WorldWideScience

Sample records for k-12 teachers determine

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

    Science.gov (United States)

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

    2018-01-01

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

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

    Science.gov (United States)

    Ellins, K.; Perry, E.

    2005-12-01

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

  3. 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…

  4. 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

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

    Science.gov (United States)

    Lan, Yu-Ling

    2012-05-01

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

  6. 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…

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

    Science.gov (United States)

    Carver, Lin B.

    2016-01-01

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

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

    Science.gov (United States)

    Ricketts, Melissa L.

    2007-01-01

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

  9. 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…

  10. 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…

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

    Science.gov (United States)

    Ertmer, Peggy A.; Simons, Krista D.

    2006-01-01

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

  12. Enhancing the Impact of Evidence-Based Publications on K-12 ESL Teacher Practices

    Science.gov (United States)

    Abbott, Marilyn L.; Lee, Kent; Rossiter, Marian J.

    2017-01-01

    The reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related…

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

    Science.gov (United States)

    Lan, Yu-Ling

    2012-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  15. Feedback from the Field: What Novice PreK-12 ESL Teachers Want to Tell TESOL Teacher Educators

    Science.gov (United States)

    Baecher, Laura

    2012-01-01

    Programs in the United States that certify PreK-12 teachers in English as a second language (ESL) must meet high and consistent standards in their preservice preparation. However, there is little empirical evidence on the degree to which such preparation actually meets the needs of teachers once they begin their careers. Teaching English to…

  16. #TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers

    Science.gov (United States)

    Visser, Ryan D.; Evering, Lea Calvert; Barrett, David E.

    2014-01-01

    This mixed-methods study explores how K-12 teachers use Twitter. An online survey was disseminated via Twitter to gauge their usage of, access to, and perceptions of Twitter. The results indicated that teachers highly value Twitter as a means of self-directed professional development. Respondents who reported using Twitter multiple times a day…

  17. 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…

  18. A Survey of K-12 Teachers' Utilization of Social Networks as a Professional Resource

    Science.gov (United States)

    Hunter, Leah J.; Hall, Cristin M.

    2018-01-01

    Teachers are increasingly using social networks, including social media and other Internet applications, to look for educational resources. This study shares results from a survey examining patterns of social network application use among K-12 teachers in the United States. A sample of 154 teachers (18 males, 136 females) in the United States…

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

    Science.gov (United States)

    Vander Ploeg, Guadalupe

    2012-01-01

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

  20. A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

    Science.gov (United States)

    Underwood, Janice Bell

    Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

  1. NGSS-Aligned, K-12 Climate Science Curricula, taught with citizen science and teacher-led inquiry methods

    Science.gov (United States)

    Zainfeld, S.

    2017-12-01

    Teacher-led inquiry into student learning is a promising method of formative assessment to gain insight into student achievement. NGSS-aligned K-12 Climate Science curricula taught with citizen science and teacher-led inquiry methods are described, along with results from a scientist-teacher collaboration survey.

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

    Science.gov (United States)

    Hickman, Paul

    2002-04-01

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

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

    Science.gov (United States)

    Martin, Florence; Carr, Marsha L.

    2015-01-01

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

  4. Addressing the NETS*S in K-12 Classrooms: Implications for Teacher Education

    Science.gov (United States)

    Niederhauser, Dale S.; Lindstrom, Denise L.; Strobel, Johannes

    2007-01-01

    The National Educational Technology Standards for Students (NETS*S) were developed to provide guidelines for effective and meaningful technology use with K-12 students. In the present study we used the NETS*S as a framework to analyze ways that teachers integrated instructional technology use and provided opportunities for their students to…

  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. The landscape of PreK-12 engineering online resources for teachers: global trends

    OpenAIRE

    Bagiati, Aikaterini; Evangelou, Demetra; Magana, Alejandra; Kaloustian, Garene; Zhu, Jiabin; Yoon, So Yoon

    2014-01-01

    Background: The newly formed discipline of engineering education is addressing the need to (a) enhance STEM education for precollege students and (b) identify optimum ways to introduce engineering content starting, perhaps, from the early ages. Introducing engineering at the Prekindergarten through 12th grade (PreK-12) education level requires significant changes in teacher preparation and support. It highlights the need for developing developmentally appropriate content knowledge and ped...

  7. 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…

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

    Science.gov (United States)

    Gardner, Robert D.

    2010-01-01

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

  9. 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.

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

    Science.gov (United States)

    Petty, Gregory C.

    2013-01-01

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

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

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

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

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

    Science.gov (United States)

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

    2013-04-01

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

  13. 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.

  14. Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting

    Science.gov (United States)

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

    2016-01-01

    The purpose of this study was to measure and explore factors influencing K-12 online teachers' job satisfaction, organizational commitment, and turnover intentions. Using Maslow's Hierarchy of Needs (1954), Herzberg's Two-Factor Theory of Satisfaction (1959, 1968), Meyer and Allen's measure of Organizational Commitment (1997), and Fishbein and…

  15. Teaching Decolonial Sounds on the Margins: Reflections on a K-12 Teacher Workshop Covering Black & Brown Musical Transculturation in Texas

    Science.gov (United States)

    Cervantes, Marco Antonio

    2015-01-01

    To demonstrate the significance of cultural crossings in Texas and how cultural exchanges can inform teachers and students in the areas of history, fine arts, geography, and social studies, the author constructed a Summer 2013 teacher workshop for Texas K-12 teachers through the Smithsonian Affiliated Institute of Texan Cultures. The author…

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

    Science.gov (United States)

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

    2013-01-01

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

  17. Scientific Participation at the Poles: K-12 Teachers in Polar Science for Careers and Classrooms

    Science.gov (United States)

    Crowley, S.; Warburton, J.

    2012-12-01

    PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the polar regions. PolarTREC highlights the importance of involving teachers in scientific research in regards to their careers as educators and their ability to engage students in the direct experience of science. To date, PolarTREC has placed over 90 teachers with research teams in the Arctic and Antarctic. Published results of our program evaluation quantify the effect of the field experience on the teachers' use of the real scientific process in the classroom, the improvement in science content taught in classrooms, and the use of non-fiction texts (real data and science papers) as primary learning tools for students. Teachers and students both report an increase of STEM literacy in the classroom content, confidence in science education, as well as a markedly broadened outlook of science as essential to their future. Research conducted with science teams affirms that they are achieving broader impacts when PolarTREC teachers are involved in their expeditions. Additionally, they reported that these teachers making vital contributions to the success of the scientific project.

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

    Science.gov (United States)

    Sertich, Sally Krause

    2013-01-01

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

  19. Laboratory Safety Guide for Arkansas K-12 Schools.

    Science.gov (United States)

    Arkansas State Dept. of Education, Little Rock.

    This document presents laboratory safety rules for Arkansas K-12 schools which were developed by the Arkansas Science Teachers Association (ASTA) and the Arkansas Department of Education (ADE). Contents include: (1) "Laboratory Safety Guide for Arkansas K-12 Schools"; (2) "Safety Considerations"; (3) "Safety Standards for Science Laboratories";…

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

    Science.gov (United States)

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

    2017-03-01

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

  1. NASA Education Activity Training (NEAT): Professional Development for Montana K-12 Teachers

    Science.gov (United States)

    Williamson, Kathryn; McKenzie, D.; Des Jardins, A.; Key, J.; Kanode, C.; Willoughby, S.

    2012-05-01

    Piloted during the 2011-2012 academic year, the NASA Education Activity Training (NEAT) teacher workshop program has introduced five solar astronomy and space weather activities to over forty Montana K-12 teachers. Because many Montana schools are geographically isolated (40% of Montana students live more than 50 miles from a city) and/or serve traditionally underrepresented groups (primarily Native Americans), professional development for teachers can be costly and time consuming. However, with funding shared by the Atmospheric Imaging Assembly EPO team and the Montana Space Grant Consortium, graduate student specialists are able to host the two-hour NEAT workshops on-site at the schools free of charge, and participating teachers earn two continuing education credits. Leveraging the existing catalogue of research-based NASA activities, the featured NEAT activities were chosen for their ease-of-use and applicability to Montana science standards. These include three advanced activities for older students, such as a paper plate activity for the June 5th, 2012 Transit of Venus, Kinesthetic Astronomy, and the Herschel Infrared experiment, along with two simpler activities for the younger students, such as Solar Cookies and the Electromagnetic War card game. Feedback surveys show that NEAT workshop participants were interested and engaged in the activities and planned on using the activities in their classrooms. With such positive responses, the NEAT program has been a huge success and can serve as a model for other institutions looking to increase their space public outreach and education.

  2. OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks

    Science.gov (United States)

    Kimmons, Royce

    2015-01-01

    Conducted in conjunction with an institute on open textbook adaptation, this study compares textbook evaluations from practicing K-12 classroom teachers (n = 30) on three different types of textbooks utilized in their contexts: copyright-restricted, open, and open/adapted. Copyright-restricted textbooks consisted of those textbooks already in use…

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

    Science.gov (United States)

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

    2014-12-01

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

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

    Science.gov (United States)

    Olson, Steve

    2017-01-01

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

  5. Learning to Teach Online: A Systematic Review of the Literature on K-12 Teacher Preparation for Teaching Online

    Science.gov (United States)

    Moore-Adams, Brianne L.; Jones, W. Monty; Cohen, Jonathan

    2016-01-01

    There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to…

  6. 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.

  7. Teacher Directed Design: Content Knowledge, Pedagogy and Assessment under the Nevada K-12 Real-Time Seismic Network

    Science.gov (United States)

    Cantrell, P.; Ewing-Taylor, J.; Crippen, K. J.; Smith, K. D.; Snelson, C. M.

    2004-12-01

    Education professionals and seismologists under the emerging SUN (Shaking Up Nevada) program are leveraging the existing infrastructure of the real-time Nevada K-12 Seismic Network to provide a unique inquiry based science experience for teachers. The concept and effort are driven by teacher needs and emphasize rigorous content knowledge acquisition coupled with the translation of that knowledge into an integrated seismology based earth sciences curriculum development process. We are developing a pedagogical framework, graduate level coursework, and materials to initiate the SUN model for teacher professional development in an effort to integrate the research benefits of real-time seismic data with science education needs in Nevada. A component of SUN is to evaluate teacher acquisition of qualified seismological and earth science information and pedagogy both in workshops and in the classroom and to assess the impact on student achievement. SUN's mission is to positively impact earth science education practices. With the upcoming EarthScope initiative, the program is timely and will incorporate EarthScope real-time seismic data (USArray) and educational materials in graduate course materials and teacher development programs. A number of schools in Nevada are contributing real-time data from both inexpensive and high-quality seismographs that are integrated with Nevada regional seismic network operations as well as the IRIS DMC. A powerful and unique component of the Nevada technology model is that schools can receive "stable" continuous live data feeds from 100's seismograph stations in Nevada, California and world (including live data from Earthworm systems and the IRIS DMC BUD - Buffer of Uniform Data). Students and teachers see their own networked seismograph station within a global context, as participants in regional and global monitoring. The robust real-time Internet communications protocols invoked in the Nevada network provide for local data acquisition

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

    Science.gov (United States)

    Battersby, Cara

    2016-01-01

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

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

    Science.gov (United States)

    Bailey, Bonita Wingfield

    2013-01-01

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

  10. 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…

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

    Science.gov (United States)

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

    2011-12-01

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

  12. Teaching GUI-Programming Concepts to Prospective K12 ICT Teachers: MIT App Inventor as an Alternative to Text-Based Languages

    Science.gov (United States)

    Mihci, Can; Ozdener Donmez, Nesrin

    2017-01-01

    The purpose of this research is to investigate the short and long-term effects of using GUI-oriented visual Blocks-Based Programming languages (BBL) as a 2nd tier tool when teaching programming to prospective K12 ICT teachers. In a mixed-method approach, the effect on academic success as well as the impact on professional opinions and preferences…

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

    Science.gov (United States)

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

    2016-11-01

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

  14. Occupational Stress and Coping Resources of K-12 Probationary Teachers

    Science.gov (United States)

    Wagner, Lori A.

    2009-01-01

    The purpose of the study was to measure what factors impact the stress levels of probationary teachers who may or may not be new to the field of education, to determine what demographic characteristics are related to higher levels of stress, to determine what coping resources were successful in reducing stress, and to compare the stress levels and…

  15. Preservice Teacher Perceptions of Their Best and Worst K-12 Teachers.

    Science.gov (United States)

    Aagaard, Lola; Skidmore, Ronald

    This study investigated student teachers' views on their best and worst teachers' characteristics. Students in four sections of a sophomore-level teacher education program prerequisite course were required to write half-page descriptions of their best and worst teachers from elementary and high school, focusing on the behaviors and attitudes that…

  16. K-12 Online Learning and the Training Needs for School Psychology Practitioners

    Science.gov (United States)

    Tysinger, P. Dawn; Tysinger, Jeff; Diamanduros, Terry; Kennedy, Kathryn

    2013-01-01

    K-12 online learning is growing at an exponential rate in the United States and around the world. Students and teachers are entering and embracing the K-12 online learning environment. Thus, it becomes imperative for school psychologists to follow. In order to offer the most productive learning environment for all students, the services provided…

  17. Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching

    Science.gov (United States)

    Pulham, Emily B.; Graham, Charles R.; Short, Cecil R.

    2018-01-01

    Although research has explored teacher competencies in K-12 blended and online learning, it has not specified which competencies are appropriate to an online or digital medium, which refer to blending in-person with online experiences, or which are generic--applicable in any teaching modality. This article explores selected K-12 online and blended…

  18. The Engaged Microbiologist: Bringing the Microbiological Sciences to the K-12 Community.

    Science.gov (United States)

    Westenberg, David J

    2016-03-01

    Exposing K-12 students to cutting edge science that impacts their daily lives can bring classroom lessons to life. Citizen-science projects are an excellent way to bring high-level science to the classroom and help satisfy one of the cornerstone concepts of the Next Generation Science Standards (NGSS), "engaging in practices that scientists and engineers actually use." This can be a daunting task for teachers who may lack the background or resources to integrate these projects into the classroom. This is where scientific societies such as the American Society for Microbiology (ASM) can play a critical role. ASM encourages its members to engage with the K-12 community by providing networking opportunities and resources for ASM members and K-12 teachers to work together to bring microbiology into the classroom. Journal of Microbiology & Biology Education.

  19. An Investigation of University Student and K-12 Teacher Reasoning about Key Ideas in the Development of the Particulate Nature of Matter

    Science.gov (United States)

    Robertson, Amy D.

    2011-01-01

    This dissertation describes a systematic investigation of university student and K-12 teacher reasoning about key ideas relevant to the development of a particulate model for matter. Written assessments and individual demonstration interviews have been used to study the reasoning of introductory and sophomore-level physics students, introductory…

  20. One Model for Scientist Involvement in K-12 Education: Teachers Experiencing Antarctica and the Arctic Program

    Science.gov (United States)

    Meese, D.; Shipp, S. S.; Porter, M.; Bruccoli, A.

    2002-12-01

    Scientists involved in the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program integrate a K-12 science teacher into their polar field project. Objectives of the program include: having the science teacher immersed in the experience of research; 2) through the teacher, leveraging the research experience to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The scientist - or qualified team member - stays involved with the teacher throughout the program as a mentor. Preparation of the teacher involves a week-long orientation presented by the TEA Program, and a two week pre-expedition visit at the scientist's institution. Orientation acquaints teachers with program expectations, logistical information, and an overview of polar science. While at the scientist's institution, the teacher meets the team, prepares for the field, and strengthens content knowledge. In the field, the teacher is a team member and educational liaison, responding to questions from students and colleagues by e-mail, and posting electronic journals describing the research experience. Upon return, the teachers work closely with colleagues to bring the experience of research into classrooms through creation of activities, design of longer-term student investigations, and presentations at scientific, educational, and community meetings. Interaction with the scientific team continues with a visit by the scientist to the teacher's classrooms, collaboration on presentations at scientific meetings, and consultation on classroom activities. In some cases, the teacher may participate in future expeditions. The involvement by scientists in mentor relationships, such as those of the TEA Program, is critical to improving science education. Many teachers of science have not had the opportunity to participate in field research, which offers valuable first-hand experience about the nature of science, as well as about specific

  1. Are Learning Assistants Better K-12 Science Teachers?

    Science.gov (United States)

    Gray, Kara E.; Webb, David C.; Otero, Valerie K.

    2010-10-01

    This study investigates how the undergraduate Learning Assistant (LA) experience affects teachers' first year of teaching. The LA Program provides interested science majors with the opportunity to explore teaching through weekly teaching responsibilities, an introduction to physics education research, and a learning community within the university. Some of these LAs are recruited to secondary science teacher certification programs. We hypothesized that the LA experience would enhance the teaching practices of the LAs who ultimately become teachers. To test this hypothesis, LAs were compared to a matched sample of teachers who completed the same teacher certification program as the LAs but did not have the LA "treatment." LAs and "non-LAs" were compared through interviews, classroom observations, artifact packages, and observations made with Reformed Teacher Observation Protocol (RTOP) collected within the first year of teaching. Some differences were found; these findings and their implications are discussed.

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

    Science.gov (United States)

    Cross, Deborah Iyron

    2015-01-01

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

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

    Science.gov (United States)

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

    2013-12-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Spearing, Leonard M.

    2013-01-01

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

  6. 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

    activities and approaches that use maps as the basis of instruction for a wide range of topics commonly taught in K12 science courses such as natural hazards, urban development, plate tectonics, climate change, ocean science, and water resources; and (2) Providing easy access to a vast collection of materials specifically for teachers of AP and IB classes including collections of teaching activities for all science disciplines as well as pedagogic approaches that are appropriate for the lab-intensive nature of these classes. The contents of the K12 portal are drawn from a number of projects and collaborations, including CLEAN, Earth Exploration Toolbook, Minnesota Science Teachers Education Project, Pedagogy in Action, EarthLabs, NAGT and On the Cutting Edge. Teachers can add their own materials to the site by sharing lessons plans, activities, and labs. K12 educators of all levels will find a wide variety of resources to spark the curiosity and interest of students. Explore the SERC K12 Educators Portal at: http://serc.carleton.edu/k12/index.html

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

    Science.gov (United States)

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

    2008-12-01

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

  8. K-12 STEM Educators and the Inclusive Classroom

    OpenAIRE

    Li, Songze

    2016-01-01

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

  9. 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.

  10. Interstellar Molecules in K-12 Education

    Science.gov (United States)

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

    2006-12-01

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

  11. 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.

  12. 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

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

    Science.gov (United States)

    Frank, Jennifer Vest

    2012-01-01

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

  14. AMS Professional Development Courses: Arming K-12 Teachers with the Tools Needed to Increase Students' Scientific Literacy

    Science.gov (United States)

    Brey, J. A.; Geer, I. W.; Weinbeck, R. S.; Moran, J. M.; Nugnes, K. A.

    2012-12-01

    To better prepare tomorrow's leaders, it is of utmost importance that today's teachers are science literate. To meet that need, the American Meteorological Society (AMS) Education Program offers content-rich, professional development courses and training workshops for precollege teachers in the geosciences. During the fall and spring semesters, the AMS in partnership with NOAA, NASA, and SUNY Brockport, offers a suite of pre-college teacher development courses, DataStreme Atmosphere, DataStreme Ocean and DataStreme Earth's Climate System (ECS). These courses are delivered to small groups of K-12 teachers through Local Implementation Teams (LITs) positioned throughout the U.S. The courses use current, real-world environmental data to investigate the atmosphere, ocean, and climate system and consist of weekly online study materials, weekly mentoring, and several face-to-face meetings, all supplemented by a provided textbook and investigations manual. DataStreme ECS takes an innovative approach to studying climate science, by exploring the fundamental science of Earth's climate system and addressing the societal impacts relevant to today's students and teachers. The course investigates natural and human forcings and feedbacks to examine mitigation and adaptation strategies for the future. Information and data from respected organizations, such as the IPCC, the US Global Change Research Program, NASA, and NOAA are used throughout the course, including in the online and printed investigations. In addition, participants differentiate between climate, climate variability, and climate change through the AMS Conceptual Energy Model, a basic climate model that follows the flow of energy from space to Earth and back. Participants also have access to NASA's EdGCM, a research-grade Global Climate Model where they can explore various future climate scenarios in the same way that actual research scientists do. Throughout all of the courses, teachers have the opportunity to expand

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

    Science.gov (United States)

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

    2004-01-01

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

  16. CCQM-K11.2 determination of glucose in human serum and CCQM-K12.2 determination of creatinine in human serum

    Science.gov (United States)

    Wise, Stephen A.; Phinney, Karen W.; Duewer, David L.; Sniegoski, Lorna T.; Welch, Michael J.; Pritchett, Jeanita; Pabello, Guiomar; Avila Calderon, Marco A.; Balderas, Miryan; Qinde, Liu; Kooi, Lee Tong; Rego, Eliane; Garrido, Bruno; Allegri, Gabriella; de La Cruz, Marcia; Barrabin, Juliana; Monteiro, Tânia; Lee, Hwashim; Kim, Byungjoo; Delatour, Vincent; Peignaux, Maryline; Kawaguchi, Migaku; Bei, Xu; Can, Quan; Nammoonnoy, Jintana; Schild, Katrin; Ohlendorf, Rüdiger; Henrion, Andre; Ceyhan Gören, Ahmet; Yılmaz, Hasibe; Bilsel, Mine; Konopelko, L.; Krylov, A.; Lopushanskaya, E.

    2018-01-01

    Glucose and creatinine are two of the most frequently measured substances in human blood/serum for assessing the health status of individuals. Because of their clinical significance, CCQM-K11 glucose in human serum and CCQM-K12 creatinine in human serum were the fourth and fifth key comparisons (KCs) performed by the Organic Analysis Working Group (OAWG). These KCs were conducted in parallel and were completed in 2001. The initial subsequent KCs for glucose, CCQM-K11.1, and creatinine, CCQM-K12.1, were completed in 2005. Measurements for the next KCs for these two measurands, CCQM-K11.2 and CCQM-K12.2, were completed in 2013. While designed as subsequent KCs, systematic discordances between the participants' and the anchor institution's results in both comparisons lead the OAWG to request reference results from two experienced laboratories that had participated in the 2001 comparisons. Based on the totality of the available information, the OAWG converted both CCQM-K11.2 and CCQM-K12.2 to 'Track C' KCs where the key comparison reference value is estimated by consensus. These comparisons highlighted that carrying out comparisons for complex chemical measurements and expecting to be able to treat them under the approaches used for formal CIPM subsequent comparisons is not an appropriate strategy. The approach used here is a compromise to gain the best value from the comparison; it is not an approach that will be used in the future. Instead, the OAWG will focus on Track A and Track C comparisons that are treated as stand-alone entities. Participation in CCQM-K11.2 demonstrates a laboratory's capabilities to measure a polar (pKow > 2), low molecular mass (100 g/mol to 500 g/mol) metabolite in human serum at relatively high concentrations (0.1 mg/g to 10 mg/g). Participation in CCQM-K12.2 demonstrates capabilities to measure similar classes of metabolites at relatively low concentrations (1 μg/g to 30 μg/g). The capabilities required for the analysis of complex

  17. 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.

  18. 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…

  19. Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

    Science.gov (United States)

    Tucker, Deborah L.

    Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction

  20. Increasing Diversity in K-12 School Leadership. Policy Brief 2018-3

    Science.gov (United States)

    Castro, Andrene; Germain, Emily; Gooden, Mark

    2018-01-01

    Principals represent the most "visible" form of leadership in schools, but current workforce data show that K-12 school principals are overwhelmingly white and fail to reflect the diversity within the student population. With increased policy focus on teacher diversity, equal attention must also be directed towards the lack of diversity…

  1. Using a Non-Equivalent Groups Quasi Experimental Design to Reduce Internal Validity Threats to Claims Made by Math and Science K-12 Teacher Recruitment Programs

    Science.gov (United States)

    Moin, Laura

    2009-10-01

    The American Recovery and Reinvestment Act national policy established in 2009 calls for ``meaningful data'' that demonstrate educational improvements, including the recruitment of high-quality teachers. The scant data available and the low credibility of many K-12 math/science teacher recruitment program evaluations remain the major barriers for the identification of effective recruitment strategies. Our study presents a methodology to better evaluate the impact of recruitment programs on increasing participants' interest in teaching careers. The research capitalizes on the use of several control groups and presents a non-equivalent groups quasi-experimental evaluation design that produces program effect claims with higher internal validity than claims generated by current program evaluations. With this method that compares responses to a teaching career interest question from undergraduates all along a continuum from just attending an information session to participating (or not) in the recruitment program, we were able to compare the effect of the program in increasing participants' interest in teaching careers versus the evolution of the same interest but in the absence of the program. We were also able to make suggestions for program improvement and further research. While our findings may not apply to other K-12 math/science teacher recruitment programs, we believe that our evaluation methodology does and will contribute to conduct stronger program evaluations. In so doing, our evaluation procedure may inform recruitment program designers and policy makers.

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

    Science.gov (United States)

    Bennett, K.

    2012-12-01

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

  3. K-12 Education

    Science.gov (United States)

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

  4. Determining the Accessibility of K-12 Digital Materials: Tools for Educators

    Science.gov (United States)

    Smith, Sean J.; Stahl, William

    2016-01-01

    This article explores the manner in which teachers and district leaders can further determine whether or not the digital materials they are considering are accessible for all learners--particularly those with disabilities--and appropriate to the accommodations and modifications provided in the brick-and-mortar school environment. The article…

  5. Efficacy of the World Wide Web in K-12 environmental education

    Science.gov (United States)

    York, Kimberly Jane

    1998-11-01

    Despite support by teachers, students, and the American public in general, environmental education is not a priority in U.S. schools. Teachers face many barriers to integrating environmental education into K--12 curricula. The focus of this research is teachers' lack of access to environmental education resources. New educational reforms combined with emerging mass communication technologies such as the Internet and World Wide Web present new opportunities for the infusion of environmental content into the curriculum. New technologies can connect teachers and students to a wealth of resources previously unavailable to them. However, significant barriers to using technologies exist that must be overcome to make this promise a reality. Web-based environmental education is a new field and research is urgently needed. If teachers are to use the Web meaningfully in their classrooms, it is essential that their attitudes and perceptions about using this new technology be brought to light. Therefore, this exploratory research investigates teachers' attitudes toward using the Web to share environmental education resources. Both qualitative and quantitative methods were used to investigate this problem. Two surveys were conducted---self-administered mail survey and a Web-based online survey---to elicit teachers perceptions and comments about environmental education and the Web. Preliminary statistical procedures including frequencies, percentages and correlational measures were performed to interpret the data. In-depth interviews and participant-observation methods were used during an extended environmental education curriculum development project with two practicing teachers to gain insights into the process of creating curricula and placing it online. Findings from the both the mail survey and the Web-based survey suggest that teachers are interested in environmental education---97% of respondents for each survey agreed that environmental education should be taught in K

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

    OpenAIRE

    National Center for Geographic Information and Analysis; 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.

  7. Exploring Relationships between K-12 Music Educators' Demographics, Perceptions of Intrapreneuring, and Motivation at Work

    Science.gov (United States)

    Hanson, Josef

    2017-01-01

    Gifford Pinchot III coined the term "intrapreneur" to recognize "dreamers who do": individuals who transform ideas into new endeavors within existing organizations. The purpose of this study was to gauge the salience of intrapreneuring for K-12 music teachers and examine how its attributes and behaviors relate to teachers'…

  8. 3-D Teaching of Climate Change: An innovative professional learning model for K-12 teachers

    Science.gov (United States)

    Stapleton, M.; Wolfson, J.; Sezen-Barrie, A.

    2017-12-01

    In spite of the presumed controversy over the evidence for climate change, the recently released Next Generation Science Standards (NGSS) for K-12 include a focus on climate literacy and explicitly use the term `climate change.' In addition to the increased focus on climate change, the NGSS are also built upon a new three dimensional framework for teaching and learning science. Three dimensional learning has students engaging in scientific and engineering practices (Dimension 1), while using crosscutting concepts (Dimension 2) to explore and explain natural phenomena using disciplinary core ideas (Dimension 3). The adoption of these new standards in many states across the nation has created a critical need for on-going professional learning as in-service science educators begin to implement both climate change instruction and three dimensional teaching and learning in their classrooms. In response to this need, we developed an innovative professional learning model for preparing teachers to effectively integrate climate change into their new curriculum and engage students in three dimensional learning. Our professional learning model utilized ideas that have emerged from recent science education research and include: a) formative assessment probes for three dimensional learning that monitor students' progress; b) collaboration with scientists with expertise in climate science to understand the domain specific ways of doing science; and c) development of a community of practice for in-service teachers to provide feedback to each other on their implementation. In this poster presentation, we will provide details on the development of this professional learning model and discuss the affordances and challenges of implementing this type of professional learning experience.

  9. 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…

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

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-01-01

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

  11. Public School Teachers' Knowledge, Perception, and Implementation of Brain-Based Learning Practices

    Science.gov (United States)

    Wachob, David A.

    2012-01-01

    The purpose of this study was to determine K-12 teachers' knowledge, beliefs, and practices of brain-based learning strategies in western Pennsylvania schools. The following five research questions were explored: (a) What is the extent of knowledge K-12 public school teachers have about the indicators of brain-based learning and Brain Gym?; (b) To…

  12. How to Get Successfully Involved with K-12 Education

    Science.gov (United States)

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

    1998-05-01

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

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

    Science.gov (United States)

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

    2012-12-01

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

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

    Science.gov (United States)

    Pierce, Glenn L.; Cleary, Paul F.

    2016-01-01

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

  15. "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.

  16. Peer Mentoring and Peer Tutoring among K-12 Students: A Literature Review

    Science.gov (United States)

    Goodrich, Andrew

    2018-01-01

    The purpose of this literature review is to examine research on peer mentoring among K-12 students to assist practitioners with how to incorporate these instructional techniques into their own music programs. Primary themes across the music education literature of peer mentoring include the role of music teachers, the role of students as they…

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

    Science.gov (United States)

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

    2016-01-01

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

  18. Distance education: Physics through the University of South Carolina for pre-service and in-service K-12 teachers

    Science.gov (United States)

    Safko, John L.; Edge, Ronald D.

    1997-03-01

    For the past several years (10 years for JLS, 3 years for RDE) we have been offering telecommunications-based distance education for K-12 teachers through our Office of Distance Education. In addition to practicing teachers and those majoring in science education, we also enroll students who are working on their Master's of Art in Teaching. These latter students often have an undergraduate degree in some science and are completing content and methods courses for state certification as a teacher. These courses are delivered by video cassette and written material. The courses offered are a two semester introductory physics course (by JLS) and a one semester course in physics demonstrations and experiments suitable for the elementary/middle/high school with little or no sources of equipment (by RDE). These courses will be described in the next two sections. First, a few comments on the services provided by the Office of Distance Education and Instructional Services. The University of South Carolina has been offering courses by telecommunications instruction since 1972. During that time it has developed excellent support services for the instructor. Currently the university offers courses live over satellite links and by video cassette to over 10,000 students. The office provides recording capabilities as well as taking care of distribution of video and print materials. They coordinate the receipt and return of any assignments and exams and provide student services for questions about enrollment, supplies, and other technical problems versus content questions. Keeping all of this organized is a full time job for many staff.

  19. Analysis of 3D Modeling Software Usage Patterns for K-12 Students

    Science.gov (United States)

    Wu, Yi-Chieh; Liao, Wen-Hung; Chi, Ming-Te; Li, Tsai-Yen

    2016-01-01

    In response to the recent trend in maker movement, teachers are learning 3D techniques actively and bringing 3D printing into the classroom to enhance variety and creativity in designing lectures. This study investigates the usage pattern of a 3D modeling software, Qmodel Creator, which is targeted at K-12 students. User logs containing…

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

    Science.gov (United States)

    Townsend, Mary Beth

    2017-01-01

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

  1. Career education attitudes and practices of K-12 science educators

    Science.gov (United States)

    Smith, Walter S.

    A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

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

    Science.gov (United States)

    Niederhauser, Dale S.; Lindstrom, Denise L.

    2006-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  4. Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada

    Science.gov (United States)

    Faez, Farahnaz

    2011-01-01

    In this paper I examine similarities and differences between the required knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) for teaching in Kindergarten through Grade 12 programs in Canada. Drawing on knowledge base frameworks in language teacher education (Freeman and Johnson, 1998; Richards,…

  5. The Components and Determinants of Preschool Teacher Organisational Citizenship Behaviour

    Science.gov (United States)

    Oplatka, Izhar; Stundi, Masada

    2011-01-01

    Purpose: The purpose of this paper is to explore the components and determinants of preschool teacher organisational citizenship behaviours (OCB), i.e. role behaviours that are discretionary, unrewarded and beyond formal-role expectations. Design/methodology/approach: A total of 12 Israeli kindergarten teachers and four supervisors participated in…

  6. Retaining Black Teachers: An Examination of Black Female Teachers' Intentions to Remain in K-12 Classrooms

    Science.gov (United States)

    Farinde, Abiola A.; Allen, Ayana; Lewis, Chance W.

    2016-01-01

    Sixty years after "Brown v. Board of Education," retention trends indicate that there is a Black teacher shortage. Research shows that Black teachers' retention rates are often lower than the retention rates of White teachers. Black teachers report low salaries, lack of administrative support, and other school variables as reasons for…

  7. 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…

  8. Integration of Geospatial Technologies into K-12 Curriculum: An Investigation of Teacher and Student Perceptions and Student Academic Achievement

    Science.gov (United States)

    Goldstein, Donna L.

    2010-01-01

    The purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development…

  9. Development of a Virtual Technology Coach to Support Technology Integration for K-12 Educators

    Science.gov (United States)

    Sugar, William; van Tryon, Patricia J. Slagter

    2014-01-01

    In an effort to develop a virtual technology coach for K-12 educators, this article analyzed survey results from sixty teachers with regards to specific resources that a technology coach could provide within a virtual environment. A virtual technology coach was proposed as a possible solution to provide continual professional development for…

  10. Discrete Mathematics in Deaf Education: A Survey of Teachers' Knowledge and Use

    Science.gov (United States)

    Pagliaro, C.; Kritzer, K. L.

    2005-01-01

    The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United…

  11. Climate Change Education Today in K-12: What's Happening in the Earth and Space Science Classroom?

    Science.gov (United States)

    Holzer, M. A.; National Earth Science Teachers Association

    2011-12-01

    Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in

  12. Use of ePortfolios in K-12 teacher hiring in North Carolina: Perspectives of School Principals

    Directory of Open Access Journals (Sweden)

    Abdou Ndoye

    2012-09-01

    Full Text Available This study explored the perceptions of principals involved in the hiring process of K–12 teachers in 11 counties in southeastern North Carolina. Forty-nine principals responded to a survey on ePortfolio use in the hiring process: the pros and cons, desirable artifacts, stage of use, preferred delivery method, and improvements that can increase their usage. We examined each of these questions and whether certain factors (prior use, technology skills, and years as a hiring agent predict principals’ ePortfolio use. Our findings suggest that ePortfolios provide improved and current information about teacher candidates that is easily accessible and organized. Collectively, this allows principals to assess teacher candidates’ suitability for employment. Although there are problems associated with ePortfolio use during hiring, which are detailed below, the results suggest that principals most frequently use ePortfolios during the interview process, prefer delivery via a website address, and that prior use is the best predictor of future ePortfolio use.

  13. 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

  14. Health Education Teacher Resource Handbook: A Practical Guide for K-12 Health Education.

    Science.gov (United States)

    Mahoney, Beverly Saxton, Ed.; Olsen, Larry K., Ed.

    This handbook provides background information on the health curriculum, as well as current, comprehensive information on publications, standards, and special materials for K-12 health education. The manual begins with an introduction, by P. Bruce Uhrmacher, which provides an overview of the ideologies and philosophies that have affected curriculum…

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

    Science.gov (United States)

    Hipsky, Shellie; Younes, Wiam

    2015-01-01

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

  16. An Exploratory Study of the Ascendancy of Women to the Position of K-12 Superintendent

    Science.gov (United States)

    Hanson, Karen M.

    2011-01-01

    Despite earning over half of the doctoral degrees in education, women are underrepresented in the position of K-12 superintendent. In 2000, although 72% of all classroom teachers were female, only 14% of all superintendents in the United States were women. Research indicates that women experience barriers in their ascendancy to superintendent.…

  17. The influence of self-efficacy on entrepreneurial behavior among K-12 teachers

    DEFF Research Database (Denmark)

    Amorim Neto, Roque do Carmo; Rodrigues, Vinicius P; Stewart, Douglas

    2018-01-01

    This study aimed to: (1) assess the unique contributions of self-efficacy to entrepreneurial behavior among teachers; (2) identify the best instrument(s) to measure such contributions by testing a domain-specific instrument (teacher self-efficacy) vs. a general (occupational self-efficacy) one; (3......) identify the demographic characteristics associated with entrepreneurial behavior. A sample of 401 teachers from across the USA completed the online survey. The findings indicated that self-efficacy predicts entrepreneurial behavior and that occupational self-efficacy is a slightly better predictor...... of entrepreneurial behavior than teacher self-efficacy. The results also identified age and education as the demographic characteristics associated with entrepreneurial behavior....

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

    Science.gov (United States)

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

    2011-12-01

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

  19. Approaching K-12 Online Education in Pennsylvania

    Science.gov (United States)

    Vadell, Kathryn

    2013-01-01

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

  20. The Astronomy and Space Science Concept Inventory: Assessment Instruments Aligned with the K-12 National Science Standards

    Science.gov (United States)

    Sadler, Philip M.

    2011-01-01

    We report on the development of an item test bank and associated instruments based on those K-12 national standards which involve astronomy and space science. Utilizing hundreds of studies in the science education research literature on student misconceptions, we have constructed 211 unique items that measure the degree to which students abandon such ideas for accepted scientific views. Piloted nationally with 7599 students and their 88 teachers spanning grades 5-12, the items reveal a range of interesting results, particularly student difficulties in mastering the NRC Standards and AAAS Benchmarks. Teachers generally perform well on items covering the standards of the grade level at which they teach, exhibiting few misconceptions of their own. Teachers dramatically overestimate their students’ performance, perhaps because they are unaware of their students’ misconceptions. Examples are given showing how the developed instruments can be used to assess the effectiveness of instruction and to evaluate the impact of professional development activities for teachers.

  1. 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…

  2. Preservice and Inservice Teachers' Perceptions of Appropriateness of Teacher Self-Disclosure

    Science.gov (United States)

    Zhang, Shaoan; Shi, Qingmin; Tonelson, Stephen; Robinson, Jack

    2009-01-01

    This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in the study. Results showed statistically significant differences between the groups of teachers in their perceptions of appropriateness of teacher…

  3. The Iowa K-12 Climate Science Education Initiative: a comprehensive approach to meeting in-service teachers' stated needs for teaching climate literacy with NGSS

    Science.gov (United States)

    Stanier, C. O.; Spak, S.; Neal, T. A.; Herder, S.; Malek, A.; Miller, Z.

    2017-12-01

    The Iowa Board of Education voted unanimously in 2015 to adopt NGSS performance standards. The CGRER - College of Education Iowa K-12 Climate Science Education Initiative was established in 2016 to work directly with Iowa inservice teachers to provide what teachers need most to teach climate literacy and climate science content through investigational learning aligned with NGSS. Here we present teachers' requests for teaching climate with NGSS, and an approach to provide resources for place-based authentic inquiry on climate, developed, tested, and refined in partnership with inservice and preservice teachers. A survey of inservice middle school and high school science teachers was conducted at the 2016 Iowa Council of Teachers of Mathematics/Iowa Academy of Sciences - Iowa Science Teaching Section Fall Conference and online in fall 2016. Participants (n=383) were asked about their prior experience and education, the resources they use and need, their level of comfort in teaching climate science, perceived barriers, and how they address potential controversy. Teachers indicated preference for professional development on climate content and complete curricula packaged with lessons and interactive models aligned to Iowa standards, as well as training on instructional strategies to enhance students' ability to interpret scientific evidence. We identify trends in responses by teaching experience, climate content knowledge and its source, grade level, and urban and rural districts. Less than 20% of respondents reported controversy or negativity in teaching climate to date, and a majority were comfortable teaching climate science and climate change, with equal confidence in teaching climate and other STEM content through investigational activities. We present an approach and materials to meet these stated needs, created and tested in collaboration with Iowa teachers. We combine professional development and modular curricula with bundled standards, concepts, models, data

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

    Directory of Open Access Journals (Sweden)

    Fuyu Shimomura

    2016-02-01

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

  5. Energy Project Professional Development: Promoting Positive Attitudes about Science among K-12 Teachers

    Science.gov (United States)

    Robertson, Amy D.; Daane, Abigail R.

    2017-01-01

    Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of…

  6. What Teacher Preparation Programs Teach about K-12 Assessment: A Review of Coursework on K-12 Assessment from a Sample of Teacher Preparation Programs

    Science.gov (United States)

    National Council on Teacher Quality, 2012

    2012-01-01

    Over the past several decades, federal and state governments, school districts and education leaders have invested significant resources to develop assessments and data systems to track student performance. Yet little attention has been paid to the importance of building the capacity of teachers in assessment so that they are prepared to use data…

  7. Factors Influencing Teachers' Attitudes toward Mobile Technology Integration in K-12

    Science.gov (United States)

    Khlaif, Zuheir N.

    2018-01-01

    The purpose of the present study was to explore, in depth, the factors influencing teachers' attitudes towards the integration of tablets into their classroom for teaching purposes. In order to achieve the purpose of the study, semi-structured interviews were conducted with 15 teachers from five rural middle schools in Palestine. A thematic…

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

    Science.gov (United States)

    Slattery, W.; Smith, T.

    2014-12-01

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

  9. Teaching Financial Literacy in K-12 Schools: A Survey of Teacher Beliefs and Knowledge

    Science.gov (United States)

    Otter, Dan

    2010-01-01

    The purpose of this study was to learn teacher attitudes and beliefs about teaching personal finance, as well as teacher understanding of a few core personal finance concepts. The population consisted of 1,120 classroom teachers from two public school districts in two states. The research questions were: (a) What are teacher attitudes and beliefs…

  10. Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development

    Science.gov (United States)

    Cullen, Theresa A.; Akerson, Valarie L.; Hanson, Deborah L.

    2010-12-01

    Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may not approach it as research. This paper presents a reflective discussion of how and when a professional development team used an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature of Science (NOS) teaching strategies in their classrooms. The team encouraged community development and provided “just in time” supports to scaffold the steps of the action research process for teachers. The discussion includes concerns they addressed and issues related to management and support of the professional development model. Evaluation results are shared to suggest how this approach can be improved in the future.

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

    Energy Technology Data Exchange (ETDEWEB)

    Dr. Louis Nadelson; Anne Louise Seifert; Meagan McKinney

    2014-06-01

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

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

    Science.gov (United States)

    Stringer, Tomeka C.

    2014-01-01

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

  13. Teachers Know Best: Making Data Work for Teachers and Students

    Science.gov (United States)

    Bill & Melinda Gates Foundation, 2015

    2015-01-01

    As part of the Bill & Melinda Gates Foundation's broader efforts to improve educational opportunities for all students, the "Teachers Know Best" research project seeks to encourage innovation in K-12 education by helping product developers and those who procure resources for teachers better understand teachers' views. The original…

  14. Factors Influencing Teacher Satisfaction at an Online Charter School

    Science.gov (United States)

    Borup, Jered; Stevens, Mark A.

    2016-01-01

    As K-12 online programs mature, it is increasingly important that they work to retain their effective teachers. However, there is little research that has examined teacher satisfaction in K-12 online learning environments. Our analysis of 22 interviews with 11 teachers at an online charter school identified three primary factors that influenced…

  15. Matrix metalloproteinase 12 is induced by heterogeneous nuclear ribonucleoprotein K and promotes migration and invasion in nasopharyngeal carcinoma

    International Nuclear Information System (INIS)

    Chung, I-Che; Li, Hsin-Pai; Chang, Yu-Sun; Chen, Lih-Chyang; Chung, An-Ko; Chao, Mei; Huang, Hsin-Yi; Hsueh, Chuen; Tsang, Ngan-Ming; Chang, Kai-Ping; Liang, Ying

    2014-01-01

    Overexpression of heterogeneous nuclear ribonucleoprotein K (hnRNP K), a DNA/RNA binding protein, is associated with metastasis in nasopharyngeal carcinoma (NPC). However, the mechanisms underlying hnRNP K-mediated metastasis is unclear. The aim of the present study was to determine the role of matrix metalloproteinase (MMP) in hnRNP K-mediated metastasis in NPC. We studied hnRNP K-regulated MMPs by analyzing the expression profiles of MMP family genes in NPC tissues and hnRNP K-knockdown NPC cells using Affymetrix microarray analysis and quantitative RT-PCR. The association of hnRNP K and MMP12 expression in 82 clinically proven NPC cases was determined by immunohistochemical analysis. The hnRNP K-mediated MMP12 regulation was determined by zymography and Western blot, as well as by promoter, DNA pull-down and chromatin immunoprecipitation (ChIP) assays. The functional role of MMP12 in cell migration and invasion was demonstrated by MMP12-knockdown and the treatment of MMP12-specific inhibitor, PF-356231. MMP12 was overexpressed in NPC tissues, and this high level of expression was significantly correlated with high-level expression of hnRNP K (P = 0.026). The levels of mRNA, protein and enzyme activity of MMP12 were reduced in hnRNP K-knockdown NPC cells. HnRNP K interacting with the region spanning −42 to −33 bp of the transcription start site triggered transcriptional activation of the MMP12 promoter. Furthermore, inhibiting MMP12 by MMP12 knockdown and MMP12-specific inhibitor, PF-356231, significantly reduced the migration and invasion of NPC cells. Overexpression of MMP12 was significantly correlated with hnRNP K in NPC tissues. HnRNP K can induce MMP12 expression and enzyme activity through activating MMP12 promoter, which promotes cell migration and invasion in NPC cells. In vitro experiments suggest that NPC metastasis with high MMP12 expression may be treated with PF-356231. HnRNP K and MMP12 may be potential therapeutic markers for NPC, but

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

    Science.gov (United States)

    Charity Hudley, Anne H.; Mallinson, Christine

    2017-09-01

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

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

    International Nuclear Information System (INIS)

    Gilchriese, M.G.D.

    1977-08-01

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

  18. 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

  19. K-12 Local Network (LAN) Design Guide

    National Research Council Canada - National Science Library

    Horton, Cody

    1998-01-01

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

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

    International Nuclear Information System (INIS)

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

    1977-01-01

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

  1. Digital Media for STEM Learning: Developing scientific practice skills in the K-12 STEM classroom with resources from WGBH and PBS LearningMedia

    Science.gov (United States)

    Foster, J.; Connolly, R.

    2017-12-01

    WGBH's "Bringing the Universe to America's Classrooms" project is a 5-year effort to design, produce and evaluate digital media tools and resources that support scientific practice skills in diverse K-12 learners. Resources leverage data and content from NASA and WGBH signature programs, like NOVA, into sound instructional experiences that provide K-12 STEM teachers with free, quality resources for teaching topics in the Earth and Space Sciences. Resources address the content and practices in the new K-12 Framework for Science Education and are aligned with the NGSS. Participants will learn about design strategies, findings from our evaluation efforts, and how to access free resources on PBS LearningMedia.

  2. 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…

  3. The Diffusion of Computer-Based Technology in K-12 Schools: Teachers' Perspectives

    Science.gov (United States)

    Colandrea, John Louis

    2012-01-01

    Because computer technology represents a major financial outlay for school districts and is an efficient method of preparing and delivering lessons, studying the process of teacher adoption of computer use is beneficial and adds to the current body of knowledge. Because the teacher is the ultimate user of computer technology for lesson preparation…

  4. Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences

    Science.gov (United States)

    Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.

    2015-12-01

    A consortium of two and four year Washington State Colleges and Universities in partnership with Washington's Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.

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

    Directory of Open Access Journals (Sweden)

    Alex J. Bowers

    2010-05-01

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

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

    Science.gov (United States)

    Smetana, K; Jirásková, I; Klamová, H

    2005-01-01

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

  7. An Investigation of K-8 Preservice Teachers' Concept Images and Mathematical Definitions of Polygons

    Science.gov (United States)

    Ward, Robin A.

    2004-01-01

    In this paper, the author presents a study which explored K-8 preservice teachers' concept images and mathematical definitions of polygons. This study was carried out in which K-8 teacher candidates enrolled in an elementary mathematics content course were asked to sort, identify, and provide definitions of such shapes including triangles,…

  8. Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

    Science.gov (United States)

    Pinter, S.; Carlson, S. J.

    2017-12-01

    The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

  9. Neutron inelastic sattering from liquid 3He at 40 mK and at 1.2 K

    International Nuclear Information System (INIS)

    Skoeld, K.; Pelizzari, C.A.

    1978-01-01

    In a previous neutron scattering experiment on 3 He at T = 15 mK the present authors observed two peaks in the scattering function which were identified as the zero sound mode and the spin-fluctuation peak respectively. These results are different from those obtained by others at T = 0.63 K in which case no such structure was observed. In order to determine whether this discrepancy is due to the difference in the temperature of the two experiments, measurements have now been made at T = 40 mK and at T = 1.2 K. These results show that the two-peak structure persists at the higher temperature although measurable broadening is observed in the spin-fluctuation part of the spectrum. (author)

  10. Active commuting among K-12 educators: a study examining walking and biking to work.

    Science.gov (United States)

    Bopp, Melissa; Hastmann, Tanis J; Norton, Alyssa N

    2013-01-01

    Walking and biking to work, active commuting (AC) is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. A volunteer sample of K-12 educators (n = 437) was recruited to participate in an online survey. Participants responded about AC patterns and social ecological influences on AC (individual, interpersonal, institutional, community, and environmental factors). t-tests and ANOVAs examined trends in AC, and Pearson correlations examined the relationship between AC and dependent variables. Multiple regression analysis determined the relative influence of individual, interpersonal, institutional, community, and environmental levels on AC. Participants actively commuted 0.51 ± 1.93 times/week. There were several individual, interpersonal, institutional, community, and environmental factors significantly related to AC. The full model explained 60.8% of the variance in AC behavior. This study provides insight on the factors that determine K-12 educators mode of commute and provide some insight for employee wellness among this population.

  11. Active Commuting among K-12 Educators: A Study Examining Walking and Biking to Work

    Directory of Open Access Journals (Sweden)

    Melissa Bopp

    2013-01-01

    Full Text Available Background. Walking and biking to work, active commuting (AC is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. Methods. A volunteer sample of K-12 educators ( was recruited to participate in an online survey. Participants responded about AC patterns and social ecological influences on AC (individual, interpersonal, institutional, community, and environmental factors. -tests and ANOVAs examined trends in AC, and Pearson correlations examined the relationship between AC and dependent variables. Multiple regression analysis determined the relative influence of individual, interpersonal, institutional, community, and environmental levels on AC. Results. Participants actively commuted times/week. There were several individual, interpersonal, institutional, community, and environmental factors significantly related to AC. The full model explained 60.8% of the variance in AC behavior. Conclusions. This study provides insight on the factors that determine K-12 educators mode of commute and provide some insight for employee wellness among this population.

  12. Framing Teacher Education: Conceptions of Teaching, Teacher Education, and Justice in Chilean National Policies

    Science.gov (United States)

    Fernández, M. Beatriz

    2018-01-01

    Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile's teacher preparation policies between 2008-2015. It also analyzes the narrative stories…

  13. Improving Michigan STEM Teachers and Teaching: The W.K. Kellogg Foundation's Woodrow Wilson Teaching Fellowship

    Science.gov (United States)

    Woodrow Wilson National Fellowship Foundation, 2016

    2016-01-01

    The W. K. Kellogg Foundation's Woodrow Wilson Michigan Teaching Fellowship successfully addressed the challenge of preparing and supporting effective teachers for Michigan's high-need classrooms, while helping transform teacher education across the state for the long term. This report analyzes the efforts of the W. K. Kellogg Foundation's Woodrow…

  14. Animal products and K-ras codon 12 and 13 mutations in colon carcinomas

    NARCIS (Netherlands)

    Kampman, E.; Voskuil, D.W.; Kraats, A.A. van; Balder, H.F.; Muijen, G.N.P. van; Goldbohm, R.A.; Veer, P. van 't

    2000-01-01

    K-ras gene mutations (codons 12 and 13) were determined by PCR-based mutant allele-specific amplification (MASA) in tumour tissue of 185 colon cancer patients: 36% harboured mutations, of which 82% were located in codon 12. High intakes of animal protein, calcium and poultry were differently

  15. NASA-OAI HPCCP K-12 Program

    Science.gov (United States)

    1994-01-01

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

  16. First Steps Toward K-12 Teacher Professional Development Using Internet-based Telescopes

    Science.gov (United States)

    Berryhill, K. J.; Gershun, D.; Slater, T. F.; Armstrong, J. D.

    2012-12-01

    How can science teachers become more familiar with emerging technology, excite their students and give students a taste of astronomy research? Astronomy teachers do not always have research experience, so it is difficult for them to convey to students how researchers use telescopes. The nature of astronomical observation (e.g., remote sites, expensive equipment, and odd hours) has been a barrier to providing teachers with insight into the process. Robotic telescopes (operated automatically with queued observing schedules) and remotely controlled telescopes (controlled by the user via the Internet) allow scientists to conduct observing sessions on research-grade telescopes half a world away. The same technology can now be harnessed by STEM educators to engage students and reinforce what is being taught in the classroom, as seen in some early research in elementary schools (McKinnon and Mainwaring 2000 and McKinnon and Geissinger 2002), and middle/high schools (Sadler et al. 2001, 2007 and Gehret et al. 2005). However, teachers need to be trained to use these resources. Responding to this need, graduate students and faculty at the University of Wyoming and CAPER Center for Astronomy & Physics Education Research are developing teacher professional development programs using Internet-based telescopes. We conducted an online course in the science education graduate program at the University of Wyoming. This course was designed to sample different types of Internet-based telescopes to evaluate them as resources for teacher professional development. The 10 participants were surveyed at the end of the course to assess their experiences with each activity. In addition, pre-test/post-test data were collected focusing specifically on one of the telescopes (Gershun, Berryhill and Slater 2012). Throughout the course, the participants learned to use a variety of robotic and remote telescopes including SLOOH Space Camera (www.slooh.com), Sky Titan Observatory (www

  17. Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

    Science.gov (United States)

    Sloan, H.

    2002-05-01

    "Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as

  18. Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

    Directory of Open Access Journals (Sweden)

    Amy D. Robertson

    2017-07-01

    Full Text Available Promoting positive attitudes about science among teachers has important implications for teachers’ classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers’ attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.

  19. Teacher Evaluation: Archiving Teaching Effectiveness

    Science.gov (United States)

    Nielsen, Lance D.

    2014-01-01

    Teacher evaluation is a current hot topic within music education. This article offers strategies for K-12 music educators on how to promote their effectiveness as teachers through archival documentation in a teacher portfolio. Using the Danielson evaluation model (based on four domains of effective teaching practices), examples of music teaching…

  20. 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

  1. From the Classroom to the Keyboard: How Seven Teachers Created Their Online Teacher Identities

    Science.gov (United States)

    Richardson, Jennifer C.; Alsup, Janet

    2015-01-01

    Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12 arena, with a great deal of theoretical and philosophical scholarship about teaching at the college…

  2. Quasi-free K+ photo-production in 12C

    International Nuclear Information System (INIS)

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

    1994-01-01

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

  3. Teaching Chemistry in a Spiral Progression Approach: Lessons from Science Teachers in the Philippines

    Science.gov (United States)

    Orbe, Joymie R.; Espinosa, Allen A.; Datukan, Janir T.

    2018-01-01

    As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach…

  4. 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…

  5. Disorder effects in Mn(12)-acetate at 83 K.

    Science.gov (United States)

    Cornia, Andrea; Fabretti, Antonio Costantino; Sessoli, Roberta; Sorace, Lorenzo; Gatteschi, Dante; Barra, Anne-Laure; Daiguebonne, Carole; Roisnel, Thierry

    2002-07-01

    The structure of hexadeca-mu-acetato-tetraaquadodeca-mu(3)-oxo-dodecamanganese bis(acetic acid) tetrahydrate, [Mn(12)O(12)(CH(3)COO)(16)(H(2)O)(4)] x 2CH(3)COOH x 4H(2)O, known as Mn(12)-acetate, has been determined at 83 (2) K by X-ray diffraction methods. The fourfold (S(4)) molecular symmetry is disrupted by a strong hydrogen-bonding interaction with the disordered acetic acid molecule of solvation, which displaces one of the acetate ligands in the cluster. Up to six Mn(12) isomers are potentially present in the crystal lattice, which differ in the number and arrangement of hydrogen-bonded acetic acid molecules. These results considerably improve the structural information available on this molecular nanomagnet, which was first synthesized and characterized by Lis [Acta Cryst. (1980), B36, 2042-2046].

  6. Preservice Teachers' Developing Conceptions of Teaching English Learners

    Science.gov (United States)

    Kelly, Laura Beth

    2018-01-01

    In this study, 12 preservice teachers in a community college English as a second language (ESL) K-12 teacher education program drew pictures and wrote descriptions of teachers teaching English language learners (ELLs) at the beginning and end of an ESL methods course. Using content analysis, the researcher analyzed the drawings and descriptions…

  7. Keeping Pace with K-12 Online Learning, 2016

    Science.gov (United States)

    Gemin, Butch; Pape, Larry

    2017-01-01

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

  8. 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

  9. Mathematics Courses for the Prospective Teacher.

    Science.gov (United States)

    Kistler, Barbara C.

    This paper suggests that faculty at two-year institutions need to become partners with colleges of education and K-12 teachers of mathematics in preparing future mathematics teachers. The paper presents the following: a summary of recommendations on programs for prospective teachers; a summary of recommendations about mathematics courses for…

  10. Tensions and Perplexities within Teacher Education and P-12 Schools for Music Teachers with Visual Impairments

    Science.gov (United States)

    Parker, Elizabeth Cassidy; Draves, Tami J.

    2018-01-01

    We have written this article seeking to connect societal perceptions of disability with P-12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the…

  11. 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…

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

    Science.gov (United States)

    Katzenberger, John; Chappell, Charles R.

    1992-01-01

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

  13. Determination of Pre-Service Science Teachers' Level of Awareness of Environmental Ethics in Relation to Different Variables

    Science.gov (United States)

    Keles, Özgül; Özer, Nilgün

    2016-01-01

    The purpose of the current study is to determine the pre-service science teachers' awareness levels of environmental ethics in relation to different variables. The sampling of the present study is comprised of 1,023 third and fourth year pre-service science teachers selected from 12 different universities in the spring term of 2013-2014 academic…

  14. Preparing Pre-Service Teachers to Integrate Technology into K-12 Instruction: Evaluation of a Technology-Infused Approach

    Science.gov (United States)

    Admiraal, Wilfried; van Vugt, Felix; Kranenburg, Frans; Koster, Bob; Smit, Ben; Weijers, Sanne; Lockhorst, Ditte

    2017-01-01

    The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers' technological,…

  15. Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program delivers climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers.

    Science.gov (United States)

    Ostrom, T.

    2017-12-01

    This presentation will include a series of visuals that discuss how hands-on learning activities and field investigations from the the Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program deliver climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers. The GME program poster presentation will also show how teachers strengthen student preparation for Science, Technology, Engineering, Art and Mathematics (STEAM)-related careers while promoting diversity in the future STEM workforce. In addition to engaging students in scientific inquiry, the GME program poster will show how career exploration and preparation experiences is accomplished through direct connection to scientists and real science practices. The poster will show which hands-on learning activities that are being implemented in more than 30,000 schools worldwide, with over a million students, teachers, and scientists collecting environmental measurements using the GLOBE scientific protocols. This poster will also include how Next Generation Science Standards connect to GME learning progressions by grade strands. The poster will present the first year of results from the implementation of the GME program. Data is currently being agrigated by the east, midwest and westen regional operations.

  16. Exploring Pre-Service Teachers' Beliefs about Using Web 2.0 Technologies in K-12 Classroom

    Science.gov (United States)

    Sadaf, Ayesha; Newby, Timothy J.; Ertmer, Peggy A.

    2012-01-01

    This qualitative study explored pre-service teachers' behavioral, normative, and control beliefs regarding their intentions to use Web 2.0 technologies in their future classrooms. The Theory of Planned Behavior (TPB) was used as the theoretical framework (Ajzen, 1991) to understand these beliefs and pre-service teachers' intentions for why they…

  17. Preparing Special Educators for the K-12 Online Learning Environment: A Survey of Teacher Educators

    Science.gov (United States)

    Smith, Sean J.; Basham, James; Rice, Mary F.; Carter, Richard A., Jr.

    2016-01-01

    Pioneering research studies in teacher preparation in online settings have taken place, yet little to no work has been done specifically focused on teacher preparation for special education and learners with disabilities. In the present study, researchers from the Center on Online Learning and Students with Disabilities conducted a web-based…

  18. Discrete mathematics in deaf education: a survey of teachers' knowledge and use.

    Science.gov (United States)

    Pagliaro, Claudia M; Kritzer, Karen L

    The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education.

  19. The Classroom Teacher's Technology Survival Guide

    Science.gov (United States)

    Johnson, Doug

    2012-01-01

    This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, "The Classroom Teacher's Technology Survival Guide" is replete with practical tips teachers can easily use to engage their students and make their…

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

    Science.gov (United States)

    Leslie-Pelecky, Diandra

    2003-04-01

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

  1. QED's School Market Trends: Teacher Buying Behavior & Attitudes, 2001-2002. Research Report.

    Science.gov (United States)

    Quality Education Data, Inc., Denver, CO.

    This study examined teachers' classroom material buying behaviors and trends. Data came from Quality Education Data's National Education Database, which includes U.S. K-12 public, private, and Catholic schools and districts. Researchers surveyed K-8 teachers randomly selected from QED's National Education Database. Results show that teachers spend…

  2. The organization of the fuc regulon specifying L-fucose dissimilation in Escherichia coli K12 as determined by gene cloning.

    Science.gov (United States)

    Chen, Y M; Zhu, Y; Lin, E C

    1987-12-01

    In Escherichia coli the six known genes specifying the utilization of L-fucose as carbon and energy source cluster at 60.2 min and constitute a regulon. These genes include fucP (encoding L-fucose permease), fucI (encoding L-fucose isomerase), fucK (encoding L-fuculose kinase), fucA (encoding L-fuculose 1-phosphate aldolase), fucO (encoding L-1,2-propanediol oxidoreductase), and fucR (encoding the regulatory protein). In this study the fuc genes were cloned and their positions on the chromosome were established by restriction endonuclease and complementation analyses. Clockwise, the gene order is: fucO-fucA-fucP-fucI-fucK-fucR. The operons comprising the structural genes and the direction of transcription were determined by complementation analysis and Southern blot hybridization. The fucPIK and fucA operons are transcribed clockwise. The fucO operon is transcribed counterclockwise. The fucR gene product activates the three structural operons in trans.

  3. Determining the k in k-means with MapReduce

    OpenAIRE

    Debatty , Thibault; Michiardi , Pietro; Mees , Wim; Thonnard , Olivier

    2014-01-01

    International audience; In this paper we propose a MapReduce implementation of G-means, a variant of k-means that is able to automatically determine k, the number of clusters. We show that our implementation scales to very large datasets and very large values of k, as the computation cost is proportional to nk. Other techniques that run a clustering algorithm with different values of k and choose the value of k that provides the " best " results have a computation cost that is proportional to...

  4. Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach.

    Directory of Open Access Journals (Sweden)

    David Sánchez-Oliva

    Full Text Available Framed within Self-Determination Theory, the purpose of the present study was to test the effects of a training program with physical education (PE teachers. Participants were 21 high school PE teachers (experimental group, n = 10; control group, n = 11, and their 836 students, aged 12 to 16 years. Teachers in the experimental group received a training program consisting of strategies to support autonomy, competence, and relatedness need satisfaction. A repeated measures ANCOVA was carried out for each dependent variable. After the intervention, students in the experimental group significantly increased their scores on autonomy support, relatedness support, autonomy satisfaction, autonomous motivation, controlled motivation, and intention to be physically active, as compared to the control group. These findings emphasize the utility of a training program with PE teachers to promote the students' psychological need satisfaction, and hence, self-determined motivation toward PE classes.

  5. 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…

  6. Determination of potassium by means of the {sup 40}K measurement; Determinacion de potasio mediante la medicion del {sup 40}K

    Energy Technology Data Exchange (ETDEWEB)

    Escareno J, E.; Vega C, H. R., E-mail: edmundoej@hotmail.com [Universidad Autonoma de Zacatecas, Unidad Academica de Estudios Nucleares, Cipres No. 10, Fracc. La Penuela, 98068 Zacatecas (Mexico)

    2011-11-15

    The concentration of total potassium through the gamma-rays measurement of 1461 KeV emitted during the disintegration of the {sup 40}K was determined. In the nature three isotopes of the K exist: {sup 39}K, {sup 41}K and {sup 40}K, this last is radioactive with a half life of 1.2 x 10{sup 9} years. The {sup 40}K isotope is in a relationship of 0.0117% with regard to the K, this characteristic is used with the purpose of estimating the total quantity of potassium. The potassium has a very important paper in the growth and the reproduction of animals and plants. Due to the secular equilibrium, the emission of {gamma}-rays is proportional to the concentration of K. In this work a group of calibration sources were prepared and a spectrometry system was characterized with NaI(Tl) to determine the concentration of total K. (Author)

  7. Empathy Research and Teacher Preparation: Benefits and Obstacles

    Science.gov (United States)

    Bouton, Bobette

    2016-01-01

    Teacher preparation is critical in cultivating good teachers, but more importantly in helping teachers learn how to meet the academic and emotional needs of preK-12 students. Teaching and training the socio-emotional trait of empathy is an important skill for pre-service teachers to develop. However, due to the multiple definitions, fields of…

  8. K-12 Technology Accessibility: The Message from State Governments

    Science.gov (United States)

    Shaheen, Natalie L.; Lazar, Jonathan

    2018-01-01

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

  9. Preparing K-8 Teachers to Conduct Inquiry Oriented Science Education

    Science.gov (United States)

    Gross, N. A.; Garik, P.; Nolan, M. D.; Winrich, C.; Derosa, D.; Duffy, A.; Jariwala, M.; Konjoian, B.

    2010-12-01

    The need for STEM professional development for K-8 teachers is well documented. Such professional development promises broad impact, but it must have a positive effect on teachers’ knowledge and skills: 1) a focus on content knowledge, 2) opportunities for active learning, and 3) coherence with other activities. However, sustained impact is only achieved through intensive professional development. In response to the need for science education courses for K-8 teachers, for the past three years, the School of Education and the Department of Physics have collaborated to offer K-8 teachers science content courses of extended duration (75 contact hours) that emphasize inquiry based learning and investigation. The School of Education graduate courses have consisted of five three-hour meetings during the months of May and June, and a two week intensive period in July when the participants come for six hours per day. The alignment of these courses with inquiry teaching was confirmed using the Reformed Teaching Observation Protocol (RTOP). Courses offered in this format have been: --Immersion in Green Energy (IGE) -alternative sources of energy and how electricity is generated (75 teachers over the last 3 years), --Immersion in Global Energy Distribution (IGED) -understanding global climate as an outcome of insolation, convection, and radiation (27 teachers over the last 2 years) The Immersion courses cover a spectrum for inquiry learning that begins with introduction to equipment and experiments through guided discovery and culminates with students taking responsibility for defining and completing their own investigative projects. As a specific example, we consider here the IGED course. For IGED, the first five sessions are devoted to content and learning to use experimental equipment such as digital data collection probes to measure temperature, CO2 and salinity. Content addressed during these sessions include the differentiation between conduction, convection, and

  10. 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

  11. A Philippine Rural School's Organizational Climate, Teachers' Performance, and Management Competencies

    Science.gov (United States)

    Dalanon, Junhel; Diano, Liz Muriel; Belarmino, Ma Paciencia; Hayama, Rika; Miyagi, Mayu; Matsuka, Yoshizo

    2018-01-01

    This 2016 cross-sectional inquiry used quantitative and thematic content analysis to determine the organizational climate (OC) with empirical and theoretical relation to the teachers' performance (TP) and management competencies (MC) of a rural, K-12, private school in the Philippines. Analyses from a focus group discussion (FGD) was done using…

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

    OpenAIRE

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

    2011-01-01

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

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

    Science.gov (United States)

    Chatterji, Aaron; Jones, Benjamin

    2012-01-01

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

  14. K-1 Teachers' Visual Arts Beliefs and Their Role in the Early Childhood Classroom

    Science.gov (United States)

    Goodman-Schanz, Blythe Annette

    2012-01-01

    The purpose of this qualitative study was to explore and describe the visual arts beliefs and practices of eight K-1 teachers in four schools and in two different school districts in a southern state. Using a phenomenological framework (Creswell, 2007; Leedy & Ormrod, 2005), the research revealed the teachers' understandings of beliefs and how…

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

    Science.gov (United States)

    Martino, Wayne

    2013-01-01

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

  16. Teachers' and School Administrators' Attitudes and Beliefs of Teacher Evaluation: A Preliminary Investigation of High Poverty School Districts

    Science.gov (United States)

    Reddy, Linda A.; Dudek, Christopher M.; Peters, Stephanie; Alperin, Alexander; Kettler, Ryan J.; Kurz, Alexander

    2018-01-01

    This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using…

  17. A K-6 Computational Thinking Curriculum Framework : Implications for Teacher Knowledge

    NARCIS (Netherlands)

    Angeli, C.; Voogt, J.; Fluck, A.; Webb, M.; Cox, M.; Malyn-Smith, J.; Zagami, J.

    2016-01-01

    Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers

  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. Urban Pre-Service K-6 Teachers' Conceptions of Citizenship and Civic Education: Weighing the Risks and Rewards

    Science.gov (United States)

    Marri, Anand R.; Michael-Luna, Sara; Cormier, Maria Scott; Keegan, Patrick

    2014-01-01

    To effectively help urban pre-service teachers to provide civic education opportunities in their future classrooms, teacher educators should know how urban pre-service teachers themselves conceptualize citizenship and civic engagement. Through the research question--how do urban K-6 pre-service teachers currently enrolled in an urban education…

  20. Perspectives on instructor modeling in mathematics teacher education

    OpenAIRE

    Brown, Cassondra

    2009-01-01

    Teachers' instructional practices are greatly shaped by their own learning experiences as students in K-12 and college classrooms, which for most teachers was traditional, teacher-centered instruction. One of the challenges facing mathematics education reform is that, traditional teaching is in contrast to reform student- centered instruction. If teachers learn from their experiences as mathematics students, mathematics teacher educators are encouraged to model practices they would like teach...

  1. The Windows to the Universe Project: Using the Internet to Support K-12 Science Education

    Science.gov (United States)

    Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.

    2003-12-01

    The World Wide Web can be a powerful tool for reaching the public as well as students and teachers around the world, supporting both formal and informal science education. The Windows to the Universe Project, initiated in 1995, provides a case study of approaches for the use of the web to support earth and space science education and literacy efforts. Through the use of innovative approaches such as easy to use design, multi-level content, and science concepts presented in a broader background context that includes connections to culture and the humanities, Windows to the Universe is an accessible format for individuals of various ages and learning styles. A large global audience regularly uses the web site to learn about earth and space science as well as related humanities content such as myths from around the world. User surveys show that the site has over 4 millions users per year, 65 percent of which are K-12 teachers and students. Approximately 46 percent of users access the site once per week or more. Recently, we have had the opportunity to expand our efforts while we continue to update existing content based on new scientific findings and events. Earth science content on Windows to the Universe is currently growing with a new geology section and development efforts are underway to expand our space weather content with a new curriculum. Educational games allow users to learn about space in a playful context, and an online journaling tool further integrates literacy into the learning experience. In addition, we are currently translating the entire Windows to the Universe web site into Spanish. We have included educators in the project as co-designers from its inception, and by aggressively utilizing and providing professional development opportunities for teachers, the web site is now used in thousands of classrooms around the world. In the past year we have continued to support K-12 educators by adding to our suite of classroom activities and leading

  2. High School Teacher Perceptions of Empowerment

    Science.gov (United States)

    Jacobs, Tricia S.

    2014-01-01

    As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school…

  3. Teachers' Factors as Determinants of the Professional Competence of the Nigeria Certificate in Education Teachers

    Science.gov (United States)

    Adetayo, Janet Oyebola

    2016-01-01

    The National Teachers' Institute (NTI) has been involved in training teachers for the Nigeria Certificate in Education (NCE) for over three decades through Distance Learning Programme. The quality of these teachers has been queried particularly when compared with those who run full-time NCE Programme. This study, therefore, determined the…

  4. Who Wants to Write on the Blackboard? Exploring the Changing Characteristics of Aspiring Teachers from 1971-2011

    OpenAIRE

    Vandenboom, Colleen Quinn

    2014-01-01

    Developing a high-quality K-12 education system in the United States is critical to the nation's prosperity and international success. Due to teachers' large impact on the success of a K-12 system, recruiting and retaining high-quality teachers is at the forefront of this discussion. Unfortunately, current state and federal assessment methods do not account for many of the teacher traits associated with teacher effectiveness--such as care and high self-concept. Furthermore, aside from demogr...

  5. Integrating Internet Resources into the Science Classroom: Teachers' Perspectives.

    Science.gov (United States)

    Wiesenmayer, Randall L.; Koul, Ravinder

    1998-01-01

    Presents teacher perspectives on the impact of Internet usage on their teaching practices. Semi-structured interviews and two online surveys provide data from teacher participants in the West Virginia K-12 RuralNet Project. (DDR)

  6. K-12 Mathematics and the Web

    Science.gov (United States)

    Glazer, Evan

    2005-01-01

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

  7. K-12 Phenology Lessons for the Phenocam Project

    Science.gov (United States)

    Bennett, K. F.

    2013-12-01

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

  8. Making NASA Earth Observing System Satellite Data Accessible to the K-12 and Citizen Scientist Communities

    Science.gov (United States)

    Moore, Susan W.; Phelps, Carrie S.; Chambers, Lin H.

    2004-01-01

    The Atmospheric Sciences Data Center (ASDC) at NASA s Langley Research Center houses over 700 data sets related to Earth s radiation budget, clouds, aerosols and tropospheric chemistry. These data sets are produced to increase academic understanding of the natural and anthropogenic perturbations that influence global climate change. The Mentoring and inquirY using NASA Data on Atmospheric and earth science for Teachers and Amateurs (MY NASA DATA) project has been established to systematically support educational activities at all levels of formal and informal education by reducing these large data holdings to microsets that will be easily explored and understood by the K-12 and the amateur scientist communities

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

    International Nuclear Information System (INIS)

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

    1979-01-01

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

  10. Distributed but Undefined: New Teacher Leader Roles to Change Schools

    Science.gov (United States)

    Margolis, Jason; Huggins, Kristin Shawn

    2012-01-01

    This article examines teacher leader role development and definition by looking at one emergent model of distributed leadership: the hybrid teacher leader (HTL). HTLs are teachers whose official schedule includes both teaching K-12 students and leading teachers in some capacity. Participants included six HTLs across four school districts over 2…

  11. Updating and test on 12 kA HTSCL for Russia JINR

    International Nuclear Information System (INIS)

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

    2014-01-01

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

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

    OpenAIRE

    Fuyu Shimomura

    2016-01-01

    Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation. This paper compares and contrasts the div...

  13. High School Teacher Perceptions of Empowerment

    OpenAIRE

    Jacobs, Tricia Susan

    2014-01-01

    As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school teachers' perspectives concerning their levels of empowerment by their principals based on the four domains of empowerment: meaning, competence, sel...

  14. Learning with Teachers; A Scientist's Perspective

    Science.gov (United States)

    Czajkowski, K. P.

    2004-12-01

    Over the past six years, as an Assistant Professor and now as an Associate Professor, I have engaged in educational outreach activities with K-12 teachers and their students. In this presentation I will talk about the successes and failures that I have had as a scientist engaged in K-12 educational outreach, including teaching the Earth System Science Education Alliance (ESSEA) distance learning course, teaching inquiry-based science to pre-service teachers through the NASA Opportunities for Visionary Academics (NOVA) program, GLOBE, school visits, and research projects with teachers and students. I will reflect on the potential impact this has had on my career, negative and positive. I will present ways that I have been able to engage in educational outreach while remaining a productive scientist, publishing research papers, etc. Obtaining grant funding to support a team of educational experts to assist me perform outreach has been critical to my groups success. However, reporting for small educational grants from state agencies can often be overwhelming. The bottom line is that I find working with teachers and students rewarding and believe that it is a critical part of me being a scientist. Through the process of working with teachers I have learned pedagogy that has helped me be a better teacher in the university classroom.

  15. Digital Learning in California's K-12 Schools. Just the Facts

    Science.gov (United States)

    Gao, Niu

    2015-01-01

    This fact page briefly discusses the following facts on digital learning in California's K-12: (1) As California implements new tests in its K-12 schools, technology infrastructure is a key concern; (2) Many districts are confident that they had enough bandwidth for online field tests; (3) Digital learning will require significantly greater…

  16. Fabrication and Piezoelectric Properties of Textured (Bi1/2K1/2)TiO3 Ferroelectric Ceramics

    Science.gov (United States)

    Nagata, Hajime; Saitoh, Masahiro; Hiruma, Yuji; Takenaka, Tadashi

    2010-09-01

    Textured (Bi1/2K1/2)TiO3 (BKT) ceramics were prepared by a reactive templated grain growth (RTGG) method to improve their piezoelectric properties. Also, a hot-pressing (HP) method was modified on the basis of RTGG method to obtain dense ceramics and promote the grain orientation. The textured BKT ceramics prepared by the RTGG and HP methods exhibited a relatively high orientation factor F of 0.82 and a high density ratio of 95-99%. Scanning electron microscopy (SEM) micrographs of the textured HP-BKT indicated a textured and poreless microstructure. In addition, the resistivity of the textured HP-BKT was 1.73×1013 Ω·cm. The piezoelectric strain constant d33 determined by means of resonance and antiresonance method was 125 pC/N for the direction parallel to the sheet-stacking direction of the RTGG process. From the measurement of field-induced stain, the normalized d33* (=Smax/Emax) at 80 kV/cm were 127 and 238 pm/V on the randomly oriented and textured samples (F=0.82) for the (∥) direction, respectively.

  17. A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-10-01

    To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.

  18. 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.

  19. Professional Development Needs of Online Teachers

    Science.gov (United States)

    Roy, Mamta; Boboc, Marius

    2016-01-01

    Keeping in mind the rising rate of K-12 enrollment, and the increased demand for online teachers, the need for professional development of online teachers is keenly felt. The skills needed for teaching in face-to-face environments are not always transferable to online settings. There is a pointed change in the way teaching takes place in an online…

  20. 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.…

  1. Teachers' Factors as Determinants of the Professional Competence of the Nigeria Certificate in Education (NCE) Teachers

    Science.gov (United States)

    Adetayo, Janet Oyebola

    2016-01-01

    The National Teachers' Institute (NTI) has been involved in training teachers for the Nigeria Certificate in Education (NCE) for over three decades through Distance Learning Programme. The quality of these teachers has been queried particularly when compared with those who run full-time NCE Programme. This study, therefore, determined the…

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

    International Nuclear Information System (INIS)

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

    1993-01-01

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

  3. Developing Standards-Based Geography Curricular Materials from Overseas Field Experiences for K-12 Teachers

    Science.gov (United States)

    Oberle, Alex; Palacios, Fabian Araya

    2012-01-01

    Overseas experiences provide educators with exceptional opportunities to incorporate field study, firsthand experiences, and tangible artifacts into the classroom. Despite this potential, teachers must consider curricular standards that direct how such international endeavors can be integrated. Furthermore, geography curriculum development is more…

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

    Science.gov (United States)

    Kilburn, Micha

    2016-09-01

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

  5. Earth Exploration Toolbook Workshops: Web-Conferencing and Teleconferencing Professional Development Bringing Earth Science Data Analysis and Visualization Tools to K-12 Teachers and Students

    Science.gov (United States)

    McAuliffe, C.; Ledley, T.

    2008-12-01

    The Earth Exploration Toolbook (EET) Workshops Project provides a mechanism for teachers and students to have successful data-using educational experiences. In this professional development project, teachers learn to use National Science Digital Library (NSDL), the Digital Library for Earth System Education (DLESE), and an Earth Exploration Toolbook (EET) chapter. In an EET Data Analysis Workshop, participants walk through an Earth Exploration Toolbook (EET) chapter, learning basic data analysis techniques and discussing ways to use Earth science datasets and analysis tools with their students. We have offered twenty-eight Data Analysis Workshops since the project began. The total number of participants in the twenty-eight workshops to date is three hundred eleven, which reflects one hundred eighty different teachers participating in one or more workshops. Our workshops reach middle and high school teachers across the United States at schools with lower socioeconomic levels and at schools with large numbers of minority students. Our participants come from thirty-eight different states including Alaska, Maine, Florida, Montana, and many others. Eighty-six percent of our participants are classroom teachers. The remaining fourteen percent are staff development specialists, university faculty, or outreach educators working with teachers. Of the classroom teachers, one third are middle school teachers (grades 6 to 8) and two thirds are high school teachers (grades 9 to 12.) Thirty-four percent of our participants come from schools where minority populations are the majority make up of the school. Twenty-five percent of our participants are at schools where the majority of the students receive free or reduced cost lunches. Our professional development workshops are helping to raise teachers' awareness of both the Digital Library for Earth System Education (DLESE) and the National Science Digital Library (NSDL). Prior to taking one of our workshops, forty-two percent of

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    McConnell, Tom; Parker, Joyce; Eberhardt, Janet

    2016-01-01

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

  8. Twenty Years of One Astronomy Teacher Professional Development - The EXES Teacher Associate Program at UT Austin

    Science.gov (United States)

    Finkelstein, Keely; Hemenway, Mary Kay; Sneden, Chris; Lacy, John; Richter, Matthew J.; EXES Teacher Associates

    2018-01-01

    The Astronomy Department and McDonald Observatory at the University of Texas at Austin has and continues to offer a suite of different astronomy based K-12 teacher professional development programs. One of our longest running, and most successful programs, is reaching its 20th anniversary, the EXES Teacher Associate Program, which was started in 1998. The EXES Teacher Associate program features sustained and continued professional development opportunities for K-12 science and math educators. It consists of 6 times per year day-long meetings, coupled with other professional development opportunities provided at various times. In total, there are approximately 30 active members of the group currently, but more than 90 teachers have participated in this group over its 20 year history. The program has had astronomy education as its focus throughout its history, but different partnerships and collaborations with other programs have supported the group and have allowed for a variety of professional development opportunities and themes for educators to engage in. We will give an overview of this program, present evaluation data and teacher feedback related to program success and student impact, and highlight a few specific program opportunities that are unique and have been shown to be most impactful for participants.

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

    Science.gov (United States)

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

    2013-12-01

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

  10. Transfer of Active Learning Strategies from the Teacher Education Classroom to PreK-12th Grade Classrooms

    Science.gov (United States)

    Pepper, Kaye; Blackwell, Sarah; Monroe, Ann; Coskey, Shawn

    2012-01-01

    In this study, researchers investigated the influence of modeling active learning strategies in an introductory foundations teacher preparation course: 1) on teacher candidates' perceptions of participating in active learning in the college classroom, 2) on participants' acquisition of course content, and 3) on participants' later use of active…

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

    Science.gov (United States)

    1997-01-01

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

  12. Expanding Computer Science Education in Schools: Understanding Teacher Experiences and Challenges

    Science.gov (United States)

    Yadav, Aman; Gretter, Sarah; Hambrusch, Susanne; Sands, Phil

    2017-01-01

    The increased push for teaching computer science (CS) in schools in the United States requires training a large number of new K-12 teachers. The current efforts to increase the number of CS teachers have predominantly focused on training teachers from other content areas. In order to support these beginning CS teachers, we need to better…

  13. Preservice Teachers' Perspectives on 'Appropriate' K-8 Climate Change and Environmental Science Topics

    Science.gov (United States)

    Ford, D. J.

    2013-12-01

    With the release of the Next Generation Science Standards (NRC, 2013), climate change and related environmental sciences will now receive greater emphasis within science curricula at all grade levels. In grades K-8, preparation in foundational content (e.g., weather and climate, natural resources, and human impacts on the environment) and the nature of scientific inquiry will set the groundwork for later learning of climate change in upper middle and high school. These rigorous standards increase pressure on elementary and middle school teachers to possess strong science content knowledge, as well as experience supporting children to develop scientific ideas through the practices of science. It also requires a set of beliefs - about children and the science that is appropriate for them - that is compatible with the goals set out in the standards. Elementary teachers in particular, who often have minimal preparation in the earth sciences (NSF, 2007), and entrenched beliefs about how particular topics ought to be taught (Holt- Reynolds, 1992; Pajares, 1992), including climate change (Bryce & Day, 2013; Lambert & Bleicher, 2013), may face unique challenges in adjusting to the new standards. If teachers hold beliefs about climate change as controversial, for example, they may not consider it an appropriate topic for children, despite its inclusion in the standards. On the other hand, those who see a role for children in efforts to mitigate human impacts on the environment may be more enthusiastic about the new standards. We report on a survey of preservice K-8 teachers' beliefs about the earth and environmental science topics that they consider to be appropriate and inappropriate for children in grades K-3, 4-5, and 6-8. Participants were surveyed on a variety of standards-based topics using terminology that signals publicly and scientifically neutral (e.g. weather, ecosystems) to overtly controversial (evolution, global warming) science. Results from pilot data

  14. Investigating nitrate-dependent humic substance oxidation and in-service K-12 teachers' understanding of microbiology

    Science.gov (United States)

    Jones, Nastassia N.

    2011-12-01

    Humic substances (HS) are the humified portions of totally decomposed soil organic matter that are ubiquitous in nature. Although these substances have been studied for more than 200 years, neither their metabolic capabilities nor a specific chemical structure has yet to be determined. HS have been studied as a carbon source in many environments where they are degraded; however, previous studies have shown that some microorganisms are capable of utilizing humic substances as electron acceptors and electron donors in anaerobic respiration. Even though there have been humic-reducing and humic-oxidizing microorganisms isolated and studied in recent years, the mechanism of humics metabolism and its interaction in the natural environment are not well understood. However, it is known that the continuous change in the redox state of HS is important to the cycling of iron, stability of nitrogen and carbon, and the mobility and bioavailability of inorganic and organic environmental pollutants. In this study, microbial communities were examined to evaluate the community dynamics of nitrate-dependent HS-oxidizing populations and to provide a snapshot of the phylogenetic diversity of these microorganisms. Column studies were performed using nitrate as the sole electron acceptor and the following as the electron donors in different columns: reduced humic acids, oxidized humic acids, and acetate as the control. Liquid buffered media was added to a separate column to serve as an additional control. Polymerase chain reactions of the 16S rRNA genes using DNA from the column studies were performed and analyzed by constructing 16S rDNA clone libraries and by performing denaturing gradient gel electrophoresis (DGGE). Clones from the library have been sequenced and analyzed to paint a phylogenetic picture of the microbial community under the various conditions. Results indicate that the majority of the clones were assigned to four well-characterized divisions, the Acidobacteria, the

  15. Computer Science Teacher Professional Development in the United States: A Review of Studies Published between 2004 and 2014

    Science.gov (United States)

    Menekse, Muhsin

    2015-01-01

    While there has been a remarkable interest to make computer science a core K-12 academic subject in the United States, there is a shortage of K-12 computer science teachers to successfully implement computer sciences courses in schools. In order to enhance computer science teacher capacity, training programs have been offered through teacher…

  16. How Student Teachers Describe the Online Collaborative Learning Experience and Evaluate Its Contribution to Their Learning and Their Future Work as Teachers

    Science.gov (United States)

    Margaliot, Adva; Gorev, Dvora; Vaisman, Tami

    2018-01-01

    This study examined student teachers' attitudes toward online collaborative learning (OCL) as related to their satisfaction, learning experience, contribution to personal knowledge, and future teaching. One hundred and four students participated in a program that retrains university graduates to become K-12 teachers. The study combines both…

  17. Effect of Streptococcus salivarius K12 on the in vitro growth of Candida albicans and its protective effect in an oral candidiasis model.

    Science.gov (United States)

    Ishijima, Sanae A; Hayama, Kazumi; Burton, Jeremy P; Reid, Gregor; Okada, Masashi; Matsushita, Yuji; Abe, Shigeru

    2012-04-01

    Oral candidiasis is often accompanied by severe inflammation, resulting in a decline in the quality of life of immunosuppressed individuals and elderly people. To develop a new oral therapeutic option for candidiasis, a nonpathogenic commensal oral probiotic microorganism, Streptococcus salivarius K12, was evaluated for its ability to modulate Candida albicans growth in vitro, and its therapeutic activity in an experimental oral candidiasis model was tested. In vitro inhibition of mycelial growth of C. albicans was determined by plate assay and fluorescence microscopy. Addition of S. salivarius K12 to modified RPMI 1640 culture medium inhibited the adherence of C. albicans to the plastic petri dish in a dose-dependent manner. Preculture of S. salivarius K12 potentiated its inhibitory activity for adherence of C. albicans. Interestingly, S. salivarius K12 was not directly fungicidal but appeared to inhibit Candida adhesion to the substratum by preferentially binding to hyphae rather than yeast. To determine the potentially anti-infective attributes of S. salivarius K12 in oral candidiasis, the probiotic was administered to mice with orally induced candidiasis. Oral treatment with S. salivarius K12 significantly protected the mice from severe candidiasis. These findings suggest that S. salivarius K12 may inhibit the process of invasion of C. albicans into mucous surfaces or its adhesion to denture acrylic resins by mechanisms not associated with the antimicrobial activity of the bacteriocin. S. salivarius K12 may be useful as a probiotic as a protective tool for oral care, especially with regard to candidiasis.

  18. Teacher Stress: A Descriptive Study of the Concerns.

    Science.gov (United States)

    Dedrick, Charles V.; And Others

    1981-01-01

    A recent survey of K-12 teachers in a middle-sized midwestern school system sought to identify the stressful conditions of the teaching profession as perceived by teachers. Women ranked lack of time as the greatest source of stress while men ranked disruptive students as the most stressful condition. (Author/WD)

  19. Developing HALM Teaching Competencies in PETE Teacher Candidates

    Science.gov (United States)

    Wilkinson, Carol; Prusak, Keven; Zanandrea, Maria

    2018-01-01

    The lifetime activities approach, which grew out of the lifetime physical activity model, has informed the practice of one physical education teacher education (PETE) program as it prepares teacher candidates to teach K-12 students about the importance of health, health-related fitness, and physical activity. Health-enhancing behaviors such as…

  20. Science literacy programs for K-12 teachers, public officials, news media and the public. Final report, 1994--1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-03-01

    On 12 July 94, The Institute for Science and Society received the above titled grant for $300,000 with an additional $323,000 awarded 14 August 95. The Institute completed the programs provided by the Department of Energy grant on 28 February 97. These programs for teachers, public officials, news media and the public will continue through 31 December 97 with funding from other sources. The Institute is a non-profit 501-c-3 corporation. It was organized {open_quotes}... to help increase science literacy in all segments of the population and contribute to a more rational atmosphere than now exists for the public consideration of societal issues involving science and technology, both regional and national.{close_quotes} Institute personnel include the Honorable Mike McCormack, Director; Joan Harris, Associate Director; Kim Freier, Ed.D, Program Manager; and Sharon Hunt, Executive Secretary.

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

    Science.gov (United States)

    Dolson, Jimmy L.

    2013-01-01

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

  2. 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

  3. Flame photometric determination of Na, K and Li in uranium compounds

    International Nuclear Information System (INIS)

    Sabato, S.F.; Lordello, A.R.

    1985-01-01

    A flame photometric method for the determination of Na, K and Li in uranium compounds is described. The uranium is separated by solvent extraction from hydrochloric acid medium with tri-butyl phosphate. Amounts of uranium in order of 20 μg/ml don't cause any interference in the photometric results. The element Na presents a residual concentration due to the contamination of the reagents. The relative standard deviation is about 10% for the three elements. The relative error varies with the concentration of the element and it is between 1 and 24% for Na, between O and 12% for K and between O and 33% for Li. (Author) [pt

  4. An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

    Directory of Open Access Journals (Sweden)

    Anthony Milanowski

    2003-12-01

    Full Text Available In an exploratory study (Note 1 of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An annual starting salary 45% above the local average would attract 48% of the sophomore students and 37% of the juniors. Focus group results suggested that low pay was an important reason for not considering K-12 teaching, but that perceived job demands and abilities and interests were also important reasons for not being attracted to a teaching career.

  5. Examining Change in K-3 Teachers' Mathematical Knowledge, Attitudes, and Beliefs: The Case of Primarily Math

    Science.gov (United States)

    Kutaka, T. S.; Ren, L.; Smith, W. M.; Beattie, H. L.; Edwards, C. P.; Green, J. L.; Chernyavskiy, P.; Stroup, W.; Heaton, R. M.; Lewis, W. J.

    2018-01-01

    This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers' mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of…

  6. Testing Gone Amok: Leave No Teacher Candidate behind

    Science.gov (United States)

    Wepner, Shelley B.

    2006-01-01

    Teacher preparation, now acknowledged for its impact on K-12 student achievement (Darling-Hammond, 2000; Darling-Hammond, Berry, & Thoreson, 2000), needs to be part of the discussions about ways to address emerging issues with testing and accountability. What then do teacher educators who work with those preparing to teach do to guide their…

  7. Portrait of a "Teach for All" (TFA) Teacher: Media Narratives of the Universal TFA Teacher in 12 Countries

    Science.gov (United States)

    Gautreaux, Michelle; Delgado, Sandra

    2016-01-01

    This article employs narrative analysis to examine how the media in 12 different countries characterize the "Teach for All" (TFA) teacher. Examining mass media narratives in these 12 countries illustrates that there are some remarkable commonalities in the narratives and character portraits co-constructed and propagated by the media. At…

  8. Connected to Learn: Teachers' Experiences with Networked Technologies in the Classroom

    Science.gov (United States)

    Johnson, Matthew; Riel, Richard; Germain-Froese, Bernie

    2016-01-01

    To get a better understanding of how networked technologies are impacting teachers and their teaching practices, in 2015 MediaSmarts partnered with the Canadian Teachers' Federation to survey 4,043 K-12 teachers and school administrators who were teaching in classroom settings across the country. The survey explored the extent to which networked…

  9. Elastic and inelastic scattering of 800 MeV/c K+- mesons from 12C and 40Ca

    International Nuclear Information System (INIS)

    Marlow, D.R.

    1981-04-01

    Methods and results of an experiment to study the scattering of 800 MeV/c K +- mesons from 12 C and 40 Ca are presented. The reactions under study include: the four elastic scattering reactions 12 C(K +- ,K +- ) and 40 Ca(K +- ,K +- ), and the four inelastic scattering reactions, 12 C(K +- .K +- ') to the J/sup P/ = 2 + 4.43 MeV and J/sup P/ = 3 - states. The experimental data were obtained using the Hyper-Nuclear Spectrometer and the Low Energy Separated Beam (LESB I) at the Alternating Gradient Synchrotron (AGS) of Brookhaven Laboratory (BNL). Calculations using the program PIRK, an optical potential code, are compared to the elastic data. The results of a second set of calculations, using Glauber theory are also presented. Both sets of calculations use as input: the results of partial wave analyses of kaon nucleon scattering data, and nuclear shapes as determined from the results of electron nucleus scattering experiments. The agreement between the experimental data and the theoretical predictions is reasonable over the angular range of the data, with the exception of Glauber calculations of the K + elastic scattering. In those cases, the eikonal approximation proves to be a poor approximation. Smaller discrepancies are found in some other cases, indicating the possible need for more sophisticated calculations

  10. Impact of a Student-Teacher-Scientist Partnership on Students' and Teachers' Content Knowledge, Attitudes toward Science, and Pedagogical Practices

    Science.gov (United States)

    Houseal, Ana K.; Abd-El-Khalick, Fouad; Destefano, Lizanne

    2014-01-01

    Engaging K-12 students in science-based inquiry is at the center of current science education reform efforts. Inquiry can best be taught through experiential, authentic science experiences, such as those provided by Student-Teacher-Scientist Partnerships (STSPs). However, very little is known about the impact of STSPs on teachers' and…

  11. Determinants of Teachers' Intentions To Teach Physically Active Physical Education Classes.

    Science.gov (United States)

    Martin, Jeffrey J.; Kulinna, Pamela Hodges; Eklund, Robert C.; Reed, Brett

    2001-01-01

    Investigated elementary and secondary teachers' intentions to teach physically active physical education classes, examining a model hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Teacher surveys supported the theories of reasoned action and planned behavior.…

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

    Science.gov (United States)

    Pourreau, Leslie

    2015-01-01

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

  13. How Middle Grade Teachers Think about Algebraic Reasoning

    Science.gov (United States)

    Glassmeyer, David; Edwards, Belinda

    2016-01-01

    Algebraic reasoning is an essential habit of mind for building conceptual knowledge in K-12 mathematics, yet little is known about how middle school mathematics teachers think about algebraic reasoning. In this article we describe a research project examining how algebraic reasoning was considered by grades 6, 7, or 8 mathematics teachers in a…

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

    Directory of Open Access Journals (Sweden)

    Cornelius Bert LR

    2013-02-01

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

  15. How Five Master Teachers Teach about Climate Chang

    Science.gov (United States)

    Bloch, L.

    2015-12-01

    The AGU Position Statement, "Human-Induced Climate Change Requires Urgent Action," calls on scientists to "[work] with stakeholders to identify relevant information, and [to convey] understanding clearly and accurately, both to decision makers and to the general public". Everyday, K-12 teachers communicate with an important segment of the general public, and they represent important stakeholders with unique needs. The terms 'global warming', 'greenhouse effect', and 'climate change' appear nowhere in the 1996 National Science Education Standards, but under the Next Generation Science Standards, millions of teachers- most of whom have little to no experience teaching about climate change- will be required to cover the topic. This presentation discusses research conducted with five veteran public school teachers, each of whom has been teaching about climate change for many years. The group comprises three high school teachers, a middle school teacher, and an elementary school teacher. The study examined: 1) What these teachers teach about climate change; 2) How they teach about climate change; 3) What resources they use in teaching and learning about climate change; and 4) How they think the scientific community can support teachers in their efforts to teach about climate change. The teachers varied in their teaching practices and in their conceptions of 'climate change', but they all said that the academic community can support climate change education by developing locally relevant educational resources. Scientists working with K-12 teachers can build on the work of these master teachers, and attendees can access detailed descriptions of all of the lessons and the associated learning materials.

  16. Energy Retrofit for Aging K-12 Schools.

    Science.gov (United States)

    3D/International, Houston, TX.

    Successfully retrofitting aging K-12 schools using energy conservation measures (ECM) that can improve the physical plant and reduce energy consumption are explored. Topics explore how certain ECM measures can benefit educational facilities, why retrofitting begun sooner rather than later is important, how to finance the retrofit program, and the…

  17. 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…

  18. Synthesis, crystal structure and characterizations of a new red phosphor K{sub 3}EuB{sub 6}O{sub 12}

    Energy Technology Data Exchange (ETDEWEB)

    Zhao, Dan, E-mail: iamzd1996@163.com [College of Chemistry and Chemical Engineering, Henan Polytechnic University, Jiaozuo, Henan, 454000 (China); State Key Laboratory of Structural Chemistry, Fuzhou, Fujian, 350002 (China); Ma, Fa-Xue; Wu, Zhi-Qiang; Zhang, Lei [College of Chemistry and Chemical Engineering, Henan Polytechnic University, Jiaozuo, Henan, 454000 (China); Wei, Wei, E-mail: wwei@cnu.edu.cn [Department of Chemistry, Capital Normal University, Beijing, 100048 (China); Yang, Juan; Zhang, Rong-Hua; Chen, Peng-Fei; Wu, Shan-Xuan [College of Chemistry and Chemical Engineering, Henan Polytechnic University, Jiaozuo, Henan, 454000 (China)

    2016-10-01

    A new potassium europium borate K{sub 3}EuB{sub 6}O{sub 12} has been prepared using a high temperature molten salt method and structurally characterized by single crystal X-ray diffraction (SC-XRD) analyses. Its structure features a three-dimensional (3D) framework composed of isolated [B{sub 5}O{sub 10}]{sup 5−} anions that are bridged by K{sup +} and Eu{sup 3+} ions. In this structure, one crystallographic distinct atom site is mixed occupied by K/Eu at a molar ratio of 1:1. The self-activated photoluminescence (PL) of K{sub 3}EuB{sub 6}O{sub 12} was studied. The excitation spectrum covers a wide range from 322 to 466 nm, which suggests that the K{sub 3}EuB{sub 6}O{sub 12} phosphors can be effectively excited by a near-UV light source. The emission spectrum consists of groups of lines in the red spectral region due to the {sup 5}D{sub 0}→{sup 7}F{sub j} (j = 1, 2, 3, 4) electronic transitions of Eu{sup 3+} ions, with the most intense line at 611 nm. We may expect that K{sub 3}EuB{sub 6}O{sub 12} has the potential to be a red phosphor pumped by near-UV LED chips. - Highlights: • A new red phosphor K{sub 3}EuB{sub 6}O{sub 12} was prepared. • The crystal structure of K{sub 3}EuB{sub 6}O{sub 12} was determined for the first time. • The photoluminescence properties of K{sub 3}EuB{sub 6}O{sub 12} are studied. • K{sub 3}EuB{sub 6}O{sub 12} show intense self-activated red emission under near-UV light excitation.

  19. Empowering Teachers: The Influence of Transformational Leadership in Christian Schools

    Science.gov (United States)

    Kirika, John Irungu

    2011-01-01

    The object of this study was to investigate transformational leadership in Christian schools. The study investigated the perception of empowerment of K-12 Christian school teachers and its influence on organizational and professional commitment and job satisfaction. It explored correlations between teacher empowerment and selected demographic…

  20. Preservice Elementary Teachers' Ideas About Scientific Practices

    Science.gov (United States)

    Ricketts, Amy

    2014-10-01

    With the goal of producing scientifically literate citizens who are able to make informed decisions and reason critically when science intersects with their everyday lives, the National Research Council (NRC) has produced two recent documents that call for a new approach to K-12 science education that is based on scientific practices, crosscutting concepts, and disciplinary core ideas. These documents will potentially influence future state standards and K-12 curricula. Teachers will need support in order to teach science using a practices based approach, particularly if they do not have strong science backgrounds, which is often the case with elementary teachers. This study investigates one cohort (n = 19) of preservice elementary teachers' ideas about scientific practices, as developed in a one-semester elementary science teaching methods course. The course focused on eight particular scientific practices, as defined by the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012). Participants' written reflections, lesson plans and annotated teaching videos were analyzed in fine detail to better understand their ideas about what it means to engage in each of the practices. The findings suggest that preservice elementary teachers hold promising ideas about scientific practices (such as an emphasis on argumentation and communication between scientists, critical thinking, and answering and asking questions as the goal of science) as well as problematic ideas (including confusion over the purpose of modeling and the process of analysis, and conflating argumentation and explanation building). These results highlight the strengths and limitations of using the Framework (NRC 2012) as an instructional text and the difficulties of differentiating between preservice teachers' content knowledge about doing the practices and their pedagogical knowledge about teaching the practices.

  1. Using Off-the-Shelf Gaming Controllers For Computer Control in the K-12 Classroom

    Science.gov (United States)

    Bourgoin, N. L.; Withee, J.; Segee, M.; Birkel, S. D.; Albee, E.; Koons, P. O.; Zhu, Y.; Segee, B.

    2009-12-01

    In the classroom, the interaction between students, teachers, and datasets is becoming more game like. Software such as GoogleEarth allow students to interact with data on a more personal level; allowing them the dynamically change variables, move arbitrarily, and personalize their experience with the datasets. As this becomes more immersive, traditional software control such as keyboard and mouse begin to hold the student back in terms of intuitive interfacing with the data. This is a problem that has best been tackled by modern gaming systems such as the Wii, XBox 360, and Playstation 3 Systems. By utilizing the solutions given by these gaming systems, it is possible to further a students immersion with a system. Through an NSF ITEST (Information and Technology Experiences for Students and Teachers) grant, researchers at the University of Maine have experimented with using the game controller that is used for interacting with the Nintendo Wii (often called a Wiimote) with existing geodynamic systems in an effort to eases interaction with these systems. Since these game controllers operate using Bluetooth, a common protocol in computing, Wiimotes can easily communicate with existing laptop computers that are issued to Maine students. This paper describes the technical requirements, setup, and usage of Wiimotes as an input device to complex geodynamical systems for use in the K-12 classroom.

  2. The Relationship between Preservice Teachers Health-Related Fitness and Movement Competency in Gymnastics

    Science.gov (United States)

    Webster, Collin Andrew; Webster, Liana; Cribbs, Jason; Wellborn, Benjamin; Lineberger, Matthew Blake; Doan, Rob

    2014-01-01

    The current National Initial Standards for Physical Education Teacher Education state that preservice teachers should achieve and maintain a level of health-related fitness consistent with that expected of K12 learners. However, little research has addressed the relevance of teacher fitness to effective physical education teaching. This study…

  3. Fostering Collaboration with Families of Children with Disabilities: Online Professional Development for K-12 Teachers

    Science.gov (United States)

    Collier, Margo; Kingsley, Karla V.; Ovitt, Brigid; Lin, Yi-Ling; Romero Benavidez, Juliette

    2017-01-01

    Technology has reshaped conceptions of professional development by increasing access to information, enabling sustained follow-up efforts, and fostering teacher reflection and collaboration. Drawing on theoretical models of parent involvement and an ethic of caring, this study examined the perceptions and attitudes of educators toward…

  4. Determining the Reasons of Technostress Experienced by Teachers: A Qualitative Study

    Directory of Open Access Journals (Sweden)

    Ahmet Çoklar

    2016-04-01

    Full Text Available In recent years, especially means of information and communication technologies are intensively tried to be integrated into education period in educational fields. In this period, leadership and teachers who shape the ways to use this technology play an important role. Therefore, teachers are expected to use an intensive amount of technology following the technological investments in education fields required by the ministry in recent years. However, this expectation also brings some negative issues into the agenda. One of them is the stress caused by technology, namely; technostress. Technostress is defined as the price of technology use. The purpose of this study is to determine the reasons leading to technostress experienced by teachers, who are the addressee of an intensive use of technology as a result of an integration process to which they are subjected in this study. For this purpose, qualitative data were collected from 64 teachers, who benefit from technology intensively and themes were prepared using 117 different opinions after the content analysis. According to this, there are five main reasons indicating technostress experienced by teachers: individual problems, technical problems, education oriented problems, health problems and time problem. It was also seen in the study that the distribution of reasons leading to technostress experienced by teachers also differs in terms of gender.Keywords: Technostress, ICT, technology integration.Öğretmenlerin Teknostres Nedenlerinin Belirlenmesi: Nitel Bir AraştırmaÖz Son yıllarda eğitime, bilgi ve iletişim teknolojilerinin yoğun bir şekilde entegrasyonu söz konusudur. Bu süreçte liderlik ve kullanım şekline yön veren öğretmenler önemli rol oynamaktadır. Bakanlık tarafından yapılan teknolojik yatırımlar ve eğitim sistemin işleyişinde yoğun teknoloji kullanımı gerekliliği nedeni ile öğretmenlerden yoğun bir teknoloji kullanımı beklenilmektedir. Ancak bu

  5. Frameworks Shaping an Online Professional Development Program for K-12 Teachers of ELLs: Toward Supporting the Sharing of Ideas for Empowering Classroom Teachers Online

    Science.gov (United States)

    Smith, Sedef Uzuner

    2014-01-01

    In efforts to maintain America's global competitiveness in the knowledge-based economy, teacher professional development has moved to center stage. With increasing numbers of English language learners (ELLs) in U.S. schools, several states have adopted mandatory professional development for classroom teachers to equip them with the knowledge…

  6. Quality Science Teacher Professional Development and Student Achievement

    Science.gov (United States)

    Dubner, J.

    2007-12-01

    Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

  7. A Comparison of Alienation among Alternatively and Traditionally Certified Teachers.

    Science.gov (United States)

    Shoho, Alan R.; Martin, Nancy K.

    The purpose of this study was to investigate the perceptions of alienation among alternatively and traditionally certified teachers. A total of 228 teachers in grades K-12 from a public university offering both traditional certification (TC) and cooperative alternative certification (AC) graduate programs were assessed using the School Alienation…

  8. An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

    OpenAIRE

    Anthony Milanowski

    2003-01-01

    In an exploratory study (Note 1) of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An ann...

  9. Students' autonomy and teacher's interpersonal style in self-determination theory

    Directory of Open Access Journals (Sweden)

    Lalić-Vučetić Nataša

    2009-01-01

    Full Text Available Starting from psychological needs that are considered basic within self-determination theory (autonomy, competence and relatedness, the importance of encouraging students' autonomy in school context is particularly emphasised. Appreciation of students' autonomy has a stimulating effect on school achievement, conceptual understanding, creativity development, strengthening of self-esteem, and students adapt better to school system and demonstrate a larger degree of internalisation of school rules and intrinsic motivation. Teachers' behavioural style largely determines the degree of students' autonomy in school life and work. Self-determination theory implies the necessity of agreement between the developmental need for autonomy in children and the level of adult control and distinguishes between two styles of interpersonal behavior of teachers: (a those who offer support to students' autonomy by their behavior and (b those that are predominantly inclined to control students' behavior. This paper also points out to different strategies that can be applied by teachers in working with students in school, which also contribute to the development of students' autonomy. What is especially encouraging is the fact that it is possible to learn and to develop 'appreciation of students' autonomy' as teacher's interpersonal style.

  10. Observation of Λ-hypernuclei in the reaction 12C(π+,K+)/sub Λ/12C

    International Nuclear Information System (INIS)

    Milner, E.C.

    1985-12-01

    The observation of Λ-hypernuclear levels in /sub Λ/ 12 C by associated production through the (π + ,K + ) reaction is reported. Spectrometers used in the measurements are discussed. The /sub Λ/ 12 C excitation energy spectra were recorded at laboratory scattering angles of 5.6 0 , 10.3 0 , and 15.2 0 . The spectra show two major peaks - one attributed to the ground state, and one about 11 MeV higher in excitation. The peak near 11 MeV excitation energy is believed to be almost entirely composed of a multiplet of three J/sup π/ = 2 + states. Relativistic DWBA calculations imply support for the expectation that higher spin states are preferentially populated in the (π + ,K + ) reaction, compared to the (K - ,π - ) reaction in which lower spin states are excited. 29 refs., 40 figs

  11. Negligence Liability of K-12 Chemistry Teachers: The Need for Legal Balance and Responsible Action

    Science.gov (United States)

    Zirkel, Perry A.; Barnes, Marianne B.

    2011-01-01

    The science education community promotes inquiry teaching and learning enhanced by the school laboratory experience, and this emphasis is reflected in state and national science education standards. However, science teachers, especially those in chemistry settings, have been known to avoid laboratory activities because of fear of legal liability…

  12. Science teachers in deaf education: A national survey of K-8 teachers

    Science.gov (United States)

    Shaw, Cynthia

    A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique was employed. Utilizing a non-experimental, basic research design and survey methodology, the researcher reviewed both quantitative and qualitative data. The majority of science teachers in this survey at the elementary school level are female and hearing. More than half have deaf education masters degrees. Few have science degrees. The majority of teachers had less than 10 years teaching experience with deaf students. Sixty percent were highly qualified in science; only forty percent were certified in science. They were equally employed at either a state residential school or a public day school. Two-way chi-square analyses were carried out. Hearing teachers preferred to observe other teachers teaching science compared to deaf teachers chi2 (1, N = 67) = 5.39, p translanguaging than hearing teachers (chi2 (1, N = 67) = 4.54, p < .05). Hearing teachers used the computer more often in the classroom than deaf teachers (chi 2 (1, N = 67) = 4.65, p < .01). Hearing teachers had their students use the computer more regularly than deaf teachers (chi2 (1, N = 67) = 11.49, p < .01). Teachers who worked in residential schools compared to working in public schools attended more state department of education science workshops chi2 (1, N = 67) = 6.83, p < .01, attended national or state science meetings chi2 (1, N = 67) = 7.96, p < .01, were familiar with the Star Schools program chi2 (1, N=67) = 13.23, p < .01, and participated more in Star Schools programs chi 2 (1, N = 67) = 15.96, p < .01. Compared to hearing teachers, the deaf teachers used web-based science materials (chi2 (1, N = 67) = 4.65, p < .01), used codeswitching chi2 (1, N

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

    Science.gov (United States)

    Sinclair, Jeanne; Lau, Clarissa

    2018-01-01

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

  14. K/sup -/n and K/sup -/p elastic scattering in K/sup -/d collisions from 12 to 22 GeV/c

    CERN Document Server

    Déclais, Y; Bricman, C; Duchon, J; Ferro-Luzzi, M; Louvel, M; Patry, J P; Perreau, J M; Séguinot, Jacques; Ypsilantis, Thomas

    1977-01-01

    The elastic scattering of negative K-mesons on the proton and on the neutron of the deuterium has been measured at six incident momenta equally spaced between 1.2 and 2.2 GeV/c. Differential cross sections over the almost complete angular range have been obtained for K/sup - /p and K/sup -/n. The aim of the experiment was the measurement of the pure isospin I=1 reaction K/sup -/n to K/sup -/n. The results for the reaction on proton are a by-product and provide a verification of the assumptions necessary for the analysis of the neutron reaction.

  15. The Pedagogy of Science Teachers from Non-Natural Science Backgrounds

    Science.gov (United States)

    Woods, Shaneka

    2017-01-01

    This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The…

  16. Technology and Teacher-Student Interactions: A Review of Empirical Research

    Science.gov (United States)

    Harper, Ben

    2018-01-01

    As technology becomes ubiquitous in education, it is critical to understand the ways in which technology influences interactions between teachers and their students. The overarching research question that guided this systematic review was: What does research tell us about how technology influences interactions between teachers and students in K-12

  17. Primary Sources. Update: Teachers' Views on Common Core State Standards

    Science.gov (United States)

    Scholastic Inc. and the Bill & Melinda Gates Foundation, 2014

    2014-01-01

    Scholastic and the Bill & Melinda Gates Foundation fielded the third edition of the "Primary Sources" survey of America's teachers in July 2013 (see ED562664). Twenty thousand pre-K through grade 12 public school teachers responded, sharing their perspectives on issues important to their profession, including the Common Core State…

  18. 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…

  19. Teachers' Perspectives of Students with ADHD in Korea and the U.S.

    Science.gov (United States)

    Moon, SeokYoung

    2016-01-01

    The purpose of this study was to explore teachers' perspectives of working with students with Attention Deficit Hyperactivity Disorder (ADHD) with two hundred twenty-eight K-12th grade teachers in Korea and the U.S. by using a concept mapping methodology. The four research questions were: (1) How do teachers in two different cultures (Korea and…

  20. The Effects of a Model Developmental Mathematics Program on Elementary and Middle School Preservice Teachers

    Science.gov (United States)

    Gerber, Lindsey N.

    2012-01-01

    Teacher quality is instrumental in improving student performance. Unfortunately, discrepancies between teacher preparation programs and national and state K-12 student standards have contributed to the difficult task of producing quality teachers. The contemporary mathematics education paradigm used at most colleges and universities relies on…

  1. Lon gene and photoprotection in Escherichia coli K-12

    Energy Technology Data Exchange (ETDEWEB)

    Waksman, G.; Thomas, G.; Favre, A. (Institut de Recherche en Biologie Moleculaire, Group de Photobiologie Moleculaire, Paris (France))

    1984-03-01

    Photoprotection, i.e. the increased resistance of the cells preilluminated with near ultraviolet light (300-380 nm) to the lethal action of 254nm radiations requires either an integrated prophage or a recA mutation in Escherichia coli K12 strains. Significant photoprotection occurs in an Escherichia coli K12 recA/sup +/ cell containing the lon allele responsible for filamentous growth after 254nm irradiation. The Fil phenotype can be suppressed by the sfiA or sfiB suppressor genes. Since the E. coli K12 recA/sup +/ lon sfiB strain exhibits no more photoprotection, it is concluded that in lon strains photoprotection is due to the abolition of the 254nm induced filamentation by the near ultraviolet treatment. In addition, near ultraviolet illumination of the cells leads to a severe restriction of the bulk protein synthesis. This effect is observed only in nuv/sup +/ cells that contain 4-thiouridine the chromophore responsible for photoprotection. It is proposed that in lon (lysogenic strains) photoprotection is due to prevention of the SOS response. During the growth lag, the low residual level of protein synthesis does not allow the induction of the SOS response and accordingly prevents filamentation (the lytic cycle).

  2. English Education Program Assessment: Creating Standards and Guidelines to Advance English Teacher Preparation

    Science.gov (United States)

    Zancanella, Don; Alsup, Janet

    2010-01-01

    When someone uses the term "standards," one tends to assume the topic under discussion is K-12 education, but standards for teacher preparation have their own parallel history. In English teacher education, that history has two strands: the NCTE Guidelines for the Preparation of Teachers of English Language Arts, which predate the "standards…

  3. Exploring the Effects of Empowerment, Innovation, Professionalism, Conflict, and Participation on Teacher Organizational Commitment

    Science.gov (United States)

    Holliman, Stephanie Layne

    2012-01-01

    Improved understanding of teacher retention depends on systematic research on working conditions, teachers' perceptions of their work environments, and the effect of condition-of-work variables on organizational commitment. The examination of organizational commitment in K-12 teachers is a construct with implications for long-term relationships in…

  4. Armed To Learn: Aiming At California K 12 School Gun Policy

    Science.gov (United States)

    2016-03-01

    AIMING AT CALIFORNIA K-12 SCHOOL GUN POLICY by Catherine Wilson Jones March 2016 Thesis Co-Advisors: Kathleen Kiernan John Rollins...Master’s thesis 4. TITLE AND SUBTITLE ARMED TO LEARN: AIMING AT CALIFORNIA K-12 SCHOOL GUN POLICY 5. FUNDING NUMBERS 6. AUTHOR(S) Catherine...gap in viewpoints between gun control advocates who want tighter gun control and constitutionalists who believe as strongly in the Second Amendment

  5. Studying Teacher Moves

    Science.gov (United States)

    Goldstein, Michael

    2012-01-01

    In July 2011, Bill Gates told the "Wall Street Journal," "I'm enough of a scientist to want to say, "What is it about a great teacher?"" As a "practitioner" of sorts, the author has wondered the same thing for 15 years. The K-12 school sector generates little empirical research of any sort. And of this small amount, most is targeted to…

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2013-02-01

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

  7. Collaboration Between Astronomers at UT Austin and K-12 Teachers: Connecting the Experience of Observing and Research with the Classroom

    Science.gov (United States)

    Finkelstein, Keely D.; Sneden, Christopher; Hemenway, Mary Kay; Preston, Sandra; EXES Teachers Associate Program

    2015-01-01

    McDonald Observatory has a long history of providing teacher professional development (PD), and recently we have developed a new workshop model for more advanced participants. By choosing a select group of middle and high school teachers from those previously involved in our past PD programs, we have created a joint workshop / observing run program for them. After traveling to the observatory, the teachers participate in an actual observing run with a research astronomer. The teachers are trained first-hand how to take observations, operate the telescope, set up the instrument, and monitor observing conditions. The teachers are fully put in the role of observer. They are also given background information before and during the workshop related to the science and data they are helping to collect. The teachers work in teams to both perform the nightly observations with an astronomer, but to also perform new interactive classroom activities with education staff, and use other telescopes on the mountain. This is a unique experience for teachers since it allows them to take the resources and experiences directly back to their classrooms and students. They can directly relate to their students what skills for specific careers in STEM fields are needed. Evaluation from these workshops shows that there is: increased content knowledge among participants, greater impact that will be passed on to their students, and an authentic research experience that can't be replicated in other PD settings. In addition, not only is this program beneficial to the teachers, but this group is benefit to the education program of McDonald Observatory. Building on an existing PD program (with a 16 year history) we have the opportunity to test out new products and new education endeavors with this devoted group of well-trained teachers before bringing them to wider teacher and student audiences. This program is currently supported by the NSF grant AST-1211585 (PI Sneden).

  8. Investigation of Strategies to Promote Effective Teacher Professional Development Experiences in Earth Science

    Science.gov (United States)

    Engelmann, Carol A.

    2014-01-01

    This dissertation serves as a call to geoscientists to share responsibility with K-12 educators for increasing Earth science literacy. When partnerships are created among K-12 educators and geoscientists, the synergy created can promote Earth science literacy in students, teachers, and the broader community. The research described here resulted in…

  9. A self-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education.

    Science.gov (United States)

    Taylor, Ian M; Ntoumanis, Nikos; Standage, Martyn

    2008-02-01

    Physical education teachers can influence students' self-determination through the motivational strategies that they use. The current study examined how teachers' reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, the teachers' autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student self-determination, and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The last positively predicted the use of all three strategies. Direct positive effects of teachers' psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies toward students.

  10. DRUG ABUSE, A SOURCE BOOK AND GUIDE FOR TEACHERS.

    Science.gov (United States)

    HILL, PATRICIA J.; KITZINGER, ANGELA

    THIS SOURCEBOOK CONTAINS INFORMATION TO HELP TEACHERS INSTRUCT ABOUT DRUGS AND DISCOURAGE DRUG ABUSE. THE INFORMATION IS APPLICABLE TO ANY GROUP OR GRADE LEVEL BUT IT IS PRIMARILY DIRECTED AT A K-12 PROGRAM. THE CONTENT HAS BEEN SELECTED, ORGANIZED, AND PRESENTED IN TERMS OF PRESUMED TEACHER NEED AND IS NOT INTENDED FOR DIRECT PUPIL USE.…

  11. Secrets of the Sediments: Using ANDRILL's Scientific Adventure on Ice to Transfer Climate Change Science to K-12 Audiences

    Science.gov (United States)

    Huffman, L. T.; Dahlman, L.; Frisch-Gleason, R.; Harwood, D.; Pound, K.; Rack, F.; Riesselman, C.; Trummel, E.; Tuzzi, E.; Winter, D.

    2008-12-01

    Antarctica's harsh environment and the compelling story of living and working there, provides the backdrop for hooking the interest of young learners on science research and the nature of science. By using the adventure stories of today's researcher-explorers, teachers accompanying the ANDRILL team have taken the technical science of drilling rock cores to understand the history of climate change and the advance and retreat of the Antarctic ice sheet, and translated it for non-technical audiences from K-12 school children, to adult community groups. In order to understand the important issues surrounding global climate change, members of the public need access to accurate and relevant information, high quality educational materials, and a variety of learning opportunities in different learning environments. By taking lessons learned from early virtual polar adventure learning expeditions like Will Steger's Trans-Antarctic Expedition, coupled with educators-in-the-field programs like TEA (Teachers Experiencing Antarctica and the Arctic), ARMADA and Polar Trec, ANDRILL's Education and Outreach Program has evolved into successful and far-reaching integrated education projects including 1) the ARISE (ANDRILL Research Immersion for Science Educators) Program, 2) Climate Change Student Summits, 3) the development of Flexhibit (flexible exhibit) teaching resources, 4) virtual online learning communities, and 5) partnering young researchers with teachers and classrooms. Formal evaluations indicate lasting interest in science studies on the part of students and an increase in teachers' scientific background knowledge.

  12. The Learning Assistant Model for Science Teacher Recruitment and Preparation

    Science.gov (United States)

    Otero, Valerie

    2006-04-01

    There is a shortage of high quality physical science teachers in the United States. In 2001, less than 50% of teachers who taught physics held a major or minor in physics or physics education (Neuschatz & McFarling, 2003). Studies point to content knowledge as one of the two factors that is positively correlated with teacher quality. However, those directly responsible for the science content preparation of teachers, specifically science research faculty, are rarely involved in focused efforts to improve teacher quality or to create alternative paths for becoming a teacher. What role should science research faculty play in the recruitment and preparation of science teachers? How might teacher recruitment and preparation be conceived so that science research faculty members' participation in these efforts is not at odds with the traditional scientific research foci of science research departments? To address this issue, we have coupled our teacher recruitment and preparation efforts with our efforts for transforming our large-enrollment, undergraduate science courses. This is achieved through the undergraduate Learning Assistant (LA) program, where talented mathematics and science majors are hired to assist in transforming large enrollment courses to student-centered, collaborative environments. These LAs are the target of our teacher recruitment efforts. Science research faculty, in collaboration with faculty from the school of education have established a community that supports LAs in making decisions to explore K12 teaching as a career option. Fifteen percent of the LAs who have participated in this program have entered teaching credential programs and now plan to become K12 teachers. An added effect of this program is that research faculty have developed skills and knowledge regarding inquiry-based and student-centered pedagogy and theories of student learning. The Learning Assistant program has led to increased subject matter knowledge among learning

  13. [Carcinogenesis and its mechanism of mutant-type[12Asp]K-ras4B gene].

    Science.gov (United States)

    Gui, Li-ming; Wei, Li-hui; Zhang, Ying-mei; Wang, Jian-liu; Wang, Ying; Chen, Ying; Ma, Da-long

    2002-01-01

    Ras gene plays an important role in the extra- and intra-cellular signal transduction pathway. It mediates series cascade reactions, and eventually actives transcriptional factors in nucleus. It is unknown on the mechanism of carcinogenesis of Ras gene in endometrial carcinoma, though K-ras mutant is very common in endometrial atypical hyperplasia and carcinoma. On basis of discovering the mutation in 12th codon of K-ras in endometrial carcinoma cell line, HEC-1A, we explored the carcinogenesis and molecular mechanism of mutant-type [12Asp] K-ras4B gene. (1) Full-length [12Asp]K-ras4B cDNA was amplified with RT-PCR, then inserted into pcDI eukaryotic expressive vector. (2) Morphological change, growth kinetics in vitro and tumorigencity in nude mice in vivo after-before transfection were observed. (3) To test the cell growth kinetics by methyl thiazolium tetrazolium (MTT) and [3H]thymidine incorporation method. (1) The authors have successfully constructed eukaryotic expression plasmid pcDI-[12Asp] K-ras4B; (2) To confirm that [12Asp] K-ras4B mutant can trigger the neoplastic transformation of NIH3T3 cells by test in vitro and in vivo. (3) After pMCV-RasN17 plasmid, a Ras mutant were transfected into pcDI-[12Asp] K-ras4B cells, the growth of this cell were restrained significantly in comparison with control group. (4) These findings indicate the expression of RafS621A resulted in remarkable inhibition in proliferation of pcDI-[12Asp]K-ras4B cell (P ras4B cell growth (P ras4B gene alone is able to cause neoplastic transformation in NIH3T3 cells in vitro and in vivo. (2) [12Asp]K-ras4B-induced NIH3T3 cells neoplastic transformation required Raf signaling pathway.

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

    Science.gov (United States)

    Clearing, 1990

    1990-01-01

    Presented are 37 environmental science activities for students in grades K-12. Topics include water pollution, glaciers, protective coloration, shapes in nature, environmental impacts, recycling, creative writing, litter, shapes found in nature, color, rain cycle, waste management, plastics, energy, pH, landfills, runoff, watersheds,…

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

    Science.gov (United States)

    Wynne, James

    2011-03-01

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

  16. Assessing the life science knowledge of students and teachers represented by the K-8 national science standards.

    Science.gov (United States)

    Sadler, Philip M; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

    2013-01-01

    We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students' performance and to have a high level of awareness of the particular misconceptions that their students hold on the K-4 standards, but a low level of awareness of misconceptions related to the 5-8 standards.

  17. Answers to Teachers' Questions about the Next Generation Science Standards

    Science.gov (United States)

    Workosky, Cindy; Willard, Ted

    2015-01-01

    K-12 teachers of science have been digging into the "Next Generation Science Standards" ("NGSS") (NGSS Lead States 2013) to begin creating plans and processes for translating them for classroom instruction. As teachers learn about the NGSS, they have asked about the general structure of the standards document and how to read…

  18. Are Teacher and Principal Candidates Prepared to Address Student Cyberbullying?

    Science.gov (United States)

    Styron, Ronald A., Jr.; Bonner, Jessica L.; Styron, Jennifer L.; Bridgeforth, James; Martin, Cecelia

    2016-01-01

    The purpose of this study was to examine the preparation of teacher and principal candidates to address problems created in K-12 settings as a result of cyberbullying. Participants included teacher and principal preparation students. Findings indicated that respondents were familiar with the most common forms of cyberbullying and its impact on…

  19. Scholarships for High School Teachers

    Science.gov (United States)

    Hach, Bryce

    2007-12-01

    The Hach Scientific Foundation 's mission is very focused and very simple: supporting chemistry education, primarily at the K 12 level. Through the recruitment of new teachers, addressing the issues of existing teacher retention, and supporting the best instruction and assessment strategies in chemistry education, the Foundation has a firm commitment to making the life of the chemistry student and teacher the most positive and educational experience possible. Although the Foundation's charter has its roots firmly planted in chemistry, the outgrowth of Hach Co. cofounder Clifford Hach's love of the "central science", it took more than 20 years before the Foundation announced it would narrow its aim singly on chemistry education.

  20. Determining the Critical Skills Beginning Agriculture Teachers Need to Successfully Teach Welding

    Science.gov (United States)

    Pate, Michael L.; Warnick, Brian K.; Meyers, Tiffany

    2012-01-01

    Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to…

  1. Developing Preservice Science Teachers' Self-Determined Motivation toward Environment through Environmental Activities

    Science.gov (United States)

    Karaarslan, Guliz; Sungur, Semra; Ertepinar, Hamide

    2014-01-01

    The aim of this study was to develop pre-service science teachers' self-determined motivation toward environment before, after and five months following the environmental course activities guided by self-determination theory. The sample of the study was 33 pre-service science teachers who participated in an environmental science course. This…

  2. Introducing Engineering in Elementary Education: A 5-Year Study of Teachers and Students

    Science.gov (United States)

    Diefes-Dux, Heidi A.

    2015-01-01

    Engineering, when integrated into K-12 education, may offer a number of potential student learning and future success benefits. In a 5-year study, four cohorts of elementary teachers of grades 2 to 4 in a single US school district were provided with teacher professional development with engineering education. Teachers were prepared to teach…

  3. Using Video Analysis to Support Prospective K-8 Teachers' Noticing of Students' Multiple Mathematical Knowledge Bases

    Science.gov (United States)

    Roth McDuffie, Amy; Foote, Mary Q.; Bolson, Catherine; Turner, Erin E.; Aguirre, Julia M.; Bartell, Tonya Gau; Drake, Corey; Land, Tonia

    2014-01-01

    As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children's competencies related to children's mathematical thinking, and children's community, cultural, and linguistic funds of knowledge or what…

  4. Teachers' Perceptions of Digital Badges as Recognition of Professional Development

    Science.gov (United States)

    Jones, W. Monty; Hope, Samantha; Adams, Brianne

    2018-01-01

    This mixed methods study examined teachers' perceptions and uses of digital badges received as recognition of participation in a professional development program. Quantitative and qualitative survey data was collected from 99 K-12 teachers who were awarded digital badges in Spring 2016. In addition, qualitative data was collected through…

  5. 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

  6. 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

  7. Determining the Philosophical Orientation of Pre-Service Teachers: A Causal-Comparative Study

    Science.gov (United States)

    Edlin, Maria L.

    2013-01-01

    This study was conducted to determine if pre-service teachers could self-identify their philosophy of education and then match that philosophy through their responses to a 48-item survey. Additionally the study was conducted to determine if the pre-service teachers from Middle Tennessee State University would have a more varied philosophical…

  8. Effect of phylloquinone (vitamin K1) supplementation for 12 months on the indices of vitamin K status and bone health in adult patients with Crohn's disease.

    Science.gov (United States)

    O'Connor, Eibhlís M; Grealy, Geraldine; McCarthy, Jane; Desmond, Alan; Craig, Orla; Shanahan, Fergus; Cashman, Kevin D

    2014-10-14

    Although epidemiological findings support a role for vitamin K status in the improvement of bone indices in adult patients with Crohn's disease (CD), this needs to be confirmed in double-blind, randomised controlled trials (RCT) with phylloquinone (vitamin K1). By conducting two RCT, the present study aimed to first establish whether supplementation with 1000 μg of phylloquinone daily near-maximally suppresses the percentage of undercarboxylated osteocalcin in serum (%ucOC; marker of vitamin K status) in adult patients with CD currently in remission as it does in healthy adults and second determine the effect of supplementation with phylloquinone at this dose for 12 months on the indices of bone turnover and bone mass. The initial dose-ranging RCT was conducted in adult patients with CD (n 10 per group) using 0 (placebo), 1000 or 2000 μg of phylloquinone daily for 2 weeks. In the main RCT, the effect of placebo v. 1000 μg vitamin K/d (both co-administered with Ca (500 mg/d) and vitamin D3 (10 μg/d)) for 12 months (n 43 per group) on the biochemical indices of bone turnover (determined by enzyme immunoassay) and bone mass (determined by dual-energy X-ray absorptiometry) were investigated. At baseline, the mean %ucOC was 47 %, and this was suppressed upon supplementation with 1000 μg of phylloquinone daily ( - 81 %; P0·1) on bone turnover markers or on the bone mass of the lumbar spine or femur, but modestly increased (Pvitamin D3) had no effect on the indices of bone health in adult CD patients with likely vitamin K insufficiency.

  9. Opinions on Computing Education in Korean K-12 System: Higher Education Perspective

    Science.gov (United States)

    Kim, Dae-Kyoo; Jeong, Dongwon; Lu, Lunjin; Debnath, Debatosh; Ming, Hua

    2015-01-01

    The need for computing education in the K-12 curriculum has grown globally. The Republic of Korea is not an exception. In response to the need, the Korean Ministry of Education has announced an outline for software-centric computing education in the K-12 system, which aims at enhancing the current computing education with software emphasis. In…

  10. Engaging teachers & students in geosciences by exploring local geoheritage sites

    Science.gov (United States)

    Gochis, E. E.; Gierke, J. S.

    2014-12-01

    Understanding geoscience concepts and the interactions of Earth system processes in one's own community has the potential to foster sound decision making for environmental, economic and social wellbeing. School-age children are an appropriate target audience for improving Earth Science literacy and attitudes towards scientific practices. However, many teachers charged with geoscience instruction lack awareness of local geological significant examples or the pedagogical ability to integrate place-based examples into their classroom practice. This situation is further complicated because many teachers of Earth science lack a firm background in geoscience course work. Strategies for effective K-12 teacher professional development programs that promote Earth Science literacy by integrating inquiry-based investigations of local and regional geoheritage sites into standards based curriculum were developed and tested with teachers at a rural school on the Hannahville Indian Reservation located in Michigan's Upper Peninsula. The workshops initiated long-term partnerships between classroom teachers and geoscience experts. We hypothesize that this model of professional development, where teachers of school-age children are prepared to teach local examples of earth system science, will lead to increased engagement in Earth Science content and increased awareness of local geoscience examples by K-12 students and the public.

  11. Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

    Science.gov (United States)

    Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.; Carter, Erik W.

    2010-01-01

    Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers' expectations of…

  12. GABAB receptor phosphorylation regulates KCTD12-induced K+ current desensitization

    DEFF Research Database (Denmark)

    Adelfinger, L; Turecek, R; Ivankova, K

    2014-01-01

    released from the G-protein. Receptor-activated K+ currents desensitize in the sustained presence of agonist to avoid excessive effects on neuronal activity. Desensitization of K+ currents integrates distinct mechanistic underpinnings. GABAB receptor activity reduces protein kinase-A activity, which...... reduces phosphorylation of serine-892 in GABAB2 and promotes receptor degradation. This form of desensitization operates on the time scale of several minutes to hours. A faster form of desensitization is induced by the auxiliary subunit KCTD12, which interferes with channel activation by binding to the G......-protein βγ subunits. Here we show that the two mechanisms of desensitization influence each other. Serine-892 phosphorylation in heterologous cells rearranges KCTD12 at the receptor and slows KCTD12-induced desensitization. Likewise, protein kinase-A activation in hippocampal neurons slows fast...

  13. Genetic Transfer of Salmonella typhimurium and Escherichia coli Lipopolysaccharide Antigens to Escherichia coli K-12

    Science.gov (United States)

    Jones, Randall T.; Koeltzow, Donald E.; Stocker, B. A. D.

    1972-01-01

    Escherichia coli K-12 ϰ971 was crossed with a smooth Salmonella typhimurium donor, HfrK6, which transfers early the ilv-linked rfa region determining lipopolysaccharide (LPS) core structure. Two ilv+ hybrids differing in their response to the LPS-specific phages FO and C21 were then crossed with S. typhimurium HfrK9, which transfers early the rfb gene cluster determining O repeat unit structure. Most recombinants selected for his+ (near rfb) were agglutinated by Salmonella factor 4 antiserum. Transfer of an F′ factor (FS400) carrying the rfb–his region of S. typhimurium to the same two ilv+ hybrids gave similar results. LPS extracted from two ilv+,his+, factor 4-positive hybrids contained abequose, the immunodominant sugar for factor 4 specificity. By contrast, his+ hybrids obtained from ϰ971 itself by similar HfrK9 and F′FS400 crosses were not agglutinated by factor 4 antiserum, indicating that the parental E. coli ϰ971 does not have the capacity to attach Salmonella O repeat units to its LPS core. It is concluded that the Salmonella rfb genes are expressed only in E. coli ϰ971 hybrids which have also acquired ilv-linked genes (presumably rfa genes affecting core structure or O-translocase ability, or both) from a S. typhimurium donor. When E. coli ϰ971 was crossed with a smooth E. coli donor, Hfr59, of serotype O8, which transfers his early, most his+ recombinants were agglutinated by E. coli O8 antiserum and lysed by the O8-specific phage, Ω8. This suggests that, although the parental E. coli K-12 strain ϰ971 cannot attach Salmonella-specific repeat units to its LPS core, it does have the capacity to attach E. coli O8-specific repeat units. PMID:4559827

  14. The Role of the Perceptions of School Climate and Teacher Victimization by Students.

    Science.gov (United States)

    Huang, Francis L; Eddy, Colleen Lloyd; Camp, Emily

    2017-07-01

    Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.

  15. Have Gender Gaps in Math Closed? Achievement, Teacher Perceptions, and Learning Behaviors across Two ECLS-K Cohorts

    Science.gov (United States)

    Cimpian, Joseph R.; Lubienski, Sarah T.; Timmer, Jennifer D.; Makowski, Martha B.; Miller, Emily K.

    2016-01-01

    Studies using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K:1999) revealed gender gaps in mathematics achievement and teacher perceptions. However, recent evidence suggests that gender gaps have closed on state tests, raising the question of whether such gaps are absent in the ECLS-K:2011 cohort.…

  16. Exploring K-3 Teachers' Implementation of Comprehension Strategy Instruction (CSI) Using Expectancy-Value Theory

    Science.gov (United States)

    Foley, Laura S.

    2011-01-01

    This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K-3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through…

  17. Toward a Teacher Solidarity Lens: Former Teachers of Color (Re)envisioning Educational Research

    Science.gov (United States)

    Philip, Thomas M.; Martinez, Danny C.; Lopez, Eduardo; Garcia, Antero

    2016-01-01

    Based on a two-year self-study by a group of early-career scholars of color, we explore and purposefully name our role, within the contemporary context of neoliberal reform, as educational researchers of color who are former K-12 teachers. We capture the insights that emerged from our self-study through a close reading of dominant neoliberal…

  18. From the Classroom to the Keyboard: How Seven Teachers Created Their Online Teacher Identities

    Directory of Open Access Journals (Sweden)

    Jennifer C. Richardson

    2015-02-01

    Full Text Available Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12 arena, with a great deal of theoretical and philosophical scholarship about teaching at the college level, yet little research to date has looked at how instructors at the college level, especially those who are teaching online, develop their online instructor identity. The purpose of this interview-based, qualitative study is to understand the experience of first time online instructors and how they develop their online teacher identity and utilizes the framework established by Beijaard, Meijer and Verloop (2004 as the lens for analyses. Recommendations are made for cultivating online teacher identity and the many aspects of it as a means to strengthen online teacher identity to not only provide effective and innovative teaching experiences but also for the sake of retention.

  19. The Air Force Academy’s Falcon Telescope Network: An Educational and Research Network for K-12 and Higher Education

    Science.gov (United States)

    Chun, Francis; Tippets, Roger; Della-Rose, Devin J.; Polsgrove, Daniel; Gresham, Kimberlee; Barnaby, David A.

    2015-01-01

    The Falcon Telescope Network (FTN) is a global network of small aperture telescopes developed by the Center for Space Situational Awareness Research in the Department of Physics at the United States Air Force Academy (USAFA). Consisting of commercially available equipment, the FTN is a collaborative effort between USAFA and other educational institutions ranging from two- and four-year colleges to major research universities. USAFA provides the equipment (e.g. telescope, mount, camera, filter wheel, dome, weather station, computers and storage devices) while the educational partners provide the building and infrastructure to support an observatory. The user base includes USAFA along with K-12 and higher education faculty and students. The diversity of the users implies a wide variety of observing interests, and thus the FTN collects images on diverse objects, including satellites, galactic and extragalactic objects, and objects popular for education and public outreach. The raw imagery, all in the public domain, will be accessible to FTN partners and will be archived at USAFA. USAFA cadets use the FTN to continue a tradition of satellite characterization and astronomical research; this tradition is the model used for designing the network to serve undergraduate research needs. Additionally, cadets have led the development of the FTN by investigating observation priority schemes and conducting a 'day-in-the-life' study of the FTN in regards to satellite observations. With respect to K-12 outreach, cadets have provided feedback to K-12 students and teachers through evaluation of first-light proposals. In this paper, we present the current status of the network and results from student participation in the project.

  20. Teachers' Facebook Use: Their Use Habits, Intensity, Self-Disclosure, Privacy Settings, and Activities on Facebook

    Science.gov (United States)

    Sumuer, Evren; Esfer, Sezin; Yildirim, Soner

    2014-01-01

    This study investigated K12 teachers' Facebook usage habits, intensity, self-disclosure, privacy settings and activities. A multi-method design was employed by collecting quantitative data from 616 teachers with a Facebook account using an online questionnaire and qualitative data from 32 teachers using online open-ended questions. The results of…

  1. Gamma Spectrometric Determination of U, Th, K and Some Geochemical Applications

    International Nuclear Information System (INIS)

    Dodona, A.; Tashko, A.

    2001-01-01

    The application of 'in situ' gamma-spectrometric method (''infinite'' environment), made possible the simultanious determination of U, Th and K. 4 channel gamma-spectrometric analyser with NaI(TI) scintilation counter crystal detector (103 cm 3 φ=50x50mm) was used to determin U, Th(more than 1-2 ppm) and K (more than 1%) in laboratory conditions. The detector was inserted into a lead camera and calibrated for measurement geometry with vessel of ''Marineli'' type of a 17o cm 3 volume. The study of main factors, which influence in the gamma spectrometric measurements, (the technical, physical, geometrical and time parameters) has been carried out. International standards of U, Th, K and internal monitoring standard samples are used for the calibration. External analytical control has been realized by other radiometric and chemical methods. The detection limits ( 1 ppm Th, 2ppm U and 1% K) and the relative errors (17-20% for 1-10 ppm U, Th and 10-15% for more than 10 ppm U, Th and more than 1% K) guarantee a quantitative analysis that may be used successfully in the geochemical studies. Some geochemical applications, based on the content of Th, U and Th/U ratio in rocks samples that we have we have analyzed with this method, are shown in this paper. U, Th and their ratio are used as trace elements to indicate the differences between the acidic magmatic rocks of Albania (Th/U ratio=2-6 and>10). The bimodal character of Th/U scattering in ignimbrides and monzonites (Korabi zone) shows that in addition to the ''normal'' rocks, there are also some ones enriched with Th, So, the differential analysis of Th, U, and K may be used as geochemical exploration criteria for the radioactive and non-radioactive mineralization, such as REE (Rare Earth Elements), phospghorites, bauxites, placers etc. (authors)

  2. Common Core Math in the K-8 Classroom: Results from a National Teacher Survey

    Science.gov (United States)

    Bay-Williams, Jennifer

    2016-01-01

    Successful implementation of the Common Core State Standards for Mathematics (CCSS-M) should result in noticeable differences in primary and middle school math classrooms across the United States. "Common Core Math in the K-8 Classroom: Results from a National Teacher Survey" takes a close look at how educators are implementing the…

  3. Pre-Service Teacher Self-Efficacy in Digital Technology

    Science.gov (United States)

    Lemon, Narelle; Garvis, Susanne

    2016-01-01

    Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5-12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and…

  4. Meteorites for K-12 Classrooms: NASA Meteorite Educational Materials

    Science.gov (United States)

    Lindstrom, M.; Allen, J.

    1995-09-01

    The fall of a new meteorite is an event that catches the interest of the public in matters of science. The threat of a huge impact like last year's comet Shoemaker-Levy 9 gives us all reason to evaluate such potential risks. NASA's meteorite educational materials use our natural interest in rocks from space to present classroom activities on planetary science. The meteorite educational package includes a meteorite sample disk, a teachers's guide and a slide set. The sample disk is a lucite disk containing chips of six different kinds of meteorites (3 chondrites, achondrite, iron, stony-iron). EXPLORING METEORITE MYSTERIES is a teacher's guide with background information and 19 hands-on or heads-on activities for grades 4-12. It was prepared in a partnership of planetary scientists and teachers. The slide set consists of 48 slides with captions to be used with the activities. The materials will be available in Fall 1995. Teachers may obtain a loan of the whole package from NASA Teacher Resource Centers; researchers may borrow them from the JSC meteorite curator. The booklet is available separately from the same sources, and the slide set will be available from NASA CORE. EXPLORING METEORITE MYSTERIES is an interdisciplinary planetary science unit which teaches basic science concepts and techniques together with math, reading, writing and social studies The activities are done in a variety of different teaching styles which emphasize observation, experimentation and critical thinking. The activities are ideal for middle schools where teaming makes interdisciplinary units desireable, but most of the activities can be easily modified for grade levels from upper elementary through high school. Meteorites are a natural subject for interdisciplinary teaching because their study involves all fields of science and offers fascinating historical accounts and possibilities for creative expression. Topics covered in EXPLORING METEORITE MYSTERES are centered around basic

  5. Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

    Science.gov (United States)

    Cole, T.; Teed, R.; Slattery, W.

    2006-12-01

    In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past

  6. The Practical Application of E-Portfolios in K-12 Classrooms: An Exploration of Three Web 2.0 Tools by Three Teachers

    Science.gov (United States)

    Karlin, Michael; Ozogul, Gamze; Miles, Stacy; Heide, Saul

    2016-01-01

    Portfolios used in K-12 classrooms give students the opportunity to collect, showcase, and reflect upon the work they have completed throughout a class or program. With the advent of the digital age, e-portfolios have allowed for this process to be conducted online through the use of Web 2.0 tools, offering a number of advantages and features that…

  7. Nonnative English-Speaking Teachers in the United States: Issues of Identity

    Science.gov (United States)

    Diniz de Figueiredo, Eduardo Henrique

    2011-01-01

    The present study investigated how nonnative English-speaking teachers (NNESTs) working in K-12 schools in the United States perceive their identities in relation to the school environment and its norms, their coworkers and administrators and the students and their families. Specific attention was given to the teachers' concerns prior to arrival…

  8. TU-F-BRE-05: Experimental Determination of K Factor in Small Field Dosimetry

    International Nuclear Information System (INIS)

    Das, I; Akino, Y; Francescon, P

    2014-01-01

    Purpose: Small-field dosimetry is challenging due to charged-particle disequilibrium, source occlusion and more importantly finite size of detectors. IAEA/AAPM has published approach to convert detector readings to dose by k factor. Manufacturers have been trying to provide various types of micro-detectors that could be used in small fields. However k factors depends on detector perturbations and are derived using Monte Carlo simulation. PTW has introduced a microDiamond for small-field dosimetry. An experimental approach is presented to derive the k factor for this detector. Methods: PTW microDiamond is a small volume detector with 1.1 mm radius and 1.0 micron thick synthetic diamond. Output factors were measured from 1×1cm2 to 12×12 cm2 on a Varian machine at various depths using various micro-detectors with published k factors. Dose is calculated as reading * K. Assuming k factor is accurate, output factor should be identical with every micro-detectors. Hence published k values (Francescon et al Med Phys 35, 504-513,2008) were used to covert readings and then output factors were computed. Based on the converged curve from other detectors, k factor for microDiamond was computed versus field size. Results: Traditional output factors as ratio of readings normalized to 10×10 cm2 differ significantly for micro-detectors for fields smaller than 3×3 cm2 which are now being used extensively. When readings are converted to dose, the output factor is independent of detector. Based on this method, k factor for microDiamond was estimated to be nearly constant 0.993±0.007 over varied field sizes. Conclusion: Our method provides a unique opportunity to determine the k factor for any unknown detector. It is shown that even though k factor depends on machine type due to focal spot, however for fields ≥1×1 cm2 this method provides accurate evaluation of k factor. Additionally microDiamond could be used with assumption that k factor is nearly unity

  9. Reactions of teachers versus non-teachers toward people who stutter.

    Science.gov (United States)

    Li, Jian; Arnold, Hayley S

    2015-01-01

    The primary purpose of this study was to assess whether kindergarten through twelfth grade teachers differ from people in non-teaching occupations in their reactions to people who stutter (PWS). Taking differences in age and education into account, we compared reactions to PWS between 263 teachers and 1336 non-teachers in the United States based on their responses on the Public Opinion Survey on Human Attributes-Stuttering (POSHA-S, St. Louis, 2012). Findings indicated that teachers use a greater number and variety of information sources about PWS than the general public and that male teachers do so even more than female teachers. With regard to the other POSHA-S components, accommodating/helping, knowledge/experience, and sympathy/social distancing of PWS, teachers' responses were not significantly different from their non-teaching counterparts. Regardless of occupation, women reported reactions to PWS that are considered more accommodating and helpful to PWS than the reported reactions of men. Readers should be able to: (1) identify the challenges that students who stutter encounter in the K-12 school setting, (2) identify recommended ways teachers can react to their students who stutter, (3) summarize findings regarding teachers' reactions to people who stutter (PWS), and (4) identify key variables that are associated with reactions to PWS. Copyright © 2015 Elsevier Inc. All rights reserved.

  10. Evaluating the Performance of Online K-12 Schools

    Science.gov (United States)

    Carpenter, Dick; Kafer, Krista; Reeser, Kelly; Shafer, Sheryl

    2015-01-01

    This article examines K-12 online student and school performance across an entire state (Colorado) in the United States through two comparisons. First, state assessment scores of students in online schools are compared to those in traditional brick and mortar schools. Second, the accountability scores of online schools are compared to those of…

  11. Effects of paraquat on Escherichia coli: Differences between B and K-12 strains

    International Nuclear Information System (INIS)

    Kitzler, J.W.; Minakami, H.; Fridovich, I.

    1990-01-01

    Escherichia coli B and K-12 are equally susceptible to the bacteriostatic effects of aerobic paraquat, but they differed strikingly when the lethality of paraquat was evaluated. E. coli B suffered an apparent loss of viability when briefly exposed to paraquat, whereas E. coli K-12 did not. This difference depended on the ability of the B-strain, but not the K-12 strain, to retain internalized paraquat; the B strain was killed on aerobic tryptic soy-yeast extract plates during the incubation which preceded the counting of colonies. This difference in retention of paraquat between strains was demonstrated by delayed loss of viability, by growth inhibition, and by cyanide-resistant respiration after brief exposure to paraquat, washing, and testing in fresh medium. This difference was also shown by using [ 14 C]paraquat. This previously unrecognized difference between E. coli B and K-12 has been the cause of apparently contradictory reports and should lead to some reevaluation of the pertinent literature

  12. Engineering design skills coverage in K-12 engineering program curriculum materials in the USA

    Science.gov (United States)

    Chabalengula, Vivien M.; Mumba, Frackson

    2017-11-01

    The current K-12 Science Education framework and Next Generation Science Standards (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed curriculum materials that are being used in K-12 settings. However, little is known about the nature and extent to which engineering design skills outlined in NGSS are addressed in these K-12 engineering education programme curriculum materials. We analysed nine K-12 engineering education programmes for the nature and extent of engineering design skills coverage. Results show that developing possible solutions and actual designing of prototypes were the highly covered engineering design skills; specification of clear goals, criteria, and constraints received medium coverage; defining and identifying an engineering problem; optimising the design solution; and demonstrating how a prototype works, and making iterations to improve designs were lowly covered. These trends were similar across grade levels and across discipline-specific curriculum materials. These results have implications on engineering design-integrated science teaching and learning in K-12 settings.

  13. Theoretical assessment of the electro-optical features of the group III nitrides (B{sub 12}N{sub 12}, Al{sub 12}N{sub 12} and Ga{sub 12}N{sub 12}) and group IV carbides (C{sub 24}, Si{sub 12}C{sub 12} and Ge{sub 12}C{sub 12}) nanoclusters encapsulated with alkali metals (Li, Na and K)

    Energy Technology Data Exchange (ETDEWEB)

    Tahmasebi, Elham [Chemistry Department, Faculty of Science, Lorestan University, Khorram Abad, Lorestan (Iran, Islamic Republic of); Shakerzadeh, Ehsan, E-mail: e.shakerzadeh@scu.ac.ir [Chemistry Department, Faculty of Science, Shahid Chamran University, Ahvaz (Iran, Islamic Republic of); Biglari, Zeinab [Chemistry Department, Faculty of Science, Lorestan University, Khorram Abad, Lorestan (Iran, Islamic Republic of)

    2016-02-15

    Graphical abstract: - Highlights: • Encapsulation of Li, Na and K narrow the HOMO–LUMO gaps of the clusters. • The group III nitrides nanoclusters strongly interacted with the alkali metals. • First hyperpolarizabilities remarkably enhance for B{sub 12}N{sub 12} encapsulated with Na/K. - Abstract: Density functional theory (DFT) calculations have been carried out to study the influence of alkali metals (Li, Na and K) encapsulation within the group III nitrides (B{sub 12}N{sub 12}, Al{sub 12}N{sub 12} and Ga{sub 12}N{sub 12}) and the group IV carbides (C{sub 24}, Si{sub 12}C{sub 12}and Ge{sub 12}C{sub 12}) nanoclusters. The encapsulation of Li, Na and K atoms is found to narrow the HOMO–LUMO gaps of the considered clusters. The electronic properties of these clusters, especially the group III nitrides nanoclusters, are strongly sensitive to interaction with the alkali metals. Moreover it is observed that the encapsulation of alkali metals enhances the first hyperpolarizabilities of B{sub 12}N{sub 12} nanocluster. Surprisingly, due to the alkali metals encapsulation within B{sub 12}N{sub 12} nanocluster, the first hyperpolarizability values are remarkably increased to 8505.49 and 122,503.76 a.u. for Na@B{sub 12}N{sub 12} and K@B{sub 12}N{sub 12}, respectively. Also the TD-DFT calculations at both CAM-B3LYP/6-311+G(d) and PBE0/6-311+G(d) levels of theory are also performed to investigate the origin of first hyperpolarizabilities.

  14. 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…

  15. Online System Adoption and K-12 Academic Outcomes

    Science.gov (United States)

    Kimmons, R.

    2015-01-01

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

  16. 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…

  17. Power cables with extruded insulation and their accessories for rated voltages from 1 kV (Um = 1,2 kV) up to 30 kV (Um = 36 kV) : Part 2: cables for rated voltages from 6 kV (Um = 7,2 kV) up to 30 kV (Um = 36 kV)

    CERN Document Server

    International Electrotechnical Commission. Geneva

    2005-01-01

    Power cables with extruded insulation and their accessories for rated voltages from 1 kV (Um = 1,2 kV) up to 30 kV (Um = 36 kV) : Part 2: cables for rated voltages from 6 kV (Um = 7,2 kV) up to 30 kV (Um = 36 kV)

  18. Education as a Commodity: Who Owns the Online Content Your Teachers Create?

    Science.gov (United States)

    Axelson, Mary

    2001-01-01

    As the Internet becomes increasingly commercialized, the K-12 world will need to follow higher education's lead and define who owns a wealth of instructional information. Some companies are actively seeking to purchase teacher-created work. Teachers generally own what they create, but district policies should be in place. (MLH)

  19. Active Commuting among K-12 Educators: A Study Examining Walking and Biking to Work

    OpenAIRE

    Bopp, Melissa; Hastmann, Tanis J.; Norton, Alyssa N.

    2013-01-01

    Background. Walking and biking to work, active commuting (AC) is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. Methods. A volunteer sample of K-12 educators (n = 437) was recruited to partici...

  20. California's K-12 Public Schools. How Are They Doing?

    National Research Council Canada - National Science Library

    Carroll, Stephen J; Krop, Cathy; Arkes, Jeremy; Morrison, Peter A; Flanagan, Ann

    2005-01-01

    ... are no longer performing as well as they did previously or as well as schools in other states. The primary objective of our study was to look closely at California's public system of kindergarten through twelfth grade (K-12...

  1. Bringing Space Scientists, Teachers, and Students Together With The CINDI E/PO Program

    Science.gov (United States)

    Urquhart, M.; Hairston, M.

    2007-12-01

    We will report on the activities, challenges, and successes of the ongoing collaboration between the William B. Hanson Center for Space Sciences (CSS) and the Department of Science/Mathematics Education (SME) at the University of Texas at Dallas. At the core of our partnership is the Education and Public Outreach program for the Coupled Ion / Neutral Dynamics Investigation (CINDI) instrument. CINDI is a NASA-funded program on the Air Force's Communication / Navigation Outage Forecast Satellite (C/NOFS) which will be launched in summer 2008. The CSS faculty and research scientists and the SME faculty and students have created a dynamic program that brings scientists and K-12 teachers together. Our activities include middle and high school curriculum development, teachers workshops, graduate course work for teachers, creation of the popular "Cindi in Space" educational comic book, and bringing K-12 teachers and students to work and/or visit with the CINDI scientists. We will present the outcomes of this collaborative effort as well as our recent experience of having a physics teacher from a local high school as our Teacher in Residence at CSS in summer 2007.

  2. The lon gene and photoprotection in Escherichia coli K-12

    International Nuclear Information System (INIS)

    Waksman, G.; Thomas, G.; Favre, A.

    1984-01-01

    Photoprotection, i.e. the increased resistance of the cells preilluminated with near ultraviolet light (300-380 nm) to the lethal action of 254nm radiations requires either an integrated prophage or a recA mutation in Escherichia coli K12 strains. Significant photoprotection occurs in an Escherichia coli K12 recA + cell containing the lon allele responsible for filamentous growth after 254nm irradiation. The Fil phenotype can be suppressed by the sfiA or sfiB suppressor genes. Since the E. coli K12 recA + lon sfiB strain exhibits no more photoprotection, it is concluded that in lon strains photoprotection is due to the abolition of the 254nm induced filamentation by the near ultraviolet treatment. In addition, near ultraviolet illumination of the cells leads to a severe restriction of the bulk protein synthesis. This effect is observed only in nuv + cells that contain 4-thiouridine the chromophore responsible for photoprotection. It is proposed that in lon (lysogenic strains) photoprotection is due to prevention of the SOS response. During the growth lag, the low residual level of protein synthesis does not allow the induction of the SOS response and accordingly prevents filamentation (the lytic cycle). (author)

  3. A New Era of Science Education: Science Teachers' Perceptions and Classroom Practices of Science, Technology, Engineering, and Mathematics (STEM) Integration

    Science.gov (United States)

    Wang, Hui-Hui

    Quality STEM education is the key in helping the United States maintain its lead in global competitiveness and in preparing for new economic and security challenges in the future. Policymakers and professional societies emphasize STEM education by legislating the addition of engineering standards to the existing science standards. On the other hand, the nature of the work of most STEM professionals requires people to actively apply STEM knowledge to make critical decisions. Therefore, using an integrated approach to teaching STEM in K-12 is expected. However, science teachers encounter numerous difficulties in adapting the new STEM integration reforms into their classrooms because of a lack of knowledge and experience. Therefore, high quality STEM integration professional development programs are an urgent necessity. In order to provide these high quality programs, it is important to understand teachers' perceptions and classroom practices regarding STEM integration. A multiple-case study was conducted with five secondary school science teachers in order to gain a better understanding of teachers' perceptions and classroom practices in using STEM integration. This study addresses the following research questions: 1) What are secondary school science teachers' practices of STEM integration? 2) What are secondary science teachers' overall perceptions of STEM integration? and 3) What is the connection between secondary science teachers' perceptions and understanding of STEM integration with their classroom practices? This research aims to explore teachers' perceptions and classroom practices in order to set up the baseline for STEM integration and also to determine STEM integration professional development best practices in science education. Findings from the study provide critical data for making informed decision about the direction for STEM integration in science education in K-12.

  4. A Factor-Analytic Validity Study of the Blumberg-Amidon "Teacher Perceptions of Supervisor-Teacher Conferences" Instrument.

    Science.gov (United States)

    Sirois, Herman A.; Gable, Robert K.

    1979-01-01

    It was found that the Blumberg-Amidon instrument, which was administered to 31 randomly selected in-service teachers, grades K-12, is a two-factor or two-scale measure (Relationships, Productivity) which may also be interpreted as a one-scale measure (Productive Relationships), each with a high degree of reliability. (Author/NQ)

  5. Examining Teachers' Use of iPads: Comfort Level, Perception, and Use

    Science.gov (United States)

    Liu, Min; Navarrete, Cesar C.; Scordino, Robert; Kang, Jina; Ko, Yujung; Lim, Mihyun

    2016-01-01

    While there is evidence of the growing popularity of iPads and other tablets in K-12 education, little is understood about how teachers use these devices in their instruction. This study examines 342 teachers' comfort level with and perception toward iPad use and any changes that occurred over the implementation year. Using a mixed-methods design,…

  6. Navigating Teacher Leaders' Complex Relationships Using a Distributed Leadership Framework

    Science.gov (United States)

    Klein, Emily J.; Taylor, Monica; Munakata, Mika; Trabona, Kristen; Rahman, Zareen; McManus, Jason

    2018-01-01

    This article presents findings from a multi-year, qualitative study of K-12 science teacher fellows involved in a grant-funded professional development program. This research hones in on Year 2 where we examine the actions our fellows have taken in their districts as science teacher leaders and their sense of agency. The following main themes…

  7. The pathways of high school science teachers and policy efforts to alter the pipeline

    Science.gov (United States)

    Sass, Tim

    2012-03-01

    There is currently much interest in improving the quality of science education in K-12 schools and encouraging more students, particularly minorities and women, to pursue careers in STEM fields. Two interrelated issues are at the forefront: the quality of science teachers and the supply of science teachers. Education research in general finds that the single most important school-based factor affecting student achievement is teacher quality. While there is little evidence that teacher credentials matter for student achievement in the lower grades, there is at least some evidence that content knowledge is an important determinant of teacher quality in middle and secondary schools. However, little is known about the pre-service preparation of high school science teachers and how the training of science teachers affects their performance in the classroom. While there are many efforts underway to increase the supply of science teachers, little is known about the supply of science teachers from different pathways and the factors that lead science teachers to leave the profession. In this presentation I discuss recent work on the supply of teachers from alternative pathways, focusing on high school science teachers. I also summarize the literature on teacher quality and attrition, emphasizing the current state of knowledge on secondary school teachers. Finally, I present current policy initiatives and discuss the likelihood of their success given current research findings.

  8. Inquiry-based course in physics and chemistry for preservice K-8 teachers

    Directory of Open Access Journals (Sweden)

    Michael E. Loverude

    2011-05-01

    Full Text Available We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat unusual for its interdisciplinary focus. We describe the course structure in detail, providing examples of course materials and assessment strategies. Finally, we provide research data illustrating both the need for the course and the effectiveness of the course in developing student understanding of selected topics. Student responses to various questions reflect a lack of understanding of many relatively simple physical science concepts, and a level of performance that is usually lower than that in comparable courses serving a general education audience. Additional data suggest that course activities improve student understanding of selected topics, often dramatically.

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

    Science.gov (United States)

    van Trieste, Lynne M.

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

  10. CP violation and ΔI=1/2 enhancement in K decays

    International Nuclear Information System (INIS)

    Choudhury, S.R.; Scadron, M.D.

    1996-01-01

    We study CP-conserving and CP-violating K 0 →ππ and K 0 →ππγ decays, using the same techniques which explain the ΔI=1/2 enhancement of the former to also explore CP violation of the latter transitions. If CP violation is driven by the WWγ vertex, we show that direct CP violation in K L →ππγ is scaled to the s→dγ E1 quark transition and the latter is suppressed by the GIM mechanism (compatible with recent experiments). In the same spirit, the dominant ΔI=1/2 enhancement of CP-conserving kaon weak decays can be scaled to an s→d quark transition which is enhanced by the GIM mechanism. copyright 1996 The American Physical Society

  11. Perspectives on...Special Collections at ARL Libraries and K-12 Outreach: Current Trends

    Science.gov (United States)

    Visser, Michelle

    2006-01-01

    This article examines the results of a survey sent to Association of Research Libraries (ARL) Special Collections requesting information on outreach to K-12 students. Over half of the respondents work with K-12 and many of those who currently do not are planning to. New pressures and changing philosophies contribute to this trend.

  12. Neuroscience & the Classroom: Making Connections. A Video Course for Grades K-12 Teachers and School Counselors

    Science.gov (United States)

    Annenberg Learner, 2012

    2012-01-01

    Exciting developments in the field of neuroscience are leading to a new understanding of how the brain works that is beginning to transform teaching in the classroom. "Neuroscience & the Classroom: Making Connections" brings together researchers and educators in a dialog about how insights into brain function can be harnessed by teachers for use…

  13. The influence of excess K2O on the electrical properties of (K,Na)1/2Bi1/2TiO3 ceramics

    Science.gov (United States)

    Li, Linhao; Li, Ming; Sinclair, Derek C.

    2018-04-01

    The solid solution (KxNa0.50-x)Bi0.50TiO3 (KNBT) between Na1/2Bi1/2TiO3 and K1/2Bi1/2TiO3 (KBT) has been extensively researched as a candidate lead-free piezoelectric material because of its relatively high Curie temperature and good piezoelectric properties, especially near the morphotropic phase boundary (MPB) at x ˜ 0.10 (20 mol. % KBT). Here, we show that low levels of excess K2O in the starting compositions, i.e., (Ky+0.03Na0.50-y)Bi0.50TiO3.015 (y-series), can significantly change the conduction mechanism and electrical properties compared to a nominally stoichiometric KNBT series (KxNa0.50-x)Bi0.50TiO3 (x-series). Impedance spectroscopy measurements reveal significantly higher bulk conductivity (σb) values for y ≥ 0.10 samples [activation energy (Ea) ≤ 0.95 eV] compared to the corresponding x-series samples which possess bandgap type electronic conduction (Ea ˜ 1.26-1.85 eV). The largest difference in electrical properties occurs close to the MPB composition (20 mol. % KBT) where y = 0.10 ceramics possess σb (at 300 °C) that is 4 orders of magnitude higher than that of x = 0.10 and the oxide-ion transport number in the former is ˜0.70-0.75 compared to processing. This demonstrates the electrical properties of KNBT to be sensitive to low levels of A-site nonstoichiometry and indicates that excess K2O in KNBT starting compositions to compensate for volatilisation can lead to undesirable high dielectric loss and leakage currents at elevated temperatures.

  14. Educational Research in the United States: A Survey of Pre-K-12 Teachers' Perceptions Regarding the Purpose, Conceptions, Use, Impact, and Dissemination

    Science.gov (United States)

    Mahoney, Shawn

    2013-01-01

    The purpose of this survey study was to collect data from pre-K-12 educators in the U.S. regarding their perceptions of the purpose, conceptions, use, impact, and results of educational research. The survey tool was based on existing questionnaires and case studies in the literature, as well as newly developed items. 3,908 educators in a database…

  15. The Relationship between Internal Teacher Profiles and the Quality of Teacher-Child Interactions in Prekindergarten

    Science.gov (United States)

    Decker-Woodrow, Lauren

    2018-01-01

    This study investigates the relationship between internal teacher profiles and pre-K teacher-child interaction quality in the pre-K classroom. Two questions were addressed: (1) What internal profiles exist for pre-kindergarten (pre-K) teachers? and (2) Do internal profiles relate to observed structural and process quality in the pre-K classroom?…

  16. Virtual Schools: The Changing Landscape of K-12 Education in the U.S.

    Science.gov (United States)

    Toppin, Ian N.; Toppin, Sheila M.

    2016-01-01

    Virtual schools are a growing phenomenon in k-12 education. School systems in almost every state in the United States offer some version of fully online or blended education. It is no longer far-fetched to conclude that if the current trend continues, virtual school enrollments will eclipse those of traditional brick-and-mortar k-12 institutions…

  17. Examining a math-science professional development program for teachers in grades 7-12 in an urban school district in New York State

    Science.gov (United States)

    Kaszczak, Lesia

    With the adoption of the Common Core State Standards in New York State and the Next Generation Science Standards, it is more important than ever for school districts to develop professional development programs to provide teachers with the resources that will assist them in incorporating the new standards into their classroom instruction. This study focused on a mathematics and science professional development program known as STEMtastic STEM. The two purposes of the study were: to determine if there is an increase in STEM content knowledge of the participants involved in year two of a three year professional development program and to examine the teachers' perceptions of the impact of the professional development program on classroom instruction. The sample included teachers of grades 7-12 from an urban school district in New York State. The scores of a content knowledge pre-test and post-test were analyzed using a paired sample t-test to determine any significant differences in scores. In order to determine mathematics and science teachers' perceptions of the impact of the professional development program, responses from a 22 item Likert-style survey were analyzed to establish patterns of responses and to determine positive and negative perceptions of participants of the professional development program. A single sample t-test was used to determine if the responses were significantly positive. The results of this study indicated that there was no significant increase in content knowledge as a result of participation in the STEMtastic STEM professional development program. Both mathematics and science teachers exhibited significant positive perceptions of items dealing with hands-on participation during the professional development; support provided by STEMtastic STEM specialists; and the support provided by the administration. It was concluded that both mathematics and science teachers responded positively to the training they received during the professional

  18. 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.

  19. 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…

  20. Increasing ocean sciences in K and 1st grade classrooms through ocean sciences curriculum aligned to A Framework for K-12 Science Education, and implementation support.

    Science.gov (United States)

    Pedemonte, S.; Weiss, E. L.

    2016-02-01

    Ocean and climate sciences are rarely introduced at the early elementary levels. Reasons for this vary, but include little direct attention at the national and state levels; lack of quality instructional materials; and, lack of teacher content knowledge. Recent recommendations by the National Research Council, "revise the Earth and Space sciences core ideas and grade band endpoints to include more attention to the ocean whenever possible" (NRC, 2012, p. 336) adopted in the Next Generation Science Standards (NGSS), may increase the call for ocean and climate sciences to be addressed. In response to these recommendations' and the recognition that an understanding of some of the Disciplinary Core Ideas (DCIs) would be incomplete without an understanding of processes or phenomena unique to the ocean and ocean organisms; the ocean Literacy community have created documents that show the alignment of NGSS with the Ocean Literacy Principles and Fundamental Concepts (Ocean Literacy, 2013) as well as the Ocean Literacy Scope and Sequence for Grades K-12 (Ocean Literacy, 2010), providing a solid argument for how and to what degree ocean sciences should be part of the curriculum. However, the percentage of science education curricula focused on the ocean remains very low. This session will describe a new project, that draws on the expertise of curriculum developers, ocean literacy advocates, and researchers to meet the challenges of aligning ocean sciences curriculum to NGSS, and supporting its implementation. The desired outcomes of the proposed project are to provide a rigorous standards aligned curricula that addresses all of the Life Sciences, and some Earth and Space Sciences and Engineering Design Core Ideas for Grades K and 1; and provides teachers with the support they need to understand the content and begin implementation. The process and lessons learned will be shared.

  1. A Pre-Service Teacher Training Model with Instructional Technology Graduate Students as Peer Coaches to Elementary Pre-Service Teachers

    Science.gov (United States)

    Slagter van Tryon, Patricia J.; Schwartz, Catherine Stein

    2012-01-01

    This paper describes a peer coaching collaboration between graduate students in a Master's program in Instructional Technology and undergraduate pre-service teachers enrolled in an elementary mathematics methods course. Integrated as a major project in a graduate level K-12 technology integration course, the Instructional Technology students…

  2. Teaching for Application: A Model for Assisting Pre-Service Teachers with Technology Integration

    Science.gov (United States)

    Hur, Jung Won; Cullen, Theresa; Brush, Thomas

    2010-01-01

    The purpose of this paper is to introduce a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K-12 classrooms. Based on studies in teacher education, learning theory, and technology integration, the authors define five essential characteristics necessary for pre-service teacher…

  3. Teaching Teachers: Assessing Students as Scientists

    Science.gov (United States)

    Russ, Rosemary S.; Conlin, Luke

    2017-01-01

    Most elementary science teachers would like to give their students opportunities to do science. The "Next Generation Science Standards" and "A Framework for K-12 Science Education" (NGSS Lead States 2013; NRC 2012) make this goal explicit by requiring that students learn how to engage in the practices of science. Consequently,…

  4. District Stressors and Teacher Evaluation Ratings

    Science.gov (United States)

    Lenhoff, Sarah Winchell; Pogodzinski, Ben; Mayrowetz, David; Superfine, Benjamin Michael; Umpstead, Regina R.

    2018-01-01

    Purpose: Federal and state policymakers in the USA have sought to better differentiate the performance of K-12 teachers by enacting more rigorous evaluation policies. The purpose of this paper is to investigate whether these policies are working as intended and explore whether district stressors such as funding, enrollment, and governance are…

  5. Teacher Student Control Ideology and Burnout: Their Correlation

    Science.gov (United States)

    Bas, Gokhan

    2011-01-01

    The purpose of this study is to examine the correlation between elementary teachers' student control ideologies and their perceived burnout levels and to determine to what extent teachers' student control ideologies predict their burnout. Three hundred and seventy-six teachers from 12 elementary schools in Nigde, Turkey participated in the study.…

  6. 1:12,000 Grid of Louisiana, Geographic NAD83, LGS (2007) [quad12k_losco_2007

    Data.gov (United States)

    Louisiana Geographic Information Center — This "QUAD12K_LOSCO_2007" ploygon shapefile is a reference index to the polygon footprints of Digital Orthographic Quarter Quadrangles (DOQQs) for Louisiana and a...

  7. Teacher Research as Professional Development for P-12 Music Teachers

    Science.gov (United States)

    Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael

    2014-01-01

    The purpose of this study was to examine the experiences of seven music educators who conducted teacher research in their classrooms and to document whether the teachers and the local school district considered the project as professional development. Research questions included: (1) How do these music educators describe the experience of planning…

  8. Determinants of Teachers' Attitudes towards E- Learning in Tanzanian Higher Learning Institutions

    Science.gov (United States)

    Kisanga, Dalton H.

    2016-01-01

    This survey research study presents the findings on determinants of teachers' attitudes towards e-learning in Tanzanian higher learning institutions. The study involved 258 teachers from 4 higher learning institutions obtained through stratified, simple random sampling. Questionnaires and documentary review were used in data collection. Data were…

  9. A Study of Factors That Influence Job Satisfaction of Teachers at a Southeast Christian School

    Science.gov (United States)

    Churchwell, Mark S.

    2016-01-01

    This quantitative study investigated factors that influence the job satisfaction of teachers at a large K-12 Christian school. Selected demographic variables (gender, marital status, grade level taught, and years of teaching experience) were examined for their relationships with teacher job satisfaction. The following overarching question guided…

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

    Science.gov (United States)

    Harron, Jason R.; Hughes, Joan E.

    2018-01-01

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

  11. Teacher and Leader Perceptions Concerning the Implementation of a Web-Based Data Warehouse for Instructional Decision-Making

    Science.gov (United States)

    Curtis, Jennifer Lee

    2010-01-01

    The purpose of this study was to identify, describe, and examine the perceptions of teachers and leaders when implementing a Web-based data warehouse (DW) for instructional decision-making in a K-12 public school setting. It identified the challenges and benefits of DW implementation by measuring teacher and leader concerns, studied teacher and…

  12. Elementary School Teachers' Beliefs about the Role of Technology in 21st-Century Teaching and Learning

    Science.gov (United States)

    O'Neal, LaToya J.; Gibson, Philip; Cotten, Shelia R.

    2017-01-01

    Technological advancements have led to changes in the expectations placed on K-12 teachers. Teachers are now expected to better equip students with 21st-century skills, making it important to understand teachers' beliefs about the role of technology in teaching and learning and the skills their students need to be successful. Using a qualitative…

  13. It's Time to Turn the Digital Page: Preservice Teachers Explore E-Book Reading

    Science.gov (United States)

    Larson, Lotta C.

    2013-01-01

    This article describes what happened when 49 preservice teachers participated in an e-book reading experience in order to prepare them to teach with e-books in K-12 classrooms. In addition to examining the preservice teachers' digital reading behaviors and dispositions, this manuscript also examines reader factors and text factors of digital texts…

  14. Labor Market Effects of Pensions and Implications for Teachers. Conference Paper 2009-06

    Science.gov (United States)

    Friedberg, Leora; Turner, Sarah

    2009-01-01

    While the pension plan landscape has changed remarkably over the last two decades, with most private-sector workers seeing a shift from defined benefit (DB) to defined contribution (DC) plans, DB pension plans remain the overwhelming norm for K-12 teachers employed by state and local governments. With DB plans, teachers typically receive minimal…

  15. A Graduate Student's Experience and Perspective on a Student-Teacher-Researcher Partnership

    Science.gov (United States)

    Bostic, J.; Stylinski, C.; Doty, C.

    2017-12-01

    Teachers and their K-12 students lack firsthand experience in science research and often harbor misconceptions about science practices and the nature of science. To address this challenge, the NOAA-funded Student-Teacher-Researcher (STAR) partnership that provides rural high school students with authentic research experiences investigating the amount and sources of nitrate in schoolyard runoff. Teachers received training, guiding curricular materials aligned with NGSS and in-classroom support. With a focus on evidence-based reasoning skills, students actively participate in the research process through sample collection, data analysis, and an in-person discussion of conclusions and implications with our scientist team. As a member of this team, I assisted with refining the study design, analyzing nitrate isotope runoff samples, and sharing insights and feedback with students during the in-person discussion session. Assessment results indicate student gained an understanding of nitrate pollution and of science practices. As a graduate student, young scientist, and possessor of a B.S. in Science Education, I already recognized the value of involving K-12 students and teachers in authentic research experiences, as these experiences expose students to the nature of science while also improving content knowledge. During the STAR partnership, I learned firsthand some of the obstacles presented during outreach involving partnerships between a research institution and schools, such as inflexibility of school scheduling and the need for flexibility with research questions requiring complex lab analysis. Additionally, I discovered the challenge of working systemically across a school district, which can have broad impact but limit student experiences. Highlights of my experience included interactions with students and teachers, especially when students have unexpected answers to my questions, providing novel explanations for patterns observed in the data. Despite the

  16. 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…

  17. Flood analyses for Department of Energy Y-12, ORNL and K-25 Plants. Flood analyses in support of flood emergency planning

    International Nuclear Information System (INIS)

    1995-05-01

    The study involved defining the flood potential and local rainfall depth and duration data for the Department of Energy's (DOE) Y-12, Oak Ridge National Laboratory (ORNL), and K-25 plants. All three plants are subject to flooding from the Clinch River. In addition, the Y-12 plant is subject to flooding from East Fork Poplar and Bear Creeks, the ORNL plant from Whiteoak Creek and Melton Branch, and the K-25 plant from Poplar Creek. Determination of flood levels included consideration of both rainfall events and postulated failures of Norris and Melton Hill Dams in seismic events

  18. Determining the K-content of single-grains of feldspar for luminescence dating

    International Nuclear Information System (INIS)

    Smedley, R.K.; Duller, G.A.T.; Pearce, N.J.G.; Roberts, H.M.

    2012-01-01

    Feldspars form a solid-solution series whereby the K-content may range from 0 to 14%. LA-ICP-MS measurements for density-separated single-grains of feldspar yielded realistic concentrations of K within the range of those naturally occurring, and also highlighted the difficulty in isolating the pure end members during density-separation. No direct relationship was found between the thermal stability of the infrared-stimulated luminescence (IRSL) signal and measured K-content of individual grains. However, the brightest IRSL and post-IR IRSL signals originated from grains with ∼12% K-content. All grains giving a measurable signal had K-content between 6 and 13%, therefore it is suggested that an internal K-content of 10 ± 2% can be assumed for routine single-grain dating of density-separated K-feldspars. - Highlights: ► Measure range of K for single-grains of density separated feldspar using LA-ICP-MS. ► Single-grain thermal stability and brightness do not directly relate to K-content. ► Brightest 3 grains measured ∼12% K and provided the majority of the IRSL signals.

  19. Tablets in K-12 Education: Integrated Experiences and Implications

    Science.gov (United States)

    An, Heejung, Ed.; Alon, Sandra, Ed.; Fuentes, David, Ed.

    2015-01-01

    The inclusion of new and emerging technologies in the education sector has been a topic of interest to researchers, educators, and software developers alike in recent years. Utilizing the proper tools in a classroom setting is a critical factor in student success. "Tablets in K-12 Education: Integrated Experiences and Implications"…

  20. Tseunis Transformative Teacher Induction Plan, T3IP: TTTIPing the Scale in Favor of Reform

    Science.gov (United States)

    Tseunis, Paula

    2011-01-01

    Facing a teacher shortage in math, science, and language arts secondary courses, a suburban, unified, K-12 district partnered with a university in the southwest to create a program for alternatively certified teachers. This specialized program permitted candidates to teach with an intern certificate while completing university coursework leading…

  1. The Perceptions of Teachers Regarding Their Knowledge, Beliefs, and Practices of Brain-Based Learning Strategies

    Science.gov (United States)

    Ridley, Janice Rebecca Becky

    2012-01-01

    The purpose of this dissertation was to assess K-12 teachers' perceptions of knowledge, beliefs, and practices toward brain-based learning strategies, how their knowledge relates to their beliefs and practices, and how their beliefs relate to their classroom practices. This research also investigated relationships between teachers' gender, years…

  2. Professional Development for Teachers of English Language Learners: Discursive Norms, Learning Processes, and Professional Communities

    Science.gov (United States)

    Molle, Daniella

    2010-01-01

    The lack of empirical scholarship on professional development initiatives for teachers of English language learners (ELLs) in US schools has been repeatedly documented in educational research. The present dissertation project examines a professional development course specifically designed for K-12 teachers of ELLs. The course aims to foster the…

  3. Trace and essential elements determination in baby formulas milk by INAA and k0-INAA techniques

    International Nuclear Information System (INIS)

    Lylia Hamidatou; Hocine Slamene; Tarik Akhal; Alaa Boulegane

    2014-01-01

    As a part of the food analysis program executed at Es-Salam research reactor by neutron activation analysis laboratory, the concentration of As, Ba, Br, Ca, Fe, K, La, Rb and Zn in baby formulas milk have been determined by using INAA and k 0 -NAA techniques. It was found that the concentration of all elements obtained by both techniques was relatively identical for the three brands of the 0-6 and 6-12 months of analyzed samples. In addition, the analytical results have been compared with those given by producers. (author)

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2004-08-01

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

  5. Preservice Teachers' Microblogging: Professional Development via Twitter

    Science.gov (United States)

    Carpenter, Jeffrey

    2015-01-01

    Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators' use of the microblogging service Twitter to facilitate professional development appears to be on the rise. Research on microblogging as a part of teacher education is, however, limited. This paper investigates the use of Twitter by preservice…

  6. Teachers' Perceptions of Factors Affecting Their Adoption and Acceptance of Mobile Technology in K-12 Settings

    Science.gov (United States)

    Khlaif, Zuheir

    2018-01-01

    Factors influencing the adoption and acceptance of tablets as a mobile technology were explored one year after their integration in middle schools in Palestine. Semi-structured interviews were conducted with 15 teachers. The participants held a variety of attitudes toward accepting mobile technologies in their instruction. The findings revealed…

  7. Understanding and Preventing Violence Directed against Teachers: Recommendations for a National Research, Practice, and Policy Agenda

    Science.gov (United States)

    Espelage, Dorothy; Anderman, Eric M.; Brown, Veda Evanell; Jones, Abraham; Lane, Kathleen Lynne; McMahon, Susan D.; Reddy, Linda A.; Reynolds, Cecil R.

    2013-01-01

    Violence directed against K-12 teachers is a serious problem that demands the immediate attention of researchers, providers of teacher pre-service and in-service training, school administrators, community leaders, and policymakers. Surprisingly, little research has been conducted on this growing problem despite the broad impact teacher…

  8. Substitution disorder and photoluminescent property of a new rare-earth borate: K{sub 3}TbB{sub 6}O{sub 12}

    Energy Technology Data Exchange (ETDEWEB)

    Zhao, Dan; Ma, Fa-Xue; Huang, Min; Chen, Peng-Fei; Zhang, Rong-Hua [Henan Polytechnic Univ., Jiaozuo (China). College of Chemistry and Chemical Engineering; Zhang, Rui-Juan [Henan Polytechnic University, Jiaozuo (China). Academic Affairs Office; Wei, Wei [Capital Normal Univ., Beijing (China). Dept. of Chemistry

    2016-11-01

    A new rare-earth borate K{sub 3}TbB{sub 6}O{sub 12} has been prepared using the high temperature molten salt method and was structurally determined by single crystal X-ray diffraction analyses. The structure features a three-dimensional (3D) framework which is composed of isolated B{sub 5}O{sub 10}, KO{sub 6}, KO{sub 8} and TbO{sub 6} groups. An atom site in the 3{sub 2} screw axis is shared by K and Tb atoms with the molar ratio of 1:1. The self-activated photoluminescence (PL) property of K{sub 3}TbB{sub 6}O{sub 12} was studied. Under the excitation of 378 nm, the emission spectrum exhibits an intense green emission centered at 543-548 nm with the chromaticity coordinates (0.342, 0.590), which can be assigned to the {sup 5}D{sub 4} → {sup 7}F{sub 5} transition of Tb{sup 3+}. The excitation spectra cover a wide range from 330 to 385 nm, which suggests that the K{sub 3}TbB{sub 6}O{sub 12} phosphors can be effectively excited by a near-UV light source. One may expect that compound K{sub 3}TbB{sub 6}O{sub 12} can be used as a green phosphor pumped by near-UV LED chips.

  9. What Did They Take Away?: Examining Newly Qualified U.S. Teachers' Visions of Learning and Teaching Science in K-8 Classrooms

    Science.gov (United States)

    Roberts-Harris, Deborah

    2014-01-01

    This study investigated newly qualified K-8 teachers' visions of science learning and teaching after they had completed preparation in a science teaching methods course I taught. What visions of science learning and teaching were these newly qualified teachers taking away from my course? How did these visions compare with those advocated by reform…

  10. Blended learning in K-12 mathematics and science instruction -- An exploratory study

    Science.gov (United States)

    Schmidt, Jason

    Blended learning has developed into a hot topic in education over the past several years. Flipped classrooms, online learning environments, and the use of technology to deliver educational content using rich media continue to garner national attention. While generally well accepted and researched in post-secondary education, not much research has focused on blended learning in elementary, middle, and high schools. This thesis is an exploratory study to begin to determine if students and teachers like blended learning and whether or not it affects the amount of time they spend in math and science. Standardized achievement test data were also analyzed to determine if blended learning had any effect on test scores. Based on student and teacher surveys, this population seems to like blended learning and to work more efficiently in this environment. There is no evidence from this study to support any effect on student achievement.

  11. Determination of K-40 in croquettes

    International Nuclear Information System (INIS)

    Escalona L, M. I.; Campillo R, G. E.; Vega C, H. R.; Garcia S, E.

    2017-10-01

    The health of the pets depends on several factors; one of the most important is the quality of their diet. The dog (Canis lupus familiaris) is a carnivorous mammal of the family of canines that is part of the most accepted pets. For the feeding of these pets is common to use industrial foods such as croquettes that offer many advantages, however they also contribute to the intake of radioisotopes that can affect their health. Potassium is an essential element for health, naturally there are 3 isotopes: K-39, K-40 and K-41. The K-40 is radioactive with 1,248 x 10 9 years of half-life that when decaying emits beta particles and photons of 1.42 MeV. In this work, potassium 40 activity was determined in croquette brands: Dog Chow, Canine Power and Exceed; KCl was used as a standard and dehydrated pea was used as control. The croquettes and peas were ground and weighed 160 grams of each sample, of KCl and pea, which were placed in Marinelli containers that were measured with a spectrometric system for γ rays and with a Nal(Tl) scintillator of 7.62 cm in diameter and 7.62 cm in height. It was found that the average activity of K-40 in all the measured brands is 5.0 ± 0.3 Bq per croquettes gram. (Author)

  12. 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,…

  13. The Pursuit of Quality over Quantity in TESOL Teacher Education: Coursework versus Test Only

    Science.gov (United States)

    Sehlaoui, Abdelilah Salim; Shinge, Manjula

    2013-01-01

    The purpose of this study was to examine whether licensed in-service teachers of English for speakers of other languages (ESOL) in K-12 schools are more knowledgeable in the area of applied linguistics than their nonlicensed counterparts, and whether the ESOL-licensed teachers who have taken courses toward their licensure are more knowledgeable in…

  14. Design and validation of a standards-based science teacher efficacy instrument

    Science.gov (United States)

    Kerr, Patricia Reda

    National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA

  15. Determination of potassium in several plants and study of potassium transfer to different beverages, including tequila, by measurement of 40K

    International Nuclear Information System (INIS)

    Navarrete, J.M.; Muller, G.; Cabrera, L.; Martinez, T.

    2006-01-01

    Measurement of 40 K was used for determination of potassium concentrations in leaves of agave and maguey cactus leaves, and coffee beans of various origins. The procedure was also used to study potassium transfer to tequila (alcoholic drink made of agave cactus), and the cactus and coffee infusions using 40 K as a natural radioactive tracer. Counting of 40 K in Marinelli containers with the aid of a low background NaI(Tl) scintillation detection system for 12-24 hours was employed. The method appeared to be simple and suitable for determination of potassium concentrations in large samples, which eliminates homogeneity problems. (author)

  16. Methods for Marine Ecosystems Research through the Use of PDAs with Preservice Teachers

    Directory of Open Access Journals (Sweden)

    Antoinette Bruciati

    2005-10-01

    Full Text Available Science teachers are charged with the task of providing students in grades K-12 with opportunities that will enable them to make sense of science and develop habits of mind. One goal of science education is to prepare well-rounded citizens who are scientifically literate. Through inquiry-based learning, students formulate questions, perform investigations, and construct new understandings. It is important for preservice science teachers to be introduced to current techniques, discoveries, and debates in the field of science. The use of personal digital assistants (PDAs can provide K-12 students with increased opportunities for exploring and learning through scientific investigations. In order for these devices to be successfully integrated into classroom instruction, changes in teaching methodologies must be adopted. This paper presents a model lesson that can be used to guide preservice teachers in the use of PDAs for studying a marine ecosystem. The field experience takes place on the shoreline of Long Island Sound at Stratford Point, in Stratford Connecticut.

  17. Initiating New Science Partnerships in Rural Education (INSPIRE) Brining STEM Research to 7th-12th Grade Science and Math Classrooms

    Science.gov (United States)

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

    2012-12-01

    The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE currently in its third year of partnering ten graduate students each year from the STEM fields of Geosciences, Engineering, Physics and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to enhance graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in science and math classrooms for grades 7-12 through inquiry experiences. Each graduate student is responsible for the development of two lessons each month of the school year that include an aspect of their STEM research, including the technologies that they may utilize to conduct their STEM research. The plans are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms and total over 300 lesson activities to date. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach of incorporating STEM research into activities for K-12 students throughout the local community. Examples of STEM research connections to classroom topics related to earth and ocean science include activities using GPS with GIS for triangulation and measurement of area in geometry; biogeochemical response to oil spills compared to organism digestive system; hydrogeology water quality monitoring and GIS images used as a determinant for habitat suitability in area water; interactions of acids and bases in the Earth's environments and surfaces; and the importance of electrical circuitry in an electrode used in

  18. The absence of caffeine inhibition of post-replication repair in excision deficient strains of Escherichia coli B and K12

    International Nuclear Information System (INIS)

    McCulley, C.M.; Johnson, R.C.

    1976-01-01

    The effect of caffeine on postreplication repair, as seen in alkaline sucrose gradients, conjugation, and ultraviolet light (UV) survival, was studied in excision deficient strains of Escherichia coli K12 and B. A caffeine concentration of 2 mg/ml was chosen for the study which did not inhibit colony formation. Both E. coli K12 AB2500 and E. coli B WWP2 were more sensitive to UV when plated on caffeine plates. Conjugation was not inhibited in the E. coli K12 strain; however, the same procedure confirmed caffeine inhibition in the E. coli B strain. Caffeine did not inhibit postreplication repair in either strain, as determined by sedimentation profile studies of DNA on alkaline sucrose gradients. No strand breakage or degradation was observed in parental or post-UV replicated DNA for as long as 50 min incubation in caffeine. Thus caffeine concentrations that inhibited two recA gene product related phenomena did not cause immediate changes in size of DNA or inhibit the rate of a DNA gap generating postreplication type of DNA repair

  19. Computer science teacher professional development in the United States: a review of studies published between 2004 and 2014

    Science.gov (United States)

    Menekse, Muhsin

    2015-10-01

    While there has been a remarkable interest to make computer science a core K-12 academic subject in the United States, there is a shortage of K-12 computer science teachers to successfully implement computer sciences courses in schools. In order to enhance computer science teacher capacity, training programs have been offered through teacher professional development. In this study, the main goal was to systematically review the studies regarding computer science professional development to understand the scope, context, and effectiveness of these programs in the past decade (2004-2014). Based on 21 journal articles and conference proceedings, this study explored: (1) Type of professional development organization and source of funding, (2) professional development structure and participants, (3) goal of professional development and type of evaluation used, (4) specific computer science concepts and training tools used, (5) and their effectiveness to improve teacher practice and student learning.

  20. Final report on EURAMET.QM-K12: EURAMET key comparison on the determination of the mass fraction of creatinine in serum

    Science.gov (United States)

    Bell, David; Hopley, Chris; Ellison, Stephen L. R.; O'Connor, Gavin

    2013-01-01

    Creatinine is a well-known marker for the evaluation of kidney function. Its routine measurement is undertaken by many clinical laboratories and comparable results over distance and time are required for effective diagnosis. To address this need many National Measurement Institutes (or designated institutes) provide services in this area via the provision of higher order standards or reference measurements. The organic analysis working group of the consultative committee for amount of substance have conducted two previous key comparisons to assess the equivalence of institutes who provide such services. The purpose of this study was to enable institutes who missed the previous studies to demonstrate their capability for characterizing serum materials containing 1 µg/g to 100 µg/g of creatinine. The study material consisted of two lyophilized serum samples which were used in an external quality control proficiency testing scheme. No target values were available for these materials and all participants reported results within the one month timeframe given for analysis. Five institutes participated in the key study and a single institute submitted results for the parallel pilot study. All participants in the key study used isotope dilution with either gas or liquid chromatography coupled with mass spectrometry. The pilot study laboratory used a novel isotope dilution surface-enhanced Raman spectroscopy method. The comparison reference value for each material was set as the mean of all results submitted by those participating in the key study. The choice of the reference value estimator was constrained as it was deemed more appropriate to treat the data in a similar manner to CCQM-K12 if the relative degrees of equivalence were to be compared. This resulted in reference values of (54.27 ± 0.72) µg/g and (38.01 ± 0.42) µg/g for the two separate materials. The relative degrees of equivalence were calculated and these were compared with the relative degrees of

  1. A Design-Based Research Capturing Science Teachers' Practices of Information and Communication Technologies (ICTs) Integration Using the New Literacy Framework

    Science.gov (United States)

    Wang, Shiang-Kwei; Hsu, Hui-Yin

    2017-01-01

    Technology integration in K-12 classrooms is usually teacher-centered and has insufficient impact on students' learning. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from teacher-centered methods to constructivist,…

  2. Using Technology to Explore Mathematical Relationships: A Framework for Orienting Mathematics Courses for Prospective Teachers

    Science.gov (United States)

    Bowers, Janet S.; Stephens, Becky

    2011-01-01

    The technological revolution that has finally permeated K-12 education has direct implications for modern teacher educators whose "Hippocratic oath" is to best prepare future teachers for twenty-first-century classrooms. The goal of this article is to suggest that the heart of sound technological implementation is to encourage students to use…

  3. Determinants of the VP1/2A junction cleavage by the 3C protease in foot-and-mouth disease virus-infected cells.

    Science.gov (United States)

    Kristensen, Thea; Normann, Preben; Gullberg, Maria; Fahnøe, Ulrik; Polacek, Charlotta; Rasmussen, Thomas Bruun; Belsham, Graham J

    2017-03-01

    The foot-and-mouth disease virus (FMDV) capsid precursor, P1-2A, is cleaved by FMDV 3C protease to yield VP0, VP3, VP1 and 2A. Cleavage of the VP1/2A junction is the slowest. Serotype O FMDVs with uncleaved VP1-2A (having a K210E substitution in VP1; at position P2 in cleavage site) have been described previously and acquired a second site substitution (VP1 E83K) during virus rescue. Furthermore, introduction of the VP1 E83K substitution alone generated a second site change at the VP1/2A junction (2A L2P, position P2' in cleavage site). These virus adaptations have now been analysed using next-generation sequencing to determine sub-consensus level changes in the virus; this revealed other variants within the E83K mutant virus population that changed residue VP1 K210. The construction of serotype A viruses with a blocked VP1/2A cleavage site (containing K210E) has now been achieved. A collection of alternative amino acid substitutions was made at this site, and the properties of the mutant viruses were determined. Only the presence of a positively charged residue at position P2 in the cleavage site permitted efficient cleavage of the VP1/2A junction, consistent with analyses of diverse FMDV genome sequences. Interestingly, in contrast to the serotype O virus results, no second site mutations occurred within the VP1 coding region of serotype A viruses with the blocked VP1/2A cleavage site. However, some of these viruses acquired changes in the 2C protein that is involved in enterovirus morphogenesis. These results have implications for the testing of potential antiviral agents targeting the FMDV 3C protease.

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

    Science.gov (United States)

    Goodell, E; Visco, R; Pollock, P

    1999-04-01

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

  5. Reciprocal Education Experiences In Two GK-12 Programs: Teachers Learning And Students Teaching In Diverse Settings

    Science.gov (United States)

    Mayo, M.; Williams, C.; Rodriguez, T.; Greely, T.; Pyrtle, A. J.; Rivera-Rentas, A. L.; Vilches, M.

    2004-12-01

    The National Science Foundation's Graduate Teaching Fellows in K-12 Education (GK-12) Program has enabled science, technology, engineering and mathematics (STEM) graduate schools across the country to become more active in local area K-12 schools. An overview of a graduate student's experiences, insights gained and lessons learned as a Fellow in the 2003-2004 Universidad Metropolitana's (UMET) environmental science and the 2004-2005 University of South Florida's (USF) ocean science GK-12 Programs is presented. The major goals of the 2003-2004 UMET GK-12 Program were 1) to enrich environmental science teaching and learning via a thematic approach in eight local public schools and 2) to provide UMET graduate students with exposure to teaching methodologies and practical teaching experience. Utilizing examples from local environments in and nearby Carolina, Puerto Rico to teach key science principles at Escuela de la Comunidad Juana Rodriguez Mundo provided numerous opportunities to relate science topics to students' daily life experiences. By 2004, the UMET GK-12 Program had successfully engaged the entire student body (primarily comprised of bilingual minority kindergarten to sixth graders), teachers and school administrators in environment-focused teaching and learning activities. Examples of such activities include tree planting projects to minimize local erosion, conducting a science fair for the first time in many years, and numerous opportunities to experience what "real scientists do" while conducting environmental science investigations. During the 2004-2005 academic year, skills, insights and lessons learned as a UMET GK-12 Fellow are being further enhanced through participation in the USF GK-12 OCEANS Program. The overall objectives of the 2004-2005 USF GK-12 OCEANS assignment at Madeira Beach Elementary School in Saint Petersburg, Florida are to 1) engage students from various ethnic backgrounds and cultures in hands-on science activities, 2) enhance the

  6. Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

    Science.gov (United States)

    Jaipal-Jamani, Kamini; Angeli, Charoula

    2017-01-01

    The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science…

  7. Integration of Engineering Education by High School Teachers to Meet Standards in the Physics Classroom

    Science.gov (United States)

    Kersten, Jennifer Anna

    In recent years there has been increasing interest in engineering education at the K-12 level, which has resulted in states adopting engineering standards as a part of their academic science standards. From a national perspective, the basis for research into engineering education at the K-12 level is the belief that it is of benefit to student learning, including to "improve student learning and achievement in science and mathematics; increase awareness of engineering and the work of engineers; boost youth interest in pursuing engineering as a career; and increase the technological literacy of all students" (National Research Council, 2009a, p. 1). The above has led to a need to understand how teachers are currently implementing engineering education in their classrooms. High school physics teachers have a history of implementing engineering design projects in their classrooms, thus providing an appropriate setting to look for evidence of quality engineering education at the high school level. Understanding the characteristics of quality engineering integration can inform curricular and professional development efforts for teachers asked to implement engineering in their classrooms. Thus, the question that guided this study is: How, and to what extent, do physics teachers represent quality engineering in a physics unit focused on engineering? A case study research design was implemented for this project. Three high school physics teachers were participants in this study focused on the integration of engineering education into the physics classroom. The data collected included observations, interviews, and classroom documents that were analyzed using the Framework for Quality K-12 Engineering Education (Moore, Glancy et al., 2013). The results provided information about the areas of the K-12 engineering framework addressed during these engineering design projects, and detailed the quality of these lesson components. The results indicate that all of the design

  8. Role of alkali carbonate and salt in topochemical synthesis of K1/2Na1/2NbO3 and NaNbO3 templates

    Science.gov (United States)

    Lee, Jae-Seok; Jeon, Jae-Ho; Choi, Si-Young

    2013-11-01

    Since the properties of lead-free piezoelectric materials have thus far failed to meet those of lead-based materials, either chemical doping or morphological texturing should be employed to improve the piezoelectric properties of lead-free piezoelectric ceramics. The goal of this study was to synthesize plate-like K1/2Na1/2NbO3 and NaNbO3 particles, which are the most favorable templates for morphological texturing of K1/2Na1/2NbO3 ceramics. To achieve this goal, Bi2.5Na3.5Nb5O18 precursors in a plate-like shape were first synthesized and subsequently converted into K1/2Na1/2NbO3 or NaNbO3 particles that retain the morphology of Bi2.5Na3.5Nb5O18. In this study, we found that sodium or potassium carbonate does not play a major role in converting the Bi2.5Na3.5Nb5O18 precursor to K1/2Na1/2NbO3 or NaNbO3, on the contrary to previous reports; however, the salt contributes to the conversion reaction. All synthesis processes have been performed via a molten salt method, and scanning electron microscopy, scanning probe microscopy, and inductively coupled plasma mass spectroscopy were used to characterize the synthesized K1/2Na1/2NbO3 or NaNbO3 templates.

  9. Principals' Leadership and Teachers' Motivation: Self-Determination Theory Analysis

    Science.gov (United States)

    Eyal, Ori; Roth, Guy

    2011-01-01

    Purpose: The purpose of this paper is to investigate the relationship between educational leadership and teacher's motivation. The research described here was anchored in the convergence of two fundamental theories of leadership and motivation: the full range model of leadership and self-determination theory. The central hypotheses were that…

  10. Teachers' Conceptions About the Genetic Determinism of Human Behaviour: A Survey in 23 Countries

    Science.gov (United States)

    Castéra, Jérémy; Clément, Pierre

    2014-02-01

    This work analyses the answers to a questionnaire from 8,285 in-service and pre-service teachers from 23 countries, elaborated by the Biohead-Citizen research project, to investigate teachers' conceptions related to the genetic determinism of human behaviour. A principal components analysis is used to assess the main trends in all the interviewed teachers' conceptions. This illustrates that innatism is present in two distinct ways: in relation to individuals (e.g. genetic determinism to justify intellectual likeness between individuals such as twins) or in relation to groups of humans (e.g. genetic determinism to justify gender differences or the superiority of some human ethnic groups). A between-factor analysis discriminates between countries, showing very significant differences. There is more innatism among teachers' conceptions in African countries and Lebanon than in European countries, Brazil and Australia. Among the other controlled parameters, only two are significantly independent of the country: the level of training and the level of knowledge of biology. A co-inertia analysis shows a strong correlation between non-citizen attitudes towards and innatist conceptions of genetic determinism regarding human groups. We discuss these findings and their implications for education.

  11. Determination of the High School Students’ Attitudes towards Their Teachers

    Directory of Open Access Journals (Sweden)

    Yücel Gelişli

    2017-10-01

    Full Text Available In the current study, the aim is to determine the high school students’ attitudes towards their teachers depending on some variables and the relationship between their attitudes and achievements. Thus, the study was designed according to relational survey model. The population of the study, which was specified based on the purposive sampling method, was comprised of 220 ninth and twelfth graders attending a state high school in the city of Ankara. In the current study, “The Scale of Students’ Attitudes towards the Teacher (SOSATT” was used as a data collection instrument to elicit the students’ attitudes towards their teachers. The reliability co-efficient of the scale was 0.886. A positive and moderately significant correlation was found between the ninth grade students’ achievement scores and their attitude scores taken from the sub-dimensions of the scale and from the whole scale. Finally, teachers can be suggested to establish more effective communication with their students and to use methods and strategies that can enhance academic achievement.

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

    Science.gov (United States)

    Shelton, M.

    2010-12-01

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

  13. submitter Development of a 100 kW, 12.5 kV, 22 kHz and 30 kV insulated medium frequency transformer for compact and reliable medium voltage power conversion

    CERN Document Server

    Isler, Stephane; Aguglia, Davide; Bonnin, Xavier Abel

    2017-01-01

    This paper presents the critical design aspects addressed during the development of a 100 kW, 12.5 kV, 22 kHz, and 30 kV insulated medium frequency transformer used in a power converter. The transformers are used in a resonant multilevel converter topology producing HV DC voltage from a three phase 400 V AC industrial grid. The power converter is used to supply radio frequency systems in particle accelerators. Considerations about material selection, dielectric, magnetic and thermal design are discussed and experimental results on the full scale transformer and power converter are presented.

  14. Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools

    Science.gov (United States)

    Whipp, Joan L.; Geronime, Lara

    2017-01-01

    Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling,…

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

    Directory of Open Access Journals (Sweden)

    Jean K. Sand

    2009-06-01

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

  16. Educating Tomorrow's Workforce: A Report on the Semiconductor Industry's Commitment to Youth in K-12.

    Science.gov (United States)

    Semiconductor Industry Association, San Jose, CA.

    The U.S. semiconductor industry, now the nation's largest manufacturing industry, displays its commitment to training its current workers and educating future workers by supporting educational efforts on the K-12 level. This catalog describes innovative actions by 16 Semiconductor Industry Association companies to improve education at the K-12

  17. The Influence of Content Filtering and Teachers' Self-Efficacy on the Level of Use of the Internet in K-12 Classrooms

    Science.gov (United States)

    Goines, Erika Kristine Kelly

    2012-01-01

    As the ideas behind traditional learning change the content delivery methods used by teachers should adapt as well. Teachers are being asked to find ways of introducing and relating the material to students in the web world that many digital natives live in outside of the classroom walls. To prevent the misuse of Internet inside of the classroom…

  18. Exploring the relationship between entrepreneurial behavior and teachers' job satisfaction

    DEFF Research Database (Denmark)

    do Carmo Amorim Neto, Roque; Rodrigues, Vinicius Picanco; Panzer, Shannon

    2017-01-01

    and private schools responded to the survey. Statistical analysis revealed a moderate correlation between entrepreneurial behavior and job satisfaction. Results also show that gender and educational level are associated with entrepreneurial behavior. The discussion includes theoretical and practical......This exploratory study has two goals: exploring the relationship between entrepreneurial behavior and job satisfaction among teachers, and identifying the demographic characteristics associated with both variables. Using a snowball technique, a sample of 385 K-12 Brazilian teachers from public...

  19. Determining Teachers' Educational Needs Regarding School Education Projects within the Scope of Erasmus+ Programme

    Science.gov (United States)

    Karakus, Fatma; Uyar, Melis Yesilpinar; Balbag, Nur Leman

    2017-01-01

    The purpose of this study was to determine teachers' educational needs regarding school education projects within the scope of Erasmus+ programme. In the study, the case study method, one of qualitative research designs, was used. The participants were determined using the snowball sampling method, and eight secondary school teachers took part in…

  20. Final report on AFRIMETS.QM-K27: Determination of ethanol in aqueous matrix

    Science.gov (United States)

    Archer, Marcellé; Fernandes-Whaley, Maria; Visser, Ria; de Vos, Jayne; Prins, Sara; Rosso, Adriana; Ruiz de Arechavaleta, Mariana; Tahoun, Ibrahim; Kakoulides, Elias; Luvonga, Caleb; Muriira, Geoffrey; Naujalis, Evaldas; Zakaria, Osman Bin; Buzoianu, Mirella; Bebic, Jelena; Achour Mounir, Ben; Thanh, Ngo Huy

    2013-01-01

    From within AFRIMETS, the Regional Metrology Organization (RMO) for Africa, the RMO Key Comparison AFRIMETS.QM-K27 was coordinated by the National Metrology Institute of South Africa (NMISA) in 2011. Ten Metrology Institutes participated, comprising three AFRIMETS, two APMP, four EURAMET and one SIM participant. Participants were required to determine the forensic level concentration of two aqueous ethanol solutions that were gravimetrically prepared by the NMISA. Concentrations were expected to lie in the range of 0.1 mg/g to 5.0 mg/g. The accurate determination of ethanol content in aqueous medium is critical for regulatory forensic and trade purposes. The CCQM Organic Analysis Working Group has carried out several key comparisons (CCQM-K27 series) on the determination of ethanol in wine and aqueous matrices. Developing NMIs now had the opportunity to link to the earlier CCQM-K27 studies through the AFRIMETS.QM-K27 study. Gas chromatography coupled to flame ionisation or mass spectrometric detection was applied by eight of the participants, while three participants (including NMISA) applied titrimetry for the ethanol assay. The assigned reference value of the aqueous ethanol solutions was used to link AFRIMETS.QM-K27 to the CCQM-K27 key comparison reference value. The assigned reference values for AFRIMETS.QM-K27 Level 1 and Level 2 were (0.3249 ± 0.0021) mg/g (k = 2) and (4.6649 ± 0.0152) mg/g (k = 2), respectively. The reference values were determined using the purity-corrected gravimetric preparation values, while the standard uncertainty incorporated the gravimetric preparation and titrimetric homogeneity uncertainties. From previous CCQM-K27 studies, the expected spread (%CV) of higher order measurements of ethanol in aqueous medium is about 0.85% relative. In this study the CV for Level 1 is about 12% (10% with two outliers removed) and for Level 2 about 4%. Three of the ten laboratories submitted results within 1.5% of the gravimetric reference value for

  1. Exploring the Effectiveness of Online Education in K-12 Environments

    Science.gov (United States)

    Heafner, Tina L., Ed.; Hartshorne, Richard, Ed.; Petty, Teresa, Ed.

    2015-01-01

    The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines…

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

    Science.gov (United States)

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

    2013-01-01

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

  3. Determination of standard molar Gibbs energy of formation of Sm6UO12(s)

    International Nuclear Information System (INIS)

    Sahu, Manjulata; Dash, Smruti

    2015-01-01

    The standard molar Gibbs energies of formation of Sm 6 UO 12 (s) have been measured using an oxygen concentration cell with yttria stabilized zirconia as solid electrolyte. Δ f G o m (T) for Sm 6 UO 12 (s) has been calculated using the measured and required thermodynamic data from the literature. The calculated Gibbs energy expression in the temperature range 899 to 1127 K can be given as: Δ f G o m (Nd 6 UO 12 , s,T)/(±2.3) kJ∙ mol -1 = -6681 +1.099 (T/K) (899-1127 K)(T/K). (author)

  4. Determining Science Student Teachers' Cognitive Structure on the Concept of "Food Chain"

    Science.gov (United States)

    Çinar, Derya

    2015-01-01

    The current study aims to determine science student teachers' cognitive structure on the concept of food chain. Qualitative research method was applied in this study. Fallacies detected in the pre-service teachers' conceptual structures are believed to result in students' developing misconceptions in their future classes and will adversely affect…

  5. How Useful Are Our Models? Pre-Service and Practicing Teacher Evaluations of Technology Integration Models

    Science.gov (United States)

    Kimmons, Royce; Hall, Cassidy

    2018-01-01

    We report on a survey of K-12 teachers and teacher candidates wherein participants evaluated known models (e.g., TPACK, SAMR, RAT, TIP) and provided insight on what makes a model valuable for them in the classroom. Results indicated that: (1) technology integration should be coupled with good theory to be effective, (2) classroom experience did…

  6. 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.

  7. Improvement of the Ca determination accuracy with k (0)-INAA using an HPGe coaxial detector with extended energy range efficiency calibration

    Czech Academy of Sciences Publication Activity Database

    Kučera, Jan; Kubešová, Marie; Lebeda, Ondřej

    2018-01-01

    Roč. 315, č. 3 (2018), s. 671-675 ISSN 0236-5731. [7th International K0-Users Workshop. Montreal, 03.09.2017-08.09.2017] R&D Projects: GA ČR(CZ) GBP108/12/G108; GA MŠk LM2015056 Institutional support: RVO:61389005 Keywords : k(0)-INAA * Ca determination * HPGe detector * High-energy efficiency calibration * Co-56 activity standard Subject RIV: CB - Analytical Chemistry, Separation OBOR OECD: Analytical chemistry Impact factor: 1.282, year: 2016

  8. Problem-Based Learning in the Physical Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

    2018-01-01

    "Problem-Based Learning in the Physical Science Classroom, K-12" will help your students truly understand concepts such as motion, energy, and magnetism in true-to-life contexts. The book offers a comprehensive description of why, how, and when to implement problem-based learning (PBL) in your curriculum. Its 14 developmentally…

  9. Eliciting the Views of Prospective Elementary and Preschool Teachers about the Nature of Science

    Science.gov (United States)

    Karaman, Ayhan

    2018-01-01

    Recent science education standards emphasize the importance of the instruction of nature of science (NOS) concepts at all levels of schooling from pre-K to K-12. Delivering a proper NOS education to students is excessively dependent on their teachers with an adequate understanding of NOS concepts. The present study investigated the science…

  10. Teacher-Evaluated Self-Regulation Is Related to School Achievement and Influenced by Parental Education in Schoolchildren Aged 8-12: A Case-Control Study.

    Science.gov (United States)

    van Tetering, Marleen A J; de Groot, Renate H M; Jolles, Jelle

    2018-01-01

    There are major inter-individual differences in the school achievements of students aged 8-12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement.

  11. Observation of. lambda. -hypernuclei in the reaction /sup 12/C(. pi. /sup +/,K/sup +/)/sub. lambda. //sup 12/C

    Energy Technology Data Exchange (ETDEWEB)

    Milner, E.C.

    1985-12-01

    The observation of ..lambda..-hypernuclear levels in /sub ..lambda..//sup 12/C by associated production through the (..pi../sup +/,K/sup +/) reaction is reported. Spectrometers used in the measurements are discussed. The /sub ..lambda..//sup 12/C excitation energy spectra were recorded at laboratory scattering angles of 5.6/sup 0/, 10.3/sup 0/, and 15.2/sup 0/. The spectra show two major peaks - one attributed to the ground state, and one about 11 MeV higher in excitation. The peak near 11 MeV excitation energy is believed to be almost entirely composed of a multiplet of three J/sup ..pi../ = 2/sup +/ states. Relativistic DWBA calculations imply support for the expectation that higher spin states are preferentially populated in the (..pi../sup +/,K/sup +/) reaction, compared to the (K/sup -/,..pi../sup -/) reaction in which lower spin states are excited. 29 refs., 40 figs.

  12. Teacher Competency in Classroom Testing, Measurement Preparation, and Classroom Testing Practices.

    Science.gov (United States)

    Newman, Dorothy C.; Stallings, William M.

    An assessment instrument and a questionnaire (Appendices A and B) were developed to determine how well teachers understand classroom testing principles and to gain information on the measurement preparation and classroom practices of teachers. Two hundred ninety-four inservice teachers, grades 1 through 12, from three urban school systems in…

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

    Science.gov (United States)

    Haine, D. B.

    2016-12-01

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

  14. Facilitating Professional Development for Teachers of English Language Learners

    Science.gov (United States)

    Molle, Daniella

    2013-01-01

    The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs).…

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

    Science.gov (United States)

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

    2013-01-01

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

  16. Search for B^0 meson decays to \\pi^0 K^0_S K^0_S, \\eta K^0_S K^0_S, and \\eta^{\\prime}K^0_S K^0_S

    Energy Technology Data Exchange (ETDEWEB)

    Aubert, B.

    2009-05-08

    We describe searches for B{sup 0} meson decays to the charmless final states {pi}{sup 0}K{sub S}{sup 0}K{sub S}{sup 0}, {eta}K{sub S}{sup 0}K{sub S}{sup 0}, and {eta}{prime}K{sub S}{sup 0}K{sub S}{sup 0}. The data sample corresponds to 467 x 10{sup 6} B{bar B} pairs produced in e{sup +}e{sup -} annihilation and collected with the BABAR detector at the SLAC National Accelerator Laboratory. We find no significant signals and determine the 90% confidence level upper limits on the branching fractions, in units of 10{sup -7}, {Beta}(B{sup 0} {yields} {pi}{sup 0}K{sub S}{sup 0}K{sub S}{sup 0}) < 12, {Beta}(B{sup 0} {yields} {eta}K{sub S}{sup 0}K{sub S}{sup 0}) < 10, and {Beta}(B{sup 0} {yields} {eta}{prime}K{sub S}{sup 0}K{sub S}{sup 0}) < 20.

  17. Organizational Policies and Programs to Reduce Job Stress and Risk of Workplace Violence Among K-12 Education Staff.

    Science.gov (United States)

    Landsbergis, Paul; Zoeckler, Jeanette; Kashem, Zerin; Rivera, Bianca; Alexander, Darryl; Bahruth, Amy

    2018-02-01

    We examine strategies, programs, and policies that educators have developed to reduce work stressors and thus health risks. First, we review twenty-seven empirical studies and review papers on organizational programs and policies in K-12 education published from 1990 to 2015 and find some evidence that mentoring, induction, and Peer Assistance and Review programs can increase support, skill development, decision-making authority, and perhaps job security, for teachers-and thus have the potential to reduce job stressors. Second, we describe efforts to reduce workplace violence in Oregon, especially in special education, including legislation, collective bargaining, research, and public awareness. We conclude that to reduce workplace violence, adequate resources are needed for staffing, training, equipment, injury/assault reporting, and investigation. Third, we discuss collective bargaining initiatives that led to mentoring and Peer Assistance and Review and state legislation on prevention of bullying and harassment of school staff. Finally, we present a research agenda on these issues.

  18. 12 CFR 614.4950 - Determination fees.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Determination fees. 614.4950 Section 614.4950... Insurance Requirements § 614.4950 Determination fees. (a) General. Notwithstanding any Federal or State law... or will be located in a special flood hazard area. A determination fee may also include, but is not...

  19. Self-Determination Theory and students' view on the relation to their teacher

    DEFF Research Database (Denmark)

    Klinge Nielsen, Louise

    2015-01-01

    In my qualitative ph.d.-project about teacher-student-relations I have observed and videorecorded four fifth grade, sixth grade and seventh grade teachers at two different schools. I have followed each teacher for 3 weeks and interviewed them several times along with 50 of their pupils. The aim o...... and the student-interviews will bring a deeper understanding of the significance of the teacher’s ability to support the students’ basic needs – for their self-asteem and for their motivation to learn....... the pupils' academic and human development.) The statements of the 50 pupils show that what is most important to them in the relationship to the teacher, is the experience of being significant.
 According to Self Determination Theory people have 3 psychological needs – for autonomy, competence...

  20. Self-Determination Theory and students' view on the relation to their teacher

    DEFF Research Database (Denmark)

    Klinge, Louise

    2013-01-01

    In my qualitative ph.d.-project about teacher-student-relations I have observed and videorecorded four fifth grade, sixth grade and seventh grade teachers at two different schools. I have followed each teacher for 3 weeks and interviewed them several times along with 50 of their pupils. The aim o...... and the student-interviews will bring a deeper understanding of the significance of the teacher’s ability to support the students’ basic needs – for their self-asteem and for their motivation to learn....... the pupils' academic and human development.) The statements of the 50 pupils show that what is most important to them in the relationship to the teacher, is the experience of being significant.
 According to Self Determination Theory people have 3 psychological needs – for autonomy, competence...

  1. Solubilization of Na,K-ATPase from rabbit kidney outer medulla using only C12E8

    Directory of Open Access Journals (Sweden)

    H.L. Santos

    2002-03-01

    Full Text Available SDS, C12E8, CHAPS or CHAPSO or a combination of two of these detergents is generally used for the solubilization of Na,K-ATPase and other ATPases. Our method using only C12E8 has the advantage of considerable reduction of the time for enzyme purification, with rapid solubilization and purification in a single chromatographic step. Na,K-ATPase-rich membrane fragments of rabbit kidney outer medulla were obtained without adding SDS. Optimum conditions for solubilization were obtained at 4ºC after rapid mixing of 1 mg of membrane Na,K-ATPase with 1 mg of C12E8/ml, yielding 98% recovery of the activity. The solubilized enzyme was purified by gel filtration on a Sepharose 6B column at 4ºC. Non-denaturing PAGE revealed a single protein band with phosphomonohydrolase activity. The molecular mass of the purified enzyme estimated by gel filtration chromatography was 320 kDa. The optimum apparent pH obtained for the purified enzyme was 7.5 for both PNPP and ATP. The dependence of ATPase activity on ATP concentration showed high (K0.5 = 4.0 µM and low (K0.5 = 1.4 mM affinity sites for ATP, with negative cooperativity. Ouabain (5 mM, oligomycin (1 µg/ml and sodium vanadate (3 µM inhibited the ATPase activity of C12E8-solubilized and purified Na,K-ATPase by 99, 81 and 98.5%, respectively. We have shown that Na,K-ATPase solubilized only with C12E8 can be purified and retains its activity. The activity is consistent with the form of (alphaß2 association.

  2. An Inquiry of How Art Education Policies Are Reflected in Art Teacher Preparation: Examining the Standards for Visual Arts and Art Teacher Certification

    Science.gov (United States)

    Lim, Kyungeun

    2017-01-01

    Policy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study…

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

    Science.gov (United States)

    Lappi, Shelly J.

    2012-01-01

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

  4. BPM Offset Determination by Sinusoidal Quadrupole K-modulation

    CERN Document Server

    Baer, T; Wenninger, J

    2011-01-01

    To ensure an adequate orbit steering that maximizes the machine aperture, a good knowledge of the BPM measurement offsets is crucial. During this MD, a sinusoidal k-modulation of individually powered quadrupoles was performed to determine the offsets of the nearby BPMs. An accuracy of 10µm for the determination of the absolute beam position is reached.

  5. Evaluation results of the GlobalWatershed GK-12 Fellowship Program - a model for increased science literacy and partnership

    Science.gov (United States)

    Mayer, A. S.; Vye, E.

    2016-12-01

    The Michigan Tech GlobalWatershed GK-12 Fellowship program bridges the gap between K-12 learning institutions and the scientific community with a focus on watershed research. Michigan Tech graduate students (fellows) work in tandem with teachers on the development of relevant hands-on, inquiry based lesson plans and activities based on their doctoral research projects in watershed science. By connecting students and teachers to state of the art academic research in watershed science, teachers are afforded a meaningful way in which to embed scientific research as a component of K-12 curricula, while mentoring fellows on the most pertinent and essential topics for lesson plan development. Fellows fulfill their vital responsibility of communicating their academic research to a broader public while fostering improved teaching and communication skills. A goal of the project is to increase science literacy among students so they may understand, communicate and participate in decisions made at local, regional, and global levels. The project largely works with schools located in Michigan's western Upper Peninsula but also partners with K-12 systems in Sonora, Mexico. While focusing on local and regional issues, the international element of the project helps expand student, teacher, and fellow worldviews and global awareness of watershed issues and creates meaningful partnerships. Lesson plans are available online and teacher workshops are held regularly to disseminate the wealth of information and resources available to the broader public. Evaluation results indicate that fellows' skill and confidence in their ability to communicate science increased as a results of their participation of the program, as well as their desire to communicate science in their future careers. Teachers' confidence in their capacity to present watershed science to their students increased, along with their understanding of how scientific research contributes to understanding of water

  6. Using Innovative Resources and Programs to Prepare Pre- and In-Service Teachers for New Science Standards

    Science.gov (United States)

    Kinzler, R. J.; Short, J.; Contino, J.; Cooke-Nieves, N.; Howes, E.; Kravitz, D.; Randle, D.; Trowbridge, C.

    2014-12-01

    Leveraging the Rose Center for Earth and Space and active research departments in Earth and Planetary Science, Astrophysics, and Paleontology, the Education Department at the American Museum of Natural History (AMNH) offers an MAT program to prepare new Earth Science teachers (~100 new teachers by 2018) as well as a range of professional development (PD) opportunities for over 3,000 K-12 teachers annually, providing opportunities to learn with scientists; inquiry-based experiences; and standards-aligned resources. The AMNH produces innovative geoscience and other STEM resources supporting teacher and student science investigations with data visualizations and analysis tools, teaching case materials and other resources that provide rich nonfiction reading and writing opportunities for use in Earth and space science curricula that are integrated in the MAT and PD programs. Museum resources and the MAT and PD programs are aligned to support the recently released Next Generation Science Standards (NGSS) and the Common Core State Standards. The NGSS is a set of science and engineering practices, crosscutting concepts and disciplinary core ideas to help cultivate teachers' and K-12 students' scientific habits of mind, develop their knowledge and abilities to engage in scientific investigations, and teach them how to reason in context; goals that closely align with those of the AMNH's teacher preparation and professional development programs. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) is a required text for the MAT program, and this text as well as the NGSS Performance Expectations guide the PD programs as well. Researchers working with Museum scientists and educators find it is not enough for programs for pre- and in-service teachers to provide access to resources. Research suggests that these programs need to engage pre- and in-service teachers in using and reflecting on these types of resources, as well as take

  7. Ultraviolet radiation-induced mutability of isogenic uvrA and uvrB strains of Escherichia coli K-12 W3110

    International Nuclear Information System (INIS)

    Barfknecht, T.R.; Smith, K.C.

    1977-01-01

    E. coli K-12 W3110 uvrB5 strain has been shown to have a higher UV induced reversion frequency than its wild-type parent when plotted on the basis of mutation frequency versus survival. However for the E. coli B/r WP2s uvrA strain this higher mutability has been observed only at survival levels of 80-100%. A study was undertaken to determine if these differences in UV mutability were due primarily to the uvrA and uvrB mutations, or to other genetic background differences. Isogenic strains of E. coli K-12 W3110 carrying uvrA6, uvrB5, uvrA6 and uvrB5, and the uvrA allele from E.coli B/r WP2s were used. Results indicate that the enrichment of minimal medium with a small amount of nutrient broth is sufficient to inhibit minimal medium recovery (MMR) and to enhance leu + reversion of the leu B missense mutation in these uvr - strains. This suggests that there may be a relationship between MMR and error-free postreplication repair. Further research is in progress to clarify the relationship between MMR and broth enhancement of UV-induced mutagenesis in uvr - strains of E. Coli K-12 W3110. (author)

  8. Ultraviolet radiation-induced mutability of isogenic uvrA and uvrB strains of Escherichia coli K-12 W3110

    Energy Technology Data Exchange (ETDEWEB)

    Barfknecht, T R; Smith, K C [Stanford Univ., Calif. (USA). Dept. of Radiology

    1977-12-01

    Escherichia coli K-12 W3110 uvrB5 strain has been shown to have a higher uv-induced reversion frequency than its wild-type parent when plotted on the basis of mutation frequency versus survival. However for the E. coli B/r WP2s uvrA strain this higher mutability has been observed only at survival levels of 80 to 100%. A study was undertaken to determine if ly to the uvrA and uvrB mutations, or to other genetic background differences. Isogenic strains of E. coli K-12 W3110 carrying uvrA6, uvrB5, uvrA6, and uvrB5, and the uvrA allele from E.coli B/r WP2s were used. Results indicate that the enrichment of minimal medium with a small amount of nutrient broth is sufficient to inhibit minimal medium recovery (MMR) and to enhance leu/sup +/ reversion of the leu B missense mutation in these uvr/sup -/ strains. This suggests that there may be a relationship between MMR and error-free postreplication repair. Further research is in progress to clarify the relationship between MMR and broth enhancement of uv-induced mutagenesis in uvr/sup -/ strains of E. Coli K-12 W3110.

  9. Measuring the utility of the Science, Technology, Engineering, Mathematics (STEM) Academy Measurement Tool in assessing the development of K-8 STEM academies as professional learning communities

    Science.gov (United States)

    Irish, Teresa J.

    The aim of this study was to provide insights addressing national concerns in Science, Technology, Engineering, and Mathematics (STEM) education by examining how a set of six perimeter urban K-12 schools were transformed into STEM-focused professional learning communities (PLC). The concept of a STEM Academy as a STEM-focused PLC emphasizes the development of a STEM culture where professional discourse and teaching are focused on STEM learning. The STEM Academies examined used the STEM Academy Measurement Tool and Rubric (Tool) as a catalyst for discussion and change. This Tool was developed with input from stakeholders and used for school-wide initiatives, teacher professional development and K-12 student engagement to improve STEM teaching and learning. Two primary goals of this study were to assess the levels of awareness and use of the tool by all stakeholders involved in the project and to determine how the Tool assisted in the development and advancement of these schools as STEM PLCs. Data from the STEM Academy Participant Survey was analyzed to determine stakeholders' perceptions of the Tool in terms of (i) how aware stakeholders were of the Tool, (ii) whether they participated in the use of the Tool, (iii) how the characteristics of PLCs were perceived in their schools, and finally (iv) how the awareness of the Tool influenced teachers' perceptions of the presence of PLC characteristics. Findings indicate that school faculty were aware of the Tool on a number of different levels and evidence exists that the use of the Tool assisted in the development of STEM Academies, however impact varied from school to school. Implications of this study suggest that the survey should be used for a longer period of time to gain more in-depth knowledge on teachers' perceptions of the Tool as a catalyst across time. Additional findings indicate that the process for using the Tool should be ongoing and involve the stakeholders to have the greatest impact on school culture

  10. 12 CFR 760.8 - Determination fees.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Determination fees. 760.8 Section 760.8 Banks... HAVING SPECIAL FLOOD HAZARDS § 760.8 Determination fees. (a) General. Notwithstanding any Federal or... flood hazard area. A determination fee may also include, but is not limited to, a fee for life-of-loan...

  11. 12 CFR 339.8 - Determination fees.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Determination fees. 339.8 Section 339.8 Banks... IN AREAS HAVING SPECIAL FLOOD HAZARDS § 339.8 Determination fees. (a) General. Notwithstanding any... hazard area. A determination fee may also include, but is not limited to, a fee for life-of-loan...

  12. Cloning and expression of the Escherichia coli K-12 sad gene.

    OpenAIRE

    Marek, L E; Henson, J M

    1988-01-01

    The Escherichia coli K-12 sad gene, which encodes an NAD-dependent succinic semialdehyde dehydrogenase, was cloned into a high-copy-number vector. Minicells carrying a sad+ plasmid produced a 55,000-dalton peptide, the probable sad gene product.

  13. Across the Arctic Teachers Experience Field Research

    Science.gov (United States)

    Warnick, W. K.; Warburton, J.; Wiggins, H. V.; Marshall, S. A.; Darby, D. A.

    2005-12-01

    From studying snow geese on the North Slope of Alaska to sediment coring aboard the U.S. Coast Guard Cutter Healy in the Arctic Ocean, K-12 teachers embark on scientific expeditions as part of a program that strives to make science in the Arctic a "virtual" reality. In the past two years, seventeen K-12 teachers have participated in Teachers and Researchers Exploring and Collaborating (TREC), a program that pairs teachers with researchers to improve science education through arctic field experiences. TREC builds on the scientific and cultural opportunities of the Arctic, linking research and education through topics that naturally engage students and the wider public. TREC includes expeditions as diverse as studying plants at Toolik Field Station, a research facility located 150 miles above the Arctic Circle; climate change studies in Norway's Svalbard archipelago; studying rivers in Siberia; or a trans-arctic expedition aboard the USCGC Healy collecting an integrated geophysical data set. Funded by the National Science Foundation Office of Polar Programs, TREC offers educators experiences in scientific inquiry while encouraging the public and students to become active participants in the scientific inquiry by engaging them virtually in arctic research. TREC uses online outreach elements to convey the research experience to a broad audience. While in remote field locations, teachers and researchers interact with students and the public through online seminars and live calls from the field, online journals with accompanying photos, and online bulletin boards. Since the program's inception in 2004, numerous visitors have posted questions or interacted with teachers, researchers, and students through the TREC website (http://www.arcus.org/trec). TREC teachers are required to transfer their experience of research and current science into their classroom through the development of relevant activities and resources. Teachers and researchers are encouraged to participate

  14. [Regulation of [12Asp]K-ras4B on transcriptional activity of estrogen receptor in endometrial carcinoma HEC-1A cell lines].

    Science.gov (United States)

    Gui, Li-ming; Wei, Li-hui; Xu, Ming-xu; Wang, Jian-liu; Zhong, Ying-cheng; Li, Xiao-ping; Tu, Zheng; Sun, Peng-ming; Ma, Da-long

    2004-01-01

    To investigate the effect of mutant-type [(12)Asp]K-ras4B gene on the expression of estrogen receptor (ER) alpha and beta and their transcriptional activity as a transcription factor in endometrial carcinoma HEC-1A cell line. (1) Effect of [(12)Asp]K-ras4B on the expression of ER alpha and beta were determined using Western blot assay. (2) Eukaryotic expression plasmid pGL3-luciferase-ERE containing luciferase report gene and estrogen receptor element (ERE) was constructed, and co-transfected into NIH3T3 and HEC-1A cell lines with pEGFP-N1 to examine the effect of [(12)Asp]K-ras4B on ER transcription that is regulated by estradiol. In addition, they were transfected into pSV5-HER0 (containing full length wide type ERalpha cDNA) and pCMV-rafS621A (inhibiting raf kinase) plasmids to test the effect of [(12)Asp]K-ras4B/raf signal pathway on transcriptional activity of ER proteins. (1) Protein level of ERs expressed in pcDI transfected control cells was low while it was increased for 3.6-fold (97 +/- 25, 349 +/- 67, P ras4B NIH3T3 cells after transfection. (2) In pcDI-[(12)Asp]K-ras4B NIH3T3 cells, the ratios for ERalpha and and ERbeta levels before transfection of rafS621A plasmids to that after the transfection, were 2.4:1 (724 +/- 45, 310 +/- 46, P HEC-1A cells, these ratios were 2.1:1 (566 +/- 22, 279 +/- 30, P ras4B NIH3T3 cells, 19-fold (141 +/- 39, 2644 +/- 331, P HEC-1A cells, respectively, when compared with those in the absence of E(2). (4) In pSV5-HER0 transfected pcDI-[(12)Asp] K-ras4B NIH3T3 cells and HEC-1A cells, compared to the untransfected cells, the ER transcriptional activity in the transfected cells increased markedly. The luciferase activity was increased for 8-fold (1048 +/- 91, 8099 +/- 452, P HEC-1A cells and pcDI-[(12)Asp]K-ras4B NIH3T3 cells. The ratio of luciferase activities in pcDI-[(12)Asp]K-ras4B NIH3T3 and HEC-1A cells, before and after transfection was 7.8:1 (1184 +/- 168, 152 +/- 27, P ras4B can enhance the expression of ERalpha and

  15. 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…

  16. 12 CFR 572.8 - Determination fees.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 5 2010-01-01 2010-01-01 false Determination fees. 572.8 Section 572.8 Banks... FLOOD HAZARDS § 572.8 Determination fees. (a) General. Notwithstanding any Federal or State law other... flood hazard area. A determination fee may also include, but is not limited to, a fee for life-of-loan...

  17. 12 CFR 22.8 - Determination fees.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 1 2010-01-01 2010-01-01 false Determination fees. 22.8 Section 22.8 Banks and... HAZARDS § 22.8 Determination fees. (a) General. Notwithstanding any Federal or State law other than the... home securing the loan is located or will be located in a special flood hazard area. A determination...

  18. $K^{0} \\leftrightharpoons \\overline{K}^0$ transitions monitored by strong interactions a new determination of the $K_{L} - K_{S}$ mass difference

    CERN Document Server

    Angelopoulos, Angelos; Backenstoss, Gerhard; Bargassa, P; Behnke, O; Benelli, A; Bertin, V; Blanc, F; Bloch, P; Carlson, P J; Carroll, M; Cawley, E; Chertok, M B; Danielsson, M; Dejardin, M; Derré, J; Ealet, A; Eleftheriadis, C; Fetscher, W; Fidecaro, Maria; Filipcic, A; Francis, D; Fry, J; Gabathuler, Erwin; Gamet, R; Gerber, H J; Go, A; Haselden, A; Haymen, P J; Henry-Coüannier, F; Hollander, R W; Jon-And, K; Kettle, P R; Kokkas, P; Kreuger, R; Le Gac, R; Leimgruber, F; Mandic, I; Manthos, N; Marel, Gérard; Mikuz, M; Miller, J; Montanet, François; Müller, A; Nakada, Tatsuya; Pagels, B; Papadopoulos, I M; Pavlopoulos, P; Polivka, G; Rickenbach, R; Roberts, B L; Ruf, T; Sakelliou, L; Schäfer, M; Schaller, L A; Schietinger, T; Schopper, A; Tauscher, Ludwig; Thibault, C; Touchard, F; Touramanis, C; van Eijk, C W E; Vlachos, S; Weber, P; Wigger, O; Wolter, M; Zavrtanik, D; Zimmerman, D

    2001-01-01

    The CPLEAR set-up (modified) has been used to determine the K/sub L/- K/sub S/ mass difference by a method where neutral-kaon strangeness oscillations are monitored through kaon strong interactions, rather than semileptonic decays, thus requiring no assumptions on CPT invariance for the decay amplitudes. The result, Delta m= (0.5343+or-0.0063/sub stat/+or-0.0025/sub syst/)*10/sup 10/ h(cross) /s, provides a valuable input for CPT tests. (22 refs).

  19. Precision measurement of the half-life and branching ratio of the T=1/2 mirror $\\beta$-decay of $^{37}$K

    CERN Multimedia

    We propose to study the T=1/2 mirror $\\beta$-decay of $^{37}$K. Nuclear mirror $\\beta$-decay is a competitive means to test the electroweak model by means of the high-precision measurement of V$_{ud}$ element of the CKM quark mixing matrix. One key ingredient to obtain V$_{ud}$ is the force of the transition, Ft, which has to be determined with a relative precision below 10$^{−3}$. This quantity is related to the half-life T$_{1/2}$ of the decaying nucleus, the branching ratio BR for this decay and the mass difference between the mother and daughter nucleus (Q value). Another important feature is the mixing ratio $\\rho$ between the Fermi and the Gamow-Teller character of the transition. In most cases, $\\rho$ is the major contributor to the uncertainty on Ft. Available data concerning T$_{1/2}$ and BR of $^{37}$K suffer from a lack of precision that will be easily reduced by a dedicated experiment.

  20. Determinants and Effects of Voice Disorders among Secondary School Teachers in Peninsular Malaysia Using a Validated Malay Version of VHI-10.

    Directory of Open Access Journals (Sweden)

    Foong Ming Moy

    Full Text Available To establish the prevalence of voice disorder using the Malay-Voice Handicap Index 10 (Malay-VHI-10 and to study the determinants, quality of life, depression, anxiety and stress associated with voice disorder among secondary school teachers in Peninsular Malaysia.This study was divided into two phases. Phase I tested the reliability of the Malay-VHI-10 while Phase II was a cross-sectional study with two-stage sampling. In Phase II, a self-administered questionnaire was used to collect socio-demographic and teaching characteristics, depression, anxiety and stress scale (Malay version of DASS-21; and health-related quality of life (Malay version of SF12-v2. Complex sample analysis was conducted using multivariate Poisson regression with robust variance.In Phase I, the Spearman correlation coefficient and Cronbach alpha for total VHI-10 score was 0.72 (p 11. Compared to Malays, a greater proportion of ethnic Chinese teachers reported voice disorder while ethnic Indian teachers were less likely to report this problem. There was a higher prevalence ratio (PR of voice disorder among single or divorced/widowed teachers. Teachers with voice disorder were more likely to report higher rates of absenteeism (PR: 1.70, 95% CI 1.33, 2.19, lower quality of life with lower SF12-v2 physical (0.98, 95% CI 0.96, 0.99 and mental (0.97, 95% CI 0.96, 0.98 component summary scales; and higher anxiety levels (1.04, 95% CI 1.02, 1.06.The Malay-VHI-10 is valid and reliable. Voice disorder was associated with increased absenteeism, marginally associated with reduced health-related quality of life as well as increased anxiety among teachers.

  1. A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom

    Science.gov (United States)

    Robinson, Susan Rubino

    2012-01-01

    This qualitative phenomenological study sought to explore the perceptions of experienced teachers regarding cooperative learning training and its implementation in the classroom. Twelve total participants, nine teachers and three administrators, volunteered for this six-week study at a private, K3-12 school in Broward County, Florida. The study's…

  2. Determination of in-service needs of Turkish high school science teachers in Istanbul

    Science.gov (United States)

    Ogan, Feral

    The purposes of this study were to identify the in-service needs of high school science teachers in Istanbul, Turkey according to the subgroups such as school type and gender and determine the priority obstacles preventing these science teachers from attendance at in-service programs. Moreover, this study aimed to find the other greatest needs of high school science teachers that are not mentioned in the survey instrument. The data for this research was gathered by conducting a survey in Istanbul, Turkey in Fall 2001 and Spring 2002 Semesters. Turkish translation of the modified version of a science teacher's needs inventory, Science Teacher Inventory of Need (STIN), entitled STIN-2 was used as the survey instrument. The subjects consisted of 75 high school science teachers who were selected from 369 high schools by using stratified random sampling in grades nine through eleven. By personally administering the survey, 422 science teachers from 75 high schools completed the survey and a 97% response rate was achieved. The results obtained in this study show that Turkish high school science teachers in Istanbul have a number of shared needs. One other indication is that they also have a number of needs, which are specific to subgroups of those science teachers.

  3. Developing Culturally Competent Teachers: An International Student Teaching Field Experience

    Science.gov (United States)

    Salmona, Michelle; Partlo, Margaret; Kaczynski, Dan; Leonard, Simon N.

    2015-01-01

    This study offers a theoretical construct for better understanding how experiential learning enables student teachers to acquire social and cultural variation skills, develop cultural empathy in the K-12 classroom, and the transference of these skills to new educational situations. An Australian and United States research team used a…

  4. Personal factors of burnout syndrome in teachers in the framework of self-determination theory

    Directory of Open Access Journals (Sweden)

    Ranđelović Kristina

    2013-01-01

    Full Text Available Teachers perform numerous professional roles that can serve as the source of prolonged stress and lead to the occurrence of burnout syndrome. This research was aimed at studying the personal factors of burnout, using self-determination theory as a starting point. We used a sample of 200 teachers to study the following: the level of satisfaction of basic psychological needs at work, the prominence of self-orientations and the presence of burnout syndrome. We also studied whether these variables were significant burnout predictors, as well as whether there was a difference in the pattern of personal burnout predictors in primary school and university teachers. The following instruments were used: the scale of satisfaction of basic psychological needs at work, the ego function questionnaire, the scale of burnout syndrome in teachers. The results point to a relatively moderate satisfaction of all psychological needs, a higher level of integrated self-regulation as well as the medium presence of ego-invested and impersonal orientations. On the whole, teachers showed low burnout. Significant burnout predictors include an integrated self and the need for autonomy (university teachers and an impersonal self (primary school teachers. This implies that teachers whose psychological needs are satisfied and who have an integrated self are less susceptible to burnout. The findings are discussed from the viewpoint of the self-determination theory, their educational implications and the possibility of preventing work burnout in education workers. [Projekat Ministarstva nauke Republike Srbije, br. 179002: Indikatori i modeli usklađivanja porodičnih i poslovnih uloga

  5. The Adoption and Integration of Technology Within the Classroom: Teacher Self-Efficacy Beliefs

    Science.gov (United States)

    Haight, Kevin W.

    Many teachers are failing to incorporate technology into their classroom instruction. Researchers have reported a general failure in this regard; however, minimal study is available on the role of teacher self-efficacy in incorporating technology into pedagogy. This sequential, mixed-method study sought to discover whether a significant correlation exists between teacher self-efficacy and technology adoption within an urban K--12 school district. The conceptual framework for the research is grounded in Bandura's theory of self-efficacy. A sample of K--12 faculty members completed a 38-item Likert-type survey designed to measure self-efficacy as it relates to the integration of technology within the classroom. Quantitative data were analyzed using a Pearson product-moment correlation to identify relationships between self-efficacy and technology adoption. In the qualitative phase of the study, 6 participants were interviewed. Constant comparison was performed to analyze the transcribed interview data. The findings indicated a positive correlation between teacher self-efficacy and the integration of technology. The results provide valuable information needed to address the concerns and fears of teachers as they integrate technology into their classroom instruction. Implications for social change include providing educators and administrators with the needed data to develop the skills required to teach technology to their students. Acquiring technical skills will prepare students to become more competitive in a technology based society and for further educational endeavors.

  6. Accurate Determination of Rotational Energy Levels in the Ground State of ^{12}CH_4

    Science.gov (United States)

    Abe, M.; Iwakuni, K.; Okubo, S.; Sasada, H.

    2013-06-01

    We have measured absolute frequencies of saturated absorption of 183 allowed and 21 forbidden transitions in the νb{3} band of ^{12}CH_4 using an optical comb-referenced difference-frequency-generation spectrometer from 86.8 to 93.1 THz (from 2890 to 3100 wn). The pump and signal sources are a 1.06-μ m Nd:YAG laser and a 1.5-μ m extended-cavity laser diode. An enhanced-cavity absorption cell increases the optical electric field and enhances the sensitivity. The typical uncertainty is 3 kHz for the allowed transitions and 12 kHz for the forbidden transitions. Twenty combination differences are precisely determined, and the scalar rotational and centrifugal distortion constants of the ground state are thereby yielded as r@ = l@ r@ = l B_{{s}} (157 122 614.2 ± 1.5) kHz, D_{{s}} (3 328.545 ± 0.031) kHz, H_{{s}} (190.90 ± 0.26) Hz, and L_{{s}} (-13.16 ± 0.76) mHz. Here, B_{{s}} is the rotational constant and D_{{s}}, H_{{s}} and L_{{s}} are the scalar quartic, sextic, octic distortion constants. The relative uncertainties are considerably smaller than those obtained from global analysis of Fourier-transform infrared spectroscopy. S. Okubo, H. Nakayama, K. Iwakuni, H. Inaba and H. Sasada, Opt. Express 19, 23878 (2011). M. Abe, K. Iwakuni, S. Okubo, and H. Sasada, J. Opt. Soc. Am. B (to be published). S. Albert, S. Bauerecker, V. Boudon, L. R. Brown, J. -P. Champion, M. Loëte, A. Nikitin, and M. Quack, Chem. Phys. 356, 131 (2009).

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

    Science.gov (United States)

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

    2014-10-01

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

  8. Ice, Ice, Baby: A Program for Sustained, Classroom-Based K-8 Teacher Professional Development

    Science.gov (United States)

    Hamilton, C.

    2009-12-01

    Ice, Ice, Baby is a K-8 science program created by the education team at the Center for the Remote Sensing of Ice Sheets (CReSIS), an NSF-funded science and technology center headquartered at the University of Kansas. The twenty-four hands-on activities, which constitute the Ice, Ice, Baby curriculum, were developed to help students understand the role of polar ice sheets in sea level rise. These activities, presented in classrooms by CReSIS' Educational Outreach Coordinator, demonstrate many of the scientific properties of ice, including displacement and density. Student journals are utilized with each lesson as a strategy for improving students' science process skills. Journals also help the instructor identify misconceptions, assess comprehension, and provide students with a year-long science reference log. Pre- and post- assessments are given to both teachers and students before and after the program, providing data for evaluation and improvement of the Ice, Ice, Baby program. While students are actively engaged in hands-on learning about the unusual topics of ice sheets, glaciers, icebergs and sea ice, the CReSIS' Educational Coordinator is able to model best practices in science education, such as questioning and inquiry-based methods of instruction. In this way, the Ice, Ice, Baby program also serves as ongoing, in-class, professional development for teachers. Teachers are also provided supplemental activities to do with their classes between CReSIS' visits to encourage additional science lessons, reinforce concepts taught in the Ice, Ice, Baby program, and to foster teachers' progression toward more reform-based science instruction.

  9. Draft Genome Sequence of Escherichia coli K-12 (ATCC 10798)

    OpenAIRE

    Dimitrova, Daniela; Engelbrecht, Kathleen C.; Putonti, Catherine; Koenig, David W.; Wolfe, Alan J.

    2017-01-01

    ABSTRACT Here, we present the draft genome sequence of Escherichia coli ATCC 10798. E.?coli ATCC 10798 is a K-12 strain, one of the most well-studied model microorganisms. The size of the genome was 4,685,496?bp, with a G+C content of 50.70%. This assembly consists of 62 contigs and the F plasmid.

  10. The Invisible Universe Online for Teachers - A SOFIA and SIRTF EPO Project

    Science.gov (United States)

    Gauthier, A.; Bennett, M.; Buxner, S.; Devore, E.; Keller, J.; Slater, T.; Thaller, M.; Conceptual Astronomy; Physics Education Research CAPER Team

    2003-12-01

    The SOFIA and SIRTF EPO Programs have partnered with the Conceptual Astronomy and Physics Education Research (CAPER) Team in designing, evaluating, and facilitating an online program for K-12 teachers to experience multiwavelength astronomy. An aggressive approach to online course design and delivery has resulted in a highly successful learning experience for teacher-participants. Important aspects of the Invisible Universe Online will eventually be used as a part of SOFIA's Airborne Ambassadors Program for pre-flight training of educators. The Invisible Universe Online is delivered via WebCT through the Montana State University National Teacher Enhancement Network (http://btc.montana.edu/). Currently in its fourth semester, the course has served 115 K-12 teachers. This distance learning online class presents our search for astronomical origins and provides an enhanced understanding of how astronomers use all energies of light to unfold the secrets of the universe. We cover the long chain of events from the birth of the universe through the formation of galaxies, stars, and planets by focusing on the scientific questions, technological challenges, and space missions pursuing this search for origins. Through textbook and internet readings, inquiry exploration with interactive java applets, and asynchronous discussions, we help our students achieve the following course goals: develop scientific background knowledge of astronomical objects and phenomena at multiple wavelengths; understand contemporary scientific research questions related to how galaxies formed in the early universe and how stars and planetary systems form and evolve; describe strategies and technologies for using non-visible wavelengths of EM radiation to study various phenomena; and integrate related issues of astronomical science and technology into K-12 classrooms. This course is being developed, evaluated, and offered through the support of SOFIA and SIRTF EPO Programs, two NASA infrared missions

  11. Trickle down Mathematics: Adult Pre-Service Elementary Teachers Gain Confidence in Mathematics--Enough to Pass It Along?

    Science.gov (United States)

    Ashun, Mary Apea; Reinink, John

    2009-01-01

    Much research (Ma, 1999; Cohen & Leung, 2004; English, 2003) has been done on mathematics education and pre-service teachers with special emphasis on how the mathematics is taught and the psychology of the pre-service teachers. While there is concern among North American mathematicians that mathematics instruction in K-12 grades needs to be…

  12. EXCESS MOLAR ENTHALPIES OF 1-OCTENE + DIMETHYLCARBONATE OR DIETHYLCARBONATE OR 1,2-PROPYLCARBONATE AT 363.15 K AND 413.15 K

    Directory of Open Access Journals (Sweden)

    M. A. KRÄHENBÜHL

    1998-03-01

    Full Text Available The excess molar enthalpies of 1-octene + dimethylcarbonate or diethylcarbonate or 1,2-propylcarbonate have been measured at two high temperatures 363.15 K and 413.15 K and for pressures varying from 18 to 20 bar with an isothermal flow-calorimeter. All these mixtures have exhibited positive HEm.

  13. Toward a Broader Understanding of Teacher Technology Integration Beliefs and Values

    Science.gov (United States)

    Kimmons, Royce; Hall, Cassidy

    2016-01-01

    In authentic K-12 settings, technology integration is influenced by the decisions and perspectives of a variety of stakeholders, but current research and practice related to teacher technology integration tends to revolve only around pedagogical and technical skill factors influencing integration, thereby ignoring the institutional realities that…

  14. Computer Proficiency for Online Learning: Factorial Invariance of Scores among Teachers

    Science.gov (United States)

    Martin, Amy L.; Reeves, Todd D.; Smith, Thomas J.; Walker, David A.

    2016-01-01

    Online learning is variously employed in K-12 education, including for teacher professional development. However, the use of computer-based technologies for learning purposes assumes learner computer proficiency, making this construct an important domain of procedural knowledge in formal and informal online learning contexts. Addressing this…

  15. Escherichia coli K-12 pathogenicity in the pea aphid, Acyrthosiphon pisum, reveals reduced antibacterial defense in aphids.

    Science.gov (United States)

    Altincicek, Boran; Ter Braak, Bas; Laughton, Alice M; Udekwu, Klas I; Gerardo, Nicole M

    2011-10-01

    To better understand the molecular basis underlying aphid immune tolerance to beneficial bacteria and immune defense to pathogenic bacteria, we characterized how the pea aphid Acyrthosiphon pisum responds to Escherichia coli K-12 infections. E. coli bacteria, usually cleared in the hemolymph of other insect species, were capable of growing exponentially and killing aphids within a few days. Red fluorescence protein expressing E. coli K-12 laboratory strain multiplied in the aphid hemolymph as well as in the digestive tract, resulting in death of infected aphids. Selected gene deletion mutants of the E. coli K-12 predicted to have reduced virulence during systemic infections showed no difference in either replication or killing rate when compared to the wild type E. coli strain. Of note, however, the XL1-Blue E. coli K-12 strain exhibited a significant lag phase before multiplying and killing aphids. This bacterial strain has recently been shown to be more sensitive to oxidative stress than other E. coli K-12 strains, revealing a potential role for reactive oxygen species-mediated defenses in the otherwise reduced aphid immune system. Copyright © 2011 Elsevier Ltd. All rights reserved.

  16. Exposing Color Blindness/Grounding Color Consciousness: Challenges for Teacher Education

    Science.gov (United States)

    Ullucci, Kerri; Battey, Dan

    2011-01-01

    As teacher educators we have been struck by the consistency, urgency, and frequency in which students employ color-blind perspectives. This orientation has negative consequences in K-12 settings. In this manuscript, we lay out the multiple meanings of color blindness, drawing from legal, educational, and social science traditions, and offer…

  17. Structural insight into the rearrangement of the switch I region in GTP-bound G12A K-Ras

    Energy Technology Data Exchange (ETDEWEB)

    Xu, Shenyuan; Long, Brian N.; Boris, Gabriel H.; Chen, Anqi; Ni, Shuisong; Kennedy, Michael A.

    2017-11-10

    K-Ras, a molecular switch that regulates cell growth, apoptosis and metabolism, is activated when it undergoes a conformation change upon binding GTP and is deactivated following the hydrolysis of GTP to GDP. Hydrolysis of GTP in water is accelerated by coordination to K-Ras, where GTP adopts a high-energy conformation approaching the transition state. The G12A mutation reduces intrinsic K-Ras GTP hydrolysis by an unexplained mechanism. Here, crystal structures of G12A K-Ras in complex with GDP, GTP, GTPγS and GppNHp, and of Q61A K-Ras in complex with GDP, are reported. In the G12A K-Ras–GTP complex, the switch I region undergoes a significant reorganization such that the Tyr32 side chain points towards the GTP-binding pocket and forms a hydrogen bond to the GTP γ-phosphate, effectively stabilizing GTP in its precatalytic state, increasing the activation energy required to reach the transition state and contributing to the reduced intrinsic GTPase activity of G12A K-Ras mutants.

  18. Preservice teachers working with narrative inquiry

    DEFF Research Database (Denmark)

    Daugbjerg, Peer

    Application of inquiry in teacher education is gaining momentum. Inquiry is used to build connections with the local community (Nicholas, Baker-Sennett, McClanahan, & Harwood, 2012), student-centered inquiry is used as a curricular model (Oliver et al., 2015), inquiry is used to accentuate......’-module is a 6 week full-time study including a 2 weeks stay at a youth folk high school, where the teacher students are to focus on a self-determined element of the praxis. The students are to study this focus through narrative inquiry based on the North-American tradition within narrative inquiry (Clandinin....... Aarhus; Kbh.: Klim; i samarbejde med Folkehøjskolernes Forening. Salerno, A. S., & Kibler, A. K. (2015). Questions they ask: Considering teacher-inquiry questions posed by pre-service english teachers. Educational Action Research, 23(3), 399-415....

  19. Achieving Quality Education by Understanding Teacher Job Satisfaction Determinants

    Directory of Open Access Journals (Sweden)

    Chux Gervase Iwu

    2018-02-01

    Full Text Available The issue of quality education in Nigeria has come up in a number of studies. In particular, the teacher has been identified as a major resource in achieving the very important objective of quality basic education. This comes against the backdrop that teachers are perceived to be in a better position to influence the performance of learners. However, how can they positively influence student performance if they themselves are not motivated? A total of 547 teachers in 23 schools (pre-nursery to senior high schools in the Ibadan South-West Local Government Area in Oyo state, Nigeria participated in the study. SPSS software version 22 was used for data analysis. Descriptive analysis (mean and standard deviation was done at the first stage and factor analysis at the second stage. The Kaiser’s criterion technique was also applied to determine the factors (components to be retained for the factor analysis. Only factors with an Eigen value of 1.0 or more were retained for analysis. Kolmogorov-Smirnov’s and Shapiro-Wilk’s tests of normality were also used to test if the generated components (factors are normally distributed, and the p-values of less than 0.001 for all the components indicated no normal distribution. Overall, the results suggest that teachers’ pay or salary, growth opportunities and responsibilities attached to work are the top three job characteristics variables that contribute to teacher job satisfaction.

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2016-11-01

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

  1. First determination of CP violation parameters from K0-anti K0 decay asymmetry

    International Nuclear Information System (INIS)

    Adler, R.; Backenstoss, G.; Eckart, B.; Felder, C.; Pagels, B.; Polivka, G.; Rickenbach, R.; Santoni, C.; Tauscher, L.; Troester, D.A.; Alhalel, T.; Ealet, A.; Fassnacht, P.; Geralis, T.; Montanet, F.; Pelucchi, F.; Angelopoulos, A.; Apostolakis, A.; Rozaki, E.; Sakeliou, L.; Sarigiannis, K.; Aslanides, E.; Bee, C.P.; Gamet, R.; Bennet, J.; Cawley, E.; Dodgson, M.; Fry, J.R.; Gabathuler, E.; Harrison, P.F.; Hayman, P.J.; Maley, P.; Sacks, L.; Sanders, P.; Vlachos, S.; Bienlein, J.K.; Fetscher, W.; Gerber, H.J.; Gumplinger, P.; Ruf, T.; Schaefer, M.; Weber, P.; Witzig, C.; Bloch, P.; Fidecaro, M.; Heyes, W.G.; Pavlopoulos, P.; Schopper, A.; Bula, C.; Kettle, P.R.; Nakada, T.; Burgun, G.; Chardin, G.; Dejardin, M.; Derre, J.; Duclos, J.; Faure, J.L.; Francis, D.; Garreta, D.; Guyot, C.; Kochowski, C.; Schune, P.; Yeche, C.; Carlson, P.; Fuglesang, C.; Jansson, K.; Jon-And, K.; Kerek, A.; Szilagyi, S.; Carvalho, J.; Cobbaert, H.; Ferreira-Marques, R.; Onofre, A.; Pinto da Cunha, J.; Policarpo, A.; Beveren, E. van; Charalambous, S.; Chardalas, M.; Dedoussis, S.; Touramanis, C.; Dousse, J.C.; Faravel, L.; Johner, H.U.; Kern, J.; Schaller, L.; Filipcic, A.; Mikuz, M.; Seljak, U.; Zavrtanik, D.; Go, A.; Lawry, T.; Miller, J.P.; Roberts, B.L.; Varner, G.; Zimmerman, D.; Hollander, R.W.; Kreuger, R.; Postma, H.; Putte, M. van den; Eijk, C.W.E. van; Kokkas, P.; Manthos, N.; Triantis, F.; Le Gac, R.; Thibault, C.; Touchard, F.; Machado, E.; Marel, G.

    1992-01-01

    We report the first determination of CP violation parameters from particle-antiparticle asymmetry in the decay of neutral kaons into two charged pions. Observation of such an asymmetry is direct proof of CP violation. A fit to the asymmetry enabled a determination of the parameter η +- to be made, yielding the result vertical strokeη +- vertical stroke=[2.32±0.14(stat.)±0.03(syst.)]x10 -3 and φ +- =42.3deg±4.4deg(stat.)±0.4deg(syst.), with an additional uncertainty of ±1.0deg due to the error on the present published value of Δm, the K L 0 -K S 0 mass difference. The magnitudes of both statistical and systematic errors will be significantly reduced in the future. (orig.)

  2. Connecting with the "Other" Side of Us: A Cooperative Inquiry by Self-Identified Minorities in a Teacher Preparation Program

    Science.gov (United States)

    Bower-Phipps, Laura; Homa, Thomas D.; Albaladejo, Cristina; Johnson, Arlette Mello; Cruz, Maria Cristina

    2013-01-01

    Minority teacher candidates' capacity to connect with diverse students in preK-12 settings is a driving force behind the demographic imperative to diversify the teaching professions (Achinstein, Ogawa, Sexton, & Freitas, 2010; Banks et al., 2005). Teacher candidates of color have great confidence in their abilities to relate to students of…

  3. Exogenous and endogenous determinants of vitamin K status in cystic fibrosis.

    Science.gov (United States)

    Krzyżanowska, Patrycja; Pogorzelski, Andrzej; Skorupa, Wojciech; Moczko, Jerzy; Grebowiec, Philip; Walkowiak, Jarosław

    2015-07-10

    Cystic fibrosis (CF) patients are at high risk for vitamin K deficiency. The effects of vitamin K supplementation are very ambiguous. Therefore, we aimed to define the determinants of vitamin K deficiency in a large cohort of supplemented - 146 (86.9%) and non-supplemented - 22 (13.1%) CF patients. Vitamin K status was assessed using prothrombin inducted by vitamin K absence (PIVKA-II) and undercarboxylated osteocalcin (u-OC). The pathological PIVKA-II concentration (≥ 2 ng/ml) and abnormal percentage of osteocalcin (≥ 20%) were found in 72 (42.8%) and 60 (35.7%) subjects, respectively. We found that liver involvement, diabetes, and glucocorticoid therapy were potential risk factors for vitamin K deficiency. Pathological concentrations of PIVKA-II occurred more frequently in patients with pancreatic insufficiency and those who have two severe mutations in both alleles of the CFTR gene. Pathological percentage of u-OC was found more frequently in adult CF patients and those not receiving vitamin K. However, it seems that there are no good predictive factors of vitamin K deficiency in CF patients in everyday clinical care. Early vitamin K supplementation in CF patients seems to be warranted. It is impossible to clearly determine the supplementation dose. Therefore, constant monitoring of vitamin K status seems to be justified.

  4. Crossed molecular beam-tunable laser determination of velocity dependence of intramultiplet mixing: K(4p2P1/2)+He →K(4p2P3/2)+He

    International Nuclear Information System (INIS)

    Anderson, R.W.; Goddard, T.P.; Parravano, C.; Warner, J.

    1976-01-01

    The velocity dependence of intramultiplet mixing, K(4p 2 P 1 / 2 ) +He→K(4p 2 P 3 / 2 )+He, has been measured over the relative velocity range v=1.3--3.4 km/sec. The cross section appears to fit a linear function Q (v) =A (v-v 0 ), where a=6.3 x 10 -4 A 2 and v 0 = 7.9 x 10 4 cm/sec. The value of A is obtained by normalization to the literature thermal average cross section. The intramultiplet mixing theory of Nikitin is modified to yield Q (v) for the process. The modified theory correctly exhibits detailed balancing, and it is normalized to provide a very good fit to the observed Q (v). The magnitude of the normalization factor, however, is larger than that predicted from recent pseudopotential calculations of the excited state potentials. The temperature dependence of intramultiplet mixing is predicted. The use of laser polarization to determine the m/subj/ dependence of the process K(4p 2 P 3 / 2 +He→K(4p 2 P 1 / 2 )+He and other collision processes of excited 2 P 3 / 2 states is examined

  5. Teacher-Families Online Interactions and Gender Differences in Parental Involvement through School Data System: Do Mothers Want to Know More than Fathers about Their Children?

    Science.gov (United States)

    Blau, Ina; Hameiri, Mira

    2012-01-01

    The integration of School Systems in K-12, opens new possibilities for online interaction among teachers, students, and their parents. This paper examines three years of teacher-student and teacher-parent online interactions in seven Israeli secondary schools during the implementation of a school system called Mashov (meaning "feedback"…

  6. 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…

  7. 12 CFR 404.8 - Initial determination.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Initial determination. 404.8 Section 404.8 Banks and Banking EXPORT-IMPORT BANK OF THE UNITED STATES INFORMATION DISCLOSURE Procedures for Disclosure of Records Under the Freedom of Information Act. § 404.8 Initial determination. (a) Authority to...

  8. Everybody Wins: How the IceCube Collaboration Capitalizes Teacher Deployments to the South Pole

    Science.gov (United States)

    Madsen, J.

    2017-12-01

    Over the last fifteen years, the IceCube Collaboration and its predecessor AMANDA have hosted eight teachers at South Pole with the ninth scheduled to deploy in the upcoming 2017-18 season. These deployments have been organized in conjunction with NSF funded programs that pair polar researchers with teachers. Teachers Experiencing the Arctic and Antarctica in the early years, and now PolarTREC, provide valuable structure, general training, build community among polar researchers and teachers, and archive resources developed by participants. The IceCube Collaboration has developed a successful team building approach for newly selected teachers that utilizes past polar teachers. For about a decade, we have provided a two week summer residential science course for a diverse group of ninth to twelve grade students in the University of Wisconsin-River Falls Upward Bound program. An authentic research experience is delivered by focusing on the process of science using a different accessible and meaningful project each year. For example, this summer students learned about design and construction by creating their own LED-embedded clothing. They programmed a microcontroller so the LEDs responded to an external input such as motion or sound. This panel presentation in the K-12 Education/Outreach: Effective Partnerships between Scientists and K-12 Teachers/Informal Educators including Authentic Student Research session will describe how this is a win for all involved. It gives the new teacher extensive opportunities to learn about living and working at the South Pole from past teachers, experience integrating into to an established team as they will do when they deploy, and lets them see creative ways to incorporate IceCube research into the classroom. It also provides a rich active learning experience for the UWRF Upward Bound students, and a way to keep engaged with teachers who have deployed in the past.

  9. Impact of a Scientist-Teacher Collaborative Model on Students, Teachers, and Scientists

    Science.gov (United States)

    Shein, Paichi Pat; Tsai, Chun-Yen

    2015-09-01

    Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist-teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students' learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers' and scientists' science teaching. A quasi-experimental design was used to understand the impact on students' scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students' scientific competency and a large effect on students' scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK.

  10. The Growth of Instructional Coaching Partner Conversations in a PreK-3rd Grade Teacher Professional Development Experience

    Science.gov (United States)

    Thomas, Earl E.; Bell, David L.; Spelman, Maureen; Briody, Jennifer

    2015-01-01

    Instructional coaching that supports teachers' with revising teaching practices is not understood. This study sought to understand the impact of the instructional coaching experience by recording coaching conversations/interactions with teachers. The purpose was to determine if the type of coaching conversations changed overtime during three…

  11. Determining Motivators and Hygiene Factors among Excellent Teachers in Malaysia: An Experience of Confirmatory Factor Analysis

    Science.gov (United States)

    Amzat, Ismail Hussein; Don, Yahya; Fauzee, Sofian Omar; Hussin, Fauzi; Raman, Arumugam

    2017-01-01

    Purpose: In a world in which successful learning is believed to rest on the methods of teaching and the performance of students is determined by teacher quality, it is clear that teachers are the backbone of student learning attainments. In such a scenario, teacher development, welfare, motivation, and satisfaction are crucial for better teaching…

  12. Intervening to Improve Teachers' Need-Supportive Behaviour Using Self-Determination Theory: Its Effects on Teachers and on the Motivation of Students with Deafblindness

    Science.gov (United States)

    Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

    2017-01-01

    Research on Self-Determination Theory has shown that teachers' need-supportive behaviour is associated with student motivation and engagement. The purpose of this study is to examine the effectiveness of an intervention aimed at increasing the motivation of students with congenital and acquired deafblindness by enhancing teachers' need-supportive…

  13. Crosstalk between Vitamins A, B12, D, K, C, and E Status and Arterial Stiffness

    Science.gov (United States)

    Luca, Constantin Tudor

    2017-01-01

    Arterial stiffness is associated with cardiovascular risk, morbidity, and mortality. The present paper reviews the main vitamins related to arterial stiffness and enabling destiffening, their mechanisms of action, providing a brief description of the latest studies in the area, and their implications for primary cardiovascular prevention, clinical practice, and therapy. Despite inconsistent evidence for destiffening induced by vitamin supplementation in several randomized clinical trials, positive results were obtained in specific populations. The main mechanisms are related to antiatherogenic effects, improvement of endothelial function (vitamins A, C, D, and E) and metabolic profile (vitamins A, B12, C, D, and K), inhibition of the renin-angiotensin-aldosterone system (vitamin D), anti-inflammatory (vitamins A, D, E, and K) and antioxidant effects (vitamins A, C, and E), decrease of homocysteine level (vitamin B12), and reversing calcification of arteries (vitamin K). Vitamins A, B12, C, D, E, and K status is important in evaluating cardiovascular risk, and vitamin supplementation may be an effective, individualized, and inexpensive destiffening therapy. PMID:28167849

  14. Factors Affecting Teachers' Adoption of Educational Computer Games: A Case Study

    Science.gov (United States)

    Kebritchi, Mansureh

    2010-01-01

    Even though computer games hold considerable potential for engaging and facilitating learning among today's children, the adoption of modern educational computer games is still meeting significant resistance in K-12 education. The purpose of this paper is to inform educators and instructional designers on factors affecting teachers' adoption of…

  15. Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice. Eleventh Edition

    Science.gov (United States)

    Watson, John; Pape, Larry; Murin, Amy; Gemin, Butch; Vashaw, Lauren

    2014-01-01

    "Keeping Pace with K-12 Digital Learning" (2014) is the 11th in a series of annual reports that began in 2004 that examine the status of K-12 online education across the country. The report provides an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states. It summarizes that at a…

  16. Illinois Ratings of Teacher Effectiveness Manual. Grades 9-12.

    Science.gov (United States)

    Blanchard, B. Everard

    The Illinois Ratings of Teacher Effectiveness (IRTE) is an instrument for recording senior high school student perceptions of teacher performance in ten trait areas: teacher appearance, ability to explain, friendliness, grading fairness, discipline, outside classroom assignments, enjoyment of teaching, voice, mannerisms, and command of subject…

  17. Exploring Preservice Teacher Perspectives on Video Games as Learning Tools

    Science.gov (United States)

    Ray, Beverly B.; Powell, Angiline; Jacobsen, Brenda

    2014-01-01

    Despite their popularity with learners, many K-12 teachers are reluctant to use video games as learning tools. Addressing issues surrounding this reluctance is important since the educational use of video games is supported by learning theory and an emerging research base. Specifically, this study adopts exploratory research as a means to examine…

  18. Determining the Knowledge Level of Pre-Service Teachers' on Radioactivity and Radiation

    Science.gov (United States)

    Ergul, N. Remziye

    2012-01-01

    This study investigated the basic knowledge levels of teacher candidates' from different branches regarding the subjects of radiation and radioactivity. 42 variables were determined in relation to the specified titles. In the preparation stage of determining the variables, all the related programs were examined, and attention was paid to include…

  19. GenoBase: comprehensive resource database of Escherichia coli K-12.

    Science.gov (United States)

    Otsuka, Yuta; Muto, Ai; Takeuchi, Rikiya; Okada, Chihiro; Ishikawa, Motokazu; Nakamura, Koichiro; Yamamoto, Natsuko; Dose, Hitomi; Nakahigashi, Kenji; Tanishima, Shigeki; Suharnan, Sivasundaram; Nomura, Wataru; Nakayashiki, Toru; Aref, Walid G; Bochner, Barry R; Conway, Tyrrell; Gribskov, Michael; Kihara, Daisuke; Rudd, Kenneth E; Tohsato, Yukako; Wanner, Barry L; Mori, Hirotada

    2015-01-01

    Comprehensive experimental resources, such as ORFeome clone libraries and deletion mutant collections, are fundamental tools for elucidation of gene function. Data sets by omics analysis using these resources provide key information for functional analysis, modeling and simulation both in individual and systematic approaches. With the long-term goal of complete understanding of a cell, we have over the past decade created a variety of clone and mutant sets for functional genomics studies of Escherichia coli K-12. We have made these experimental resources freely available to the academic community worldwide. Accordingly, these resources have now been used in numerous investigations of a multitude of cell processes. Quality control is extremely important for evaluating results generated by these resources. Because the annotation has been changed since 2005, which we originally used for the construction, we have updated these genomic resources accordingly. Here, we describe GenoBase (http://ecoli.naist.jp/GB/), which contains key information about comprehensive experimental resources of E. coli K-12, their quality control and several omics data sets generated using these resources. © The Author(s) 2014. Published by Oxford University Press on behalf of Nucleic Acids Research.

  20. Experimental densities, refractive indices, and speeds of sound of 12 binary mixtures containing alkanes and aromatic compounds at T = 313.15 K

    International Nuclear Information System (INIS)

    Calvar, Noelia; Gomez, Elena; Gonzalez, Begona; Dominguez, Angeles

    2009-01-01

    Densities, speeds of sound, and refractive indices of 12 binary systems of alkanes (hexane, heptane, octane, and nonane) with aromatics (benzene, or toluene, or ethylbenzene) at T = 313.15 K and at atmospheric pressure were determined over the whole composition range, and are presented in this paper. From the experimental results, the derived and excess properties (isentropic compressibility, excess molar volumes, and excess molar isentropic compressibility) at T = 313.15 K were calculated and satisfactorily fitted to the Redlich-Kister equation.