Toppin, Ian N.; Toppin, Sheila M.
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…
Taylor, Brett D.; McNair, Delores E.
Traditional school districts do not have a lot of experience with virtual schools and have lost students to state and charter virtual schools. To retain students and offer alternative learning opportunities, more public districts are starting their own virtual schools. This study was an examination of foundational processes at three California…
This policy forum proceedings document contains a short introduction section that describes the current status of virtual public school programs in general and special education programs in particular. Next, this document provides a state-of-the-nation report that describes the exponential growth these programs and the evolving policy issues for…
Vermont Center for Geographic Information — (Link to Metadata) FacilitiesSchools_PTSCHOOL is designed to provide point locations of every Vermont School along with the established school ID (PSID) for...
Glass, Gene V.
In a decade, virtual education in its contemporary form of asynchronous, computer-mediated interaction between a teacher and students over the Internet has grown from a novelty to an established mode of education that may provide all or part of formal schooling for nearly one in every 50 students in the US. In a non-random 2007 survey of school…
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…
Cross, Deborah Iyron
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…
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";…
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.
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…
Carroll, Stephen J; Krop, Cathy; Arkes, Jeremy; Morrison, Peter A; Flanagan, Ann
... 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...
Carpenter, Dick; Kafer, Krista; Reeser, Kelly; Shafer, Sheryl
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…
Long, Mark C.; Conger, Dylan
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…
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…
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)
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.
Sugar, William; van Tryon, Patricia J. Slagter
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…
Ricketts, Melissa L.
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…
Torcellini, Paul A [National Renewable Energy Laboratory (NREL), Golden, CO (United States)
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.
Dolson, Jimmy L.
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…
This multiple-case qualitative study was conducted to examine the perceptions of community members, students, and staff regarding school crisis management following a 2006 tornado and 2010 bus accident in a small rural school district in Missouri. Online surveys were collected from 66 participants, and 10 follow-up interviews were completed with…
Whitmire, Richard; Bailey, Susan McGee
Debates about gender and schooling have taken a surprising turn in the past decade. After years of concern that girls were being shortchanged in male-dominated schools, especially in math and science, there has grown a rising chorus of voices worrying about whether boys are the ones in peril. With young women making up close to 60 percent of…
Tysinger, P. Dawn; Tysinger, Jeff; Diamanduros, Terry; Kennedy, Kathryn
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…
Aud, Susan L.
Education finance policy has become an urgent concern in many state legislatures. Demands for greater equity and accountability have forced states to review, and in many cases to revise, the method by which schools are funded. This study sheds light on Indiana's financing of public K-12 education by providing a clear explanation of the components…
Bonnema, E.; Leach, M.; Pless, S.; Torcellini, P.
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).
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
Sauers, Nicholas J.; Richardson, Jayson W.
This study analyzed how active Twitter users who are also school leaders used the tool. The researchers collaboratively identified K-12 school leaders who were active on Twitter and then collected tweets from those school leaders. The final sample for this study included 115 Twitter users and over 180,000 tweets from those individuals. The results…
This fact sheet summarizes recommendations for designing elementary, middle, and high school buildings that will result in 50% less energy use than conventional new schools built to minimum code requirements. The recommendations are drawn from the Advanced Energy Design Guide for K-12 School Buildings, an ASHRAE publication that provides comprehensive recommendations for designing low-energy-use school buildings (see sidebar). Designed as a stand-alone document, this fact sheet provides key principles and a set of prescriptive design recommendations appropriate for smaller schools with insufficient budgets to fully implement best practices for integrated design and optimized performance. The recommendations have undergone a thorough analysis and review process through ASHRAE, and have been deemed the best combination of measures to achieve 50% savings in the greatest number of schools.
Utebay Kudret; McArthur, Ashley
In recent years, schools have been forced by rising costs and shrinking budgets to stretch their resources further than ever before in order to meet the educational needs of today's students. EPA's ENERGY STAR program helps K-12 schools and districts improve energy efficiency, reduce operating costs and redirect critical resources into the…
With the continually growing number of computers and mobile devices available in K-12 schools, the need is dwindling for dedicated computer labs and media centers. Some schools are starting to repurpose those facilities into different kinds of exploratory learning environments known as "makerspaces". This article discusses this next…
Schools in New York City have made attempts to embrace and support the strand of "making connections", which is laid out in the New York City Department of Dance blueprint for teaching and learning in dance for grades PreK-12. Accordingly, some schools have integrated Ugandan traditional dances into the dance curriculum, and dance…
Castro, Andrene; Germain, Emily; Gooden, Mark
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…
Plympton, P.; Brown, J.; Stevens, K.
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.
3. REPORT TYPE AND DATES COVERED Master’s thesis 4. TITLE AND SUBTITLE K-12 SCHOOLS: THE EFFECT OF PUBLIC SCHOOL CHOICES ON MARINE FAMILIES’ CO...be educated ? One theory regarding decision-making in general is the rational choice theory . This approach to explaining the process of making...NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA THESIS Approved for public release. Distribution is unlimited. K-12 SCHOOLS
Cheng, D. L. C.; Halkides, D. J.; Larour, E. Y.; Moore, J.; Dunn, S.; Perez, G.
We present an update on our developing Virtual Ice Sheet Laboratory (VISL). Geared to K-12 classrooms and the general public, VISL's main goal is to improve climate literacy, especially in regards to the crucial role of the polar ice sheets in Earth's climate and sea level. VISL will allow users to perform guided experiments using the Ice Sheet System Model (ISSM), a state-of-the-art ice flow model developed at NASA's Jet Propulsion Laboratory and UC Irvine that simulates the near-term evolution of the ice sheets on Greenland and Antarctica. VISL users will access ISSM via a graphical interface that can be launched from a web browser on a computer, tablet or smart phone. Users select climate conditions and run time by moving graphic sliders then watch how a given region evolves in time under those conditions. Lesson plans will include conceptual background, instructions for table top experiments related to the concepts addressed in a given lesson, and a guide for performing model experiments and interpreting their results. Activities with different degrees of complexity will aim for consistency with NGSS Physical Science criteria for different grade bands (K-2, 3-5, 6-8, and 9-12), although they will not be labeled as such to encourage a broad user base. Activities will emphasize the development of physical intuition and critical thinking skills, understanding conceptual and computational models, as well as observation recording, concept articulation, hypothesis formulation and testing, and mathematical analysis. At our present phase of development, we seek input from the greater science education and outreach communities regarding VISL's planned content, as well as additional features and topic areas that educators and students would find useful.
Townsend, Mary Beth
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…
Hill, Lara Gillian C.
A systematic grounded theory qualitative study was conducted investigating the process of effectively leading educational technology in New Jersey public K-12 school districts. Data were collected from educational technology district leaders (whether formal or non-formal administrators) and central administrators through a semi-structured online…
Beers, Jason Ronald
Purpose. The purpose of this study was to identify technology-related strategies used by educational leaders to increase prosocial behavior in K-12 schools. Information and communication technology (ICT) is developing at a rapid rate and is becoming more ubiquitous among students. Discovering and understanding common technology-related strategies…
Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.
Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…
The U.S. Department of Energy developed the Advanced Energy Retrofit Guides (AERGs) to provide specific methodologies, information, and guidance to help energy managers and other stakeholders plan and execute energy efficiency improvements. Detailed technical discussion is fairly limited. Instead, we emphasize actionable information, practical methodologies, diverse case studies, and unbiased evaluations of the most promising retrofit energy efficiency measures for each building type. A series of AERGs is under development, addressing key segments of the commercial building stock. K-12 schools were selected as one of the highest priority building sectors, because schools affect the lives of most Americans. They also represent approximately 8% of the energy use and 10% of the floor area in commercial buildings nationwide. U.S. K-12 school districts spend more than $8 billion each year on energy - more than they spend on computers and textbooks combined. Most occupy older buildings that often have poor operational performance - more than 30% of schools were built before 1960. The average age of a school is about 42 years - which is nearly the expected serviceable lifespan of the building. K-12 schools offer unique opportunities for deep, cost-effective energy efficiency improvements, and this guide provides convenient and practical guidance for exploiting these opportunities in the context of public, private, and parochial schools.
Staker, Heather; Horn, Michael B.
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…
Torcellini, Paul A [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Pless, Shanti [National Renewable Energy Laboratory (NREL), Golden, CO (United States)
Driven by energy efficiency advances and renewable energy cost reductions, zero energy buildings are popping up all around the country. Although zero energy represents a bold paradigm shift - from buildings that consume energy to buildings that produce enough energy to meet their energy needs on an annual basis - it isn't a sudden shift. Zero energy buildings are the result of steady, incremental progress by researchers and building professionals working together to improve building energy performance. ASHRAE is taking the lead by publishing - in partnership with the American Institute of Architects (AIA), the Illuminating Engineering Society (IES), the U.S. Green Building Council (USGBC), and the U.S. Department of Energy (DOE) - a new series of advanced energy design guides (AEDGs) focused on zero energy buildings. The recently completed Advanced Energy Design Guide for K-12 School Buildings: Achieving Zero Energy (K-12 ZE AEDG) is the first in this series.
Pless, S.; Torcellini, P.; Long, N.
This Technical Support Document describes the process and methodology for the development of the Advanced Energy Design Guide for K-12 School Buildings (K-12 AEDG), a design guidance document intended to provide recommendations for achieving 30% energy savings in K-12 Schools over levels contained in ANSI/ASHRAE/IESNA Standard 90.1-1999, Energy Standard for Buildings Except Low-Rise Residential Buildings. The 30% energy savings target is the first step toward achieving net-zero energy schools; schools that, on an annual basis, draw from outside sources less or equal energy than they generate on site from renewable energy sources.
Full Text Available Typically, it is often more challenging to shoot bottle rockets for distance instead of shooting them straight up and measuring altitude, as is often done.Using a device made from pipe and wood to launch bottle rockets and control the launch angle creates a much more interesting problem for students who are attempting to optimize launch conditions.Plans are presented for a launcher that allow students to adjust the launch angle. To help embellish the exercise, we supplement the bottle rocket with a model using virtual reality and a photorealistic simulation of the launch that allows the students to appreciate the optimization problems associated with water and air pressure and launch angle. Our usage data indicates that students easily adapt to the virtual reality simulation and use our simulation for intuitive experiments on their own to optimize launch conditions.
Centers for Disease Control and Prevention, 2010
The purpose of "Preparing for the Flu: A Communication Toolkit for Schools" is to provide basic information and communication resources to help school administrators implement recommendations from CDC's (Centers for Disease Control and Prevention) Guidance for State and Local Public Health Officials and School Administrators for School (K-12)…
Barbour, Michael K.; Reeves, Thomas C.
Virtual schooling was first employed in the mid-1990s and has become a common method of distance education used in K-12 jurisdictions. The most accepted definition of a virtual school is an entity approved by a state or governing body that offers courses through distance delivery--most commonly using the Internet. While virtual schools can be…
Kenney, Erica L; Redman, Morgan T; Criss, Shaniece; Sonneville, Kendrin R; Austin, S Bryn
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.
Rodak, C. M.; Walsh, M.; Gensic, J.
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
Stringer, Tomeka C.
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…
Center for Cities & Schools, 2015
The Governor, members of the legislature and other key stakeholders have identified concerns about the State of California's approach to funding K-12 school facilities, but they have not yet formulated a consensus going forward on the state role and responsibilities for school district facilities. To inform the school facilities funding policy…
Administrators are constantly seeking ways to cost-effectively and adequately increase security and improve efficiency in K-12 schools. While video is not a new tool to schools, the shift from analog to network technology has increased the accessibility and usability in a variety of applications. Properly installed and used, video is a powerful…
FOSTER, GARRETT R.
A SERIES OF THREE CONFERENCES WAS HELD TO EXPLORE THE FEASIBILITY OF IMPLEMENTING A LONG-RANGE CURRICULUM DEVELOPMENT PROJECT FOR AN UNGRADED, K-12 SCHOOL, BASED ON RECOMMENDATIONS OF THE CAMBRIDGE CONFERENCE ON SCHOOL MATHEMATICS. OVER 50 MATHEMATICIANS, MATHEMATICS EDUCATORS, AND PERSONS INVOLVED IN THEORETICAL AND APPLIED PSYCHOLOGICAL…
Ibarra, D. L.; Joyce, S.
A team of faculty and administrators from The Independent Schools Foundation Academy spend the 2015 - 2016 academic year identifying possible locations in Asia for a year-round outdoor education center. ISF Academy currently has over 1500 students its K-12 bilingual school in Hong Kong, China. The outdoor education center is an extension of the built campus in Pokfulam and will provide students opportunities to live in a natural setting, participate in outdoor educational activities and study in an environment significantly different than a classroom. Currently ISF Academy students in grades 4 - 12 are off campus twice during the academic year in an experiential learning environment. These current programs include camping, hiking, kayaking, other adventurous activities and service learning opportunities. The purpose of the dedicated site is to have a "home base" for ISF Academy and the experiential learning programs. This past year we looked specifically at programs and locations that could also be used by students for ecology and earth systems based research in the senior school (grades 9 - 12). We have looked at sites in Hong Kong, Indonesia, Malaysia and Taiwan. The ideal site will have marine, terrestrial and mangrove ecosystems and allow students to set up long-term research sites in any of these ecosystems. Creating opportunities for authentic research that allows students spend an extended time in a research setting will help them to gain both skills and independence needed in the future at the tertiary level. The evaluation of these sites included identifying potential research partners, site preparation, logistics in and out of the locations, and the heath/safety management of students living and working in a remote location. In parallel to the site evaluations, the curriculum is being developed for the students that is age and skill appropriate using the frame work of the existing guided discovery curriculum in the primary school, and the MYP and DP
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.
Coughlin, J.; Kandt, A.
This report focuses on financial options developed specifically for renewable energy and energy efficiency projects in three California public school districts. Solar energy systems installed on public schools have a number of benefits that include utility bill savings, reductions in greenhouse gas emissions (GHGs) and other toxic air contaminants, job creation, demonstrating environmental leadership, and creating learning opportunities for students. In the 2011 economic environment, the ability to generate general-fund savings as a result of reducing utility bills has become a primary motivator for school districts trying to cut costs. To achieve meaningful savings, the size of the photovoltaic (PV) systems installed (both individually on any one school and collectively across a district) becomes much more important; larger systems are required to have a material impact on savings. Larger PV systems require a significant financial commitment and financing therefore becomes a critical element in the transaction. In simple terms, school districts can use two primary types of ownership models to obtain solar installations and cost savings across a school district. The PV installations can be financed and owned directly by the districts themselves. Alternatively, there are financing structures whereby another entity, such as a solar developer or its investors, actually own and operate the PV systems on behalf of the school district. This is commonly referred to as the 'third-party ownership model.' Both methods have advantages and disadvantages that should be weighed carefully.
Holen, Steven M.
The purpose of this study was to review the history of North Dakota K-12 transportation funding system, identify how school districts are reimbursed for transportation expenses, and compare this information with fourteen other state transportation funding systems. North Dakota utilizes a block grant structure that has been in place since 1972 and…
Shields, Sharon L.; Gilchrist, Leigh Z.; Nixon, Carol T.; Holland, Barbara A.; Thompson, Elizabeth A.
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…
Jones, Joseph R.
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…
O'Rourke, Polly; Zhou, Qian; Rottman, Isaac
In view of the importance of increasing multilingualism in the United States, the current study examined state policy for high school graduation requirements in the 50 states and the District of Columbia as an index of the way in which the study of world language is positioned and prioritized in K--12 education. Only seven states require the study…
Hash, Phillip M.
The purpose of this study was to analyze and summarize characteristics of music educator vacancies in faith-based K-12 schools in the United States for the 2013-2014 academic year. Data extracted from placement notices and supplemental sources included demographic information, job responsibilities, and employment requirements for 153 listings in…
Geothermal heat pumps (GHPs) have been shown to have a number of benefits over other technologies used to heat and cool buildings and provide hot water, combining high levels of occupant comfort with low operating and maintenance costs. Public facilities represent an increasingly important market for GHPs, and schools are a particularly good application, given the large land area that normally surrounds them. Nevertheless, some barriers remain to the increased use of GHPs in institutional and commercial applications. First, because GHPs are perceived as having higher installation costs than other space conditioning technologies, they are sometimes not considered as an option in feasibility studies. When they are considered, it can be difficult to compile the information required to compare them with other technologies. For example, a life cycle cost analysis requires estimates of installation costs and annually recurring energy and maintenance costs. But most cost estimators are unfamiliar with GHP technology, and no published GHP construction cost estimating guide is available. For this reason, estimates of installed costs tend to be very conservative, furthering the perception that GHPs are more costly than other technologies. Because GHP systems are not widely represented in the various softwares used by engineers to predict building energy use, it is also difficult to estimate the annual energy use of a building having GHP systems. Very little published data is available on expected maintenance costs either. Because of this lack of information, developing an accurate estimate of the life cycle cost of a GHP system requires experience and expertise that are not available in all institutions or in all areas of the country. In 1998, Oak Ridge National Laboratory (ORNL) entered into an agreement with the Lincoln, Nebraska, Public School District and Lincoln Electric Service, the local electric utility in the Lincoln area, to study four new, identical elementary
Woodbridge, Michelle W.; Goldweber, Asha; Yu, Jennifer; Golan, Shari; Stein, Bradley D.
Across the education, public health, and human and social services areas, there is renewed interest in bringing agency representatives together to work on the promotion of student mental health and wellness. One of the aims of California's Prevention and Early Intervention (PEI) K-12 Student Mental Health (SMH) initiative funded under Proposition…
Lappi, Shelly J.
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…
Corry, Michael; Dardick, William; Stella, Julie
As the number of online K-12 educational offerings continues to grow it is important to better understand key indicators of success for students enrolled in these classes. One of those indicators is student dropout rates. This is particularly important for Hispanic or Latino students who traditionally have high dropout rates. The purpose of this…
While virtual schools, which currently serve only a tiny fraction of the nation's 48 million K-12 students, get all the buzz, a much bigger, largely untold story of online learning is unfolding in America's brick-and-mortar classrooms: a simple yet profound merger of virtual-school technology and the traditional classroom is taking place. This…
Vincent, Jeffrey M.; Gross, Liz S.
K-12 public school facilities need regular investment to ensure student health and safety and support educational programming. Yet, the future of K-12 school facility funding in California is uncertain. A strong state-local partnership has existed that funded new construction, modernization, and other investments in public school facilities across…
Osborn, Debra S.; Peterson, Gary W.; Hale, Rebecca R.
The advent of virtual schools opens doors to opportunity for delivery of student services via the Internet. Through the use of structured interviews with four practicing Florida virtual school counselors, and a follow-up survey, the authors examined the experiences and reflections of school counselors who are employed full time in a statewide…
In an effort to safeguard the learning environment, school administrators generally rely on district or local school guidelines and professional judgment. With new technology, the proliferation of drug use, and increased school violence, schools have become a complex environment to manage for both system and local leadership. Administrators are…
Cumming, Joy; Mawdsley, Ralph
In a companion article, we considered legal issues in language and culture in private schooling in two U.S. contexts: "Silva v. St. Anne Catholic School" and "Doe v. Kamehameha Schools". In this article, we consider the facts and findings of these two cases under the human rights and antidiscrimination legal frameworks of…
Rebmann, Terri; Turner, James Austin; Kunerth, Allison K.
Working while ill (presenteeism) with symptoms of influenza-like illness can contribute to outbreaks, but little is known about school nurse presenteeism. Missouri Association of School Nurses members (N = 396) were sent a survey in 2013/2014. A chi square test was conducted to compare having a school culture that encourages presenteeism versus…
School facilities have a direct impact on student learning, student and staff health, and school finances. But too many students attend school facilities that fall short of providing 21st century learning environments because essential maintenance and capital improvements are underfunded. In this report, the author compiled and analyzed the best…
Caulkins, J. L.; Kortz, K. M.; Murray, D. P.
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
Schools K-12, This is a point feature class of Schools within Rock County. This data does not contain religious or parochial schools, or schools affiliated with churches., Published in 2005, Rock County Government.
NSGIC Local Govt | GIS Inventory — Schools K-12 dataset current as of 2005. This is a point feature class of Schools within Rock County. This data does not contain religious or parochial schools, or...
Mawdsley, Ralph; Cumming, Joy
Section 1981 prohibits discrimination concerning the right to contract, and Title VI prohibits discrimination on the basis of the basis of race and national origin. The two cases that form the basis for the discussion in this article--"Silva v. St. Anne Catholic School" and "Doe v. Kamehameha Schools"--address whether culture…
Stephens, Lacy; Shanks, Carmen Byker
Background: School food service professionals are vital to implementing national nutrition standards in school meal programs. Appropriate and effective training for these professionals may be one key to producing healthful meals that students are excited to eat and also meet United States Department of Agriculture (USDA) nutrient guidelines. A…
Belle, Kara; Utebay, Kudret; McArthur, Ashley
The U.S. Environmental Protection Agency (EPA) offers resources to help a school or school district improve the environmental health and energy performance of its facilities, and in many cases, apply the savings generated through improved energy efficiency toward facility improvements, for the betterment of students, faculty, and staff. As an…
Hartlep, Nicholas Daniel
This paper attempts to discuss eugenics in education and how this eugenic legacy continues to haunt American schooling and nonwhite students. Eugenic praxes and pedagogy continue to proliferate inside the American school systems' teachers may be unaware that they are teaching in such a way that maintains this ethos. This paper and seminar's…
Jurema, Ana Cristinia L. A.; Lima, Maria Edite Costa; Filho, Merval Jurema
The challenge facing educators today is not just to use computers at school but to use computer education and "Informatics" (information plus automatics, placing computer education in the broader context of information and technology) to mediate improved social and learning relations in schools. In order to introduce computers into…
Lichty, Lauren F.; Torres, Jennifer M. C.; Valenti, Maria T.; Buchanan, NiCole T.
Background: Peer sexual harassment is a significant social problem with consequences for both students and schools. Four out of 5 students report experiencing sexual harassment. These experiences have been linked to poor psychological health and academic withdrawal. Recognizing the seriousness of sexual harassment in schools, Supreme Court rulings…
Temperley, Austin J.
This study was designed to understand how ACSI certified Christian School leaders in Arizona lead their schools. There are a variety of leadership models available. Servant leadership, being a fairly recent phenomenon has been studied and implemented by numerous organizations and leaders with great organizational success and buy in. One area of…
ALBERT DIETER RITZHAUPT
Full Text Available This empirical research investigates trends in technology planning and funding in Florida’s K–12 public schools between the 2003–04 and 2005–06 academic years. Survey items that focused on funding and planning issues on Florida’s statewide school technology integration survey were analyzed using logistic models. Results indicate a significant increase in the number of schools revising their technology plans on a regular basis; a significant increase in the frequency with which Florida’s K–12 public schools are seeking funding for technology-related initiatives; a significant increase in parent, administrator, teacher, and student involvement in the technology planning process; and a significant decline in adequate funding for software and hardware needs. In addition, schools with low proportions of economically disadvantaged students sought and were awarded significantly more funds from donations and federal and state grants. Implications for educational leadership and policy are provided.
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.
US Department of Energy, 2004
Operations and maintenance (O&M) offers not only strategies for maintaining facilities, but also opportunities for reducing energy costs and increasing energy efficiency at existing schools, regardless of age. This Guidebook provides detailed and practical guidance on how K-12 school districts can plan and implement enhancements to their current…
...) 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...
School nurses are an often-overlooked population of health care professionals who have great importance in rural communities where access to health care is limited. In order to better serve school nurses in rural eastern Washington, an assessment was conducted to determine their information needs, behaviors, and perceptions. Results indicated this population of school nurses searches for multiple types of health information on a daily basis and navigates obstacles to information access using a variety of resources. While largely confident in their searching ability, they are open to learning more about how to find reliable health information to support their daily responsibilities. These results will guide the development of a workshop for school nurses about using reliable health information resources to improve health care in their rural communities.
Education , NCES, Digest of Education Statistics , various years. United States California School Facilities Concerns about K–12 public school facilities ...Department of Education , NCES, publishes official reports containing a table of all prior years’ assessment data and an indication of statistical ...Department of Education’s National Center for Educational Statistics .7 We use just the data from 1990 to 2000 in the regression analysis in order to
Schools: How Technology Can Transform Education (Washington, DC: Brookings Institution Press, 2012), ProQuest Ebook Central. 33 allowing the...Hack Education , April 25, 2015. http://hackeducation.com/2015/04/25/factory-model. West, Darrell M. Digital Schools: How Technology Can Transform ...BRATS: IMPROVING THE K–12 EDUCATION OF MILITARY-CONNECTED CHILDREN by Robert G. Stimis September 2017 Thesis Advisor: Rodrigo Nieto
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.
Goggio Borgeson, Merrian [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Environmental Energy Technologies Division; Zimring, Mark [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Environmental Energy Technologies Division
This guide focuses on clean energy financing options for school administrators, facility managers, and other K-12 school decision makers who are considering investments in high performance school projects. This guide explicitly focuses on comprehensive energy upgrades, those that involve multiple measures and are targeted toward achieving significant energy savings. Successful implementation of clean energy upgrades in schools is a matter of understanding the opportunity, making the commitment, and creatively tapping into available financing. This guide attempts to provide the foundation needed for successful projects in U.S. schools. It walks through the financing options available to K-12 schools and provides case studies of six school districts from around the country.
Colandrea, John Louis
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…
Ernst, Jeremy V.; Williams, Thomas O.; Clark, Aaron C.; Kelly, Daniel P.; Sutton, Kevin
Over the past decade, teacher autonomy within the formal educational system has been a central topic of discussion among educational stakeholders. This study explored influence over school policy and classroom control (teacher autonomy) among in-service science, technology, and mathematics (STM) educators within the United States. The National…
Bingimlas, Khalid Abdullah
This study aims to understand teachers' perspectives of the use of Web 2.0 applications in learning and teaching and to explore the barriers to their use. The sample of this study involved teachers from primary, middle, and secondary schools in the Kharj region. The total sample consisted of 352 teachers. A quantitative survey instrument was…
The report summarizes information on heating, ventilating, an air- conditioning (HVAC) systems commonly found in U. S. school buildings and the effect that operating these systems has on indoor radon levels. The report describes the ability of various HVAC systems to pressurize a...
Eckes, Suzanne E.
This article examines an education policy matter that involves homophobic speech in public schools. Using legal research methods, two federal circuit court opinions that have examined the tension surrounding anti-LGBTQ student expression are analyzed. This legal analysis provides non-lawyers some insight into the current realities of student…
Halagao, Patricia Espiritu
As a multicultural teacher educator, the author is always interested in teachers' perceptions of who their students are and where they come from. The purpose of this study is to examine the academic experiences of one of the largest ethnic groups in Hawai'i's public school system: Filipinos. Filipinos have long been an under-examined group in…
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…
Cox, Daniel Dean
The purpose of this qualitative, multiple-case study was two-fold: 1) to describe, analyze, and interpret the experiences of school principals and superintendents who use multiple social media tools such as blogs, microblogs, social networking sites, podcasts, and online videos with stakeholders as part of their comprehensive communications…
ems -insider/articles/2014/02/a-new-response.html. 2 Ashby, Cornelia, and William O. Jenkins Jr. Emergency Management: Most School Districts Have...of Emergency Medical Services, March 18, 2014, http://www.jems.com/ ems -insider/ articles/2014/02/a-new-response.html. xviii THIS PAGE...Gang violence Bomb threats Domestic violence and abuse Cyber attacks Suicide 72
Warren, G. P.; Seaton, J. M.
Since 1993, NASA Langley Research Center has been developing and implementing a low-cost Internet connection model, including system architecture, training, and support, to provide Internet access for an entire network of computers. This infrastructure allows local area networks which exceed 50 machines per school to independently access the complete functionality of the Internet by connecting to a central site, using state-of-the-art commercial modem technology, through a single standard telephone line. By locating high-cost resources at this central site and sharing these resources and their costs among the school districts throughout a region, a practical, efficient, and affordable infrastructure for providing scale-able Internet connectivity has been developed. As the demand for faster Internet access grows, the model has a simple expansion path that eliminates the need to replace major system components and re-train personnel. Observations of optical Internet usage within an environment, particularly school classrooms, have shown that after an initial period of 'surfing,' the Internet traffic becomes repetitive. By automatically storing requested Internet information on a high-capacity networked disk drive at the local site (network based disk caching), then updating this information only when it changes, well over 80 percent of the Internet traffic that leaves a location can be eliminated by retrieving the information from the local disk cache.
Goodell, E; Visco, R; Pollock, P
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.
Early familiarity is regarded as one of the keys to attracting female students to traditionally male professions. I will describe four different extra curricular programs that my collaborators in the local school district and I have developed for students in grades 5-12. These programs are part of a project entitled "Promoting Young Women in the Physical sciences", which also includes teacher training and programs in which parents participate with the child. Through these sustained and broad-based interventions, we provide early experiences that we expect will prove positive to students. I will also address the successes and difficulties in starting and sustaining these programs.
This is a webinar page for the Sustainable Management of Materials (SMM) Web Academy webinar titled Changing How We Think About Our Resources for a Better Tomorrow: How to Donate Surplus Food from K-12 Schools
Kolattukudy, Maria; Puranik, Niyati; Sane, Nishant; Bisht, Kritika; Saffat, Nabeeha; Gupta, Anika; McHugh, Anne; Detweiler, Angela; Bebout, Brad; Everroad, R. Craig
The Microbial Ecology and Biogeochemistry Research Laboratory at NASA Ames Research Center focuses primarily on the nutrient cycling and diversity of complex microbial communities. NASA is interested in the composition and functioning of microbial mat communities as these processes fundamentally shape the form and function of these analogs for the earliest forms of life on Earth (3.6 billion years ago), and likely will on other planets as well. Aquaponics systems are supported by microbial communities who perform many complex ecosystem services, including cycling nitrogen. Microbes are integral to the stability and productivity of aquaponics systems, which are analogous to microbial communities in food production systems that are essential for building efficient life support systems for long-distance space travel. Students at Meadow Park Middle School created 10 parallel aquaponics systems and took temporal microbial samples to characterize whether any macro-ecology variables impacted or changed the microbial diversity of these systems. Students additionally created a website so that other classrooms can pursue similar projects in their own schools (https://go.nasa.gov/2uJhxmF). Our lab at NASA Ames has sequenced water samples from each of the 10 tanks at 3 timepoints using a MinION sequencer. MPMS students will be involved in the analysis of the bioinformatics data generated through this collaboration. Our ongoing collaboration aims to collect and analyze data in the classroom setting that has utility for research scientists, while involving students as collaborators in the research process.
Parrott, David L.
The use of virtual world technology for language instruction is a recent development in education. The goal of this study was to provide a functioning 3D environment for German language students to experience as avatars. The student's impressions, attitudes, and perceptions of this learning activity would be recorded and analyzed to see if this…
Bailey, Bonita Wingfield
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…
Huerta, Luis; Rice, Jennifer King; Shafer, Sheryl Rankin; Barbour, Michael K.; Miron, Gary; Gulosino, Charisse; Horvitz, Brian
This report is the second of a series of annual reports by the National Education Policy Center (NEPC) on virtual education in the U.S. The NEPC reports contribute to the existing evidence and discourse on virtual education by providing an objective analysis of the evolution and performance of full-time, publicly funded K-12 virtual schools. This…
Uscher-Pines, Lori; Schwartz, Heather L; Ahmed, Faruque; Zheteyeva, Yenlik; Meza, Erika; Baker, Garrett; Uzicanin, Amra
During an evolving influenza pandemic, community mitigation strategies, such as social distancing, can slow down virus transmission in schools and surrounding communities. To date, research on school practices to promote social distancing in primary and secondary schools has focused on prolonged school closure, with little attention paid to the identification and feasibility of other more sustainable interventions. To develop a list and typology of school practices that have been proposed and/or implemented in an influenza pandemic and to uncover any barriers identified, lessons learned from their use, and documented impacts. We conducted a review of the peer-reviewed and grey literature on social distancing interventions in schools other than school closure. We also collected state government guidance documents directed to local education agencies or schools to assess state policies regarding social distancing. We collected standardized information from each document using an abstraction form and generated descriptive statistics on common plan elements. The document review revealed limited literature on school practices to promote social distancing, as well as limited incorporation of school practices to promote social distancing into state government guidance documents. Among the 38 states that had guidance documents that met inclusion criteria, fewer than half (42%) mentioned a single school practice to promote social distancing, and none provided any substantive detail about the policies or practices needed to enact them. The most frequently identified school practices were cancelling or postponing after-school activities, canceling classes or activities with a high rate of mixing/contact that occur within the school day, and reducing mixing during transport. Little information is available to schools to develop policies and procedures on social distancing. Additional research and guidance are needed to assess the feasibility and effectiveness of school
Halkides, D. J.; Larour, E. Y.; Perez, G.; Petrie, K.; Nguyen, L.
Statistics indicate that most Americans learn what they will know about science within the confines of our public K-12 education system and the media. Next Generation Science Standards (NGSS) aim to remedy science illiteracy and provide guidelines to exceed the Common Core State Standards that most U.S. state governments have adopted, by integrating disciplinary cores with crosscutting ideas and real life practices. In this vein, we present a prototype ';Virtual Ice Sheet Laboratory' (I-Lab), geared to K-12 students, educators and interested members of the general public. I-Lab will allow users to perform experiments using a state-of-the-art dynamical ice sheet model and provide detailed downloadable lesson plans, which incorporate this model and are consistent with NGSS Physical Science criteria for different grade bands (K-2, 3-5, 6-8, and 9-12). The ultimate goal of this website is to improve public climate science literacy, especially in regards to the crucial role of the polar ice sheets in Earth's climate and sea level. The model used will be the Ice Sheet System Model (ISSM), an ice flow model developed at NASA's Jet Propulsion Laboratory and UC Irvine, that simulates the near-term evolution of polar ice sheets (Greenland and Antarctica) and includes high spatial resolution capabilities and data assimilation to produce realistic simulations of ice sheet dynamics at the continental scale. Open sourced since 2011, ISSM is used in cutting edge cryosphere research around the globe. Thru I-Lab, students will be able to access ISSM using a simple, online graphical interface that can be launched from a web browser on a computer, tablet or smart phone. The interface will allow users to select different climate conditions and watch how the polar ice sheets evolve in time under those conditions. Lesson contents will include links to background material and activities that teach observation recording, concept articulation, hypothesis formulation and testing, and
Stephens, Lacy; Shanks, Carmen Byker; Roth, Aubree; Bark, Katie
Purpose/Objectives: To meet new school meal guidelines, create meals that appeal to students, and promote positive food choices and health status among students, school nutrition programs are increasingly moving towards scratch cooking. This pilot research aimed to evaluate the outcomes of the Montana Cook Fresh Workshop, a culinary skills class…
Rebmann, Terri; Elliott, Michael B; Artman, Deborah; VanNatta, Matthew; Wakefield, Mary
School preparedness for bioevents, such as emerging infectious diseases, bioterrorism, and pandemics, is imperative, but historically has been low. The Missouri Association of School Nurses members were sent an online survey during the 2013-2014 school year to assess current bioevent readiness. There were 15 and 35 indicators of school disaster and bioevent preparedness, respectively. Multivariate linear regressions were conducted to delineate factors associated with higher school disaster and bioevent preparedness scores. In total, 133 school nurses participated, with a 33.6% response rate. On average, schools had fewer than half of the disaster or bioevent indicators. Disaster and bioevent preparedness scores ranged from 1-12.5 (mean, 6.0) and 5-25 (mean, 13.8), respectively. The least frequently reported plan components included bioterrorism-specific psychological needs addressed (1.5%, n = 2), having a foodservice biosecurity plan (8.3%, n = 11), and having a liberal sick leave policy for bioevents (22.6%, n = 30). Determinants of better bioevent preparedness include perception that the school is well prepared for a pandemic (P = .001) or natural disaster (P nurse being on the disaster planning committee (P = .001), and school being a closed point of dispensing (P < .05). Schools are underprepared for biological events and are not on track to meet state and national biological preparedness goals. Copyright © 2015 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.
Lamperez, Edmond Allen, Jr.; Dereshiwsky, Mary
Student under preparedness is one of the major challenges facing community colleges in the United States. A contributing factor of student under preparedness at the postsecondary level is an inequitable and inadequate distribution of resources at the K-12 level. Students residing in socio-economically disadvantaged school districts that often…
Regazzi, John J.
This study compares the overall spending trends and patterns of growth of Academic Libraries with Public Libraries, K-12 schools, higher education institutions, and hospitals in the period of 1998 to 2008. Academic Libraries, while showing a growth of 13% over inflation for the period, far underperformed the growth of the other public institutions…
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…
Bayer, Wendy Wallis
The purpose of this transcendental phenomenological study is to describe the experiences of parents who have a child with learning differences who has been enrolled in a National Institute for Learning Development (NILD) program in a K-12 Christian school. The central phenomenon is, "What are the experiences of parents who have a child with…
Jean K. Sand
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.
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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...
Granshaw, Frank Douglas
Virtual reality (VR) is increasingly used to acquaint geoscience novices with some of the observation, data gathering, and problem solving done in actual field situations by geoscientists. VR environments in a variety of forms are used to prepare students for doing geologic fieldwork, as well as to provide proxies for such experience when venturing into the field is not possible. However, despite increased use of VR for these purposes, there is little research on how students learn using these environments, how using them impacts student field experience, or what constitutes effective design in light of emerging theories of geocognition. To address these questions, I investigated the design and use of a virtual reality environment in a professional development program for middle school Earth science teachers called Teachers on the Leading Edge (TOTLE). This environment, called a virtual field environment, or VFE, was based largely on the field sites visited by the participants during summer workshops. It was designed as a tool to prepare the participants for workshop field activities and as a vehicle for taking elements of that experience back to their students. I assessed how effectively the VFE accomplished these goals using a quasi-experimental, mixed method study that involved a series of teaching experiments, interviews, participant surveys, and focus groups. The principle conclusions reached in this study are as follows: 1. In a field trip orientation experiment involving 35 middle school teachers, 90.6% of the participants stated a preference for VFE enhanced orientation over an alternative orientation that used photographs and static maps to complete a practice field activity. When asked about how the VFE prepared them for their field experience, the participants ranked it as most helpful for visualize the location and geography of the field sites. They ranked it lower for helping them visualize structural and geomorphic patterns, and ranked it as least
Full Text Available This article is based on the importance of using virtual tours in schools as a means to disseminate local cultural heritage, school projects and teaching resources. We want to use virtual tours, involving the school community in its use, through the production of relevant multimedia content as a way to understand and analyze the potential of multimedia resources in schools. With the evolution of new technologies, including the internet, it is up to the schools, as sources of knowledge transmission, to resort to new technologies as a way to encourage students to learn, to promote local heritage and to disclose the work of the school community, using virtual tours in school context as a powerful interdisciplinary technical and educational resource.
Filardo, Mary; Vincent, Jeffrey M.
Joint use of public school facilities is a complex but manageable approach to efficiently enhancing the services and programs available to students and supporting the community use of public schools. Building upon on our 2010 paper titled "Joint Use of Public Schools: A Framework for a New Social Contract," this paper identifies the…
Students are doing less hand-raising and more clicking as online classes become increasingly popular in K12 instruction, both in combination with brick-and-mortar classrooms and in independent full-time virtual schools. With online instruction comes a change in the nature of teaching, communicating with, and assessing students. As schools move to…
Loeb, Susannna; Socias, Miguel
The federal role in education finance is commonly seen as compensatory. The federal government gives large sums of money to low-income schools and school districts through programs such as Title 1. Yet, this view of federal aid is based solely on direct educational expenditures. The federal government and state governments also support schools…
Foley, Colby; May, David C.; Blevins, Kristie R.; Akers, Jon
Although the topic of cyber-harassment in schools is one that has received significant media and research attention, much of that attention has been given to harassment against (and among) students. In this article, we examine responses from more than 5,700 public schoolteachers regarding their experiences with cyber-harassment by parents, a topic…
Hooker, Steven D.
Lesbian, gay, bisexual, and transgender school educators are practically invisible within the nature of heterosexist and homophobic education (Blount, 2005). "Openly gay and lesbian teachers were once thought of as immoral, and in some states coming out is still a risk to one's job" (McCarthy, 2003, p. 182). One's sexual orientation has nothing to…
Lambda Legal Defense and Education Fund, New York, NY.
This document presents guidance for stopping discrimination, harassment, and violence against lesbian, gay, bisexual, and transgender (LGBT) students in schools. Section 1, "Lambda Legal Defense and Education Fund on the Legal Considerations for Creating and Changing Statewide Laws and Policies," discusses the various types of statewide…
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 ...
Flores, A. N.; Gelb, L.; Watson, K. A.; Steimke, A.; Chang, C.; Busche, C.; Breidenbach, J.
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.
Richardson, Jayson W.; LaFrance, Jason; Beck, Dennis
The purpose of this case study was to examine challenges faced by virtual school leaders in the United States. Through semistructured interviews, the researchers explored challenges faced by eighteen leaders of fully online or blended online programs. Analysis revealed six main challenges: funding, staff, accountability, time, parents, and…
Civelek, Turhan; Ucar, Erdem; Ustunel, Hakan; Aydin, Mehmet Kemal
The current research aims to explore the effects of a haptic augmented simulation on students' achievement and their attitudes towards Physics in an immersive virtual reality environment (VRE). A quasi-experimental post-test design was employed utilizing experiment and control groups. The participants were 215 students from a K-12 school in…
Irby, Decoteau J.; Hall, H. Bernard; Hill, Marc L.
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…
Stedrak, Luke J.; Ortagus, Justin C.; Wood, R. Craig
The advent of information technology throughout the United States has revolutionized the educational process and sparked the rapid growth of virtual education at the K-12 level in almost every state such that courses in every imaginable subject can now be offered outside the geographic constraints of school districts and traditional…
Granshaw, Frank Douglas
Virtual reality (VR) is increasingly used to acquaint geoscience novices with some of the observation, data gathering, and problem solving done in actual field situations by geoscientists. VR environments in a variety of forms are used to prepare students for doing geologic fieldwork, as well as to provide proxies for such experience when…
American School Health Association (NJ1), 2012
The goal of this paper, "National Sexuality Education Standards: Core Content and Skills, K-12," is to provide clear, consistent and straightforward guidance on the "essential minimum, core content" for sexuality education that is developmentally and age-appropriate for students in grades K-12. The development of these standards is a result of an…
Schools K-12, School locations within Sedgwick County. This layer is maintained interactively by GIS staff. Primary attributes include school name, class, funding source, address, and parachial status. Published to scschoop.shp., Published in 2008, 1:1200 (1in=100ft) scale, Sedgwick County Government.
NSGIC Local Govt | GIS Inventory — Schools K-12 dataset current as of 2008. School locations within Sedgwick County. This layer is maintained interactively by GIS staff. Primary attributes include...
Virtual charter schools have emerged over the last decade as an increasingly popular alternative to traditional public schooling. Unlike their face-to-face counterparts, virtual charter schools educate students through blended or entirely online curricula. They present a host of new policy issues that should be scrutinized in order to ensure that…
Johnson, Wendell G.
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.…
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…
US Department of Education, 2014
The U.S. Department of Education (ED) wishes to remind states, districts, schools, students, staff, families, and guardians as well as communities about the importance of: (1) addressing the prevention of infectious disease in schools, including the seasonal flu, viral meningitis, enterovirus, and Ebola; and (2) ensuring the continuity of teaching…
Reich, Blair Justin Fire
In the first part of this dissertation, I document wiki usage in U.S. K-12 settings by analyzing data on a representative sample drawn from a population of nearly 180,000 wikis. My research group, which I lead and managed, measured the opportunities wikis provide for students to develop 21st century skills such as expert thinking, complex…
Reich, Justin; Murnane, Richard; Willett, John
To document wiki usage in U.S. K-12 settings, this study examined a representative sample drawn from a population of nearly 180,000 wikis. The authors measured the opportunities wikis provide for students to develop 21st-century skills such as expert thinking, complex communication, and new media literacy. The authors found four types of wiki…
Johnson, Amy F.; Hopper, Fleur; Sloan, James E.
In 2015, the Maine State Legislature's Joint Standing Committee on Education and Cultural Affairs commissioned the Maine Education Policy Research Institute (MEPRI) to study the state's Essential Program and Services (EPS) K-12 education funding model in relationship to the funding for Maine's two virtual charter schools. The study was initiated…
Hahnel, Carrie; Barondess, Heather; Ramanathan, Arun
California's students, particularly its poorest students, need great teachers. Unfortunately, California's seniority-based teacher layoff system puts adult privileges over student needs. Newer teachers are laid off first, regardless of how well they do their jobs. This system is especially damaging to schools serving the highest numbers of…
Tustin, Rachel Sarah
Virtual K-12 schools have rapidly become a popular choice for parents and students in the last decade. However, little research has been done on the instructional practices used in virtual courses. As reflected in the central research question, the purpose of this study was to explore how teachers provided instruction for Grade 7-10 students in both English language arts and science courses in a virtual school in a southern state. The conceptual framework was based on Piaget's theory of cognitive development and Garrison, Anderson, and Siemens' research on instructional design. The units of analysis in this qualitative, comparative case study were four virtual courses; the data were collected from teacher and student questionnaires, threaded student discussions, student work samples, and archival records. The first level of data analysis involved coding and categorization using the constant comparative method, and the second level involved examining the data for patterns, themes, and relationships to determine key findings. Results indicated that a standardized virtual course design supported teacher use of direct instruction and summative assessments and some individualized instruction to deliver course content, including adjusting the course pace, conducting individual telephone conferences, and providing small group instruction using Blackboard Elluminate. Opportunities for student interaction and inquiry learning were limited. This study is expected to contribute to positive social change by providing educators and policymakers with an awareness of the critical need for further study of research-based instructional practices in K-12 virtual courses that would improve student learning.
Shaheen, Natalie L.; Lazar, Jonathan
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…
News of the Year. LJ News Report: Victories Muted by Money Worries; The Year in K-12 Libraries: School Librarians Redefine Themselves; Publishing in 2002: Few Trends Emerge from a Year of Ups and Downs.
Minkel, Walter; Milliot, Jim
Includes three articles: one reviews top stories from "Library Journal" regarding budget problems, salaries and recruitment, privacy, legal issues, virtual reference, electronic books, distance education, special libraries, and scholarly innovation; one discusses school library issues, including layoffs, Internet concerns, and…
Wang, Yinying; Decker, Janet R.
Despite the relatively large number of students enrolled in Ohio's virtual schools, it is unclear how virtual schools compare to their traditional school counterparts on measures of student achievement. To provide some insight, we compared the school performance from 2007-2011 at Ohio's virtual and traditional schools. The results suggest that…
Podoll, Sue; Randle, Darcy
The Rapid City Academy is the alternative high school program for South Dakota's Rapid City Area Schools, which has an enrollment of about 13,000 K-12 students, with five middle schools feeding two large traditional high schools and the alternative program. A high percentage of students at the academy are considered "at-risk" due to…
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.
Kosciw, Joseph G.; Diaz, Elizabeth M.
Current estimates indicate that there are more than 7 million lesbian, gay, bisexual and transgender (LGBT) parents with school-age children in the United States, yet little is known about the experiences of this growing number of LGBT-headed families in schools across the country. In order to fill this crucial gap in our knowledge of LGBT issues…
Heafner, Tina L., Ed.; Hartshorne, Richard, Ed.; Petty, Teresa, Ed.
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…
It is no secret that school budgets are growing smaller, forcing districts to make tough financial choices. Building operating costs drain a massive portion of most districts' budgets. As such, energy efficiency is a powerful tool to cut short- and long-term operating costs, and reductions in energy use. The U.S. Environmental Protection Agency's…
Larrier, Yvonne; Kijai, Jimmy; Bakerson, Michelle A.; Walker, Lynne; Linton, Jeremy; Woolford-Hunt, Carole; Sallinen, Bethany J.; Woolford, Susan J.
Background: Childhood obesity has become a public health priority in the U.S. and is linked to a number of significant comorbidities including asthma, sleep apnea and depression. In addition, there is an increase in social isolation and peer victimization. Purpose: the purpose of this study was to explore Professional School Counselors (PSC)…
A library has the capacity to deliver much more than just its locally stored and owned resources. By using telecommunications, information can be sought from online databases and from other pupils in schools across the world. This paper includes: (1) an explanation of the link between "virtual reality" and the "virtual…
Barbour, Michael K.
Over the past two decades, distance education has become a reality of rural schooling in Newfoundland and Labrador. In this article, I provide historical background into the challenges facing rural schools in the province and how distance education was introduced to address that challenge. I also describe how that system of distance education…
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.
Crosnoe, Robert; Turley, Ruth N López
The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth López Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths' English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin
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…
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…
The intersection of globalisation and information technology influences ethical positions and notions of responsibility within businesses and in distance education for school students. As the spatial and temporal distance between student and teacher increases, and is mediated by computers, there have been changes to the ways in which individuals…
Thisgaard, Malene Warming; Makransky, Guido
The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory....... The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increased knowledge of evolution significantly, compared to the traditional lesson. No significant differences between...... the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks...
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
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…
Alsubaie, Merfat Ayesh
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.
Williams, Keeshan; Igel, Irina; Poveda, Ronald; Kapila, Vikram; Iskander, Magued
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…
Reid, Robert D.; Sykes, Wylmarie
Discusses the use of virtual reality as an educational tool. Highlights include examples of virtual reality in public schools that lead to a more active learning process, simulated environments, integrating virtual reality into any curriculum, benefits to teachers and students, and overcoming barriers to implementation. (LRW)
Miron, Gary; Gulosino, Charisse
This 2016 report is the fourth in an annual series of National Education Policy Center (NEPC) reports on the fast-growing U.S virtual school sector. This year's report provides a comprehensive directory of the nation's full-time virtual and blended learning school providers. It also pulls together and assesses the available evidence on the…
Vrasidas, Charalambos; Zembylas, Michalinos; Chamberlain, Richard
Discusses the issues related to evaluation of distance education and virtual schooling. The evaluation design of a virtual high school project is presented, and goals, stakeholder analysis, evaluator role, data collection, and data analysis are described. The need for evaluation of distance education and the ethical responsibility of the…
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
Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.
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.
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...
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…
Pratt, Keryn; Pullar, Ken
Virtual schools are increasingly common in New Zealand and internationally as schools are challenged to meet the needs of their students. This article presents a description of the distance-learning model used by a group of schools in rural Otago for the last decade. The leadership team and roles are described, and the funding model, which is…
Harron, Jason R.; Hughes, Joan E.
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…
Napolitano, R. K.; Douglas, I. P.; Garlock, M. E.; Glisic, B.
Innovative technologies have enabled new opportunities for collecting, analyzing, and sharing information about cultural heritage sites. Through a combination of two of these technologies, spherical imaging and virtual tour environment, we preliminarily documented one of Cuba's National Schools of Art, the National Ballet School.The Ballet School is one of the five National Art Schools built in Havana, Cuba after the revolution. Due to changes in the political climate, construction was halted on the schools before completion. The Ballet School in particular was partially completed but never used for the intended purpose. Over the years, the surrounding vegetation and environment have started to overtake the buildings; damages such as missing bricks, corroded rebar, and broken tie bars can be seen. We created a virtual tour through the Ballet School which highlights key satellite classrooms and the main domed performance spaces. Scenes of the virtual tour were captured utilizing the Ricoh Theta S spherical imaging camera and processed with Kolor Panotour virtual environment software. Different forms of data can be included in this environment in order to provide a user with pertinent information. Image galleries, hyperlinks to websites, videos, PDFs, and links to databases can be embedded within the scene and interacted with by a user. By including this information within the virtual tour, a user can better understand how the site was constructed as well as the existing types of damage. The results of this work are recommendations for how a site can be preliminarily documented and information can be initially organized and shared.
Kuiper, T. B. H.; Hofstadter, M. D.; Levin, S. M.; MacLaren, D.
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.
Larkin, Ingle M.; Lokey-Vega, Anissa; Brantley-Dias, Laurie
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,…
To evaluate progress made in the first years of Qatar's implementation of K-12 education reform, RAND analyzed data from school-level observations, national surveys, and national student assessments. The study found that students in the new, Independent schools were performing better than those in Ministry schools, and there was greater student…
Many schools begin implementing wireless technology slowly by creating wireless "hotspots" on the fly. This is accomplished by putting a wireless access point on a cart along with a set of wireless laptop computers. A teacher can then wheel the cart anywhere in the school that has a network drop, plug the access point in and have an…
Abha Eli Phoboo
The ATLAS and CMS experiments hosted a virtual visit together with the IceCube Experiment in the South Pole for students from five different European schools on 2 October. The visit allowed the students to interact with researchers from both the LHC experiments and the IceCube experiment. The virtual visit was the second event in the Open Discovery Space project’s “Bringing Frontier Science to Schools” series. Angelos Alexopoulos and Steve Goldfarb connect with the schools. The 380 students and 14 teachers and education specialists who took part in the virtual visit were from the John Atanasoff Sofia Vocational High School of Electronics in Bulgaria, Ellinogermaniki Agogi school in Greece, Leo Baeck High School in Israel, Grigore Moisil National College in Romania and Svetozar Marković Grammar School in Serbia. “It was breathtaking and a great opportunity to have our questions answered by the researchers, also live via chat,” said Marco I...
Black female school leaders remain underrepresented as educational leaders in the K-12 context as marginalizing factors persist in the field. The purpose of this transcendental phenomenological study was to explore the lived experiences of Black female school leaders through the lens of intersectionality. For this research study, intersectionality…
Liu, Feng; Ritzhaupt, Albert D.; Dawson, Kara; Barron, Ann E.
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…
Smith, Elizabeth; Kindall, Heather D.; Carter, Vinson; Beachner, Maggie
There is often a disconnect between K-12 schools and postsecondary institutions. While this gap has grown consistently, the need for collaboration between systems is greater than ever. The Adopt-A-Classroom program was created to address the need for greater university faculty involvement in public schools by providing opportunities for…
For decades, policymakers and educators have focused on public school equity and adequacy, while paying little attention to efficiency. This qualitative single case study was designed to capture explicit information about Lean management, operations, and culture in a K-12 Michigan school district engaged in Lean training and implementation for a…
In 1955, Milton Friedman authored a foundational paper proposing a shift in funding and governance mechanisms for public K-12 schools, suggesting that parents be awarded tuition vouchers that they could use to pay for private sector education services for their children, rather than relying on government provided neighborhood schools. Friedman…
To illuminate the possibilities for next-generation assessments in K-12 schools, this case study profiles the Cisco Networking Academy, which creates comprehensive online training curriculum to teach networking skills. Since 1997, the Cisco Networking Academy has served more than five million high school and college students and now delivers…
British Columbia Teachers' Federation, 2015
The British Columbia Teachers' Federation (BCTF) has taken an active role in addressing both youth and teacher mental health issues in recent years, and will continue to do so. The BCTF is a participant in the British Columbia (BC) School-Based Mental Health Collaborative, has a web page with resources to support teachers in understanding mental…
Duncan, D.; Fraknoi, A.; Bennett, M.
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 firstname.lastname@example.org.
Bennett, K. F.
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
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
Schwerin, T.; Colleton, N.
Contests can engage, motivate, instruct and inspire students of all grade levels and interests. What are the ingredients necessary for a successful science contest? The Institute for Global Environmental Strategies (IGES) has recommendations for designing science-based competitions that are both fun and educational for for elementary and secondary students. These recommendations were developed as a result of IGES' experience gained through two annual student competitions that focus on Earth science topics: An annual art contest, for grades 2-4, challenges U.S. students to explore a specific Earth science topic. For example, past themes have included Polar Explorations: Going to Extremes (2006); Connect-4: Air, Land, Water, and Life (2005); and Picture Me: What Kind of Earth Explorer Would I Be? (2004). The contest supports national science education standards for grades K-4, and includes suggested classroom activities, books, and movies. The Thacher Scholarship was founded in 2000 by IGES in honor of the late Peter S. Thacher, a former IGES board member and leader in promoting the use of satellite remote sensing. The $4,000 scholarship is awarded to exceptional high school students displaying the best use of satellite remote sensing in understanding our changing planet.
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).
Uzoff, Phuong Pham
The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument. The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.
Gemin, Butch; Pape, Larry
"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…
Vincenti, J.R.; Anderson, G.E.
With the signing of President Bush's energy bill in August of 2005, the successful application of the new energy legislation may have more to do with educational standards required in our schools than applications of research and technology in the long-term. Looking inside the new legislation, the future of that legislation's success may not just hinge on investment in technology, but ensuring that our citizens, especially our youth, are prepared and better informed to be able to understand, react, and apply the economically and national security driven intent of the law. How can our citizens make sense of change if they lack the skills to be able to understand, not only the technology, but also the science that drives the change? President Bush's passage of the 1,724-page bill emphasizes conservation, clean energy research, and new and improved technology. The legislation also provides for economic incentives toward building more nuclear power plants. This paper will use four questions as a focal point to emphasize the need for both state and federal education departments to review their current standards and respond to deficiencies regarding learning about radioactivity, radiation, and nuclear science and technology. The questions are: 1. Will America accept new nuclear power development? 2. Will waste issues be resolved concerning high- and low-level radioactive waste management and disposal? 3. Will nuclear 'anything' be politically correct when it comes to your backyard? 4. Is our youth adequately educated and informed about radioactivity, radiation, and nuclear science and technology? This paper will use Pennsylvania as a case study to better understand the implications and importance of the educational standards in our school systems. This paper will also show how the deficiency found in Pennsylvania's academic standards, and in other states, has a significant impact on the ability to fulfill the legislation's intent of realizing energy independence and
National Alliance for Public Charter Schools, 2016
Currently, more than 180,000 students attend 135 full-time virtual charter schools in 23 states and the District of Columbia. While some students do well in a full-time virtual charter school environment, too many of these schools are not providing a quality educational program to the vast majority of their students, while enrolling too many who…
Leinonen, Teemu; Keune, Anna; Veermans, Marjaana; Toikkanen, Tarmo
This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to…
Harris-Packer, Jerilyn D.; Ségol, Geneviève
This study evaluated the effect of online instruction on the academic achievement of K--12 students in ten states as measured by the percentage of proficient students in reading and mathematics at the school level. We used publicly available data provided by the Department of Education in Florida, Michigan, Minnesota, Nevada, Ohio, Pennsylvania,…
Bakke, Christine K.
The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…
Mozolic, Jennifer; Shuster, Julia
This report on historical trends and recent findings in the literature on academic tutoring is the first step in a community-based research collaboration between faculty and students at a small liberal arts college, the local public school district, and a nonprofit foundation that supports public K-12 education. Each year, this nonprofit…
Sharp, Janet M.; Zachary, Loren W.
Engineering students use spatial thinking when examining diagrams or models to study structure design. It is expected that most engineering students have solidified spatial thinking skills during K-12 schooling. However, according to what we know about geometry learning and teaching, spatial thinking probably needs to be explicitly taught within…
Quiroz, René E.; Ritter, Nicola L.; Li, Yun; Newton, Rhonda C.; Palkar, Trupti
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…
Bishop, William E.; Fifolt, Matthew; Peters, Gary B.; Gurley, D. Keith; Collins, Loucrecia
The purpose of this phenomenological study was to capture first-hand accounts of K-12 educational leaders whose school districts were directly affected by the deadly 27 April 2011 tornadoes in rural Alabama, USA. This study was framed by the literature base of leadership; specifically crisis leadership and resilience theory. Findings are organised…
Ertmer, Peggy A.; Simons, Krista D.
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…
Christensen, Clayton M.; Horn, Michael B.; Staker, Heather
The Clayton Christensen Institute for Disruptive Innovation, formerly the Innosight Institute, has published three papers describing the rise of K-12 blended learning--that is, formal education programs that combine online learning and brick-and-mortar schools. This fourth paper is the first to analyze blended learning through the lens of…
Niederhauser, Dale S.; Lindstrom, Denise L.
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…
Hipsky, Shellie; Younes, Wiam
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…
Vander Ploeg, Guadalupe
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…
Grant, Michael M.; Tamim, Suha; Brown, Dorian B.; Sweeney, Joseph P.; Ferguson, Fatima K.; Jones, Lakavious B.
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…
de los Reyes, Elizer Jay
In June 2012, the Philippine government implemented what it called the K+12 Curriculum which reformed its basic education system by adding two more years of schooling to the then existing 10-year structure. Complicated by the long experience and participation of the Filipinos in the diaspora, the constantly lingering thought of leaving for greener…
Moreno-León, Jesús; Robles, Gregorio; Román-González, Marcos
The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three…
Dretzke, Beverly J.; Sheldon, Timothy D.; Lim, Alicia
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…
Montana State Office of Public Instruction, Helena.
This publication presents K-12 tobacco use prevention lesson plans for schools in the state of Montana. Lessons for students in grades K-6 include: family connections; body tracing; smokeless tobacco; prenatal development; tobacco look-alikes; tobacco chemicals; analyzing tobacco and alcohol ads; tobacco use and the lungs; and a personal health…
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.
Huffman, L. T.; Dahlman, L.; Frisch-Gleason, R.; Harwood, D.; Pound, K.; Rack, F.; Riesselman, C.; Trummel, E.; Tuzzi, E.; Winter, D.
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.
Centers for Disease Control and Prevention, 2009
Local educational agencies (LEAs) play an integral role in protecting the health and safety of their district's staff, students and their families. The Department of Health and Human Services (HHS) and the Centers for Disease Control and Prevention (CDC) have developed this checklist to assist LEAs in developing and/or improving plans to prepare…
Abdal-Haqq, Ismat, Ed.
This book is designed to provide practical information about planning and operating virtual, or online, schools. It discusses and illustrates promising practices and successful models and approaches; provides planning resources for implementation; presents costs and benefits of launching virtual schools; offers preventive strategies that help…
Introduction: The ToLigado Project--Your School Interactive Newspaper is an interactive virtual learning environment conceived, developed, implemented and supported by researchers at the School of the Future Research Laboratory of the University of Sao Paulo, Brazil. Method: This virtual learning environment aims to motivate trans-disciplinary…
Flores, Serena; Walters, Nicole McZeal; Kiekel, Jean
The purpose of this qualitative study was to examine holistic perceptions of teachers in a virtual high school who deliver secondary instruction using an online format. The demand for equitable learning spaces to support both teachers and students have led to the increased demand of virtual schools. The questionnaire administered to eight online…
Falkner, Katrina; Vivian, Rebecca
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…
Chen, R. F.; Lustick, D. S.; Lohmeier, J.; Thompson, S. R.
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
Gardner, Robert D.
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…
Ellins, K.; Perry, E.
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
An, Heejung, Ed.; Alon, Sandra, Ed.; Fuentes, David, Ed.
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"…
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,…
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
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…
Hong, Jung Eun
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…
Dimitrova, Daniela; Engelbrecht, Kathleen C.; Putonti, Catherine; Koenig, David W.; Wolfe, Alan J.
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.
Borders, Kareen; Thaller, Michelle; Winglee, Robert; Borders, Kyla
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.
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,…
Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.
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
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.
Huerta, Luis; Shafer, Sheryl Rankin; Barbour, Michael K.; Miron, Gary; Gulosino, Charisse
This 2015 report is third in a series of annual reports on virtual education in the U.S. It is organized in three major sections: Section I examines the policy and political landscape associated with virtual schooling and describes the current state of affairs related to finance and governance, instructional program quality, and teacher quality.…
Deka, Monisha; Jena, Ananta Kumar
The study aimed to assess the effect of ICT assisted real and virtual learning performance over the traditional approach of secondary school students. Non-Equivalent Pretest-Posttest Quasi Experimental Design used to assess and relate the effects of independent variables virtual learning on dependent variables (i.e. learning performance).…
Lindbo, David L.; Loynachan, Tom; Mblia, Monday; Robinson, Clay; Chapman, Susan
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
Jesús Moreno León; Gregorio Robles; Marcos Román-González
The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade), in order to assess the impact of intro...
Dimitrova, Daniela; Engelbrecht, Kathleen C; Putonti, Catherine; Koenig, David W; Wolfe, Alan J
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. Copyright © 2017 Dimitrova et al.
Waksman, G.; Thomas, G.; Favre, A. (Institut de Recherche en Biologie Moleculaire, Group de Photobiologie Moleculaire, Paris (France))
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).
Waksman, G.; Thomas, G.; Favre, A.
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)
Bertram, K. B.
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
Kolderie, Ted; McDonald; Tim
In recent years, the information technology (IT) revolution has transformed American industry--leading to new types of work processes and business organizations, and increased productivity and consumer innovations--but by and large, this game-changer has bypassed America's schools. Virtually all K-12 schools in the country are connected to the…
Borders, Kareen; Mendez, B. M.
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.
Thomas, Gilles; Favre, Alain
A high level of protection is observed in the Escherichia coli K 12 strain AB 1157 rec A 1 nuv + whose transfer RNA contains 4-thiouridine. In contrast, the photoprotection level is low and observed at higher doses in a strain which differs from the former by a single mutation nuv - , (lack of 4-thiouridine). This nucleoside is therefore an important chromophore leading to photoprotection. This conclusion is corroborated by the similarity of the action spectra for 8-13 link formation in tRNA and for photoprotection [fr
Barbour, Michael; Siko, Jason; Sumara, JaCinda; Simuel-Everage, Kaye
Despite a large increase in the number of students enrolled in online courses, published research on student experiences in these environments is minimal. This article reports the narrative analysis of a series of interviews conducted with a female student at a brick-and-mortar school enrolled in a single virtual school course. Her narratives…
Oliver, Kevin; Kellogg, Shaun
This paper summarizes evaluation findings about a high school credit recovery (CR) program as solicited by a statesponsored virtual school in the United States. Student and teacher surveys explained why CR students failed previous instances of face-to-face courses and defined how the online CR model helped these learners overcome both internal…
This Finnish study linked two secondary school classrooms to one virtual classroom to enhance the quality of education in small schools. Discusses advantages, including the rapid development of pragmatism and intellectual and social partnership; and disadvantages, including a lack of intimacy and students' difficulties with self discipline and…
Wilkens, Christian; Eckdahl, Kelli; Morone, Mike; Cook, Vicki; Giblin, Thomas; Coon, Joshua
This study examined the experiences of 11 graduate-level pre-service teachers completing Virtual School Field Experiences (VSFEs) with cooperating teachers in fully online, asynchronous high school courses in New York State. The VSFEs included a 7-week online teacher training course, and a 7-week online field experience. Pre-service teachers…
Henry, Paul; Semple, Hugh
GIS has shown promise in Project Based Learning (PBL) environments, but many obstacles exist in its integration into school curriculums. This article discusses the development and utilization of an online GIS tool that was created to illustrate that the perceptual gap between relevance and ease of use of GIS software can be bridged at the K-12…
Tedick, Diane J.; Wesely, Pamela M.
This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI…
Sinclair, Jeanne; Lau, Clarissa
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…
This study investigated the language and literacy practices of five graduates of a Spanish-English K-12 dual language immersion program through semistructured interviews to understand the residual impact of thirteen years in a Spanish-English bilingual school program. Drawing from sociocultural theory, the interviews also sought to provide an…
Sertich, Sally Krause
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…
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…
AND SUBTITLE Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle...Center program to be able to expose Science Technology, Engineering and Mathematics (STEM) space-inspired science centers for DC Metro beltway schools
Xu, Lihua; Wubbena, Zane; Stewart, Trae
Purpose: The purpose of this paper is to investigate the factor structure and the measurement invariance of the Multifactor Leadership Questionnaire (MLQ) across gender of K-12 school principals (n=6,317) in the USA. Design/methodology/approach: Nine first-order factor models and four second-order factor models were tested using confirmatory…
Petty, Gregory C.
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…
Full Text Available This article details a set of participatory pedagogical experiments conducted within a research grant PN II IDEI (”Time Maps. Real communities, virtual worlds, experimented pasts” performed with the purpose of helping rural communities in identifying their cultural heritage andtransmitting it to the younger generations by means of modern IT technologies, including web 2.0. In a Danubian rural community, several points of archaeological interest (POIs were identified, which were then included in a geographic Augmented Reality application for smartphones and tablets. Subsequently, the geographic data were collected from the archaeological site by the K-12 children, under the coordination of an academic staff member of the National University of Arts in Bucharest, and stored on their devices using Google Maps. The augmented information provided onthe site was annotated and shared with other K-12 children, through different social networks sites (SNS and content postings. This first stage experiment was extended to the development of a social learning environment complementary to the educational site (www.timemaps.net to support thetransmission of several traditional technologies (textile, ceramic, glass in a collaborative manner. We consider that our experiments can significantly increase the visibility of the information pertaining to the identity of target places and communities among the younger generation. A mobile-learning paradigm, in combination with web 2.0 technologies, was the support for a distributed and low-cost platform for communication and collaboration. Social networks linked thearchaeological heritage and the academic research with the larger community of rural K-12 children. The article analyzes this platform as a solution for creating, collecting and sharingeducational content, and presents conclusions on using social media for effective blended learning and transmittal of the cultural heritage.
Katzenberger, John; Chappell, Charles R.
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.
Bohr, Teresa M.
This study of online science teachers' opinions addressed the use of virtual labs in online courses. A growing number of schools use virtual labs that must meet mandated laboratory standards to ensure they provide learning experiences comparable to hands-on labs, which are an integral part of science curricula. The purpose of this qualitative case study was to examine teachers' perceptions of the quality and effectiveness of high school virtual labs. The theoretical foundation was constructivism, as labs provide student-centered activities for problem solving, inquiry, and exploration of phenomena. The research questions focused on experienced teachers' perceptions of the quality of virtual vs. hands-on labs. Data were collected through survey questions derived from the lab objectives of The Next Generation Science Standards . Eighteen teachers rated the degree of importance of each objective and also rated how they felt virtual labs met these objectives; these ratings were reported using descriptive statistics. Responses to open-ended questions were few and served to illustrate the numerical results. Many teachers stated that virtual labs are valuable supplements but could not completely replace hands-on experiences. Studies on the quality and effectiveness of high school virtual labs are limited despite widespread use. Comprehensive studies will ensure that online students have equal access to quality labs. School districts need to define lab requirements, and colleges need to specify the lab experience they require. This study has potential to inspire positive social change by assisting science educators, including those in the local school district, in evaluating and selecting courseware designed to promote higher order thinking skills, real-world problem solving, and development of strong inquiry skills, thereby improving science instruction for all high school students.
Peterson, Lana; Scharber, Cassandra
Makerspaces are the latest educational movement that may disrupt the "grammar of schooling." Makerspaces may change the ways schools use technology; change the ways schools engage in learning and teaching; and change the forms of learning that count in schools. However, without deliberate professional learning and planning, the glamor of…
Today's classrooms have no real walls! Students explore the world on field trips, during virtual journeys on the world wide web, and through the books they read. These pathways help them fly to the ends of the universe to satisfy their scientific curiosity. Again this year, the professionals of the NSTA/CBC Review Panel for Outstanding Science…
Cendan, Juan; Lok, Benjamin
The demonstration of patient-based cases using automated technology [virtual patients (VPs)] has been available to health science educators for a number of decades. Despite the promise of VPs as an easily accessible and moldable platform, their widespread acceptance and integration into medical curricula have been slow. Here, the authors review…
R. K. Napolitano
Full Text Available Innovative technologies have enabled new opportunities for collecting, analyzing, and sharing information about cultural heritage sites. Through a combination of two of these technologies, spherical imaging and virtual tour environment, we preliminarily documented one of Cuba’s National Schools of Art, the National Ballet School.The Ballet School is one of the five National Art Schools built in Havana, Cuba after the revolution. Due to changes in the political climate, construction was halted on the schools before completion. The Ballet School in particular was partially completed but never used for the intended purpose. Over the years, the surrounding vegetation and environment have started to overtake the buildings; damages such as missing bricks, corroded rebar, and broken tie bars can be seen. We created a virtual tour through the Ballet School which highlights key satellite classrooms and the main domed performance spaces. Scenes of the virtual tour were captured utilizing the Ricoh Theta S spherical imaging camera and processed with Kolor Panotour virtual environment software. Different forms of data can be included in this environment in order to provide a user with pertinent information. Image galleries, hyperlinks to websites, videos, PDFs, and links to databases can be embedded within the scene and interacted with by a user. By including this information within the virtual tour, a user can better understand how the site was constructed as well as the existing types of damage. The results of this work are recommendations for how a site can be preliminarily documented and information can be initially organized and shared.
Jesús Moreno León
Full Text Available The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade, in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.
Shuda, Jamie R; Butler, Valerie G; Vary, Robert; Farber, Steven A
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.
Cyber-bullying is a psychologically devastating form of social cruelty among adolescents. This paper reviews the current policy vacuum as it relates to the legal obligations and reasonable expectations of schools to monitor and supervise on-line discourse, while balancing student safety, education, and interaction in virtual space. The paper opens…
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.
Felker, Susan B.
Three summer workshops on web development, virtual reality, and robotics will offer aspiring middle school web designers, writers, and computer scientists a high-tech learning adventure designed to teach skills in math, science, computers, and oral and written communication. Virginia Tech's Continuing and Professional Education and the Center for Instructional Technology Solutions in Industry and Education developed the workshops with support from Montgomery County and Salem schools. Classes ...
Masril, M.; Hidayati, H.; Darvina, Y.
One of the problems found in the implementation of the curriculum in 2013 is not all competency skills can be performed well. Therefore, to overcome these problems, virtual laboratory designed to improve the mastery of concepts of physics. One of the design objectives virtual laboratories is to improve the quality of education and learning in physics in high school. The method used in this study is a research method development four D model with the definition phase, design phase, development phase, and dissemination phase. Research has reached the stage of development and has been tested valid specialist. The instrument used in the research is a questionnaire consisting of: 1) the material substance; 2) The display of visual communication; 3) instructional design; 4) the use of software; and 5) Linguistic. The research results is validity in general has been a very good category (85.6), so that the design of virtual labs designed can already be used in high school.
Tarng, Wernhuar; Ou, Kuo-Liang; Tsai, Wen-Shin; Lin, Yu-Si; Hsu, Chen-Kai
Ecological ponds can be a good teaching tool for science teachers, but they must be built and maintained properly to provide students with a safe and suitable learning environment. However, many schools do not have the ability to build and maintain an ecological pond. This study used virtual reality technology to develop a web-based virtual…
Banker, Margaret M.
E-Learning as it pertains to public education is in its infancy in America. There is limited research on what operational design, development, and management attributes of virtual school programs foster student achievement. The Wisconsin Department of Instruction has not developed or adopted program standards for E-Learning programs. The purpose…
Morgan, Joe; Zhan, Wei; Leonard, Matt
To increase the interest in science, technology, engineering, and math (STEM) among high school students, the National Aeronautics and Space Administration (NASA) created the "High Schools United with NASA to Create Hardware" (HUNCH) program. To enhance the experience of the students, NASA sponsored two additional projects that require…
Rosie, Juliet A; Ruhen, Shelley; Hing, Wayne A; Lewis, Gwyn N
To determine the feasibility of a school-based virtual rehabilitation intervention for children with cerebral palsy. A feasibility study was conducted using a mixed method approach. Participants were five children with cerebral palsy who were currently attending a rural school. Each child received an 8-week rehabilitation programme involving an Interactive Virtual Reality Exercise (IREX) system. The IREX was placed in the child's school for the duration of the intervention. Each child's programme was designed by a physiotherapist but supervised by a teacher aide at the school. Feasibility of the intervention was assessed through a questionnaire completed by the child and an interview conducted with the teacher supervisor. The children all rated the IREX intervention as fun, easy to use, and beneficial for their arm. Categories from the supervisor interviews centred on resolving technical issues, the enjoyment of taking part due to the child's progress, and the central role of interacting with the child. Input from the research physiotherapist was critical to the success of the intervention. The IREX is feasible to implement in a school-based setting supervised by teachers. This provides an option for delivering physiotherapy to children in isolated areas who do not receive on-going therapy. Implication for Rehabilitation Virtual rehabilitation programmes using the IREX are feasible in a school-based setting. The negative impact of technical difficulties is likely to be overcome by the user's enjoyment and rehabilitation benefits gained. Input from a therapist in designing and monitoring the programme is critical.
The National Academy of Sciences has created a committee of 18 National Academy of Science and Engineering members, academic scientists, cognitive and learning scientists, and educators, educational policymakers and researchers to develop a framework to guide new K-12 science education standards. The committee began its work in January, 2010, released a draft of the framework in July, 2010, and intends to have the final framework in the first quarter of 2011. The committee was helped in early phases of the work by consultant design teams. The framework is designed to help realize a vision for science and engineering education in which all students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school. These three dimensions - core disciplinary ideas, science and engineering practices, and cross-cutting elements - must blend together to build an exciting, relevant, and forward looking science education. The framework will be used as a base for development of next generation K-12 science education standards.
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.
Nigh, Jennifer; Pytash, Kristine E.; Ferdig, Richard E.; Merchant, William
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…
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…
Chatterji, Aaron; Jones, Benjamin
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…
Byrne, Tara Marie
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…
Frossard, Frédérique; Trifonova, Anna; Barajas Frutos, Mario
The isolation of rural communities creates special necessities for teachers and students in rural schools. The present article describes "Rural Virtual School", a Virtual Community of Practice (VCoP) in which Spanish teachers of rural schools share learning resources and teaching methodologies through social software applications. The article arrives to an evolutionary model, in which the use of the social software tools evolves together with the needs and the activities of the VCoP through the different stages of its lifetime. Currently, the community has reached a high level of maturity and, in order to keep its momentum, the members intentionally use appropriate technologies specially designed to enhance rich innovative educational approaches, through which they collaboratively generate creative practices.
Komova, O.V.; Golovacheva, E.V.
The oxygen enchancement ratio, as estimated after the effect of 137 Cs-γ-quanta, depends on the repair genotype of E. coli K-12 cells and increases in the studied strains in the following order: recA - uvrA - →recA - →wild type→polA - . These variations are levelled with the effect of fast neutrons of divison spectrum (0.75 MeV); the oxygen enhancement ratio for the strains under study decrease, while the oxygen effect is virtually absent in recA - uvrA - -mutant
Carpenter, Julia Kathryn
Virtual K-12 schools are growing rapidly in the U.S., providing students the opportunity to learn at their own pace. Lack of motivation has been cited as a major cause of failure to succeed by distance education students (Kim & Keller, 2008; Moore & Kearsley, 1996). To address this issue, distance educators need to identify what specific…
McCarty, Sean P.
On any given day, principals could find themselves faced with a situation that could define their roles as crisis leaders. This dissertation research offers an exploratory study in the field of crisis response and educational leadership. From experts in the field of crisis response, the author compiled a list of crisis management competencies…
Holliday-Cashwell, Janet Rose
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
Arizona's variation on government vouchers for religious schools and California's prohibition on the sale of violent video games to minors present the top two cases with implications for education in the U.S. Supreme Court term that formally begins Oct. 4. New Justice Elena Kagan brings to the court extensive education policy experience as a…
Johnson, Kelly Gomez
Instructional coaching is a reality in many schools today, yet administrators often lack experience or background on how to utilize this professional development model effectively. Instructional coaching can help administrators balance the managerial and instructional leadership responsibilities required of their role. As districts adopt the…
Many science and mathematics educators across the country are taking advantage of a Web site created by the Massachusetts Institute of Technology (MIT), the famed research university located in Cambridge, Massachusetts, which offers free video, audio, and print lectures and course material taken straight from the school's classes. Those resources…
With the No Child Left Behind Act in limbo, the time is right for big thinking on intergovernmental collaboration in the ways we measure and report results in our schools. The Rockefeller Institute convened 40 experts including former New York education commissioner Gordon Ambach, Chester E. Finn, Jr., of the Thomas B. Fordham Institute,…
School librarians and educators have specific copyright questions that are often glossed over in larger books on the subject. Now, thanks to best-selling copyright authority Carrie Russell, there's a resource just for them, offering clear guidance for providing materials to students while carefully observing copyright law. Using whimsical…
Madihally, Sundararajan V.; Maase, Eric L.
REACH (Reaching Engineering and Architectural Career Heights) is a weeklong summer academy outreach program for high school students interested in engineering, architecture, or technology. Through module-based instruction, students are introduced to various engineering fields. This report describes one of the modules focused on introducing…
Fox, Christine; Jones, Rachel
In this report, State Educational Technology Directors Association (SETDA) builds upon the research and recommendations from prior publications with a focus on the role of state leadership in supporting districts and schools to increase high-speed connectivity and access for students and educators. SETDA firmly believes that high-speed broadband…
Brown, Jennifer V.
The purpose of the study was to determine if the eight steps of the Continuous Improvement Model (CIM) provided a framework to raise achievement and to focus educators in identifying high-yield literacy strategies. This study sought to determine if an examination of the assessment data in reading revealed differences among schools that fully,…
Zirkel, Perry A.; Brown, Brenda Eagan
This article provides a multipart analysis of the public schools' responsibility for students with concussions. The first part provides the prevailing diagnostic definitions of concussions and postconcussive syndrome. The second and central part provides (a) the legal framework of the two overlapping federal laws--the Individuals with Disabilities…
Cheung, Alan C. K.; Slavin, Robert E.
The use of educational technology in K-12 classrooms has been gaining tremendous momentum across the country since the 1990s. Many school districts have been investing heavily in various types of technology, such as computers, mobile devices, internet access, and interactive whiteboards. Almost all public schools have access to the internet and…
Pappas, Marjorie L.
In this article, the author describes a management manual she maintained while working as a school library media specialist. She started the manual when she was a student in the organization and administration course in the library science program and kept it current with information gleaned from conferences, workshops, and networking with other…
O'Reilly, Frances L.; Matt, John J.
With the dawn of the Information Age, schools, along with other organizations, must take note of the varied ways individuals and groups in society are communicating. Today, with the many forms of communication, most information is made public in real time. In a qualitative national study in the United States, respondents identified positive and…
Purpose: The purpose of this paper is to examine and question aspects of the culture of the modern business school, and to investigate the possibilities for a more student oriented, more responsive, more flexible and performance-driven culture. Design/methodology/approach: The paper is a critical discourse on the cultural conservatism of…
Nahm, A.; Villalobos, J. I.; White, J.; Smith-Konter, B. R.
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
Kim, Mi Hwa
The purpose of this experimental study was to investigate the impact of the use of a virtual environment for learning Korean history on high school students' learning outcomes and attitudes toward virtual worlds (collaboration, engagement, general use of SL [Second Life], and immersion). In addition, this experiment examined the relationships…
Stedrak, Luke J.
This study contains an analysis of virtual schools, public policy, and funding in the United States. The purpose of this study was to determine what public policies and legislation were in place regarding the funding models of virtual education on a state by state basis. Furthermore, this study addressed how allocations were being made by state…
Jacka, Lisa; Booth, Kate
Virtual worlds are highly immersive, engaging and popular computer mediated environments being explored by children and adults. Why then aren't more teachers using virtual worlds in the classroom with primary and secondary school students? Reasons often cited are the learning required to master the technology, low-end graphics cards, poor…
Mykola V. Holovko
Full Text Available The article investigates the state of the educational computer simulation and its modern features. It deals with psychological and didactic approaches to modeling in physics education and school physical experiment. It was considered the possible classification of computer models for distance learning system, as well as proposed the ways of implementing virtual experiment in distance education in physics. The main types of virtual modeling, the most widely used computer systems support in teaching physics, their possible application in teaching secondary school students were characterized. The peculiarities of distance education of future physics teachers by means of electronic teaching methods as a combination of integrated electronic educational resources and services were highlighted.
Strauss, Jeff; Shope, Richard E., III; Terebey, Susan
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
Full Text Available There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology, the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education. Through synthesis of selected themes, we found a plethora of technological instructional strategies being used to integrate technology into K-12 classrooms. Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for.
Bopp, Melissa; Hastmann, Tanis J.; Norton, Alyssa N.
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...
Lindstrom, M.; Allen, J.
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
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
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.
Williamson, Kathryn; McKenzie, D.; Des Jardins, A.; Key, J.; Kanode, C.; Willoughby, S.
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.
Karla Elizabeth Barrera-del Castillo
Full Text Available In this work is described the proposal of a model of semi-presence educational intervention for the subject, "Teaching of Mathematics in basic education", corresponding to the fourth semester of Special Education Bachelor's Degree, Plan 2004, of the Specializing Teaching School of the State of Sinaloa (ENEES, that attend the desirable characteristics of the graduates in the effective and efficient use of the technological tools, disciplinary competences, collaborative work and digital competences which are developed through the adaptation and the use of the model proposed. In this task, it is attended the digital literacy too, that the society of knowledge demands; firstly in function of the personal development needs, and then to respond to the actual educational context. The model of educational intervention defined in this task contributes to the interaction of teachers and students with technological background, collaborative work, groups of study, material and activities for each topic to develop. It was used the e-Collaborative Learning Sistema Integral Colaborativo para la Educación sin Barreras (SICEB implemented by the Secretary of Public Education and Culture (SEPyC, in which various types of learning objects are integrated among synchronized and unsynchronized activities. The proposed model is given through the defined criteria by the e-pedagogy which involves concepts such as quality, values and efficiency with support of the Learning Technologies and Knowledge (TAC.
Lerner, L. S.
State standards are the basis upon which states and local schools build curricula. Usually taking the form of lists of what students are expected to learn at specified grades or clusters of grades, they influence statewide examinations, textbooks, teacher education and credentialing, and other areas in which states typically exercise control over local curriculum development. State science standards vary very widely in overall quality.1,2 This is especially true in their treatment of evolution, both in the life sciences and to a somewhat lesser extent in geology and astronomy. Not surprisingly, a detailed evaluation of the treatment of evolution in state science standards3 has evoked considerably more public interest than the preceding studies of overall quality. We here consider the following questions: What constitutes a good treatment of evolution in science standards and how does one evaluate the standards? Which states have done well, and which less well? What nonscientific influences have been brought to bear on standards, for what reasons, and by whom? What strategies have been used to obscure or distort the role of evolution as the central organizing principle of the historical sciences? What are the effects of such distortions on students' overall understanding of science? What can the scientific community do to assure the publication of good science standards and to counteract attacks on good science teaching? 1. Lerner, L. S., State Science Standards: An Appraisal of Science Standards in 36 States, The Thomas B. Fordham Foundation, Washington, D.C., March 1998. 2. Lerner, L. S. et al ., The State of State Standards 2000, ibid., January 2000. 3. Lerner, L. S., Good Science, Bad Science: Teaching Evolution In the States, ibid., September 2000.
Pappas, Marjorie L.
Virtual libraries are becoming more and more common. Most states have a virtual library. A growing number of public libraries have a virtual presence on the Web. Virtual libraries are a growing addition to school library media collections. The next logical step would be personal virtual libraries. A personal virtual library (PVL) is a collection…
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.
Carver, Lin B.
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…
Daum, David N.; Woods, Amelia M.
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…
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…
Moore, Tamara J.; Glancy, Aran W.; Tank, Kristina M.; Kersten, Jennifer A.; Smith, Karl A.; Stohlmann, Micah S.
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…
Martin, Florence; Carr, Marsha L.
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…
Pulham, Emily B.; Graham, Charles R.; Short, Cecil R.
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…
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…
Watson, John; Pape, Larry; Murin, Amy; Gemin, Butch; Vashaw, Lauren
"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…
McConnell, Tom; Parker, Joyce; Eberhardt, Janet
"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…
Luetkemeyer, Jennifer R.
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…
Gough, Evan; DeJong, David; Grundmeyer, Trent; Baron, Mark
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…
Kim, Dae-Kyoo; Jeong, Dongwon; Lu, Lunjin; Debnath, Debatosh; Ming, Hua
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…
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.
York, Kimberly Jane
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
Three sources of data were used to inform the intervention development process: the existing research literature on school-based physical activity interventions, teacher interviews (N=12 and pupil focus groups (N=18 and an experimental feasibility study (N=85; Norris, Shelton, Dunsmuir, Duke-Williams, & Stamatakis, 2015b. The Behaviour Change Wheel was used as a framework to guide synthesis of evidence into the resulting intervention. Potential appropriate Behaviour Change Techniques were reviewed and embedded within the intervention. Conclusions The resulting 6-week Virtual Traveller programme with a 3-month follow-up period is currently in its final stages of evaluation in ten Greater London primary schools. Using the Behaviour Change Wheel and Behaviour Change Techniques allows development of replicable health interventions in applied settings such as schools.
Charity Hudley, Anne H.; Mallinson, Christine
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.
Spearing, Leonard M.
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…
Weeks, Faith; Harbor, Jon
A large midwestern university has developed a program that places graduate students in middle school classrooms to enhance the graduate students' communication skills with diverse audiences, develop pedagogical knowledge, and provide a foundation for effective future K-12 engagement. After observing and co-teaching, participants develop and…
Sondergeld, Toni A.; Johnson, Carla C.; Walten, Janet B.
Despite monetary and educational investments in science, technology, engineering, and mathematics (STEM) being at record high levels, little attention has been devoted to generating a common understanding of STEM. In addition, working with business, K-12 schools, and/or institutions of higher education to establish a grassroots effort to help…
Som, S. M.; Walker, S. I.; Miller, E.; Anbar, M.; Kacar, B.; Forrester, J. H.
Many school districts within the United States continue to seek new ways of engaging students within Science, Technology, Engineering, and Mathematics (STEM) disciplines. SAGANet.org, a web-based 501c3 Astrobiology outreach initiative, works with a number of schools, partnering K-12 students and their families with professional scientist mentors from around the world to teach and inspire students using virtual technology platforms. Current programs include two mentoring partnerships: pairing scientist-mentors with at-risk youth at the Pittsburg Community School in Pittsburg CA, and pairing scientist-mentors with families from the Kyrene del Cielo Elementary School in Chandler AZ. These programs represent two very different models for utilizing the virtual media platform provided by SAGANet.org to engage K-12 students and their families in STEM. For the former, scientists mentor the students of the Pittsburg School as part of the formal in-class curriculum. For the latter, scientists work with K-5 students and their families through Cielo's Science & Engineering Discovery Room to develop a science project as part of an informal learning experience that is independent of the formal curriculum. In this presentation, we (1) discuss the challenges and successes of engaging these two distinct audiences through virtual media, (2) present the results of how these two very-different mentoring partnership impact K-12 students science self-efficacy, interest in science, and STEM career awareness, and (3) share the impact of the mentoring experience on the mentor's confidence and self-efficacy with communicating science to the public.
Zintgraff, Alfred Clifton
This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist approach sought new knowledge without pursuing generalized results. Review of the literature uncovered extensive anecdotal information about current practices, and suggested that large investments are made in engaging volunteers. One National Science Foundation-sponsored study was identified, and its recommendations for a sustained research agenda were advanced. Three study phases were performed, one to explore practices and operationalize definitions, a second to rate practice's importance and their relation to pedagogy, and a third to seek explanations. Educators preferred recruiting local, meaning recruiting parents and former students, versus from industry or other employers. Most educators preferred volunteers with mentoring skills, and placing them in direct contact with students, versus deploying volunteers to help with behind-the-scenes tasks supporting the educator. Relationships were identified between the highest-rated practices and constructivism in programs. In STEM professional volunteers, educators see affordances, in the same way a classroom tool opens affordances. A model is proposed which shows educators considering practicality, pedagogy, knowledge and skills, and rapport when accessing the affordances opened by STEM professional volunteers. Benefits are maximized when programs align with strong industry clusters in the community.
Renny S. N. Lindberg
Full Text Available As the global demand for programmers is soaring, several countries have integrated programming into their K-12 curricula. Finding effective ways to engage children in programming education is an important objective. One effective method for this can be presenting learning materials via games, which are known to increase engagement and motivation. Current programming education games often focus on a single genre and offer one-size-fits-all experience to heterogeneous learners. In this study, we presented Minerva, a multi-genre (adventure, action, puzzle game to engage elementary school students in learning programming concepts. The game content is adapted to play and learning styles of the player to personalize the gameplay. We conducted a formative mixed-method evaluation of Minerva with 32 Korean 6th grade students who played the game and compared their learning outcomes with 32 6th grade students who studied the same concepts using handouts. The results indicated that, in terms of retention, learning was equally effective in both groups. Furthermore, the game was shown to facilitate engagement among the students. These results, together with uncovered issues, will guide Minerva’s further development.
Fennell, T.; Ellins, K. K.; Morris, M.; Christeson, G.
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
National Aeronautics and Space Administration — This study demonstrates simulated microgravity effects on E. coli K 12 MG1655 when grown on LB medium supplemented with glycerol. The results imply that E. coli...
Slattery, W.; Smith, T.
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
Morales, Teresa M.
This mixed method study investigated knowledge and skill development of high school students in a project-based VR design class, in which 3-D projects were developed within a student-centered, student-directed environment. This investigation focused on student content learning, and problem solving. Additionally the social dynamics of the class and the role of peer mentoring were examined to determine how these factors influenced student behavior and learning. Finally, parent and teachers perceptions of the influence of the class were examined. The participants included freshmen through senior students, parents, teachers and the high school principal. Student interviews and classroom observations were used to collect data from students, while teachers and parents completed surveys. The results of this study suggested that this application of virtual reality (VR) learning environment promoted the development of; meaningful cognitive experiences, creativity, leadership, global socialization, problem solving and a deeper understanding of academic content. Further theoretical implications for 3-D virtual reality technology are exceedingly promising, and warrant additional research and development as an instructional tool for practical use.
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.
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.
Haine, D. B.
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
Achilles, K.; Weersing, K.; Daniels, C.; Puniwai, N.; Matsuzaki, J.; Bruno, B. C.
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
Ward, N. D.; Petrik-Finley, R.
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.
Creutzfeldt, Johan; Hedman, Leif; Heinrichs, LeRoy; Youngblood, Patricia; Felländer-Tsai, Li
Approximately 300,000 people suffer sudden cardiac arrest (SCA) annually in the United States. Less than 30% of out-of-hospital victims receive cardiopulmonary resuscitation (CPR) despite the American Heart Association training over 12 million laypersons annually to conduct CPR. New engaging learning methods are needed for CPR education, especially in schools. Massively multiplayer virtual worlds (MMVW) offer platforms for serious games that are promising learning methods that take advantage of the computer capabilities of today's youth (ie, the digital native generation). Our main aim was to assess the feasibility of cardiopulmonary resuscitation training in high school students by using avatars in MMVM. We also analyzed experiences, self-efficacy, and concentration in response to training. In this prospective international collaborative study, an e-learning method was used with high school students in Sweden and the United States. A software game platform was modified for use as a serious game to train in emergency medical situations. Using MMVW technology, participants in teams of 3 were engaged in virtual-world scenarios to learn how to treat victims suffering cardiac arrest. Short debriefings were carried out after each scenario. A total of 36 high school students (Sweden, n=12; United States, n=24) participated. Their self-efficacy and concentration (task motivation) were assessed. An exit questionnaire was used to solicit experiences and attitudes toward this type of training. Among the Swedish students, a follow-up was carried out after 6 months. Depending on the distributions, t tests or Mann-Whitney tests were used. Correlation between variables was assessed by using Spearman rank correlation. Regression analyses were used for time-dependent variables. The participants enjoyed the training and reported a self-perceived benefit as a consequence of training. The mean rating for self-efficacy increased from 5.8/7 (SD 0.72) to 6.5/7 (SD 0.57, Ponline MMVWs
Chabalengula, Vivien M.; Mumba, Frackson
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.
Sun, Koun-Tem; Lin, Ching-Ling; Wang, Sheng-Min
The relative positions of the sun, moon, and earth, their movements, and their relationships are abstract and difficult to understand astronomical concepts in elementary school science. This study proposes a three-dimensional (3-D) virtual reality (VR) model named the "Sun and Moon System." This e-learning resource was designed by…
Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.
This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student…
This virtual visit was a part of QuNEP project. QuNEP (Quartz, Neutron, Electron, Proton) is a scientific project at İzmir Yönder Okulları school aiming at introducing science to students and engaging them in scientific thinking paving the way to new ideas, innovations and discoveries.
In Taiwan, the National Science Council has implemented the High Scope Program (HSP) since 2006. The purpose of this study was to analyze the development and effectiveness of senior high school HSP courses on emerging technology. This study used a course on virtual reality as an example, to investigate the influence of emerging technology courses…
Delp, Matthew J.
This study utilized survey research to investigate how school districts within K-12 education select, implement, and evaluate Science, Technology, Engineering, and Mathematics (STEM) programs. Thirty school districts within the Math and Science Collaborative located in Western Pennsylvania participated in this research. In addition to characterizing the STEM programs of the participating school districts, this study also analyzed the alignment of these programs to the components of comprehensive STEM programs and critical approaches to substantiate STEM program implementation as stated in the literature (Augustine, 2005; Bybee, 2010a, 2010b; Carnevale et al., 2011; DeJarnette, 2010; Epstein & Miller, 2011b; Gardner et al., 1983; Hossain & Robinson, 2011, 2012; Kuenzi, 2008). Findings suggest that the primary goal for school districts, as it relates to STEM program implementation, is to influence students' interest and pursuit of STEM-related careers and degrees. In order to achieve this goal, results of this study indicate the focus of STEM program implementation occurs with the greatest frequency at the middle school (grades seven and eight) level, are developed as an adaptation to the curriculum, and are very diverse from one school district to the next. In addition, findings suggest that although school districts maintain they aim to promote careers and degrees in STEM, districts rely on traditional methods of evaluating STEM program implementation (i.e. standardized test scores) and do not track the longitudinal impact their STEM programs as they related to degrees and careers in STEM. Furthermore, results indicate district STEM programs are not aligned to the characteristics of comprehensive STEM programs as defined by the literature. In order to address the misalignment of school district goals and evaluation processes involved in STEM program implementation and the absence of the characteristics commensurate with comprehensive STEM programs, this study has
Hillman, Susan J.; Bloodsworth, Kylie H.; Tilburg, Charles E.; Zeeman, Stephan I.; List, Henrietta E.
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.
Westenberg, David J
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.
Pierce, Glenn L.; Cleary, Paul F.
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…
Harnik, P. G.; Ross, R. M.; Chiment, J. J.; Sherpa, J. M.
Reducing the discrepancy between the dynamic science that researchers experience and the static fact-driven science education in which k-12 students participate at school is an important component to national science education reform. Scientist-student partnerships (SSPs) involving whole classes in Earth systems research provide a solution to this problem, but existing models have often lacked rigorous scientific data quality control and/or evaluation of pedagogical effectiveness. The Paleontological Research Institution has been prototyping two SSPs with an eye toward establishing protocols to insure both scientific and educational quality of the partnership. Data quality analysis involves making statistical estimates of data accuracy and employing robust statistical techniques for answering essential questions with noisy data. Educational evaluation takes into account affective variables, such as student motivation and interest, and compares the relative pedagogical effectiveness of SSPs with more traditional hands-on activities. Paleontology is a natural subject for scientist-student partnerships because of its intrinsic appeal to the general public, and because its interdisciplinary content serves as a springboard for meeting science education standards across the physical and life sciences. The "Devonian Seas" SSP involves classes in identifying fossil taxa and assessing taphonomic characteristics from Devonian-aged Hamilton Group shales in Central New York. The scientific purpose of the project is to establish at high stratigraphic resolution the sequence of dysoxic biofacies composition, which will shed light on the sensitivity of epeiric sea communities to environmental (e.g., sea level) changes. The project is undertaken in upper elementary school and secondary school Earth science classes, and in some cases has involved field-based teacher training and collection of samples. Students in small teams collaborate to identify taxa within the samples, then
Wallace, Claire; Ievers-Landis, Carolyn E; Scherer, Catherine; Roizen, Nancy; Augustyn, Marilyn
Tony is a 6-year-old multiracial boy diagnosed as having attention-deficit/hyperactivity disorder-combined type who is followed in your primary care practice and has started on a stimulant medication. Tony continues to have difficulty with emotion regulation and impulse control both at home and at school. He was asked to leave his private school soon after beginning first grade because of physical fighting, emotional outbursts, and arguing with teachers.His mother made the decision to enroll Tony in online virtual schooling for the remainder of the academic year, with the plan to transition back to traditional school for the next academic year. They have enrolled in a program that offers lessons online and sends materials to the home for the child to use to complete certain types of assignments (e.g., science experiments). Virtual schools are different from traditional home schooling because children receive their instruction from teachers online with parental assistance as opposed to parents being responsible for teaching all material. Tony's mother comes to your practice requesting assistance with setting up an appropriate school environment for her son at home, where she can monitor and support his academic progress.Tony is a bright child, with an Intelligence Quotient in the superior range. He has advanced academic skills, but he becomes dysregulated if he is told he is wrong or that he has answered a question incorrectly. For example, if he answered a question incorrectly in class, he would become verbally abusive toward his teacher and often have temper tantrums. This challenging behavior occurred daily at school and was one of the factors leading to his expulsion. The behavior had predated the introduction of stimulant medication and had remained consistent after he began medication.Tony's parents are highly educated, and both parents hold professional jobs with steady income. His parents have good command of typical behavior management strategies such as
Maloney, Rebecca Scudari
One way to determine if all students can learn through the use of computers is to introduce a lesson taught completely via computers and compare the results with those gained when the same lesson is taught in a traditional manner. This study attempted to determine if a virtual fetal pig dissection can be used as a viable alternative for an actual dissection for females enrolled in high school biology classes by comparing the knowledge acquisition and attitudinal change between the experimental (virtual dissection) and control (actual dissection) groups. Two hundred and twenty-four students enrolled in biology classes in a suburban all-girl parochial high school participated in this study. Female students in an all-girl high school were chosen because research shows differences in science competency and computer usage between the genders that may mask the performance of females on computer-based tasks in a science laboratory exercise. Students who completed the virtual dissection scored significantly higher on practical test and objective tests that were used to measure knowledge acquisition. Attitudinal change was measured by examining the students' attitudes toward dissections, computer usage in the classroom, and toward biology both before and after the dissections using pre and post surveys. Significant results in positive gain scores were found in the virtual dissection group's attitude toward dissections, and their negative gain score toward virtual dissections. Attitudinal changes toward computers and biology were not significant. A purposefully selected sample of the students were interviewed, in addition to gathering a sample of the students' daily dissection journals, as data highlighting their thoughts and feelings about their dissection experience. Further research is suggested to determine if a virtual laboratory experience can be a substitute for actual dissections, or may serve as an enhancement to an actual dissection.
The article investigates the problem of interaction between a modern primary school-aged child and the field of virtual reality gaming and, in particular, the impact of virtual reality on the formation of self-image. Our study enabled us to explore the differences in the self-image in active and non-active players of roleplaying video games. The outcomes proved that there are certain changes in the self-image of active players related to their self-identification with characters of computer g...
Singh, H. A.; Twedt, J. R.
In our increasingly technologically-driven and information-saturated world, literacy in STEM fields can be crucial for career advancement. Nevertheless, both systemic and interpersonal barriers can prevent individuals, particularly members of under-represented groups, from engaging in these fields. Here, we present a high school-level workshop developed to foster basic understanding of climate science while exposing students to the Python programming language. For the past four years, the workshop has been a part of the annual Expanding Your Horizons conference for high school girls, whose mission is to spark interest in STEM fields. Moving through current events in the realm of global climate policy, the fundamentals of climate, and the mathematical representation of planetary energy balance, the workshop culminates in an under-the-hood exploration of a basic climate model coded in the Python programming language. Students interact directly with the underlying code to run `virtual world' experiments that explore the impact of solar insolation, planetary albedo, the greenhouse effect, and meridional energy transport on global temperatures. Engagement with Python is through the Jupyter Notebook interface, which permits direct interaction with the code but is more user-friendly for beginners than a command-line approach. We conclude with further ideas for providing online access to workshop materials for educators, and additional venues for presenting such workshops to under-represented groups in STEM.
Fausto Alberto Viscaino Naranjo
Full Text Available The Isidro Ayora School located in the Latacunga Canton, between Quijano / Ordóñez and Tarqui streets, has a museum that is open to the citizens without any age difference, projecting during the tour in a traditional, monotonous and unconventional way all their art, By this factor the influx of public is very sporadic, which does not allow the development and recognition of the Museum. For the development of the research was applied the hypothetical-deductive method and the analytical, on the other hand was applied the methodology of application development for Smartphones Mobile-D; Through the collection of information that involves eld research, it was veri ed that the Museum does not have technological alternatives that allow the dissemination of the historical-cultural heritage, thus demonstrating that the creation of the virtual guide through mobile technology is the technological solution to improve The user’s experience in visiting and disseminating museums; So is the search for the use of new technologies helping to turn a forgotten environment into an interactive and friendly environment. With the implementation of Mobile Technology in the Museum of the Isidro Ayora School, visitors will be able to interact with the art articles displayed and visualize their information on any Android device through a multimedia library by simply scanning the QR code that each contains and In consequence it will allow the innovation, difusion and recognition of the Museum.
Landsbergis, Paul; Zoeckler, Jeanette; Kashem, Zerin; Rivera, Bianca; Alexander, Darryl; Bahruth, Amy
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.
Carlos Fusté Bonet
Full Text Available (ES La idea surgida en el año 2006 de montar una serie de exposiciones con los manuales escolares antiguos de los que disponía la Associació per a la Recerca Pedagògica TP de Tàrrega (Lleida se convirtió, posteriormente, en una realidad a lo largo de los años 2007 y 2008. Ante la buena acogida de la anterior iniciativa, la asociación aprobó la creación de una Biblioteca Virtual Escolar para poner al alcance de todos los estudiosos de la historia de la educación, así como del público en general, su fondo bibliográfico, tarea que continúan desarrollando en la actualidad. // (EN The idea emerged in 2006 to mount a series of exhibitions with the old textbooks available to the Associació per a la Recerca Pedagògica of Tàrrega (Lleida became subsequently a reality over the years 2007 and 2008. Given the good reception of the previous initiative, the association approved the creation of a Biblioteca Virtual Escolar (virtual library school to make available to all students of the history of education, as well as the general public, its bibliographic, who continue to work in present.
Larwin, Karen H.; Dawson, Daniel; Erickson, Matthew; Larwin, David A.
The common practice of using of guided notes in the K-12 and special education classroom is not fully appreciated or understood. In an effort to add to the existing research about this phenomenon, the current investigation expands on previously published research and one previously published meta-analysis that examined the impact of guided notes…
Delaware State Dept. of Public Instruction, Dover.
GRADES OR AGES: Grades K-12. SUBJECT MATTER: Social studies. ORGANIZATION AND PHYSICAL APPEARANCE: The subject matter is divided into the following five themes: 1) Man develops within his physical and cultural environment. 2) Man functions within an interdependent society. 3) Man seeks justice and order. 4) Man experiences conflict and change. 5)…
Anthony, Anika B.; Greene, Howard; Post, Paul E.; Parkhurst, Andrew; Zhan, Xi
This paper describes an engineering outreach programme designed to increase the interest of under-represented youth in engineering and to disseminate pre-engineering design challenge materials to K-12 educators and volunteers. Given university students' critical role as facilitators of the outreach programme, researchers conducted a two-year…
Hechter, Richard P.; Vermette, Laurie Anne
This paper examines the barriers to technology integration for Manitoban K-12 inservice science educators (n = 430) based on a 10-item online survey; results are analyzed according to teaching stream using the Technology, Pedagogy, and Content Knowledge (TPACK) framework. Quantitative descriptive statistics indicated that the leading barriers…
Abbott, Marilyn L.; Lee, Kent; Rossiter, Marian J.
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…
Science and Children, 2016
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…
Marek, L E; Henson, J M
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.
Shear, Sarah B.; Knowles, Ryan T.; Soden, Gregory J.; Castro, Antonio J.
In this mixed-methods study, we use a postcolonial framework to investigate how state standards represent Indigenous histories and cultures. The research questions that guided this study include: (a) What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level U.S. history standards for K-12? (b) What is…
Ardoin, Nicole M.; Bowers, Alison W.; Roth, Noelle Wyman; Holthuis, Nicole
Many practitioners and researchers describe academic and environmental benefits of environmental education for kindergarten through twelfth grade (K-12) students. To consider the empirical underpinnings of those program descriptions, we systematically analyzed the peer-reviewed literature (1994-2013), focusing on outcomes of environmental…
McNeill, Katherine L.; Berland, Leema
Research and reform efforts frequently identify evidence as an essential component of science classroom instruction to actively engage students in science practices. Despite this agreement on the primacy of evidence, there is a lack of consensus around what counts as "evidence" in k-12 classrooms (e.g., ages 5-18): scholarship and…
Wu, Yi-Chieh; Liao, Wen-Hung; Chi, Ming-Te; Li, Tsai-Yen
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…
Krause, Jennifer M.; O'Neil, Kason; Dauenhauer, Brian
Classroom response systems have become popular in K-12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system…
Terry, Alice W.; Bohnenberger, Jann E.
Citing the need for a basic, K-12 developmental framework for service learning, this article describes such a model. This model, an inclusive typology of service learning, distinguishes three levels of service learning: Community Service, Community Exploration, and Community Action. The authors correlate this typology to Piaget's cognitive…
The article will outline a framework for the use of social networking tools in K-12 education framed around four thought provoking questions: 1) what are the benefits and pitfalls of using social networking tools in P-12 education, 2) how do we plan effectively for the use of social networking tool, 3) what role does professional development play…
Alabama State Dept. of Education, Montgomery.
This curriculum guide contains objectives, activities, and evaluation procedures for a K-12 music education program. It would be useful to anyone responsible for teaching music. The authors believe that music education has the dual obligation of developing the aesthetic sensitivity of all students regardless of their individual levels of musical…
Perry, Justin C.; Shannon, Lisa
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…
Hechter, Richard; Vermette, Laurie Anne
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…
McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet
If you've ever asked yourself whether problem-based learning (PBL) can bring new life to both your teaching and your students' learning, here's your answer: Yes. This all-in-one guide will help you engage your students in scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios will prompt K-12 students…
This article presents the results of combining the American Institute of Chemical Engineers' (AIChE) Chem-E-Car competition activities with engineering outreach to K-12 students in a service-learning course. Survey results are presented to show how the program develops technical skills as well as leadership, teamwork, and communication skills in…
Williams, Nicole V.
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…
Online learning in K-12 education is becoming a familiar option for students. By the end of 2011, all 50 states and the District of Columbia offered some form of online learning as an option for some students (Watson, Murin, Vashaw, Gemin, & Rapp, 2011). Online courses are appealing to students for a variety of reasons. The five most common…
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…
Chabalengula, Vivien M.; Mumba, Frackson
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…
Brasiel, Sarah; Martin, Taylor; Jeong, Soojeong; Yuan, Min
An extensive body of research has demonstrated that the use in a K-12 classroom of technology, such as the Internet, computers, and software programs, enhances the learning of mathematics (Cheung & Slavin, 2013; Cohen & Hollebrands, 2011). In particular, growing empirical evidence supports that certain types of technology, such as…
Hanna, Judith Lynne
Curriculum theorists have provided a knowledge base concerning aesthetics, agency, creativity, lived experience, transcendence, learning through the body, and the power of the arts to engender visions of alternative possibilities in culture, politics, and the environment. However, these theoretical threads do not reveal the potential of K-12 dance…
Chen, Senlin; Chen, Ang; Zhu, Xihe
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…
Bopp, Melissa; Hastmann, Tanis J; Norton, Alyssa N
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.
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.
Rabinkova, E.V.; Torosyan, M.V.; Fradkin, G.E.
In γ-irradiated cells of Escherichia coli K-12 restriction allevation of an unmodified phage λ is only observed in AB1157 strain. No restriction allevation by γ-rays is registered in AB1157 mutants (rec A and ssb-1)
Hunter, Leah J.; Hall, Cristin M.
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…
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…
National Center for Geographic Information and Analysis; National Council for Geographic Education (NCGE); Technical Education Research Centers (TERC)
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.
Niederhauser, Dale S.; Lindstrom, Denise L.; Strobel, Johannes
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…
Advocates of ubiquitous computing have long been documenting classroom benefits of one-to-one ratios of students to handheld or laptop computers. The recent sophisticated capabilities of the iPod Touch, iPhone, and iPad have encouraged further speculation on exactly how K-12 teaching and learning might be energized by such devices. This paper…
Ward, Sheila A.
This article invites the reader to gain a deeper understanding of the aesthetics of African-based dance through the elements of tradition, transformation, and social justice. A discussion of the aesthetics of African dances within Africa and throughout the African diaspora opens the doors to present these dances in a K-12 setting, to explore a…
McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet
"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…
Larkin, Ingle M.; Brantley-Dias, Laurie; Lokey-Vega, Anissa
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…
Kitzler, J.W.; Minakami, H.; Fridovich, I.
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
This study examined different factors affecting the perceptions of barriers in academic achievement of Latino K-12 students. The study used data from 1,508 participants who identified themselves as being of Hispanic or Latino heritage in the 2004 National Survey of Latinos: Education, compiled by the Pew Hispanic Center between August 7 and…
Xu, Lihua; Stewart, Trae; Haber-Curran, Paige
Measurement invariance of the five-factor "Servant Leadership Questionnaire" between female and male K-12 principals was tested using multi-group confirmatory factor analysis. A sample of 956 principals (56.9% were females and 43.1% were males) was analysed in this study. The hierarchical multi-step measurement invariance test supported…
Martin, Christopher J.
Three decades of research has indicated that strategic information systems planning is a vital component to business success. The purpose of this study was to identify the relationship strategic information systems planning and financial commitment has within the K-12 public education sector. Data for this study was obtained from top management of…
Tingir, S.; Cavlazoglu, B.; Caliskan, O.; Koklu, O.; Intepe-Tingir, S.
In this meta-analytic study, we investigated the effects of mobile devices on student achievement in science, mathematics and reading in grades K-12. Based on our inclusion criteria, we searched the ERIC and PsycINFO databases and identified 14 peer-reviewed research articles published between 2010 and 2014. We identified the device type, subject…
Aladjem, Ruthi; Hardof, Sharon
Personal information management (PIM) is a research field that examines the activities by which users save, organize and retrieve personal information items. PIM is a one of the essential new literacies for learners in the 21st century. This paper reports results from a pilot study that explored PIM practices and strategies of K-12 students, on…
Hanson, Karen M.
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.…
Data Quality Campaign, 2016
The Every Student Succeeds Act (ESSA) provides an opportunity to produce high quality postsecondary indicators and, as available, publicly report them in ways that inform, engage, and empower communities. As first "required" in 2009's American Recovery and Reinvestment Act (ARRA) stimulus law, almost every state has linked its K-12 and…
Rattigan, Peter; Biren, Greg
Physical education practitioners and programs have the opportunity and obligation to help children become physically educated, healthy, and active adults. This article discusses the battle against obesity in K-12 learners from an exercise physiology perspective and focuses on the fact that practitioners have all the tools they need to battle this…
Savelski, Mariano J.; Slater, C. Stewart; Del Vecchio, Christopher A.; Kosteleski, Adrian J.; Wilson, Sarah A.
Educational problem sets have been developed on structured organic particulate systems (SOPS) used in pharmaceutical technology. The sets present topics such as particle properties and powder flow and can be integrated into K-12 and college-level curricula. The materials educate students in specific areas of pharmaceutical particulate processing,…
Anne Seifert; Louis Nadelson
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
Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.
The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching
Kohli, Rita; Pizarro, Marcos; Nevárez, Arturo
While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are…
Yang, Junfeng; Huang, Ronghuai; Kinshuk
Students grown up with digital technology and Internet are called digital natives or net generation. All others, who grew up without so much immersion with digital technologies are called digital immigrants. Researchers held different ideas on whether a new generation of learners existed. One of the foci of the debate is on the appropriateness of…
Woodbridge, Michelle W.; Yu, Jennifer; Goldweber, Asha; Golan, Shari; Stein, Bradley D.
Across the education, public health, and human and social services arenas, there has been renewed interest in bringing agency representatives together to work on the promotion of student mental health and wellness. When effective, it is believed that collaboration among agencies can build cross-system partnerships, improve referral processes and…
Annenberg Learner, 2012
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…
Hutzel, Karen; Bastos, Flavia M. C.; Cozier, Kimberly J.
This anthology places art at the center of meaningful urban education reform. Providing a fresh perspective on urban education, the contributors describe a positive, asset-based community development model designed to tap into the teaching/learning potential already available in urban cities. Rather than focusing on a lack of resources, this…
Webb, Mary; Davis, Niki; Bell, Tim; Katz, Yaacov J.; Reynolds, Nicholas; Chambers, Dianne P.; Syslo, Maciej M.
In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International…
Guarino, Cassandra M.; Galama, Titus; Constant, Louay; Gonzalez, Gabriella; Tanner, Jeffery C.; Goldman, Charles A.
Reform-minded leaders of Qatar, who have embarked on a sweeping reform of their nation's education system, asked RAND to evaluate the education finance system that has been adopted and to offer suggestions for improvements. The authors analyze the system's evolution and resource allocation patterns between 2004 and 2006 and develop analytic tools…
Jacob, Laura Beth
Virtual world environments have evolved from object-oriented, text-based online games to complex three-dimensional immersive social spaces where the lines between reality and computer-generated begin to blur. Educators use virtual worlds to create engaging three-dimensional learning spaces for students, but the impact of virtual worlds in…
Full Text Available The article investigates the problem of interaction between a modern primary school-aged child and the field of virtual reality gaming and, in particular, the impact of virtual reality on the formation of self-image. Our study enabled us to explore the differences in the self-image in active and non-active players of roleplaying video games. The outcomes proved that there are certain changes in the self-image of active players related to their self-identification with characters of computer games according to their individual psychological features, whereas for children who engage in non-role-playing games such identification is not common. It was found that non-active children players generally have positive selfacceptance and do not suffer from feelings of anxiety and abandonment; active players, on the opposite, often demonstrate inadequate self-esteem, anxiety and a tendency to self-actualise in virtual reality gaming.
Thisgaard, Malene; Makransky, Guido
The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increas...
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
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
Falkner, Katrina; Vivian, Rebecca
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.
As the need to access information increases, school librarians must create virtual libraries. Linked to reliable reference resources, the virtual library extends the physical collection and library hours and lets students learn to use Web-based resources in a protected learning environment. The growing number of virtual schools increases the need…
Nurismawati, R.; Sanjaya, Y.; Rusyati, L.
The aim of this study is to examine the relationship between students’ critical thinking skill and students’ logical thinking skill of Junior High School students in Tasikmalaya city. The respondent consists of 168 students from eighth grade at three public schools in Tasikmalaya City. Science Virtual Test and Test of Logical Thinking were used in this research study. Science virtual test instrument consist of 26 questions with 5 different topics. IBM SPSS 23.00 program was used for analysis of the data. By the findings; students’ critical thinking skill has significant differences in elements of generating purpose, embodying point of view, utilizing concept and making implication and consequence. By Post Hoc LSD Test, from those four elements, there are significant differences between concrete - transitional groups and transitional – concrete groups. There is positive and weak correlation between students’ critical thinking and students’ logical thinking attainment.
Chambers, L. H.; Chaudhury, S.; Page, M. T.; Lankey, A. J.; Doughty, J.; Kern, Steven; Rogerson, Tina M.
During the summer of 2007, as part of the second year of a NASA-funded project in partnership with Christopher Newport University called SPHERE (Students as Professionals Helping Educators Research the Earth), a group of undergraduate students spent 8 weeks in a research internship at or near NASA Langley Research Center. Three students from this group formed the Clouds group along with a NASA mentor (Chambers), and the brief addition of a local high school student fulfilling a mentorship requirement. The Clouds group was given the task of exploring and analyzing ground-based cloud observations obtained by K-12 students as part of the Students' Cloud Observations On-Line (S'COOL) Project, and the corresponding satellite data. This project began in 1997. The primary analysis tools developed for it were in FORTRAN, a computer language none of the students were familiar with. While they persevered through computer challenges and picky syntax, it eventually became obvious that this was not the most fruitful approach for a project aimed at motivating K-12 students to do their own data analysis. Thus, about halfway through the summer the group shifted its focus to more modern data analysis and visualization tools, namely spreadsheets and Google(tm) Earth. The result of their efforts, so far, is two different Excel spreadsheets and a Google(tm) Earth file. The spreadsheets are set up to allow participating classrooms to paste in a particular dataset of interest, using the standard S'COOL format, and easily perform a variety of analyses and comparisons of the ground cloud observation reports and their correspondence with the satellite data. This includes summarizing cloud occurrence and cloud cover statistics, and comparing cloud cover measurements from the two points of view. A visual classification tool is also provided to compare the cloud levels reported from the two viewpoints. This provides a statistical counterpart to the existing S'COOL data visualization tool
Full Text Available This study attempts to show how the creation of an innovative scenario, introducing video games and online communities as educational resources in the classroom, facilitates the development of new literacies in the context of participatory culture. The experience described was carried out during the 2010-2011 academic year in a secondary school located in Madrid. The workshop was organized using a social simulation video game, The Sims 3, and the online community Play and Learn, created specifically for this project. From an ethnographic perspective, the article focuses mainly on analyzing what happened outside the game sessions, when the students became involved in the online community after interacting with the game in the classroom. The fact that they participated in a virtual conversational space (through a forum serves to support the game and encourage reflection from all participants. The results show that social relationships were developed within the online community, where individual contributions proved especially important for group discussion. Participation made it possible for students to become aware of the speech and rules of the game and to improve the acquisition process of new literacies.
Bagiati, Aikaterini; Evangelou, Demetra; Magana, Alejandra; Kaloustian, Garene; Zhu, Jiabin; Yoon, So Yoon
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...
Gattie, David K.; Wicklein, Robert C.
An overarching objective of Technology Education in the U.S. is to improve technological literacy among K-12 students (DeVore, 1964; Savage and Sterry, 1990; International Technology Education Association, 1996, 2000, 2003). This is addressed in part through a focus on end-product technology and the use and importance of various technologies in society (Savage and Sterry, 1990). While such a focus is certainly necessary, it may not be sufficient if the objective is to infuse engineering into ...
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.
The same scientific visualizations, animations, and images that are powerful tools for geoscientists can serve an important role in K-12 geoscience education by encouraging students to communicate in ways that help them develop habits of thought that are similar to those used by scientists. Resources such as those created by NASA's Scientific Visualization Studio (SVS), which are intended to inform researchers and the public about NASA missions, can be used in classrooms to promote thoughtful, engaged learning. Instructional materials that make use of those visualizations have been developed and are being used in K-12 classrooms in ways that demonstrate the vitality of the geosciences. For example, the Center for Geoscience and Society at the American Geosciences Institute (AGI) helped to develop a publication that outlines an inquiry-based approach to introducing students to the interpretation of scientific visualizations, even when they have had little to no prior experience with such media. To facilitate these uses, the SVS team worked with Center staff and others to adapt the visualizations, primarily by removing most of the labels and annotations. Engaging with these visually compelling resources serves as an invitation for students to ask questions, interpret data, draw conclusions, and make use of other processes that are key components of scientific thought. This presentation will share specific resources for K-12 teaching (all of which are available online, from NASA, and/or from AGI), as well as the instructional principles that they incorporate.
Full Text Available Environmental and genetic factors affecting the in vitro spontaneous mutation frequencies to aminoglycoside resistance in Escherichia coli K12 were investigated. Spontaneous mutation frequencies to kanamycin resistance were at least 100 fold higher on modified Luria agar (L2 plates, when compared to results obtained in experiments carried out with Nutrient agar (NA plates. In contrast to rifampincin, the increased mutability to kanamycin resistance could not be attributed to a mutator phenotype expressed by DNA repair defective strains. Kanamycin mutant selection windows and mutant preventive concentrations on L2 plates were at least fourfold higher than on NA plates, further demonstrating the role of growth medium composition on the mutability to aminoglycosides. Mutability to kanamycin resistance was increased following addition of sorbitol, suggesting that osmolarity is involved on the spontaneous mutability of E. coli K12 strains to aminoglycosides. The spontaneous mutation rates to kanamycin resistance on both L2 and NA plates were strictly associated with the selective antibiotic concentrations. Moreover, mutants selected at different antibiotic concentrations expressed heterogeneous resistance levels to kanamycin and most of them expressing multiple resistance to all tested aminoglycoside antibiotics (gentamicin, neomycin, amykacin and tobramycin. These results will contribute to a better understanding of the complex nature of aminoglycoside resistance and the emergence of spontaneous resistant mutants among E. coli K12 strains.
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.
Ramirez C, Luz Arabany
This paper synthesizes the conceptual framework of the research virtualization of the processes and instructional technology: virtualization process of the education in Manizales and its impact on the urban environment. This research was carried out for the environment and development, urban environmental studies, program, of the Universidad Nacional de Colombia - campus Manizales. A vision of the urban environment from the systems theory is established, a review of the characteristics of the education styles is done, the virtualization process concept is explained, and the transformation of Manizales given the virtualization process of the education is described. On the other hand, the impact of the virtualization process of the education on the urban environment is examined, and the consequences of the realization based on the virtual thing
Harper, Ben; Milman, Natalie B.
This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K-12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K-12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles.…
Hillman, Susan J.; Bloodsworth, Kylie H.; Tilburg, Charles E.; Zeeman, Stephan I.; List, Henrietta E.
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…
Center for Research and Reform in Education, 2012
This review summarizes research on the effects of technology use on mathematics achievement in K-12 classrooms. The main research questions included: (1) Do education technology applications improve mathematics achievement in K-12 classrooms as compared to traditional teaching methods without education technology?; and (2) What study and research…
Watson, John; Murin, Amy; Vashaw, Lauren; Gemin, Butch; Rapp, Chris
"Keeping Pace with K-12 Online & Blended Learning" (2013), the 10th in a series of annual reports that began in 2004, examines 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. In this 10th…
Lindberg, Robert E.; Pinelli, Thomas E.; Batterson, James G.
The competitive status of the United States is inextricably linked to innovation just as innovation is inseparable from science, technology, engineering, and mathematics. To stay competitive in innovation requires that the United States produce a 21st century workforce complete with requisite education, training, skills, and motivation. If we accept a priori that science, technology, engineering, and mathematics education are crucial to competitiveness and innovation and that, in terms of innovation, mathematics, science, and engineering are interdependent, why are mathematics and science uniformly ubiquitous in the K-12 curriculum while engineering is conspicuously absent? We are passionate in our belief that the uniform addition of engineering to the K-12 curriculum will help ensure that the nation has "the right" 21st Century workforce. Furthermore, we believe that a nationwide effort, led by a coalition of engineering academics, practitioners, and societies is required to turn this goal into reality. However, accomplishing this goal necessitates, as we are reminded by the title of Jane Austen's timeless novel, "Sense and Sensibility", a workable solution that seeks the "middle ground" between passion and reason. We begin our paper by making two essential points: Engineers are not scientists. Engineering exists separate from science, has its own specialized knowledge community apart from science, and it is largely responsible for many of the most significant advancements and improvements in the quality of our life. Our workable solution requires that K-12 education, nationwide, accommodate the inclusion of engineering as a stand alone curriculum and we offer three reasons to support our position: (1) workforce development, (2) stimulating interest in STEM (science, technology, engineering, and mathematics) courses and careers, and (3) creating a technologically literate society. We conclude with some thoughts on how this important goal can be accomplished.
Dittrich, T. M.
Much attention has been devoted in recent years to the importance of Science, Technology, Engineering, and Math (STEM) education in K-12 curriculum for developing a capable workforce. Equally important is the role of the voting public in understanding STEM-related issues that impact public policy debates such as the potential impacts of climate change, hydraulic fracturing in oil and gas exploration, mining impacts on water quality, and science funding. Since voted officials have a major impact on the future of these policies, it is imperative that the general public have an understanding of the basic science behind these issues. By engaging with the public in a more fundamental way, university students can play an important role in educating the public while at the same time enhancing their communication skills and gaining valuable teaching experience. I will talk about my own experiences in (1) evaluating and publishing water chemistry and hazardous waste cleanup curriculum on the K-12 engineering platform TeachEngineering.org, (2) organizing public tours of water and energy sites (e.g., abandoned mine sites, coal power plants, wastewater treatment plants, hazardous waste treatment facilities), and (3) other outreach and communication activities including public education of environmental issues through consultations with customers of a landscaping/lawn mowing company. The main focus of this presentation will be the role that graduate students can play in engaging and educating their local community and lessons learned from community projects (Dittrich, 2014; 2012; 2011). References: Dittrich, T.M. 2014. Adventures in STEM: Lessons in water chemistry from elementary school to graduate school. Abstract ED13E-07 presented at 2014 Fall Meeting, AGU, San Francisco, Calif., 15-19 Dec. Dittrich, T.M. 2012. Collaboration between environmental water chemistry students and hazardous waste treatment specialists on the University of Colorado-Boulder campus. Abstract ED53C
Cantrell, P.; Ewing-Taylor, J.; Crippen, K. J.; Smith, K. D.; Snelson, C. M.
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
Selection for defective reversion induction, after UV treatment of E. coli K 12, yielded uvm mutants. These mutants exhibited highly reduced or no UV mutability for all loci tested although they were moderately and normally mutable by X-rays and EMS, respectively. Uvm mutations confer only a slight sensitivity to killing by UV and X-rays and no clear sensitivity to the lethal effect of HN2, EMS or MMS. Growth and viability of untreated uvm cells were normal. The properties of uvm mutants are discussed in relation to those of other relevant mutant types and to some actual problems of induced mutagenesis. (orig.) 891 AJ [de
Beloin, C.; Valle, J.; Latour-Lambert, P.
The formation of biofilm results in a major lifestyle switch that is thought to affect the expression of multiple genes and operons. We used DNA arrays to study the global effect of biofilm formation on gene expression in mature Escherichia coli K-12 biofilm. We show that, when biofilm is compared...... that 20 of these genes are required for the formation of mature biofilm. This group includes 11 genes of previously unknown function. These results constitute a comprehensive analysis of the global transcriptional response triggered in mature E. coli biofilms and provide insights into its physiological...
Repine, T.E.; Hemler, D.A.; Behling, R.E.
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.
Slyus, M.A. van; Oliveira, R.L.B. da C.; Felzenszwalb, I.; Gomes, R.A.; Menck, C.F.
Inactivation kinetics were performed with repair proficient and deficient Escherichia coli K-12 cells treated with oxidized solutions of ascorbic acid. The repair pathways controlled by the recA and uvrA gene products are essential for cell survival to the treatment. However, SOS chromotest result indicates that the SOS functions are only induced at high and toxic concentrations of the drug. Moreover, single strand breaks in DNA from treated cells are detected, demonstrating genome damage promoted by oxidized solutions of ascorbate. (M.A.C.) [pt
Moore, Susan W.; Phelps, Carrie S.; Chambers, Lin H.
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
Chuah, Kee Man; Chen, Chwen Jen; Teh, Chee Siong
Virtual reality (VR) has been prevalently used as a tool to help students learn and to simulate situations that are too hazardous to practice in real life. The present study aims to explore the capability of VR to achieve these two purposes and demonstrate a novel application of the result, using VR to help school students learn about road safety skills, which are impractical to be carried out in real-life situations. This paper describes the system design of the VR-based learning environment known as Virtual Simulated Traffics for Road Safety Education (ViSTREET) and its various features. An overview of the technical procedures for its development is also included. Ultimately, this paper highlights the potential use of VR in addressing the learning problem concerning road safety education programme in Malaysia.
Full Text Available The UniSchooLabs project aims at creating an infrastructure supporting web access to remote/virtual labs and associated educational resources to engage learners with hands-on and minds-on activities in science, technology and math in schools. The UniSchooLabs tool-kit supports the teacher in selecting a remote or virtual lab and developing a lab activity based on an inquiry model template. While working with the toolkit the teacher has access to three main features: a a catalogue of available online laboratories; b an archive of activities created by other users; c a tool for creating new activities or reusing existing ones.
The cell lethality and DNA fragmentation caused by phleomycin (PM) were studied in E. coli K12 strains with special reference to the effects of repair or recombination deficiencies and metabolic inhibitors. Unlike excision-defective derivatives of E. coli B, uvrA, uvrB, and uvrC mutants of strain K12 showed no peculiarities compared with wild type in regard to cell survival. Likewise, mutant alleles at uvrD and polA loci had no effect. In contrast, rec mutants were more sensitive to PM-killing than were rec/sup +/ strains. PM-induced strand breakage in DNA was observed in all strains tested including the above-mentioned mutants. There was no significant distinction between the uvr mutants and the wild type strain, indicating that the uvr-endonuclease was not responsible for the strand breaks. Involvement of endonuclease I was also ruled out. At least some of the PM-induced strand breaks were repairable. PM-induced lethality and strand breakage were totally dependent on energy supply. Inhibition of protein synthesis resulted in a partial and parallel suppression of the two effects. Our results suggest that the lethality is due to DNA strand breakage and the repair of such damage is postulated to be controlled by rec genes.
Diedrich, D.L.; Stein, M.A.; Schnaitman, C.A.
The associations of both rough and smooth lipopolysaccharides (LPS) with the OmpF porin of Escherichia coli K-12 were examined in galE strains deleted for ompC. Transformation with pSS37 and growth with galactose conferred the ability to assemble a Shigella dysenteriae O antigen onto the core oligosaccharide of E. coli K-12 LPS. The association of LPS with OmpF trimers was assessed by staining, autoradiography of LPS specifically labeled with [1-14C]galactose, and Western immunoblotting with a monoclonal antibody specific for OmpF trimers. These techniques revealed that the migration distances and multiple banding patterns of OmpF porin trimers in sodium dodecyl sulfate-polyacrylamide gels were dictated by the chemotype of associated LPS. Expression of smooth LPS caused almost all of the trimeric OmpF to run in gels with a slower mobility than trimers from rough strains. The LPS associated with trimers from a smooth strain differed from the bulk-phase LPS by consisting almost exclusively of molecules with O antigen
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
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.
Alex J. Bowers
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.
Branch, B. D.; Wegner, K.; Smith, S.; Schulze, D. G.; Merwade, V.; Jung, J.; Bessenbacher, A.
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
Waters, John K.
John Abdelmalak, director of technology for the School District of the Chathams, was pretty sure it was time to jump on the virtualization bandwagon last year when he invited Dell to conduct a readiness assessment of his district's servers. When he saw just how little of their capacity was being used, he lost all doubt. Abdelmalak is one of many…
In the Scandinavian countries: Sweden, Norway and Denmark, the project GNU (Grænseoverskridende Nordisk Undervisning, i.e. Transnational Nordic Teaching) is experimenting with ways of conducting teaching across the borders in the elementary schools. The cloud classes are organised with one class...... and benefits in regard to learning and pedagogy with virtual classroom....
Holzer, M. A.; National Earth Science Teachers Association
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
National Council on Teacher Quality, 2012
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…
Law, Effie Lai-Chong; Gamble, Tim; Schwarz, Daniel; Kickmeier-Rust, Michael D.; Holzinger, Andreas
Research on the influence of gender on attitudes towards and performance in digital educational games (DEGs) has quite a long history. Generally, males tend to play such games more engagingly than females, consequently attitude and performance of males using DEGs should be presumably higher than that of females. This paper reports an investigation of a DEG, which was developed to enhance the acquisition of geographical knowledge, carried out on British, German and Austrian K12 students aged between 11 and 14. Methods include a survey on initial design concepts, user tests on the system and two single-gender focus groups. Gender and cultural differences in gameplay habit, game type preferences and game character perceptions were observed. The results showed that both genders similarly improved their geographical knowledge, although boys tended to have a higher level of positive user experience than the girls. The qualitative data from the focus groups illustrated some interesting gender differences in perceiving various aspects of the game.
Slezarikova, V [Slovenska Akademia Vied, Bratislava (Czechoslovakia). Vyskumny Ustav Onkologicky
The influence was studied of preirradiation inhibition of proteosynthesis by amino acids starvation on survival and DNA synthesis in E. coli K 12 cells, which differ by their genetic features with regard to a certain type of repair. The surviving fraction was studied by appropriate dilution of cell suspension and spreading on agar plates. DNA synthesis was investigated by the incorporation of thymine-2-/sup 14/C. In our conditions a correlation was found between cell survival and the resistance of DNA replication to UV radiation in cells proficient in excision and post-replication repair. This correlation was not found in the excision deficient strain. It is concluded that enhanced resistance of DNA replication is not a sufficient condition for enhanced cell resistance.
Keseler, Ingrid M; Mackie, Amanda; Santos-Zavaleta, Alberto; Billington, Richard; Bonavides-Martínez, César; Caspi, Ron; Fulcher, Carol; Gama-Castro, Socorro; Kothari, Anamika; Krummenacker, Markus; Latendresse, Mario; Muñiz-Rascado, Luis; Ong, Quang; Paley, Suzanne; Peralta-Gil, Martin; Subhraveti, Pallavi; Velázquez-Ramírez, David A; Weaver, Daniel; Collado-Vides, Julio; Paulsen, Ian; Karp, Peter D
EcoCyc (EcoCyc.org) is a freely accessible, comprehensive database that collects and summarizes experimental data for Escherichia coli K-12, the best-studied bacterial model organism. New experimental discoveries about gene products, their function and regulation, new metabolic pathways, enzymes and cofactors are regularly added to EcoCyc. New SmartTable tools allow users to browse collections of related EcoCyc content. SmartTables can also serve as repositories for user- or curator-generated lists. EcoCyc now supports running and modifying E. coli metabolic models directly on the EcoCyc website. © The Author(s) 2016. Published by Oxford University Press on behalf of Nucleic Acids Research.
Castellazzi, M.; Jacques, M.; George, J.
Bacterial survival is significantly increased after ultraviolet irradiation in tif sfi cells, provided that the thermosensitive tif mutation has been expressed at 41 0 C before irradiation. This tif-mediated reactivation of ultraviolet irradiated bacteria needs de novo protein synthesis, as is the case for the tif-mediated reactivation of ultraviolet-irradiated phage lambda. However, in striking contrast to the phage reactivation process, this tif-mediated reactivation is no longer associated with mutagenesis. It also requires the presence of the uvrA + excision function. These results strongly suggest the existence in Escherichia coli K-12 of a repair pathway acting on bacterial deoxyribonucleic acid which is inducible, error free, and uvr dependent
Verbenko, V.N.; Akhmedov, A.T.; Kalinin, V.L.
By means of one-dimensional electrophoresis, it is shown that in radiation-resistant Gam 444 ad Gam 445 mutants of Escherichia coli K-12 high-molecular weight heat shock proteins are hyperproduced at 32-37 deg C and are induced more intensively during heat shock (in comparison to the parental) wild-tupe strain AB parallel 57). When the missense htp R15 mutation of the positive regulatory htpR gene for heat shock proteins was introduced by transduction into genome of the Gam 444 mutant, its enhanced radiation-resistance disappeared but could not be restored upon introduction of pKV3 plasmid bearing the htpR, gene. These data show that heat shock Protens are participating in the enhanced radioresistance of Gam mutants
Full Text Available This study reviewed empirical research conducted in Second Life by educators since Second Life’s launch in 2003. The study’s purpose was to identify how Second Life is being used in both K-12 and higher education. The methodology, findings, and recommendations of 27 research studies were analyzed. Researchers identified potential problems when using Second Life in education, including issues with the Second Life software and hardware requirements, a steep learning curve, and the possibility of students becoming exposed to distractions or inappropriate content. Researchers discussed potential uses of Second Life including role-play, game and simulation creation, implementation within distance education programs, and the ability to encourage student-centered learning activities. Analysis also revealed several recommendations for educators intending to use Second Life.
Vogel, O; Hoehn, B; Henning, U
The pyruvate dehydrogenase core complex from E. coli K-12, defined as the multienzyme complex that can be obtained with a unique polypeptide chain composition, has a molecular weight of 3.75 x 10(6). All results obtained agree with the following numerology. The core complex consists of 48 polypeptide chains. There are 16 chains (molecular weight = 100,000) of the pyruvate dehydrogenase component, 16 chains (molecular weight = 80,000) of the dihydrolipoamide dehydrogenase component, and 16 chains (molecular weight = 56,000) of the dihydrolipoamide dehydrogenase component. Usually, but not always, pyruvate dehydrogenase complex is produced in vivo containing at least 2-3 mol more of dimers of the pyruvate dehydrogenase component than the stoichiometric ratio with respect to the core complex. This "excess" component is bound differently than are the eight dimers in the core complex.
This research thesis reports the study of the inducing action of polonium alpha radiations in Escherichia Coli K 12 by using an external irradiation device. This work comprised the development of a method to spread bacteria in layer with a thickness less than 20 microns, and the measurement of the number of α particles falling on the irradiated surface. This measurement has been performed by using a nuclear emulsion and a simple photographic film. It appears that alpha radiations have an inducing action, and that at most 15 per cent of bacteria can be induced. The comparison of the induction curve with the survival curves of lysogen and sensitive stains shows that there is no abortive induction. Thus, it appears that this inducing action is not due to an indirect effect of the irradiated medium [fr
The juniors and seniors students (16-18 years old) of both schools will get together in the school of Lala village at 4th April 2012, to listen to lectures about ATLAS, to do a mini masterclass with the HYPATIA tool, to get a preview of the CERN mini exhibition which will be set up to the town of Patras (about 100km) after a month, and finally to do a virtual visit to ATLAS. The two villages are about 20 kms apart and belong to the wider area of ancient Olympia. This area, but even a much wider area of the Peloponnese was badly damaged by the fires of August 2007, where 67 people died and enormous parts of land, olive trees, forests, houses etc were burnt. The inhabitants and especially the young people are still trying to recover and any event which connects them to the outside world and makes them forget their problems is vital.
Murphy, T.; Wegner, K.; Andersen, T. J.
Twenty years ago, the Internet was still in its infancy, citizen science was a relatively unknown term, and the idea of a global citizen science database was unheard of. Then the Global Learning and Observations to Benefit the Environment (GLOBE) Program was proposed and this all changed. GLOBE was one of the first K-12 citizen science programs on a global scale. An initial large scale ramp-up of the program was followed by the establishment of a network of partners in countries and within the U.S. Now in the 21st century, the program has over 50 protocols in atmosphere, biosphere, hydrosphere and pedosphere, almost 140 million measurements in the database, a visualization system, collaborations with NASA satellite mission scientists (GPM, SMAP) and other scientists, as well as research projects by GLOBE students. As technology changed over the past two decades, it was integrated into the program's outreach efforts to existing and new members with the result that the program now has a strong social media presence. In 2016, a new app was launched which opened up GLOBE and data entry to citizen scientists of all ages. The app is aimed at fresh audiences, beyond the traditional GLOBE K-12 community. Groups targeted included: scouting organizations, museums, 4H, science learning centers, retirement communities, etc. to broaden participation in the program and increase the number of data available to students and scientists. Through the 20 years of GLOBE, lessons have been learned about changing the management of this type of large-scale program, the use of technology to enhance and improve the experience for members, and increasing community involvement in the program.
Jones, Randall T.; Koeltzow, Donald E.; Stocker, B. A. D.
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
Edwards, Leslie D.
How do teenage girls develop an interest in science? What kinds of opportunities can science teachers present to female students that support their engagement with learning science? I studied one aspect of this issue by focusing on ways students could use science to enhance or gain identities that they (probably) already valued. To do that I created technology-rich activities and experiences for an after school class in science and technology for middle school girls who lived in a low socio-economic urban neighborhood. These activities and experiences were designed to create a virtual community of practice whose members used science in diverse ways. Student interest was made evident in their responses to the activities. Four conclusions emerged. (1) Opportunities to learn about the lives and work of admired African American business women interested students in learning by linking it to their middle-class aspirations and their interest in things that money and status can buy. (2) Opportunities to learn about the lives and work of African American women experts in science in a classroom context where students then practiced similar kinds of actual scientific tasks engaged students in relations of legitimate peripheral participation in a virtual and diverse community of practice focused on science which was created in the after-school classes. (3) Opportunities where students used science to show off for family, friends, and supporters of the after-school program, identities they valued, interested them enough that they engaged in long-term science and technology projects that required lots of revisions. (4) In response to the opportunities presented, new and enhanced identities developed around becoming a better student or becoming some kind of scientist.
Online learning made its debut in higher education, but now it's changing the face of K-12 education. According to the marketing research firm Ambient Insight, roughly 1.75 million K-12 students in the United States are enrolled in at least one online course. Although much of the online learning growth in K-12 first occurred in virtual charter…
Wassmer, Robert W.; Fisher, Ronald C.
Reviews state reliance of various user fees in public education; discusses conceptual issues regarding the use of school district user charges; analyzes statewide variations in school district user charges; suggests reasons for observed variations. (Contains 25 references.) (PKP)
Joe, Sean; Joe, Emanique; Rowley, Larry L.
Educational research, practice, and institutions regularly highlight the significance of factors outside of schooling that affect children's engagement and participation in classroom learning. The health of children and families is one such issue with implications for the quality of children's school experiences, treatment in school, and academic…
Savard, Annie; Freiman, Viktor; Theis, Laurent; Larose, Fançois
Mathematics teachers, researchers and specialists in educational technology from Quebec, Canada developed virtual tools that make interactive simulations of games of chance. These tools were presented to a group of teachers from New Brunswick through workshops and they then got to test and validate them with their students. Semi-structured…
Herga, Nataša Rizman; Cagran, Branka; Dinevski, Dejan
Understanding chemistry includes the ability to think on three levels: the macroscopic level, the symbolic level, and the level of particles--sub-microscopic level. Pupils have the most difficulty when trying to understand the sub-microscopic level because it is outside their range of experience. A virtual laboratory enables a simultaneous…
Running Information and Communication Technologies (ICT) classes using Virtual Learning Environments (VLEs) has become a high priority project for many educational institutions, as it offers opportunities for online education and support for conventional education. However, acquiring and deploying a VLE is a difficult task that concerns teachers'…
Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.
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
Safko, John L.; Edge, Ronald D.
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.
Ollinger, S. V.; Silverberg, S.; Albrechtova, J.; Freuder, R.; Gengarelly, L.; Martin, M.; Randolph, G.; Schloss, A.
The global carbon cycle is a key regulator of the Earth's climate and is central to the normal function of ecological systems. Because rising atmospheric CO2 is the principal cause of climate change, understanding how ecosystems cycle and store carbon has become an extremely important issue. In recent years, the growing importance of the carbon cycle has brought it to the forefront of both science and environmental policy. The need for better scientific understanding has led to establishment of numerous research programs, such as the North American Carbon Program (NACP), which seeks to understand controls on carbon cycling under present and future conditions. Parallel efforts are greatly needed to integrate state-of-the-art science on the carbon cycle and its importance to climate with education and outreach efforts that help prepare society to make sound decisions on energy use, carbon management and climate change adaptation. Here, we present a new effort that joins carbon cycle scientists with the International GLOBE Education program to develop carbon cycle activities for K-12 classrooms. The GLOBE Carbon Cycle project is focused on bringing cutting edge research and research techniques in the field of terrestrial ecosystem carbon cycling into the classroom. Students will collect data about their school field site through existing protocols of phenology, land cover and soils as well as new protocols focused on leaf traits, and ecosystem growth and change. They will also participate in classroom activities to understand carbon cycling in terrestrial ecosystems, these will include plant- a-plant experiments, hands-on demonstrations of various concepts, and analysis of collected data. In addition to the traditional GLOBE experience, students will have the opportunity to integrate their data with emerging and expanding technologies including global and local carbon cycle models and remote sensing toolkits. This program design will allow students to explore research
Roberts, Anne; Lee, Seok-Yong; McCullagh, Emma; Silversmith, Ruth E.; Wemmer, David E.
The protein YbiV from Escherichia coli K12 MG1655 is a hypothetical protein with sequence homology to the haloacid dehalogenase (HAD) superfamily of proteins. Although numerous members of this family have been identified, the functions of few are known. Using the crystal structure, sequence analysis, and biochemical assays, we have characterized ybiV as a HAD phosphatase. The crystal structure of YbiV reveals a two domain protein, one with the characteristic HAD hydrolase fold, the other an inserted a/b fold. In an effort to understand the mechanism we also solved and report the structures of YbiV in complex with beryllofluoride (BeF3-) and aluminum trifluoride (AlF3) which have been shown to mimic the phosphorylated intermediate and transition state for hydrolysis, respectively, in analogy to other HAD phosphatases. Analysis of the structures reveals the substrate binding cavity, which is hydrophilic in nature. Both structure and sequence homology indicate ybiV may be a sugar phosphatase, which is supported by biochemical assays which measured the release of free phosphate on a number of sugar-like substrates. We also investigated available genomic and functional data in an effort to determine the physiological substrate.
The Uvr- and rec-mutants of E.coli K-12 have been tested with a view to their radiation- and nitrofuration sensitivity. The tests showed that all mutants tested were more radiation- and NF-sensitive than the wild type AB 1157. When the NF-sensitivity had been compared to the UV- and X-ray sensitivity it became obvious that the NF-sensitivity is correlated to the UV-sensitivity. Studies carried out with regard to the time dependence of the NF-effect on E.coli showed that the effect of NF on E. Coli became weaker after about 1 1/2 to 2 hours. That is possibly caused by the fact that the E. coli bacteria succeed in reducing the NF to an inactive form. By means of nitrosoguanidine mutants of E-coli AB 1157 had been induced and by means of the Replicite Plating Method, NF-sensible mutants had been isolated from the plutonium mixture. Among the mutants which had been isolated by this method, 74% had been more UV-sensitive than the wild type and 55% more X-ray sensitive. Thus NF-sensitive mutants have not necessarily to be considered as rec-mutants as there are also uvr-mutants in the mixture. (orig.) [de
Bonura, T.; Smith, K.C.; Kaplan, H.S.
The polA1 mutation increases the sensitivity of E. coli K-12 to killing by γ-irradiation in air by a factor of 2.9 and increases the yield of DNA double-strand breaks by a factor of 2.5. These additional DNA double-strand breaks appear to be due to the action of nucleases in the polA1 strain rather than to the rejoining of radiation-induced double-strand breaks in the pol + strain. This conclusion is based upon the observation that γ-irradiation at 3 0 did not affect the yield of DNA double-strand breaks in the pol + strain, but decreased the yield in the polA1 strain by a factor of 2.2. Irradiation of the polA1 strain at 3 0 followed by incubation at 3 0 for 20 min before plating resulted in approximately a 1.5-fold increase in the D 0 . The yield of DNA double-strand breaks was reduced by a factor of 1.5. The pol + strain, however, did not show the protective effect of the low temperature incubation upon either survival or DNA double-strand breakage. We suggest that the increased yield of DNA double-strand breaks in the polA 1 strain may be the result of the unsuccessful excision repair of ionizing radiation-induced dna base damage
Randall, K; Lever, M; Peddie, B A; Chambers, S T
Escherichia coli was grown in hyperosmotic media containing both glycine betaine and one other betaine. E. coli K-12 derivative WG439 (putP- proP- proU-) did not accumulate any of 15 betaines. Strains WG445 (putP- proP- proU+), WG443 (putP- proP+ proU-) and the control strains all accumulated less betaine, (CH3)3N(+)-(CH2)n-COO-, when n was greater than 1. Accumulation was not detectable when n = 5. Both L- and D-isomers of alpha-substituted betaines were accumulated by both strains WG443 and WG445, the D-isomers more slowly. Hydroxylated alpha-substituted betaines were accumulated relatively more through the osmoregulated transport protein ProU than through ProP. In actively growing cultures glycine betaine appeared to be the preferred substrate for accumulation, but the proportion of the second accumulated betaine increased as cultures approached stationary phase.
Felzenszwalb, I.; Sargentini, N.J.; Smith, K.C.
A new radiation-sensitive mutant, radC, has been isolated. The radC gene is located at 81.0 min on the Escherichia coli K-12 linkage map. The radC mutation sensitized cells to uv radiation, but unlike most DNA repair mutations, sensitization to X rays was observed only for rich medium-grown cells. For cells grown in rich medium, the radC mutant was normal for γ radiation mutagenesis, but showed less uv-radiation mutagenesis than the wild-type strain; it showed normal amount of X- and uv-radiation-induced DNA degradation, and it wasapprox. =60% deficient in recombination ability. The radC strain was normal for host cell reactivation of γ and uv-irradiated bacteriophage the radC mutation did not sensitize a recA strain, but did sensitize a radA and a polA strain to X and uv radiation and a uvrA strain to uv radiation. Therefore, it is suggested that the radC gene product plays a role in the growth medium-dependent, recA gene-dependent repair of DNA single-strand breaks after X irradiation, and in postreplication repair after uv irradiation
Michels, M; Bakker, E P
The mechanism of action of the uncoupler picrate on intact cells and everted membrane vesicles of Escherichia coli K-12 was investigated. Like in mitochondria [Hanstein, W. G. and Hatefi, Y. (1974) Proc. Natl Acad. Sci. USA, 71, 288-292], it was observed that picrate uncoupled energy-linked functions only in everted, but not in intact membrane systems. In the vesicles picrate also decreased the magnitude of the transmembrane proton-motive force at concentrations similar to those at which it caused uncoupling. Experiments with 14C-labelled picrate showed that this compound bound both to deenergized intact cells and everted vesicles. However, upon energization of the membrane, picrate was extruded from the intact cell and taken up to a larger extent by the vesicles. These energy-dependent changes in picrate uptake correlated with the magnitude of the transmembrane electrical potential, delta psi. It is therefore proposed that picrate is a permeant uncoupler, that delta psi is the driving force for picrate movement across biological membranes, and that the uncoupling activity of picrate in everted membrane systems is due to its protonophoric action.
Bourgoin, N. L.; Withee, J.; Segee, M.; Birkel, S. D.; Albee, E.; Koons, P. O.; Zhu, Y.; Segee, B.
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.
Worssam, J. B.
Field research finally within classroom walls, data driven, hands on with students using a series of electronic projects to show evidence of scientific mentor collaboration. You do not want to miss this session in which I will be sharing the steps to develop an interactive mentor program between scientists in the field and students in the classroom. Using next generation science standards and common core language skills you will be able to blend scientific exploration with scientific writing and communication skills. Learn how to make connections in your own community with STEM businesses, agencies and organizations. Learn how to connect with scientists across the globe to make your classroom instruction interactive and live for all students. Scientists, you too will want to participate, see how you can reach out and be a part of the K-12 educational system with students learning about YOUR science, a great component for NSF grants! "Scientists in the Classroom," a model program for all, bringing real time science, data and knowledge into the classroom.
Thoms, B.; Wackernagel, W.
Ultraviolet-induced restriction alleviation is an SOS function which partially relieves the K-12-specific DNA restriction in Escherichia coli. Restriction alleviation is determined by observing elevated survival of unmodified phage lambda in cells irradiated with ultraviolet prior to infection. The authors demonstrate that restriction of lambda is also relieved when log-phase cells are irradiated as late as 50 min after adsorption of lambda. At this time more than 60% of the lambda DNA is already released as acid-soluble material from the cells. Experiments involving reextraction of lambda DNA from infected cells and a mild detergent treatment removing adsorbed phages from the cellular surface showed that only a small specific fraction of all lambda infections is destined to escape restriction due to restriction alleviation. This fraction (10-20%) has a retarded mode of DNA injection (60 min or longer) after adsorption which allows the expression of the restriction alleviation function before the phage DNA is exposed to restriction endonucleases. This behaviour of a fraction of lambda phages explains why the SOS function restriction alleviation could initially be discovered. The authors show that the retarded mode of DNA injection is not required for another SOS function acting on lambda DNA, the increased repair of ultraviolet-irradiated DNA (Weigle reactivation). (Auth.)
Crowley, S.; Warburton, J.
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.
Martignoni, K D; Haselbacher, I [Muenchen Univ. (Germany, F.R.). Strahlenbiologisches Inst.
The survival of UV irradiated phage lambda was increased on X-irradiated E.coli K-12 host cells over that on unirradiated cells. The frequency of c mutants among the surviving phages was increased to a similar extent by the X-ray exposure of the host cells as by UV light. This W-reactivation of phage lambda occurred in uvrA, polA, and recB mutants besides the wild type at about equal X-ray doses, but at a reduced reactivation efficiency compared with the wild type. W-reactivation was undetectable in recA mutants. While maximal UV induced W-reactivation occured 30 min after irradiation, the maximal X-ray induced reactivation was found immediately after irradiation. Chloramphenicol (100 ..mu..g/ml) and nitrofurantoin (50 ..mu..g/ml) inhibited W-reactivation of phage lambda if added before irradiation of the host cells, indicating the necessity of protein synthesis for W-reactivation.
Hanselman, J. A.; Oches, E. A.; Sliko, J.; Wright, L.
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.
The number of students entering post-secondary education with already diagnosed disabilities is on the rise and mirrors the percentage of children in primary and secondary public schools with registered disabilities. Requirements governed by civil rights laws fundamentally change when comparing the support schools have to provide to students during primary and secondary school with disability access in postsecondary higher education. Psychiatrists may be asked to assist with scholastic disability at any stage of education and need to know about available supports and the parameters of disability in schools. Specifically, special attention should to be made in preparation for transition to postsecondary education when prior accommodations exist.
Altincicek, Boran; Ter Braak, Bas; Laughton, Alice M; Udekwu, Klas I; Gerardo, Nicole M
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.
Harbusch, Karin; Itsova, Gergana; Koch, Ulrich; Kuhner, Christine
We built a natural language processing (NLP) system implementing a "virtual writing conference" for elementary-school children, with German as the target language. Currently, state-of-the-art computer support for writing tasks is restricted to multiple-choice questions or quizzes because automatic parsing of the often ambiguous and fragmentary…
Morales, Teresa M.; Bang, EunJin; Andre, Thomas
This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one…
Gemin, Butch; Pape, Larry; Vashaw, Lauren; Watson, John
Online learning has steadily become a more integral strategy for schools and districts in their efforts to offer students greater access to the courses they need. Where in the past, much of the online learning activity happened at the state level or regional level, more and more schools are exercising greater control over their online and digital…
Adding the position Lead Instructional Designer (LID) will help an educational company or school district to work with principals and instructional designers to implement better instructional design strategies. This type of change creates more jobs and takes added pressure away from schools. The vision is to create better customer service to the…
Bracey, Gerald W.
Correspondence schools, motion pictures, radio, educational television, and computer-assisted instruction have all been hailed as technological innovations that would revolutionize education, reducing, if not eliminating entirely, education's dependence on traditional schools and their teachers. The latest innovation is "virtual…
Mayberry, G. C.; Mattietti, G. K.
The Washington DC area has interesting geology and a multitude of agencies that deal with the geosciences, yet K-12 public school students in DC, most of whom are minorities, have limited exposure to the geosciences. Geoscience agencies in the DC area have a unique opportunity to address this by introducing the geosciences to local students who otherwise may not have such an opportunity, by highlighting the geology in the students' "backyard," and by leveraging partnerships among DC-based geoscience-related agencies. The USGS and George Mason University are developing a project called DC Rocks, which will give DC's students an exciting introduction into the world of geoscience with place-based learning opportunities that will make geoscience relevant to their lives and their futures. Both the need in DC and the potential for lasting impact are great; the geosciences have the lowest racial diversity of all the science, technology, engineering, and math (STEM) fields, 89% of students in DC public schools are minorities, and there is no dedicated geoscience curriculum in DC. DC Rocks aims to give these students early exposure to the earth sciences, and encourage them to consider careers in the profession. DC Rocks will work with partner agencies to apply several methods that are recommended by researchers to increase the participation of minority students in the geosciences, including providing profoundly positive experiences that spark interest in the geosciences (Levine et al., 2007); increasing students' sense of belonging in the geosciences (Huntoon, et al, 2016); and place-based teaching practices that emphasize the study of local sites (Semken, 2005), such as DC's Rock Creek Park. DC Rocks will apply these methods by coordinating local geoscientists and resources to provide real-world examples of the geosciences' impact on students' lives. Through the DC Rocks website, educators will be able to request geoscience-related resources such as class presentations by
Yager, E. M.; Bradley-Eitel, K.
raft trip. The girls also met with women working in various STEM careers as part of an evening program and afterwards indicated that the raft trip and career night were highlights of the program. A key reason for the success of this camp was working with an already established outdoor science school that focuses on teaching scientific inquiry to K-12 students. Finally, we are establishing a permanent field installation of bedload sediment traps, suspended sediment monitoring, and flow measurements in Reynolds Creek Experimental Watershed, a USDA research site just outside of Boise, Idaho. This site will be used to better understand the mechanics of sediment transport in steep streams and will be linked to teaching through graduate class and general public field trips.
Guise, Jeanne-Marie; Geller, Stacie; Regensteiner, Judith G; Raymond, Nancy; Nagel, Joan
Mentoring is critical for academic success. As science transitions to a team science model, team mentoring may have advantages. The goal of this study was to understand the process, benefits, and challenges of team mentoring relating to career development and research. A national survey was conducted of Building Interdisciplinary Research Careers in Women's Health (BIRCWH) program directors-current and former scholars from 27 active National Institutes of Health (NIH)-funded BIRCWH NIH K12 programs-to characterize and understand the value and challenges of the team approach to mentoring. Quantitative data were analyzed descriptively, and qualitative data were analyzed thematically. Responses were received from 25/27 (93%) program directors, 78/108 (72%) current scholars, and 91/162 (56%) former scholars. Scholars reported that team mentoring was beneficial to their career development (152/169; 90%) and research (148/169; 88%). Reported advantages included a diversity of opinions, expanded networking, development of stronger study designs, and modeling of different career paths. Challenges included scheduling and managing conflicting opinions. Advice by directors offered to junior faculty entering team mentoring included the following: not to be intimidated by senior mentors, be willing to navigate conflicting advice, be proactive about scheduling and guiding discussions, have an open mind to different approaches, be explicit about expectations and mentors' roles (including importance of having a primary mentor to help navigate discussions), and meet in person as a team. These findings suggest that interdisciplinary/interprofessional team mentoring has many important advantages, but that skills are required to optimally utilize multiple perspectives.
Several science education researchers have led assessment efforts that provide strategies particularly useful for evaluating the threedimensional learning that is central to NGSS (DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K., 2016; Knight, A. M. & McNeill, K. L., 2015; McNeill, K. L., KatshSinger, R. & Pelletier, P., 2015; McNeill K.L., et.al., 2015; McNeill, K.L., & Krajcik, J.S., 2011; Penuel, W., 2016). One of the basic premises of these researchers is that, "Assessment is a practice of argument from evidence based on what students say, do, and write" and that "the classroom is the richest place to gather evidence of what students know (Penuel, W., 2016). The implementation of the NGSS in Earth System Science provides a unique opportunity for geoscience education researchers to study student learning and contribute to the development of this research as well as for geoscience educators to apply these approaches and strategies in their own work with K12 inservice and preservice educators. DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K. (2016). Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions. American†Journal†of†Evaluation†37(2) 174192Æ Knight, A. M. & McNeill, K. L. (2015). Comparing students' individual written and collaborative oral socioscientific arguments. International Journal of Environmental and Science Education.10(5), 23647. McNeill, K. L., KatshSinger, R. & Pelletier, P. (2015). Assessing science practices-Moving your class along a continuum. Science Scope. McNeill, K.L., & Krajcik, J.S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Upper Saddle River, New Jersey: Pearson. Penuel, W. (2016). Classroom Assessment Strategies for NGSS Earth and Space Sciences. Implementing†the†NGSS†Webinar†Series, February 11, 2016.
Stapleton, M.; Wolfson, J.; Sezen-Barrie, A.
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.
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.
Tamburini, Sabrina; Anesi, Andrea; Ferrentino, Giovanna; Spilimbergo, Sara; Guella, Graziano; Jousson, Olivier
Supercritical carbon dioxide (SC-CO2) treatment is one of the most promising alternative techniques for pasteurization of both liquid and solid food products. The inhibitory effect of SC-CO2 on bacterial growth has been investigated in different species, but the precise mechanism of action remains unknown. Membrane permeabilization has been proposed to be the first event in SC-CO2-mediated inactivation. Flow cytometry, high performance liquid chromatography–electrospray ionization–mass spectrometry and NMR analyses were performed to investigate the effect of SC-CO2 treatment on membrane lipid profile and membrane permeability in Escherichia coli K12. After 15 min of SC-CO2 treatment at 120 bar and 35 °C, the majority of bacterial cells dissipated their membrane potential (95 %) and lost membrane integrity, as 81 % become partially permeabilized and 18 % fully permeabilized. Membrane permeabilization was associated with a 20 % decrease in bacterial biovolume and to a strong (>50 %) reduction in phosphatidylglycerol (PG) membrane lipids, without altering the fatty acid composition and the degree of unsaturation of acyl chains. PGs are thought to play an important role in membrane stability, by reducing motion of phosphatidylethanolamine (PE) along the membrane bilayer, therefore promoting the formation of inter-lipid hydrogen bonds. In addition, the decrease in intracellular pH induced by SC-CO2 likely alters the chemical properties of phospholipids and the PE/PG ratio. Biophysical effects of SC-CO2 thus cause a strong perturbation of membrane architecture in E. coli, and such alterations are likely associated with its strong inactivation effect.