 2015

OpenAIRE

Kirkham, Lisa P

2016-01-01

Early College High Schools (ECHS) are an educational intervention designed to promote rigor in high school education along with increased post-secondary access and success for disadvantaged students. Based on evidence, the Early College High School program is effective at helping students who traditionally are not in college-bound tracks find their way into that path. ECHSs provide a comprehensive, rigorous high school experience allowing students to earn an associate’s degree along with the ...

Gender and Participation in High School and College Instrumental Jazz Ensembles

Science.gov (United States)

McKeage, Kathleen M.

2004-01-01

This study is an examination of the relationship between gender and participation in high school and college instrumental jazz ensembles. Student demographic and attitudinal information was collected using the researcher-designed Instrumental Jazz Participation Survey (IJPS). Undergraduate college band students (N = 628) representing 15 programs…

Using the van Hiele K-12 Geometry Learning Theory to Modify Engineering Mechanics Instruction

Science.gov (United States)

Sharp, Janet M.; Zachary, Loren W.

2004-01-01

Engineering students use spatial thinking when examining diagrams or models to study structure design. It is expected that most engineering students have solidified spatial thinking skills during K-12 schooling. However, according to what we know about geometry learning and teaching, spatial thinking probably needs to be explicitly taught within…

How Well Does High School Grade Point Average Predict College Performance by Student Urbanicity and Timing of College Entry? REL 2017-250

Science.gov (United States)

Hodara, Michelle; Lewis, Karyn

2017-01-01

This report is a companion to a study that found that high school grade point average was a stronger predictor of performance in college-level English and math than were standardized exam scores among first-time students at the University of Alaska who enrolled directly in college-level courses. This report examines how well high school grade…

Self-Study Report for Candidacy. Prepared by Mennonite College of Nursing for the North Central Association of Colleges and Schools.

Science.gov (United States)

Mennonite Coll. of Nursing, Bloomington, IN.

A self-evaluation report by the Mennonite College of Nursing, which is applying for candidacy status with the North Central Association of Colleges and Schools, is presented. Information is provided on the evolution of the program and the program evaluation process, as well as strengths and concerns of the college and plans for further…

College students and use of K2: an emerging drug of abuse in young persons.

Science.gov (United States)

Hu, Xingdi; Primack, Brian A; Barnett, Tracey E; Cook, Robert L

2011-07-11

K2 or "spice" has emerged as a popular legal alternative to marijuana among adolescents and young adults. However, no data has been published assessing prevalence of and associations with ever K2 use in any population. This study's aims were to examine prevalence of ever K2 use among a sample of college students, to determine characteristics of persons who use K2, and to access the association between K2 and other drug use. Ever use of K2 was reported by 69 (8%) of the sample of 852 college students. Response rate was 36%. Bivariate and multivariate analyses assessed whether sociodemographic characteristics and other drug use were associated with ever use of K2. Ever use of K2 was reported by 69 (8%) of the sample. Among these 69 individuals, 61 (88%) had used a cigarette and 25 (36%) had used a hookah to smoke K2. In multivariate analyses, K2 use was more common in males (vs. females, adjusted Odds Ratio (aOR)=2.0, 95% Confidence Interval (CI)=1.2-3.5, p=0.01) and 1st or 2nd year college students (vs. 3rd year or above, aOR=2.4, 95% CI=1.2-5.0, p=0.02). Ever use of K2 in this sample was higher than ever use of many other drugs of abuse that are commonly monitored in adolescents and young adults. Although DEA had banned five synthetic cannabinoids recently, clinicians and public health officials concerned with substance abuse in youth should be aware of and monitor the use of this drug in college students over time. © 2011 Hu et al; licensee BioMed Central Ltd.

College students and use of K2: an emerging drug of abuse in young persons

Directory of Open Access Journals (Sweden)

Barnett Tracey E

2011-07-01

Full Text Available Abstract Background K2 or "spice" has emerged as a popular legal alternative to marijuana among adolescents and young adults. However, no data has been published assessing prevalence of and associations with ever K2 use in any population. This study's aims were to examine prevalence of ever K2 use among a sample of college students, to determine characteristics of persons who use K2, and to access the association between K2 and other drug use. Findings Ever use of K2 was reported by 69 (8% of the sample of 852 college students. Response rate was 36%. Bivariate and multivariate analyses assessed whether sociodemographic characteristics and other drug use were associated with ever use of K2. Ever use of K2 was reported by 69 (8% of the sample. Among these 69 individuals, 61 (88% had used a cigarette and 25 (36% had used a hookah to smoke K2. In multivariate analyses, K2 use was more common in males (vs. females, adjusted Odds Ratio (aOR = 2.0, 95% Confidence Interval (CI = 1.2-3.5, p = 0.01 and 1st or 2nd year college students (vs. 3rd year or above, aOR = 2.4, 95% CI = 1.2-5.0, p = 0.02. Conclusions Ever use of K2 in this sample was higher than ever use of many other drugs of abuse that are commonly monitored in adolescents and young adults. Although DEA had banned five synthetic cannabinoids recently, clinicians and public health officials concerned with substance abuse in youth should be aware of and monitor the use of this drug in college students over time.

The pipeline of physiology courses in community colleges: to university, medical school, and beyond.

Science.gov (United States)

McFarland, Jenny; Pape-Lindstrom, Pamela

2016-12-01

Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges. Copyright © 2016 The American Physiological Society.

How High School Students Construct Decision-Making Strategies for Choosing Colleges

Science.gov (United States)

Govan, George V.; Patrick, Sondra; Yen, Cherng-Jyn

2006-01-01

This study examined how high school seniors construct decision-making strategies for choosing a college to attend. To comprehend their decision-making strategies, we chose to examine this process through the theoretical lens of bounded rationality, which brings to light the complexity in constructing a college choice decision-making strategy…

Predicting Community College Outcomes: Does High School CTE Participation Have a Significant Effect?

Science.gov (United States)

Dietrich, Cecile; Lichtenberger, Eric; Kamalludeen, Rosemaliza

2016-01-01

This study explored the relative importance of participation in high school career and technical education (CTE) programs in predicting community college outcomes. A hierarchical generalized linear model (HGLM) was used to predict community college outcome attainment among a random sample of direct community college entrants. Results show that…

Instructional Experiences That Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus

Science.gov (United States)

Wade, Carol H.; Sonnert, Gerhard; Sadler, Philip M.; Hazari, Zahra

2017-01-01

Using data from the first National study on high school preparation for college calculus success, the Factors Influencing College Success in Mathematics (FICSMath) project, this article connects student high school instructional experiences to college calculus performance. The findings reported here reveal that students were better prepared for…

Core to College Evaluation: Statewide Networks. Connecting Education Systems and Stakeholders to Support College Readiness

Science.gov (United States)

Bracco, Kathy Reeves; Klarin, Becca; Broek, Marie; Austin, Kim; Finkelstein, Neal; Bugler, Daniel; Mundry, Susan

2014-01-01

The Core to College initiative aims to facilitate greater coordination between K-12 and postsecondary education systems around implementation of the Common Core State Standards and aligned assessments. Core to College grants have been awarded to teams in Colorado, Florida, Hawaii, Kentucky, Louisiana, Massachusetts, North Carolina, Oregon,…

Leading Change: College-School Collaboration to Assimilate New Administrative Software for an Arab High School in Israel

Science.gov (United States)

Arar, Khalid

2016-01-01

The study traced the assimilation of new administrative software in an Arab school, assisted by collaboration between the school and an Arab academic teacher-training college in Israel. The research used a mixed-method paradigm. A questionnaire consisting of 81 items was administered to 55 of the school's teachers in two stages to elicit their…

Medicinal Plant Research Group, School of Pharmacy, College of ...

African Journals Online (AJOL)

Medicinal Plant Research Group, School of Pharmacy, College of Health Sciences, University of Nairobi,. P.O. Box 19676-00202, ... of plant used, the dosage form and procedures for preparation and ... by thermal gravimetric methods. In finely.

Into the pressure cooker: Student stress in college preparatory high schools.

Science.gov (United States)

Feld, Lauren D; Shusterman, Anna

2015-06-01

The goals of this study were to (1) measure psychological, physiological, and behavioral indicators of stress, (2) assess the relationship between stress and student attitudes, and (3) explore coping behaviors in response to stress, among a sample of students in two academically high-achieving environments. Three hundred thirty-three students in grades 9 through 12 from two college-preparatory high schools completed a cross-sectional online survey that included the Students' Life Satisfaction Scale, School Attitude Assessment Questionnaire-Revised, and assessments for stress-related indicators, including eating, sleeping and exercise, and strategies they utilized for coping with stress. Students reported a high prevalence of physical and psychological correlates of stress, and related unhealthy behaviors such as widespread and chronic sleep deprivation and rushed meals. The results suggest areas to focus attention for identifying and addressing maladaptive responses to stress among high-achieving student populations. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Medical Spanish in U.S. Colleges and Schools of Pharmacy

Directory of Open Access Journals (Sweden)

Geoffrey A Mospan

2016-09-01

Full Text Available Objective: To determine characteristics of Medical Spanish education provided to pharmacy students in schools and colleges of pharmacy in the United States. Methods: A survey of U.S. pharmacy schools and colleges was performed to determine availability of Medical Spanish in pharmacy curriculum, course(s containing Medical Spanish education, and characteristics of Medical Spanish courses. Additional follow-up questions were asked if a school did not offer Medical Spanish. Results: 61 out of 138 institutions completed the survey (response rate = 44%. 36% (22/61 of respondents reported Medical Spanish education was offered in their curriculum. The most common barrier to offering a Medical Spanish course included a lack of personnel to teach the course (n=21, 54% or no room in the curriculum (n=15, 38%. Conclusion: While there is a limited number of institutions that provide Medical Spanish education to their pharmacy students, results of this survey provide a basic description of Medical Spanish education in schools and colleges of pharmacy in the United States. Data obtained from this survey can be used to refine or initiate Medical Spanish courses, including the teaching and assessment methods used. Conflict of Interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received, employment, gifts, stock holdings or options, honoraria, consultancies, expert testimony, patents and royalties   Type: Original Research

Risk behaviors related to inter-personal violence among school and college-going adolescents in south Delhi

Directory of Open Access Journals (Sweden)

Sharma Rahul

2008-01-01

Full Text Available Background: Injuries are a major cause of death and disability among the adolescents in the world. Objective: To study risk behavior related to interpersonal violence amongst school- and college-going adolescents in South Delhi and its epidemiological correlates. Study Design: Cross-sectional study. Setting: Three schools and two colleges in South Delhi. Participants: Five hundred and fifty adolescents aged 14-19 years. Statistical Analysis: Proportions, Chi-square test, multivariate logistic regression. Results: Among the study participants, 65 (11.8% reported having carried a weapon in past 30 days. Seventy-four (13.5% respondents had threatened or injured someone with a weapon in past 12 months. Almost one in every two boys (49.1% reported being involved in a physical fight in past 12 months. Involvement in interpersonal violence was found to be significantly more amongst males than females. Adolescents who were working part time were more likely to be ′at risk′ (67.5% than those not working (48.5%. In logistic regression analysis, the significant correlates of interpersonal violence were male gender, lower age, number of close friends, having seen role models smoke/drink, and residing in resettlement colonies, slums or villages. The findings regarding violence-related behaviors among adolescents are remarkably similar to those in other countries.

What Do K-12 Teachers Think about Including Student Surveys in Their Performance Ratings?

Science.gov (United States)

Dretzke, Beverly J.; Sheldon, Timothy D.; Lim, Alicia

2015-01-01

This study investigated K-12 teachers' opinions about the use of student surveys as a component of a teacher evaluation system. Surveys were administered to teachers at the beginning of the school year and again in the spring. Analyses of teachers' responses on the fall survey indicated tentative support for the inclusion of student feedback in…

Middle School Learning, Academic Emotions and Engagement as Precursors to College Attendance

Science.gov (United States)

San Pedro, Maria Ofelia Clarissa Z.

2016-01-01

This dissertation research focuses on assessing student behavior, academic emotions, and knowledge within a middle school online learning environment, and analyzing potential effects on students' interests and choices related to decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to…

Navigating the transition to college: First-generation undergraduates negotiate identities and search for success in STEM and non-STEM fields

Science.gov (United States)

Mussey, Season Shelly

2009-12-01

Historically, racial and ethnic minority students from low income backgrounds have faced unequal access to colleges and universities. Recently, both K-12 and higher education institutions, specifically the University of California, in response to Proposition 209, have made efforts to increase access and opportunities for all students. Similarly, female minority students are underrepresented in selected science, technology, engineering and math (STEM) majors and careers. Using a qualitative research design, this study investigates how first generation, low income, underrepresented minority students who graduated from an innovative college preparatory high school enact coping strategies that they were explicitly taught to achieve success within the context of university science and math courses. The presence of a unique, college-prep high school on the campus of UC San Diego, which accepts exclusively low-income students through a randomized lottery system, creates an unusual opportunity to study the transition from high school to college for this population, a cohort of underrepresented students who were taught similar academic coping strategies for success in college. This study aims to understand how students develop their college-going, academic identities within the context of their colleges and universities. Furthermore, this study intends to understand the phenomenon of "transition to college" as a lived experience of first-generation, low income, minority students, who all share a similar college preparatory, high school background. The main research questions are: (1) How do underrepresented students experience the transition from a college preparatory high school to college? (2) How are students developing their college-going, academic identities in the context of their educational institutions? and (3) What factors support or constrain student participation and success in college science courses? Twenty-eight students participated in this study. Based on

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…

Launching Early College Districtwide: Pharr-San Juan-Alamo's "College for All" Strategy

Science.gov (United States)

Le, Cecilia

2012-01-01

Across the nation, early college schools are creating a path to college success for young people underrepresented in higher education. For a decade, these innovative public schools blending high school and college have proven that, with the right support, all high school students can tackle college work. Now, a Texas school district near the…

Analyzing Content about the Federal Budget, National Debt, and Budget Deficit in High School and College-Level Economics Textbooks

Science.gov (United States)

Marri, Anand R.; Gaudelli, William; Cohen, Aviv; Siegel, Brad; Wylie, Scott; Crocco, Margaret S.; Grolnick, Maureen

2012-01-01

This study sought to identify content on the federal budget, national debt, and budget deficit in the 12 most commonly used high school and college-level economics textbooks. Our systematic review of these sources leads to two key findings: (1) Textbooks are similar in how they represent fiscal policy yet treat the federal budget, deficit, and…

Nucleoli in human early erythroblasts (K2, K1, K1/2 cells).

Science.gov (United States)

Smetana, K; Jirásková, I; Klamová, H

2005-01-01

Human early erythroid precursors classified according to the nuclear size were studied to provide information on nucleoli in these cells using simple cytochemical procedures for demonstration of RNA and proteins of silver-stained nucleolar organizers. K2 cells with nuclear diameter larger than 13 microm and K1 cells with nuclear diameter larger than 9 microm corresponding to proerythroblasts and macroblasts (large basophilic erythroblasts) mostly possessed large irregularly shaped nucleoli with multiple fibrillar centres representing "active nucleoli". K1/2 cells with nuclear diameter smaller than 9 microm corresponding to small basophilic erythroblasts were usually characterized by the presence of micronucleoli representing "inactive nucleolar types". On the other hand, a few K1/2 cells contained large nucleoli with multiple fibrillar centres similar to those present in K2 cells and thus appeared as "microproerythroblasts". The nucleolar asynchrony expressed by the presence of large irregularly shaped nucleoli with multiple nucleoli (active nucleoli) and ring-shaped nucleoli (resting nucleoli) in one and the same nucleus of K2 or K1 cells was not exceptional and might reflect a larger resistance of these cells to negative factors influencing the erythropoiesis. The intranucleolar translocation of silver-stained nucleolus organized regions was noted in K2 cells and might indicate the premature aging of these cells without further differentiation. More studies, however, are required in this direction.

Social interactions and college enrollment: A combined school fixed effects/instrumental variables approach.

Science.gov (United States)

Fletcher, Jason M

2015-07-01

This paper provides some of the first evidence of peer effects in college enrollment decisions. There are several empirical challenges in assessing the influences of peers in this context, including the endogeneity of high school, shared group-level unobservables, and identifying policy-relevant parameters of social interactions models. This paper addresses these issues by using an instrumental variables/fixed effects approach that compares students in the same school but different grade-levels who are thus exposed to different sets of classmates. In particular, plausibly exogenous variation in peers' parents' college expectations are used as an instrument for peers' college choices. Preferred specifications indicate that increasing a student's exposure to college-going peers by ten percentage points is predicted to raise the student's probability of enrolling in college by 4 percentage points. This effect is roughly half the magnitude of growing up in a household with married parents (vs. an unmarried household). Copyright © 2015 Elsevier Inc. All rights reserved.

The SOURCE Demonstration Project: Helping Disadvantaged High School Students Enroll in College

Science.gov (United States)

Bos, Johannes; Berman, Jacqueline

2009-01-01

The primary research question for this project was whether a streamlined, relatively inexpensive, counseling-based program that assists low-income high school students with the college and financial application processes can significantly increase college enrollment rates. The intervention was designed to test the hypothesis that lack of…

Beyond Concern: K-12 Faculty and Staff's Perspectives on Privacy Topics and Cybersafety

Science.gov (United States)

Hipsky, Shellie; Younes, Wiam

2015-01-01

In a time when discussions about information privacy dominate the media, research on Cybersafety education reveals that K-12 teachers and staff are concerned about information privacy in schools and they seek to learn more about the protection of their students' and own personal information online. Privacy topics are typically introduced to the…

Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle

Science.gov (United States)

2015-08-03

AND SUBTITLE Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle...Center program to be able to expose Science Technology, Engineering and Mathematics (STEM) space-inspired science centers for DC Metro beltway schools

Aligning High School and College Instruction: Preparing Students for Success in College Level Mathematics

Science.gov (United States)

Alexander, Julie

2013-01-01

Across the United States, students are entering college with a need for improvement in basic mathematics and communication skills. In 2008, the Florida Legislature passed Senate Bill 1908 which changed the expectations for the senior year of high school for many students. Students who score within certain levels on the mandatory high school…

The interactive impacts of high school gay-straight alliances (GSAs) on college student attitudes toward LGBT individuals: an investigation of high school characteristics.

Science.gov (United States)

Worthen, Meredith G F

2014-01-01

Although gay-straight alliances (GSAs) are becoming more popular in high schools across the U.S., empirical studies investigating GSAs and their impact are sparse. Utilizing a sample of college students drawn from a large Southern university (N = 805; 78% White; 61% female; average age 22), the current study investigates the ways that the presence of high school GSAs affect college student attitudes toward LGBT individuals and how these relationships may vary by high school GSA location (South vs. non-South), town type (rural/small town, suburban, large city), and high school student population size. Overall, results from the current study show that the presence of a GSA in high school is a robust positive predictor of supportive attitudes toward LGBT individuals, even when considering many control variables. Such results suggest that the presence of GSAs in high schools may have significant positive and potentially long-lasting effects on college students' attitudes toward LGBT individuals.

Survey of college climates at all 28 US colleges and schools of veterinary medicine: preliminary findings.

Science.gov (United States)

Greenhill, Lisa M; Carmichael, K Paige

2014-01-01

In April 2011, a nationwide survey of all 28 US veterinary schools was conducted to determine the comfort level (college climate) of veterinary medical students with people from whom they are different. The original hypothesis was that some historically underrepresented students, especially those who may exhibit differences from the predominant race, ethnicity, religion, gender, or sexual orientation, experience a less welcoming college climate. Nearly half of all US students responded to the survey, allowing investigators to make conclusions from the resulting data at a 99% CI with an error rate of less than 2% using Fowler's sample-size formula. Valuable information was captured despite a few study limitations, such as occasional spurious data reporting and little ability to respond in an open-ended manner (most questions had a finite number of allowed responses). The data suggest that while overall the majority of the student population is comfortable in American colleges, some individuals who are underrepresented in veterinary medicine (URVM) may not feel the same level of acceptance or inclusivity on veterinary school campuses. Further examination of these data sets may explain some of the unacceptably lower retention rates of some of these URVM students on campuses.

A Comparison of the Number of Hours of Sleep in High School Students Who Took Advanced Placement and/or College Courses and Those Who Did Not

Science.gov (United States)

Jin, Qiushuang; Shi, Qian

2008-01-01

This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high…

K-12 Online Teacher Beliefs: Relationships among Intelligence, Confidence, Teacher-Student Interactions, and Student Outcomes

Science.gov (United States)

Vander Ploeg, Guadalupe

2012-01-01

The vigorous expansion of online learning in K-12 education is a recent change to the conceptualization of schooling that has been occurring for more than 10 years. However, methods used for recruiting, hiring, and preparing online teachers have not been altered beyond the current federal standard defined by No Child Left Behind of Highly…

High School and Community College Astronomy Research Seminar

Science.gov (United States)

Genet, Russell M.; Boyce, Pat; Buchheim, Robert; Collins, Dwight; Freed, Rachel; Harshaw, Richard; Johnson, Jolyon; Kenney, John; Wallen, Vera

2016-06-01

For the past decade, Cuesta College has held an Astronomy Research Seminar. Teams of high school and community college students, with guidance from instructors and advanced amateur astronomers, have made astronomical observations, reduced their data, and submitted their research results to appropriate journals. A variety of projects, using modest-aperture telescopes equipped with low-cost instruments, are within reach of motivated students. These include double star astrometry, variable star photometry, and exoplanet transit timing. Advanced scientific knowledge and mastery of sophisticated experimental skills are not required when the students are immersed within a supportive community of practice. The seminar features self-paced, online learning units, an online textbook (the Small Telescope Astronomical Research Handbook), and a supportive website sponsored by the Institute for Student Astronomical Research (www.In4StAR.org). There are no prerequisites for the seminar. This encourages everyone—including underrepresented minorities and persons with disabilities—to participate. Each participant contributes as their time, talents, and experience dictates, thus replicating the modern, professional research team. Our spring 2015 seminar was the largest yet. Volunteer assistant instructors provided local in-person leadership, while the entire seminar met online for PowerPoint presentations on proposed projects and final research results. Some 37 students from eight schools finished the seminar as coauthors of 19 papers published in the January 2016 volume of the Journal of Double Star Observations. Robotic telescopes devoted to student research are coming online at both Concordia University and the Boyce Astronomical Robotic Observatory, as is a central online sever that will provide students with uniform, cost-free reduction and analysis software. The seminar has motivated many of its graduates to pursue careers in science, engineering, and medicine, often with

Initial Assessment for K-12 English Language Support in Six Countries: Revisiting the Validity-Reliability Paradox

Science.gov (United States)

Sinclair, Jeanne; Lau, Clarissa

2018-01-01

It is common practice for K-12 schools to assess multilingual students' language proficiency to determine language support program placement. Because such programs can provide essential scaffolding, the policies guiding these assessments merit careful consideration. It is well accepted that quality assessments must be valid (representative of the…

Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching

Directory of Open Access Journals (Sweden)

Josiane Gisela Franken

2014-09-01

Full Text Available This article focuses on dance teaching in K-12 basic education from a reflection about the relevant adoption of elements from post 1950’s artistic movement on dancing creative processes in a dialogue with authors as Hassan (1985, Silva (2005, and Rengel (2008. On this perspective, changes on dance teaching and learning practical attitudes are considered, resulting from postmodern dance transformations, such as: the reformulation of body concept, the conception of dance as a democratic, collective, and creative process and the progressively narrowed bounds between school artistic approaches and art forms developed outside of the school environment

The Importance and Implementation of Eight Components of College and Career Readiness Counseling in School Counselor Education Programs

Science.gov (United States)

Perusse, Rachelle; Poynton, Timothy A.; Parzych, Jennifer L.; Goodnough, Gary E.

2015-01-01

School counselor education program administrators (N = 131) responded to an online questionnaire where the importance and extent of implementation of The College Board's National Office of School Counselor Advocacy (NOSCA) Eight Components of College and Career Readiness in their school counselor education program were assessed. The mean…

School Search and Seizure Law: A Guideline for K-12 Administrators

Science.gov (United States)

Frandsen, Scott

2010-01-01

In an effort to safeguard the learning environment, school administrators generally rely on district or local school guidelines and professional judgment. With new technology, the proliferation of drug use, and increased school violence, schools have become a complex environment to manage for both system and local leadership. Administrators are…

Parental Involvement in Middle School Predicting College Attendance for First-Generation Students

Science.gov (United States)

Bui, Khanh; Rush, Ryan A.

2016-01-01

Using data from the National Education Longitudinal Study, this report examined the relationship between parental involvement in eighth grade and college attendance by eight years after high school for students whose parents have no college education (i.e., first-generation students; n = 1,358) in comparison to students whose parents have some…

High School Pedagogy: The Influence of High School In-class Activities and Events On Introductory College Physics Success

OpenAIRE

Carter, Brooke

2014-01-01

This study explores how students’ grades in introductory college physics are influenced by the pedagogy used in their high school physics classes. The success of college science professors is often judged on the basis of the success of their students. This disregards the 18+ years of experiences with which students come into their physics classroom. This study aims to answer the question of what pedagogy best prepares students for introductory college physics. This quantitative study analyzes...

Engaging Rural Appalachian High School Girls in College Science Laboratories to Foster STEM-Related Career Interest

Directory of Open Access Journals (Sweden)

Karen Louise Kelly

2015-11-01

Full Text Available Setting students on a path to success in careers in science is a challenge in poor rural Appalachian public schools. Students face many socioeconomic obstacles. Their teachers are also limited by many factors including inadequate facilities, under-funding, geographical isolation of the schools, and state-testing constraints. Additionally, students and teachers lack the availability of outside science educational opportunities. In an effort to address this situation, 24 academically strong high school junior girls and their teachers from the Carter County School System in rural east Tennessee were invited for a laboratory day at Milligan College, a small liberal arts college in the heart of the county. Science faculty, female science majors, and admissions staff volunteered in service to the project. The event included three laboratory sessions, lunch in the college cafeteria, and campus tours. This successful example, as evidenced by positive evaluations by the invited girls and their teachers, of educational outreach by a local, small liberal arts college to a rural county school system provides a model for establishing a relationship between higher education institutions and these underprivileged schools, with the intention of drawing more of these poor, rural Appalachian students, particularly girls, into a science, technology, engineering, and mathematics (STEM career path.

Not Driven by High-Stakes Tests: Exploring Science Assessment and College Readiness of Students from an Urban Portfolio Community High School

Science.gov (United States)

Fleshman, Robin Earle

This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework, laboratory work, and assessment? (3) Are portfolio community high school students of color college ready? Is there a relationship between students' science and mathematics performance and college readiness? The overarching objectives of the study are to learn, understand, and describe an urban portfolio community high school as it relates to science assessment and college readiness; to understand how the administration, teachers, and alumni perceive the use of portfolios in science learning and assessment; and to understand how alumni view their preparation and readiness for college and college science coursework, laboratory work, and assessments. The theoretical framework of this study encompasses four theories: critical theory, contextual assessment, self-regulated learning, and ethic of care. Because the urban high school studied partnered with a community-based organization (CBO), it identifies as a community school. Therefore, I provide context regarding the concept, culture, and services of community schools. Case study is the research design I used to explore in-depth this urban portfolio community high school, which involved mixed methods for data collection and analysis. In total, six alumni/current college students, five school members (administrators and teachers), and three CBO members (administrators, including myself) participated in the study. In addition to school artefacts and student portfolios collected, classroom and portfolio panel presentation observations and 13 semi-structured interviews were conducted to understand the portfolio-based approach as it pertains to science learning and assessment and college

Explaining Gaps in Readiness for College-Level Math: The Role of High School Courses

Science.gov (United States)

Long, Mark C.; Iatarola, Patrice; Conger, Dylan

2009-01-01

Despite increased requirements for high school graduation, almost one-third of the nation's college freshmen are unprepared for college-level math. The need for remediation is particularly high among students who are low income, Hispanic, and black. Female students are also less likely than males to be ready for college-level math. This article…

First-Year College Students with ADHD And/or LD: Differences in Engagement, Positive Core Self-Evaluation, School Preparation, and College Expectations

Science.gov (United States)

DuPaul, George J.; Pinho, Trevor D.; Pollack, Brittany L.; Gormley, Matthew J.; Laracy, Seth D.

2017-01-01

Students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD) experience significant challenges in making the transition from high school to college. This study examined the ways first-year college students with ADHD, LD, ADHD+LD, and comparison peers differ in engagement, core self-evaluation, high school…

Perceptions and Experiences of K-12 Educational Leaders in Response to the 27 April 2011 Tornadoes

Science.gov (United States)

Bishop, William E.; Fifolt, Matthew; Peters, Gary B.; Gurley, D. Keith; Collins, Loucrecia

2015-01-01

The purpose of this phenomenological study was to capture first-hand accounts of K-12 educational leaders whose school districts were directly affected by the deadly 27 April 2011 tornadoes in rural Alabama, USA. This study was framed by the literature base of leadership; specifically crisis leadership and resilience theory. Findings are organised…

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…

Effects of a Haptic Augmented Simulation on K-12 Students' Achievement and Their Attitudes Towards Physics

Science.gov (United States)

Civelek, Turhan; Ucar, Erdem; Ustunel, Hakan; Aydin, Mehmet Kemal

2014-01-01

The current research aims to explore the effects of a haptic augmented simulation on students' achievement and their attitudes towards Physics in an immersive virtual reality environment (VRE). A quasi-experimental post-test design was employed utilizing experiment and control groups. The participants were 215 students from a K-12 school in…

The Delicate Balance between Research, Teaching and Outreach: A Case Study of Physicists in K-12 Education

Science.gov (United States)

Leslie-Pelecky, Diandra

2003-04-01

Recent calls from a variety of sectors including some funding agencies and professional societies encourage physicists to take a more active interest in the education of K-12 students and their teachers. Although there are a broad range of possible activities, finding time to participate is always a challenge for the researcher. How does the busy physicist ensure that the time devoted to education or outreach activities produces meaningful results without adversely affecting his or her research program? Project Fulcrum, a NSF-funded program that teams science and math graduate students at the University of Nebraska-Lincoln with 4th -8th grade teachers in the Lincoln Public Schools, presents a case study of how research scientists can be meaningfully involved with K-12 education. Project Fulcrum's preliminary results indicate that the impact scientists have in the classroom goes far beyond providing expertise in physics, and turns out to be very different than originally anticipated. There are a wide variety of models for involvement in education and outreach that cover a broad span of time and energy commitments. Careful project choice, establishing administrative infrastructure, collaborating with other departments and colleges, and involving colleagues can optimize the impact-made-to-time-spent ratio. Challenges such as project evaluation, overcoming the negative attitudes of some physicists towards anything not related to research, and ensuring that participants get appropriate credit for their efforts will also be discussed. The conclusion will address the personal and professional rewards of involvement in education and outreach. This work is funded by the National Science Foundation (NSF-DGE0086358). The author wishes to acknowledge the contributions of co-PIs G. Buck, S. Kirby, R. Kirby and P. Dussault, and all of the Project Fulcrum Fellows and Teachers.

Global Experiential and Didactic Education Opportunities at US Colleges and Schools of Pharmacy.

Science.gov (United States)

Steeb, David R; Overman, Robert A; Sleath, Betsy L; Joyner, Pamela U

2016-02-25

To assess the characteristics of global experiential and didactic education offerings in the pharmacy curricula. A 2-stage web-based review of US colleges and schools of pharmacy identified country locations of international advanced pharmacy practice experiences (APPE), globally focused didactic courses, and whether these offerings were interprofessional. Schools were contacted to confirm their offerings and were asked about student participation and demand. Sixty-four percent of responding schools confirmed an international APPE offering in 67 different countries with an average graduating class participation of 6.1%. Forty-seven percent of responding schools confirmed a globally focused course offering with an average graduating class participation of 13.1%. Almost two thirds of international APPEs and a majority of courses were designated as interprofessional. Student demand did not outweigh supply for either. Colleges and schools of pharmacy in the United States are continuing to develop global education opportunities for students in the classroom and throughout the world.

School Maladjustment and External Locus of Control Predict the Daytime Sleepiness of College Students With ADHD.

Science.gov (United States)

Langberg, Joshua M; Dvorsky, Melissa R; Becker, Stephen P; Molitor, Stephen J

2016-09-01

The primary aim of this study was to evaluate whether school maladjustment longitudinally predicts the daytime sleepiness of college students with ADHD above and beyond symptoms of ADHD and to determine whether internalizing dimensions mediate the relationship between maladjustment and sleepiness. A prospective longitudinal study of 59 college students comprehensively diagnosed with ADHD who completed ratings at the beginning, middle, and end of the school year. School maladjustment at the beginning of the year significantly predicted daytime sleepiness at the end of the year above and beyond symptoms of ADHD. Locus of control mediated the relationship between maladjustment and daytime sleepiness. The significant school maladjustment difficulties that students with ADHD experience following the transition to college may lead to the development of problems with daytime sleepiness, particularly for those students with high external locus of control. This pattern is likely reciprocal, whereby sleep problems in turn result in greater school impairment, reinforcing the idea that life events are outside of one's control. © The Author(s) 2014.

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…

Association between scores in high school, aptitude and achievement exams and early performance in health science college

Directory of Open Access Journals (Sweden)

Al-Alwan Ibrahim

2009-01-01

Full Text Available This retrospective study was carried out to assess the correlation between admi-ssion criteria to health science colleges, namely, final high school grade and Saudi National Apti-tude and Achievement exams, and early academic performance in these colleges. The study inclu-ded 91 male students studying in the two-year pre-professional program at the King Saud bin Abdulaziz University for Health Sciences (KSAU-HS, Riyadh, Saudi Arabia. Records of these students were used to extract relevant information and their academic performance (based on the grade point average achieved at the end of the first semester of the pre-professional program, which were analytically studied. Pearson correlation coefficient was used to assess the associa-tions between the different scores. SPSS statistical program (version 12.0 was used for data ana-lyses. We found a strong correlation between the academic performance and the Achievement Exam, Aptitude Exam and high school final grade, with Pearson Correlation Coefficients of 0.96, 0.93, 0.87, respectively. The Saudi National Achievement Exam showed the most significant correla-tion. Our results indicate that academic performance showed good correlation with the admission criteria used, namely final high school grade, Saudi National Aptitude and Achievement Exams.

Quasi-free K+ photo-production in 12C

International Nuclear Information System (INIS)

Maeda, K.; Yamazaki, H.; Asano, S.; Emura, T.; Endo, I.; Endo, S.; Ito, S.; Itoh, H.; Ifuku, K.; Konno, O.; Koike, M.; Maruyama, K.; Niki, K.; Niwa, K.; Okuno, H.; Sakaguchi, A.; Sasaki, T.; Suda, T.; Sumi, Y.; Takeya, M.; Terasawa, T.; Uchida, H.; Yamashita, H.; Yoshida, K.

1994-01-01

Quasi-free K + photo-production in the 12 C(γ,K + ) reaction has been investigated in a photon energy range of 0.7-1.1GeV. Differential cross sections for the quasi-free process of the 12 C(γ,K + ) reaction have been obtained and they are compared with a calculation of a quasi-free K + photo-production. The effective proton number Z eff =4.2±0.6 obtained from the experiment was in good agreement with a calculation of a semi-classical attenuation model. ((orig.))

The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Best Evidence Encyclopedia (BEE)

Science.gov (United States)

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

2011-01-01

The use of educational technology in K-12 classrooms has been gaining tremendous momentum across the country since the 1990s. Many school districts have been investing heavily in various types of technology, such as computers, mobile devices, internet access, and interactive whiteboards. Almost all public schools have access to the internet and…

Gender Gap: Are Boys Being Shortchanged in K-12 Schooling?

Science.gov (United States)

Whitmire, Richard; Bailey, Susan McGee

2010-01-01

Debates about gender and schooling have taken a surprising turn in the past decade. After years of concern that girls were being shortchanged in male-dominated schools, especially in math and science, there has grown a rising chorus of voices worrying about whether boys are the ones in peril. With young women making up close to 60 percent of…

State of Our Schools: America's K-12 Facilities 2016

Science.gov (United States)

Filardo, Mary

2016-01-01

School facilities have a direct impact on student learning, student and staff health, and school finances. But too many students attend school facilities that fall short of providing 21st century learning environments because essential maintenance and capital improvements are underfunded. In this report, the author compiled and analyzed the best…

Using immersive healthcare simulation for physiology education: initial experience in high school, college, and graduate school curricula.

Science.gov (United States)

Oriol, Nancy E; Hayden, Emily M; Joyal-Mowschenson, Julie; Muret-Wagstaff, Sharon; Faux, Russell; Gordon, James A

2011-09-01

In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and graduate school science class work. Our experience is based on work with hundreds of high school, college, and graduate students enrolled in traditional science classes in which mannequin simulators were used to teach physiological principles. Specific case scenarios were integrated into the curriculum as problem-solving exercises chosen to accentuate the basic science objectives of the course. This report also highlights the historic and theoretical basis for the use of mannequin simulators as an important physiology education tool and outlines how the authors' experience in healthcare education has been effectively translated to nonclinical student populations. Particular areas of focus include critical-thinking and problem-solving behaviors and student reflections on the impact of the teaching approach.

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.

Jump Start: International High School Students From Other Countries Earning Early U.S. College Credits

Science.gov (United States)

Hu, Jiayi; Hagedorn, Linda Serra

2015-01-01

This study analyzes data from one of the larger credit-based college transition programs for international students, the U.S. Bound College Credit Program or USBC2 Program (a pseudonym), mainly offered to high school students around the globe who are planning on attending American colleges or universities. Upon successful program completion, these…

Academic Motivation Scale: adaptation and psychometric analyses for high school and college students.

Science.gov (United States)

Stover, Juliana Beatriz; de la Iglesia, Guadalupe; Boubeta, Antonio Rial; Liporace, Mercedes Fernández

2012-01-01

The Academic Motivation Scale (AMS), supported in Self-Determination Theory, has been applied in recent decades as well in high school as in college education. Although several versions in Spanish are available, the underlying linguistic and cultural differences raise important issues when they are applied to Latin-American population. Consequently an adapted version of the AMS was developed, and its construct validity was analyzed in Argentine students. Results obtained on a sample that included 723 students from Buenos Aires (393 high school and 330 college students) verified adequate psychometric properties in this new version, solving some controversies regarded to its dimensionality.

Do differentials in the support and advice available at UK schools and colleges influence candidate performance in the medical school admissions interview? A survey of direct school leaver applicants to a UK medical school.

Science.gov (United States)

Lambe, Paul; Waters, Catherine; Bristow, David

2013-09-01

To our knowledge, nothing is known about whether differentials in support and advice during preparation for the interview influence candidate performance and thereby contribute to bias in selection for medical school. To assess if differences in advice and support with preparation for the medical school admissions interview given type of school last attended influence interview score achieved by direct school leaver applicants to study on an undergraduate UK medical degree course. Confidential self-completed on-line questionnaire survey. Interview performance was positively related to whether a teacher, tutor or career advisors at the School or College last attended had advised a respondent to prepare for the interview, had advised about the various styles of medical interview used and the types of questions asked, and what resources were available to help in preparation. Respondents from Private/Independent schools were more likely than those from State schools to have received such advice and support. Differentials in access to advice on and support with preparation for the medical school interview may advantage some candidates over others. This inequity would likely be ameliorated by the provision of an authoritative and comprehensive guide to applying to medical school outlining admission requirements and the preparation strategy applicants should use in order to best meet those requirements. The guide could be disseminated to the Principals of all UK schools and colleges and freely available electronic versions signposted in medical school prospectuses and the course descriptor on the Universities and Colleges Admissions Service.

Understanding College-Student Roles: Perspectives of Participants in a High School/Community College Dual-Enrollment Program

Science.gov (United States)

Lile, Joy R.; Ottusch, Timothy M.; Jones, Terese; Richards, Leslie N.

2018-01-01

Dual-enrollment programs have been proposed as a useful way to ease students' transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity…

K-12 Phenology Lessons for the Phenocam Project

Science.gov (United States)

Bennett, K. F.

2013-12-01

Phenology is defined as periodic [or annual] life cycles of plants and animals driven by seasonal environmental changes. Climate change impinges a strong effect on phenology, potentially altering the structure and functioning of ecosystems. In the fall of 2011, the Ashburnham-Westminster Regional School District became the first of five schools to join Harvard University's Phenocam Network with the installation of a webcam to monitor phenology (or 'phenocam') at Overlook Middle School in Ashburnham, Massachusetts. Our school district is now part of a network of near-surface remote sensing phenocams that capture and send images of forest, shrub, and grassland vegetation cover at more than 130 diverse sites in North America. Our phenocam provides a digital image every half hour of the mixed forest canopy north from the school, enabling the detection of changes in canopy development, quantified as canopy 'greenness'. As a part of the Phenocam project, students at the K-12 level have expanded the scope of phenological monitoring protocol that is part of the Harvard Forest Schoolyard Ecology Program, Buds, Leaves, and Global Warming. In this protocol, students work with ecologists at Harvard Forest to monitor buds and leaves on schoolyard trees to determine the length of the growing season, giving them the opportunity to be a part of real and important research concerning the critical environmental issue of climate change. Students involved in the Buds, Leaves, and Global Warming study have the opportunity to compare their ground data on budburst, color change, and leaf drop to the phenocam images, as well as to similar forested sites in locations throughout the United States. Lessons have been developed for comparing student data to phenocam images, canopy greenness time series graphs extracted from the images, and satellite data. Lessons addressing map scale and the Urban Heat Island effect will also be available for teachers. This project will greatly enhance the

Keeping Pace with K-12 Online Learning, 2016

Science.gov (United States)

Gemin, Butch; Pape, Larry

2017-01-01

"Keeping Pace with K-12 Online Learning 2016" marks the thirteenth consecutive year Evergreen has published its annual research of the K-12 education online learning market. The thirteen years of researching, writing and publishing this report represents a time of remarkable change. There has been a constant presence that has become the…

Representations of scientists in Canadian high school an college textbooks

NARCIS (Netherlands)

Eijck, van M.W.; Roth, W.-M.

2008-01-01

This study investigated the representations of a select group of scientists (n¿=¿10) in a sample of Canadian high school and college textbooks. Drawing on semiotic and cultural-historical activity theoretical frameworks, we conducted two analyses. A coarse-grained, quantitative analysis of the

Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover

Science.gov (United States)

Larkin, Ingle M.; Lokey-Vega, Anissa; Brantley-Dias, Laurie

2018-01-01

The purpose of this study was to measure and explore factors influencing K-12 online teachers' turnover intentions, with job satisfaction and organizational commitment serving as moderating variables. Using Fishbein and Ajzen's Theory of Reasoned Action and Planned Behavior (1975), this study was conducted in public, private, charter, for-profit,…

Inferential Style, School Teachers, and Depressive Symptoms in College Students

Directory of Open Access Journals (Sweden)

Caroline M. Pittard,

2018-04-01

Full Text Available Depressive symptoms affect around half of students at some point during college. According to the hopelessness theory of depression, making negative inferences about stressful events is a vulnerability for developing depression. Negative and socioemotional teaching behavior can be stressors that are associated with depression in school students. First-time college freshmen completed the Cognitive Style Questionnaire (CSQ, Teaching Behavior Questionnaire (TBQ, and Center for Epidemiological Studies Depression Scale (CES-D. While completing the TBQ, participants reported on a teacher from prior education to college. Multiple regression analysis found significant effects of the independent variables (four teaching behavior types, inferential style, and interactions between the four teaching behavior types and inferential style on the dependent variable (depressive symptoms. More specifically, negative and socio-emotional teaching behavior were positively associated with depressive symptoms and instructional and organizational teaching behavior were negatively associated with depressive symptoms. Both organizational and negative teaching behavior interacted significantly with inferential style. Organizational and negative teaching behavior shared different relationships with depressive symptoms depending upon an individual‟s level of inferential style. Promotion of instructional and organizational teaching behavior in school as well as the reduction of negative teaching behavior may be useful in reducing students‟ depressive symptoms.

Assessment of SOAP note evaluation tools in colleges and schools of pharmacy.

Science.gov (United States)

Sando, Karen R; Skoy, Elizabeth; Bradley, Courtney; Frenzel, Jeanne; Kirwin, Jennifer; Urteaga, Elizabeth

2017-07-01

To describe current methods used to assess SOAP notes in colleges and schools of pharmacy. Members of the American Association of Colleges of Pharmacy Laboratory Instructors Special Interest Group were invited to share assessment tools for SOAP notes. Content of submissions was evaluated to characterize overall qualities and how the tools assessed subjective, objective, assessment, and plan information. Thirty-nine assessment tools from 25 schools were evaluated. Twenty-nine (74%) of the tools were rubrics and ten (26%) were checklists. All rubrics included analytic scoring elements, while two (7%) were mixed with holistic and analytic scoring elements. A majority of the rubrics (35%) used a four-item rating scale. Substantial variability existed in how tools evaluated subjective and objective sections. All tools included problem identification in the assessment section. Other assessment items included goals (82%) and rationale (69%). Seventy-seven percent assessed drug therapy; however, only 33% assessed non-drug therapy. Other plan items included education (59%) and follow-up (90%). There is a great deal of variation in the specific elements used to evaluate SOAP notes in colleges and schools of pharmacy. Improved consistency in assessment methods to evaluate SOAP notes may better prepare students to produce standardized documentation when entering practice. Copyright © 2017 Elsevier Inc. All rights reserved.

A Strategic Enrollment Management Approach to Studying High School Student Transition to a Two-Year College

Science.gov (United States)

Wang, Yan; Ye, Feifei; Pilarzyk, Tom

2014-01-01

This study used a strategic enrollment management (SEM) approach to studying high school students' transition to a two-year college and their initial college success. Path analyses suggested two important findings: (a) clear career choices among students, family influence, academic preparedness, and college recruitment efforts predicted earlier…

College Choices Guide for Migrant Students and Parents = Guia de Elecciones de Universidades para Estudiantes Migrantes y sus Padres.

Science.gov (United States)

Eddy/Northeast Health, Troy, NY.

This brief guide is a planning outline to help migrant students and parents prepare for, choose, and apply to college. The first section, "Thinking About College," offers specific tips for each grade from 9-12; discusses high school graduation requirements and college admission requirements, using Johnston County (North Carolina) schools and the…

Accountability Strain, College Readiness Drain: Sociopolitical Tensions Involved in Maintaining a College-Going Culture in a High "Minority", High Poverty, Texas High School

Science.gov (United States)

Welton, Anjale; Williams, Montrischa

2015-01-01

Currently school reform discourse encourages states to adopt college readiness standards. Meanwhile, federal and state accountability and related mandated reforms remain a policy concern. As such, it is important to examine the interplay between accountability and the establishment of a college-going culture in high "minority", high…

The Impact of High School Economics on the College Principles of Economics Course.

Science.gov (United States)

Brasfield, David W.

1993-01-01

Reports on a study of 1,119 students in introductory college economics courses to determine the impact of high school economics on student achievement. Finds that prior high school economics was positively and significantly related to students grades in both introductory microeconomics and macroeconomics courses. (CFR)

Assessment of full-time faculty preceptors by colleges and schools of pharmacy in the United States and Puerto Rico.

Science.gov (United States)

Kirschenbaum, Harold L; Zerilli, Tina

2012-10-12

To identify the manner in which colleges and schools of pharmacy in the United States and Puerto Rico assess full-time faculty preceptors. Directors of pharmacy practice (or equivalent title) were invited to complete an online, self-administered questionnaire. Seventy of the 75 respondents (93.3%) confirmed that their college or school assessed full-time pharmacy faculty members based on activities related to precepting students at a practice site. The most commonly reported assessment components were summative student evaluations (98.5%), type of professional service provided (92.3%), scholarly accomplishments (86.2%), and community service (72.3%). Approximately 42% of respondents indicated that a letter of evaluation provided by a site-based supervisor was included in their assessment process. Some colleges and schools also conducted onsite assessment of faculty members. Most colleges and schools of pharmacy assess full-time faculty-member preceptors via summative student assessments, although other strategies are used. Given the important role of preceptors in ensuring students are prepared for pharmacy practice, colleges and schools of pharmacy should review their assessment strategies for full-time faculty preceptors, keeping in mind the methodologies used by other institutions.

"What Am I Gonna Be Losing?" School Culture and the Family-Based College-Going Dilemmas of Black and Latino Adolescent Boys

Science.gov (United States)

Carey, Roderick L.

2018-01-01

As educators and service providers in urban schools encourage student college going at higher rates than ever, policy and practice on school improvement discourses would benefit from incorporating students' perspectives underlying family-based, "college-going dilemmas" that frame their college preparation. This qualitative article…

Early College STEM-focused High Schools: A Natural and Overlooked Recruitment Pool for the Geosciences

Science.gov (United States)

Freeman, R.; Bathon, J.; Fryar, A. E.; Lyon, E.; McGlue, M. M.

2017-12-01

As national awareness of the importance of STEM education has grown, so too has the number of high schools that specifically emphasize STEM education. Students at these schools outperform their peers and these institutions send students into the college STEM pipeline at twice the rate of the average high school or more. Another trend in secondary education is the "early college high school" (ECHS) model, which encourages students to prepare for and attend college while in high school. These high schools, particularly ECHS's that focus on STEM, represent a natural pool for recruitment into the geosciences, yet most efforts at linking high school STEM education to future careers focus on health sciences or engineering. Through the NSF GEOPATHS-IMPACT program, the University of Kentucky (UK) Department of Earth and Environmental Science and the STEAM Academy, a STEM-focused ECHS located in Lexington, KY, have partnered to expose students to geoscience content. This public ECHS admits students using a lottery system to ensure that the demographics of the high school match those of the surrounding community. The perennial problem for recruiting students into geosciences is the lack of awareness of it as a potential career, due to lack of exposure to the subject in high school. Although the STEAM Academy does not offer an explicitly-named geoscience course, students begin their first semester in 9th grade Integrated Science. This course aligns to the Next Generation Science Standards (NGSS), which include a variety of geoscience content. We are working with the teachers to build a project-based learning curriculum to include explicit mention and awareness of careers in geosciences. The second phase of our project involves taking advantage of the school's existing internship program, in which students develop professional skills and career awareness by spending either one day/week or one hour/day off campus. We hosted our second round of interns this year. Eventually we

Teaching the science of safety in US colleges and schools of pharmacy.

Science.gov (United States)

Holdford, David A; Warholak, Terri L; West-Strum, Donna; Bentley, John P; Malone, Daniel C; Murphy, John E

2011-05-10

This paper provides baseline information on integrating the science of safety into the professional degree curriculum at colleges and schools of pharmacy. A multi-method examination was conducted that included a literature review, key informant interviews of 30 individuals, and in-depth case studies of 5 colleges and schools of pharmacy. Educators believe that they are devoting adequate time to science of safety topics and doing a good job teaching students to identify, understand, report, manage, and communicate medication risk. Areas perceived to be in need of improvement include educating pharmacy students about the Food and Drug Administration's (FDA's) role in product safety, how to work with the FDA in post-marketing surveillance and other FDA safety initiatives, teaching students methods to improve safety, and educating students to practice in interprofessional teams. The report makes 10 recommendations to help pharmacy school graduates be more effective in protecting patients from preventable drug-related problems.

Short-course Astronomical Research Seminars for High School and College Students

Science.gov (United States)

Johnson, Jolyon

2011-05-01

Since 2008, I have helped lead several short-course astronomical research seminars with Russell M. Genet. These seminars have ranged from semester-long courses at Cuesta College in San Luis Obispo, California to long weekends at the University of Oregon's Pine Mountain Observatory. Each seminar is led by an experienced observer or group of observers who guide high school and college students through the scientific process from observations to publication. The students (anywhere from half a dozen to twenty in number) participate in and contribute to every step. Being a coauthor on one or more research papers offers students an advantage on college and scholarship applications. Similarly, graduate schools often prefer students with research experience. Many topics of research are appropriate for these short-courses including variable star, exoplanet, and asteroid photometry. However, the most successful topic has been visual double stars because the observations required are straitforward and the equipment is relatively inexpensive. The Journal of Double Star Observations is also welcoming of student research and provides swift publication. A detailed description of the short-course seminars can be found in the recent Collins Foundation Press volume titled Small Telescopes and Astronomical Research.

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

Social Media as an Engagement Tool for Schools and Colleges of Pharmacy

Science.gov (United States)

Chen, Emily

2018-01-01

Objective. To describe the importance of and potential approaches to social media strategy development for schools and colleges of pharmacy. Findings. In recent years, pharmacy educators have begun exploring the benefits of social media. Effectively utilizing social media as a tool to fulfill marketing, recruitment, and student engagement initiatives is contingent on having a fully developed social media strategy that is well-positioned for success. Developing a sustainable social media strategy involves the following important components: establishing goals and objectives, identifying target audiences, performing competitive and channel analyses, developing content strategy, activities planning, identifying roles, budget and resources planning, and analyzing ongoing performance. Summary. This paper provides relevant information and guidance for colleges and schools of pharmacy that wish to enhance their social media presence.

Social Media as an Engagement Tool for Schools and Colleges of Pharmacy.

Science.gov (United States)

Chen, Emily; DiVall, Margarita

2018-05-01

Objective. To describe the importance of and potential approaches to social media strategy development for schools and colleges of pharmacy. Findings. In recent years, pharmacy educators have begun exploring the benefits of social media. Effectively utilizing social media as a tool to fulfill marketing, recruitment, and student engagement initiatives is contingent on having a fully developed social media strategy that is well-positioned for success. Developing a sustainable social media strategy involves the following important components: establishing goals and objectives, identifying target audiences, performing competitive and channel analyses, developing content strategy, activities planning, identifying roles, budget and resources planning, and analyzing ongoing performance. Summary. This paper provides relevant information and guidance for colleges and schools of pharmacy that wish to enhance their social media presence.

The Perceived Work Ethic of K-12 Teachers by Generational Status: Generation X vs. Baby Boom Generation

Science.gov (United States)

Petty, Gregory C.

2013-01-01

This was an investigation of the work ethic of K-12 educators from Generation X and Baby Boomer generations. Teachers of the baby boom generation were born between 1946 and 1964, and many are beginning to retire. There is an impending teacher shortage due to the large numbers of this group retiring or leaving the profession. School administrators…

Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation

Science.gov (United States)

Olson, Steve

2017-01-01

Engineering is a small but growing part of K-12 education. Curricula that use the principles and practices of engineering are providing opportunities for elementary, middle, and high school students to design solutions to problems of immediate practical and societal importance. Professional development programs are showing teachers how to use…

Listening to Graduates of a K-12 Bilingual Program: Language Ideologies and Literacy Practices of Former Bilingual Students

Science.gov (United States)

Dworin, Joel

2011-01-01

This study investigated the language and literacy practices of five graduates of a Spanish-English K-12 dual language immersion program through semistructured interviews to understand the residual impact of thirteen years in a Spanish-English bilingual school program. Drawing from sociocultural theory, the interviews also sought to provide an…

Improving Urban Students' College Readiness as a Driver of High School Curriculum Enhancement

Science.gov (United States)

Boboc, Marius; Nordgren, R. D.

2013-01-01

Many factors inhibit college completion by African-American high school graduates who come from low socio-economic backgrounds. Some factors are "cognitive," while others can be classified as "non-cognitive." Variables in the latter classification are examined in this study conducted at an urban high school in the Midwest with…

High School Physics, Two-Year Colleges, and Physics Majors

Science.gov (United States)

White, Susan C.

2013-01-01

We have just completed the data collection for our 2012-13 Nationwide Survey of High School Physics and expect to have results to report in the spring. In the interim, we will take a look at physics in two-year colleges (TYCs). In 2007, we surveyed undergraduate seniors in degree-granting physics departments, and we asked these students if they…

Schooling Teachers, Schooling Ourselves: Insights and Reflections from Teaching K-12 Teachers How to Use Hip-Hop to Educate Students

Science.gov (United States)

Irby, Decoteau J.; Hall, H. Bernard; Hill, Marc L.

2013-01-01

Hip-hop-based education (HHBE) research analyzes how hip-hop culture is used to produce favorable educational outcomes. Despite its richness, the work reveals little about how to prepare practicing K-12 teachers to use HHBE toward the critical ends reflected in extant HHBE literature. In this article, we challenge many tacit assumptions of HHBE…

Curriculum-Making in School and College: The Case of Hospitality

Science.gov (United States)

Edwards, Richard; Miller, Kate; Priestley, Mark

2009-01-01

Drawing upon research in the curriculum of hospitality, this article explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum in school and college contexts. It identifies organisational culture and teacher and student backgrounds and dispositions as central to the emerging contrasts. It uses this…

Solar Schools Assessment and Implementation Project: Financing Options for Solar Installations on K-12 Schools

Energy Technology Data Exchange (ETDEWEB)

Coughlin, J.; Kandt, A.

2011-10-01

This report focuses on financial options developed specifically for renewable energy and energy efficiency projects in three California public school districts. Solar energy systems installed on public schools have a number of benefits that include utility bill savings, reductions in greenhouse gas emissions (GHGs) and other toxic air contaminants, job creation, demonstrating environmental leadership, and creating learning opportunities for students. In the 2011 economic environment, the ability to generate general-fund savings as a result of reducing utility bills has become a primary motivator for school districts trying to cut costs. To achieve meaningful savings, the size of the photovoltaic (PV) systems installed (both individually on any one school and collectively across a district) becomes much more important; larger systems are required to have a material impact on savings. Larger PV systems require a significant financial commitment and financing therefore becomes a critical element in the transaction. In simple terms, school districts can use two primary types of ownership models to obtain solar installations and cost savings across a school district. The PV installations can be financed and owned directly by the districts themselves. Alternatively, there are financing structures whereby another entity, such as a solar developer or its investors, actually own and operate the PV systems on behalf of the school district. This is commonly referred to as the 'third-party ownership model.' Both methods have advantages and disadvantages that should be weighed carefully.

International Perspectives: Polish Post-Secondary Vocational Schools and Canadian Community Colleges: A Comparison Using an Information Technology Conceptual Model

Science.gov (United States)

Butler, Norman L.; Davidson, Barry S.; Pachocinski, Ryszard; Griffith, Kimberly Grantham; Kritsonis, William Allan

2007-01-01

This study compares Polish post-secondary vocational institutions with Canadian community colleges using an information technology conceptual framework. The research concentrated upon programs in information technology delivered by one Polish school Cracow School of Information Technology and two Canadian community colleges Durham (Oshawa,…

Measurement Invariance of Second-Order Factor Model of the Multifactor Leadership Questionnaire (MLQ) across K-12 Principal Gender

Science.gov (United States)

Xu, Lihua; Wubbena, Zane; Stewart, Trae

2016-01-01

Purpose: The purpose of this paper is to investigate the factor structure and the measurement invariance of the Multifactor Leadership Questionnaire (MLQ) across gender of K-12 school principals (n=6,317) in the USA. Design/methodology/approach: Nine first-order factor models and four second-order factor models were tested using confirmatory…

Examining Freshmen Believe Concerning ICT Usage in K-12 and University Settings

Science.gov (United States)

Kiyici, Mubin; Balkan Kiyici, Fatime; Franklin, Teresa

2012-01-01

Information and communication technology usage in school settings has increased significantly. Most of the teacher education colleges realized this situation and change their education programs and give technology and educational technology classes to their students. In this research it is aimed to reveal pre-service teacher believe concerning ICT…

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

College 101: Strategies for First Year Success – A Program for High School Seniors

Directory of Open Access Journals (Sweden)

Brian Raison

2007-06-01

Full Text Available Making the transition from high school to college can be one of the biggest challenges in life. The first year dropout rate stands at 26% nationally. Adolescent decision-making literature suggests that youths can achieve greater success and reduce negative consequences during their first year of college if they 1 increase knowledge of new social scene and academic protocols, and 2 work through a conjectural decision-making process prior to actual encounters. This program presents key points high school seniors “must know” in advance of their arrival on campus. It is research-based with first-hand advice from real college students including on-the-street video interviews. Topics cover: Choosing Classes, Test Strategies, Social Scene Changes, Budgeting, Roommates, Safety, Talking with Professors, Time Management, and more. The program is designed for any student planning to attend any 2 or 4-year college. Youth professionals can teach this loosely-scripted 1 or 2-hour PowerPoint-based seminar “out of the box.” The $159 curriculum package is free to the first 250 responders.

Experience, gender, and performance: Connecting high school physics experience and gender differences to introductory college physics performance

Science.gov (United States)

Tai, Robert H.

Current science educational practice is coming under heavy criticism based on the dismaying results of the Third International Mathematics and Science Study of 1998, the latest in a series of large scale surveys; and from research showing the appallingly low representation of females in science-related fields. These critical evaluations serve to draw attention to science literacy in general and lack of persistence among females in particular, two issues that relate closely to the "preparation for future study" goal held by many high school science teachers. In other words, these teachers often seek to promote future success and to prevent future failure in their students' academic careers. This thesis studies the connection between the teaching practices recommended by reformers and researchers for high school teachers, and their students' subsequent college physics performance. The teaching practices studied were: laboratory experiences, class discussion experiences, content coverage, and reliance on textbooks. This study analyzed a survey of 1500 students from 16 different lecture-format college physics courses at 14 different universities. Using hierarchical linear modeling, this study accounted for course-level variables (Calculus-based/Non-calculus course type, professor's gender, and university selectivity). This study controlled for the student's parents education, high school science/mathematics achievement, high school calculus background, and racial background. In addition, the interactions between gender and both pedagogical/curricular and course-level variables were analyzed. The results indicated that teaching fewer topics in greater depth in high school physics appeared to be helpful to college physics students. An interaction between college course type and content coverage showed that students in Calculus-based physics reaped even greater benefits from a depth-oriented curriculum. Also students with fewer labs per month in high school physics

Using Computers in K-12 Schools: A Project Presentation and Evaluation.

Science.gov (United States)

Jurema, Ana Cristinia L. A.; Lima, Maria Edite Costa; Filho, Merval Jurema

The challenge facing educators today is not just to use computers at school but to use computer education and "Informatics" (information plus automatics, placing computer education in the broader context of information and technology) to mediate improved social and learning relations in schools. In order to introduce computers into…

Science of safety topic coverage in experiential education in US and Taiwan colleges and schools of pharmacy.

Science.gov (United States)

Tang, Derek H; Warholak, Terri L; Slack, Marion K; Malone, Daniel C; Gau, Churn-Shiouh

2011-12-15

To compare the science of safety (SoS) topic coverage and associated student competencies in the experiential education curricula of colleges and schools of pharmacy in the United States and Taiwan. The experiential education director, assistant director, or coordinator at a random sample of 34 US colleges and schools of pharmacy and all 7 Taiwan schools of pharmacy were interviewed and then asked to complete an Internet-based survey instrument. Faculty members in both countries perceived that experiential curricula were focused on the postmarketing phase of the SoS, and that there is a need for the pharmacy experiential curricula to be standardized in order to fill SoS coverage gaps. Inter-country differences in experiential SoS coverage were noted in topics included for safety biomarkers that signal potential for drug-induced problems and pharmacogenomics. Experiential SoS topic coverage and student ability gaps were perceived within and between US and Taiwan colleges and schools of pharmacy.

Interstellar Molecules in K-12 Education

Science.gov (United States)

Kuiper, T. B. H.; Hofstadter, M. D.; Levin, S. M.; MacLaren, D.

2006-12-01

The Lewis Center for Educational Research (LCER) and the Jet Propulsion Laboratory (JPL) collaborate in a K-12 educational project in which students conduct observations for several research programs led by radio astronomers. The Goldstone-Apple Valley Radio Telescope (GAVRT) program provides participating teachers with curriculum elements, based on the students' observing experiences, which support national and state academic standards. The current program is based on 2.2-GHz and 8.4-GHz radiometric observations of variable sources. The research programs monitor Jupiter, Uranus, and a selected set of quasars. The telescope is a decommissioned NASA Deep Space Network antenna at Goldstone, California. In the next three years, a second telescope will be added. This telescope will at least operate at the above frequencies as well as 6 GHz and 12 GHz. Possibly, it will operate in a continuous band from 1.2 GHz to 14 GHz. In either case, the telescope will be able to observe at least the 6.6-GHz and 12.2-GHz methanol maser lines. The success of the GAVRT program depends critically on the participation of scientists committed to the research who have the ability and enthusiasm for interacting with K-12 students, typically through teleconferences. The scientists will initially work with the LCER staff to create curriculum elements around their observing program.

Making the Case for Sustainable K-12 School Environmental Health Programs

Science.gov (United States)

Belle, Kara; Utebay, Kudret; McArthur, Ashley

2012-01-01

The U.S. Environmental Protection Agency (EPA) offers resources to help a school or school district improve the environmental health and energy performance of its facilities, and in many cases, apply the savings generated through improved energy efficiency toward facility improvements, for the betterment of students, faculty, and staff. As an…

Mathematical Modelling at Secondary School: The MACSI-Clongowes Wood College Experience

Science.gov (United States)

Charpin, J. P. F.; O'Hara, S.; Mackey, D.

2013-01-01

In Ireland, to encourage the study of STEM (science, technology, engineering and mathematics) subjects and particularly mathematics, the Mathematics Applications Consortium for Science and Industry (MACSI) and Clongowes Wood College (County Kildare, Ireland) organized a mathematical modelling workshop for senior cycle secondary school students.…

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.

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…

Motivation and Engagement across the Academic Life Span: A Developmental Construct Validity Study of Elementary School, High School, and University/College Students

Science.gov (United States)

Martin, Andrew J.

2009-01-01

From a developmental construct validity perspective, this study examines motivation and engagement across elementary school, high school, and university/college, with particular focus on the Motivation and Engagement Scale (comprising adaptive, impeding/maladaptive, and maladaptive factors). Findings demonstrated developmental construct validity…

A Model Intervention Program for Secondary School Education

Directory of Open Access Journals (Sweden)

Brian Gerber

2012-01-01

Full Text Available Valdosta State University and the Valdosta City Schools (Valdosta, GA partnered in 2008 to form the Valdosta Early College Academy (VECA. VECA epitomizes the early college concept of (a admitting underperforming students with multiple risk factors for dropping out of school (e.g., low socioeconomic status, minority, and first-generation high school or college and (b providing college level dual enrollment courses. VECA is very different than nearly every other early college school in the nation. Most (85% of the 200 early colleges currently operating in the United States begin with students in the 9th grade. Nearly all of the remaining early colleges begin with 7th grade; only a few are 6–12-grade schools. VECA targets two primary priorities, (a innovations that complement the implementation of higher standards and high-quality assessments and (b innovations that support college access and success. The primary purpose of this paper is to chronicle the genesis and development of VECA. This program is very successful, replete with research opportunities, and represents a model early college program. We plan to continue to grow VECA to ultimately include grades six through twelve and to research that growth and development.

Attachment to Parents, Social Support Expectations, and Socioemotional Adjustment during the High School--College Transition.

Science.gov (United States)

Larose, Simon; Boivin, Michel

1998-01-01

Compared adolescents attending college to adolescent nonenrollees and found that (1) college attendees experienced improved means of perceived security to parents, decreased perceptions of social support, and increased feelings of loneliness and social anxiety; and (2) perceived security to parents at end of high school predicted positive changes…

School Adjustment, Social Support, and Mental Health of Mainland Chinese College Students in Hong Kong

Science.gov (United States)

Chui, Raymond Chi-Fai; Chan, Chi-Keung

2017-01-01

We investigated the relationship of school adjustment and social support with the mental health of mainland Chinese college students studying in Hong Kong. During the spring semester in 2011, 384 mainland Chinese college students across the postsecondary institutions in Hong Kong completed a questionnaire. Results showed that better school…

Code to Learn: Where Does It Belong in the K-12 Curriculum?

Directory of Open Access Journals (Sweden)

Jesús Moreno León

2016-06-01

Full Text Available The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade, in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.

School practices to promote social distancing in K-12 schools: review of influenza pandemic policies and practices.

Science.gov (United States)

Uscher-Pines, Lori; Schwartz, Heather L; Ahmed, Faruque; Zheteyeva, Yenlik; Meza, Erika; Baker, Garrett; Uzicanin, Amra

2018-03-27

During an evolving influenza pandemic, community mitigation strategies, such as social distancing, can slow down virus transmission in schools and surrounding communities. To date, research on school practices to promote social distancing in primary and secondary schools has focused on prolonged school closure, with little attention paid to the identification and feasibility of other more sustainable interventions. To develop a list and typology of school practices that have been proposed and/or implemented in an influenza pandemic and to uncover any barriers identified, lessons learned from their use, and documented impacts. We conducted a review of the peer-reviewed and grey literature on social distancing interventions in schools other than school closure. We also collected state government guidance documents directed to local education agencies or schools to assess state policies regarding social distancing. We collected standardized information from each document using an abstraction form and generated descriptive statistics on common plan elements. The document review revealed limited literature on school practices to promote social distancing, as well as limited incorporation of school practices to promote social distancing into state government guidance documents. Among the 38 states that had guidance documents that met inclusion criteria, fewer than half (42%) mentioned a single school practice to promote social distancing, and none provided any substantive detail about the policies or practices needed to enact them. The most frequently identified school practices were cancelling or postponing after-school activities, canceling classes or activities with a high rate of mixing/contact that occur within the school day, and reducing mixing during transport. Little information is available to schools to develop policies and procedures on social distancing. Additional research and guidance are needed to assess the feasibility and effectiveness of school

Developing successful extra curricular programs for the K-12 grades: Interfacing scientists with schools

Science.gov (United States)

Chandrasekhar, Meera

2000-09-01

Early familiarity is regarded as one of the keys to attracting female students to traditionally male professions. I will describe four different extra curricular programs that my collaborators in the local school district and I have developed for students in grades 5-12. These programs are part of a project entitled "Promoting Young Women in the Physical sciences", which also includes teacher training and programs in which parents participate with the child. Through these sustained and broad-based interventions, we provide early experiences that we expect will prove positive to students. I will also address the successes and difficulties in starting and sustaining these programs.

Engineering Computer Games: A Parallel Learning Opportunity for Undergraduate Engineering and Primary (K-5 Students

Directory of Open Access Journals (Sweden)

Mark Michael Budnik

2011-04-01

Full Text Available In this paper, we present how our College of Engineering is developing a growing portfolio of engineering computer games as a parallel learning opportunity for undergraduate engineering and primary (grade K-5 students. Around the world, many schools provide secondary students (grade 6-12 with opportunities to pursue pre-engineering classes. However, by the time students reach this age, many of them have already determined their educational goals and preferred careers. Our College of Engineering is developing resources to provide primary students, still in their educational formative years, with opportunities to learn more about engineering. One of these resources is a library of engineering games targeted to the primary student population. The games are designed by sophomore students in our College of Engineering. During their Introduction to Computational Techniques course, the students use the LabVIEW environment to develop the games. This software provides a wealth of design resources for the novice programmer; using it to develop the games strengthens the undergraduates

Integrating Online GIS into the K-12 Curricula: Lessons from the Development of a Collaborative GIS in Michigan

Science.gov (United States)

Henry, Paul; Semple, Hugh

2012-01-01

GIS has shown promise in Project Based Learning (PBL) environments, but many obstacles exist in its integration into school curriculums. This article discusses the development and utilization of an online GIS tool that was created to illustrate that the perceptual gap between relevance and ease of use of GIS software can be bridged at the K-12…

A Survey of Hypertension Curriculum in Schools and Colleges of Optometry.

Science.gov (United States)

Whitener, John C.

1981-01-01

Optometry, as a primary eye/vision care provider, serves as a valuable resource in providing detection, education, referral, and follow-up services for patients with high blood pressure. A 1977 survey of 500 optometrists and a 1980 survey of schools and colleges of optometry are discussed. (MLW)

The Establishment and operation of Longjing Medical College - The History of Longjing Medical College as Frontier History: Focusing on its ‘Disconnection’ and ‘Continuity’ -

Directory of Open Access Journals (Sweden)

Mira MOON

2017-08-01

Full Text Available Longjing Medial College, established in Longjing, Yanbian, China on September 12, 1945, existed for about 1 year and 6 months until it was renamed as the Medical Department of Dongbei Junzheng Daxue Jilin Fenxiao in April 1947. However, there are only few records and studies on Longjing Medical College in Yanbian as well as in Korea. In order to fill the gap, this study attempted to restore the history of Longjing Medical College built in Yanbian, China immediately after the liberation. In particular, it analyzed how and why the Longjing Medical College was founded and operated, and which relations the college had with the post-war medical educational institutions, focusing on the ‘disconnection’ and ‘continuity’ in the historical sense. Since the establishment of Manchukuo, the Japanese colonial government had made it a major “frontier” and actively promoted the mass migration of Japanese and Koreans. For them, the government also set up three Exploitation Medical Schools in 1940. As a part of these three institutions, Longjing Exploitation Medical School educated more than 150 students by 1945, of which about one third was Korean. After the liberation, the Longjing Educational Alliance decided to pursue the return-movement of the Longjing Exploitation Medical School and took over the institution. On September 12, 1945, Longjing Medical College opened at the school site of Longjing Exploitation Medical School. Longjing Medical College was founded by people who had ‘the perspective of Korean nationality’ in an atmosphere where the ‘ethnicity’ of the Koreans exercised considerable power. Nevertheless, in 1946, when the Chinese Civil War began and the Yanbian region became an important base of the Chinese Communist Party, the Party began to expand and strengthen their influences in the region. Accordingly, the operation rights of Longjing Medical College were transferred to the Yanbian Administrative offices of Supervision and

Interactive Ice Sheet Flowline Model for High School and College Students

Science.gov (United States)

Stearns, L. A.; Rezvanbehbahani, S.; Shankar, S.

2017-12-01

Teaching about climate and climate change is conceptually challenging. While teaching tools and lesson plans are rapidly evolving to help teachers and students improve their understanding of climate processes, there are very few tools targeting ice sheet and glacier dynamics. We have built an interactive ice sheet model that allows students to explore how Antarctic glaciers respond to different climate perturbations. Interactive models offer advantages that are hard to obtain in traditional classroom settings; users can systematically investigate hypothetical situations, explore the effects of modifying systems, and repeatedly observe how systems interrelate. As a result, this project provides a much-needed bridge between the data and models used by the scientific community and students in high school and college. We target our instructional and assessment activities to three high school and college students with the overall aim of increasing understanding of ice sheet dynamics and the different ways that ice sheets are impacted by climate change, while also improving their fundamental math skills.

Minoritized Students In STEM Pathways at Community Colleges

Science.gov (United States)

Babcock, Michael Jason

Community colleges are a prominent academic pathway for future scientists, engineers, and mathematicians, and serve as a gateway to higher education for traditionally marginalized student populations. Because of this, community colleges are uniquely positioned to combat the underrepresentation of African American, Latino/a, Native American, and Pacific Islander students in STEM. Research on students of color in STEM, however, has traditionally focused on K-12 schools and four-year colleges and universities, leaving a gap in our understanding about the role of community colleges in shaping student intentions to pursue STEM careers. To address that gap, this study examined students as they pursued a degree in STEM at a community college, for the purposes of contributing to our understandings of students of color in these environments. Utilizing science identity framing and longitudinal multi-case study methods, this study followed thirteen students as they navigated the community college and made decisions regarding their pursuit of a future in STEM fields. Specifically, this study illuminates the racialized nature of STEM at a community college, student thinking around choices to opt into or out of STEM, and the decision-making around choices to persist. Insight into the social and contextual factors underlying students' persistence demonstrates that students of color (especially women of color) do encounter hostile experiences within STEM contexts at community colleges, but how they respond to those hostilities influences persistence. Students who attribute hostilities such as micro-aggressions to the biases of others are more likely to persist. Students who do not attribute those hostilities to others are more likely to assume their experiences are attributable to the fact they do not belong in STEM. The findings establish the importance of recognizing and acknowledging the racialized and gendered nature of STEM, both in academic settings and at home, for those

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

Using an Interdisciplinary Approach to Enhance Climate Literacy for K-12 Teachers

Science.gov (United States)

Hanselman, J. A.; Oches, E. A.; Sliko, J.; Wright, L.

2014-12-01

The Next Generation Science Standards (2014) will begin to change how K-12 teachers teach science. Using a scaffolding approach, the standards focus on a depth of knowledge across multiple content areas. This philosophy should encourage inquiry-based teaching methods, provided the teacher has both the knowledge and the confidence to teach the content. Although confidence to teach science is high among secondary science (biology, general science, chemistry) teachers, depth of knowledge may be lacking in certain areas, including climate science. To address this issue, a graduate course in climate science (Massachusetts Colleges Online Course of Distinction award winner) was developed to include inquiry-based instruction, connections to current research, and interdisciplinary approaches to teaching science. With the support of the InTeGrate program (SERC) at Carleton College, a module was developed to utilize cli-fi (climate science present in fictional literature) and related climate data. Graduate students gain an appreciation of scientific communication and an understanding of climate data and its connection to societal issues. In addition, the graduate students also gain the ability to connect interdisciplinary concepts for a deeper understanding of climate science and have the opportunity. By the end of the course, the graduate students use the content learned and the examples of pedagogical tools to develop their own activities in his or her classroom.

An Examination of Dropout Rates for Hispanic or Latino Students Enrolled in Online K-12 Schools

Science.gov (United States)

Corry, Michael; Dardick, William; Stella, Julie

2017-01-01

As the number of online K-12 educational offerings continues to grow it is important to better understand key indicators of success for students enrolled in these classes. One of those indicators is student dropout rates. This is particularly important for Hispanic or Latino students who traditionally have high dropout rates. The purpose of this…

Construction of non-viral vector (mPEG5k-PCL1.2k)1.4-g-PEI10k and its gene delivery efficacy in vitro

OpenAIRE

Wei HUANG; Ming LV; Zhong-gao GAO; Ming-ji JIN; Fei-fei YANG; Yu-li WANG

2011-01-01

Objective To construct(mPEG5k-PCL1.2k)1.4-g-PEI10k,a copolymer designed as delivery vector for non-viral gene therapy,and explore its cytotoxicity and efficacy in delivery of plasmid DNA(pDNA).Methods The copolymer,mPEG5k-PCL1.2k-OH,was prepared by ring-opening polymerization and then followed by a conversion of hydroxyl terminal(-OH) into N-hydroxysuccinimide(NHS) to prepare mPEG5k-PCL1.2k-NHS.One of the branches,PEI10k,was then reacted with mPEG5k-PCL1.2k-NHS to synthesize a ternary copolym...

Pre-K as School Turnaround Strategy

Science.gov (United States)

Buenafe, Anthony Q.

2011-01-01

Both state and local school systems, recognizing the strong and growing evidence of pre-kindergarten's effectiveness in closing achievement gaps, are implementing early learning programs as part of their education reform efforts. In low-performing districts, pre-k has emerged as a promising turnaround strategy, reaching children before they become…

How to Get Successfully Involved with K-12 Education

Science.gov (United States)

Duncan, D.; Fraknoi, A.; Bennett, M.

1998-05-01

Many astronomers now have some involvement in K-12 education, either through their children, through large projects with an education or outreach office, or through an educational component to their own grants. Some may need to incorporate education components into future proposals. For those new to education, it can be difficult to decide how best to use their limited resources without "re-inventing the wheel." Some astronomers are comfortable taking a direct role in the classroom or working with teachers, others prefer developing web-based or printed materials, while still others wouldrather work with local schools of education to enhance the training of future teachers. Which of these roles is most useful? In this session, participants will learn what has worked well in the past, with special attention paid to ways in which astronomers' and physicists' training and instincts may fail them when working in education. Invited teachers will describe their classrooms and how astronomers can be most helpful to them. Sample (successful) activities will be demonstrated, and information given about the wide range of existing astronomy and space-science education programs around the country. A full menu of useful ways that astronomers can get involved will be presented, as well as the organizations and institutions which can help in devising a meaningful education program. Handouts will include a catalog of national astronomy education projects, a list of educational web sites, information about the NASA OSS education brokers and facilitators, examples of successful educational materials, and a listing of roles astronomers have played or could play to enhance K-12 education. Registration is required; see the AAS Education WWW page or email aased@aas.org.

Harnessing Technology to Improve K-12 Education. Discussion Paper 2012-05

Science.gov (United States)

Chatterji, Aaron; Jones, Benjamin

2012-01-01

Technological progress has consistently driven remarkable advances in the U.S. economy, yet K-12 education sees little technological change compared to other sectors, even as U.S. K-12 students increasingly lag behind students in other nations. This proposal considers how we can take a signature American strength--innovation--and apply it to K-12…

Science and Engineering of the Environment of Los Angeles: A GK-12 Experiment at Developing Science Communications Skills in UCLA's Graduate Program

Science.gov (United States)

Moldwin, M. B.; Hogue, T. S.; Nonacs, P.; Shope, R. E.; Daniel, J.

2008-12-01

Many science and research skills are taught by osmosis in graduate programs with the expectation that students will develop good communication skills (speaking, writing, and networking) by observing others, attending meetings, and self reflection. A new National Science Foundation Graduate Teaching Fellows in K- 12 Education (GK-12; http://ehrweb.aaas.org/gk12new/) program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/overview.html ) attempts to make the development of good communication skills an explicit part of the graduate program of science and engineering students. SEE-LA places the graduate fellows in two pairs of middle and high schools within Los Angeles to act as scientists-in- residence. They are partnered with two master science teachers and spend two-days per week in the classroom. They are not student teachers, or teacher aides, but scientists who contribute their content expertise, excitement and experience with research, and new ideas for classroom activities and lessons that incorporate inquiry science. During the one-year fellowship, the graduate students also attend a year-long Preparing Future Faculty seminar that discusses many skills needed as they begin their academic or research careers. Students are also required to include a brief (two-page) summary of their research that their middle or high school students would be able to understand as part of their published thesis. Having students actively thinking about and communicating their science to a pre-college audience provides important science communication training and helps contribute to science education. University and local pre- college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the dissemination of sound science to K-12 teachers and students.

Schooling girls in a rural community: An examination of female science identity and science career choices

Science.gov (United States)

Fowler, Melisa Diane Creasy

There is a gap in existence between the number of males and females entering science careers. Research has begun to focus largely on how identity impacts the selection of such careers. While much research has been done to examine the factors that impact student identity, little work has been done to examine what happens to female students who have been successful in science in a rural K-12 school once they leave high school and enter the world of academia. Thus, this study examined the following questions: (1) How do three recent female high school graduates from rural K-12 high schools narrate their identity? (2) How do the females narrate their experiences in a rural community and high school in relation to their science identity? (3) What do the participants describe as influencing their academic and career choices as they transition into the life of a college student? This study involved three female participants from a small rural community in a southeastern state. Each female has lived their entire life in the community and has attended only one K-12 school. All three females ranked in the top ten of their senior class and excelled in their science coursework. Additionally, each female elected to attend college locally and to live at home. The study utilized the qualitative methodology of interpretive biography. The researcher used a guided interview protocol with participants which served as the basis for the creation of their narrative biographies. The biographies were then analyzed for emergent themes. Sociocultural theory, identity theory, and critical feminism provided the theoretical frameworks utilized in data analysis. Findings from this study suggested that there were many differing factors influencing the science identity and career choices of the females under study. However, the most salient factor impacting their choices was their desire to remain in their hometown. Directions for future research suggestions involve exploring female students who

BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

Science.gov (United States)

Battersby, Cara

2016-01-01

Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

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 ...

The Development of a Conceptual Framework for New K-12 Science Education Standards (Invited)

Science.gov (United States)

Keller, T.

2010-12-01

The National Academy of Sciences has created a committee of 18 National Academy of Science and Engineering members, academic scientists, cognitive and learning scientists, and educators, educational policymakers and researchers to develop a framework to guide new K-12 science education standards. The committee began its work in January, 2010, released a draft of the framework in July, 2010, and intends to have the final framework in the first quarter of 2011. The committee was helped in early phases of the work by consultant design teams. The framework is designed to help realize a vision for science and engineering education in which all students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school. These three dimensions - core disciplinary ideas, science and engineering practices, and cross-cutting elements - must blend together to build an exciting, relevant, and forward looking science education. The framework will be used as a base for development of next generation K-12 science education standards.

The Effect of Participation in Professional Development on Perceived Change in Teaching Practice by Minnesota K-12 Physical Education Teachers

Science.gov (United States)

Sertich, Sally Krause

2013-01-01

This study used a conceptual framework of professional development theory to identify characteristics of effective learning activities specific to 259 Minnesota K-12 public school physical education and developmental adapted physical education (PE/DAPE) teachers during 2012-2013. Study results confirmed that as PE/DAPE teacher participation in…

Credentialing high school psychology teachers.

Science.gov (United States)

Weaver, Kenneth A

2014-09-01

The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge to teach high school psychology courses effectively. In this study, I examined the initial teaching credential requirements for high school psychology teachers in the 50 states plus the District of Columbia. Thirty-four states (the District of Columbia is included as a state) require the social studies credential to teach high school psychology. An analysis of the items on standardized tests used by states to validate the content knowledge required to teach social studies indicates little or no presence of psychology, a reflection of psychology's meager presence in the social studies teacher preparation curricula. Thus, new teachers with the social studies teaching credential are not prepared to teach high school psychology according to the National Standards. Approval of The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (National Council for the Social Studies, 2013) presents an opportunity to advocate for establishing a psychology credential in the 34 states. (c) 2014 APA, all rights reserved.

Beyond College Eligibility: A New Framework for Promoting College Readiness. College Readiness Indicator Systems Resource Series

Science.gov (United States)

Annenberg Institute for School Reform at Brown University, 2014

2014-01-01

The College Readiness Indicator Systems (CRIS) initiative was developed in response to a troubling pattern: More students than ever are enrolling in college after high school, but many of them are not college ready, as evidenced by persistently low rates of college completion. The sense of urgency to close the gap between college eligibility and…

A Phenomenological Study of How High School Advanced Placement Classes Prepared First-Generation College Students for Postsecondary Education

Science.gov (United States)

Snyder, Scott

2013-01-01

This study investigated the lived experiences of first-generation college students and the perceived influence of taking high school Advanced Placement (AP) courses on their college education. The following research questions were addressed: (a) what motivated students to consider going to college, (b) what was their experience in taking AP…

[Investigation on sleep status of college and high school students].

Science.gov (United States)

Chen, Wei; Shen, Yue-di; Chen, Rong; Ding, Guo-xian

2005-01-01

To investigate the sleep status of college and high schools students. Pittsburgh sleep quality index (PSQI) and self-manufactured questionnaires about siesta habits were used as tools. Three groups of students from medical college (MC), senior high school (SS) and junior high school (JS) were surveyed. In the group MC, SS and JS, the occurrence rates of sleep disorders were 27%, 62% and 54%, respectively, and in which the appearance rates of insomnia were 17%, 19% and 19%, longing for sleep were 10%, 43% and 35% respectively. And there were no significant difference between schoolboy and schoolgirl. The occurrence rates of slack breathing were different (5/155, 1/154) significantly between group SS and JS. The distinct differences also were found in group JS and MC, in which students felt hot (10/155, 1/122) and in all the three groups, in which students felt sleepy (55/155, 62/154, 13/122) whereas the difference of sleepy between group SS and JS was comparatively distinct (55/155, 62/154). Significant differences were also found between group JS and SS, MC in average sleep time of (7.65 +/- 0.87) hours, (7.16 +/- 0.83) hours, and (7.10 +/- 0.57) hours. The time of falling asleep (median 15 min, 10 min, 20 min) and siesta habit (8/155, 19/154, 75/122) among group MC and SS, JS were different respectively and markedly, whereas siesta habit differences between group SS and JS were comparatively distinct (8/155, 19/154). Students in high school showed higher rate of longing for sleep, and this implicated they fall short of sleep time greatly and siesta could improve their sleepy signs.

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…

Increasing College Access: A Look at College Readiness from the Experiences of Foster Youth

Science.gov (United States)

Hutchins, Demetrees Lee

2017-01-01

Fewer than 50% of all foster youth in the United States graduate from high school by the age of 18 and only 20% of those high school graduates attend college. There are many barriers that impact the college-going rates of foster youth. Past studies on college attendance among foster youth rarely look at college readiness experiences from the…

Geothermal Heat Pumps in K-12 Schools -- A Case Study of the Lincoln, Nebraska, Schools

Energy Technology Data Exchange (ETDEWEB)

Shonder, J.A.

2000-05-02

Geothermal heat pumps (GHPs) have been shown to have a number of benefits over other technologies used to heat and cool buildings and provide hot water, combining high levels of occupant comfort with low operating and maintenance costs. Public facilities represent an increasingly important market for GHPs, and schools are a particularly good application, given the large land area that normally surrounds them. Nevertheless, some barriers remain to the increased use of GHPs in institutional and commercial applications. First, because GHPs are perceived as having higher installation costs than other space conditioning technologies, they are sometimes not considered as an option in feasibility studies. When they are considered, it can be difficult to compile the information required to compare them with other technologies. For example, a life cycle cost analysis requires estimates of installation costs and annually recurring energy and maintenance costs. But most cost estimators are unfamiliar with GHP technology, and no published GHP construction cost estimating guide is available. For this reason, estimates of installed costs tend to be very conservative, furthering the perception that GHPs are more costly than other technologies. Because GHP systems are not widely represented in the various softwares used by engineers to predict building energy use, it is also difficult to estimate the annual energy use of a building having GHP systems. Very little published data is available on expected maintenance costs either. Because of this lack of information, developing an accurate estimate of the life cycle cost of a GHP system requires experience and expertise that are not available in all institutions or in all areas of the country. In 1998, Oak Ridge National Laboratory (ORNL) entered into an agreement with the Lincoln, Nebraska, Public School District and Lincoln Electric Service, the local electric utility in the Lincoln area, to study four new, identical elementary

K-12 Mathematics and the Web

Science.gov (United States)

Glazer, Evan

2005-01-01

The Web offers numerous learning resources and opportunities for K-12 mathematics education. This paper discusses those resources and opportunities. Discussion includes (a) asynchronous and synchronous communication tools, (b) the use of data sets to make connections between mathematics concepts and real-world applications, and (c) interactive…

Linking the watershed to the schoolshed: teaching sustainable development in K-12 with the Chester RIver Watershed Observatory

Science.gov (United States)

Trembanis, A. C.; Levin, D.; Seidel, J.

2012-12-01

The Chester River has been the subject of ongoing scientific studies in response to both the Clean Water Act and the EPA's Chesapeake Bay Program initiatives. The Upper, Middle, and Lower Chester are on the Maryland Department of Environment's list of "impaired waters". The Chester River Watershed (CRW) Observatory is lead by the Center for Environment & Society at Washington College. Eight clusters representing 22 public and private K-12 schools in the CRW provide the sampling sites distributed throughout the watershed. Weather stations will be installed at these sites allowing monitoring of the watershed's microclimate. Each cluster will be assigned a Basic Observation Buoy (BOB), an easy to assemble inexpensive buoy platform for real-time water column and atmospheric condition measurements. The BOBs are fitted with a data sonde to collect similar data parameters (e.g. salinity, temperature) as the main stem Chesapeake Bay buoys do. These assets will be deployed and the data transmitted to the Chester River Geographic Information System site for archival and visual display. Curriculum already developed for the Chesapeake Bay Interpretive Buoy System by the NOAA Chesapeake Bay Office will be adapted to the Chester River Watershed. Social issues of water sustainability will be introduced using the Watershed Game (Northland NEMO ®). During 2011 NOAA's Chesapeake Bay Office completed curriculum projects including Chesapeake Exploration, Build-a-Buoy (BaBs) and Basic Observation Buoys (BOBs). These engaging projects utilize authentic data and hands-on activities to demonstrate the tools scientists use to understand system interactions in the Bay. Chesapeake Exploration is a collection of online activities that provides teachers and students with unprecedented access to Bay data. Students are guided through a series of tasks that explore topics related to the interrelation between watersheds, land-use, weather, water quality, and living resources. The BaBs and BOBs

Credentialism and Career Aspirations: How Urban Chinese Youth Chose High School and College Majors

Science.gov (United States)

Kim, Sung Won; Brown, Kari-Elle; Fong, Vanessa L.

2016-01-01

This article explores how graduates of a junior high school in Dalian City, Liaoning Province, China, chose their high school and college major subject of study and the extent to which their majors fit with their work trajectories. We found that most interviewees considered the likelihood of a major and degree leading to better job opportunities…

Characteristics of the process K+p→K+anti ppp at 12 GeV/c

International Nuclear Information System (INIS)

Armstrong, T.A.; Frame, D.; Hughes, I.S.; Kumar, B.R.; Lewis, G.M.; Macallister, J.B.; Stewart, D.T.; Turnbull, R.M.

1979-01-01

Data are presented on the reaction K + p→K + anti ppp at 12 GeV/c from an experiment using the OMEGA spectrometer at CERN. A clear Λ(1520) signal is observed in the process K + p→anti Λ(1520)pp and angular distributions and correlations are presented for this process. The angular distributions for the reaction in which anti Λ(1520) is not produced show an appreciable backward K + peak. (Auth.)

High School Graduate Participation Rates: Proportions of Sacramento Area High School Graduates Enrolled in Los Rios Community College District, Fall 1998-Fall 1994.

Science.gov (United States)

Los Rios Community Coll. District, Sacramento, CA. Office of Planning and Research.

This report profiles the enrollment patterns of recent high school graduates of the Greater Sacramento Metropolitan Area who attend Los Rios colleges (California). This summary and the full data report provide the District and its colleges with research information on rates of participation by students who graduated from Los Rios Community College…

Using Immersive Healthcare Simulation for Physiology Education: Initial Experience in High School, College, and Graduate School Curricula

Science.gov (United States)

Oriol, Nancy E.; Hayden, Emily M.; Joyal-Mowschenson, Julie; Muret-Wagstaff, Sharon; Faux, Russell; Gordon, James A.

2011-01-01

In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and…

Updating and test on 12 kA HTSCL for Russia JINR

International Nuclear Information System (INIS)

Zhou, Tingzhi; Ding, K; Liu, C; Xu, C; Feng, H; Wu, H; Liu, X; Song, Y

2014-01-01

The Joint Institute for Nuclear Research (JINR) started manufacture and test of superconducting magnets for the new accelerator complex Nuclotron-based Ion Collider fAcility (NICA). A pair of current leads rated 12 kA was developed for cold testing of the magnets in 2012. The operation of the facility needs ∼350 leads rated from 100 A to 12 kA to convey current for the magnets. After the test of the pair of 12 kA leads in JINR a contract of supplying 3 pairs of 12 kA high temperature superconducting current leads (HTSCLs) were signed to ASIPP this year. In this paper the design updating and test of the current leads are introduced.

Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college

Science.gov (United States)

LeBeau, Brandon; Harwell, Michael; Monson, Debra; Dupuis, Danielle; Medhanie, Amanuel; Post, Thomas R.

2012-04-01

Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed.

20 CFR 404.1028 - Student working for a school, college, or university.

Science.gov (United States)

2010-04-01

... university. 404.1028 Section 404.1028 Employees' Benefits SOCIAL SECURITY ADMINISTRATION FEDERAL OLD-AGE, SURVIVORS AND DISABILITY INSURANCE (1950- ) Employment, Wages, Self-Employment, and Self-Employment Income Work Excluded from Employment § 404.1028 Student working for a school, college, or university. (a) For...

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

K-12 Students' Perceptions of Scientists: Finding a valid measurement and exploring whether exposure to scientists makes an impact

Science.gov (United States)

Hillman, Susan J.; Bloodsworth, Kylie H.; Tilburg, Charles E.; Zeeman, Stephan I.; List, Henrietta E.

2014-10-01

This study was launched from a National Science Foundation GK-12 grant in which graduate fellows in Science, Technology, Engineering, and Mathematics (STEM) are placed in classrooms to engage K-12 students in STEM activities. The investigation explored whether the STEM Fellows' presence impacted the K-12 students' stereotypical image of a scientist. Since finding a valid instrument is critical, the study involved (1) determining the validity of the commonly administered Draw-A-Scientist Test (DAST) against a newly designed six-question survey and (2) using a combination of both instruments to determine what stereotypes are currently held by children. A pretest-posttest design was used on 485 students, grades 3-11, attending 6 different schools in suburban and rural Maine communities. A significant but low positive correlation was found between the DAST and the survey; therefore, it is imperative that the DAST not be used alone, but corroboration with interviews or survey questions should occur. Pretest results revealed that the children held common stereotypes of scientists, but these stereotypes were neither as extensive nor did they increase with the grade level as past research has indicated, suggesting that a shift has occurred with children having a broader concept of who a scientist can be. Finally, the presence of an STEM Fellow corresponded with decreased stereotypes in middle school and high school, but no change in elementary age children. More research is needed to determine whether this reflects resiliency in elementary children's perceptions or limitations in either drawing or in writing out their responses.

College Student's Perceptions of Living and Learning with Attention Deficit Hyperactivity Disorder (ADHD)

Science.gov (United States)

Gallo, Michael P.; Mahar, Patricia; Chalmers, Lynne

2014-01-01

How does the K-12 special education system prepare children with ADHD for the rigors and independent learning of higher education? This article examines the K-12 experiences, including special education, of three college students diagnosed with ADHD during their early elementary years. In their own words, they provide insight into what benefited…

Determination of Prevalence of Dental Erosion in 12 - 14 Years School Children and Its Relationship with Dietary Habits.

Science.gov (United States)

Shahbaz, Uzma; Quadir, Fauzia; Hosein, Tasleem

2016-07-01

To determine the frequency of dental erosion in 12-14 years school children and its association with dietary habits. Observational cross-sectional analytical study. Fatima Jinnah Dental College, Karachi, from January to June 2010. School children aged between 12 - 14 years were included in this study. Dental erosion was detected by visual examination. Aself-developed questionnaire was used to assess the dietary habits of children. Acidic diet was considered a diet that has an acidic pH. The amount of consumption of acidic drinks and food per week was categorized into low consumption (1 - 7 times / week) and medium consumption (8 - 21 times / week). Chi-square test was applied to see any statistical difference between diet and tooth erosion at 95% CI. The results showed a high frequency of (46%) dental erosion in children, which was significantly higher (p dental erosion in children. Acidic diets need to be controlled in frequency to prevent dental erosion.

Systematic study of K+ and K- charge exchange at 8.36 and 12.8 GeV/c

International Nuclear Information System (INIS)

Gilchriese, M.G.D.

1977-08-01

The results of a wire chamber spectrometer experiment at the Stanford Linear Accelerator Center to study kaon charge exchange reactions are reported. The salient experimental features include good relative normalization between the K + and K - charge exchange reactions and a large increase, with respect to previous experiments, in the number of events obtained for K + n charge exchange at the higher energy. Approximately 1500 events at 12.8 GeV/c and 250 events at 8.36 GeV/c were obtained for each of the reactions K + n → K 0 p, K - p → anti K 0 n, K + p → K 0 Δ 2+ and K - n → anti K 0 Δ - . The results of the experiment show that the K + charge exchange cross sections are larger than the K - cross sections at both energies. In particular it is found that sigma/sub tot/ (K + n → K 0 p)/sigma/sub tot/ (K - p → anti K 0 n) is 1.37 +- 0.22 at 8.36 GeV/c and 1.38 +- 0.09 at 12.8 GeV/c. The ratio of these two reactions is also consistent with no momentum transfer dependence at either beam energy. Similarly it was determined that sigma/sub tot/ (K + p → K 0 Δ 2+ )/sigma/sub tot/ (K - n → anti K 0 Δ - ) is 1.05 +- 0.16 at 8.36 GeV/c and 1.56 +- 0.08 at 12.8 GeV/c. The ratio of these two reactions is also consistent with momentum transfer independence for both beam energies. These results are in clear conflict with the predictions of exchange degenerate Regge pole models

Toolkit for US colleges/schools of pharmacy to prepare learners for careers in academia.

Science.gov (United States)

Haines, Seena L; Summa, Maria A; Peeters, Michael J; Dy-Boarman, Eliza A; Boyle, Jaclyn A; Clifford, Kalin M; Willson, Megan N

2017-09-01

The objective of this article is to provide an academic toolkit for use by colleges/schools of pharmacy to prepare student pharmacists/residents for academic careers. Through the American Association of Colleges of Pharmac (AACP) Section of Pharmacy Practice, the Student Resident Engagement Task Force (SRETF) collated teaching materials used by colleges/schools of pharmacy from a previously reported national survey. The SRETF developed a toolkit for student pharmacists/residents interested in academic pharmacy. Eighteen institutions provided materials; five provided materials describing didactic coursework; over fifteen provided materials for an academia-focused Advanced Pharmacy Practice Experiences (APPE), while one provided materials for an APPE teaching-research elective. SRETF members created a syllabus template and sample lesson plan by integrating submitted resources. Submissions still needed to complete the toolkit include examples of curricular tracks and certificate programs. Pharmacy faculty vacancies still exist in pharmacy education. Engaging student pharmacists/residents about academia pillars of teaching, scholarship and service is critical for the future success of the academy. Published by Elsevier Inc.

The collision cross sections for excitation energy transfer in Rb*(5P3/2)+K(4S1/2)→Rb(5S1/2)+K*(4PJ) processes

International Nuclear Information System (INIS)

Horvatic, V.; Vadla, C.; Movre, M.

1993-01-01

The collisional excitation transfer for the processes Rb * (5P 3/2 ) + K(4S 1/2 ) → Rb(5S 1/2 ) + K * (4P J ), J = 1/2, 3/2, was investigated using two-photon laser excitation techniques with a thermionic heat-pipe diode as a detector. The population densities of the K 4P J levels induced by collisions with excited Rb atoms as well as those produced by direct laser excitation of the potassium atoms were probed through the measurement of the thermionic signals generated due to the ionization of the potassium atoms emerging from the K(4P J ) → K(7S 1/2 ) excitation channel. (orig./WL)

Academic Leaderships Views of School Psychology and Black Students: The Case of Historically Black Colleges and Universities

Science.gov (United States)

Beeks, Amirah; Graves, Scott L., Jr.

2017-01-01

The purpose of this study was to understand academic leadership's views of the field of school psychology. This is the first study that has attempted to incorporate the views of historically Black college and university (HBCU) Psychology Department Chairs' regarding the field of school psychology and the potential development of school psychology…

The Influence of Cyberbullying on the College Objectives of Female Undergraduates Who Were Victims in High School

Science.gov (United States)

Vargas, Militza

2012-01-01

Cyberbullying has a negative influence on academic grades, school attendance, and graduation rates, and occurs more frequently among female high school students. The purpose of this study was to analyze the influence of cyberbullying on the college objectives of female undergraduates who were victims in high school. Goleman's theory of…

Understanding the Gap between Students Exiting High School and College Readiness: A Modified Delphi Study

Science.gov (United States)

Moore, Donna Rena

2012-01-01

The purpose of this Modified Delphi study was to discern the appropriate profile of an incoming freshman and the essential knowledge and skills freshmen need for academic success beyond high school. This study was conducted to examine the specific problem that the structure of public high school curriculum and the current college standards in the…

Assessing the Impact of a K-12 Engagement Program on Graduate Learning Outcomes for Communicating with Diverse Audiences, Pedagogy, and Community Engagement

Science.gov (United States)

Weeks, Faith; Harbor, Jon

2014-01-01

A large midwestern university has developed a program that places graduate students in middle school classrooms to enhance the graduate students' communication skills with diverse audiences, develop pedagogical knowledge, and provide a foundation for effective future K-12 engagement. After observing and co-teaching, participants develop and…

The Impact of Specialist School Status: A Case Study of Two Contrasting Mathematics and Computing Colleges

Science.gov (United States)

Sinkinson, Anne J.

2006-01-01

The research examines the range of effects of obtaining Specialist School status in two contrasting mathematics and computing colleges, concentrating on the mathematics department. The positive impact of a wider range of technology was evident in both schools although the inherent pedagogical perspectives within each mathematics department…

Do High School STEM Courses Prepare Non-College Bound Youth for Jobs in the STEM Economy?

Science.gov (United States)

Bozick, Robert; Srinivasan, Sinduja; Gottfried, Michael

2017-01-01

Our study assesses whether high school science, technology, engineering, and mathematics (STEM) courses provide non-college bound youth with the skills and training necessary to successfully transition from high school into the STEM economy. Specifically, our study estimates the effects that advanced math, advanced science, engineering, and…

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.

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…

Problem-Based Learning in the Life Science Classroom, K-12

Science.gov (United States)

McConnell, Tom; Parker, Joyce; Eberhardt, Janet

2016-01-01

"Problem-Based Learning in the Life Science Classroom, K-12" offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K-12 learners to immerse…

Evaluation of the Illinois High School to College Success Report: Technical Report

Science.gov (United States)

Klostermann, Brenda; Cameron, Sean; Hamel, Rachel; Newberry, Melissa

2013-01-01

This report provides findings from an evaluation of the newly designed Illinois High School to College Success Report (HS2CSR). The evaluation study examined the dissemination, usefulness, and impact on collaborative efforts of the new HS2CSR. Education stakeholders' suggestions for improving the report are also included. Recommendations to…

Preferred Information Sources of High School Students for Community Colleges and Universities

Science.gov (United States)

Goff, Brent; Patino, Vanessa; Jackson, Gary

2004-01-01

To effectively communicate with potential students, it is important to utilize their preferred information sources. Survey data were gathered from 716 high school students who planned to attend college. There were communication source differences based on race and intent to attend two-year vs. four-year institutions. Important information sources…

College-Mentored Polymer/Materials Science Modules for Middle and High School Students

Science.gov (United States)

Lorenzini, Robert G.; Lewis, Maurica S.; Montclare, Jin Kim

2011-01-01

Polymers are materials with vast environmental and economic ramifications, yet are generally not discussed in secondary education science curricula. We describe a program in which college mentors develop and implement hands-on, polymer-related experiments to supplement a standard, state regents-prescribed high school chemistry course, as well as a…

Development of Competency-Based Articulated Automotive Program. Big Bend Community College and Area High Schools. Final Report.

Science.gov (United States)

Buche, Fred; Cox, Charles

A competency-based automotive mechanics curriculum was developed at Big Bend Community College (Washington) in order to provide the basis for an advanced placement procedure for high school graduates and experienced adults through a competency assessment. In order to create the curriculum, Big Bend Community College automotive mechanics…

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

Physical activity patterns of college students with and without high school physical education.

Science.gov (United States)

Everhart, Brett; Kernodle, Michael; Ballard, Kesley; McKey, Cathy; Eason, Billy; Weeks, Megan

2005-06-01

The purpose of this study was to examine differences in physical activity patterns of high school graduates in Texas who completed physical education class credit during high school and those who did not but who were varsity athletes. A questionnaire was designed and tested for reliability prior to being administered to 201 college students. Analysis indicated that participants who completed high school physical education class credit do not currently participate in regular physical activity as much as those who were not required to complete such credit. Conversely, athletes who did not participate in physical education reported currently engaging in more cardiovascular exercise and team sports than the physical education students during high school.

Is Your School Y2K-OK?

Science.gov (United States)

Bates, Martine G.

1999-01-01

The most vulnerable Y2K areas for schools are networked computers, free-standing personal computers, software, and embedded chips in utilities such as telephones and fire alarms. Expensive, time-consuming procedures and software have been developed for testing and bringing most computers into compliance. Districts need a triage prioritization…

The role of physics departments in the recruitment, preparation and support of pre-college teachers of physics

Science.gov (United States)

Seeley, Lane

2008-05-01

The United States faces a critical shortage of qualified physics and physical science teachers. The number of high school students taking physics is increasing but the number of physics majors pursuing careers in pre-college teaching is not nearly sufficient to meet the demand. College and university physics departments have content expertise and ready access to potential future teachers of physics. In order to address the crisis in physics and physical science education, APS, AAPT, and AIP have developed the PhysTEC project. Seattle Pacific University is one of six fully funded PhysTEC sites. The PhysTEC project also supports a coalition of more than one hundred institutions that are committed to improving K-12 physics and physical science education. This talk will describe the national PhysTEC project along with our local PhysTEC program. We will explore ways in which physics departments can more fully integrate the preparation of pre-college physics teachers within existing departmental priorities. We will discuss opportunities for regional partnerships between 2-year and 4-year colleges, school districts, and teacher preparation programs. We will also highlight ways in which our research on the learning and teaching of physics informs the development of tools that teachers and teacher educators can use to diagnose student ideas and to design subsequent instruction that capitalizes on these ideas. In collaboration with Stamatis Vokos, Seattle Pacific University and Pam Kraus, Facet Innovations LLC.

Southern Association of Colleges and Schools Accreditation:Impact on Elementary Student Performance

Directory of Open Access Journals (Sweden)

Darlene Y. Bruner

2004-07-01

Full Text Available Currently, 848 Georgia public elementary schools that house third- and fifth-grades in the same building use the Southern Association of Colleges and Schools (SACS accreditation as a school improvement model. The purpose of this investigation was to determine whether elementary schools that are SACS accredited increased their levels of academic achievement at a higher rate over a five-year period than elementary schools that were not SACS accredited as measured by the Iowa Test of Basic Skills (ITBS. Independent variables included accreditation status, socioeconomic status (SES of schools, and baseline scores of academic achievement. Dependent variables included mathematics and reading achievement scores. There was a statistically significant difference found when examining the SES of schools and baseline scores of the elementary schools. SACS accredited elementary schools had higher SES and higher baseline scores in third- and fifth grade mathematics and reading. However, the multiple regression model indicated no statistically significant differences in gain scores between SACS accredited and non-SACS accredited elementary schools in third- and fifth-grade mathematics and reading achievement during the five year period examined in this study.

Y2K Survey Results: Counties, Cities, School Districts.

Science.gov (United States)

Petro, Jim

Survey data obtained in recent audits updated Ohio's local government units' assessment of Year 2000 (Y2K) readiness. The survey was developed with three intended objectives: (1) to provide an accurate assessment of the efforts to remediate the Y2K problem in Ohio's school districts, cities and counties; (2) to identify issues that could affect…

First Generation College Students in STEM: Counter Stories of Success

Science.gov (United States)

Hernandez, Carol D.

First-generation community college Science, Technology, Engineering, and Mathematics (STEM) students have unique challenges in transferring to a four-year college. This is especially true for Latin and African American students who may experience multiple challenges, including discrimination, immigration issues and language issues, and sometimes poor academic preparation in their K-12 education. This project used a grounded theory approach to explore through an equity lens the educational journey of seven Los Medanos College students who have successfully transferred to a four-year institution were interviewed. All of these students that participated in this project were former Mathematics Engineering Science Achievement Program (MESA) students at Los Medanos College. The MESA Program is a learning community that provides academic support for "educationally and economically disadvantaged" students so they can excel in math and science, transfer to four-year institutions as majors in math-based fields, and graduate with baccalaureate degrees in STEM majors. Several intervention strategies are embedded into the program, including: counseling, mentors, a learning center, tutors, financial aid and transfer workshops, and internship and scholarship opportunities. The students were interviewed and asked several questions regarding their high school life, MESA, and community college and transfer experiences. The main theoretical framework utilized to analyze the interviews was Border Lands theory because these students created a safe space that allowed them to straddle their life at home and their life at school. Interviews with these students reveal seven successful, happy, and engaged students. Several themes emerged with respect to the importance of students' finding a major that they love, finding community, and the importance of teachers, family, and engagement in their success. The results of this project also emphasize the importance of hiring passionate teachers

26 CFR 31.3306(c)(10)-2 - Services of student in employ of school, college, or university.

Science.gov (United States)

2010-04-01

... before 1962. Services performed in the employ of a school, college, or university not exempt from income..., college, or university. 31.3306(c)(10)-2 Section 31.3306(c)(10)-2 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) EMPLOYMENT TAXES AND COLLECTION OF INCOME TAX AT SOURCE...

Gender Differences in the High School and Affective Experiences of Introductory College Physics Students

Science.gov (United States)

Hazari, Zahra; Sadler, Philip M.; Tai, Robert H.

2008-10-01

The disparity in persistence between males and females studying physics has been a topic of concern to physics educators for decades. Overall, while female students perform as well as or better than male students, they continue to lag considerably in terms of persistence. The most significant drop in females studying physics occurs between high school and college.2 Since most female physicists report that they became attracted to physics and decided to study it further while in high school, according to the International Study of Women in Physics,3 it is problematic that high school is also the stage at which females begin to opt out at much higher rates than males. Although half of the students taking one year of physics in high school are female, females are less likely than males to take a second or Advanced Placement (AP) physics course.4 In addition, the percentage of females taking the first physics course in college usually falls between 30% and 40%. In other words, although you may see gender parity in a first high school physics course, this parity does not usually persist to the next level of physics course. In addition, even if there is parity in a high school physics course, it does not mean that males and females experience the course in the same way. It is this difference in experience that may help to explain the drop in persistence of females.

Predicting the admission into medical school of African American college students who have participated in summer academic enrichment programs.

Science.gov (United States)

Hesser, A; Cregler, L L; Lewis, L

1998-02-01

To identify cognitive and noncognitive variables as predictors of the admission into medical school of African American college students who have participated in summer academic enrichment programs (SAEPs). The study sample comprised 309 African American college students who participated in SAEPs at the Medical College of Georgia School of Medicine from 1980 to 1989 and whose educational and occupational statuses were determined by follow-up tracking. A three-step logistic regression was used to analyze the data (with alpha = .05); the criterion variable was admission to medical school. The 17 predictor variables studied were one of two types, cognitive and noncognitive. The cognitive variables were (1) Scholastic Aptitude Test mathematics (SAT-M) score, (2) SAT verbal score, (3) college grade-point average (GPA), (4) college science GPA, (5) SAEP GPA, and (6) SAEP basic science GPA (BSGPA). The noncognitive variables were (1) gender, (2) highest college level at the time of the last SAEP application, (3) type of college attended (historically African American or predominately white), (4) number of SAEPs attended, (5) career aspiration (physician or another health science option) (6) parents who were professionals, (7) parents who were health care role models, (8) evidence of leadership, (9) evidence of community service, (10) evidence of special motivation, and (11) strength of letter of recommendation in the SAEP application. For each student the rating scores for the last four noncognitive variables were determined by averaging the ratings of two judges who reviewed relevant information in each student's file. In step 1, which explained 20% of the admission decision variance, SAT-M score, SAEP BSGPA, and college GPA were the three significant cognitive predictors identified. In step 2, which explained 31% of the variance, the three cognitive predictors identified in step 1 were joined by three noncognitive predictors: career aspiration, type of college, and

Ground Truth Studies - A hands-on environmental science program for students, grades K-12

Science.gov (United States)

Katzenberger, John; Chappell, Charles R.

1992-01-01

The paper discusses the background and the objectives of the Ground Truth Studies (GTSs), an activity-based teaching program which integrates local environmental studies with global change topics, utilizing remotely sensed earth imagery. Special attention is given to the five key concepts around which the GTS programs are organized, the pilot program, the initial pilot study evaluation, and the GTS Handbook. The GTS Handbook contains a primer on global change and remote sensing, aerial and satellite images, student activities, glossary, and an appendix of reference material. Also described is a K-12 teacher training model. International participation in the program is to be initiated during the 1992-1993 school year.

School Finance Reform. At Issue

Science.gov (United States)

Weston, Margaret

2010-01-01

Californians are very concerned about funding for their K-12 public schools. They consistently say that K-12 education should be protected from spending cuts over and above any other area of the state budget. California's system of school finance is in trouble. Many studies have found it to be inequitable, with wide variation in per-pupil funding.…

Differential Predictive Validity of High School GPA and College Entrance Test Scores for University Students in Yemen

Science.gov (United States)

Al-Hattami, Abdulghani Ali Dawod

2012-01-01

High school grade point average and college entrance test scores are two admission criteria that are currently used by most colleges in Yemen to select their prospective students. Given their widespread use, it is important to investigate their predictive validity to ensure the accuracy of the admission decisions in these institutions. This study…

Summer Research Program - 1996 High School Apprenticeship Program. Volume 12B, Armstrong Laboratory

National Research Council Canada - National Science Library

Moore, Gary

1996-01-01

The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

More Thoughts about Names in Nursing: Colleges, Schools, Divisions, Departments, and Journals.

Science.gov (United States)

Fawcett, Jacqueline

2016-01-01

This essay addresses the names used for nursing academic units and journals. Discussion focuses on questions about nursing (or nursology) as a health profession and the redundancy of combining the term, nursing, with terms about health used by many colleges, schools, divisions, and departments, as well as by some journals. © The Author(s) 2015.

Summer Versus School-Year Alcohol Use Among Mandated College Students.

Science.gov (United States)

Miller, Mary Beth; Merrill, Jennifer E; Yurasek, Ali M; Mastroleo, Nadine R; Borsari, Brian

2016-01-01

Longitudinal research examining college students' alcohol use during the summer months, especially in at-risk individuals, is limited. The current study evaluated changes in mandated college students' alcohol use and related consequences over the summer. Participants (n = 305, 67% male) who had violated campus alcohol policy and were subsequently mandated to treatment completed follow-up assessments at 3, 6, and 9 months. For the majority of students, one of these follow-up assessments occurred over the summer. Hierarchical linear modeling was used to examine changes in alcohol use and related consequences during the school year and summer. Participants reported consuming significantly fewer drinks per occasion, reaching lower peak blood alcohol concentrations, and experiencing fewer alcohol-related consequences during the summer months. All outcomes were mediated by summer housing, indicating that summer influenced alcohol use indirectly through participants' tendency to live at home. Despite small but significant decreases in alcohol consumption and related consequences when living with a parent/guardian, mandated college students continue to exhibit risky drinking and consequences during the summer months. Given these findings, summer may be an appropriate time to implement prevention and intervention strategies with mandated and other at-risk populations.

The Influence of Acculturation and Enculturation on Mexican American High School Students' Decision to Apply to College

Science.gov (United States)

Castillo, Linda G.; Lopez-Arenas, Araceli; Saldivar, Isaac M.

2010-01-01

This study examined the influence of acculturation, enculturation, parental education level, financial concerns, and gender on 106 Mexican American high school students' decisions to apply to college. Results indicated that acculturation and female gender were significant predictors. Implications for interventions with Latino high school students…

The Role of Automata and Machine Theory in School and College Mathematics Syllabuses.

Science.gov (United States)

Holcombe, M.

1981-01-01

The introduction of certain topics in the theory of machines and languages into school and college mathematics courses in place of the more usual discussion of groups and formal logic is proposed. Examples of machines and languages and their interconnections suitable for such courses are outlined. (MP)

A Comprehensive and Cost-Effective Computer Infrastructure for K-12 Schools

Science.gov (United States)

Warren, G. P.; Seaton, J. M.

1996-01-01

Since 1993, NASA Langley Research Center has been developing and implementing a low-cost Internet connection model, including system architecture, training, and support, to provide Internet access for an entire network of computers. This infrastructure allows local area networks which exceed 50 machines per school to independently access the complete functionality of the Internet by connecting to a central site, using state-of-the-art commercial modem technology, through a single standard telephone line. By locating high-cost resources at this central site and sharing these resources and their costs among the school districts throughout a region, a practical, efficient, and affordable infrastructure for providing scale-able Internet connectivity has been developed. As the demand for faster Internet access grows, the model has a simple expansion path that eliminates the need to replace major system components and re-train personnel. Observations of optical Internet usage within an environment, particularly school classrooms, have shown that after an initial period of 'surfing,' the Internet traffic becomes repetitive. By automatically storing requested Internet information on a high-capacity networked disk drive at the local site (network based disk caching), then updating this information only when it changes, well over 80 percent of the Internet traffic that leaves a location can be eliminated by retrieving the information from the local disk cache.

K-n and K-p elastic scattering in K-d collisions from 1.2 to 2.2 GeV/c

International Nuclear Information System (INIS)

Declais, Y.; Duchon, J.; Louvel, M.; Patry, J.-P.; Seguinot, J.; Baillon, P.; Bruman, C.; Ferro-Luzzi, M.; Perreau, J.-M.; Ypsilantis, T.

1977-01-01

This report contains the detailed description of an experiment which has determined the differential cross section of the K - n→K - n elastic scattering reaction. The results are 12 angular distributions spanning the K - n c.m. energy interval from approximately 1.86 to approximately 2.32 GeV. The measurements have been performed at the CERN PS using a beam of negative kaons with momenta from 1.2 to 2.2 GeV/c incident on a liquid deuterium target. By means of electronic apparatus the process K - d→K - n psub(s) was identified and recorded; this process is basically the same as the K - n elastic reaction insofar as the spectator proton psub(s) has low momentum. The elastic reaction was derived from the above process by taking into account the Fermi motion of the target neutron and by introducing the appropriate corrections to compensate for the effects due to the composite nature of the neutron (double-scattering, final state interaction). These results, constituting the first extensive collection of data on the pure isospin 1 anti KN state have been used in conjunction with other data in a preliminary partial wave analysis of the anti KN elastic system over the c.m. energy range from 1.84 to 2.23 GeV. Mainly for testing purposes, a similar amount of data has been collected for the K - p elastic reaction also from K - d collisions (K - d→K - p nsub(s)). (Auth.)

Heterogeneity in Human Capital Investments: High School Curriculum, College Major, and Careers

Science.gov (United States)

Altonji, Joseph G.; Blom, Erica; Meghir, Costas

2012-01-01

Motivated by the large differences in labor market outcomes across college majors, we survey the literature on the demand for and return to high school and postsecondary education by field of study. We combine elements from several papers to provide a dynamic model of education and occupation choice that stresses the roles of the specificity of…

Romans 12 Motivational Gifts and College Professors: Implications for Job Satisfaction and Person-Job Fit

Science.gov (United States)

Tomlinson, Jon C.; Winston, Bruce E.

2011-01-01

This study builds on earlier work by DellaVecchio and Winston (2004) and McPherson (2008). They addressed the seven motivational gifts Paul wrote about in Romans 12:3-8 as a means for addressing job satisfaction and person-job fit among college professors. Using a snowball sampling method, 89 college professors completed the online survey…

Information Needs Assessment for K-12 School Nurses in Rural Eastern Washington State.

Science.gov (United States)

Vela, Kathryn

2017-01-01

School nurses are an often-overlooked population of health care professionals who have great importance in rural communities where access to health care is limited. In order to better serve school nurses in rural eastern Washington, an assessment was conducted to determine their information needs, behaviors, and perceptions. Results indicated this population of school nurses searches for multiple types of health information on a daily basis and navigates obstacles to information access using a variety of resources. While largely confident in their searching ability, they are open to learning more about how to find reliable health information to support their daily responsibilities. These results will guide the development of a workshop for school nurses about using reliable health information resources to improve health care in their rural communities.

REACTOR: a computer simulation for schools

International Nuclear Information System (INIS)

Squires, D.

1985-01-01

The paper concerns computer simulation of the operation of a nuclear reactor, for use in schools. The project was commissioned by UKAEA, and carried out by the Computers in the Curriculum Project, Chelsea College. The program, for an advanced gas cooled reactor, is briefly described. (U.K.)

Assessing the Roles of Student Engagement and Academic Emotions within Middle School Computer- Based Learning in College-Going Pathways

Science.gov (United States)

San Pedro, Maria Ofelia Z.

2015-01-01

This dissertation research focuses on assessing student behavior, academic emotions, and knowledge from a middle school online learning environment, and analyzing their potential effects on decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to postsecondary years, I leverage…

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

High School Students' Accuracy in Estimating the Cost of College: A Proposed Methodological Approach and Differences among Racial/Ethnic Groups and College Financial-Related Factors

Science.gov (United States)

Nienhusser, H. Kenny; Oshio, Toko

2017-01-01

High school students' accuracy in estimating the cost of college (AECC) was examined by utilizing a new methodological approach, the absolute-deviation-continuous construct. This study used the High School Longitudinal Study of 2009 (HSLS:09) data and examined 10,530 11th grade students in order to measure their AECC for 4-year public and private…

National Science Resources Center Project for Improving Science Teaching in Elementary Schools. Appendix A. School Systems With Exemplary Elementary Science Programs. Appendix B. Elementary Science Network

Science.gov (United States)

1988-12-01

Glass, Lawrence, Deer Park High School Glass, Millard, K-12 Science Supervisor Bloomfield Municipal School District Glassman, Neil, Gleason, Steve...Superientendent Vaughn Municipal Schools Knop, Ronald N., Teacher Grissom Junior High School Knox, Amie, Director of Master Teacher Program W. Wilson...Science Supervisor Pequannock Township Public Schools Mercado , Roberto, Science Coordinator Colegio Radians, Inc. Merchant, Edwin, K-12 Science

A survey of college-bound high school graduates regarding circadian preference, caffeine use, and academic performance.

Science.gov (United States)

Cole, James S

2015-03-01

This study examines the relationships between circadian preference and caffeine use with academic performance and hours spent studying for recent high school graduates entering their first year of college. Entering first-year college students enrolled at 90 baccalaureate-level institutions across the USA were invited to complete the Beginning College Survey of Student Engagement (BCSSE) and the Composite Scale of Morningness (CSM) as well as answer questions regarding caffeine consumption. Surveys were administered on each campus during the summer months of 2013. Only those that graduated from a US high school in the spring of 2013 were included in this study. The final sample for this study included 25,200 students that completed the BCSSE, CSM, and questions regarding caffeine consumption. Evening types (E-types) were significantly less likely to report earning A/A-'s in high school and less likely to study 16 or more hours per week compared to intermediate or morning types (M-types) (p students reported an average of 1.1 servings of caffeine per day, with 39 % reporting no caffeine consumption. M-types were more likely to consume no caffeine (54 %) compared to E-types that also indicated no daily caffeine (31 %) (p amount (7 %) (p high school. However, the apparent advantage that morning types had over evening types regarding high school grades was completely ameliorated once three or more servings of caffeine were consumed per day. This study provides additional information to educators and health professionals to create programs and provide resource to help adolescents better understand the impact of their sleep behaviors and use of caffeine on their academic performance.

School Counseling Faculty Perceptions and Experiences Preparing Elementary School Counselors

Science.gov (United States)

Goodman-Scott, Emily; Watkinson, Jennifer Scaturo; Martin, Ian; Biles, Kathy

2016-01-01

School counselors' job roles and preferences reportedly vary by educational level (i.e., elementary, middle and high school); however, several organizations, such as the American School Counselor Association, conceptualize and recommend school counseling practice and preparation through a K-12 lens. Little is known about how or if school…

A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

Science.gov (United States)

Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon

2014-01-01

The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…

High school and college introductory science education experiences: A study regarding perceptions of university students persisting in science as a major area of study

Science.gov (United States)

Fredrick, L. Denise

The focus of this study was to investigate college students' perception of high school and college introductory science learning experiences related to persistence in science as a major area of study in college. The study included students' perceptions of the following areas of science education: (1) teacher interpersonal relationship with students, (2) teacher personality styles, (3) teacher knowledge of the content, (4) instructional methods, and (5) science course content. A survey research design was employed in the investigative study to collect and analyze data. One hundred ninety two students participated in the research study. A survey instrument entitled Science Education Perception Survey was used to collect data. The researcher sought to reject or support three null hypotheses as related to participants' perceptions of high school and college introductory science education experiences. Using binomial regression analysis, this study analyzed differences between students persisting in science and students not persisting in science as a major. The quantitative research indicated that significant differences exist between persistence in science as a major and high school science teacher traits and college introductory science instructional methods. Although these variables were found to be significant predictors, the percent variance was low and should be considered closely before concluded these as strong predictors of persistence. Major findings of the qualitative component indicated that students perceived that: (a) interest in high school science course content and high school science teacher personality and interpersonal relationships had the greatest effect on students' choice of major area of study; (b) interest in college introductory science course content had the greatest effect on students' choice of major area of study; (c) students recalled laboratory activities and overall good teaching as most meaningful to their high school science

A Profile of Deans of Schools and Colleges of Journalism and Mass Communication.

Science.gov (United States)

Oneal, Dennis J.; Applegate, Edd

2001-01-01

Considers how many people hire persons whose backgrounds reflect their own training and experience. Looks at the backgrounds of those persons that hold the title of "dean" at ACEJMC(Accrediting Council on Education in Journalism and Mass Communications)-accredited colleges and schools of journalism and mass communication. Provides a solid baseline…

Interview with Joe Freidhoff: A Bird's-Eye View of K-12 Online Learning

Science.gov (United States)

Pourreau, Leslie

2015-01-01

The intent of this article is to introduce long-time "Online Learning" readership to the field of K-12 online learning while also providing direction for the K-12 online learning scholars about where the field is going or should be going in terms of meeting the needs of K-12 stakeholders. Recently an interview was conducted with Dr. Joe…

Investigating the Impact of the Cisco 21st Century Schools Initiative on Forrest County School District. Summative Report

Science.gov (United States)

Ba, Harouna; Meade, Terri; Pierson, Elizabeth; Ferguson, Camille; Roy, Amanda; Williams, Hakim

2009-01-01

Located in southern Mississippi, the Forrest County School District (FCSD) consists of six schools: three K-6 elementary schools, two K-8 elementary-middle schools, and one high school (grades 9-12), all of which have been involved in the Cisco Initiative since its inception. The district employed 16 administrators, 7 technology staff members, and…

College students' experiences and attitudes regarding middle and high school-based breastfeeding education.

Science.gov (United States)

Spear, Hila J

2007-10-01

This study examined the attitudes and experiences of male and female college students relative to breastfeeding education within middle and high school programs of study. Findings revealed that 36.7% of the participants were taught about breastfeeding while enrolled in a specific course in high school; 11.3% received information about breastfeeding in middle school. Overall, participants expressed positive attitudes toward breastfeeding and were supportive of the promotion of breastfeeding within a formal educational setting. However, 54% disagreed with offering information about breastfeeding to middle school students. Furthermore, most (67.8%) participants found public breastfeeding to be unacceptable; 77.7% indicated that breastfeeding is an intimate behavior that should be kept private. School nurses are in a unique position to influence school health and science-related curricula designed to promote the health benefits of breastfeeding. More education is needed to teach young people about the advantages of breastfeeding and to make breastfeeding a socially and culturally acceptable lifestyle behavior.

Teacher Perception of Barriers and Benefits in K-12 Technology Usage

Science.gov (United States)

Carver, Lin B.

2016-01-01

This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast. Data was collected…

The performance of the K10, K6 and GHQ-12 to screen for present state DSM-IV disorders among disability claimants

Directory of Open Access Journals (Sweden)

Cornelius Bert LR

2013-02-01

Full Text Available Abstract Background Screening for mental disorders among disability claimants is important, since mental disorders seem to be seriously under-recognized in this population. However, performance of potentially suitable scales is unknown. We aimed to evaluate the psychometric properties of three scales, the 10- and 6-item Kessler Psychological Distress Scale (K10, K6 and the 12-item General Health Questionnaire (GHQ-12, to predict present state mental disorders, classified according to the Diagnostic and Statistical Manual of Mental Disorders, 4thEdition (DSM-IV among disability claimants. Methods All scales were completed by a representative sample of persons claiming disability benefit after two years sickness absence (n=293. All diagnoses, both somatic and mental, were included. The gold standard was the Composite International Diagnostic Interview (CIDI 3.0 to diagnose present state DSM-IV disorder. Cronbach’s α, sensitivity, specificity, positive (PPV and negative predictive values (NPV, and the areas under the Receiver Operating Characteristic curve (AUC were calculated. Results Cronbach’s alpha’s were 0.919 (K10, 0.882 (K6 and 0.906 (GHQ-12. The optimal cut-off scores were 24 (K10, 14 ( K6 and 20 (GHQ-12. The PPV and the NPV for the optimal cut point of the K10 was 0.53 and 0.89, for the K6 0.51 and 0.87, and for the GHQ-12 0.50 and 0.82. The AUC’s for 30-day cases were 0.806 (K10; 95% CI 0.749-0.862, 0.796 (K6; 95% CI 0.737-0.854 and 0.695 (GHQ-12; 95% CI 0.626-0.765. Conclusions The K10 and K6 are reliable and valid scales to screen for present state DSM-IV mental disorder. The optimal cut-off scores are 24 (K10 and 14 (K6. The GHQ-12 (optimal cut-off score: 20 is outperformed by the K10 and K6, which are to be preferred above the GHQ-12. The scores on separate items of the K10 and K6 can be used in disability assessment settings as an agenda for an in-depth follow-up clinical interview to ascertain the presence of present state

Interdisciplinary Education from a College of Nursing and School of Medicine.

Science.gov (United States)

Appleton, Sarah; Nacht, Amy

2015-01-01

We examine a newly designed, interdisciplinary education program and clinical rotation for the first-year obstetrics and gynecology resident, implemented at the University of Colorado, Denver, Colorado, between the College of Nursing midwifery faculty and the School of Medicine Department of Obstetrics and Gynecology. The barriers to program development, along with the advantages and disadvantages of collaboration between nursing and medical schools, are reviewed. The clinical experience, consisting of 5 clinical shifts, was designed using the conceptual model of collaborative intelligence. A formal rotation with the midwife was constructed for the first-year resident on the labor and delivery unit, providing care to intrapartum and postpartum women and families. The program included didactic and clinical teaching, with an emphasis on the normal physiologic process of birth and introduction to the midwifery scope of practice and philosophy of care. Formative evaluation of the clinical rotation demonstrated strong interest for continuation of the program and an ability to appreciate midwifery components of care in a limited exposure. Moreover, program development was successful without requiring large curricular changes for the resident. Future planning includes expansion of the program with increased emphasis on the postpartum and breastfeeding woman and continued program evaluation. The long-term success of such collaborations will depend on the continued support of the American College of Nurse-Midwives and the American Congress of Obstetricians and Gynecologists in developing and improving interdisciplinary educational teams. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

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.

Affiliations of community health centers with the accredited schools and colleges of optometry in the states and territories of the United States.

Science.gov (United States)

2008-10-01

In 2006, the American Optometric Association Community Health Center Committee surveyed schools/colleges of optometry in the United States and its territories to assess collaborations between community health centers and optometric institutions. The survey investigated the number and structure of affiliations that existed between Federally Qualified Health Centers and schools/colleges of optometry in the United States. The survey reached the schools through the American Optometric Association Faculty Relations Committee or personal contact (Inter-American University of Puerto Rico). The survey showed wide variation in affiliations of community health centers with optometry programs. Six schools had no affiliations, whereas the remaining 11 ranged from 1 to 14. Information relating to 37 community health centers was reported. Results showed that schools utilized community health centers for fourth-year students in 5 schools, and both third- and fourth-year students in the remaining 6 schools. Schools vary regarding how precepting is managed with either full-time faculty (64.9%) or adjunct faculty. Business models also vary between schools. Affiliations between school/colleges of optometry and community health centers differ considerably. Optometric affiliations with community health centers can result in increased access to eye care for underserved populations and increased clinical experience for optometry students and residents. Opportunities exist to establish additional affiliations. Educational benefits and costs associated with affiliations should be explored before entering into a collaborative model of eye care delivery.

HVAC SYSTEMS IN THE CURRENT STOCK OF US K-12 SCHOOLS

Science.gov (United States)

The report summarizes information on heating, ventilating, an air- conditioning (HVAC) systems commonly found in U. S. school buildings and the effect that operating these systems has on indoor radon levels. The report describes the ability of various HVAC systems to pressurize a...

Goodbye to Summer Vacation? The Effects of Summer Enrollment on College and Employment Outcomes. A CAPSEE Working Paper

Science.gov (United States)

Liu, Vivian Yuen Ting

2016-01-01

Despite rich evidence on the benefit of summer enrollment at the K-12 level, the college completion literature has so far focused on college readiness, remediation, and financial aid, and has largely overlooked the potential benefits of taking summer courses among college students. Academic momentum theory suggests that summer enrollment may…

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…

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.

K-12 School Food Service Staff Training Interventions: A Review of the Literature

Science.gov (United States)

Stephens, Lacy; Shanks, Carmen Byker

2015-01-01

Background: School food service professionals are vital to implementing national nutrition standards in school meal programs. Appropriate and effective training for these professionals may be one key to producing healthful meals that students are excited to eat and also meet United States Department of Agriculture (USDA) nutrient guidelines. A…

Sexual Harassment Policies in K-12 Schools: Examining Accessibility to Students and Content

Science.gov (United States)

Lichty, Lauren F.; Torres, Jennifer M. C.; Valenti, Maria T.; Buchanan, NiCole T.

2008-01-01

Background: Peer sexual harassment is a significant social problem with consequences for both students and schools. Four out of 5 students report experiencing sexual harassment. These experiences have been linked to poor psychological health and academic withdrawal. Recognizing the seriousness of sexual harassment in schools, Supreme Court rulings…

The Effect of a High School Speech Course on Public Speaking Anxiety for Students in a College-Level Public Speaking Class

Science.gov (United States)

Johnson, Karen Hill

2012-01-01

Literature suggested public speaking is American's most feared activity. Additionally, the public speaking curriculum was removed from the K-12 school system after 2001. This study aimed to examine the effect of previous public speaking instruction, public speaking extra-curricular activity, gender, and self-esteem on public speaking anxiety…

Reflection of K.H. Ahmad Dahlan’s educational ideas for school development

Directory of Open Access Journals (Sweden)

S. Suripto

2017-09-01

Full Text Available This research was aimed to reflect the form of K.H. Ahmad Dahlan’s educational ideas in schools. The kind of this research was qualitative with multi sites approach.  The research was conducted at MTs Muhammadiyah 2 and Muhammadiyah 1 Vocational School – Trenggalek.The object of this research was the form of K.H. Ahmad Dahlan’s educational ideas whereas the subject was all the school's administrators. Data were collected through deep interview, documentation and observation techniques. Data validity was tested with; credibility, transferability, and confirmability. Data analysis model was interractionally each other; data reduction, data presentation, conclusion withdrawal, and verification. The research result were; first, at MTs Muhammadiyah 2, the form of K.H. Ahmad Dahlan’s educational ideas covered: Muhammadiyah values, such as a. TBC eradication, worry attitude towards the improvement of fundamentalist religious culture in the society (LDII, b. Willingness to sacrifice attitude grown by the school founders’ core team, organizers, and administrators; c. The spirit of dakwah and dedication for the nation and the religion. Second, at Muhammadiyah 1 Vocational School, it covered a. Charity effort movement for all (rahmatan lilalamin; b. Amar maruf nahy munkar was formed in the construction of all field of life, c. Working was the spirit of movement organization. Keywords: educational ideas, school development

Leaders' Experiences with High School-College Writing Center Collaborations: A Qualitative Multiple-Case Study

Science.gov (United States)

Story, Julie A.

2014-01-01

The purpose of this qualitative multiple-case study was to explore academic leaders' experiences with the organizational elements of their own high school-college writing center collaborations. Conjoining theories framed this study: collaborative leadership theory, Kenneth Bruffee's notion of social constructionism and collaborative learning…

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.

Summer Research Program - 1998 High School Apprenticeship Program Final Reports. Volume 12, Armstrong Laboratory

National Research Council Canada - National Science Library

Moore, Gary

1998-01-01

The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

Extending the Field of College Access: A Critical Ethnography on the Organizational Habitus of College-Going in an Urban Catholic High School

Science.gov (United States)

Rodriguez, Paul Joseph

2013-01-01

Through a critical ethnographic methodology, this dissertation study utilizes a P-20 lens in analyzing the organizational habitus of college-going in an urban Catholic high school in South Texas. The primary theoretical framework of this study is Bourdieuian Social Reproduction Theory, which supports the study's impetus to demonstrate how school…

Presenteeism Attitudes and Behavior among Missouri Kindergarten to Twelfth Grade (K-12) School Nurses

Science.gov (United States)

Rebmann, Terri; Turner, James Austin; Kunerth, Allison K.

2016-01-01

Working while ill (presenteeism) with symptoms of influenza-like illness can contribute to outbreaks, but little is known about school nurse presenteeism. Missouri Association of School Nurses members (N = 396) were sent a survey in 2013/2014. A chi square test was conducted to compare having a school culture that encourages presenteeism versus…

Language and Culture Restrictions and Discrimination in K-12 Private Schools: An Australian Perspective

Science.gov (United States)

Cumming, Joy; Mawdsley, Ralph

2013-01-01

In a companion article, we considered legal issues in language and culture in private schooling in two U.S. contexts: "Silva v. St. Anne Catholic School" and "Doe v. Kamehameha Schools". In this article, we consider the facts and findings of these two cases under the human rights and antidiscrimination legal frameworks of…

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

The equivalence of high schools to national gymnasium in the first republic: the case of the Diocesan College of Paraiba

Directory of Open Access Journals (Sweden)

Wojciech Andrzej Kulesza

2011-12-01

Full Text Available Since the foundation of the College of Pedro II in 1838 successive legislators tried to take it as a model, not only for the schools of Rio de Janeiro but for the whole Brazilian high school. Gradually the equalization to this institution was the mechanism encountered by the government to make uniform secondary education throughout the country. With the republican laicization, the Catholic Church also begins to consider useful this mechanism to sanction officially the studies in their schools. This work, based in the documentation founded in Brazilian National Archive, focused the institution of definitive equivalence of the Diocesan College of Paraiba to the Gymnasium National in 1908.

"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.

A Study of the Relationship of Perceived Principal Supervision and Support to the Perceived Self-Efficacy of Beginning and Experienced K-12 Teachers

Science.gov (United States)

Spearing, Leonard M.

2013-01-01

In this quantitative study the author examined the relationship between the perceived level of principal supervision and support to the perceived self-efficacy of K-12 teachers in a suburban public school district. The impact of perceived self-efficacy upon the commitment to remain in teaching was also considered. Finally the differential…

Inspiring careers in STEM and healthcare fields through medical simulation embedded in high school science education.

Science.gov (United States)

Berk, Louis J; Muret-Wagstaff, Sharon L; Goyal, Riya; Joyal, Julie A; Gordon, James A; Faux, Russell; Oriol, Nancy E

2014-09-01

The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school science classes through collaboration between medical school and K-12 faculty. The design was based largely on the literature on concepts and mechanisms of self-efficacy. A structured telephone survey was conducted with 30 program alumni from the inaugural school who were no longer in high school. Near-term effects, enduring effects, contextual considerations, and diffusion and dissemination were queried. Students reported high incoming attitudes toward STEM education and careers, and these attitudes showed before versus after gains (P science or healthcare-related career to the program. Additionally, 63% subsequently took additional science or health courses, 73% participated in a job or educational experience that was science related during high school, and 97% went on to college. Four of every five program graduates cited a health-related college major, and 83% offered their strongest recommendation of the program to others. Further study and evaluation of simulation-based experiences that capitalize on informal, naturalistic learning and promote self-efficacy are warranted. Copyright © 2014 The American Physiological Society.

College Explorer.

Science.gov (United States)

Ahl, David H.

1985-01-01

The "College Explorer" is a software package (for the 64K Apple II, IBM PC, TRS-80 model III and 4 microcomputers) which aids in choosing a college. The major features of this package (manufactured by The College Board) are described and evaluated. Sample input/output is included. (JN)

Lessons learned from a data-driven college access program: The National College Advising Corps.

Science.gov (United States)

Horng, Eileen L; Evans, Brent J; Antonio, Anthony L; Foster, Jesse D; Kalamkarian, Hoori S; Hurd, Nicole F; Bettinger, Eric P

2013-01-01

This chapter discusses the collaboration between a national college access program, the National College Advising Corps (NCAC), and its research and evaluation team at Stanford University. NCAC is currently active in almost four hundred high schools and through the placement of a recent college graduate to serve as a college adviser provides necessary information and support for students who may find it difficult to navigate the complex college admission process. The advisers also conduct outreach to underclassmen in an effort to improve the school-wide college-going culture. Analyses include examination of both quantitative and qualitative data from numerous sources and partners with every level of the organization from the national office to individual high schools. The authors discuss balancing the pursuit of evaluation goals with academic scholarship. In an effort to benefit other programs seeking to form successful data-driven interventions, the authors provide explicit examples of the partnership and present several examples of how the program has benefited from the data gathered by the evaluation team. © WILEY PERIODICALS, INC.

High School and College Biology: A Multi-Level Model of the Effects of High School Courses on Introductory Course Performance

Science.gov (United States)

Loehr, John F.; Almarode, John T.; Tai, Robert H.; Sadler, Philip M.

2012-01-01

In a climate where increasing numbers of students are encouraged to pursue post-secondary education, the level of preparedness students have for college-level coursework is not far from the minds of all educators, especially high school teachers. Specifically within the biological sciences, introductory biology classes often serve as the…

Rice University: Innovation to Increase Student College Readiness

Science.gov (United States)

Gigliotti, Jennifer

2012-01-01

"College readiness" means that a student can enter a college classroom without remediation and successfully complete entry-level college requirements (Conley, 2012). In order for students to be considered college ready, they must acquire skills, content knowledge, and behaviors before leaving high school. Research on high-school performance…

Impact of advanced pharmacy practice experience placement changes in colleges and schools of pharmacy.

Science.gov (United States)

Duke, Lori J; Staton, April G; McCullough, Elizabeth S; Jain, Rahul; Miller, Mindi S; Lynn Stevenson, T; Fetterman, James W; Lynn Parham, R; Sheffield, Melody C; Unterwagner, Whitney L; McDuffie, Charles H