WorldWideScience

Sample records for k-12 sexuality education

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

    Science.gov (United States)

    American School Health Association (NJ1), 2012

    2012-01-01

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

  2. Optics education for K-12

    Science.gov (United States)

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

    2000-06-01

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

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

    Science.gov (United States)

    Hooker, Steven D.

    2010-01-01

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

  4. Standards for K-12 Engineering Education?

    Science.gov (United States)

    National Academies Press, 2010

    2010-01-01

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

  5. K-12 Educational Outcomes of Immigrant Youth

    Science.gov (United States)

    Crosnoe, Robert; Turley, Ruth N. Lopez

    2011-01-01

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

  6. 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

  7. 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.

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

    Science.gov (United States)

    Bybee, Rodger W.

    2011-01-01

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

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

    Science.gov (United States)

    Lemon, Narelle, Ed.

    2015-01-01

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

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

    Science.gov (United States)

    Singh, Navin Kumar

    2012-01-01

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

  11. Extending Engineering Education to K-12

    Science.gov (United States)

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

    2010-01-01

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

  12. Conceptual framework for energy education, K-12

    Energy Technology Data Exchange (ETDEWEB)

    1982-05-01

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

  13. Satellite Applications for K-12 Geoscience Education

    Science.gov (United States)

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

    2007-12-01

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

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

    Science.gov (United States)

    Dervarics, Charles

    2012-01-01

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

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

    Science.gov (United States)

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

    2008-01-01

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

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

    Science.gov (United States)

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

    2012-12-01

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

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

    Science.gov (United States)

    2007-11-02

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

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

    Science.gov (United States)

    Bybee, Rodger W.

    2011-01-01

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

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

    Science.gov (United States)

    Clearing, 1991

    1991-01-01

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

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

    Science.gov (United States)

    Berry, Julia; And Others

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

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

    Science.gov (United States)

    Forster, Greg

    2006-01-01

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

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

    Science.gov (United States)

    Clearing, 1991

    1991-01-01

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

  3. 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.

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

    Science.gov (United States)

    Eisenstein, Robert

    2009-05-01

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

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

    Science.gov (United States)

    Gerdeman, Robert Dean

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

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

    Science.gov (United States)

    Leinen, M.

    2001-12-01

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

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

    Science.gov (United States)

    Daum, David N.; Woods, Amelia M.

    2015-01-01

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

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

    Science.gov (United States)

    Borders, Kareen; Mendez, B. M.

    2010-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Moore, P.

    1994-12-31

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

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

    Science.gov (United States)

    Byrne, Tara Marie

    2013-01-01

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

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

    Science.gov (United States)

    Ullman, Jacqueline; Ferfolja, Tania

    2016-01-01

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

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

    Science.gov (United States)

    Spencer, Daniel

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

  13. Is It Sexually Charged, Sexually Hostile, or the Constitution? Sexual Harassment in K-12 Schools.

    Science.gov (United States)

    Stein, Nan

    1995-01-01

    Describes the panic that typically arises when the First Amendment is invoked in charges of sexual harassment in schools. Contends that sexism is a fundamental part of school culture, that school administrators apply free speech rights differently to males and females in schools, and that the Constitution applies to girls too. (24 footnotes) (MLF)

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  16. 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…

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

    Science.gov (United States)

    Seymour, Clancy M.; Garrison, Mark J.

    2017-01-01

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

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

    Science.gov (United States)

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

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

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

    Science.gov (United States)

    Dickey, Michele D.

    2015-01-01

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

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

    Science.gov (United States)

    Dickey, Michele D.

    2015-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  2. 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…

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

    Science.gov (United States)

    Rippner, Jennifer A.

    2017-01-01

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

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

    Science.gov (United States)

    Lee, Lung-Sheng

    2013-01-01

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

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

    Science.gov (United States)

    Rippner, Jennifer A.

    2017-01-01

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

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

    Science.gov (United States)

    Salmani Nodoushan, Mohammad Ali

    2008-01-01

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

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

    Science.gov (United States)

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

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

  8. 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…

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

    Science.gov (United States)

    Ladner, Matthew

    2012-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

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

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

    Science.gov (United States)

    Daunic, Rhys

    2011-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    2002-01-01

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

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

    Science.gov (United States)

    Hill, Grant; Turner, Bud

    2004-01-01

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

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

    Science.gov (United States)

    Clarke, E. Jason

    2012-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2011-09-01

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

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

    CERN Document Server

    Bardeen, M

    2011-01-01

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

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

    Science.gov (United States)

    Pierce, Glenn L.; Cleary, Paul F.

    2016-01-01

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

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

    Science.gov (United States)

    Pierce, Glenn L.; Cleary, Paul F.

    2016-01-01

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

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

    National Research Council Canada - National Science Library

    Murnane, Richard J; Raizen, Senta A

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

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

    Science.gov (United States)

    Mehta, Jal

    2014-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Eisenstein, Robert

    2008-10-01

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

  5. 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…

  6. 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…

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

    Science.gov (United States)

    Perry, Justin C.; Shannon, Lisa

    2017-01-01

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

  8. 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…

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

    Science.gov (United States)

    Norris, Cathleen A.; Soloway, Elliot

    2015-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Kitmitto, Sami; Parrish, Thomas; Shambaugh, Larisa

    2010-01-01

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

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

    Science.gov (United States)

    Center for Research and Reform in Education, 2012

    2012-01-01

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

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

    Science.gov (United States)

    National Academies Press, 2012

    2012-01-01

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

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

    Science.gov (United States)

    Manzo, Kathleen Kennedy, Ed.

    2017-01-01

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

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

    Science.gov (United States)

    O'Donoghue, Dónal; Berard, Marie-France

    2014-01-01

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

  16. 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…

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

    Science.gov (United States)

    Shelley, Janine Onffroy

    1998-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Rubinstein-Avila, Eliane

    2017-01-01

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

  20. 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…

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

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

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

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

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

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

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

    Science.gov (United States)

    Haag, Pamela

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

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

    Science.gov (United States)

    Graham, Mark A.; Zwirn, Susan Goetz

    2010-01-01

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

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

    Science.gov (United States)

    Martin, Christopher J.

    2012-01-01

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

  6. 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…

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

    Science.gov (United States)

    Martin, Christopher J.

    2012-01-01

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

  8. 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…

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

    Science.gov (United States)

    Herman, Joan L.

    2007-01-01

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

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

    Science.gov (United States)

    Chen, Senlin; Chen, Ang; Zhu, Xihe

    2012-01-01

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

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

    Science.gov (United States)

    Rakow, Steven J.

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

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

    Science.gov (United States)

    Rubinstein-Avila, Eliane

    2017-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  14. 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

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

    Institute of Scientific and Technical Information of China (English)

    Geoffrey; Z.LIU; Yan; HUO

    2012-01-01

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

  16. Sexual Politics in the California Public K-12 Superintendency and District Office Personnel System

    Science.gov (United States)

    Stuckey, Jennifer W.

    2012-01-01

    A review of literature suggests women superintendents face several disadvantages gaining access to positions as public school district superintendents. This study focused on (1) which characteristics applied to the prediction of women superintendents in California public K-12 system; (2) if the predecessor's sex predicted for the successor's sex;…

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

    Institute of Scientific and Technical Information of China (English)

    邵长兰

    2016-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    OpenAIRE

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

    2014-01-01

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

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

    Science.gov (United States)

    Mayo, L. A.; Clark, G.

    2001-11-01

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

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

    Science.gov (United States)

    Gal-Ezer, Judith; Stephenson, Chris

    2014-01-01

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

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

    Science.gov (United States)

    Gal-Ezer, Judith; Stephenson, Chris

    2014-01-01

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

  3. 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

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

    Science.gov (United States)

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

    2014-07-01

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

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

    Science.gov (United States)

    Robeck, E.

    2016-12-01

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

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

    Science.gov (United States)

    Culver, Dennis Eugene

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

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

    Science.gov (United States)

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

    2009-12-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Keever, J.R.

    1994-12-31

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

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

    Science.gov (United States)

    Lin, A. Y. M.

    2016-12-01

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

  10. 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…

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

    Science.gov (United States)

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

    2012-01-01

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

  12. 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

  13. 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

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

    Science.gov (United States)

    Mosley, Victoria V. W.

    2012-01-01

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

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

    Science.gov (United States)

    Hew, Khe Foon; Cheung, Wing Sum

    2013-01-01

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

  16. 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

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

    Science.gov (United States)

    Blizzard, Devin Dag

    2010-01-01

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

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

    Science.gov (United States)

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

    2015-12-01

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

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

    Science.gov (United States)

    Risner, Doug

    2007-01-01

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

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

    Science.gov (United States)

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

    2005-12-01

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

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

    Science.gov (United States)

    Capehart, Cheryl Louise

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

  2. 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…

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

    Science.gov (United States)

    Hew, Khe Foon

    2009-01-01

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

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

    Science.gov (United States)

    Schwab, Patrick

    2013-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Hew, Khe Foon

    2009-01-01

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

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

    Science.gov (United States)

    Monterey Peninsula Unified School District, Monterey, CA.

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

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

    Science.gov (United States)

    Doyle, Jennifer L.

    2012-01-01

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

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

    Science.gov (United States)

    Chen, Hsin-liang; Doty, Philip

    2005-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Anne Seifert; Louis Nadelson

    2011-06-01

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

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

    CERN Document Server

    Singh, Chandralekha

    2016-01-01

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

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

    Science.gov (United States)

    Lindahl, Kristen Marie

    2013-01-01

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

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

    Science.gov (United States)

    Strycker, Jesse

    2015-01-01

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

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

    Science.gov (United States)

    Banister, Savilla

    2010-01-01

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

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

    Science.gov (United States)

    Covington, Julie Anne

    2012-01-01

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

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

    Science.gov (United States)

    Liu, Meredith

    2014-01-01

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

  17. 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.

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

    Science.gov (United States)

    Charity Hudley, Anne H.; Mallinson, Christine

    2016-08-01

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

  19. "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.

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

    CERN Document Server

    Wee, Loo Kang

    2014-01-01

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

  1. 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.

  2. A Case for Legal Protection for Sexual Minority Educators

    Science.gov (United States)

    Bishop, Holly N.; Caraway, Chadwick; Stader, David L.

    2010-01-01

    Discrimination based on sexual orientation in K-12 education is not prohibited in many school districts across the United States. Teachers who are of the sexual minority (gay, lesbian, or bisexual) must remain closeted or risk losing their jobs. A history of past court decisions and laws deeming sexual minorities to be degenerates from which…

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

    Science.gov (United States)

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

    2015-12-01

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

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

    Science.gov (United States)

    Shepard, Lorrie A.

    2012-02-01

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

  5. 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

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

    Institute of Scientific and Technical Information of China (English)

    胡永斌

    2016-01-01

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

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

    Science.gov (United States)

    Carter, Robert L.

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

  8. Preferences Regarding School Sexuality Education among Elementary Schoolchildren's Parents

    Science.gov (United States)

    Dake, Joseph A.; Price, James H.; Baksovich, Christine M.; Wielinski, Margaret

    2014-01-01

    Background: A comprehensive review of the literature failed to find any studies to assess elementary school parents' preferred philosophical approach to teaching sexuality education and sexuality education topics discussed by parents. All previous research reported parent data for grades K-12 or grades 9-12 only. Methods: A random sample of 2400…

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

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Flores, Gabriel

    2012-01-01

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

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

    Science.gov (United States)

    Sturgis, Chris

    2015-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Fulkerson, William O.; Banilower, Eric R.

    2014-01-01

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

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

    Science.gov (United States)

    Ernst, Julie

    2012-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Vecellio, Shawn

    2012-01-01

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

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

    Science.gov (United States)

    Vecellio, Shawn

    2012-01-01

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

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

    Science.gov (United States)

    Redman, Erin

    2013-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Mills, James Ignatius; Zounar Harbour, Elda D

    2001-08-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Mills, James Ignatius; Zounar Harbour, Elda D

    2001-08-01

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

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

    Science.gov (United States)

    Meeson, Blanche W.; Gabrys, Robert E.

    2001-01-01

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

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

    Science.gov (United States)

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

    2001-05-01

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

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

    Science.gov (United States)

    Bontempo, Brian

    2010-01-01

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

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

    Science.gov (United States)

    National Academies Press, 2011

    2011-01-01

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

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

    Science.gov (United States)

    Burch, Patricia; Good, Annalee; Heinrich, Carolyn

    2016-01-01

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

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

    Science.gov (United States)

    Public Agenda, 2014

    2014-01-01

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

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

    Science.gov (United States)

    Behr, Todd; Christofides, Constantinos; Neelakantan, Pattabiraman

    2004-01-01

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

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

    Science.gov (United States)

    Hartlep, Nicholas Daniel

    2010-01-01

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

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

    Science.gov (United States)

    Burch, Patricia; Good, Annalee; Heinrich, Carolyn

    2016-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Marie Grace S. Cabansag,

    2014-04-01

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

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

    Directory of Open Access Journals (Sweden)

    Reviewed by Dr. Adnan BOYACI

    2006-01-01

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

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

    Institute of Scientific and Technical Information of China (English)

    殷荣宾; 季浏; 蔡赓

    2016-01-01

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

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

    Science.gov (United States)

    Bertram, K. B.

    2009-12-01

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

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

    Science.gov (United States)

    Frattura, Elise M.

    2006-01-01

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

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

    Science.gov (United States)

    Crenshaw, Christina Y.

    2013-01-01

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

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

    Science.gov (United States)

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

    2013-12-01

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

  1. 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…

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

    Science.gov (United States)

    Delp, Matthew J.

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

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

    Science.gov (United States)

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

    2011-12-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  5. 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…

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

    Science.gov (United States)

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

    2006-03-01

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

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

    Science.gov (United States)

    Regazzi, John J.

    2012-01-01

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

  8. Creating Effective K-12 Outreach

    Science.gov (United States)

    Hopkins, J.

    2011-12-01

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

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

    Institute of Scientific and Technical Information of China (English)

    刘晓琳; 胡永斌; 黄荣怀; 艾雷森·鲍威尔

    2015-01-01

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

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

    Science.gov (United States)

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

    2016-12-01

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

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

    Science.gov (United States)

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

    2016-07-01

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

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

    Science.gov (United States)

    Naidoo, Jamie Campbell; Sweeney, Miriam E.

    2015-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2006-12-01

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

  15. Education for sexuality.

    Science.gov (United States)

    Sapire, K E

    1988-03-01

    Sex education provides a means to reduce the growing incidence of sexual abuse and of sexually transmitted diseases. Knowledge, which differs from permission, may protect. Sex education needs to provide factual information about anatomy and physiology and sexual development and responses. Further, it must guide young people towards healthy attitudes that develop concern and respect for others. This should enable them to make sound decisions about sexual behavior based on both knowledge and understanding of their own sexual identity and interpersonal relationships. The recent research shows that teenagers exposed to sex education are no more likely to engage in sexual intercourse than are other adolescents, and those who become sexually active are more likely to use a contraceptive method at 1st intercourse and are slightly less likely to experience premarital pregnancies. The nonuse of contraceptives is related to ignorance, lack of awareness of the consequences of sexual activity, and inaccessibility of suitable services. Consequently, young people need help to learn about the risks of pregnancy, how to avoid unwanted pregnancy, and where to go for counseling and services before they become sexually active. The provision of contraceptives must be made to meet the needs of adolescents. Formal sex education should be given in schools only with parental knowledge and cooperation. Youth leaders can influence young people positively by teaching about health and hygiene and promoting responsible attitudes toward sex and religion. Doctors and nurses have a unique opportunity to provide counseling throughout their patients' lives. The Department of Health (Capetown, South Africa) has appointed 445 nurses who oversee the youth program. They give sex education at schools, teaching colleges, youth camps, and at clinics. They also provide individual and group counseling for never pregnant, pregnant, and parent adolescents and their parents and partners at 8 youth health

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

    Science.gov (United States)

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

    2016-03-01

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

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

    Science.gov (United States)

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

    2015-12-01

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

  18. Sexuality Education as a Ministry

    Science.gov (United States)

    Davis, Melanie J.

    2011-01-01

    The author describes her development from being her religious congregation's sexuality educator to completing doctoral studies and finding her place in the professional sexuality education community. She equates sexuality education to a ministry that reaches out to those in need of knowledge.

  19. Sexuality Education as a Ministry

    Science.gov (United States)

    Davis, Melanie J.

    2011-01-01

    The author describes her development from being her religious congregation's sexuality educator to completing doctoral studies and finding her place in the professional sexuality education community. She equates sexuality education to a ministry that reaches out to those in need of knowledge.

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

    Science.gov (United States)

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

    1998-06-01

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

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

    Science.gov (United States)

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

    2008-12-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    McKenna, Maria K.; Millen, Jessica

    2013-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2003-12-01

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

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

    Science.gov (United States)

    Burrell, S.

    2012-12-01

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

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

    Science.gov (United States)

    Tayne, K.

    2015-12-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Berkovitz, Joseph

    2017-01-01

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

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

    Science.gov (United States)

    Poole, Wendy; Fallon, Gerald

    2015-01-01

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

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

    Science.gov (United States)

    Worthen, Maria; Pace, Lillian

    2014-01-01

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

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

    Science.gov (United States)

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

    2009-12-01

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

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

    Science.gov (United States)

    Ferguson, Susan M.

    2014-01-01

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

  15. Goals for Sex Equitable Sexuality Education.

    Science.gov (United States)

    Whatley, Mariamne H.

    1987-01-01

    This article presents an overview of issues related to sex equity in sexuality education. Goals which might represent sex equitable sexuality education include eliminating double standards, and redefining sexuality education. (IAH)

  16. Teaching K-12 Students to Combat Obesity

    Science.gov (United States)

    Wallhead, Tristan

    2007-01-01

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

  17. 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.

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

    Science.gov (United States)

    Valla, Jeffrey M; Williams, Wendy M

    2012-01-01

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

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

    Science.gov (United States)

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

    2004-12-01

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

  20. 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

  1. Sexual Education for Psychiatric Residents

    Science.gov (United States)

    Levine, Stephen B.; Scott, David L.

    2010-01-01

    Objective: The authors seek to promote sexuality curriculum development in departments of psychiatry. Methods: The authors first focus on educational philosophy about what residents can be taught about sexual topics and then provide numerical and narrative resident evaluation data following a 6-month, half day per week rotation in a sexuality…

  2. K-12 Bolsters Ties to Engineering

    Science.gov (United States)

    Robelen, Erik W.

    2013-01-01

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

  3. Sexuality Education for Children and Adolescents.

    Science.gov (United States)

    Breuner, Cora C; Mattson, Gerri

    2016-08-01

    The purpose of this clinical report is to provide pediatricians updated research on evidence-based sexual and reproductive health education conducted since the original clinical report on the subject was published by the American Academy of Pediatrics in 2001. Sexuality education is defined as teaching about human sexuality, including intimate relationships, human sexual anatomy, sexual reproduction, sexually transmitted infections, sexual activity, sexual orientation, gender identity, abstinence, contraception, and reproductive rights and responsibilities. Developmentally appropriate and evidence-based education about human sexuality and sexual reproduction over time provided by pediatricians, schools, other professionals, and parents is important to help children and adolescents make informed, positive, and safe choices about healthy relationships, responsible sexual activity, and their reproductive health. Sexuality education has been shown to help to prevent and reduce the risks of adolescent pregnancy, HIV, and sexually transmitted infections for children and adolescents with and without chronic health conditions and disabilities in the United States.

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

    Science.gov (United States)

    Rognier, E.

    2002-12-01

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

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

    Science.gov (United States)

    Facchini, Nicole

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

  6. Sexuality education in different contexts

    DEFF Research Database (Denmark)

    Simovska, Venka; Kane, Ros

    2015-01-01

    Sexuality education is a controversial and contested issue that has evoked wide debate on the question of its aims, contents, methods, pedagogy and desired outcomes. This editorial aims to provide a commentary, positioning the contributions to this Special Issue of Health Education within...

  7. Sexual and reproductive health education

    NARCIS (Netherlands)

    M Den Uyl; M Dijkstra; NK De Vries; Jolien van der Geugten; prof Berno van Meijel

    2014-01-01

    There have been few assessments of sexual and reproductive health (SRH) education programmes in sub-Saharan Africa from the students’ and educators’ perspective. This study examined students’ opinions on an SRH programme in northern Ghana and explored the facilitators and barriers for educators

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

    Science.gov (United States)

    Salmani-Nodoushan, Mohammad Ali

    2008-01-01

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

  9. 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…

  10. Sexual education, gender ideology, and youth sexual empowerment.

    Science.gov (United States)

    Grose, Rose Grace; Grabe, Shelly; Kohfeldt, Danielle

    2014-01-01

    Sexual education plays an essential role in preventing unplanned pregnancy and the transmission of sexually transmitted infections (STIs). School-based sexual education programs, in particular, may be well positioned to address social factors that are empirically linked to negative sexual health outcomes, such as traditional social norms surrounding gender and sexuality. However, youth are seldom granted access to sexual education programs that explicitly address these issues. This study presents findings from a pretest-posttest survey of a sexual education program that did. It was designed for eighth graders (N=95) in the context of a school-community collaboration. The study assessed the links between several components of sexual empowerment, including gender ideology, sexual knowledge, and contraceptive beliefs. Findings link participation in the sexual education program to more progressive attitudes toward girls and women, less agreement with hegemonic masculinity ideology, and increases in sexual health and resource knowledge. Structural equation models suggest that traditional attitudes toward women were significantly related to hegemonic masculinity ideology among both boys and girls, which was in turn negatively related to safer contraceptive beliefs.

  11. Perspectives on Conceptualizing Developmentally Appropriate Sexuality Education

    Science.gov (United States)

    Silvério Marques, Sara; Goldfarb, Eva S.; Deardorff, Julianna; Constantine, Norman A.

    2017-01-01

    Despite recognition of the importance of a developmentally appropriate approach to sexuality education, there is little direct guidance on how to do this. This study employed in-depth interviews with experienced sexuality educators and developers of sexuality education materials to identify how this concept is understood and applied in the field.…

  12. Sexuality Education--What Is It?

    Science.gov (United States)

    Sex Education: Sexuality, Society and Learning, 2016

    2016-01-01

    This policy brief developed by the European Expert Group on Sexuality Education provides an overview of key issues in sexuality education. It focuses primarily on sexuality education in Europe and Central Asia but is also relevant to countries outside of these regions.

  13. Perspectives on Conceptualizing Developmentally Appropriate Sexuality Education

    Science.gov (United States)

    Silvério Marques, Sara; Goldfarb, Eva S.; Deardorff, Julianna; Constantine, Norman A.

    2017-01-01

    Despite recognition of the importance of a developmentally appropriate approach to sexuality education, there is little direct guidance on how to do this. This study employed in-depth interviews with experienced sexuality educators and developers of sexuality education materials to identify how this concept is understood and applied in the field.…

  14. Sexuality Education--What Is It?

    Science.gov (United States)

    Sex Education: Sexuality, Society and Learning, 2016

    2016-01-01

    This policy brief developed by the European Expert Group on Sexuality Education provides an overview of key issues in sexuality education. It focuses primarily on sexuality education in Europe and Central Asia but is also relevant to countries outside of these regions.

  15. Adolescent Sexual Education: Designing Curriculum That Works

    Science.gov (United States)

    Quincy, Michael L.

    2009-01-01

    The purpose of this review paper, "Adolescent Sexual Education: Designing Curriculum That Works", is to present some basic curriculum necessities for developing an in-school sexual education program that results in decreasing the number of teenagers initiating sex, thus reducing the number of teen pregnancies and cases of sexually transmitted…

  16. Educating for Character in the Sexual Domain

    Science.gov (United States)

    Lickona, Thomas

    2013-01-01

    Changes in American sexual behavior brought about by the sexual revolution have been linked to the breakdown of the family and other social ills. Because sex has profound consequences for self, others, and society, sex education is an important part of character education. Sexual abstinence before marriage is associated with better physical and…

  17. Beyond Borders: Youth, Education, Sexuality, Desire

    Science.gov (United States)

    Mizzi, Robert

    2008-01-01

    This review examines two texts that relate to youth, sexuality, and education. The first is James Sears' "Youth, Education and Sexualities: An International Encyclopedia" (2005) and the second is "Youth and Sexualities: Pleasure, Subversion and Insubordination In and Out of Schools" (2004) edited by Mary Louise Rasmussen, Eric Rofes, and Susan…

  18. 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 ...

  19. Committee Opinion No. 678: Comprehensive Sexuality Education.

    Science.gov (United States)

    2016-11-01

    Current sexuality education programs vary widely in the accuracy of content, emphasis, and effectiveness. Data have shown that not all programs are equally effective for all ages, races and ethnicities, socioeconomic groups, and geographic areas. Studies have demonstrated that comprehensive sexuality education programs reduce the rates of sexual activity, sexual risk behaviors (eg, number of partners and unprotected intercourse), sexually transmitted infections, and adolescent pregnancy. One key component of an effective program is encouraging community-centered efforts. In addition to counseling and service provision to individual adolescent patients, obstetrician-gynecologists can serve parents and communities by supporting and assisting sexuality education. Because of their knowledge, experience, and awareness of a community's unique challenges, obstetrician-gynecologists can be an important resource for sexuality education programs.

  20. Sexuality education: Finnish and Chilean experiences.

    Science.gov (United States)

    Apter, Dan; Molina Cartes, Ramiro

    2012-01-01

    All children and young people have the right to age-appropriate sexuality education regardless of gender, sexual orientation, ability or faith. Sexuality education provides knowledge, skills and positive values to determine and enjoy their sexuality, have safe, fulfilling relationships if one so wishes and decides, and to take responsibility for their own and for a possible partner's sexual health and well-being. Several international programs have been developed and recently published by the Population Council, IPPF and other coworkers, by UNICEF, and by WHO Europe. This chapter will briefly describe recent global development in sexuality education, and then, as examples, experience from two countries, Finland and Chile. The experiences from these school based programs suggest an important role of sexuality education. Copyright © 2012 S. Karger AG, Basel.

  1. Foundational Best Practices for Online Sexuality Education

    Science.gov (United States)

    Mckee, Ryan W.; Green, Eli R.; Hamarman, Amelia M.

    2012-01-01

    An increasing number of colleges and universities are moving toward online education (Allen & Seaman, 2011; Farnsworth & Bevis, 2006). While there are reservations about the effectiveness of teaching sexuality education online, it is essential that formally trained sexuality educators participate proactively in this paradigm shift. By embracing…

  2. Foundational Best Practices for Online Sexuality Education

    Science.gov (United States)

    Mckee, Ryan W.; Green, Eli R.; Hamarman, Amelia M.

    2012-01-01

    An increasing number of colleges and universities are moving toward online education (Allen & Seaman, 2011; Farnsworth & Bevis, 2006). While there are reservations about the effectiveness of teaching sexuality education online, it is essential that formally trained sexuality educators participate proactively in this paradigm shift. By embracing…

  3. Sexuality Education for Adults with Developmental Disabilities.

    Science.gov (United States)

    Caspar, Laura A.; Glidden, Laraine Masters

    2001-01-01

    A sexuality education program with a newly developed curriculum was provided to 12 adults with developmental disabilities to examine whether their sexual awareness and knowledge could be increased and their attitudes regarding sexuality could be changed. Knowledge increased and attitudes changed for the adults following the program. (Contains…

  4. Sex (Education) in the City: Singapore's Sexuality Education Curriculum

    Science.gov (United States)

    Liew, Warren Mark

    2014-01-01

    This paper examines the Singapore Ministry of Education's sexuality education curriculum in relation to two leading approaches to sex education, namely, abstinence-only-until-marriage education (AOUME) and comprehensive sexuality education (CSE). Based on competing cultural, political, and religious beliefs, the arguments between the advocates of…

  5. Sex (Education) in the City: Singapore's Sexuality Education Curriculum

    Science.gov (United States)

    Liew, Warren Mark

    2014-01-01

    This paper examines the Singapore Ministry of Education's sexuality education curriculum in relation to two leading approaches to sex education, namely, abstinence-only-until-marriage education (AOUME) and comprehensive sexuality education (CSE). Based on competing cultural, political, and religious beliefs, the arguments between the advocates of…

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

    Science.gov (United States)

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

    2016-12-01

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

  7. Teaching Pleasure "and" Danger in Sexuality Education

    Science.gov (United States)

    Cameron-Lewis, Vanessa; Allen, Louisa

    2013-01-01

    Sexuality education and preventive sexual abuse education emerged from different historical moments and social movements. Consequently, they are often taught as separate subjects in secondary schools. This paper seeks to highlight how this separation denies space for young people to grapple with the concept of consent, the art of negotiation, the…

  8. Common Questions about Sexual Health Education.

    Science.gov (United States)

    McKay, Alexander

    2000-01-01

    Provides research-based answers to questions commonly posed by educators, parents, and others about the philosophy, methods, and impact of school sexual health education, discussing such issues as: whether these school programs are needed, what values they teach, whether the programs should teach about sexual orientation and abstinence, and…

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

    Science.gov (United States)

    O'Doan, Debra

    2012-01-01

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

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

    Science.gov (United States)

    O'Doan, Debra

    2012-01-01

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

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

    Science.gov (United States)

    O'Doan, Debra

    2012-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Cemalettin AYAS

    2008-12-01

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

  13. K-12 Teaching and Physics Enrollment

    CERN Document Server

    Masood, Samina S

    2014-01-01

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

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

    Science.gov (United States)

    Stebbins, Gary

    2009-01-01

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

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

    Science.gov (United States)

    Project Tomorrow, 2011

    2011-01-01

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

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

    Science.gov (United States)

    de Abreu, Belinha S.

    2011-01-01

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

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

    Science.gov (United States)

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

    2008-01-01

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

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

    Science.gov (United States)

    Ash, Katie

    2012-01-01

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

  19. A Study of the Effectiveness on Parental Sexuality Education

    Science.gov (United States)

    Lin, Yen-Chin; Chu, Yuan-Hsiang; Lin, Helene H.

    2006-01-01

    The purpose of this study was to understand the effectiveness of sexuality education training on the parents in the group regarding their sex knowledge, awareness of sexuality education, attitude towards sexuality education, self-efficacy in sexuality education, communication effectiveness and communication behavior in the hope that they would be…

  20. The effect of comprehensive sexual education program on sexual health knowledge and sexual attitude among college students in southwest China

    NARCIS (Netherlands)

    Chi, X.; Hawk, S.T.; Winter, S.; Meeus, W.H.J.

    2015-01-01

    The purpose of this study was to evaluate whether a comprehensive sexual education program for college students in Southwest China (a) improved sexual health knowledge in reproduction, contraception, condom use, sexually transmitted diseases, and HIV; (b) increased accepting attitudes toward

  1. The effect of comprehensive sexual education program on sexual health knowledge and sexual attitude among college students in Southwest China

    NARCIS (Netherlands)

    Chi, Xinli; Hawk, Skyler T; Winter, Sam; Meeus, Wim

    The purpose of this study was to evaluate whether a comprehensive sexual education program for college students in Southwest China (a) improved sexual health knowledge in reproduction, contraception, condom use, sexually transmitted diseases, and HIV; (b) increased accepting attitudes toward

  2. Pleasure/Desire, Sexularism and Sexuality Education

    Science.gov (United States)

    Rasmussen, Mary Louise

    2012-01-01

    Pleasure and desire have been important components of researchers' vision for sexuality education for over 20 years, a trend inspired by Michelle Fine's seminal paper, "Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire." This essay considers how discourses related to pleasure and desire have been taken up in the USA and…

  3. The Importance of Entertainment for Sexuality Education

    Science.gov (United States)

    McKee, Alan

    2012-01-01

    Researchers in sexuality education have tended to focus on formal schooling. However, young people learn about sexuality from a range of sources, including entertainment media. This is particularly important because young people actively seek out entertainment media. They do so because it gives them the kinds of information they want, in ways that…

  4. Values in Sexuality Education: A Philosophical Study.

    Science.gov (United States)

    Giesbrecht, Norman

    1997-01-01

    Provides a brief historical review of sexual education and critiques the assumptions and implications of the current crisis instrumental model and the values-clarification approach. Argues for a meaningful ethic of sexuality and for a dialectic approach that allows existing values to be challenged while still affirming the integrity of the…

  5. Pleasure/Desire, Sexularism and Sexuality Education

    Science.gov (United States)

    Rasmussen, Mary Louise

    2012-01-01

    Pleasure and desire have been important components of researchers' vision for sexuality education for over 20 years, a trend inspired by Michelle Fine's seminal paper, "Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire." This essay considers how discourses related to pleasure and desire have been taken up in the USA and…

  6. Educator Sexual Abuse: Two Case Reports

    Science.gov (United States)

    Burgess, Ann Wolbert; Welner, Michael; Willis, Danny G.

    2010-01-01

    Sexual abuse by educators has become an increasingly noted type of sexual abuse, especially among adolescents, for two reasons. First, there is a potential for these cases to be silent and prolonged and second, when disclosed, the forensic implications usually include both criminal and/or civil sanctions. For forensic case evaluations,…

  7. K-12 Teacher Professional Development

    Science.gov (United States)

    Hemenway, Mary Kay

    2013-06-01

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

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

    Science.gov (United States)

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

    2012-12-01

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

  9. Effect of Sexual Education on Sexual Health in Iran

    Science.gov (United States)

    Farnam, Farnaz; Pakgohar, Minoo; Mirmohamadali, Mandana; Mahmoodi, Mahmood

    2008-01-01

    The purpose of this study was to evaluate the effect of a special sex education program in sexual health on Iranian newly-wed couples. A sample of 64 couples referred to three health centers of Tehran Medicine University, a few months prior to their marriage, were divided into case and control groups. The case group received three lecture sessions…

  10. Effect of Sexual Education on Sexual Health in Iran

    Science.gov (United States)

    Farnam, Farnaz; Pakgohar, Minoo; Mirmohamadali, Mandana; Mahmoodi, Mahmood

    2008-01-01

    The purpose of this study was to evaluate the effect of a special sex education program in sexual health on Iranian newly-wed couples. A sample of 64 couples referred to three health centers of Tehran Medicine University, a few months prior to their marriage, were divided into case and control groups. The case group received three lecture sessions…

  11. Discourses of Exclusion: Sexuality Education's Silencing of Sexual Others

    Science.gov (United States)

    Elia, John P.; Eliason, Mickey

    2010-01-01

    This article begins with a broad historical overview detailing how school-based sexuality education has been taught from a specific kind of heterosexual perspective that has excluded lesbian, gay, bisexual, transgender, and queer-identified (LGBTQ) students as well as heterosexual students who do not fall along culturally dominant heterosexual…

  12. Sexuality Education in the 1990s.

    Science.gov (United States)

    Gordon, Sol

    1990-01-01

    Sex education has not only failed to significantly reduce irresponsible sexual behavior among teenagers, it has also been blamed for promoting such behavior. Effective sex education for teenagers should be value based, address the issue of self-esteem, and be part of a total program which includes drug education and dropout prevention. (IAH)

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

    Science.gov (United States)

    Michell, Herman Jeremiah

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

  14. Sexual education in malaysia: accepted or rejected?

    Science.gov (United States)

    Mohd Mutalip, Siti Syairah; Mohamed, Ruzianisra

    2012-01-01

    Introduction to sexual education in schools was suggested by the Malaysian government as one of the effort taken in the aim to reduce the sexual-related social problems among Malaysian teenagers nowadays. This study was proposed in the aim to determine the rate of acceptance among adolescents on the implementation of sexual education in schools. This study was conducted using questionnaires distributed to 152 pre-degree students in Faculty of Pharmacy, Universiti Teknologi MARA (UiTM), Kampus Puncak Alam, Selangor, Malaysia. Obtained data were statistically analyzed. Almost half (49.3%) of the respondents agreed that sexual education might help to overcome the social illness among school teenagers. Besides, a large number (77.6%) of respondents also agreed that this module should be incorporated with other core subjects compare to the feedback received on the implementation of this module on its own (28.9%). These results have provided some insight towards the perception of sexual education among the teenagers. Since most of the respondents agreed with this idea, so it might be a sign that the implementation of sexual education is almost accepted by the adolescents.

  15. Nebraska Science Standards: Grades K-12

    Science.gov (United States)

    Nebraska Department of Education, 2010

    2010-01-01

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

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

    Science.gov (United States)

    Henneman, Suzanne E.

    2013-01-01

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

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

    Science.gov (United States)

    Bachle, Leo; And Others

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

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

    Science.gov (United States)

    Henneman, Suzanne E.

    2013-01-01

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

  19. Don't Forget the Good Stuff! Incorporating Positive Messages of Sexual Pleasure into Sexuality Education

    Science.gov (United States)

    deFur, Kirsten M.

    2012-01-01

    Sexuality professionals have long called for the inclusion of sexual pleasure in sexuality education programs, however, facilitators are often ill-equipped to do so. This lesson plan will help educators conceptualize the topic of sexual pleasure in order to successfully integrate it into their lessons. This lesson also reviews challenges of…

  20. Don't Forget the Good Stuff! Incorporating Positive Messages of Sexual Pleasure into Sexuality Education

    Science.gov (United States)

    deFur, Kirsten M.

    2012-01-01

    Sexuality professionals have long called for the inclusion of sexual pleasure in sexuality education programs, however, facilitators are often ill-equipped to do so. This lesson plan will help educators conceptualize the topic of sexual pleasure in order to successfully integrate it into their lessons. This lesson also reviews challenges of…

  1. Can Sex Education Delay Early Sexual Debut?

    Science.gov (United States)

    Erkut, Sumru; Grossman, Jennifer M.; Frye, Alice A.; Ceder, Ineke; Charmaraman, Linda; Tracy, Allison J.

    2013-01-01

    In this study, we examine whether a nine-lesson sex education intervention, "Get Real: Comprehensive Sex Education That Works," implemented in sixth grade, can reduce the number of adolescents who might otherwise become "early starters" of sexual activity (defined as heterosexual intercourse) by seventh grade. Participants were…

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

    Institute of Scientific and Technical Information of China (English)

    刘燕权; 王群

    2011-01-01

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

  3. Emancipatory Sexuality Education and Sexual Assault Resistance: Does the Former Enhance the Latter?

    Science.gov (United States)

    Senn, Charlene Y.; Gee, Stephanie S.; Thake, Jennifer

    2011-01-01

    The current study examined whether adding emancipatory sexuality education, which encourages the exploration of women's own sexual values and desires, to a sexual assault resistance program would improve women's resistance to sexual assault by known men. The participants were 214 first-year university students. A randomized experimental design…

  4. Sexuality Education Beliefs among Sexually Experienced Youth: Differences by Gender and Birth Control Use

    Science.gov (United States)

    Tolma, Eleni L.; Vesely, Sara K.; Oman, Roy F.; Aspy, Cheryl B.; Rodine, Sharon

    2006-01-01

    Purpose: To examine whether gender and birth control use are associated with premarital sexual attitudes, beliefs about peers, family communication about sexual relationships, and sexuality education among sexually experienced youth. Methods: Data were collected from a randomly selected ethnically diverse youth sample (N = 1,253). Only the…

  5. Emancipatory Sexuality Education and Sexual Assault Resistance: Does the Former Enhance the Latter?

    Science.gov (United States)

    Senn, Charlene Y.; Gee, Stephanie S.; Thake, Jennifer

    2011-01-01

    The current study examined whether adding emancipatory sexuality education, which encourages the exploration of women's own sexual values and desires, to a sexual assault resistance program would improve women's resistance to sexual assault by known men. The participants were 214 first-year university students. A randomized experimental design…

  6. Sexuality Education Beliefs among Sexually Experienced Youth: Differences by Gender and Birth Control Use

    Science.gov (United States)

    Tolma, Eleni L.; Vesely, Sara K.; Oman, Roy F.; Aspy, Cheryl B.; Rodine, Sharon

    2006-01-01

    Purpose: To examine whether gender and birth control use are associated with premarital sexual attitudes, beliefs about peers, family communication about sexual relationships, and sexuality education among sexually experienced youth. Methods: Data were collected from a randomly selected ethnically diverse youth sample (N = 1,253). Only the…

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

    Science.gov (United States)

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

    2011-01-01

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

  8. Alberta K-12 ESL Proficiency Benchmarks

    Science.gov (United States)

    Salmon, Kathy; Ettrich, Mike

    2012-01-01

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

  9. Legitimizing Community Engagement with K-12 Schools

    Science.gov (United States)

    Furco, Andrew

    2013-01-01

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

  10. Legitimizing Community Engagement with K-12 Schools

    Science.gov (United States)

    Furco, Andrew

    2013-01-01

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

  11. 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.…

  12. School-Based Sexuality Education in Portugal: Strengths and Weaknesses

    Science.gov (United States)

    Rocha, Ana Cristina; Leal, Cláudia; Duarte, Cidália

    2016-01-01

    Portugal, like many other countries, faces obstacles regarding school-based sexuality education. This paper explores Portuguese schools' approaches to implementing sexuality education at a local level, and provides a critical analysis of potential strengths and weaknesses. Documents related to sexuality education in a convenience sample of 89…

  13. A Sexuality Education Discourses Framework: Conservative, Liberal, Critical, and Postmodern

    Science.gov (United States)

    Jones, Tiffany

    2011-01-01

    Sexuality education debates are layered with discourses based on markedly different constructions of sexuality. Rather than seeing these discourses as purely oppositional, this article frames them as complex and varied. It provides a new framework for understanding sexuality education which differentiates 28 discourses by orientation to education,…

  14. Peer Sexual Health Education: Interventions for Effective Programme Evaluation

    Science.gov (United States)

    Sriranganathan, Gobika; Jaworsky, Denise; Larkin, June; Flicker, Sarah; Campbell, Lisa; Flynn, Susan; Janssen, Jesse; Erlich, Leah

    2012-01-01

    Peer education is used as a health promotion strategy in a number of areas, including sexual health. Although peer education programmes have been around for some time, published systematic evaluations of youth sexual health peer education programmes are rare. This article discusses the advantages and disadvantages of youth sexual health peer…

  15. School-Based Sexuality Education in Portugal: Strengths and Weaknesses

    Science.gov (United States)

    Rocha, Ana Cristina; Leal, Cláudia; Duarte, Cidália

    2016-01-01

    Portugal, like many other countries, faces obstacles regarding school-based sexuality education. This paper explores Portuguese schools' approaches to implementing sexuality education at a local level, and provides a critical analysis of potential strengths and weaknesses. Documents related to sexuality education in a convenience sample of 89…

  16. A Sexuality Education Discourses Framework: Conservative, Liberal, Critical, and Postmodern

    Science.gov (United States)

    Jones, Tiffany

    2011-01-01

    Sexuality education debates are layered with discourses based on markedly different constructions of sexuality. Rather than seeing these discourses as purely oppositional, this article frames them as complex and varied. It provides a new framework for understanding sexuality education which differentiates 28 discourses by orientation to education,…

  17. Texas Sexuality Education Instruction: Shame and Fear-Based Methodology

    Science.gov (United States)

    Wilson, Kelly L.; Wiley, David C.; Rosen, Brittany

    2012-01-01

    State policy and curriculum standards establish general guidelines regarding sexuality education while local school boards decide how teachers provide sexuality education. Local school districts may utilize programs and speakers from outside organizations and locally produced materials for sexuality education. Purpose: This article examines Texas…

  18. Evaluating a Sexual Health Patient Education Resource.

    Science.gov (United States)

    Matzo, Marianne; Troup, Sandi; Hijjazi, Kamal; Ferrell, Betty

    2015-01-01

    This article shares the findings of an evaluation of a patient teaching resource for sexual health entitled Everything Nobody Tells You About Cancer Treatment and Your Sex Life: From A to Z, which was accomplished through systematic conceptualization, construction, and evaluation with women diagnosed with breast or gynecologic cancer. This resource, which has evolved from patient-focused research and has been tested in the clinical setting, can be used in patient education and support. Oncology professionals are committed to addressing quality-of-life concerns for patients across the trajectory of illness. Sexuality is a key concern for patients and impacts relationships and overall quality of life. Through careful assessment, patient education, and support, clinicians can ensure that sexuality is respected as an essential part of patient-centered care.

  19. Sexuality education in Malaysia: perceived issues and barriers by professionals.

    Science.gov (United States)

    Khalaf, Zahra Fazli; Low, Wah Yun; Merghati-Khoei, Effat; Ghorbani, Behzad

    2014-07-01

    This research explored the perspectives of Malaysian professionals on the issues and barriers affecting the implementation of sexuality education in Malaysia. This qualitative study involved in-depth interviews with 15 key professionals working in the field of sexuality and reproductive health in Malaysia. Thematic analysis was selected to analyze data. Barriers to sexuality education were perceived from 5 aspects: feasibility, acceptability, accountability, strategies, and community unawareness. Respondents believed that implementing national sexuality education is a time-consuming project. They regarded Malaysian multicultural society as a barrier to national sexuality education, and they believed that school-based sexuality education is not easily accomplished in Malaysia; also abstinence-only policy restricts the access of young people to accurate information. Lack of community involvement was perceived as a key concern to sexuality education. Campaigning to promote awareness of families, teachers, community leaders, and policy makers are recommended to help establishing national sexuality education in Malaysia. © 2014 APJPH.

  20. Sexual Health Education: A Psychiatric Resident's Perspective

    Science.gov (United States)

    Waineo, Eva; Arfken, Cynthia L.; Morreale, Mary K.

    2010-01-01

    Objective: This report discusses psychiatric residents' perceptions of sexual health education and their opinions regarding curricular improvements. Methods: An anonymous, web-based survey was sent to residents in one general psychiatry program (N = 33). The response rate was 69.7%. Results: Residents reported inadequate experience in multiple…

  1. Sexual Harassment in the Education Sector

    Directory of Open Access Journals (Sweden)

    D Smit

    2011-10-01

    Full Text Available Education should safely shape the minds and attitudes of young adults and children, especially with the in loco parentis principle in mind. Young adults who have experienced sexual harassment in the very environment that should have protected them as learners suffer greatly from social problems and from emotional and academic strain. Victims often become future harassers themselves. Sexual harassment should be eradicated from the education sector in toto to ensure a safe learning environment. High incidences of harassment have been found among college students in America, while a very small percentage of such transgressions have been reported. Similar statistics in South African universities are not available, the problem is therefore managed in a void. The position in schools is more alarming. In South Africa it has been found that 30 per cent of girls are raped at school and that male learners and educators are the main culprits. Not only is the magnitude of this problem gravely underestimated, but the effect of sexual harassment on learners has also not been managed properly. The authors argue that the focus is on avoiding legal responsibility and accountability, rather than on being proactive. The historic invisibility of sexual harassment in education can be attributed to the wrongful silencing thereof.

  2. Sexual Health Education: A Psychiatric Resident's Perspective

    Science.gov (United States)

    Waineo, Eva; Arfken, Cynthia L.; Morreale, Mary K.

    2010-01-01

    Objective: This report discusses psychiatric residents' perceptions of sexual health education and their opinions regarding curricular improvements. Methods: An anonymous, web-based survey was sent to residents in one general psychiatry program (N = 33). The response rate was 69.7%. Results: Residents reported inadequate experience in multiple…

  3. Improving Sexuality Education: The Development of Teacher-Preparation Standards

    Science.gov (United States)

    Barr, Elissa M.; Goldfarb, Eva S.; Russell, Susan; Seabert, Denise; Wallen, Michele; Wilson, Kelly L.

    2014-01-01

    Background: Teaching sexuality education to support young people's sexual development and overall sexual health is both needed and supported. Data continue to highlight the high rates of teen pregnancy, sexually transmitted disease, including human immunodeficiency virus (HIV) infections, among young people in the United States as well as the…

  4. Improving Sexuality Education: The Development of Teacher-Preparation Standards

    Science.gov (United States)

    Barr, Elissa M.; Goldfarb, Eva S.; Russell, Susan; Seabert, Denise; Wallen, Michele; Wilson, Kelly L.

    2014-01-01

    Background: Teaching sexuality education to support young people's sexual development and overall sexual health is both needed and supported. Data continue to highlight the high rates of teen pregnancy, sexually transmitted disease, including human immunodeficiency virus (HIV) infections, among young people in the United States as well as the…

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

    Institute of Scientific and Technical Information of China (English)

    王玥; 赵慧臣

    2015-01-01

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

  6. Improving sexuality education: the development of teacher-preparation standards.

    Science.gov (United States)

    Barr, Elissa M; Goldfarb, Eva S; Russell, Susan; Seabert, Denise; Wallen, Michele; Wilson, Kelly L

    2014-06-01

    Teaching sexuality education to support young people's sexual development and overall sexual health is both needed and supported. Data continue to highlight the high rates of teen pregnancy, sexually transmitted disease, including human immunodeficiency virus (HIV) infections, among young people in the United States as well as the overwhelming public support for sexuality education instruction. In support of the implementation of the National Sexuality Education Standards, the current effort focuses on better preparing teachers to deliver sexuality education. An expert panel was convened by the Future of Sex Education Initiative to develop teacher-preparation standards for sexuality education. Their task was to develop standards and indicators that addressed the unique elements intrinsic to sexuality education instruction. Seven standards and associated indicators were developed that address professional disposition, diversity and equity, content knowledge, legal and professional ethics, planning, implementation, and assessment. The National Teacher-Preparation Standards for Sexuality Education represent an unprecedented unified effort to enable prospective health education teachers to become competent in teaching methodology, theory, practice of pedagogy, content, and skills, specific to sexuality education. Higher education will play a key role in ensuring the success of these standards. © 2014, American School Health Association.

  7. Survey of Sexual Education among Residents from Different Specialties

    Science.gov (United States)

    Morreale, Mary K.; Arfken, Cynthia L.; Balon, Richard

    2010-01-01

    Objective: This study aims to determine how residents are being educated regarding sexual health, and it assesses attitudes toward sexual education and barriers to evaluating patients' sexuality. Methods: An anonymous Internet survey was sent to 195 residents in family practice, internal medicine, obstetrics and gynecology, and psychiatry at a…

  8. Sexuality Education in Junior High Schools in Japan

    Science.gov (United States)

    Hashimoto, N.; Shinohara, H.; Tashiro, M.; Suzuki, S.; Hirose, H.; Ikeya, H.; Ushitora, K.; Komiya, A.; Watanabe, M.; Motegi, T.; Morioka, M.

    2012-01-01

    This paper aims to determine via responses to three questionnaire surveys how sexuality education programs are conducted at junior high schools in Japan. Study 1 examined the practice of sexuality education in schools, Study 2 investigated junior high school students' (age 12-13 and 14-15 years) knowledge of sexuality, and Study 3 examined…

  9. The Sexuality Education and Attitudes of College Students in China

    Science.gov (United States)

    Song, Yu

    2015-01-01

    Purpose: The purpose of this paper is to examine the type and quality of sexuality education received by college students in Hangzhou, China. Their attitudes towards sex and sexuality were also explored. To set the broader context the regulations and laws governing the provision of sexuality education in China have also been examined.…

  10. The Issue: Sex Equity and Sexuality in Education.

    Science.gov (United States)

    Klein, Susan Shurberg

    1987-01-01

    This introduction to a series of articles whose theme is sex equity and sexuality in education, defines terms (sexuality, sex or sexuality education, sex equity), discusses the importance of issues related to the theme, and highlights findings from articles in the series. (IAH)

  11. Educational Psychologists' Constructions of Sexuality and the Implications for Practice

    Science.gov (United States)

    Marks, Chloe

    2012-01-01

    Despite an underlying inclusion agenda, sexuality equality remains a low priority in education. Review of literature suggests the marginalization of sexual minority young people (SMYP) in schools. This study explores educational psychologists' (EPs') constructions of sexuality and the implications for practice. Discursive psychology was used to…

  12. The Sexuality Education and Attitudes of College Students in China

    Science.gov (United States)

    Song, Yu

    2015-01-01

    Purpose: The purpose of this paper is to examine the type and quality of sexuality education received by college students in Hangzhou, China. Their attitudes towards sex and sexuality were also explored. To set the broader context the regulations and laws governing the provision of sexuality education in China have also been examined.…

  13. Survey of Sexual Education among Residents from Different Specialties

    Science.gov (United States)

    Morreale, Mary K.; Arfken, Cynthia L.; Balon, Richard

    2010-01-01

    Objective: This study aims to determine how residents are being educated regarding sexual health, and it assesses attitudes toward sexual education and barriers to evaluating patients' sexuality. Methods: An anonymous Internet survey was sent to 195 residents in family practice, internal medicine, obstetrics and gynecology, and psychiatry at a…

  14. The effect of comprehensive sexual education program on sexual health knowledge and sexual attitude among college students in southwest China

    NARCIS (Netherlands)

    Chi, X.; Hawk, S.T.; Winter, S.; Meeus, W.H.J.

    2015-01-01

    The purpose of this study was to evaluate whether a comprehensive sexual education program for college students in Southwest China (a) improved sexual health knowledge in reproduction, contraception, condom use, sexually transmitted diseases, and HIV; (b) increased accepting attitudes toward lesbian

  15. The effect of comprehensive sexual education program on sexual health knowledge and sexual attitude among college students in Southwest China

    NARCIS (Netherlands)

    Chi, Xinli; Hawk, Skyler T; Winter, Sam; Meeus, Wim

    2015-01-01

    The purpose of this study was to evaluate whether a comprehensive sexual education program for college students in Southwest China (a) improved sexual health knowledge in reproduction, contraception, condom use, sexually transmitted diseases, and HIV; (b) increased accepting attitudes toward lesbian

  16. Female sexual offenders in the educational system: a brief overview.

    Science.gov (United States)

    Solis, O Lizette; Benedek, Elissa P

    2012-01-01

    Female sexual offenders comprise the minority of sexual offenders in the criminal justice system. However, empirical research reveals that sexual offenses against adolescents by females are a bigger problem than previously thought, particularly in the educational system. The authors review some of the data in the criminal justice system as well as in empirical research studies about female sexual offenders, with a specific focus on females who commit sexual crimes against students who are minors.

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

    Science.gov (United States)

    Luetkemeyer, Jennifer R.

    2016-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Bertram, K. B.

    2011-12-01

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

  1. Knowledge and Perception of Sexuality Education among Students ...

    African Journals Online (AJOL)

    Knowledge and Perception of Sexuality Education among Students of a Rural ... give sexuality a central role in negotiating the transition from child to adult. ... aged between 10-18 years had never discussed about sex with their parents.

  2. Sexual behavior and social education in China.

    Science.gov (United States)

    Fraser, S E

    1978-01-01

    The application on a massive scale of various population, family planning, sex education measures in China is a societal feature that is quickly evident to the country's visitors. For anyone concerned with population limitation on a national scale, the Chinese experiments and progress are of particular interest. In China there is a clearly discernible 3 step program: the minimization of sexual interest or enforced "national abstinence standard" in the teen years; a period of intense propaganda to postpone marriage until the mid 20s and avoid sexual intercourse outside marriage; and a concerted educational campaign aimed predominantly at married females for the 20 year span covering the fertile ages of approximately 25-45 to limit families. The Chinese approach to family planning and sexual education is direct and ubiquitous. One of the more paradoxical aspects of China's campaign to enforce their severe and particular natalist policy is the relatively high level of preventive sex knowledge among young married couples and the virtual absence of any major form of sex education for teenagers in the schools. In the past few years there has been a modest yet detectable change in this approach. Some middle school students are now being introduced, albeit on a sexually segregated basis, to somewhat wider aspects of population knowledge and human population studies. For the most part these units fall into the traditional teaching areas utilized in many western nations, i.e., physiology, biology, and physical education courses. The development and expansion of such courses may foreshadow the gradual introduction nationally of new material into the middle schools, but the predominant aim of sex education will remain the limitation and control of population. Some of the answers to sex education questions posed by this author in various schools and to a range of senior education officials are reported. The answers represent a recent sample, extracted from a number gathered

  3. Evidence-Based Sexuality Education Programs in Schools: Do They Align with the National Sexuality Education Standards?

    Science.gov (United States)

    Schmidt, Sara C.; Wandersman, Abraham; Hills, Kimberly J.

    2015-01-01

    While many states mandate some type of sexuality education in schools, state legislation varies widely across the United States. Nevertheless, though much has been written about the behavioral outcomes of sexuality education programs shown to be effective at reducing one or more risky sexual behaviors in teenagers, less is known about the exact…

  4. Evidence-Based Sexuality Education Programs in Schools: Do They Align with the National Sexuality Education Standards?

    Science.gov (United States)

    Schmidt, Sara C.; Wandersman, Abraham; Hills, Kimberly J.

    2015-01-01

    While many states mandate some type of sexuality education in schools, state legislation varies widely across the United States. Nevertheless, though much has been written about the behavioral outcomes of sexuality education programs shown to be effective at reducing one or more risky sexual behaviors in teenagers, less is known about the exact…

  5. Comprehensive Sexuality Education, Culture and Gender: The Effect of the Cultural Setting on a Sexuality Education Programme in Ethiopia

    Science.gov (United States)

    Browes, Natalie C.

    2015-01-01

    Comprehensive sexuality education (CSE) is recognised as an effective method of sexual health education, with the school identified as a fitting site of implementation. Its holistic and participatory nature endeavours to develop the knowledge, attitudes and life-skills of students to help them secure their sexual and reproductive health and rights…

  6. Satisfaction with Previous Sexual Health Education as a Predictor of Intentions to Pursue Further Sexual Health Education

    Science.gov (United States)

    Rye, B. J.; Mashinter, Carling; Meaney, Glenn J.; Wood, Eileen; Gentile, Savannah

    2015-01-01

    This paper investigates the nature of the relationship between satisfaction with high school sexual health education and the pursuit of a post-secondary human sexuality course. In an initial study, first-year university students who received high school sexual health education in Ontario completed a questionnaire which assessed their satisfaction…

  7. Can MOOCs Enhance Sexuality Education?

    Science.gov (United States)

    Goldman, Juliette

    2016-01-01

    There is a revolution taking place in teacher/learner/technology relations. At primary, secondary and tertiary education levels, teachers and students are being confronted by new technologies, new pedagogies, new relationships in teacher-student roles, as well as reconsiderations about how information is to be learned. The growth of information…

  8. Exploring Discursive Barriers to Sexual Health and Social Justice in the New Zealand Sexuality Education Curriculum

    Science.gov (United States)

    Garland-Levett, Sarah

    2017-01-01

    Sexuality education is a compulsory part of "The New Zealand Curriculum" for state-funded schools. In 2015, the Ministry of Education has published an updated revision of their official guidelines for schools on the teaching of sexuality education. This paper employs Foucauldian discourse analysis to argue that this policy document,…

  9. Exploring Discursive Barriers to Sexual Health and Social Justice in the New Zealand Sexuality Education Curriculum

    Science.gov (United States)

    Garland-Levett, Sarah

    2017-01-01

    Sexuality education is a compulsory part of "The New Zealand Curriculum" for state-funded schools. In 2015, the Ministry of Education has published an updated revision of their official guidelines for schools on the teaching of sexuality education. This paper employs Foucauldian discourse analysis to argue that this policy document,…

  10. The effect of comprehensive sexual education program on sexual health knowledge and sexual attitude among college students in Southwest China.

    Science.gov (United States)

    Chi, Xinli; Hawk, Skyler T; Winter, Sam; Meeus, Wim

    2015-03-01

    The purpose of this study was to evaluate whether a comprehensive sexual education program for college students in Southwest China (a) improved sexual health knowledge in reproduction, contraception, condom use, sexually transmitted diseases, and HIV; (b) increased accepting attitudes toward lesbian, gay, bisexual, and transsexual individuals; and (c) altered participants' attitudes toward premarital sex and monogamy. The program used diverse teaching methods, providing 6 sessions over a period of 9 weeks about sexual health knowledge and sexual attitudes to college students (age 18-26 years) in Southwest China. Sexual health knowledge and sexual attitudes of 80 comprehensive sexual education class students (education group) and 92 general mental health education class students (control group) were measured at baseline, the end of course (posttest), and 3 weeks after the end of course (follow-up). There were significant effects of the program on (a) sexual health knowledge, including reproductive health, contraception, condom use, and HIV/AIDS and (b) positive attitudes toward sexual minorities, although these changes may require further reinforcement. In contrast, the program did not alter students' attitudes about premarital sex or monogamy. The results are discussed in terms of recommendations of sex education in China and future directions for research.

  11. Sexualities, Teenage Pregnancy and Educational Life Histories in Portugal: Experiencing Sexual Citizenship?

    Science.gov (United States)

    Fonseca, Laura; Araujo, Helena C.; Santos, Sofia A.

    2012-01-01

    This article focuses on Portuguese working-class teenage girls' voices and experiences concerning sexuality and pregnancy. Within a sociological, feminist and educational framework, it explores the girls' perspective on sexual and intimate citizenship as evidence of fairer forms of regulation of teenage sexualities. Through building life histories…

  12. Sexualities, Teenage Pregnancy and Educational Life Histories in Portugal: Experiencing Sexual Citizenship?

    Science.gov (United States)

    Fonseca, Laura; Araujo, Helena C.; Santos, Sofia A.

    2012-01-01

    This article focuses on Portuguese working-class teenage girls' voices and experiences concerning sexuality and pregnancy. Within a sociological, feminist and educational framework, it explores the girls' perspective on sexual and intimate citizenship as evidence of fairer forms of regulation of teenage sexualities. Through building life histories…

  13. Looking at sexual education in pre-school education

    Directory of Open Access Journals (Sweden)

    Estrella García Quintero

    2015-05-01

    Full Text Available The paper provides the framework supporting the training of educative agents to influence upon sexual education of boys and girls in pre-school age as a way to attain high quality standard in the education. These rationale starts from the assumption that it is possible to favor the training process of educative agents on the topic by means of integrating actions with a gender centered approach. The proposal is the result of a thorough study based on the socio-historical cultural approach resulting from the doctoral dissertation already presented by the first authoress. At the same time, these results contribute to the research project “Training the family for the intellectual stimulus of pre-school children. Additionally it offers the stages of sexual education at pre-school age.

  14. Committee Opinion No. 678 Summary: Comprehensive Sexuality Education.

    Science.gov (United States)

    2016-11-01

    Current sexuality education programs vary widely in the accuracy of content, emphasis, and effectiveness. Data have shown that not all programs are equally effective for all ages, races and ethnicities, socioeconomic groups, and geographic areas. Studies have demonstrated that comprehensive sexuality education programs reduce the rates of sexual activity, sexual risk behaviors (eg, number of partners and unprotected intercourse), sexually transmitted infections, and adolescent pregnancy. One key component of an effective program is encouraging community-centered efforts. In addition to counseling and service provision to individual adolescent patients, obstetrician-gynecologists can serve parents and communities by supporting and assisting sexuality education. Because of their knowledge, experience, and awareness of a community's unique challenges, obstetrician-gynecologists can be an important resource for sexuality education programs.

  15. The New Sexuality Education Curriculum for Queensland Primary Schools

    Science.gov (United States)

    Goldman, Juliette D. G.

    2010-01-01

    A departmental review of education curricula in Queensland, Australia has found that minimal or no learning about sexuality education takes place. Its public schools and teachers are able to avoid or not fulfil their obligations regarding the teaching of sexuality education and reproductive health to children and young people. This lacuna in…

  16. Sexuality Education in China: The Conflict between Reality and Ideology

    Science.gov (United States)

    Li, Ling; King, Mark E.; Winter, Sam

    2009-01-01

    The December 2008 release of China's new "Guidelines for health education in primary and secondary schools" by the Ministry of Education addressed many of the concerns arising from the academic and popular discourse on Chinese adolescent sexuality and sexuality education. The focus of this reform, common with similar reforms elsewhere in…

  17. Sexuality Education in China: The Conflict between Reality and Ideology

    Science.gov (United States)

    Li, Ling; King, Mark E.; Winter, Sam

    2009-01-01

    The December 2008 release of China's new "Guidelines for health education in primary and secondary schools" by the Ministry of Education addressed many of the concerns arising from the academic and popular discourse on Chinese adolescent sexuality and sexuality education. The focus of this reform, common with similar reforms elsewhere in…

  18. Sexuality Education Policy and the Educative Potentials of Risk and Rights

    Science.gov (United States)

    Mayo, Cris

    2011-01-01

    This article argues that institutions need to take more risks to improve sexuality education. Understanding how risk structures sexuality may help make sexuality education more attuned to the needs of diverse students. Situating sexuality in the context of human rights can help to demonstrate the kinds of social and institutional risks that are…

  19. Sexuality Education Policy and the Educative Potentials of Risk and Rights

    Science.gov (United States)

    Mayo, Cris

    2011-01-01

    This article argues that institutions need to take more risks to improve sexuality education. Understanding how risk structures sexuality may help make sexuality education more attuned to the needs of diverse students. Situating sexuality in the context of human rights can help to demonstrate the kinds of social and institutional risks that are…

  20. Sexual Harassment of Employees: Legal, Educational, and Ethical Significance.

    Science.gov (United States)

    Curcio, Joan L.; Milford, Amy C.

    1993-01-01

    Explores the legal, educational, and ethical significance of sexual harassment of employees in school settings. A review of case law is followed by perspectives of the sexual harassment experience and difficulties (such as lack of reporting) inherent in obtaining justice. Sexual harassment is a pandemic problem (really a power issue) that renders…

  1. Sexuality Education in India: Examining the Rhetoric, Rethinking the Future

    Science.gov (United States)

    Das, Arpita

    2014-01-01

    Comprehensive sexuality education (CSE) has been recognised globally as key to helping young people assert their sexual and reproductive rights. In India too, there is growing awareness of the importance of providing CSE not only to reduce sexually transmitted infections, unintended pregnancies and abortions but also to teach important life…

  2. Sexuality Education in India: Examining the Rhetoric, Rethinking the Future

    Science.gov (United States)

    Das, Arpita

    2014-01-01

    Comprehensive sexuality education (CSE) has been recognised globally as key to helping young people assert their sexual and reproductive rights. In India too, there is growing awareness of the importance of providing CSE not only to reduce sexually transmitted infections, unintended pregnancies and abortions but also to teach important life…

  3. Medical Students' Perceptions and Preferences for Sexual Health Education

    Science.gov (United States)

    Zamboni, Brian; Bezek, Katelyn

    2017-01-01

    Sexual health topics are not well-covered in US medical schools. Research has not typically asked medical students what sexual health topics they would like addressed and their preferred methods of sexual health education. This study attempted to address this deficit via an online survey of medical students at an institution where little sexual…

  4. Parental Influence on Adolescent Sexuality: Implications for Parents as Educators.

    Science.gov (United States)

    Darling, Carol A.; Hicks, Mary W.

    1982-01-01

    Positive and negative sexual messages are communicated by parents to their children, verbally and nonverbally. The impact of parental messages upon the sexuality of youth appears relatively straightforward for males but quite complex for females. Educational approaches are suggested to be used to recycle early parental sexual messages. (Author/PN)

  5. Sexual Health Competencies for Undergraduate Medical Education in North America.

    Science.gov (United States)

    Bayer, Carey Roth; Eckstrand, Kristen L; Knudson, Gail; Koehler, Jean; Leibowitz, Scott; Tsai, Perry; Feldman, Jamie L

    2017-04-01

    The number of hours spent teaching sexual health content and skills in medical education continues to decrease despite the increase in sexual health issues faced by patients across the lifespan. In 2012 and 2014, experts across sexuality disciplines convened for the Summits on Medical School Education and Sexual Health to strategize and recommend approaches to improve sexual health education in medical education systems and practice settings. One of the summit recommendations was to develop sexual health competencies that could be implemented in undergraduate medical education curricula. To discuss the process of developing sexual health competencies for undergraduate medical education in North America and present the resulting competencies. From 2014 to 2016, a summit multidisciplinary subcommittee met through face-to-face, phone conference, and email meetings to review prior competency-based guidelines and then draft and vet general sexual health competencies for integration into undergraduate medical school curricula. The process built off the Association of American Medical Colleges' competency development process for training medical students to care for lesbian, gay, bisexual, transgender, and gender non-conforming patients and individuals born with differences of sex development. This report presents the final 20 sexual health competencies and 34 qualifiers aligned with the 8 overall domains of competence. Development of a comprehensive set of sexual health competencies is a necessary first step in standardizing learning expectations for medical students upon completion of undergraduate training. It is hoped that these competencies will guide the development of sexual health curricula and assessment tools that can be shared across medical schools to ensure that all medical school graduates will be adequately trained and comfortable addressing the different sexual health concerns presented by patients across the lifespan. Bayer CR, Eckstrand KL, Knudson G, et

  6. The Implementation Of A Critical Pedagogical Approach To Sexuality Education

    DEFF Research Database (Denmark)

    Roien, Line Anne; Simovska, Venka

    by challenges concerning several of these factors (Roien 2012). The aim of this paper is to discuss these implementation challenges further in order to learn how pupils can benefit more from sexuality education in school. Methodology/methods The study draws on quantitative and qualitative data from multiple...... in relation to sexuality issues. The findings provide implications for future research and development of the school practice of sexuality education as a part of health education and health promotion as well as for introducing health pedagogy and health promotion related to sexuality education within......Introduction/background Sexuality education is compulsory in Danish public school as a part of health education. There is a national curriculum which is based on the theory of critical health education and promotion (e.g. Jensen 1997; Carlsson et al 2009; Simovska & Jensen 2012), emphasising health...

  7. National Center for Engineering and Technology Education: The Overall Impact of the NCETE Is to Strengthen the Nation's Capacity to Deliver Effective Engineering and Technology Education in the K-12 Schools

    Science.gov (United States)

    Hailey, Christine E.; Erekson, Thomas; Becker, Kurt; Thomas, Maurice

    2005-01-01

    The National Science Foundation established the Centers for Learning and Teaching (CLT) program to address national needs in the science, technology, engineering, and mathematics (STEM) workforce. NSF recognized two problems, the large number of educators expected to retire over the next decade, and the growing number of educators inadequately…

  8. SEXUAL EDUCATION FOR PERSONS WITH DISABILITIES

    Directory of Open Access Journals (Sweden)

    Aleksandar KARANFILOSKI

    2008-06-01

    Full Text Available Possibilities for intellectual and movement devel­opment of children with disabilities are part of the research that is provided within special education and rehabilitation. But we think that the forgotten component of this research that must have appro­priate principles and methods of its work is the sexual education. Our experience shows that this is not just a problem in Macedonia, but wider in the Balkan. We must have in mind that people with disabilities are intellectually and movement dis­abled, but their body hormonally develops as in any other individual. Thus, disharmony appears that causes even more problems when these people maturate. The need to satisfy the sexual urge must be appropriate and developed properly. They also develop a need for self care and life and need some decisions and activities to be involved in without their parents’ support. In their development when they are mature they want their one company that is not their mom and dad. This usually happens in the puberty. Parents often make mistakes in not recognizing their children’s needs and behave over protectively, and take care for their children more than it is needed, and they not let their children make their own decisions which can help for their inclusion in the society.

  9. Mothers Perception of Sexuality Education for Children | Opara ...

    African Journals Online (AJOL)

    Mothers Perception of Sexuality Education for Children. ... It develops young people's skills so that they make informed choices about their behaviour, ... believed it was the responsibility of both parents to educate their children and over 70% ...

  10. Know the Warning Signs of Educator Sexual Misconduct

    Science.gov (United States)

    Shakeshaft, Charol

    2013-01-01

    Educators can prevent much of the sexual misconduct in schools if they know how to recognize and respond to suspicious patterns and if administrators enforce an environment of high expectations for behavior. School districts can assess their schools and the district for being at risk of educator sexual misconduct and then can develop and enforce…

  11. Striving for Empathy: Affinities, Alliances and Peer Sexuality Educators

    Science.gov (United States)

    Fields, Jessica; Copp, Martha

    2015-01-01

    Peer sexuality educators' accounts of their work reveal two approaches to empathy with their students: affinity and alliance. "Affinity-based empathy" rests on the idea that the more commonalities sexuality educators and students share (or perceive they share), the more they will be able to empathise with one another, while…

  12. Shifting Paradigms: Moving beyond "Trans 101" in Sexuality Education

    Science.gov (United States)

    Green, Eli R.

    2010-01-01

    Trans-inclusive sexuality education can be complex, confusing, and outright intimidating for even the most seasoned sexuality educator to teach. Historically, standalone "Trans 101" sessions have successfully raised awareness about the highly marginalized transgender community. However, their potential success has been limited by being taught in…

  13. Striving for Empathy: Affinities, Alliances and Peer Sexuality Educators

    Science.gov (United States)

    Fields, Jessica; Copp, Martha

    2015-01-01

    Peer sexuality educators' accounts of their work reveal two approaches to empathy with their students: affinity and alliance. "Affinity-based empathy" rests on the idea that the more commonalities sexuality educators and students share (or perceive they share), the more they will be able to empathise with one another, while…

  14. New Evidence: Data Documenting Parental Support for Earlier Sexuality Education

    Science.gov (United States)

    Barr, Elissa M.; Moore, Michele J.; Johnson, Tammie; Forrest, Jamie; Jordan, Melissa

    2014-01-01

    Background: Numerous studies document support for sexuality education to be taught in high school, and often, in middle school. However, little research has been conducted addressing support for sexuality education in elementary schools. Methods: As part of the state Behavioral Risk Factor Surveillance System (BRFSS) Survey administration, the…

  15. Shifting Paradigms: Moving beyond "Trans 101" in Sexuality Education

    Science.gov (United States)

    Green, Eli R.

    2010-01-01

    Trans-inclusive sexuality education can be complex, confusing, and outright intimidating for even the most seasoned sexuality educator to teach. Historically, standalone "Trans 101" sessions have successfully raised awareness about the highly marginalized transgender community. However, their potential success has been limited by being taught in…

  16. Sexuality and sex education at home and school.

    Science.gov (United States)

    Kirby, D

    1999-06-01

    This article reviews numerous studies of parent-adolescent communication about sexuality and 30 studies of sexuality and HIV education programs. Although parent-adolescent communication about sexuality has increased during the last few decades, both the occurrence and the quality of this communication could still be greatly improved. There does not exist a clear simple relationship between greater parent-adolescent communication and less adolescent risk-taking behavior, but both adults and youth believe it is important anyway. Sexuality and HIV education programs do not increase any measure of sexual activity, but some of them with ten common characteristics do reduce sexual risk-taking, either by delaying or reducing sexual behavior or increasing condom use. Thus, these programs can be an effective component in a larger initiative to reduce HIV, other STDs, and unplanned pregnancy in adolescence.

  17. Guidelines for Comprehensive Sexuality Education: Kindergarten-12th Grade.

    Science.gov (United States)

    Sex Information and Education Council of the United States, Inc., New York, NY.

    The National Guidelines for Comprehensive Sexuality Education were developed by a Sex Information and Education Council of the United States (SIECUS) task force made up of health, education, and sex education professionals. The group was tasked with formulating sex education concepts and guidelines within four developmental levels, from…

  18. [Sex education as a cornerstone for a healthy teenage sexuality].

    Science.gov (United States)

    Montero V, Adela

    2011-10-01

    Sexuality is more than reproduction, it is an intrinsic part of each of us, is how we develop and relate with others and with the environment of the society to which we belong. Adolescence is a period with special vulnerability for the development of risky behaviors. In Chile, a progressive decrease in the age of sexual activity onset is observed, particularly in lower socioeconomic strata. The main consequences in sexual health are teenage pregnancies and the risk of acquiring sexually transmitted infections such as HIV. The main strategy for the prevention of this risks is a thorough sexual education, that has to be timely, objective, based on scientific evidence, friendly and confidential.

  19. Sex (Education) in the City: Singapore's Sexuality Education Curriculum

    Science.gov (United States)

    Liew, Warren Mark

    2014-01-01

    This paper examines the Singapore Ministry of Education's sexuality education curriculum in relation to two leading approaches to sex education, namely, abstinence-only-until-marriage education (AOUME) and comprehensive sexuality education (CSE). Based on competing cultural, political, and religious beliefs, the arguments between the…

  20. Zero Energy Schools: Designing for the Future: Zero Energy Ready K-12 Schools

    Energy Technology Data Exchange (ETDEWEB)

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

    2017-09-29

    Designing, building, and operating zero energy ready K-12 schools provides benefits for districts, students, and teachers. Optimizing energy efficiency is important in any building, but it's particularly important in K-12 schools. Many U.S. school districts struggle for funding, and improving a school building's energy efficiency can free up operational funds that may then be available for educational and other purposes.

  1. Building Accountability: A Review of State Standards and Requirements for K-12 Public School Facility Planning and Design. Appendices

    Science.gov (United States)

    Vincent, Jeffrey M.

    2016-01-01

    The purpose of this study was to inform the California Department of Education (CDE) in ensuring the standards contained in Title 5 appropriately promote the planning and design of healthy, safe and educationally suitable K-12 school facilities. The study gathers and analyzes K-12 facility standards in other states across the country to understand…

  2. Building Accountability in California: A Review of State Standards and Requirements for K-12 Public School Facility Planning and Design

    Science.gov (United States)

    Vincent, Jeffrey M.

    2016-01-01

    This study aims to inform the California Department of Education (CDE) in ensuring the standards contained in Title 5 appropriately promote the planning and design of healthy, safe and educationally suitable K-12 school facilities. The study gathers and analyzes K-12 facility standards in ten case study states across the country to understand…

  3. From Sexuality (Gender) to Gender (Sexuality): The Aims of Anti-Homophobia Education

    Science.gov (United States)

    Airton, Liz

    2009-01-01

    The tradition of anti-homophobia education is often characterized by the conflation of gender and sexuality in which oppression arising from gender non-normativity is subsumed within the sexuality-based concepts of homophobia and heterosexism. This paper presents the view that oppression arising from stringent gender normativity should instead be…

  4. Sexuality Education Goes Viral: What We Know about Online Sexual Health Information

    Science.gov (United States)

    Holstrom, Amelia M.

    2015-01-01

    Internet use among young people in the United States is nearly ubiquitous; they are online from home computers, from school computers, and from mobile devices. This offers incredible opportunity for sexual health educators to access individuals who are at a critical time in sexual development over the life course. Currently, the research base on…

  5. Sexuality Education: How Children of Lesbian Mothers "Learn" about Sex/uality

    Science.gov (United States)

    Gabb, Jacqui

    2004-01-01

    Sexuality is something that children experience from an early age. It may be a cause of individual concern and anxiety, but is seldom, if ever, deconstructed at any stage of a child's education. Institutionalized fear and misunderstandings of Section 28 (1988) have effectively removed discussion of sexuality, homosexual or otherwise, from the…

  6. Test Of Astronomy STandards TOAST Survey of K-12 Teachers

    Science.gov (United States)

    Slater, Timothy F.; Slater, Stephanie; Stork, Debra J.

    2015-01-01

    Discipline-based education research in astronomy is focused on understanding the underlying mental mechanisms used by students when learning astronomy and teachers when teaching astronomy. Systematic surveys of K-12 teacher' knowledge in the domain of astronomy are conducted periodically in order to better focus and improve professional development. These surveys are most often done when doing contemporary needs assessments or when new assessment instruments are readily available. Designed by Stephanie J. Slater of the CAPER Center for Astronomy & Physics Education Research, the 29-item multiple-choice format Test Of Astronomy STandards - TOAST is a carefully constructed, criterion-referenced instrument constructed upon a solid list of clearly articulated and widely agreed upon learning objectives. The targeted learning concepts tightly align with the consensus learning goals stated by the American Astronomical Society - Chair's Conference on ASTRO 101, the American Association of the Advancement of Science's Project 2061 Benchmarks, and the National Research Council's 1996 National Science Education Standards. Without modification, the TOAST is also aligned with the significantly less ambitious 2013 Next Generation Science Standards created by Achieve, Inc., under the auspices of the National Research Council. This latest survey reveals that K-12 teachers still hold many of the same fundamental misconceptions uncovered by earlier surveys. This includes misconceptions about the size, scale, and structure of the cosmos as well as misconceptions about the nature of physical processes at work in astronomy. This suggests that professional development in astronomy is still needed and that modern curriculum materials are best served if they provide substantial support for implementation.

  7. Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning

    Science.gov (United States)

    Katsa, Maria; Sergis, Stylianos; Sampson, Demetrios G.

    2016-01-01

    The Flipped Classroom model (FCM) is a promising blended educational innovation aiming to improve the teaching and learning practice in various subject domains and educational levels. However, despite this encouraging evidence, research on the explicit benefits of the FCM on K-12 Mathematics education is still scarce and, in some cases, even…

  8. Media and technology in adolescent sexual education and safety.

    Science.gov (United States)

    Harris, Allyssa L

    2011-01-01

    Media play an important role in the lives of adolescents, providing them with opportunities for education and socialization. Media content is increasingly permeated with violence and sexual references that can be highly influential as adolescents continue the developmental process. Providing patient education is one of the cornerstones of nursing practice, and nurses are ideally suited to affect adolescent and parental education about the sexual and violent content of media. © 2011 AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses.

  9. Sexual and reproductive health and rights in public health education.

    Science.gov (United States)

    Allotey, Pascale A; Diniz, Simone; Dejong, Jocelyn; Delvaux, Thérèse; Gruskin, Sofia; Fonn, Sharon

    2011-11-01

    This paper addresses the challenges faced in mainstreaming the teaching of sexual and reproductive health and rights into public health education. For this paper, we define sexual and reproductive health and rights education as including not only its biomedical aspects but also an understanding of its history, values and politics, grounded in gender politics and social justice, addressing sexuality, and placed within a broader context of health systems and global health. Using a case study approach with an opportunistically selected sample of schools of public health within our regional contexts, we examine the status of sexual and reproductive health and rights education and some of the drivers and obstacles to the development and delivery of sexual and reproductive health and rights curricula. Despite diverse national and institutional contexts, there are many commonalities. Teaching of sexual and reproductive health and rights is not fully integrated into core curricula. Existing initiatives rely on personal faculty interest or short-term courses, neither of which are truly sustainable or replicable. We call for a multidisciplinary and more comprehensive integration of sexual and reproductive health and rights in public health education. The education of tomorrow's public health leaders is critical, and a strategy is needed to ensure that they understand and are prepared to engage with the range of sexual and reproductive health and rights issues within their historical and political contexts. Copyright © 2011 Reproductive Health Matters. Published by Elsevier Ltd. All rights reserved.

  10. Educators' Experience of Managing Sexually Abused Learners ...

    African Journals Online (AJOL)

    denise

    The IPJP is a joint project of Rhodes University in South Africa and Edith Cowan University in ... the number of reported child sexual abuse cases ..... tested negative for HIV. ..... Traumatic impact of child sexual abuse: a conceptualization.

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

    Science.gov (United States)

    McWilliams, H.

    2006-12-01

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

  12. New developments in education and training in sexual medicine.

    Science.gov (United States)

    Reisman, Yacov; Eardley, Ian; Porst, Hartmut

    2013-04-01

    INTRODUCTION.: The past 12 months have been historic ones for the field of Sexual Medicine in that we have seen the creation of the European Board examination in Sexual Medicine with the title of "Fellow of the European Committee on Sexual Medicine" (FECSM) offered to successful candidates. AIM.: The study aims to promote a high standard of care in Sexual Medicine. METHODS.: An important way of promoting high standards of care is by the development of training, regulation, and assessment framework. The background to these developments and the recent educational activities of the European Society for Sexual Medicine (ESSM) are described in this article. RESULTS.: The creation of the Multidisciplinary Joint Committee on Sexual Medicine (MJCSM) under the auspices of the European Union of Medical Specialists, with the primary purpose to develop the highest possible standards of training in Sexual Medicine in Europe, made it possible to create a process for qualification in Sexual Medicine. The ESSM educational activities created opportunities to support trainees in Sexual Medicine and the first MJCSM exam was held in Amsterdam with a high overall success rate. CONCLUSION.: These activities are intended to improve quality. The FECSM examination is the first of its type and provides a real opportunity for Sexual Medicine physicians to demonstrate and document their knowledge.

  13. Beyond Controversies: Sexuality Education for Adolescents in India

    Science.gov (United States)

    Khubchandani, Jagdish; Clark, Jeffrey; Kumar, Raman

    2014-01-01

    Sexuality education for adolescents is one of the most controversial topics in the field of child health. In the past decade, policymakers in India have also struggled with the issue and there has been greater public discourse. However, policymaking and public discussions on adolescent sexuality education are frequently fueled by religious, social, and cultural values, while receiving scant scientific attention. To meet the needs of an expanding young population in India, scientific evidence for best practices must be kept at the core of policymaking in the context of sexuality education for adolescents. PMID:25374847

  14. Beyond controversies: Sexuality education for adolescents in India

    Directory of Open Access Journals (Sweden)

    Jagdish Khubchandani

    2014-01-01

    Full Text Available Sexuality education for adolescents is one of the most controversial topics in the field of child health. In the past decade, policymakers in India have also struggled with the issue and there has been greater public discourse. However, policymaking and public discussions on adolescent sexuality education are frequently fueled by religious, social, and cultural values, while receiving scant scientific attention. To meet the needs of an expanding young population in India, scientific evidence for best practices must be kept at the core of policymaking in the context of sexuality education for adolescents.

  15. The effect of gender based sexual health education in promoting adolescent girls sexual health attitude

    OpenAIRE

    Ika Parmawati; Ova Emilia; Wenny Artanty Nisman

    2015-01-01

    Background: Adolescent development affects the sexual desire and acitivity. Gender inequality may lead to discrimination and an increase in the vulnerability of adolescent girls to sexual coercion. Meanwhile, gender-sensitive reproductive health education is known to be able to decrease such vulnerability. Researcher wants to find the effects of gender-sensitive reproductive health education towards the adolescent girls' attitude improvements. Methods: This study was quasi experiment resea...

  16. [Effects of TeenSTAR, an abstinence only sexual education program, on adolescent sexual behavior].

    Science.gov (United States)

    Vigil, Pilar; Riquelme, Rosa; Rivadeneira, Rosario; Aranda, Waldo

    2005-10-01

    Urgent measures are required to stop the increase in the frequency of pregnancies and sexually transmitted diseases among teenagers. A means of facing this problem is promoting sexual abstinence among youngsters. There are studies that confirm the efficacy of this approach. To show the results of the application of a holistic sexuality program (TeenSTAR) among Chilean teenagers. Students attending basic or high school were divided into a control or study group. The control group (342 students) received the usual education on sexuality given by their schools and the study group (398 students) participated in twelve TeenSTAR sessions lasting 1.5 hours each, given by a trained professor. Assessment of achievements was made using an anonymous questionnaire answered at the start and end of the program. The rates of sexual initiation among control and study groups were 15 and 6.5%, respectively. Among sexually active students, 20% of those in the study group and 9% of those in the control group discontinued sexual activity. A higher proportion of students in the TeenSTAR program retarded their sexual initiation or discontinued sexual activity and found more reasons to maintain sexual abstinence than control students.

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

    Science.gov (United States)

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

    2009-01-01

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

  18. Web Adventures in K-12 Science.

    Science.gov (United States)

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

    1997-01-01

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

  19. Unsettled Relations: Schools, Gay Marriage, and Educating for Sexuality

    Science.gov (United States)

    Mayo, Cris

    2013-01-01

    In this article, Cris Mayo examines the relationship among anti-LGBTQ policies, gay marriage, and sexuality education. Her concern is that because gay marriage is insufficiently different from heterosexual marriage, adding it as an issue to curriculum or broader culture debate elides rather than addresses sexual difference. In other words,…

  20. Re-Visioning Sexuality Education: A Challenge for the Future

    Science.gov (United States)

    Kelly, Gary F.

    2005-01-01

    In view of the present state of affairs in the field, it is time for reassessment and professional debate about what sexuality education can and should be. There have been significant cultural shifts brought about by recent technological development, global awareness of sexual issues, and the characteristics of the current younger generation.…

  1. "Sex and the Church": Sexuality, Misconduct, and Education in Methodism

    Science.gov (United States)

    Stephens, Darryl W.

    2011-01-01

    This article describes Methodism's efforts to address misconduct within ministerial relationships as an important dimension of sexuality education within a religious context. The United Methodist Church (UMC) makes a concerted effort to promote awareness, justice, and healing in cases of sexual abuse within ministerial relationships. The most…

  2. A Multidisciplinary Approach to Sexual Dysfunction in Medical Education

    Science.gov (United States)

    Foley, Sallie; Wittmann, Daniela; Balon, Richard

    2010-01-01

    Objective: Addressing sexual health concerns in medical practice has been an emerging concept for the past two decades. However, there have been very few educational opportunities in medical training that would prepare future physicians for such a responsibility. Since assessing and treating sexual problems requires knowledge that encompasses many…

  3. Behind Closed Doors: School Nurses and Sexual Education

    Science.gov (United States)

    Brewin, Dorothy; Koren, Ainat; Morgan, Betty; Shipley, Sara; Hardy, Rachel L.

    2014-01-01

    School nurses can play a key role in providing sexual education in schools. However, they often face barriers from the school administration and concerned parents. Additionally, school nurses may have limited formal preparation in managing sexual health issues. This study used a descriptive qualitative method to explore the school nurses'…

  4. Sex Equity and Sexuality in College Level Sex Education Courses.

    Science.gov (United States)

    Myerson, Marilyn

    1987-01-01

    This article examines two relevant features in the historical development of sexology, the body of knowledge upon which sex education is based: its depoliticization of sexuality and its attempts to ground itself as scientific. Also examined are the sexual politics of sexology, via a content analysis of several college texts. (IAH)

  5. Sexual Orientation and Music Education: Continuing a Tradition

    Science.gov (United States)

    Bergonzi, Louis

    2014-01-01

    This article offers an overview of sexual orientation and music education, in particular how sexual orientation--specifically, heterosexuality--has been dominant in the teaching of music in the United States. Scenarios of heterosexual privilege related to music students, music teachers, and instructional content are presented. After acknowledging…

  6. Perceptions of Elementary School Children's Parents Regarding Sexuality Education

    Science.gov (United States)

    Fisher, Christine M.; Telljohann, Susan K.; Price, James H.; Dake, Joseph A.; Glassman, Tavis

    2015-01-01

    This study examined the preferences of parents of elementary school-aged children regarding when sexuality topics should be discussed in school and at home. The survey was mailed to a national random sample of parents of elementary school age children. Overall, 92% of parents believed that sexuality education should be taught in schools.…

  7. Perceptions of Elementary School Children's Parents Regarding Sexuality Education

    Science.gov (United States)

    Fisher, Christine M.; Telljohann, Susan K.; Price, James H.; Dake, Joseph A.; Glassman, Tavis

    2015-01-01

    This study examined the preferences of parents of elementary school-aged children regarding when sexuality topics should be discussed in school and at home. The survey was mailed to a national random sample of parents of elementary school age children. Overall, 92% of parents believed that sexuality education should be taught in schools.…

  8. Unsettled Relations: Schools, Gay Marriage, and Educating for Sexuality

    Science.gov (United States)

    Mayo, Cris

    2013-01-01

    In this article, Cris Mayo examines the relationship among anti-LGBTQ policies, gay marriage, and sexuality education. Her concern is that because gay marriage is insufficiently different from heterosexual marriage, adding it as an issue to curriculum or broader culture debate elides rather than addresses sexual difference. In other words,…

  9. Sexual Orientation Topics in Educational Leadership Programmes across the USA

    Science.gov (United States)

    Jennings, Todd

    2012-01-01

    This investigation examines the inclusion of sexual orientation topics within the formal curriculum of 55 public college and university educational administration/leadership programmes across the USA. The findings indicate that programmes place a low priority upon sexual orientation compared to other diversity topics and that 59.5% of programmes…

  10. Sexual Orientation and Music Education: Continuing a Tradition

    Science.gov (United States)

    Bergonzi, Louis

    2014-01-01

    This article offers an overview of sexual orientation and music education, in particular how sexual orientation--specifically, heterosexuality--has been dominant in the teaching of music in the United States. Scenarios of heterosexual privilege related to music students, music teachers, and instructional content are presented. After acknowledging…

  11. Adolescent Sexuality and Life Skills Education in Nigeria: To What ...

    African Journals Online (AJOL)

    AJRH Managing Editor

    prevention accounted for more than 40% of the content of sexuality and life skills education received by out-of-school adolescents. ... of STI and HIV rates, unwanted pregnancies and ... countries, the percentage of out-of-school youth is.

  12. Nigerian secondary school adolescents' perspective on abstinence-only sexual education as an effective tool for promotion of sexual health.

    Science.gov (United States)

    Inyang, Mfrekemfon P; Inyang, Obonganyie P

    2013-01-01

    The success of any type of sexual education programme depends on the knowledge and preparedness for practice by adolescents. A recent study has found that an 'abstinence-only' sexual education programme is effective in reducing sexual activity among adolescents. Knowledge of abstinence-only sexual education and preparedness for practice as an effective tool for promotion of sexual health among Nigerian secondary school adolescents was studied. An analytic descriptive survey design was used for the study. The research population comprised of all public secondary schools in three southern geopolitical zones of the Niger Delta Region of Nigeria. A multistage sampling technique was used to select 2020 senior secondary school (SS1-SS3) students as sample for the study. A partially self-designed and partially adapted questionnaire from an 'abstinence-only versus comprehensive sex education' debate, from debatepedia (http://wiki.idebate.org/), entitled 'Questionnaire on Nigerian Secondary School Adolescents' Perspective on Abstinence-Only Sexual Education (QNSSAPAOSE)' was used in eliciting information from respondents. Hypotheses were formulated and tested. Frequency counts, percentage and Pearson Product Moment Correlation were used in analysing data. A greater proportion of secondary school adolescents in this study lacked knowledge of sexual education. About 80% of the respondents could not define sexual education. The general perspective on abstinence-only sexual education was negative, as revealed by the larger number of respondents who demonstrated unwillingness to practice abstinence-only sexual education. Specifically, of those who responded in favour of abstinence-only sexual education, the youngest group of adolescents (11-13 years) and the male respondents were more likely to accept this type of education than the other groups. Poor knowledge of sexual education could be responsible for unwillingness to practice abstinence-only sexual education. Sexual

  13. What are mothers knowing about sexual education, how much are mothers giving sexual education to their daughters?

    Directory of Open Access Journals (Sweden)

    Nülüfer Erbil

    2010-02-01

    Full Text Available Aim: The purpose of this research was to determine the sexual education that Turkish mothers taken and the sexual education that given to their daughters. Material and Methods: The population of this descriptive research was the women admitted to between 24 October 2005-24 March 2006 to Women Diseases-Birth and Child Diseases Hospital for treatment. Volunteer 192 mothers who have at least one daughter over aged 9 were taken the sample of this research.The data were collected via question form that prepared in the direction of the literature and using face to face technique.  Question form included 30 questions about socio-demographic characteristics of mothers, the sexual education that mothers taken and that given to their daughters and the time that sexual education given/thought to given to their daughters. The analysis of data were used via descriptive statistically methods and chi-square test.Findings: It was determined that 65.6% of the mothers never talked to their own mothers about sexual subjects. The mothers who stated that they took sexual education 31,3% about the subject menstruation. 57,4% of the mothers thought that their sexual education that taken wasn’t useful. About half of the mothers (47,6% stated that they were informed about menstruation after menarche. It was determined that the mothers felt negative feelings as afraid (39,6% and shame (37% at menarche. They got some information about sexual subjects from their friends mostly except their own mothers (48,4%. 40,1% of the mothers stated that they shared sexual issues with their husbands. 60,8% of the mothers give sexual information to their own daughters. The sexual education subjects that the mothers shared with their daughters; menstruation (70,3%,  the differences between the bodies of women and men (49,5%, sexual intercourse (20,8%, pregnancy (18,8% and contraceptive methods (16,7%. Time of sexual education was before menarch; menstruation (68,2%, adolescence time

  14. What are mothers knowing about sexual education, how much are mothers giving sexual education to their daughters?

    Directory of Open Access Journals (Sweden)

    Ayşegül Esra Bektaş

    2010-02-01

    Full Text Available Aim: The purpose of this research was to determine the sexual education that Turkish mothers taken and the sexual education that given to their daughters.Material and Methods: The population of this descriptive research was the women admitted to between 24 October 2005-24 March 2006 to Women Diseases-Birth and Child Diseases Hospital for treatment. Volunteer 192 mothers who have at least one daughter over aged 9 were taken the sample of this research.The data were collected via question form that prepared in the direction of the literature and using face to face technique. Question form included 30 questions about socio-demographic characteristics of mothers, the sexual education that mothers taken and that given to their daughters and the time that sexual education given/thought to given to their daughters. The analysis of data were used via descriptive statistically methods and chi-square test.Findings: It was determined that 65.6% of the mothers never talked to their own mothers about sexual subjects. The mothers who stated that they took sexual education 31,3% about the subject menstruation. 57,4% of the mothers thought that their sexual education that taken wasn’t useful. About half of the mothers (47,6% stated that they were informed about menstruation after menarche. It was determined that the mothers felt negative feelings as afraid (39,6% and shame (37% at menarche. They got some information about sexual subjects from their friends mostly except their own mothers (48,4%. 40,1% of the mothers stated that they shared sexual issues with their husbands. 60,8% of the mothers give sexual information to their own daughters. The sexual education subjects that the mothers shared with their daughters; menstruation (70,3%, the differences between the bodies of women and men (49,5%, sexual intercourse (20,8%, pregnancy (18,8% and contraceptive methods (16,7%. Time of sexual education was before menarch; menstruation (68,2%, adolescence time; body

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

    Science.gov (United States)

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

    2017-01-01

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

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

    OpenAIRE

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

    1996-01-01

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

  17. 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,…

  18. 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…

  19. 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,…

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

    Science.gov (United States)

    Rattigan, Peter; Biren, Greg

    2007-01-01

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

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

    Science.gov (United States)

    Williams, Nicole V.

    2015-01-01

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

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

    Science.gov (United States)

    Hoodman, Kyle Nathan

    2010-01-01

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

  3. School Health Education about Human Sexuality. Position Statement. Revised

    Science.gov (United States)

    Bradley, Beverly J.; Mancuso, Patty; Cagginello, Joan B.; Board, Connie; Clark, Sandra; Harvel, Robin; Kelts, Susan

    2012-01-01

    It is the position of the National Association of School Nurses (NASN) that age-appropriate health education about human sexuality should be included as part of a comprehensive school health education program and be accessible to all students in schools. NASN recognizes the role of parents and families as the primary source of education about…

  4. Should We Be Teaching Sex Education or Sexual Abstinence?

    Science.gov (United States)

    Stover, Del

    2007-01-01

    In this article, the author examines the controversial issue whether to teach sex education or sexual abstinence. Sex education has always been fraught with controversy. The discord in Westbrook, Maine, school district is noteworthy because of the vocal support for an abstinence-only curriculum approach to sex education that has reshaped the…

  5. Comprehensive sexuality education in adolescents by their community nurse

    Directory of Open Access Journals (Sweden)

    Prado Sánchez-Molero Martín

    2010-09-01

    Full Text Available Adolescence is a key step in the process of building personal and sexual identity. The objective is to evaluate the effectiveness of a sex education program in the acquisition of knowledge about contraception and sexually transmitted diseases in a population of adolescents. We believe that the educational intervention is effective for increasing knowledge about contraceptive methods and an improvement in most of the attitudes for the promotion of condoms and an appropriate tool to reduce unwanted pregnancy rates in young and sexually transmitted diseases.

  6. Sexual behaviour and sexual and reproductive health education: a cross-sectional study in Romania.

    Science.gov (United States)

    Rada, Cornelia

    2014-06-23

    Up-to-date, genuine sexual and reproductive health (SRH) education programmes have been possible in Romania only since communism collapsed in 1990. Since 2006, Romania has had no national strategy in this field. Under current global circumstances (high labour mobility, internationally mixed marriages), issues previously considered solely national have become worldwide concerns. In 2011-2012, 1215 respondents homogeneously distributed on background, gender, educational level and age group (18-74) were sampled. This article uses a 96-item questionnaire about family and SRH, presenting results on nine items: first intercourse (FI), virginity, knowing first sexual partner, safe sex, number of sexual partners and sexual education. The data were analysed using Pearson chi-square tests and latent class analysis. Some participants (7.2%) engaged in FI at age 15 or earlier. The average age at FI was lower for men (18.08), for individuals with a lower education level (18.07) and for those in rural areas (18.27), compared with that for women, those with more education and those in urban areas, respectively. The average age at FI was over 2.5 years lower for people aged 18-24 (16.99) than for those aged 60-74 (p education and those aged 18-35 (p education (p education from schools, experts and parents require a multidisciplinary approach within prevention programmes, especially among the populations at risk: rural residents, those with low levels of education and youth.

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

    Science.gov (United States)

    Harper, Ben; Milman, Natalie B.

    2016-01-01

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

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

    Science.gov (United States)

    Harper, Ben; Milman, Natalie B.

    2016-01-01

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

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

    Science.gov (United States)

    Miron, Gary; Urschel, Jessica L.

    2012-01-01

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

  10. A Media Literacy Education Approach to Teaching Adolescents Comprehensive Sexual Health Education

    Science.gov (United States)

    Scull, Tracy Marie; Malik, Christina V.; Kupersmidt, Janis Beth

    2014-01-01

    As states are moving toward comprehensive sexual health education, educators require engaging and effective curricula. This pre-post study (N = 64) examined the feasibility of a comprehensive, media literacy education program for influencing adolescents' sexual health and media literacy outcomes. After the program, participants were more…

  11. Between Needs and Taboos: Sexuality and Reproductive Health Education for High School Students

    National Research Council Canada - National Science Library

    Diana Teresa Pakasi; Reni Kartikawati

    2013-01-01

    Adolescents’ knowledge on sexuality and reproductive health is still limited, although there have been initiatives to provide sexual and reproductive health education as indicated by previous studies...

  12. Permafrost monitoring K12 outreach program

    Science.gov (United States)

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

    2007-12-01

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

  13. Monitoring the CO2 injection site: K12-B

    NARCIS (Netherlands)

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

    2011-01-01

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

  14. The Need for Culturally Sensitive Sexuality Education in a Pluralised Nigeria: But Which Kind?

    Science.gov (United States)

    Mukoro, Jude

    2017-01-01

    A substantial number of studies have been conducted on sexuality education in Nigeria. These provide evidence of the positive impact of sexuality education on the psychosocial well-being of children and youth and the value of sexuality education for the sexual health of young people. Yet another research has investigated the views of parents on…

  15. (S)exclusion in the Sexuality Education Classroom: Young People on Gender and Power Relations

    Science.gov (United States)

    Le Mat, Marielle L. J.

    2017-01-01

    Comprehensive sexuality education which includes discussion about gender and power is increasingly seen as an effective way of promoting sexual and reproductive health and rights. Yet all too often the potential of good quality sexuality education is not realised. This study engages with young peoples' evaluation of a sexuality education programme…

  16. Parents' attitudes on sexual education--what and when?

    Science.gov (United States)

    Janković, Suzana; Malatestinić, Giulia; Striehl, Henrietta Bencević

    2013-03-01

    This study aims to detect opinions about what and when should be talked about in sexual education in schools respecting the role of parents. This study was conducted in 23 elementary schools in the town Rijeka, Croatia from March to May 2010. The sample consisted of parents of sixth grade elementary school pupils. There were 1,673 respondents, divided in groups of mothers and fathers. Both groups had answered what is the majority of topics to be talked about in the higher grades of elementary school. In lower elementary school grades children should be taught about the structure and differences of male and female genitalia. Topics that most parents find inappropriate to be talked about in sexual education, are sexual satisfaction and pleasure, masturbation, pornography and prostitution (5.01-7.7%). Results of this study can help in creating sexual education programs in schools where parents are considered of being equal accomplices.

  17. Sexual health matters! learning for life: mapping client need and professional sexual health education for nurses in England

    OpenAIRE

    Evans, David Thomas

    2011-01-01

    Sexual health matters! This motif underpins the entire thesis. With survey responses from university educators and focus group encounters with clinical professionals undertaking the UK-wide Sexual Health Skills course, the study explores ways in which specific discourses pertaining to sexual health and illness inform the need for, and provision of, professional education for nurses in England.\\ud \\ud Through using a Foucauldian ‘lens’ and a novel process called crystallisation in sexualities ...

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

    Science.gov (United States)

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

    2015-09-01

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

  19. The Implementation Of A Critical Pedagogical Approach To Sexuality Education

    DEFF Research Database (Denmark)

    Roien, Line Anne; Simovska, Venka

    ). Furthermore, the approach is based on research findings indicating that a secure, inclusive learning environment for all pupils is an important factor for the effectiveness of sexuality education (UNESCO 2009). The theory of change (Green & Tones 2012) of the campaign is based on the hypothesis...... by challenges concerning several of these factors (Roien 2012). The aim of this paper is to discuss these implementation challenges further in order to learn how pupils can benefit more from sexuality education in school. Methodology/methods The study draws on quantitative and qualitative data from multiple......Introduction/background Sexuality education is compulsory in Danish public school as a part of health education. There is a national curriculum which is based on the theory of critical health education and promotion (e.g. Jensen 1997; Carlsson et al 2009; Simovska & Jensen 2012), emphasising health...

  20. Human Sexuality Education in Marriage and Family Therapy Graduate Programs.

    Science.gov (United States)

    Zamboni, Brian D; Zaid, Samantha J

    2017-02-20

    Given the likelihood that marriage and family therapists will encounter clients with sexual concerns, it is important to know how graduate training programs are preparing future clinicians to work with this domain of life. Sixty-nine marriage and family therapy (MFT) program directors completed an online survey to examine how sexual health education is integrated into graduate training programs. Findings indicate that while the majority of program directors value sexuality curriculum, and most programs require at least one course in this area, there are barriers to privileging sex topics in MFT graduate programs. Barriers include few MFT faculties with expertise in human sexuality and marginalized sexual health topics. Implications for training MFT graduate students and their work with future clients are discussed.

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

    Science.gov (United States)

    Healy, Nancy

    2014-09-01

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

  2. Identification of school's role in sexual education of youngsters

    Directory of Open Access Journals (Sweden)

    Isilda Teixeira Rodrigues

    2002-05-01

    Full Text Available The work we are presenting gives particular emphasis to the identification of the school success in the sexuality of young people who are about to leave high school. The main objective of this study is: a to identify the basic knowledge that students have at the end of twelve yeares at school about the morphophysiology of the feminine and masculine reproductive organs, about contraceptives and about deseases of sexual trasmission (DTS. The smple of study was formed by 571 students who were in the 12th Form. To gather enough data we used a questionnaire. The students of the sample of study demononstrated little knowledge about sexual education. We can conclude that school has played a role of little importance as agent of sexual education for these young people of the sample.

  3. Automated Classroom Response Systems: Implications for Sexuality Education and Research

    Science.gov (United States)

    Fisher, Christopher Micheal

    2006-01-01

    Since the time of Kinsey, sexuality education courses in colleges across the country have drawn large numbers of co-eds to their rosters. As educators move beyond discussions about the facts of anatomy, physiology, and biology, they increasingly look to technological advances to further the art of teaching. Taking a conversational approach to…

  4. Use of Sexuality-Focused Entertainment Media in Sex Education

    Science.gov (United States)

    Neustifter, Ruth; Blumer, Markie L. C.; O'Reilly, Jessica; Ramirez, Francisco

    2015-01-01

    The literature on the impact of entertainment media on sex education is typically pathology-focused, unclear regarding the effects of such usage, and void of dialogue between those who actually work in the areas of sexuality education and entertainment. To address this gap, this paper is the product of joint authorship between media figures from…

  5. Parental Attitudes Regarding School-Based Sexuality Education in Utah

    Science.gov (United States)

    Steadman, Mindy; Crookston, Benjamin; Page, Randy; Hall, Cougar

    2014-01-01

    Sexuality education programs can be broadly categorized as either risk-avoidance or risk-reduction approaches. Health educators in Utah public schools must teach a state mandated risk-avoidance curriculum which prohibits the advocacy or encouragement of contraception. Multiple national surveys indicate that parents prefer a risk-reduction approach…

  6. International Networking for Sexuality Education: A Politically Sensitive Subject

    Science.gov (United States)

    Steinhart, Katharina; von Kaenel, Andreas; Cerruti, Stella; Chequer, Pedro; Gomes, Rebeca; Herlt, Claudia; Horstick, Olaf

    2013-01-01

    In 2007, six countries (Argentina, Brazil, Chile, Paraguay, Peru and Uruguay) commenced work on a project to harmonise public policy on school sexuality education (SE) and the prevention of HIV. Inter-sectoral management committees for SE involving ministries of education, ministries of health and civil society were established, national policies…

  7. Sexual Minority Issues and Human Rights Education in Japan

    Science.gov (United States)

    Ofuji, Keiko

    2007-01-01

    The "Dowa" (Human Rights) education program has become an effective method of changing concept and situations of "Burakumin," a group of people that has been discriminated against in Japan. One educational strategy was to speak out their personal stories, which has become a trigger to some sexual minority teachers to come out, as well as others to…

  8. Parental Attitudes Regarding School-Based Sexuality Education in Utah

    Science.gov (United States)

    Steadman, Mindy; Crookston, Benjamin; Page, Randy; Hall, Cougar

    2014-01-01

    Sexuality education programs can be broadly categorized as either risk-avoidance or risk-reduction approaches. Health educators in Utah public schools must teach a state mandated risk-avoidance curriculum which prohibits the advocacy or encouragement of contraception. Multiple national surveys indicate that parents prefer a risk-reduction approach…

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

    Science.gov (United States)

    Steineger, Melissa

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

  10. Sexualities in Education: A Reader. Counterpoints: Studies in the Postmodern Theory of Education. Volume 367

    Science.gov (United States)

    Meiners, Erica R., Ed.; Quinn, Therese, Ed.

    2012-01-01

    With germinal texts, new writings, and related art, "Sexualities in Education: A Reader" illuminates a broad scope of analysis and organization. Composed of a framing essay and nine sections edited by established and emerging scholars and addressing critical topics for researchers and students of sexualities and education, the text provides a…

  11. Effects of a School-Based Sexuality Education Program on Peer Educators: The Teen PEP Model

    Science.gov (United States)

    Jennings, J. M.; Howard, S.; Perotte, C. L.

    2014-01-01

    This study evaluated the impact of the Teen Prevention Education Program (Teen PEP), a peer-led sexuality education program designed to prevent unintended pregnancy and sexually transmitted infections (STIs) including HIV among high school students. The study design was a quasi-experimental, nonrandomized design conducted from May 2007 to May…

  12. Effects of a School-Based Sexuality Education Program on Peer Educators: The Teen PEP Model

    Science.gov (United States)

    Jennings, J. M.; Howard, S.; Perotte, C. L.

    2014-01-01

    This study evaluated the impact of the Teen Prevention Education Program (Teen PEP), a peer-led sexuality education program designed to prevent unintended pregnancy and sexually transmitted infections (STIs) including HIV among high school students. The study design was a quasi-experimental, nonrandomized design conducted from May 2007 to May…

  13. Sexualities in Education: A Reader. Counterpoints: Studies in the Postmodern Theory of Education. Volume 367

    Science.gov (United States)

    Meiners, Erica R., Ed.; Quinn, Therese, Ed.

    2012-01-01

    With germinal texts, new writings, and related art, "Sexualities in Education: A Reader" illuminates a broad scope of analysis and organization. Composed of a framing essay and nine sections edited by established and emerging scholars and addressing critical topics for researchers and students of sexualities and education, the text…

  14. Beyond the Call of Duty: A Qualitative Study of Teachers' Additional Responsibilities Related to Sexuality Education

    Science.gov (United States)

    Eisenberg, Marla E.; Madsen, Nikki; Oliphant, Jennifer A.; Resnick, Michael

    2011-01-01

    Seven focus groups were conducted with sexuality educators in Minnesota to explore ways that teaching sexuality education differs from teaching other health education content and to determine if additional supports or resources are needed for sexuality educators. Teachers described many specific additional responsibilities or concerns related to…

  15. Beyond the Birds and the Bees: Learning Inequality through Sexuality Education

    Science.gov (United States)

    Connell, Catherine; Elliott, Sinikka

    2009-01-01

    This article reviews the literature on the roles that schools, peers, and parents play in young people's sexuality education. We argue that the sexuality education children receive is far from just the facts; rather, it is an education in the maintenance of inequality. Sexuality education, as it is currently conceived, includes implicit and…

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

    Science.gov (United States)

    Hu, Yiling; Wu, Bian; Gu, Xiaoqing

    2017-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  18. 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…

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

    Science.gov (United States)

    Spencer, Lisa A.

    2014-01-01

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

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

    Science.gov (United States)

    Koepfler, James R.

    2012-01-01

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

  1. 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…

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

    Science.gov (United States)

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

    2015-01-01

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

  3. 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…

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

    Science.gov (United States)

    Science and Children, 2016

    2016-01-01

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

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

    Science.gov (United States)

    Brown, Beverly

    2011-01-01

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

  6. 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…

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

    Science.gov (United States)

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

    2008-01-01

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

  8. 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…

  9. The Effectiveness of Participatory Theatre with Early Adolescents in School-Based Sexuality Education

    Science.gov (United States)

    Ponzetti, James J., Jr.; Selman, Jan; Munro, Brenda; Esmail, Shaniff; Adams, Gerald

    2009-01-01

    Public concern about adolescent sexuality has garnered considerable interest in recent decades. Most teenagers are either thinking about or acting on their sexual impulses. Yet notable controversy exists regarding sexual education among youth. Adolescents report sexuality education must speak to issues of interest to them and be delivered in a…

  10. Getting to the Good Stuff: Adopting a Pleasure Framework for Sexuality Education

    Science.gov (United States)

    deFur, Kirsten M.

    2012-01-01

    Sexuality professionals have consistently identified the need to incorporate the topics of pleasure and desire into sexuality education programs; however, that has yet to be realized in most settings. Sexuality education has traditionally been rooted in preventing disease and pregnancy rather than promoting healthy sexual development. There is a…

  11. Sexual Health Education for Children with Visual Impairments: Talking about Sex Is Not Enough

    Science.gov (United States)

    Krupa, Chelsea; Esmail, Shaniff

    2010-01-01

    This study investigated problems that children with visual impairments experience with sexual health education. The participants identified themes that affected their knowledge of sexual health and the need for sexual health education. Strategies that address sexual health issues for individuals with visual impairments are described.

  12. Getting to the Good Stuff: Adopting a Pleasure Framework for Sexuality Education

    Science.gov (United States)

    deFur, Kirsten M.

    2012-01-01

    Sexuality professionals have consistently identified the need to incorporate the topics of pleasure and desire into sexuality education programs; however, that has yet to be realized in most settings. Sexuality education has traditionally been rooted in preventing disease and pregnancy rather than promoting healthy sexual development. There is a…

  13. The Effectiveness of Participatory Theatre with Early Adolescents in School-Based Sexuality Education

    Science.gov (United States)

    Ponzetti, James J., Jr.; Selman, Jan; Munro, Brenda; Esmail, Shaniff; Adams, Gerald

    2009-01-01

    Public concern about adolescent sexuality has garnered considerable interest in recent decades. Most teenagers are either thinking about or acting on their sexual impulses. Yet notable controversy exists regarding sexual education among youth. Adolescents report sexuality education must speak to issues of interest to them and be delivered in a…

  14. Infant simulation in parental and sexuality education in Greenland

    DEFF Research Database (Denmark)

    Wistoft, Karen

    2014-01-01

    operate to include and exclude, embrace and marginalize, offer access to and create barriers to students’ learning of parental roles and responsibility, pregnancy and sexuality. Methodology: The empirical findings are draw from the account of the education effects observed in schools geographically spread...... organiser and the local educators. Additionally, figures on teenage pregnancy, abortion and sexually transmitted diseases were collected from the Greenlandic statistics to get an overview of (presumed) health effects. Findings: The short-term impact of the program, including the effectiveness of infant...... simulation is a change in the teenagers’ perceptions of pregnancy and parenting. In addition the evaluation shows an impact on teenage pregnancies according to geographical diversity and social contexts. Conclusion: Further use and development of infant simulation in this parental and sexuality education...

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

    Science.gov (United States)

    Daane, Abigail R.

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

  16. Infant simulation in parental and sexuality education in Greenland

    DEFF Research Database (Denmark)

    Wistoft, Karen

    2014-01-01

    operate to include and exclude, embrace and marginalize, offer access to and create barriers to students’ learning of parental roles and responsibility, pregnancy and sexuality. Methodology: The empirical findings are draw from the account of the education effects observed in schools geographically spread...... organiser and the local educators. Additionally, figures on teenage pregnancy, abortion and sexually transmitted diseases were collected from the Greenlandic statistics to get an overview of (presumed) health effects. Findings: The short-term impact of the program, including the effectiveness of infant...

  17. Teaching Sexual Matters in Taiwan: The Analytical Framework for Popular Culture and Youth Sexuality Education

    Science.gov (United States)

    Yang, Hsing-Chen

    2014-01-01

    Although most teachers realize the potential of using popular culture within the sexuality education classroom, incorporating it successfully is complex. Especially, how can teachers critically analyse the ideology contained in popular culture without lapsing into moralizing and design motivating activities? For teachers in Taiwan, whose training…

  18. Teaching Sexual Matters in Taiwan: The Analytical Framework for Popular Culture and Youth Sexuality Education

    Science.gov (United States)

    Yang, Hsing-Chen

    2014-01-01

    Although most teachers realize the potential of using popular culture within the sexuality education classroom, incorporating it successfully is complex. Especially, how can teachers critically analyse the ideology contained in popular culture without lapsing into moralizing and design motivating activities? For teachers in Taiwan, whose training…

  19. Student perspectives on sexual health: implications for interprofessional education.

    Science.gov (United States)

    Penwell-Waines, Lauren; Wilson, Christina K; Macapagal, Kathryn R; Valvano, Abbey K; Waller, Jennifer L; West, Lindsey M; Stepleman, Lara M

    2014-07-01

    Interprofessional collaboration requires that health professionals think holistically about presenting concerns, particularly for multimodal problems like sexual dysfunction. However, health professions students appear to receive relatively little sexual health education, and generally none is offered on an interprofessional basis. To assess current degree of interprofessional thinking in sexual health care, 472 health professions students in Georgia, United States, were presented with a sexual dysfunction vignette and asked to rate the relevance of, and their familiarity with, interventions offered by several professionals. They also were asked to identify the most likely cause of the sexual dysfunction. Students rated relevance and familiarity with interventions as highest for physicians and lowest for dentists, with higher ratings of nurses by nursing students. More advanced students reported greater familiarity with mental health, physician, and physical therapy interventions. Finally, nursing students were less likely to attribute the dysfunction to a physical cause. These findings indicate that students may prioritize biomedical approaches in their initial assessment and may need additional supports to consider the spectrum of biopsychosocial factors contributing to sexual functioning. To encourage interprofessional critical thinking and prepare students for interprofessional care, sexual health curricula may be improved with the inclusion of interprofessional training. Specific recommendations for curriculum development are offered.

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

    Science.gov (United States)

    Rosenberg, J. L.

    2004-12-01

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

  1. Education on sexuality, the family and society today.

    Science.gov (United States)

    Couet, D; Lecorps, P

    1985-01-01

    This volume is written for those who are interested in sex education. The 1st part discusses specifically educational questions: what does sex education have to offer; what is sex education (information or education, and the objectives of sex education); the roles of the adult educator (encountering, listening, answering); and training the educator. Part 2 contains a series of teachers' aid sheets, followed by notes on the subject for the teacher. The 3rd part describes the experiences of 1 country, Burkina Faso, as analyzed by those in charge of it and provides the complete text of 1 of the 3 "theatre-forum" plays written and used there in the framework of their program. The overall objective of education in sexuality is to enable the participants to find their place as sexual beings, maintaining relationships with other human beings within a given society and culture. The realization of this objective requires that young people: 1) discuss their own questions and preoccupations with respect to sexuality, the family and society, in the context of their own personal and collective history; 2) learn factual information on biology and understand their own society (e.g., traditional values, political orientations); and 3) debate among themselves and with an adult the question of a rational ethical system based on the identification and acceptance of shared values. Thus educational action should contribute to 2 sorts of elements: pieces of information on the entire field of human sexuality, the family, and society (biology, psychology, and sociology); and elements of reflection on human sexuality with its impact on the community (the roles of men and women, values and traditions, the circumstances surrounding love life, and the education of children). Given the objectives of sex education and the role which educators must play, training in this field should concentrate on the acquisition of a minimum of educational know-how and technical/scientific knowledge and work

  2. Effects of a school-based sexuality education program on peer educators: the Teen PEP model

    OpenAIRE

    Jennings, J.M.; HOWARD, S.; Perotte, C. L.

    2014-01-01

    This study evaluated the impact of the Teen Prevention Education Program (Teen PEP), a peer-led sexuality education program designed to prevent unintended pregnancy and sexually transmitted infections (STIs) including HIV among high school students. The study design was a quasi-experimental, nonrandomized design conducted from May 2007 to May 2008. The sample consisted of 96 intervention (i.e. Teen PEP peer educators) and 61 comparison students from five high schools in New Jersey. Baseline a...

  3. "It's Not "Who" They Are It's "What They Are like"": Re-Conceptualising Sexuality Education's "Best Educator" Debate

    Science.gov (United States)

    Allen, Louisa

    2009-01-01

    Those who teach sexuality education are integral to the success of programmes that positively foster young people as sexual subjects. Knowing what makes an effective educator is therefore crucial for developing and delivering programmes that are successful in this respect. Starting from the premise that effective sexuality education meets the…

  4. What Is Comprehensive Sexuality Education? Going WAAAAAY beyond Abstinence and Condoms

    Science.gov (United States)

    Helmich, Joan

    2009-01-01

    In this article, the author expands our definition of "comprehensive sexuality education," broadening the discourse to something more ideal than what current rhetoric seems to suggest, and in the process presents the rationale for real comprehensive sexuality education. Current definitions of comprehensive sexuality education focus on prevention…

  5. Escaping Oppositional Thinking in the Teaching of Pleasure "and" Danger in Sexuality Education

    Science.gov (United States)

    Cameron-Lewis, Vanessa

    2016-01-01

    Sexuality education and preventative sexual abuse education are often taught as separate subjects in secondary schools. This paper extends the argument against this separation by highlighting flaws in the logic that manifests this separation. Diffracting critical sexuality education theory with the monist logic of new materialism, I rethink…

  6. School-Based Primary School Sexuality Education for Migrant Children in Beijing, China

    Science.gov (United States)

    Liu, Wenli; Su, Yufen

    2014-01-01

    In May 2007, Beijing Normal University launched a programme of school-based sexuality education for migrant children in Xingzhi Primary School in Beijing. Over the past seven years, the project team has developed a school-based sexuality education curriculum using the "International Technical Guidance on Sexuality Education" published by…

  7. In Search of Critical Pedagogy in Sexuality Education: Visions, Imaginations, and Paradoxes

    Science.gov (United States)

    Sanjakdar, Fida; Allen, Louisa; Rasmussen, Mary Lou; Quinlivan, Kathleen; Brömdal, Annette; Aspin, Clive

    2015-01-01

    The broad aim of most sexuality educational programs is to improve and promote health among students (Epstein and Johnson 1998; Allen 2005; Aggleton and Campbell 2000). Various education programs aim for young people to receive preparation for their sexual lives and be educated against sexual abuse and exploitation (Carmody 2009; Bay-Cheng 2003),…

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

    Institute of Scientific and Technical Information of China (English)

    李青; 任一姝

    2016-01-01

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

  9. Sexual education in women following a mastectomy

    Directory of Open Access Journals (Sweden)

    Paloma Martínez Serrano

    2010-11-01

    Full Text Available We presented a sexual health programme for women following mastectomy. It could be used both in primary health care settings as well as in specialised areas and involve support groups aimed at these women. The programme would be run by midwives and require the collaboration of other professional, primarily psychologists.The aim of the programme is to promote a positive sexual experience for women after having a mastectomy.Proposed is a thirteen session health programme. The objectives and results criteria have been laid out. The evaluation, in the form of a questionnaire, will give us information about knowledge changes and new skills acquired by the woman, the process, results and also the uptake rate of the programme. It will also give information on how satisfied the women were on the course.

  10. Guest Speakers in School-Based Sexuality Education

    Science.gov (United States)

    McRee, Annie-Laurie; Madsen, Nikki; Eisenberg, Marla E.

    2014-01-01

    This study, using data from a statewide survey (n = 332), examined teachers' practices regarding the inclusion of guest speakers to cover sexuality content. More than half of teachers (58%) included guest speakers. In multivariate analyses, teachers who taught high school, had professional preparation in health education, or who received…

  11. Evaluation of a Sexual Abuse Prevention Education for Chinese Preschoolers

    Science.gov (United States)

    Zhang, Wenjing; Chen, Jingqi; Feng, Yanan; Li, Jingyi; Liu, Chengfeng; Zhao, Xiaoxia

    2014-01-01

    Objectives: The purpose of this study was to test the feasibility of a sexual abuse prevention education in a sample of Chinese preschool children in Beijing, China. Method: One hundred and fifty preschool children were randomly assigned to either the intervention group (N = 78) or the wait-list control group (N = 72). Children were posttested on…

  12. Guest Speakers in School-Based Sexuality Education

    Science.gov (United States)

    McRee, Annie-Laurie; Madsen, Nikki; Eisenberg, Marla E.

    2014-01-01

    This study, using data from a statewide survey (n = 332), examined teachers' practices regarding the inclusion of guest speakers to cover sexuality content. More than half of teachers (58%) included guest speakers. In multivariate analyses, teachers who taught high school, had professional preparation in health education, or who received…

  13. Character Education; A Guideline for Discussion of Sexual Behavior

    Science.gov (United States)

    Brower, Linda A.; Southworth, Warren H.

    1969-01-01

    Describes sex education as process of character-building, indicating need for teacher to decide what personal commitments are necessary for meaningful personal relationships. Presents research data to help teachers clarify stand on sexual behavior or use findings as background information for discussion. (Author/CJ)

  14. Parents' Attitudes toward Comprehensive and Inclusive Sexuality Education

    Science.gov (United States)

    Peter, Christina R.; Tasker, Timothy B.; Horn, Stacey S.

    2015-01-01

    Purpose: Parents are sometimes perceived as barriers to providing comprehensive and inclusive sexuality education to young people. However, little is known about parents' actual attitudes towards providing such broad information to young people. The purpose of this paper is to examine two different approaches to measuring parents' attitudes…

  15. Evaluation of a Sexual Abuse Prevention Education for Chinese Preschoolers

    Science.gov (United States)

    Zhang, Wenjing; Chen, Jingqi; Feng, Yanan; Li, Jingyi; Liu, Chengfeng; Zhao, Xiaoxia

    2014-01-01

    Objectives: The purpose of this study was to test the feasibility of a sexual abuse prevention education in a sample of Chinese preschool children in Beijing, China. Method: One hundred and fifty preschool children were randomly assigned to either the intervention group (N = 78) or the wait-list control group (N = 72). Children were posttested on…

  16. 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.

  17. Sexual Assault Simulation Course for Healthcare Providers: Enhancing Sexual Assault Education Using Simulation.

    Science.gov (United States)

    Scannell, Meredith; Lewis-O'Connor, Annie; Barash, Ashley

    2015-01-01

    Patients who have been sexually assaulted disproportionately experience gaps in healthcare delivery. Ensuring that healthcare providers who care for this population are adequately prepared is one way of addressing this gap. At the Brigham and Women's Hospital, a 4-hour long interprofessional Sexual Assault Simulation Course for Healthcare Providers (SASH) was developed and conducted at the hospital's Simulation, Training, Research, & Technology Utilization System Center. The SASH is offered using a variety of teaching methodologies including didactics, skill stations comprising how to collect forensic evidence, simulation experience with standardized patient, and debriefing. Using simulation as an educational method allows healthcare professionals to gain hands-on skills in a safe environment. Ultimately, the goal of the SASH is to enhance collaborative practice between healthcare professionals and to improve knowledge, with the purpose of improving care for patients who have been sexually assaulted.

  18. Lesbian, gay, bisexual, transgender, queer, and questioning youths' perspectives of inclusive school-based sexuality education.

    Science.gov (United States)

    Gowen, L Kris; Winges-Yanez, Nichole

    2014-01-01

    Sexuality education is perceived as one way to prevent unhealthy sexual behaviors. However, current sexuality education materials are not tailored to fit the needs of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth, and many have been critiqued for disenfranchising these populations. This study solicited the perspectives of LGBTQ youth on their experiences with school-based sexuality education in order to create a framework of LGBTQ-inclusive sexuality education. Five semistructured focus groups (N = 30 LGBTQ participants) were conducted to investigate the sexuality education experiences of LGBTQ youth and to solicit youth suggestions for improving the inclusiveness of sexuality education curricula. Results indicate that LGBTQ youth perceive current sexuality education as primarily "exclusive," although examples of "inclusive" sexuality education were provided. In addition, participants provided suggestions for creating a more inclusive experience, such as directly discussing LGBTQ issues, emphasizing sexually transmitted infection (STI) prevention over pregnancy prevention, and addressing healthy relationships. Educators and policymakers can use these ideas to help improve the quality of sexuality education-not only to make it more inclusive for LGBTQ youth but to make sexuality education more inclusive for all young people.

  19. Evaluating the Need for Sex Education in Developing Countries: Sexual Behaviour, Knowledge of Preventing Sexually Transmitted Infections/HIV and Unplanned Pregnancy

    Science.gov (United States)

    Singh, Susheela; Bankole, Akinrinola; Woog, Vanessa

    2005-01-01

    Young people's need for sex education is evidenced by their typically early initiation of sexual activity, the often involuntary context within which they have sexual intercourse, high-risk sexual behaviours and the inadequate levels of knowledge of means of protecting their sexual health. The earliness of initiation of sexual intercourse has…

  20. 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

  1. Sexuality education in Ghana and Mozambique : An examination of colonising assemblages informing school-based sexuality education initiatives

    NARCIS (Netherlands)

    Miedema, E.; Oduro, G.Y.; Rasmussen, M.L.; Allen, L.

    2016-01-01

    This chapter analyses the historical and socio-political contexts of the design and delivery of school-based sexuality education for young women and men in two sub-Saharan African countries: Ghana and Mozambique. The chapter interrogates colonising tendencies within, and created through, school-base

  2. Sexuality education in Ghana and Mozambique : An examination of colonising assemblages informing school-based sexuality education initiatives

    NARCIS (Netherlands)

    Miedema, E.; Oduro, G.Y.; Rasmussen, M.L.; Allen, L.

    2017-01-01

    This chapter analyses the historical and socio-political contexts of the design and delivery of school-based sexuality education for young women and men in two sub-Saharan African countries: Ghana and Mozambique. The chapter interrogates colonising tendencies within, and created through,

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

    OpenAIRE

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

    2015-01-01

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

  4. Perspectives on Gender and Sexual Diversity (GSD)-Inclusive Education: Comparisons between Gay/Lesbian/Bisexual and Straight Educators

    Science.gov (United States)

    Meyer, Elizabeth J.; Taylor, Catherine; Peter, Tracey

    2015-01-01

    This paper presents findings from a national study on the beliefs and practices of K-12 educators regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues in schools. Over 3400 Canadian educators participated in the study, which took the form of a bilingual (English/French) online survey. Respondents answered questions about their…

  5. Raising the voices of teens to change sexuality education.

    Science.gov (United States)

    Wilson, S N

    2000-01-01

    In the US, birth, pregnancy, and abortion rates have remained unacceptably high despite the declines experienced over the years. According to the US Centers for Disease Control and Prevention, 65% of teens engage in sexual intercourse before they graduate from high school, 18% of 9th-grade students initiate intercourse before age 13, and approximately 4 million teens in the US contract a sexually transmitted disease each year. The country's response on these dismal statistics have been unsuccessful, focusing only on abstinence-only-until-marriage programs that are forbidden to discuss contraception and disease-prevention strategies. In view of this, the Network for Family Life Education launched the national newsletter and Web site ¿SEX, ETC¿. The goal was to provide up-to-date, accurate, balanced, and attractive materials that would change students' sexuality attitudes and behaviors. Developed by teens for teens, such an approach can push the envelope as to the kind of programs a school should implement if educators, administrators, and school board members will pay attention. Moreover, the approach holds the potential for an extraordinary new partnership between teens and caring adults that can move relevant, responsible sexuality education forward in a powerful and meaningful way.

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

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

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

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

    Science.gov (United States)

    Morgan, Joe; Zhan, Wei; Leonard, Matt

    2013-01-01

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

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

    Science.gov (United States)

    Parrish, Mila

    2009-01-01

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

  10. Designing GIS Learning Materials for K-12 Teachers

    Science.gov (United States)

    Hong, Jung Eun

    2017-01-01

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

  11. Engaging K-12 Language Learners in Media Literacy

    Science.gov (United States)

    Egbert, Joy; Neville, Chon

    2015-01-01

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

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

    Science.gov (United States)

    Nyachwaya, Samson

    2013-01-01

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

  13. 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.

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

    Science.gov (United States)

    Long, Mark C.; Conger, Dylan

    2013-01-01

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

  15. Green Power Partnership Top 30 K-12 Schools

    Science.gov (United States)

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

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

    Science.gov (United States)

    Morse, James E.; And Others

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

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

    Science.gov (United States)

    Bosse, Michael J.; Fogarty, Elizabeth A.

    2011-01-01

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

  18. 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…

  19. Sexuality education in North American medical schools: current status and future directions.

    Science.gov (United States)

    Shindel, Alan W; Parish, Sharon J

    2013-01-01

    Both the general public and individual patients expect healthcare providers to be knowledgeable and approachable regarding sexual health. Despite this expectation there are no universal standards or expectations regarding the sexuality education of medical students. To review the current state of the art in sexuality education for North American medical students and to articulate future directions for improvement. Evaluation of: (i) peer-reviewed literature on sexuality education (focusing on undergraduate medical students); and (ii) recommendations for sexuality education from national and international public health organizations. Current status and future innovations for sexual health education in North American medical schools. Although the importance of sexuality to patients is recognized, there is wide variation in both the quantity and quality of education on this topic in North American medical schools. Many sexual health education programs in medical schools are focused on prevention of unwanted pregnancy and sexually transmitted infection. Educational material on sexual function and dysfunction, female sexuality, abortion, and sexual minority groups is generally scant or absent. A number of novel interventions, many student initiated, have been implemented at various medical schools to improve the student's training in sexual health matters. There is a tremendous opportunity to mold the next generation of healthcare providers to view healthy sexuality as a relevant patient concern. A comprehensive and uniform curriculum on human sexuality at the medical school level may substantially enhance the capacity of tomorrow's physicians to provide optimal care for their patients irrespective of gender, sexual orientation, and individual sexual mores/beliefs. © 2013 International Society for Sexual Medicine.

  20. Grade failure and special education placement in sexual offenders' educational histories.

    Science.gov (United States)

    Cantor, James M; Kuban, Michael E; Blak, Thomas; Klassen, Philip E; Dickey, Robert; Blanchard, Ray

    2006-12-01

    A sample of 701 adult men underwent assessment following illegal or clinically significant sexual behaviors or interests. Patients were categorized on the basis of phallometric (penile) responses in the laboratory to erotic stimuli depicting adults, pubescent children, and prepubescent children; histories of sexual offenses; and self-reported sexual interests. Comprising the categories were men sexually interested in prepubescent children (pedophiles; n = 114), men sexually interested in pubescent children (hebephiles; n = 377), men sexually interested in adults and who had committed a sexual offense against an adult (teleiophilic offenders; n = 139), and men sexually interested in adults and who had no known history of any sexual offenses (teleiophilic nonoffenders; n = 71). Patients' assessments included IQ testing and self-reported academic history, which included any grade failures and assignment to special education classes. Relative to the teleiophilic offenders, both the pedophilic and the hebephilic groups showed approximately double the odds of failing a grade or being enrolled in special education, both before and after covarying IQ. No significant differences were detected between the teleiophilic offenders and the teleiophilic nonoffenders. These data are consistent with the hypothesis that an erotic age preference for children sometimes results from a perturbation of neurodevelopment occurring early in life.