WorldWideScience

Sample records for k-12 virtual schooling

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

    Science.gov (United States)

    Miron, Gary; Urschel, Jessica L.

    2012-01-01

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

  2. VT School Locations - K-12

    Data.gov (United States)

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

  3. Legitimizing Community Engagement with K-12 Schools

    Science.gov (United States)

    Furco, Andrew

    2013-01-01

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

  4. Legitimizing Community Engagement with K-12 Schools

    Science.gov (United States)

    Furco, Andrew

    2013-01-01

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

  5. Schools K-12 - School Board Zones

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This dataset contains polygons and attributes which represent the School District Board Zones for the Public School Districts in the State of Arkansas. It includes...

  6. Engineering Education in K-12 Schools

    Science.gov (United States)

    Spence, Anne

    2013-03-01

    Engineers rely on physicists as well as other scientists and mathematicians to explain the world in which we live. Engineers take this knowledge of the world and use it to create the world that never was. The teaching of physics and other sciences as well as mathematics is critical to maintaining our national workforce. Science and mathematics education are inherently different, however, from engineering education. Engineering educators seek to enable students to develop the habits of mind critical for innovation. Through understanding of the engineering design process and how it differs from the scientific method, students can apply problem and project based learning to solve the challenges facing society today. In this talk, I will discuss the elements critical to a solid K-12 engineering education that integrates science and mathematics to solve challenges throughout the world.

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

    Science.gov (United States)

    Long, Mark C.; Conger, Dylan

    2013-01-01

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

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

    Science.gov (United States)

    Mayo, L. A.; Clark, G.

    2001-11-01

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

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

    Science.gov (United States)

    Nyachwaya, Samson

    2013-01-01

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

  10. Green Power Partnership Top 30 K-12 Schools

    Science.gov (United States)

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

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2016-08-26

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

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2016-11-01

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

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

    Science.gov (United States)

    Ricketts, Melissa L.

    2007-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2017-09-29

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

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

    Science.gov (United States)

    Dolson, Jimmy L.

    2013-01-01

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

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

    Science.gov (United States)

    Morse, James E.; And Others

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

  17. Schools K-12 - MDC_ElementaryAttendanceBoundary

    Data.gov (United States)

    NSGIC Local Govt | GIS Inventory — Polygon feature class of Miami-Dade County, Public Schools attendance zones for Elementary schools (PK-5) and K-8 Centers (PK-8) schools. K-8 Centers are elementary...

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

    Science.gov (United States)

    Tucker, Joy

    2012-01-01

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

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

    Science.gov (United States)

    Hooper, Lisa M.; Britnell, Heather Brandt

    2012-01-01

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

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

    Science.gov (United States)

    Aud, Susan L.

    2005-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2013-02-01

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

  2. Evaluation Capacity in K-12 School Counseling Programs.

    Science.gov (United States)

    Trevisan, Michael S.

    2002-01-01

    Presents results of a literature review, organized the Milstein and Cotton evaluation capacity (B. Milstein and D. Cotton, 2000) framework, detailing and analyzing the contextual factors and system features that impact the evaluation capacity of school counseling programs. Discusses implications for evaluation in other settings. (SLD)

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

    Science.gov (United States)

    Sauers, Nicholas J.; Richardson, Jayson W.

    2015-01-01

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

  4. A Field Study of Telepractice for School Intervention Using the ASHA NOMS K-12 Database

    Science.gov (United States)

    Gabel, Rodney; Grogan-Johnson, Sue; Alvares, Robin; Bechstein, Leah; Taylor, Jacquelyn

    2013-01-01

    The purpose of this article is to describe the characteristics and effectiveness of a telepractice speech-language therapy program for school-age children. Outcome data related to the caseload, type and amount of intervention, and student progress from a school-based telepractice therapy program were compared with the K-12 Schools National…

  5. Evaluating ICT Integration in Turkish K-12 Schools through Teachers' Views

    Science.gov (United States)

    Aydin, Mehmet Kemal; Gürol, Mehmet; Vanderlinde, Ruben

    2016-01-01

    The current study aims to explore ICT integration in Turkish K-12 schools purposively selected as a representation of F@tih and non-F@tih public schools together with a private school. A convergent mixed methods design was employed with a multiple case strategy as such it will enable to make casewise comparisons. The quantitative data was…

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

    Energy Technology Data Exchange (ETDEWEB)

    2014-09-01

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

  7. Thinking outside the Box: Placing Park and Recreation Professionals in K-12 Schools

    Science.gov (United States)

    Dustin, Daniel; Hibbler, Dan; McKenney, Alexis; Blitzer, Laura

    2004-01-01

    The authors argue that it is time to place park and recreation professionals in K-12 schools on a permanent basis. Their proposal is based on the following observations: (1) school facilities are grossly underutilized; (2) the majority of a child's life takes place outside the classroom; (3) park and recreation programs are effective "hooks" for…

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

    Science.gov (United States)

    Strycker, Jesse

    2015-01-01

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

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

    Science.gov (United States)

    Mabingo, Alfdaniels

    2015-01-01

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

  10. School Hopscotch: A Comprehensive Review of K-12 Student Mobility in the United States

    Science.gov (United States)

    Welsh, Richard O.

    2017-01-01

    This article provides an integrative review of the extant literature on K-12 student mobility in the United States. Student mobility is a widespread phenomenon with significant policy implications. Changing schools is most prevalent among minority and low-income students in urban school districts. There is an ongoing debate about whether student…

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

    Science.gov (United States)

    Mabingo, Alfdaniels

    2015-01-01

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

  12. Developing the Principal Technology Leadership Competency Indicators for Technical High Schools in K-12 in Taiwan

    Science.gov (United States)

    Shyr, Wen-Jye

    2017-01-01

    The purpose of this study was to develop principal technology leadership competency indicators for technical high schools in K-12 in Taiwan in order to improve the effectiveness of school administration and teaching. In the first part of the study, five experts in the technology leadership field are interviewed to explore the technology leadership…

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

    Science.gov (United States)

    Ritzhaupt, Albert Dieter; Hohlfeld, Tina N; Barron, Ann E.; Kemker, Kate

    2008-01-01

    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…

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

    Science.gov (United States)

    Utebay Kudret; McArthur, Ashley

    2012-01-01

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

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

    Science.gov (United States)

    Santacroce-Tejedor, Andrea

    2011-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  18. Schools K-12, Schools, Published in 2006, 1:24000 (1in=2000ft) scale, Washington County.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:24000 (1in=2000ft) scale, was produced all or in part from Other information as of 2006. It is described as 'Schools'. Data...

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

    Science.gov (United States)

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

    2015-12-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    2013-02-01

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

  1. Recounting the K-12 School Experiences of Adults Who Stutter: A Qualitative Analysis

    Science.gov (United States)

    Daniels, Derek E.; Gabel, Rodney M.; Hughes, Stephanie

    2012-01-01

    This study qualitatively explored the primary and secondary (K-12) school experiences of adults who stutter. The primary investigator conducted semi-structured interviews with 11 participants, a first focus group interview with 6 participants, and a second focus group interview with 4 participants. Participants discussed the various ways in which…

  2. Development of Design Guidance for K-12 Schools from 30% to 50% Energy Savings: Preprint

    Energy Technology Data Exchange (ETDEWEB)

    Pless, S.; Torcellini, P.; Long, N.

    2008-07-01

    This paper describes the development of energy efficiency recommendations for achieving 30% whole-building energy savings in K-12 schools over levels achieved by following the ANSI/ASHRAE/IESNA Standard 90.1. These design recommendations look at building envelope, fenestration, lighting systems (including electrical lights and daylighting), HVAC systems, building automation and controls, outside air treatment, and service water heating.

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

    Science.gov (United States)

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

    2014-01-01

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

  4. How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions

    Science.gov (United States)

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.

    2015-01-01

    Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…

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

    Science.gov (United States)

    Covington, Julie Anne

    2012-01-01

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

  6. Comparing Cross-Cultural Multicultural Self-Awareness among K-12 In-Service School Teachers

    Science.gov (United States)

    Koyama, Chieko; Plash, Shawn; Davis, Kirk

    2012-01-01

    The present study explored multicultural self-awareness among 134 K-12 in-service school teachers using the Cultural Diversity Awareness Inventory (CDAI). The results were compared to Yeung's (2006), allowing for a comparison between Eastern and Western cultures. A composite score was generated for each of the five areas measured by the CDAI. A…

  7. How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions

    Science.gov (United States)

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.

    2015-01-01

    Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…

  8. Leading Effective Educational Technology in K-12 School Districts: A Grounded Theory

    Science.gov (United States)

    Hill, Lara Gillian C.

    2011-01-01

    A systematic grounded theory qualitative study was conducted investigating the process of effectively leading educational technology in New Jersey public K-12 school districts. Data were collected from educational technology district leaders (whether formal or non-formal administrators) and central administrators through a semi-structured online…

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    2013-12-01

    The U.S. Department of Energy developed the Advanced Energy Retrofit Guides (AERGs) to provide specific methodologies, information, and guidance to help energy managers and other stakeholders plan and execute energy efficiency improvements. Detailed technical discussion is fairly limited. Instead, we emphasize actionable information, practical methodologies, diverse case studies, and unbiased evaluations of the most promising retrofit energy efficiency measures for each building type. A series of AERGs is under development, addressing key segments of the commercial building stock. K-12 schools were selected as one of the highest priority building sectors, because schools affect the lives of most Americans. They also represent approximately 8% of the energy use and 10% of the floor area in commercial buildings nationwide. U.S. K-12 school districts spend more than $8 billion each year on energy - more than they spend on computers and textbooks combined. Most occupy older buildings that often have poor operational performance - more than 30% of schools were built before 1960. The average age of a school is about 42 years - which is nearly the expected serviceable lifespan of the building. K-12 schools offer unique opportunities for deep, cost-effective energy efficiency improvements, and this guide provides convenient and practical guidance for exploiting these opportunities in the context of public, private, and parochial schools.

  11. Schools K-12, washoe county schools attribute, Published in 2006, 1:1200 (1in=100ft) scale, Washoe County.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:1200 (1in=100ft) scale, was produced all or in part from Published Reports/Deeds information as of 2006. It is described as...

  12. Classifying K-12 Blended Learning

    Science.gov (United States)

    Staker, Heather; Horn, Michael B.

    2012-01-01

    The growth of online learning in the K-12 sector is occurring both remotely through virtual schools and on campuses through blended learning. In emerging fields, definitions are important because they create a shared language that enables people to talk about the new phenomena. The blended-learning taxonomy and definitions presented in this paper…

  13. The Reality of Virtual Schools: A Review of the Literature

    Science.gov (United States)

    Barbour, Michael K.; Reeves, Thomas C.

    2009-01-01

    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…

  14. Technical Support Document: Development of the Advanced Energy Design Guide for K-12 Schools--30% Energy Savings

    Energy Technology Data Exchange (ETDEWEB)

    Pless, S.; Torcellini, P.; Long, N.

    2007-09-01

    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.

  15. Development of an Innovative Interactive Virtual Classroom System for K-12 Education Using Google App Engine

    Science.gov (United States)

    Mumba, Frackson; Zhu, Mengxia

    2013-01-01

    This paper presents a Simulation-based interactive Virtual ClassRoom web system (SVCR: www.vclasie.com) powered by the state-of-the-art cloud computing technology from Google SVCR integrates popular free open-source math, science and engineering simulations and provides functions such as secure user access control and management of courses,…

  16. Chemicals in Schools: Solutions for Healthy School Environments. K-12 Schools

    Science.gov (United States)

    US Environmental Protection Agency, 2006

    2006-01-01

    School leaders play a pivotal role in keeping schools safe from chemical accidents. Readers of this brochure can help schools develop a chemical cleanout and prevention program and assemble a team of teachers, facilities staff, and administrators with technical expertise to assess chemical safety issues and set policy. Some important team roles…

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

    Science.gov (United States)

    Vincent, Jeffrey M.

    2016-01-01

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

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

    Science.gov (United States)

    Vincent, Jeffrey M.

    2016-01-01

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

  19. Managing Technology Efficiently in California K-12 Schools: Policies & Practices for Minimizing the Total Cost of Ownership (TCO).

    Science.gov (United States)

    Caspary, Kyra; Kusserow, Tim; Lavin, Jake; Movassaghi, Maziar

    The total cost of ownership (TCO) of computer technology in California's K-12 public schools is assessed via a study of two high schools, one elementary school, and one school district that have implemented successful technology programs. The research covers four fundamental problems in technology ownership that add costs to schools and create…

  20. Schools K-12, MASSGIS, Published in 2005, 1:24000 (1in=2000ft) scale, Massachusetts Emergency Managment Agency.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:24000 (1in=2000ft) scale, was produced all or in part from Published Reports/Deeds information as of 2005. It is described...

  1. Schools K-12, Published in 2008, 1:1200 (1in=100ft) scale, North Georgia Regional Development Center.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:1200 (1in=100ft) scale, was produced all or in part from Field Survey/GPS information as of 2008. Data by this publisher...

  2. Schools K-12, Published in 2008, 1:1200 (1in=100ft) scale, Brown County, WI.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:1200 (1in=100ft) scale, was produced all or in part from Orthoimagery information as of 2008. Data by this publisher are...

  3. Schools K-12, Schools layer, Elementary, Middle, High School layers - points, Published in 2008, 1:2400 (1in=200ft) scale, Effingham County Board Of Commissioners.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:2400 (1in=200ft) scale, was produced all or in part from Orthoimagery information as of 2008. It is described as 'Schools...

  4. LOW-COST STRATEGIES TO SAVE ENERGY IN K-12 SCHOOLS

    Directory of Open Access Journals (Sweden)

    Raymond C. Tesiero III

    2014-01-01

    Full Text Available Advanced Energy Management Control Systems (EMCS offer an excellent means of reducing energy consumption in Heating, Ventilating and Air Conditioning (HVAC systems while maintaining and improving indoor environmental conditions. This can be achieved through the use of computational intelligence and optimization with a building automation system and multiple sensors, which can be quite expensive. However, energy awareness and proper scheduling achieve the best opportunities to save energy with little to no cost for existing facilities. These “low-tech/low-cost” ideas are easily implemented and quickly reduce utility costs. This article includes actual utility data and information gathered over the past 20 years while performing energy audits at several K-12 Schools in North Carolina, discusses well known and documented control strategies that are rarely implemented in most school districts and universities and will extrapolate savings for an entire school district based on real data. These processes can also be integrated into an EMCS to perform several intelligent functions achieving optimal system performance. This article focuses on control strategies utilizing time-of-day scheduling that can be used with 7-day programmable thermostats, electronic time controllers and a Building Automation System (BAS. These controllers (7d-prog. thermostat, electronic time controller and BAS will achieve lower energy consumption while maintaining occupant comfort by performing and prioritizing the appropriate actions. Real savings can be achieved quickly by utilizing these common sense approaches to control existing HVAC and lighting systems in schools.

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

    Science.gov (United States)

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

    2011-12-01

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

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

    Science.gov (United States)

    Stringer, Tomeka C.

    2014-01-01

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

  7. Virtual Schools. Literature Review

    Science.gov (United States)

    Blazer, Christie

    2009-01-01

    The majority of school districts in the U.S. are providing some form of online learning for their students. In the past, virtual schools primarily targeted advanced students who didn't have access to certain courses in their regular schools. Recently, however, many virtual schools have shifted their focus to credit recovery as a way to provide…

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

    Science.gov (United States)

    Wren, Andrew

    2008-01-01

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

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

    Science.gov (United States)

    Ibarra, D. L.; Joyce, S.

    2016-12-01

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

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

    Science.gov (United States)

    van Trieste, Lynne M.

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

  11. Virtual School Counseling

    Science.gov (United States)

    Osborn, Debra S.; Peterson, Gary W.; Hale, Rebecca R.

    2015-01-01

    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…

  12. Virtual School Counseling

    Science.gov (United States)

    Osborn, Debra S.; Peterson, Gary W.; Hale, Rebecca R.

    2015-01-01

    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…

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

    Energy Technology Data Exchange (ETDEWEB)

    Coughlin, J.; Kandt, A.

    2011-10-01

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

  14. Schools K-12, School point locations in Iredell County, NC, Published in 2007, 1:2400 (1in=200ft) scale, Iredell County GIS.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:2400 (1in=200ft) scale, was produced all or in part from Orthoimagery information as of 2007. It is described as 'School...

  15. Schools K-12, Schools - for the Drug Free Zones, Published in 2005, 1:24000 (1in=2000ft) scale, State of Utah Automated Geographic Reference Center.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:24000 (1in=2000ft) scale, was produced all or in part from Other information as of 2005. It is described as 'Schools - for...

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

    Science.gov (United States)

    Salmani-Nodoushan, Mohammad Ali

    2008-01-01

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

  17. Infusing Multicultural Education into the Curriculum: Preparing Pre-Service Teachers to Address Homophobia in K-12 Schools

    Science.gov (United States)

    Jones, Joseph R.

    2015-01-01

    This article discusses the role multicultural education can play in addressing homophobia in K-12 schools. The author explores the lack of multiculturalism courses in undergraduate teacher education programs. To address the lack of multiculturalism courses, three instructional activities are offered that faculty in teacher education programs can…

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

    Science.gov (United States)

    Ullman, Ellen

    2014-01-01

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

  19. Investigating the Impact of School Administrator's on the Frequency of Physical Restraint in K-12 Schools

    Science.gov (United States)

    Dowell, Richard; Larwin, Karen

    2016-01-01

    The purpose of a physical restraint is to control the behavior of a student. It can involve physically holding a person immobile against his or her will to using chemical or mechanical devices to control a person. This study was designed to contribute to the paucity of existing research literature in regards to a school administrator's impact on…

  20. Making Cents in Public Schools: Positive and Negative Campaigning in K-12 School Finance Elections

    Science.gov (United States)

    Levine, Elliott

    2005-01-01

    School administrators are increasingly facing concerted opposition to budget and bond referenda. Often, opponents deploy negative campaigning to advance their intentions; that is, they disseminate misinformation in an effort to dissuade voters from casting positive votes. This article compares and contrasts strategies used by proponents and…

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Rubinstein-Avila, Eliane

    2017-01-01

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

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

    Science.gov (United States)

    Rubinstein-Avila, Eliane

    2017-01-01

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

  4. Schools K-12, Student Attendance boundaries for Lowndes County Schools, GA, Published in 2010, 1:4800 (1in=400ft) scale, Southern Georgia Regional Commission.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:4800 (1in=400ft) scale, was produced all or in part from Hardcopy Maps information as of 2010. It is described as 'Student...

  5. Schools K-12, Student Attendance boundaries for Tift County Schools, GA, Published in 2010, 1:4800 (1in=400ft) scale, Southern Georgia Regional Commission.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:4800 (1in=400ft) scale, was produced all or in part from Hardcopy Maps information as of 2010. It is described as 'Student...

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

    Science.gov (United States)

    Frandsen, Scott

    2010-01-01

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

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

    Science.gov (United States)

    Stein, Nan

    1995-01-01

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

  8. Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

    Science.gov (United States)

    Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

    2011-12-01

    The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

  9. Identification, Description, and Perceived Viability of K-12 Consolidated Catholic School Systems

    Science.gov (United States)

    Britt, Kenith C.

    2011-01-01

    Limited research has been conducted on Catholic school viability (James, Tichy, Collins, & Schwob, 2008; Lundy, 1999) and Catholic school systems (Goldschmidt, O'Keefe, & Walsh, 2004). But no research studies have investigated the viability of the consolidated Catholic school system (DeFiore, Convey, & Schuttloffel, 2009). This study investigates…

  10. Social Contact Networks and Mixing among Students in K-12 Schools in Pittsburgh, PA.

    Science.gov (United States)

    Guclu, Hasan; Read, Jonathan; Vukotich, Charles J; Galloway, David D; Gao, Hongjiang; Rainey, Jeanette J; Uzicanin, Amra; Zimmer, Shanta M; Cummings, Derek A T

    2016-01-01

    Students attending schools play an important role in the transmission of influenza. In this study, we present a social network analysis of contacts among 1,828 students in eight different schools in urban and suburban areas in and near Pittsburgh, Pennsylvania, United States of America, including elementary, elementary-middle, middle, and high schools. We collected social contact information of students who wore wireless sensor devices that regularly recorded other devices if they are within a distance of 3 meters. We analyzed these networks to identify patterns of proximal student interactions in different classes and grades, to describe community structure within the schools, and to assess the impact of the physical environment of schools on proximal contacts. In the elementary and middle schools, we observed a high number of intra-grade and intra-classroom contacts and a relatively low number of inter-grade contacts. However, in high schools, contact networks were well connected and mixed across grades. High modularity of lower grades suggests that assumptions of homogeneous mixing in epidemic models may be inappropriate; whereas lower modularity in high schools suggests that homogenous mixing assumptions may be more acceptable in these settings. The results suggest that interventions targeting subsets of classrooms may work better in elementary schools than high schools. Our work presents quantitative measures of age-specific, school-based contacts that can be used as the basis for constructing models of the transmission of infections in schools.

  11. Social Contact Networks and Mixing among Students in K-12 Schools in Pittsburgh, PA.

    Directory of Open Access Journals (Sweden)

    Hasan Guclu

    Full Text Available Students attending schools play an important role in the transmission of influenza. In this study, we present a social network analysis of contacts among 1,828 students in eight different schools in urban and suburban areas in and near Pittsburgh, Pennsylvania, United States of America, including elementary, elementary-middle, middle, and high schools. We collected social contact information of students who wore wireless sensor devices that regularly recorded other devices if they are within a distance of 3 meters. We analyzed these networks to identify patterns of proximal student interactions in different classes and grades, to describe community structure within the schools, and to assess the impact of the physical environment of schools on proximal contacts. In the elementary and middle schools, we observed a high number of intra-grade and intra-classroom contacts and a relatively low number of inter-grade contacts. However, in high schools, contact networks were well connected and mixed across grades. High modularity of lower grades suggests that assumptions of homogeneous mixing in epidemic models may be inappropriate; whereas lower modularity in high schools suggests that homogenous mixing assumptions may be more acceptable in these settings. The results suggest that interventions targeting subsets of classrooms may work better in elementary schools than high schools. Our work presents quantitative measures of age-specific, school-based contacts that can be used as the basis for constructing models of the transmission of infections in schools.

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

    Science.gov (United States)

    Martino, Wayne

    2013-01-01

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

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

    Science.gov (United States)

    US Department of Energy, 2004

    2004-01-01

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

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

    Science.gov (United States)

    Belle, Kara; Utebay, Kudret; McArthur, Ashley

    2012-01-01

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

  15. U.S. Federal Discrimination Law and Language and Culture Restrictions in K-12 Private Schools

    Science.gov (United States)

    Mawdsley, Ralph; Cumming, Joy

    2013-01-01

    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…

  16. U.S. Federal Discrimination Law and Language and Culture Restrictions in K-12 Private Schools

    Science.gov (United States)

    Mawdsley, Ralph; Cumming, Joy

    2013-01-01

    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…

  17. A Region Apart: A Look at Challenges and Strategies for Rural K-12 Schools

    Science.gov (United States)

    Center for Rural Policy and Development, 2009

    2009-01-01

    When this research report was first conceived, the current economic crisis was only just on the verge of revealing its full extent. Economic crisis or no economic crisis, over the years funding for PK-12 education has been a constant struggle. While all schools continue to face difficulties, for various reasons rural schools have different and…

  18. Servant Leadership as Defined by K-12 ACSI Christian School Administrators in Arizona, USA

    Science.gov (United States)

    Temperley, Austin J.

    2016-01-01

    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…

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

    Science.gov (United States)

    Hartlep, Nicholas Daniel

    2010-01-01

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

  20. A K-12 Articulation Model for the Orange Unified School District.

    Science.gov (United States)

    Joseph, Louie S.

    This Maxi II practicum documents the development of a model articulation process and the implementation of that process in the Orange (California) Unified School District. The model was intended to improve the continuity of student progression through the grades from elementary to junior high to senior high school. Primary concerns of the…

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

    Science.gov (United States)

    Stephens, Lacy; Shanks, Carmen Byker

    2015-01-01

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

  2. The State of Education in Alabama's K-12 Rural Public Schools

    Science.gov (United States)

    Lindahl, Ronald A.

    2011-01-01

    The purpose of this study was to compare Alabama's rural school districts with its city, suburban, and town districts. Descriptive statistics were used for this population study, with effect sizes calculated using Cohen's d. Findings indicated Alabama's rural school districts serve slightly less affluent student populations, with a lower…

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

    Directory of Open Access Journals (Sweden)

    ALBERT DIETER RITZHAUPT

    2008-12-01

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

  4. Schools K-12 - SCHOOLS_HAZUS_IN: Schools in Indiana, Derived from HAZUS (Federal Emergency Management Agency, Point Shapefile)

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — SCHOOLS_HAZUS_IN is a point shapefile that shows locations of school buildings in Indiana. In addition to public and private schools and universities, the shapefile...

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

    Directory of Open Access Journals (Sweden)

    Fuyu Shimomura

    2016-02-01

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

  6. Using Virtual and In-Person Engagement Opportunities to Connect K-12 Students, Teachers, and the Public With NASA Astromaterials Research and Exploration Science Assets

    Science.gov (United States)

    Graff, P.; Foxworth, S.; Luckey, M. K.; McInturff, B.; Mosie, A.; Runco, S.; Todd, N.; Willis, K. J.; Zeigler, R.

    2017-01-01

    Engaging K-12 students, teachers, and the public with NASA Astromaterials Research and Exploration Science (ARES) assets provides an extraordinary opportunity to connect audiences with authentic aspects unique to our nation's space program. NASA ARES has effectively engaged audiences with 1) Science, Technology, Engineering and Mathematics (STEM) experts, 2) NASA specialized facilities, and 3) NASA astromaterial samples through both virtual and in-person engagement opportunities. These engagement opportunities help connect local and national audiences with STEM role models, promote the exciting work being facilitated through NASA's Science Mission Directorate, and expose our next generation of scientific explorers to science they may be inspired to pursue as a future STEM career.

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2013-04-01

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

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

    Science.gov (United States)

    2005-01-01

    Sexual Activ- ity and Teen Pregnancy,” Journal of Political Economy, 107(3):606–644, 1999. Picus, Lawrence, “ Educational Governance in California...Impact upon State Education Legislation,” Journal of Education Finance, 17(2):193–214, Fall 1991. Henshaw, Stanley K., “Teenage Abortion , Birth, and...Drug Education , 40(1):51–56, 1994. References 209 Kirby, Douglas, “The Impact of Schools and School Programs upon Adolescent Sexual Behavior,” The

  9. A Future Search Conference: The Future of Information Services in K-12 Schools in Washington State.

    Science.gov (United States)

    Baldwin, Margaret

    1995-01-01

    Describes a future search conference that addressed the future of school library resource centers and their role in enhancing student learning in Washington State. Highlights include whole systems analysis; and participative planning that included teachers, administrators, librarians, parents, students, business representatives, and consultants.…

  10. The Future of Information Services in K-12 Schools in Washington State: A Future Search Conference.

    Science.gov (United States)

    Baldwin, Margaret

    1995-01-01

    Discusses the process of future search conferences and describes one held to consider the future of school library media centers and information services in the state of Washington. Highlights include participation by students, librarians, teachers, administrators, and others; strategic and participatory planning; and change processes. (LRW)

  11. School Communications 2.0: A Social Media Strategy for K-12 Principals and Superintendents

    Science.gov (United States)

    Cox, Daniel Dean

    2012-01-01

    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…

  12. National Technology Standards for K-12 Schools: A Case Study of Unresolved Issues in Public Relations

    Science.gov (United States)

    Mullen, Carol A.; Kealy, William A.; Sullivan, Ashley

    2004-01-01

    This article addresses an important need--the dissemination of information relating to technology as a public relations tool--and the associated exigency for administrator and teacher technology training. Specifically, we identify the increased expectations for the performance of school leaders and teachers, as well as unresolved issues in public…

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

    Science.gov (United States)

    Colandrea, John Louis

    2012-01-01

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

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

    Science.gov (United States)

    Otter, Dan

    2010-01-01

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

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

    Science.gov (United States)

    Redman, Erin

    2013-01-01

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

  16. Implementing a K-12 Train the Trainer Professional Development Model through the School Improvement Grant

    Science.gov (United States)

    Pollnow, Michele

    2012-01-01

    Effective professional development has been shown to improve instruction and increase student academic achievement. The Train the Trainer professional development model is often chosen by the state Department of Education for its efficiency and cost effectiveness of delivering training to schools and districts widely distributed throughout the…

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

    Science.gov (United States)

    2016-03-01

    violence 15. NUMBER OF PAGES 95 16. PRICE CODE 17. SECURITY CLASSIFICATION OF REPORT Unclassified 18. SECURITY CLASSIFICATION OF THIS... paradigms that exist or can exist to create policy. Acknowledging the assertion of Donella Meadows that no paradigm is “true,” none of these policy options...2016, dq.cde.ca.gov/dataquest/content.asp. 17 Ibid. 18 Mark A. Velez, Guns, Violence , and School Shootings: A Policy Change to Arm Some Teachers

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

    Directory of Open Access Journals (Sweden)

    Marie Grace S. Cabansag,

    2014-04-01

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

  19. The 2009 H1N1 influenza pandemic and Minnesota's K-12 schools: public health lessons learned.

    Science.gov (United States)

    Como-Sabetti, Kathryn; Livingston, Franci; Gahr, Pamala; Nagle, Kayla; Martin, Karen; Morin, Craig; Parilla, Elizabeth

    2010-09-01

    Prior to 2009, influenza pandemic planners had primarily planned for a virus that would originate in a location other than North America, giving public health officials in the United States time to determine its severity before widespread disease occurred here. Thus, response plans for schools focused on closure in the case of a severe pandemic and potential closure in the event of a moderate one. The 2009 H1N1 pandemic, however, presented a different scenario. The severity of 2009 H1N1 was initially unknown and later was determined to be mild to moderate. Thus, as the pandemic unfolded, state and national public health entities found themselves adapting their recommendations for school closure. This article reviews Minnesota's experience with 2009 H1N1, focusing on the pandemic among school-aged children during the spring (April to August 2009) and fall (September 2009 to April 2010), and it chronicles how outbreak surveillance policies and recommendations for K-12 schools changed over the course of the pandemic.

  20. Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence

    Science.gov (United States)

    Huerta, Luis; Rice, Jennifer King; Shafer, Sheryl Rankin; Barbour, Michael K.; Miron, Gary; Gulosino, Charisse; Horvitz, Brian

    2014-01-01

    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…

  1. Virtual Schools. Trends and Issues.

    Science.gov (United States)

    Hadderman, Margaret

    This article looks at a rapidly growing form of distance education: virtual schools. Also known as cyber schools, these Internet-based programs enroll fewer than 50,000 students nationwide, but more and more companies are entering this market. Some examples of these virtual schools are the Willoway CyberSchool, which was founded by a former…

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

    Science.gov (United States)

    Salmani Nodoushan, Mohammad Ali

    2008-01-01

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

  3. Improving Climate Literacy Using The Ice Sheet System Model (ISSM): A Prototype Virtual Ice Sheet Laboratory For Use In K-12 Classrooms

    Science.gov (United States)

    Halkides, D. J.; Larour, E. Y.; Perez, G.; Petrie, K.; Nguyen, L.

    2013-12-01

    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

  4. Montana Cook Fresh Workshop Pilot: A K-12 School Nutrition Professional Training to Incorporate Whole Foods in School Meals

    Science.gov (United States)

    Stephens, Lacy; Shanks, Carmen Byker; Roth, Aubree; Bark, Katie

    2016-01-01

    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…

  5. Montana Cook Fresh Workshop Pilot: A K-12 School Nutrition Professional Training to Incorporate Whole Foods in School Meals

    Science.gov (United States)

    Stephens, Lacy; Shanks, Carmen Byker; Roth, Aubree; Bark, Katie

    2016-01-01

    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…

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

    Science.gov (United States)

    Bryan, Jennifer

    2012-01-01

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

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

    Science.gov (United States)

    Regazzi, John J.

    2012-01-01

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

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

    Science.gov (United States)

    Regazzi, John J.

    2012-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Jean K. Sand

    2009-06-01

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

  10. Schools K-12, Student Attendance boundaries for City of Valdosta Schools in Lowndes County, GA, Published in 2010, 1:4800 (1in=400ft) scale, Southern Georgia Regional Commission.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:4800 (1in=400ft) scale, was produced all or in part from Hardcopy Maps information as of 2010. It is described as 'Student...

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

    Science.gov (United States)

    Ferguson, Susan M.

    2014-01-01

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

  12. Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers

    Science.gov (United States)

    Granshaw, Frank Douglas

    2011-12-01

    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

  13. Leadership Skills Believed to Enhance and Expand Leadership Capacity and Future Sustainability of Christian K-12 School Administrators

    Science.gov (United States)

    Baldwin, Marjorie L.

    2012-01-01

    Private schools provide an alternative to public education in the United States. Parents select private schooling for a variety of reasons. One of those reasons is to provide a quality educational opportunity for their children. Research indicates that one key indicator for school effectiveness is school leadership (David, Darling-Hammond,…

  14. Creating Effective K-12 Outreach

    Science.gov (United States)

    Hopkins, J.

    2011-12-01

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

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

    Science.gov (United States)

    DeNisco, Alison

    2013-01-01

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

  16. The Economic and Fiscal Costs of Failing to Reform K-12 Education in Georgia. School Choice Issues in the State

    Science.gov (United States)

    Gottlob, Brian J.

    2009-01-01

    This study documents the public costs of high school dropouts in Georgia, and examines how policies that increase school choice, such as the recently-enacted tuition tax credit scholarship program will provide large public benefits by increasing public school graduation rates. The study calculates the annual cost of Georgia dropouts caused by…

  17. THE DEVELOPMENT OF VIRTUAL SCHOOLING IN NEWFOUNDLAND AND LABRADOR

    Directory of Open Access Journals (Sweden)

    Nadeem SAQLAIN

    2016-01-01

    Full Text Available K-12 online distance education is growing rapidly and many organizations focus on virtual schooling in Canada. The centre for Distance Learning and Innovation (CDLI was established in 2000 in Newfoundland and Labrador and has been offering numerous opportunities to rural high school students through online distance education. In this paper, the authors have outlined the historical development of distance education in Newfoundland and Labrador. The concept of distance education in NL is not a new phenomenon. It can be traced back in 1930s. Since then, several efforts have been made to enhance equality of educational opportunities to rural students. Despite the tremendous impact that the CDLI has had on distance education few related research documents or associated scholarly articles exist. At the end of the article some recommendations are made to improve virtual schooling in the province.

  18. Examining the Digital Divide in K-12 Public Schools: Four-Year Trends for Supporting ICT Literacy in Florida

    Science.gov (United States)

    Hohlfeld, Tina N.; Ritzhaupt, Albert D.; Barron, Ann E.; Kemker, Kate

    2008-01-01

    While there is evidence that access to computers in schools has increased, there remain questions about whether low socio-economic status (SES) schools provide students with equitable supports for achieving information communication technology (ICT) literacy. This research first presents a theoretical model to examine the digital divide within…

  19. Avoiding the Pitfalls of Virtual Schooling

    Science.gov (United States)

    Schachter, Ron

    2012-01-01

    Virtual school programs--especially online high school courses--are gaining traction in school districts around the country. While offering online courses was once the exclusive province of large state, nonprofit and for-profit organizations and companies, districts and even individual schools are now starting virtual schools of their own. Not…

  20. Fostering K-12 Inquiry-based Lesson Development on Regional Water Resource Issues in Los Angeles Urban Schools through the NSF UCLA SEE-LA GK-12 program

    Science.gov (United States)

    Hogue, T. S.; Burke, M. P.; Thulsirag, V.; Daniel, J.; Moldwin, M.; Nonacs, P.

    2010-12-01

    A National Science Foundation Graduate Teaching Fellows in K- 12 Education program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/ ) partners UCLA faculty and graduate students (fellows) with urban middle and high school science teachers and their students to foster programs of science and engineering exploration that bring the environment of Los Angeles into the classroom. UCLA graduate fellows serve as scientists-in-residence at four partner schools to integrate inquiry-based science lessons, facilitate advancements in science content teaching, and ultimately, to improve their own science communication skills. As part of their fellowship, graduate students are required to develop inquiry-based lessons in their partner classroom. During the first two years of the project, the SEE-LA fellows have developed a range of inquiry-based activities, from invertebrate observations in an urban stream system, to water and home energy consumption surveys, to a school biodiversity investigation, to a school-wide alternative energy fair, to engineering the cleanup of environmental disasters, such as the recent oil spill in the Gulf of Mexico. Several of the current fellows have dissertation research in water resource related fields and are specifically integrating lessons specific to their research into their partner classrooms, including urban stream water quality, post-fire watershed behavior, beach water quality assessment and E. coli source tracking. This presentation will provide an overview of goals of the SEE-LA GK-12 program, development of inquiry-based water resource lessons and resulting engagement in the partner classrooms. University and local pre-college school partnerships provide an excellent opportunity to support the development of graduate student communication and teaching skills while also contributing significantly to the integration of science education into K-12 curriculum.

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

    Science.gov (United States)

    Hooker, Steven D.

    2010-01-01

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

  2. A Guide to Effective Statewide Laws/Policies: Preventing Discrimination against LGBT Students in K-12 Schools.

    Science.gov (United States)

    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…

  3. In Their Own Words: Erasing Deficits and Exploring What Works to Improve K-12 and Postsecondary Black Male School Achievement

    Science.gov (United States)

    Warren, Chezare A.; Douglas, Ty-Ron M. O.; Howard, Tyrone C.

    2016-01-01

    This article outlines the imperative for strengths-based research to counter deficit perceptions and perspectives of Black males in contemporary discussions of their school achievement in the United States. The importance of young men of color in shaping research agendas, practice, and public policy is argued followed by a brief overview of the…

  4. Changing the Equation: Ensuring the Common Core Math Standards Enable All Students to Excel in California Schools. K-12 Practice

    Science.gov (United States)

    Banks, Amber; LaFors, Jeannette

    2015-01-01

    Schools around California are implementing the new Common Core State Standards. In math specifically, where significant disparities in proficiency exist for African American, Latino, and low-income students as compared to their white, Asian and higher-income peers, these new standards provide an opportunity to close achievement and opportunity…

  5. CoSN K12 Open Technologies Implementation Study #3. Moodle: An Open Learning Content Management System for Schools

    Science.gov (United States)

    Consortium for School Networking (NJ1), 2008

    2008-01-01

    This report introduces educators to Moodle, an open-source software program for managing courses online. It briefly defines what Moodle is, what it can do, and gives specific examples of how it is being implemented. An appendix contains brief profiles of five school organizations that are using Moodle.

  6. The Metamorphosis by K. (12)

    CERN Multimedia

    CERN Bulletin

    2012-01-01

    In the last issue of the Bulletin we reported on the first run of the new NA62 experiment. In this issue, we go behind the scenes to take a look at the production of the experiment's new kaon beam.   The start of the K12 beam line as seen during the installation of the shielding. 10-2, 10-3, 10-4, 10-5, 10-6 mbar… send in the protons! Since Thursday 1 November, the P42 beam line of the SPS has once again been sending protons to the beryllium target to produce the K12 kaon beam line eagerly awaited by the NA62 collaboration. This was no trivial matter! The first step was to clear the decks by dismantling the entire H10 beam line and NA60 experiment, as well as most of the NA48 experiment - representing some 1000 tonnes of equipment in total! Next came the complete renovation of the infrastructure, which dated back to 1979. The operation called on the expertise of virtually all branches of the EN and GS departments, as well as the Radiation Protection group: from ...

  7. Schools K-12, Located during MicroData field address collection 2004-2006. Kept in Spillman database for retrieval., Published in 2004, Vilas County Land Information/Mapping.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, was produced all or in part from Field Observation information as of 2004. It is described as 'Located during MicroData field address...

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

    Science.gov (United States)

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

    2014-01-01

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

  9. Advancing climate literacy in Idaho K-12 schools using STEM education approaches, open source electronics, and Maker culture as vehicles for teacher training

    Science.gov (United States)

    Flores, A. N.; Gelb, L.; Watson, K. A.; Steimke, A.; Chang, C.; Busche, C.; Breidenbach, J.

    2016-12-01

    A climate literate citizenry is essential to the long-term success of climate change adaptation and to enhancing resilience of communities to climate change impacts. In support of a National Science Foundation CAREER award, we developed a teacher training workshop on a project that engages students in creating functioning, low-cost weather stations using open source electronics. The workshop aims to improve climate literacy among K-12 students while providing an authentic opportunity to acquire and hone STEM skills. Each station measures temperature, humidity, barometric pressure, light level, soil moisture, and precipitation occurrence. Our day-long workshop focuses on three elements: (1) providing context on the scientific importance of climate observation, (2) equipping teachers with technical skills needed to assemble and use a station from provided components, and (3) highlighting relevant educational standards met by the weather station activities. The workshop was attended by twelve 4th-9th grade teachers from southwest Idaho, all of whom teach at rural and/or Title I schools. Attendees reported having minimal or no previous experience with open source electronics, but all were able to effectively use their weather station with less than two hours of hands-on training. In written and oral post-workshop reflections teachers expressed a strong desire to integrate these activities into classrooms, but also revealed barriers associated with rigid curricular constraints and risk-averse administrators. Continued evolution of the workshop will focus on: (1) extending the duration and exploratory depth of the workshop, (2) refining pre- and post-assessments and performing longitudinal monitoring of teacher participants to measure short- and long-term efficacy of the workshop, and (3) partnering with colleagues to engage school district administrators in dialog on how to integrate authentic activities like this one into K-12 curriculum.

  10. Virtual Charter Schools: Realities and Unknowns

    Science.gov (United States)

    Torre, Daniela

    2013-01-01

    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…

  11. Virtual Charter Schools: Realities and Unknowns

    Science.gov (United States)

    Torre, Daniela

    2013-01-01

    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…

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

    Science.gov (United States)

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

    2003-12-01

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

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

    Science.gov (United States)

    American School Health Association (NJ1), 2012

    2012-01-01

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

  14. Copyright Updates for K-12 Librarians

    Science.gov (United States)

    Johnson, Wendell G.

    2016-01-01

    Copyright concerns continue to bedevil K-12 librarians, who are often called upon to act as the copyright officers in public schools. This article describes recent copyright developments of concern to these librarians in three areas: a recent court case involving a university library, pending legislation supported by ALA, and a regulatory update.…

  15. English Language Arts and Science Courses in a Virtual School: A Comparative Case Study

    Science.gov (United States)

    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.

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

    Science.gov (United States)

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

    2014-01-01

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

  17. Can Virtual Schools Thrive in the Real World?

    Science.gov (United States)

    Wang, Yinying; Decker, Janet R.

    2014-01-01

    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…

  18. The State of Wiki Usage in U.S. K-12 Schools: Leveraging Web 2.0 Data Warehouses to Study Quality and Equality in Online Learning Environments

    Science.gov (United States)

    Reich, Blair Justin Fire

    2012-01-01

    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…

  19. The State of Wiki Usage in U.S. K-12 Schools: Leveraging Web 2.0 Data Warehouses to Assess Quality and Equity in Online Learning Environments

    Science.gov (United States)

    Reich, Justin; Murnane, Richard; Willett, John

    2012-01-01

    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…

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

    Science.gov (United States)

    Frattura, Elise M.

    2006-01-01

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

  1. Victims of the Churn: The Damaging Impact of California's Teacher Layoff Policies on Schools, Students, and Communities in Three Large School Districts. K-12 Policy

    Science.gov (United States)

    Hahnel, Carrie; Barondess, Heather; Ramanathan, Arun

    2011-01-01

    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…

  2. 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.

    Science.gov (United States)

    Minkel, Walter; Milliot, Jim

    2003-01-01

    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…

  3. 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.

    Science.gov (United States)

    Minkel, Walter; Milliot, Jim

    2003-01-01

    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…

  4. Schools K-12, LAGIC is consulting with local parish GIS departments to create spatially accurate point and polygons data sets including the locations and building footprints of schools, churches, government buildings, law enforcement and emergency response offices, pha, Published in 2011, 1:24000 (1in=2000ft) scale, Louisiana Geographic Information Center.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:24000 (1in=2000ft) scale, was produced all or in part from Orthoimagery information as of 2011. It is described as 'LAGIC...

  5. Schools K-12, LAGIC is consulting with local parish GIS departments to create spatially accurate point and polygons data sets including the locations and building footprints of schools, churches, government buildings, law enforcement and emergency response offices, pha, Published in 2011, 1:12000 (1in=1000ft) scale, LSU Louisiana Geographic Information Center (LAGIC).

    Data.gov (United States)

    NSGIC Education | GIS Inventory — Schools K-12 dataset current as of 2011. LAGIC is consulting with local parish GIS departments to create spatially accurate point and polygons data sets including...

  6. Schools K-12, LAGIC is consulting with local parish GIS departments to create spatially accurate point and polygons data sets including the locations and building footprints of schools, churches, government buildings, law enforcement and emergency response offices, pha, Published in 2011, 1:12000 (1in=1000ft) scale, Louisiana Geographic Information Center.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Schools K-12 dataset, published at 1:12000 (1in=1000ft) scale, was produced all or in part from Orthoimagery information as of 2011. It is described as 'LAGIC...

  7. Virtual Visit to the ATLAS Control Room by Yannopoulos School in Glyfada

    CERN Multimedia

    2013-01-01

    Located in Glyfada, a suburb at the south of Athens (Greece), Yannopoulos School is a private educational institution covering all levels of K-12 education. The school employs innovative instruction methods coupled with advanced ICT designed to ensure a rich learning experience for its 200 students. Followed by a school trip to CERN this spring, this virtual visit will offer a unique opportunity to all students and staff to get a first concrete idea of the huge scientific effort at the ATLAS experiment at LHC. The virtual visit will be combined with a hands-on Masterclass organized by physicists from the University of Athens, in which students will learn how to use the HYPATIA online applet to search for Higgs-like events in real data from the ATLAS experiment.

  8. Any Time, Any Place, Any Pace-Really?
Examining Mobile Learning In A Virtual School Environment

    OpenAIRE

    Michael K. Barbour; GRZEBYK, Tamme Quinn; John EYE

    2014-01-01

    Over the past decade, the number of K-12 students engaged in online learning has increased from between 40,000 and 50,000 to more than two million. Students have also gained increased access to mobile devices throughout recent years, and educators have actively looked for ways to capitalize on this trend. A case study of students enrolled in an Advanced Placement European History course, offered by a statewide, supplemental virtual school in the Midwest. The students were studied over t...

  9. How They Decide: A Case Study Examining the Decision Making Process for Keeping or Cutting Music Education in a K-12 Public School District

    Science.gov (United States)

    Major, Marci L.

    2010-01-01

    The purpose of this study was to examine and understand the decision making process for keeping or cutting music programs in one selected public school district. Berkley School District, in the Detroit suburb of Berkley, Michigan, has not made extreme cuts to the music program in over ten years, nor have they specifically targeted their music…

  10. Involved, Invisible, Ignored: The Experiences of Lesbian, Gay, Bisexual and Transgender Parents and Their Children in Our Nation's K-12 Schools

    Science.gov (United States)

    Kosciw, Joseph G.; Diaz, Elizabeth M.

    2008-01-01

    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…

  11. K-12 Teaching and Physics Enrollment

    CERN Document Server

    Masood, Samina S

    2014-01-01

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

  12. The Relationship of Principal Resiliency to Job Satisfaction and Work Commitment: An Exploratory Study of K-12 Public School Principals in Florida

    Science.gov (United States)

    Pepe, Jason

    2011-01-01

    The purpose of this study was to investigate characteristics associated with resilient school leaders. Principals juggle multiple responsibilities and work under increasingly stressful conditions. Despite recent role changes, added job responsibilities, and increased accountability, some principals remain remarkably resilient while working in a…

  13. Engaging with ENERGY STAR[R]: How to Increase Student Involvement in Your Energy Management Plan Energy Efficiency in K-12 Schools

    Science.gov (United States)

    Grene, Hanna

    2011-01-01

    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…

  14. Managing Multiple Sources of Information in an Independent K-12 Private School: A Case Study in a Student Information Systems Evaluation

    Science.gov (United States)

    Yares, Ali Chava Kaufman

    2010-01-01

    Information is everywhere and finding the best method to manage it is a problem that all types of organizations have to deal with. Schools use Student Information Systems (SIS) to manage Student Data, Financial Information, Development, Human Resources, Admission, Financial Aid, Enrollment, Scheduling, and Health Information. A survey of 107…

  15. A Case Study in Public K-12 Education: Hispanic Female (Latinas) School Administrators' Perceptions of Their Role and Experiences as Principals within Central Florida

    Science.gov (United States)

    Santiago, Martha

    2009-01-01

    A gradual but significant change in America's demographic composition has occurred during the last few years. Millions of Hispanic students, many of them immigrants, have been absorbed in the nation's schools, turning public institutions into multiracial, multicultural, and to some degree, multilingual sites (Tallerico, 2001; Ferrandino, 2001). …

  16. Optics education for K-12

    Science.gov (United States)

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

    2000-06-01

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

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

    Science.gov (United States)

    Forster, Greg

    2006-01-01

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

  18. Emergency Response Virtual Environment for Safe Schools

    Science.gov (United States)

    Wasfy, Ayman; Walker, Teresa

    2008-01-01

    An intelligent emergency response virtual environment (ERVE) that provides emergency first responders, response planners, and managers with situational awareness as well as training and support for safe schools is presented. ERVE incorporates an intelligent agent facility for guiding and assisting the user in the context of the emergency response operations. Response information folders capture key information about the school. The system enables interactive 3D visualization of schools and academic campuses, including the terrain and the buildings' exteriors and interiors in an easy to use Web..based interface. ERVE incorporates live camera and sensors feeds and can be integrated with other simulations such as chemical plume simulation. The system is integrated with a Geographical Information System (GIS) to enable situational awareness of emergency events and assessment of their effect on schools in a geographic area. ERVE can also be integrated with emergency text messaging notification systems. Using ERVE, it is now possible to address safe schools' emergency management needs with a scaleable, seamlessly integrated and fully interactive intelligent and visually compelling solution.

  19. Scientists Involved in K-12 Education

    Science.gov (United States)

    Robigou, V.

    2004-12-01

    The publication of countless reports documenting the dismal state of science education in the 1980s, and the Third International Mathematics and Science Study (TIMMS) report (1996) called for a wider involvement of the scientific community in K-12 education and outreach. Improving science education will not happen without the collaboration of educators and scientists working in a coordinated manner and it requires a long-term, continuous effort. To contribute effectively to K-12 education all scientists should refer to the National Science Education Standards, a set of policies that guide the development of curriculum and assessment. Ocean scientists can also specifically refer to the COSEE recommendations (www.cosee.org) that led to the creation of seven regional Centers for Ocean Sciences Education Excellence. Scientists can get involved in K-12 education in a multitude of ways. They should select projects that will accommodate time away from their research and teaching obligations, their talent, and their interest but also contribute to the education reform. A few examples of effective involvement are: 1) collaborating with colleagues in a school of education that can lead to better education of all students and future teachers, 2) acting as a resource for a national program or a local science fair, 3) serving on the advisory board of a program that develops educational material, 4) speaking out at professional meetings about the value of scientists' involvement in education, 5) speaking enthusiastically about the teaching profession. Improving science education in addition to research can seem a large, overwhelming task for scientists. As a result, focusing on projects that will fit the scientist's needs as well as benefit the science reform is of prime importance. It takes an enormous amount of work and financial and personnel resources to start a new program with measurable impact on students. So, finding the right opportunity is a priority, and stepping

  20. Schools K-12 - SCHOOL_FACILITIES_MHMP_IN: School Facilities in Indiana, derived from Essential Facilities Data of the Multi-Hazard Mitigation Planning Data (The Polis Center, Point Shapefile)

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — SCHOOL_FACILITIES_MHMP_IN.SHP is a point shapefile that shows school facilities in Indiana, with the exception of some universities. SCHOOL_FACILITIES_MHMP_IN.SHP...

  1. K-12 Teacher Professional Development

    Science.gov (United States)

    Hemenway, Mary Kay

    2013-06-01

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

  2. Standards for K-12 Engineering Education?

    Science.gov (United States)

    National Academies Press, 2010

    2010-01-01

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

  3. K-12 Educational Outcomes of Immigrant Youth

    Science.gov (United States)

    Crosnoe, Robert; Turley, Ruth N. Lopez

    2011-01-01

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

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

    Science.gov (United States)

    Alsubaie, Merfat Ayesh

    2016-01-01

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

  5. 2008 Public Opinion Survey on K-12 Education in Indiana

    Science.gov (United States)

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

    2008-01-01

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

  6. Enriching K-12 Science and Mathematics Education Using LEGOs

    Science.gov (United States)

    Williams, Keeshan; Igel, Irina; Poveda, Ronald; Kapila, Vikram; Iskander, Magued

    2012-01-01

    This paper presents a series of illustrative LEGO Mindstorms-based science and math activities, developed under an NSF GK-12 Fellows project, for elementary, middle, and high school grades. The activities, developed by engineering and science graduate Fellows in partnership with K-12 teachers, are grade appropriate, address pertinent learning…

  7. Designer Librarian: Embedded in K12 Online Learning

    Science.gov (United States)

    Boyer, Brenda

    2015-01-01

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

  8. Virtual patient simulation at US and Canadian medical schools.

    Science.gov (United States)

    Huang, Grace; Reynolds, Robby; Candler, Chris

    2007-05-01

    "Virtual patients" are computer-based simulations designed to complement clinical training. These applications possess numerous educational benefits but are costly to develop. Few medical schools can afford to create them. The purpose of this inventory was to gather information regarding in-house virtual patient development at U.S. and Canadian medical schools to promote the sharing of existing cases and future collaboration. From February to September 2005, the authors contacted 142 U.S. and Canadian medical schools and requested that they report on virtual patient simulation activities at their respective institutions. The inventory elicited information regarding the pedagogic and technical characteristics of each virtual patient application. The schools were also asked to report on their willingness to share virtual patients. Twenty-six out of 108 responding schools reported that they were producing virtual patients. Twelve schools provided additional data on 103 cases and 111 virtual patients. The vast majority of virtual patients were media rich and were associated with significant production costs and time. The reported virtual patient cases tended to focus on primary care disciplines and did not as a whole exhibit racial or ethnic diversity. Funding sources, production costs, and production duration influenced the extent of schools' willingness to share. Broader access to and cooperative development of these resources would allow medical schools to enhance their clinical curricula. Virtual patient development should include basic science objectives for more integrative learning, simulate the consequences of clinical decision making, and include additional cases in cultural competency. Together, these efforts can enhance medical education despite external constraints on clinical training.

  9. Virtual Visit to the ATLAS Control Room by the Southdown Primary School in Huntington

    CERN Multimedia

    ATLAS Experiment

    2012-01-01

    This ATLAS Virtual Visit is being conducted with Mrs. Triessl's 4th grade class at the Southdown Primary School in Huntington, NY. The students of Mrs. Triessl's class have been studying together in an innovative Dual-Language (Spanish/English) program since kindergarten. In spite of the extra academic effort this program requires, the curriculum has maintained a strong and increasing focus on science education. The students have begun this year learning about matter and energy and look forward to meeting a real scientist addressing these topics in a laboratory far across the ocean! The school and the district are thrilled to have this opportunity, which they hope will inspire their students toward future participation in their growing K-12 scientific programs (see http://www.hufsd.edu/academics/science/science_index.html). http://atlas-live-virtual-visit.web.cern.ch/atlas-live-virtual-visit/2012/Huntington-2012.html Steven Goldfarb and Kate Shaw in the ATLAS Control Room and students of the 4th grade class a...

  10. Virtual Patient Case Sharing Across Two Schools of Pharmacy.

    Science.gov (United States)

    Smith, Michael A; Siemianowski, Laura A; Benedict, Neal

    2016-11-25

    Objective. To expand the use of virtual patients at 2 schools of pharmacy through virtual patient case sharing. Design. Faculty members at two schools of pharmacy collaborated to expand the use of virtual patients. Two simulation programs, vpSim and DecisionSim (Decision Simulation, LLC, Chadsford, PA), were used to create interactive patient cases for a required course and an elective course at the different schools. Each school developed cases for their own use and then shared the cases with the other school. Assessment. The development, sharing, and subsequent modification of cases were examined using a standardized data collection form completed by both schools. Survey instruments were used to gather data regarding faculty perception and student satisfaction. Pre- and post-tests were administered to assess student learning. Five cases were developed and shared between the institutions. The time spent constructing new cases (22 hours/case) was significantly longer than the time spent modifying the shared cases (1.2 hours/case). Faculty members and students were largely satisfied with case sharing and the use of virtual patient cases, respectively. Virtual patients significantly enhanced student learning of material (mean score: 3.2 vs 3.6 on a 5-point scale). Conclusions. The sharing of virtual patient cases may allow institutions to overcome barriers to implementation of virtual patient programs, namely faculty resources, while improving student learning and satisfaction.

  11. Virtual Schools: Improving Outcomes for Students with Disabilities

    Science.gov (United States)

    Repetto, Jeanne; Cavanaugh, Cathy; Wayer, Nicola; Liu, Feng

    2010-01-01

    Individual and social benefits accrue when high school graduation rates increase. One approach to increasing graduation rates is to design learning environments that serve students with disabilities through the 5Cs known to increase school completion: connect, climate, control, curriculum, and caring community. Virtual school programs align with…

  12. Nebraska Science Standards: Grades K-12

    Science.gov (United States)

    Nebraska Department of Education, 2010

    2010-01-01

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

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

    Science.gov (United States)

    Oklahoma State Dept. of Education, Oklahoma City.

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

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

    Science.gov (United States)

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

    2011-01-01

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

  15. Virtual Tour Environment of Cuba's National School of Art

    Science.gov (United States)

    Napolitano, R. K.; Douglas, I. P.; Garlock, M. E.; Glisic, B.

    2017-08-01

    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.

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

    Institute of Scientific and Technical Information of China (English)

    王玥; 赵慧臣

    2015-01-01

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

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

    Science.gov (United States)

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

    2015-12-01

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

  18. The Validation of One Parental Involvement Measurement in Virtual Schooling

    Science.gov (United States)

    Liu, Feng; Black, Erik; Algina, James; Cavanaugh, Cathy; Dawson, Kara

    2010-01-01

    Parental involvement has been recognized as an important factor for student achievement in traditional school settings. The lack of research regarding the effect of parental involvement on student achievement in virtual schooling is, in part, due to the absence of a valid and reliable instrument to measure this construct. This paper provides an…

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

    Science.gov (United States)

    2007-11-02

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

  20. K-12 Bolsters Ties to Engineering

    Science.gov (United States)

    Robelen, Erik W.

    2013-01-01

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

  1. Teaching K-12 Students to Combat Obesity

    Science.gov (United States)

    Wallhead, Tristan

    2007-01-01

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

  2. Alberta K-12 ESL Proficiency Benchmarks

    Science.gov (United States)

    Salmon, Kathy; Ettrich, Mike

    2012-01-01

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

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

    Science.gov (United States)

    Skerrett, Allison; Sevian, Hannah

    2010-01-01

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

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

    Science.gov (United States)

    Lee, Lung-Sheng

    2013-01-01

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

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

    Science.gov (United States)

    Skerrett, Allison; Sevian, Hannah

    2010-01-01

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

  6. Five schools visit CERN and IceCube virtually

    CERN Multimedia

    Abha Eli Phoboo

    2014-01-01

    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...

  7. Building Virtual Communities in School Counseling.

    Science.gov (United States)

    Sabella, Russell A.; Halverson, Bill

    Current trends and issues in education, and especially in school counseling, indicate the importance of collaborating for student success. With the proliferation of computer and networking technologies at their fingertips, school counselors can effectively forge greater collaborations among various stakeholders by creating virtual…

  8. 基于“互联网+”的中小学远程控制实验中心的构建与实践研究%The Construction and Practice of An Internet-plus-based Remote Control Lab Center for K-12 Schools

    Institute of Scientific and Technical Information of China (English)

    张曦; 许炎桥

    2015-01-01

    Lab teaching at k-12 schools is, to a large extent, determined by teaching facilities, course time and the level of teachers, hence is not always accessible to students. This article looks into the possibility of establishing a remote control lab center for k-12 schools based on actual experiments conducted in labs by combining the technology of IOT (Internet of Things), virtual technology and the technology of mobile interconnection. The lab center allows students free access, regardless of time, space and identity, symbolizing the idea of Smart Education:anytime, anywhere and anybody. This article emphasizes the need of integrating the Internet-plus way of thinking and the goals of Smart Education into the lab center and provides practical strategies on the implementation of this open, learner-oriented sharing center. To ensure the sustainability of the remote control lab center, this article also introduces some innovative mechanisms like the credit bank and the marketing operation. To the end, this article uses a lab case to demonstrate the practical applications of the remote control center in teaching.%中小学实验教学易受到教学环境、教学时间、师资水平的影响,因而学生不能更好地自由地学习。本文提出在“互联网+”背景下,将物联网技术、虚拟技术、移动互联技术与教育融合,构建基于真实实验的中小学远程控制实验中心,使学生实验不受时间、空间、身份的限制,体现智慧教育“时时、处处、人人”的泛在学习理念。文章强调将“互联网+”思维和智慧教育建设目标融入到实验中心,以学习者为中心,构建开放、共享、共赢的系统平台,并通过实践给出了行之有效的实施策略。为了保持中小学远程控制实验中心的可持续性,本文提出了学分银行、市场化运维等创新机制,并以具体的实验案例说明远程控制实验中心在教学中的具体应用。

  9. Satellite Applications for K-12 Geoscience Education

    Science.gov (United States)

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

    2007-12-01

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

  10. Essential Skills of the K?12 CTO

    Science.gov (United States)

    Learning & Leading with Technology, 2005

    2005-01-01

    The job of overseeing a school district's technology program has grown exponentially in recent years as computers, the Internet, and other technology applications have become essential to the daily operation of schools. What are the essential skills needed to oversee a school district's technology program? The Consortium for School Networking…

  11. Family Assessment in K-12 Settings: Understanding Family Systems to Provide Effective, Collaborative Services

    Science.gov (United States)

    Eppler, Christie; Weir, Sarah

    2009-01-01

    Professional school counselors, school psychologists, and other professionals working in K-12 settings have a complex job of meeting the needs of all students. Often, referral to outside counseling is necessary; however, an effective and comprehensive counseling model advocates for school mental health professionals to employ a wide variety of…

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

    Science.gov (United States)

    McWilliams, H.

    2006-12-01

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

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

    Science.gov (United States)

    Bybee, Rodger W.

    2011-01-01

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

  14. Any Time, Any Place, Any Pace-Really?
Examining Mobile Learning In A Virtual School Environment

    Directory of Open Access Journals (Sweden)

    Michael K. BARBOUR

    2014-01-01

    Full Text Available Over the past decade, the number of K-12 students engaged in online learning has increased from between 40,000 and 50,000 to more than two million. Students have also gained increased access to mobile devices throughout recent years, and educators have actively looked for ways to capitalize on this trend. A case study of students enrolled in an Advanced Placement European History course, offered by a statewide, supplemental virtual school in the Midwest. The students were studied over the course of four weeks, using Mobl21, an app that works on mobile devices, and offers an emulated version that runs on a computer. The results showed that despite the fact that existing literature indicated students’ perceptions were positive toward mobile technologies; these students’ perceptions were negative. The isolated implementation of the project may have affected these perceptions. However, students’ access to mobile devices limited the project implementation.

  15. The Latest Progress of K-12 Digital Learning in the U.S.%美国K-12数字学习最新进展*--一项基于常青教育集团2014年度报告的研究

    Institute of Scientific and Technical Information of China (English)

    方圆媛; 李璐; 张纲

    2016-01-01

    常青教育集团2014年K-12数字学习最新进展报告系统全面地介绍了美国K-12数字学习实践与政策的最新情况。分析并研究美国K-12数字学习的最新进展对我国中小学信息技术教学应用实践开展和政策制定有着重要的启示和借鉴作用。该文基于常青教育集团的报告,对美国K-12数字学习2014年的实践与政策进行了研究。研究结果发现:美国公立学校和学区、特许学校和私立学校都开展了各种类型的数字学习活动;州虚拟学校和慕课学习获得了进一步的发展;不同年段学生的数字学习活动呈现不同的特点,数字学习已融入美国中小学生的学习生活;州与学区层面出台或更新了数字学习的有关政策,为数字学习在美国中小学的进一步发展提供了有力的保障和支持。基于以上结果,该文建议进一步加大我国中小学数字学习的政策支持力度,并根据我国中小学生的实际情况,开发适合学生的数字学习资源,组织适当形式的数字学习活动。%Keeping Pace with K-12 Digital Learning, an Annual Review of Policy and Practice which is written by Evergreen Education Group gives elaborate data and details of K-12 digital learning in the States in 2014. Researching on the latest progress of K-12 digital learning is conductive and enlightening for the development of ICT applying in instruction and learning in the elementary and secondary schools in our country. Based on the report, this paper analyzes the practice and policy of K-12 digital learning in the States. Research result shows:in the U.S., public schools and districts, charter schools, and private schools all have various kinds of digital learning activities;state virtual schools and moocs have gained further development in 2014;the most common types of digital learning vary signiifcantly between high schools, middle schools and elementary schools, and digital learning has been

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

    Science.gov (United States)

    Steineger, Melissa

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

  17. Schools K-12 - Public School District Boundary (polygon)

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — The Arkansas Secretary of State contracted the University of Arkansas at Little Rock, GIS Applications Laboratory (UALRGIS) to use modern geographic information...

  18. Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research Evidence

    Science.gov (United States)

    Miron, Gary; Horvitz, Brian; Gulosino, Charisse; Huerta, Luis; Rice, Jennifer King; Shafer, Sheryl Rankin; Cuban, Larry

    2013-01-01

    This national study, which comprehensively reviews 311 virtual schools operating in the United States, finds serious and systemic problems with the nation's full-time cyber schools. Despite virtual schools' track record of students falling behind their peers academically or dropping-out at higher rates, states and districts continue to expand…

  19. A Call to Action: To Improve the Quality of Full-Time Virtual Charter Public Schools

    Science.gov (United States)

    National Alliance for Public Charter Schools, 2016

    2016-01-01

    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…

  20. Virtual school teacher's science efficacy beliefs: The effects of community of practice on science-teaching efficacy beliefs

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Laitsch, Dan

    2016-01-01

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

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

    Science.gov (United States)

    Brown, Beverly

    2011-01-01

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

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

    Science.gov (United States)

    Brown, Beverly

    2011-01-01

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

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

    Science.gov (United States)

    Liu, Meredith

    2014-01-01

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

  5. Graded Course of Study, Science (K-12).

    Science.gov (United States)

    Euclid City Schools, OH.

    This course of study specifies the science skills and concepts that are to be taught in the various grades of the Euclid (Ohio) City Schools. Included are instructional objectives for the life, physical, and earth sciences for grades K to 6, suggested field trips and planetarium schedules (by elementary grade levels), and scope and sequence charts…

  6. Web Adventures in K-12 Science.

    Science.gov (United States)

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

    1997-01-01

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

  7. Permafrost monitoring K12 outreach program

    Science.gov (United States)

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

    2007-12-01

    The objective of this project is to establish long-term permafrost monitoring sites adjacent to schools along the circum polar permafrost region. Permafrost will be one of the important indicators for monitoring climatic change in the future. Change in permafrost conditions also affects local ecosystems, hydrological regimes and natural disasters. The purpose of the long-term permafrost observation is fitting for future science objectives, and can also benefit students and teachers in remote village schools. Most remote villages depend on a subsistence lifestyle and will be directly affected by changing climate and permafrost condition. Monitoring the permafrost temperature in the arctic for a better understanding of the spatial distribution of permafrost and having students participate to collect the data is an ideal IPY project. Our outreach project involves drilling boreholes at village schools and installing the micro data logger with temperature sensors to measure hourly air and permafrost temperatures. Trained teachers help students download data several times a year and discuss the results in class. The data gathered from these stations is shared and can be viewed by anyone through the Internet (http://www.uaf.edu/permafrost). Using the Internet teachers can also compare their data with data form other monitoring stations. This project is becoming an useful science project for these remote villages, which tends to have limited exposure to science, despite the changing surroundings that they're daily lives depend on. NSF (EPSCoR) funded the previous seeding outreach program. Currently NSF/NASA and the International Polar Year (IPY) program support this project. In the 2006 field season, thirty-one schools participated in installing the monitoring stations. In 2007 we propose the expansion of this project to involve an additional 100 villages along the arctic. The broader impacts of this project are 1). This project will provide opportunities for field

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

    Science.gov (United States)

    Crenshaw, Christina Y.

    2013-01-01

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

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

    Science.gov (United States)

    Blizzard, Devin Dag

    2010-01-01

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

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

    Science.gov (United States)

    Bennett, K.

    2012-12-01

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

  11. Conceptual framework for energy education, K-12

    Energy Technology Data Exchange (ETDEWEB)

    1982-05-01

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

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

    Science.gov (United States)

    Kilburn, Micha

    2016-09-01

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

  13. Designing for Real-World Scientific Inquiry in Virtual Environments

    Science.gov (United States)

    Ketelhut, Diane Jass; Nelson, Brian C.

    2010-01-01

    Background: Most policy doctrines promote the use of scientific inquiry in the K-12 classroom, but good inquiry is hard to implement, particularly for schools with fiscal and safety constraints and for teachers struggling with understanding how to do so. Purpose: In this paper, we present the design of a multi-user virtual environment (MUVE)…

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

    Science.gov (United States)

    Lemon, Narelle, Ed.

    2015-01-01

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

  15. Monitoring the CO2 injection site: K12-B

    NARCIS (Netherlands)

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

    2011-01-01

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

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

    Science.gov (United States)

    Singh, Navin Kumar

    2012-01-01

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

  17. La escuela virtual: la tecnología al servicio de la educación = The Virtual School: Technology as an Educative Tool

    OpenAIRE

    Puiggalí, Joan; Tesouro i Cid, Montserrat

    2006-01-01

    The virtual school es neither restricted to a physical place (the school) nor a fiexed timetable. On the contrary, students and teachers interact without spacial or temporary restrictions. Virtual school provide big opportunities to the students who cannot attend regular classes for different reasons and in some cases technology turns out to be a more successful model than conventional education La "escuela virtual" es aquella escuela que no imparte docencia dentro de un único espacio físi...

  18. Going against the Grain: Challenges to Peaceful Leadership Styles in a K-12/University Partnership

    Science.gov (United States)

    Carson, Susan; Chandler, Susanne; Collins, Elaine C.; Snow, Debbie; Williams, Jerri-Lynn

    2010-01-01

    This article shares and examines the challenges, findings, and lessons learned associated with embracing peaceful leadership styles during the first two years of a partnership between a failing K-12 urban school district and a university in the United States. The ongoing daily leadership issues that influenced, but were beyond the scope of, the…

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

    Science.gov (United States)

    Lindahl, Kristen Marie

    2013-01-01

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

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

    Science.gov (United States)

    Spencer, Lisa A.

    2014-01-01

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

  1. Perceptions of Professional and Educational Skills Learning Opportunities Made Available through K-12 Robotics Programming

    Science.gov (United States)

    Bakke, Christine K.

    2013-01-01

    The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…

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

    Science.gov (United States)

    Shelley, Janine Onffroy

    1998-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Sharp, Janet M.; Zachary, Loren W.

    2004-01-01

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

  6. Students Doing Chemistry: A Hand-On Experience for K-12

    Science.gov (United States)

    Selco, Jodye I.; Bruno, Mary; Chan, Sue

    2012-01-01

    A hands-on, minds-on inquiry chemistry experiment was developed for use in K-12 schools that enables students to combine the chemicals of their choice and observe the results. The chemistry involved is water based and builds upon acid-base, double displacement, and iodometric detection of starch reactions. Chemicals readily available in the…

  7. Perceptions of Professional and Educational Skills Learning Opportunities Made Available through K-12 Robotics Programming

    Science.gov (United States)

    Bakke, Christine K.

    2013-01-01

    The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…

  8. Mobile Apps for Reflection in Learning: A Design Research in K-12 Education

    Science.gov (United States)

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

    2016-01-01

    This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to…

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

    Science.gov (United States)

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

    2016-01-01

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

  10. Mobile Apps for Reflection in Learning: A Design Research in K-12 Education

    Science.gov (United States)

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

    2016-01-01

    This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to…

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Hoodman, Kyle Nathan

    2010-01-01

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

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

    Science.gov (United States)

    Stuckey, Jennifer W.

    2012-01-01

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

  14. Handbook for Speech Correction, Grades K-12. Curriculum Bulletin 1973-74, Series Number 6.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    The handbook describes the speech correction program of the New York City school system (Grades K-12), outlines the duties and responsibilities of the speech teacher, and presents guidelines, resource materials and lesson plans for use with speech handicapped students. Covered in the first three chapters are aspects of program organization (such…

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

    Science.gov (United States)

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

    2015-09-01

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

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

    Science.gov (United States)

    Spencer, Daniel

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

  17. Prevention of school violence face to face and virtual in the high school

    Directory of Open Access Journals (Sweden)

    Rocío Martínez Vilchis

    2015-07-01

    Full Text Available The present article pretends contribute a complete vision about the problems of bullying and cyberbullying in high school students, and some tools who helps as a prevention factor in face to face environments and virtual environments, as generic competences and digital competence; all this starting with three researches, two of these descriptive transversal studies and one correlational study, made on high school students of the Universidad Autónoma del Estado de México; in these studies were applied self-report questionnaires to obtain information about the perception of the teenagers about these issues, and in case of generic competences and digital competence, the knowledge they have.

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-01-01

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

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

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-01-01

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

  1. Virtual Schools in the U.S. 2015: Politics, Performance, Policy, and Research Evidence

    Science.gov (United States)

    Huerta, Luis; Shafer, Sheryl Rankin; Barbour, Michael K.; Miron, Gary; Gulosino, Charisse

    2015-01-01

    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.…

  2. 10 Years of Media Literacy Education in K-12 Schools

    Science.gov (United States)

    Daunic, Rhys

    2011-01-01

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

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

    Science.gov (United States)

    Woods, Rosmary Sandie M.

    2012-01-01

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

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

    Institute of Scientific and Technical Information of China (English)

    Geoffrey; Z.LIU; Yan; HUO

    2012-01-01

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

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

    Science.gov (United States)

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

    2015-12-01

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

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

    Science.gov (United States)

    Gerdeman, Robert Dean

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

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

    OpenAIRE

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

    2014-01-01

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

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

    Science.gov (United States)

    Healy, Nancy

    2014-09-01

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

  9. Credit Recovery in a Virtual School: Affordances of Online Learning for the At-Risk Student

    Science.gov (United States)

    Oliver, Kevin; Kellogg, Shaun

    2015-01-01

    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…

  10. Communication, Community, and Disconnection: Pre-Service Teachers in Virtual School Field Experiences

    Science.gov (United States)

    Wilkens, Christian; Eckdahl, Kelli; Morone, Mike; Cook, Vicki; Giblin, Thomas; Coon, Joshua

    2014-01-01

    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…

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

    Science.gov (United States)

    Bybee, Rodger W.

    2011-01-01

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

  12. Designing GIS Learning Materials for K-12 Teachers

    Science.gov (United States)

    Hong, Jung Eun

    2017-01-01

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

  13. Inspiring the Next Generation: Astronomy Catalyzes K12 STEM Education

    Science.gov (United States)

    Borders, Kareen; Thaller, Michelle; Winglee, Robert; Borders, Kyla

    2017-06-01

    K-12 educators need effective and relevant astronomy professional development. NASA's Mission Science provides innovative and accessible opportunities for K-12 teachers. Science questions involve scale and distance, including Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers can gain an understanding of basic telescopes, the history of telescopes, ground and satellite based telescopes, and models of JWST Telescope. An in-depth explanation of JWST and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. During teacher training, we taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of lenticulars and diagramming of infrared data, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars.We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development.Funding was provided by Washington STEM, NASA, and the Washington Space Grant Consortium.

  14. Engaging K-12 Language Learners in Media Literacy

    Science.gov (United States)

    Egbert, Joy; Neville, Chon

    2015-01-01

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

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

    Science.gov (United States)

    Clearing, 1991

    1991-01-01

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

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

    Science.gov (United States)

    Dervarics, Charles

    2012-01-01

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

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

    Science.gov (United States)

    Ash, Katie

    2012-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Henneman, Suzanne E.

    2013-01-01

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

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

    Science.gov (United States)

    Berry, Julia; And Others

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

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

    Science.gov (United States)

    Clearing, 1991

    1991-01-01

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

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

    Science.gov (United States)

    Bachle, Leo; And Others

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

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

    Science.gov (United States)

    Bosse, Michael J.; Fogarty, Elizabeth A.

    2011-01-01

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

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

    Science.gov (United States)

    Henneman, Suzanne E.

    2013-01-01

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

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

    Science.gov (United States)

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

    2011-12-01

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

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

    Science.gov (United States)

    Petersen, Anne Marie

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

  7. Teachers' Perspectives on Online Virtual Labs vs. Hands-On Labs in High School Science

    Science.gov (United States)

    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.

  8. Virtual Visit to the ATLAS Control Room by The State School Santo Dias da Silva

    CERN Multimedia

    2013-01-01

    The State School Santo Dias da Silva receives students from the Fundamental and High-School cycles of the city of São Paulo, in the Interlagos Region, South Zone of the city. It counts with 500 students of the High-School cycle and 800 of the Fundamental cycle. The Virtual Visit to the ATLAS/CERN experiment is an excelent opportunity to motivate the students in the learning of science.

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

    Science.gov (United States)

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

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

    Science.gov (United States)

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

    2013-04-01

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

  11. Sustaining small rural schools via e-learning

    OpenAIRE

    Nadeem SAQLAIN

    2015-01-01

    Many small rural schools have been closed during the reform movement. A mountain of studies suggest that small school have various advantages. Despite these advantages, small schools are still in danger of closure and consolidation. However, the advent of internet is a ray of hope to sustain small schools in rural areas. Many K-12 online programs across the world are providing educational opportunities to students. Most of those virtual schools have focus on urban and suburban students. Howev...

  12. Virtual Visit to the ATLAS Control Room by William Floyd High School, New York

    CERN Multimedia

    ATLAS Experiment

    2012-01-01

    This ATLAS Virtual Visit features high school students from Mrs. Brazzelli's and Mrs. Meyer's Physics classes of William Floyd High School in Mastic Beach, NY. This experience will further student involvement in STEM disciplines. Students will be introduced to the Standard Model of particles, the ATLAS Experiment, and the Large Hadron Collider. Students will also have the opportunity to analyze and compare data from the ATLAS experiment and summarize the fundamental facts around the Higgs boson discovery. At the end of this activity students will interact with scientists by asking questions about the experiment. William Floyd High School is also involved in the International Physics Masterclass organized by the European Particle Physics Outreach Group. http://atlas-live-virtual-visit.web.cern.ch/atlas-live-virtual-visit/2012/WilliamFloyd-NY-2012.html

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

    Science.gov (United States)

    Eisenstein, Robert

    2009-05-01

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

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

    Science.gov (United States)

    Chapman, Susan; Lindbo, David; Robinson, Clay

    2014-05-01

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

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

    Science.gov (United States)

    Labriole, Michaela

    2010-07-01

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

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

    Science.gov (United States)

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

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

  17. Neutrofiilisten granulosyyttien E. coli K12 -kannan fagosytoosi

    OpenAIRE

    Kautonen, Riina

    2011-01-01

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

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

    Institute of Scientific and Technical Information of China (English)

    寇海莲; 万正刚; 高铁刚

    2014-01-01

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

  19. Virtual Visit to the ATLAS Control Room by Primary Schools in Magnesia perfecture

    CERN Multimedia

    2014-01-01

    “Good morning Mr. Higgs” is a novel educational programme for 6th grade students from all primary schools in Magnesia prefecture in Greece. Supported by the Open Discovery Space EU project, the objective of this programme is to sensitize primary school students towards appreciating and understanding key ideas and scientific discoveries in particle physics by offering them unique opportunities to learn “how big science” goes at CERN, the world’s largest physics laboratory, through real and virtual visits. This ATLAS virtual visit will help prepare the ground for students’ real visit to CERN later this year.

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

    Science.gov (United States)

    Bertram, K. B.

    2011-12-01

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

  1. Use of virtual patients in dental education: a survey of U.S. and Canadian dental schools.

    Science.gov (United States)

    Cederberg, Robert A; Bentley, Dan A; Halpin, Richard; Valenza, John A

    2012-10-01

    The use of virtual patients in dental education is gaining acceptance as an adjunctive method to live patient interactions for training dental students. The objective of this study was to determine the extent to which virtual patients are being utilized in dental education by conducting a survey that was sent to sixty-seven dental schools in the United States and Canada. A total of thirty dental schools responded to the web-based survey. Sixty-three percent of the responding dental schools use virtual patients for preclinical or clinical exercises. Of this group, 31.3 percent have used virtual patients in their curricula for more than ten years, and approximately one-third of those who do use virtual patients expose their students to more than ten virtual patient experiences over the entirety of their programs. Of the schools that responded, 90.5 percent rated the use of virtual patients in dental education as important or very important. An additional question addressed the utilization of interactive elements for the virtual patient. Use of virtual patients can provide an excellent method for learning and honing patient interviewing skills, medical history taking, recordkeeping, and patient treatment planning. Through the use of virtual patient interactive audio/video elements, the student can experience interaction with his or her virtual patients during a more realistic simulation encounter.

  2. The Intersection of Online and Face-to-Face Teaching: Implications for Virtual School Teacher Practice and Professional Development

    Science.gov (United States)

    Garrett Dikkers, Amy

    2015-01-01

    This mixed-method study reports perspectives of virtual school teachers on the impact of online teaching on their face-to-face practice. Data from a large-scale survey of teachers in the North Carolina Virtual Public School (n = 214), focus groups (n = 7), and interviews (n = 5) demonstrate multiple intersections between online and face-to-face…

  3. VIRTUAL TOUR ENVIRONMENT OF CUBA’S NATIONAL SCHOOL OF ART

    Directory of Open Access Journals (Sweden)

    R. K. Napolitano

    2017-08-01

    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.

  4. The Impact of and Key Elements for a Successful Virtual Early Field Experience: Lessons Learned from a Case Study

    Science.gov (United States)

    Compton, Lily; Davis, Niki

    2010-01-01

    Virtual schooling, or the practice of offering K-12 courses via distance technologies, has rapidly increased in popularity since its beginning in 1994. Although effective interaction with and support for students in these environments requires a unique set of skills and experiences, teacher education programs rarely include teaching and…

  5. Cyber-Dilemmas in the New Millennium: School Obligations to Provide Student Safety in a Virtual School Environment

    Science.gov (United States)

    Shariff, Shaheen

    2005-01-01

    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…

  6. Cyber-Dilemmas in the New Millennium: School Obligations to Provide Student Safety in a Virtual School Environment

    Science.gov (United States)

    Shariff, Shaheen

    2005-01-01

    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…

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

    Science.gov (United States)

    Borders, Kareen; Mendez, B. M.

    2010-01-01

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

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

    Science.gov (United States)

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

    2012-12-01

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

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

    Science.gov (United States)

    Mosley, Victoria V. W.

    2012-01-01

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

  10. A Review of Research on Content-Based Foreign/Second Language Education in US K-12 Contexts

    Science.gov (United States)

    Tedick, Diane J.; Wesely, Pamela M.

    2015-01-01

    This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI…

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

    Science.gov (United States)

    Henry, Paul; Semple, Hugh

    2012-01-01

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

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

    Science.gov (United States)

    Xu, Lihua; Wubbena, Zane; Stewart, Trae

    2016-01-01

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

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

    Science.gov (United States)

    Data Quality Campaign, 2014

    2014-01-01

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

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

    Science.gov (United States)

    Xu, Lihua; Wubbena, Zane; Stewart, Trae

    2016-01-01

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

  15. Three Primary School Students' Cognition about 3D Rotation in a Virtual Reality Learning Environment

    Science.gov (United States)

    Yeh, Andy

    2010-01-01

    This paper reports on three primary school students' explorations of 3D rotation in a virtual reality learning environment (VRLE) named VRMath. When asked to investigate if you would face the same direction when you turn right 45 degrees first then roll up 45 degrees, or when you roll up 45 degrees first then turn right 45 degrees, the students…

  16. Contradictions between the Virtual and Physical High School Classroom: A Third-Generation Activity Theory Perspective

    Science.gov (United States)

    Murphy, Elizabeth; Manzanares, Maria A. Rodriguez

    2008-01-01

    This paper uses a third-generation Activity Theory perspective to gain insight into the contradictions between the activity systems of the physical and virtual high school classroom from the perspective of teachers who had transitioned from one system to the other. Data collection relied on semi-structured interviews conducted with e-teachers as…

  17. Cyberbullying Prevention: The Development of Virtual Scenarios for Counselors in Middle Schools

    Science.gov (United States)

    Wright, Vivian H.; Burnham, Joy J.

    2012-01-01

    This study sought to develop meaningful and engaging virtual cyberbullying scenarios in digital environments that reflect the educational needs of today's adolescents. In order to inform and script these scenarios, a threestage study was implemented with middle schools. This paper describes how data collected in each stage informed the…

  18. A Descriptive Study of Wisconsin PK-12 Virtual Public School Program Operations and Management

    Science.gov (United States)

    Banker, Margaret M.

    2012-01-01

    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…

  19. An Instructional Design Using the Virtual Ecological Pond for Science Education in Elementary Schools

    Science.gov (United States)

    Tarng, Wernhuar; Ou, Kuo-Liang; Tsai, Wen-Shin; Lin, Yu-Si; Hsu, Chen-Kai

    2010-01-01

    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…

  20. An Instructional Design Using the Virtual Ecological Pond for Science Education in Elementary Schools

    Science.gov (United States)

    Tarng, Wernhuar; Ou, Kuo-Liang; Tsai, Wen-Shin; Lin, Yu-Si; Hsu, Chen-Kai

    2010-01-01

    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…

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

    Directory of Open Access Journals (Sweden)

    Livia Stefan

    2016-08-01

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

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

    Directory of Open Access Journals (Sweden)

    Livia Stefan

    2016-08-01

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

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

    Science.gov (United States)

    Katzenberger, John; Chappell, Charles R.

    1992-01-01

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

  4. Evolutionary Approach of Virtual Communities of Practice: A Reflection within a Network of Spanish Rural Schools

    Science.gov (United States)

    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.

  5. Use of Streptococcus salivarius K12 in the prevention of streptococcal and viral pharyngotonsillitis in children

    Science.gov (United States)

    Di Pierro, Francesco; Colombo, Maria; Zanvit, Alberto; Risso, Paolo; Rottoli, Amilcare S

    2014-01-01

    Background Streptococcus salivarius K12 is an oral probiotic strain releasing two lantibiotics (salivaricin A2 and salivaricin B) that antagonize the growth of S. pyogenes, the most important bacterial cause of pharyngeal infections in humans also affected by episodes of acute otitis media. S. salivarius K12 successfully colonizes the oral cavity, and is endowed with an excellent safety profile. We tested its preventive role in reducing the incidence of both streptococcal and viral pharyngitis and/or tonsillitis in children. Materials and methods We enrolled 61 children with a diagnosis of recurrent oral streptococcal disorders. Thirty-one of them were enrolled to be treated daily for 90 days with a slow-release tablet for oral use, containing no less than 1 billion colony-forming units/tablet of S. salivarius K12 (Bactoblis®), and the remaining 30 served as the untreated control group. During treatment, they were all examined for streptococcal infection. Twenty children (ten per group) were also assessed in terms of viral infection. Secondary end points in both groups were the number of days under antibiotic and antipyretic therapy and the number of days off school (children) and off work (parents). Results The 30 children who completed the 90-day trial with Bactoblis® showed a significant reduction in their episodes of streptococcal pharyngeal infection (>90%), as calculated by comparing the infection rates of the previous year. No difference was observed in the control group. The treated group showed a significant decrease in the incidence (80%) of oral viral infections. Again, there was no difference in the control group. With regard to secondary end points, the number of days under antibiotic treatment of the treated and control groups were 30 and 900 respectively, days under antipyretic treatment 16 and 228, days of absence from school 16 and 228, and days of absence from work 16 and 228. The product was well tolerated by the subjects, with no side effects

  6. Use of Streptococcus salivarius K12 in the prevention of streptococcal and viral pharyngotonsillitis in children.

    Science.gov (United States)

    Di Pierro, Francesco; Colombo, Maria; Zanvit, Alberto; Risso, Paolo; Rottoli, Amilcare S

    2014-01-01

    Streptococcus salivarius K12 is an oral probiotic strain releasing two lantibiotics (salivaricin A2 and salivaricin B) that antagonize the growth of S. pyogenes, the most important bacterial cause of pharyngeal infections in humans also affected by episodes of acute otitis media. S. salivarius K12 successfully colonizes the oral cavity, and is endowed with an excellent safety profile. We tested its preventive role in reducing the incidence of both streptococcal and viral pharyngitis and/or tonsillitis in children. We enrolled 61 children with a diagnosis of recurrent oral streptococcal disorders. Thirty-one of them were enrolled to be treated daily for 90 days with a slow-release tablet for oral use, containing no less than 1 billion colony-forming units/tablet of S. salivarius K12 (Bactoblis®), and the remaining 30 served as the untreated control group. During treatment, they were all examined for streptococcal infection. Twenty children (ten per group) were also assessed in terms of viral infection. Secondary end points in both groups were the number of days under antibiotic and antipyretic therapy and the number of days off school (children) and off work (parents). The 30 children who completed the 90-day trial with Bactoblis® showed a significant reduction in their episodes of streptococcal pharyngeal infection (>90%), as calculated by comparing the infection rates of the previous year. No difference was observed in the control group. The treated group showed a significant decrease in the incidence (80%) of oral viral infections. Again, there was no difference in the control group. With regard to secondary end points, the number of days under antibiotic treatment of the treated and control groups were 30 and 900 respectively, days under antipyretic treatment 16 and 228, days of absence from school 16 and 228, and days of absence from work 16 and 228. The product was well tolerated by the subjects, with no side effects, and only one individual reported bad

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Karp Peter D

    2006-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Moore, P.

    1994-12-31

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Leinen, M.

    2001-12-01

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

  12. Business School Culture: Customer-Focused, Virtual and Cooperative

    Science.gov (United States)

    Lorange, Peter

    2013-01-01

    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…

  13. Public Relations Opportunities for Schools Utilizing Innovations in Virtual Communities

    Science.gov (United States)

    O'Reilly, Frances L.; Matt, John J.

    2013-01-01

    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…

  14. Business School Culture: Customer-Focused, Virtual and Cooperative

    Science.gov (United States)

    Lorange, Peter

    2013-01-01

    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…

  15. State of Kansas: K-12 Enrollment Projection Report

    Science.gov (United States)

    Carter, Ted

    2015-01-01

    This document contains headcount enrollment projections for the State of Kansas for the 2015-16 school year through the 2019-20 school year. These projections are based on resident live births in Kansas and the headcount enrollment data for previous school years. Based on the available data related to resident live births by county and previous…

  16. Outstanding Science Trade Books for Students K-12

    Science.gov (United States)

    Texley, Juliana

    2009-01-01

    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…

  17. Outstanding Science Trade Books for Students K-12

    Science.gov (United States)

    Texley, Juliana

    2009-01-01

    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…

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

    Directory of Open Access Journals (Sweden)

    Jesús Moreno León

    2016-06-01

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

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

    Science.gov (United States)

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

    2016-11-01

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

  20. An Examination of State Funding Models Regarding Virtual Schools for Public Elementary and Secondary Education in the United States

    Science.gov (United States)

    Stedrak, Luke J.

    2012-01-01

    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…

  1. Working Collaboratively in Virtual Learning Environments: Using Second Life with Korean High School Students in History Class

    Science.gov (United States)

    Kim, Mi Hwa

    2013-01-01

    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…

  2. Exploring the use of Virtual Field Trips with elementary school teachers: A collaborative action research approach

    Science.gov (United States)

    Scott, Jeffrey Lance

    This research examines how elementary school teachers, when supported, use Virtual Field Trips (VFTs) to address the curricula in meaningful ways. I conducted a qualitative study with six teachers, in a collaborative action research context over a six month period. The teachers, five males and one female, all taught either grade five or six and utilized Virtual Field Trips within a variety of curricula areas including science, social studies, music and language arts. In addition, the thesis examines resulting integration of technology into the regular classroom program as a product of the utilization of Virtual Field Trips. The process of collaborative action research was applied as a means of personal and professional growth both for the participants and the researcher/facilitator. By the end of the research study, all participants had learned to integrate Virtual Field Trips into their classroom program, albeit with different levels of success and in different curricula areas. The development of attitudes, skills and knowledge for students and teachers alike was fostered through the participation in Virtual Field Trips. A common concern regarding the utilization of Virtual Field Trips was the time spent locating an appropriate site that met curricula expectations. Participation in the collaborative action research process allowed each teacher to grow professionally, personally and socially. Each participant strongly encouraged the utilization of a long term project with a common area of exploration as a means for positive professional development. Implications and recommendations for future research on the utilization of Virtual Field Trips, as well as the viability of collaborative action research to facilitate teacher development are presented.

  3. VIRTUAL MODELING OF PHYSICAL EXPERIMENT FOR DISTANCE LEARNING SYSTEMS IN THE SECONDARY AND HIGHER PEDAGOGICAL SCHOOLS

    Directory of Open Access Journals (Sweden)

    Mykola V. Holovko

    2015-05-01

    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.

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

    Science.gov (United States)

    Gerth, Dana A.

    2013-01-01

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

  5. Promoting social skills of mexican high school students through virtual activities in the Moodle platform

    OpenAIRE

    Laura Yolanda RODRÍGUEZ MATAMOROS; Cacheiro González, María Luz; Gil Pascual, Juan Antonio

    2014-01-01

    With the intention of promoting social skills of Mexican high school students based on the graduate profile of this level, virtual activities were implemented in the Moodle platform to 169 students of second year, adopting the proposed Goldstein social skills. In order to establish the impact of these activities to a pretest-postest a one group design was used. The results show that the activities had a positive and significant impact in beginning social skills, advanced social skills, skills...

  6. Use of Streptococcus salivarius K12 in the prevention of streptococcal and viral pharyngotonsillitis in children

    Directory of Open Access Journals (Sweden)

    Di Pierro F

    2014-02-01

    Full Text Available Francesco Di Pierro,1 Maria Colombo,2 Alberto Zanvit,3 Paolo Risso,4 Amilcare S Rottoli5 1Scientific Department, Velleja Research, Milan, 2Pediatric Department, University of Parma, Parma, 3Stomatology Institute, Milan, 4Laboratory of Epidemiology and Social Psychiatry, Mario Negri Institute, Milan, 5Pediatric Department, Uboldo Hospital, Cernusco sul Naviglio, Italy Background: Streptococcus salivarius K12 is an oral probiotic strain releasing two lantibiotics (salivaricin A2 and salivaricin B that antagonize the growth of S. pyogenes, the most important bacterial cause of pharyngeal infections in humans also affected by episodes of acute otitis media. S. salivarius K12 successfully colonizes the oral cavity, and is endowed with an excellent safety profile. We tested its preventive role in reducing the incidence of both streptococcal and viral pharyngitis and/or tonsillitis in children. Materials and methods: We enrolled 61 children with a diagnosis of recurrent oral streptococcal disorders. Thirty-one of them were enrolled to be treated daily for 90 days with a slow-release tablet for oral use, containing no less than 1 billion colony-forming units/tablet of S. salivarius K12 (Bactoblis®, and the remaining 30 served as the untreated control group. During treatment, they were all examined for streptococcal infection. Twenty children (ten per group were also assessed in terms of viral infection. Secondary end points in both groups were the number of days under antibiotic and antipyretic therapy and the number of days off school (children and off work (parents. Results: The 30 children who completed the 90-day trial with Bactoblis® showed a significant reduction in their episodes of streptococcal pharyngeal infection (>90%, as calculated by comparing the infection rates of the previous year. No difference was observed in the control group. The treated group showed a significant decrease in the incidence (80% of oral viral infections. Again

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Morgan, Joe; Zhan, Wei; Leonard, Matt

    2013-01-01

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

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

    Science.gov (United States)

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

    2009-12-01

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

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

    Science.gov (United States)

    Byrne, Tara Marie

    2013-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Dickey, Michele D.

    2015-01-01

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

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

    Science.gov (United States)

    Dickey, Michele D.

    2015-01-01

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

  14. VIRTUAL ENVIRONMENT FOR THE SUBJECT TEACHING MATHEMATICS IN ELEMENTARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Karla Elizabeth Barrera-del Castillo

    2015-07-01

    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.

  15. Creating a virtual pharmacology curriculum in a problem-based learning environment: one medical school's experience.

    Science.gov (United States)

    Karpa, Kelly Dowhower; Vrana, Kent E

    2013-02-01

    Integrating pharmacology education into a problem-based learning (PBL) curriculum has proven challenging for many medical schools, including the Pennsylvania State University College of Medicine (Penn State COM). In response to pharmacology content gaps in its PBL-intensive curriculum, Penn State COM in 2003 hired a director of medical pharmacology instruction to oversee efforts to improve the structure of pharmacology education in the absence of a stand-alone course. In this article, the authors describe the ongoing development of the virtual pharmacology curriculum, which weaves pharmacology instruction through the entire medical school curriculum with particular emphasis on the organ-based second year. Pharmacology is taught in a spiraling manner designed to add to and build upon students' knowledge and competency. Key aspects of the virtual curriculum (as of 2011) include clearly stated and behaviorally oriented pharmacology learning objectives, pharmacology study guides that correspond to each PBL case, pharmacology review sessions that feature discussions of United States Medical Licensing Examination (USMLE)-type questions, and pharmacology questions for each PBL case on course examinations to increase student accountability. The authors report a trend toward improved USMLE Step 1 scores since these initiatives were introduced. Furthermore, graduates' ratings of their pharmacology education have improved on the Medical School Graduation Questionnaire. The authors suggest that the initiatives they describe for enhancing pharmacology medical education are relevant to other medical schools that are also seeking ways to better integrate pharmacology into PBL-based curricula.

  16. Following instructions in a virtual school: Does working memory play a role?

    Science.gov (United States)

    Jaroslawska, Agnieszka J; Gathercole, Susan E; Logie, Matthew R; Holmes, Joni

    2016-05-01

    Accumulating evidence that working memory supports the ability to follow instructions has so far been restricted to experimental paradigms that have greatly simplified the practical demands of performing actions to instructions in everyday tasks. The aim of the present study was to investigate whether working memory is involved in maintaining information over the longer periods of time that are more typical of everyday situations that require performing instructions to command. Forty-two children 7-11 years of age completed assessments of working memory, a real-world following-instructions task employing 3-D objects, and two new computerized instruction-following tasks involving navigation around a virtual school to complete a sequence of practical spoken commands. One task involved performing actions in a single classroom, and the other, performing actions in multiple locations in a virtual school building. Verbal working memory was closely linked with all three following-instructions paradigms, but with greater association to the virtual than to the real-world tasks. These results indicate that verbal working memory plays a key role in following instructions over extended periods of activity.

  17. The Varieties of Knowledge and Skill-Based Pay Design: A Comparison of Seven New Pay Systems for K-12 Teachers.

    Science.gov (United States)

    Milanowski, Anthony

    2003-01-01

    Studied the design of knowledge and skill-based pay systems for K-12 teachers in six U.S. school districts and one charter school. Identified seven dimensions for comparison. Findings show that few programs had developed a coordinated professional development program specifically linked to the knowledge and skills rewarded in the new system. (SLD)

  18. K--12 science educator perception of instructing students with learning disabilities in the regular classroom

    Science.gov (United States)

    Holliday-Cashwell, Janet Rose

    2000-10-01

    Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of

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

    CERN Document Server

    Bardeen, M

    2011-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2011-09-01

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

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

    Science.gov (United States)

    Bell, Larry

    2011-03-01

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

  2. Development of Virtual Traveller: A behaviour change intervention to increase physical activity during primary school lessons

    Directory of Open Access Journals (Sweden)

    Emma Norris

    2015-09-01

    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.

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

    Science.gov (United States)

    Eisenstein, Robert

    2011-04-01

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

  4. K-12 Students with Concussions: A Legal Perspective

    Science.gov (United States)

    Zirkel, Perry A.; Brown, Brenda Eagan

    2015-01-01

    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…

  5. Biomedical and Biochemical Engineering for K-12 Students

    Science.gov (United States)

    Madihally, Sundararajan V.; Maase, Eric L.

    2006-01-01

    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…

  6. MIT Orients Course Materials Online to K-12

    Science.gov (United States)

    Cavanagh, Sean

    2008-01-01

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

  7. K-12 Students with Concussions: A Legal Perspective

    Science.gov (United States)

    Zirkel, Perry A.; Brown, Brenda Eagan

    2015-01-01

    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…

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

    Science.gov (United States)

    Parrish, Mila

    2009-01-01

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

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

    Science.gov (United States)

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

    2012-12-01

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

  10. Promoting social skills of mexican high school students through virtual activities in the Moodle platform

    Directory of Open Access Journals (Sweden)

    Laura Yolanda RODRÍGUEZ MATAMOROS

    2014-11-01

    Full Text Available With the intention of promoting social skills of Mexican high school students based on the graduate profile of this level, virtual activities were implemented in the Moodle platform to 169 students of second year, adopting the proposed Goldstein social skills. In order to establish the impact of these activities to a pretest-postest a one group design was used. The results show that the activities had a positive and significant impact in beginning social skills, advanced social skills, skills for dealing with feeling, social alternatives skills of the participants according to the results obtained by skills scale social Goldstein.

  11. Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

    Science.gov (United States)

    Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

    2005-01-01

    Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

  12. Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

    Science.gov (United States)

    Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

    2005-01-01

    Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

  13. Evaluating virtual STEM mentoring programs: The SAGANet.org experience

    Science.gov (United States)

    Som, S. M.; Walker, S. I.; Miller, E.; Anbar, M.; Kacar, B.; Forrester, J. H.

    2014-12-01

    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.

  14. The dynamics of student learning within a high school virtual reality design class

    Science.gov (United States)

    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.

  15. A Survey Study of U.S. Collegiate and K-12 Steel Band Directors' Attitudes Relating to Steel Band Curriculum and Pedagogy

    Science.gov (United States)

    Haskett, Brandon L.

    2016-01-01

    Steel bands were introduced into U.S. schools and universities during the 1950s and 1960s. There are now more than 600 U.S. school and university steel bands. The range of teaching methods and repertoire choices must be examined to more fully understand the variety of steel band traditions present in K-12 schools and universities. U.S. steel band…

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

    Science.gov (United States)

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

    2013-01-01

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

  17. Research Capacity Building through Professional Development for K-12 Teachers

    Science.gov (United States)

    Sparrow, E. B.; Cable, J.; Bolton, W. R.

    2014-12-01

    Engaging teachers in field research provides opportunities to learn and use the knowledge and skills in the eight practices of science and engineering emphasized in the Next Generation Science Standards. At Global Learning and Observations to Benefit the Environment (GLOBE) professional development workshops for teachers in Alaska, we use a professional development model that we developed in the Seasons and Biomes Project. Daily activities integrate an earth system and interdisciplinary approach, science content and processes based on GLOBE measurement protocols in various fields of investigations such as weather and climate, hydrology, land cover, phenology, and soils, best teaching practices such as inquiry, and a model for student science research investigation. Besides learning and practicing the measurement protocols and the steps in conducting a science investigation inside and outside the workshop classroom, teachers conduct field research with scientists studying the ecosystems of a deciduous forest and a black spruce forest. In addition to enhancing science content and practices learning, assessment results and student work indicate increased research capacity when the trained teachers return to their classroom and engage their students in ongoing regional or global research investigations as well as in conducting their own studies at or close to their schools.

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

    Science.gov (United States)

    Battersby, Cara

    2016-01-01

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

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

    Science.gov (United States)

    Rippner, Jennifer A.

    2017-01-01

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

  20. A Framework for Quality K-12 Engineering Education: Research and Development

    Science.gov (United States)

    Moore, Tamara J.; Glancy, Aran W.; Tank, Kristina M.; Kersten, Jennifer A.; Smith, Karl A.; Stohlmann, Micah S.

    2014-01-01

    Recent U.S. national documents have laid the foundation for highlighting the connection between science, technology, engineering and mathematics at the K-12 level. However, there is not a clear definition or a well-established tradition of what constitutes a quality engineering education at the K-12 level. The purpose of the current work has been…

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

    Luetkemeyer, Jennifer R.

    2016-01-01

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

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

    Science.gov (United States)

    Lan, Yu-Ling

    2012-01-01

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

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

    Science.gov (United States)

    Martin, Florence; Carr, Marsha L.

    2015-01-01

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

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

    Science.gov (United States)

    Daum, David N.; Woods, Amelia M.

    2015-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    Martin, Florence; Carr, Marsha L.

    2015-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Lan, Yu-Ling

    2012-01-01

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

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

    Science.gov (United States)

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

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

    Science.gov (United States)

    Rippner, Jennifer A.

    2017-01-01

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

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

    Science.gov (United States)

    Seymour, Clancy M.; Garrison, Mark J.

    2017-01-01

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

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

    Science.gov (United States)

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

    2010-10-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Charity Hudley, Anne H.; Mallinson, Christine

    2016-08-01

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

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

    Science.gov (United States)

    Charity Hudley, Anne H.; Mallinson, Christine

    2017-09-01

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

  17. Assessing the Impact of a Statewide STEM Investment on K-12, Higher Education, and Business/Community STEM Awareness over Time

    Science.gov (United States)

    Sondergeld, Toni A.; Johnson, Carla C.; Walten, Janet B.

    2016-01-01

    Despite monetary and educational investments in science, technology, engineering, and mathematics (STEM) being at record high levels, little attention has been devoted to generating a common understanding of STEM. In addition, working with business, K-12 schools, and/or institutions of higher education to establish a grassroots effort to help…

  18. Mental Health Trainings in California's K-12 System Are Associated with Increased Confidence and Likelihood to Intervene with and Refer Students

    Science.gov (United States)

    Osilla, Karen Chan; Goldweber, Asha; Seelam, Rachana; Kase, Courtney Ann; Roth, Elizabeth; Stein, Bradley D.

    2015-01-01

    California's Statewide Prevention and Early Intervention (PEI) activities funded by the California Mental Health Services Authority (CalMHSA) under Proposition 63 included PEI training in mental health for staff from K-12 schools in California. RAND evaluated a subset of these PEI trainings using an anonymous survey that asked participants to…

  19. The Effects of the Layoff Process on K-12 Teachers: How Do Multiple Years of Layoff Notices Affect Teacher Attitude, Persistence, and Practice?

    Science.gov (United States)

    Mendoza, Cara Ann

    2013-01-01

    This qualitative study examines the effects of multiple years of layoff notices on first- or second-year, K-12 teachers employed in a Northern California, suburban school district in 2008-2009. During years of budget crisis in California, teachers new to the profession experienced ongoing employment uncertainty. This study endeavored to understand…

  20. A 3-D Virtual Reality Model of the Sun and the Moon for E-Learning at Elementary Schools

    Science.gov (United States)

    Sun, Koun-Tem; Lin, Ching-Ling; Wang, Sheng-Min

    2010-01-01

    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…

  1. CMS Virtual Visit from İzmir Yönder Okulları School from Izmir, Turkey (7 Feb. 2017)

    CERN Document Server

    Sergun, Ogelman

    2017-01-01

    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.

  2. The Effect of Virtual vs. Traditional Classroom Instruction on Creative Thinking of Iranian High School EFL Learners

    Science.gov (United States)

    Varzaneh, Soheila Shafiee; Baharlooie, Roya

    2015-01-01

    This study investigated the effect of virtual vs. traditional classroom instruction on creative thinking among Iranian High school EFL Learners. One-hundred and forty three female of high and low level of proficiency, who were selected randomly, were assigned to two VLI (N = 60) and TCI group (N = 60) based on their scores in OPT. Then, each group…

  3. Development and Evaluation of Senior High School Courses on Emerging Technology: A Case Study of a Course on Virtual Reality

    Science.gov (United States)

    Chen, Chi-Tung

    2012-01-01

    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…

  4. Exploring the Integration of Technology into Jewish Education: Multi-User Virtual Environments and Supplementary School Settings

    Science.gov (United States)

    Sohn, Johannah Eve

    2014-01-01

    This descriptive case study explores the implementation of a multi-user virtual environment (MUVE) in a Jewish supplemental school setting. The research was conducted to present the recollections and reflections of three constituent populations of a new technology exploring constructivist education in the context of supplemental and online…

  5. Real Learning in a Virtual World: A Case Study of the School of Information Studies' Learning Centre in Second Life

    Science.gov (United States)

    Hay, Lyn; Pymm, Bob

    2011-01-01

    Following a review of the online delivery of distance education programs within the School of Information Studies (SIS) program at Charles Sturt University, a team of academics worked with an external consultant to design a purpose built SIS Learning Centre in Second Life (SL), a 3D virtual world environment in which people (via their avatars) may…

  6. A Study of High School Students' Performance of a Chemistry Experiment within the Virtual World of Second Life

    Science.gov (United States)

    Winkelmann, Kurt; Scott, Matthew; Wong, Deborah

    2014-01-01

    A small group of high school students performed a virtual laboratory experiment in Second Life that mimicked a real experiment in both its appearance and procedure. Lab report grades were equivalent to report grades for hands-on experiments, and the quality of students' results was similar. Results of an attitudinal survey show that students…

  7. Use of virtual reality for future education in schools of Ecuador

    Directory of Open Access Journals (Sweden)

    Liliana Ivett Urquiza Mendoza

    2016-12-01

    Full Text Available Technological advances that every day are given are becoming more sophisticated, higher demand from humans to facilitate tasks of everyday life, virtual reality is a very interesting topic, but quite far from us apparently the Latin American reality is quite alien to technological advances and therefore costs us understand how they get used to serve educational purposes. This article presents an analysis of the use that is virtual reality, make it known, how it works, the peripherals used for use, and of course educational implications when applied in schools in our country is done, and how we could make use of these technologies with pilot programs that enable our children and young people integrate their knowledge. What role do smartphones in this concept and how companies like Google and Samsung are playing an important role in the popularization of these tools, although many see them as a game or fad, there is no doubt that within a few years will be very important in the educational field.

  8. Virtual Visit to the ATLAS Control Room by three High Schools in Athens

    CERN Multimedia

    2013-01-01

    Forty-eight students/members of physics groups from three high schools in Athens (Doukas Lyceum, Gennadios Experimental Lyceum of Athens, Lyceum of Kaisariani) have recently joined forces in a series of collaborative educational activities on particle physics, initiated by teachers participating in last year`s Greek Teachers Programme at CERN, and supported by the LHC-ATLAS Group of the University of Athens and CERN Education Group in the framework of the Discover the COSMOS project. Hosted in the premises of Doukas Lyceum, this virtual visit will be combined with a dedicated Masterclass during which students will learn how to analyse collision events from the ATLAS experiment with the use of the HYPATIA online applet.

  9. Virtual Visit to the ATLAS Control Room by High Schools from Greece & Cyprus

    CERN Multimedia

    2014-01-01

    The subatomic journey to Nobel Prize experiments at CERN continues - this time in Greece and Cyprus. More than 600 high-schoolers from 12 schools in seven different locations across the two countries will have the unique opportunity to visit the control room of the ATLAS experiment to interact live with a Greek scientist involved in the search for the Higgs Boson and learn what it takes for CERN scientists to keep pushing the boundaries of our understanding of the origins of the Universe at the world`s largest particle physics laboratory. This international-level virtual visit has been supported by the Open Discovery Space and Inspiring Science Education EU projects that aim to help science teachers find innovative ways to make their teaching of physics and science more inspirational, attractive and relevant to students` lives.

  10. PK-12 Virtual Schools: The Challenges and Roles of School Leaders

    Science.gov (United States)

    Abrego, Jesus, Jr.; Pankake, Anita

    2010-01-01

    Building and sustaining a school and district culture that has a technology "growth mindset" and the implementation of processes that support a technology-specific culture in which, "the role of the leader is to ensure that the organization develops relationships that help produce desirable results," would ensure that teachers and principals…

  11. PK-12 Virtual Schools: The Challenges and Roles of School Leaders

    Science.gov (United States)

    Abrego, Jesus, Jr.; Pankake, Anita

    2010-01-01

    Building and sustaining a school and district culture that has a technology "growth mindset" and the implementation of processes that support a technology-specific culture in which, "the role of the leader is to ensure that the organization develops relationships that help produce desirable results," would ensure that teachers and principals…

  12. A randomized trial of ACT bibliotherapy on the mental health of K-12 teachers and staff.

    Science.gov (United States)

    Jeffcoat, Tami; Hayes, Steven C

    2012-09-01

    The mental health challenges of some vocations present a challenge for current intervention models. Bibliotherapy focused on transdiagnostic processes that might both prevent and alleviate a range of mental health distress could be an effective and practical approach. K-12 school personnel (N = 236; 91% female; 30-60 years old) responding to a wellness-oriented program announcement were randomized to receive an Acceptance and Commitment Therapy (ACT) self-help volume or to a waitlist. Three-fourths were above clinical cutoffs in general mental health, depression, anxiety, or stress. Participants read the book for two months, completed exercises and quizzes, and after post assessment were followed for 10 weeks; waitlist participants were then also given the book with two months to complete it. Overall, participants showed significant improvement in psychological health. Significant preventive effects for depression and anxiety were observed along with significant ameliorative effects for those in the clinical ranges of depression, anxiety and stress. Follow up general mental health, depression, and anxiety outcomes were related to the manner in which participants used the workbook and to post levels of psychological flexibility.

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

    Science.gov (United States)

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

    2012-08-01

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

  14. Cataclysms and Catastrophes: A Case Study of Improving K-12 Science Education Through a University Partnership

    Science.gov (United States)

    Fennell, T.; Ellins, K. K.; Morris, M.; Christeson, G.

    2003-12-01

    The K-12 science teacher is always seeking ways of improving and updating their curriculum by integrating the latest research into their most effective classroom activities. However, the daily demands of delivering instruction to large numbers of students coupled with the rapid advances in some fields of science can often overwhelm this effort. The NSF-sponsored Cataclysms and Catastrophes curriculum, developed by scientists from the The University of Texas at Austin Institute for Geophysics (UTIG) and Bureau of Economic Geology (BEG), middle and high school teachers, and UT graduate students (NSF GK-12 fellows) working together through the GK-12 program, is a textbook example of how universities can facilitate this quest, benefiting education at both K-12 and university levels. In 1992, "The Great K-T Extinction Debate" was developed as an activity in the Planet Earth class at the Liberal Arts and Science Academy of Austin as an interdisciplinary approach to science. Taking advantage of the media attention generated by the impact scenario for the K-T extinction, the activity consists of students participating in a simulated senate hearing on the potential causes of the K-T extinction and their implications for society today. This activity not only exposes students to the wide range of science involved in understanding mass extinctions, but also to the social, political and economic implications when this science is brought into the public arena and the corresponding use of data in decision making and disaster preparedness. While "The Great K-T Extinction Debate" was always a popular and effective activity with students, it was in desperate need of updating to keep pace with the evolving scientific debate over the cause of the K-T extinction and the growing body of impact evidence discovered over the past decade. By adding two inquiry-based learning activities that use real geophysical data collected by scientists studying the buried Chicxulub feature as a

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

    Science.gov (United States)

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

    2009-01-01

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

  16. The Challenge of Population Aging to Public Expenditure in American K-12 school:Status and its Enlightenment%人口老龄化对美国基础教育公共投入的挑战:现状及其启示

    Institute of Scientific and Technical Information of China (English)

    梁文艳

    2014-01-01

    美国经验研究验证了人口老龄化会促使政府将公共资源优先用于满足老年人偏好,这无形中对包括基础教育在内的其他公共产品供给产生压力,即产生人口老龄化对基础教育公共投入的挑战。基于美国经验研究梳理和我国现状的理论分析均说明,作为全球老龄化进程最为迅速以及老年人口规模最大的国家,人口老龄化同样对我国基础教育公共投入产生影响。当前,我国正处于跨越“中等收入陷阱”关键时期,提高基础教育质量、为劳动力市场培养高素质人力资源获得“人才红利”,这是成功跨越“陷阱”的基础与保障。因此,我们必须加强基于本土数据的动态监评,及时发现问题,调整与完善基础教育财税社保政策;在妥善解决全球最大规模老年人养老问题的同时,将人口老龄化对中国基础教育公共投入所产生的消极影响降到最低,切实保证基础教育财政充足与公平。%Many American experience researches have revealed that, aging population would make government tend to allocate public recourse priority for satisfying the elders’ preference. As a result, it would bring challenge to allocate public input towards other affairs which do not satisfy the elders’ preference, such as the K-12 education. Based on reviewing the American experience researches and theory analyzing China’s current situation, aging population would also challenge the public input of basic education. Meanwhile, China is during the key period of crossing“Middle income trap”, improve the quality of basic education, and educate adequate high quality human resource are basis and guarantee of successfully crossing the trap. As a result, China must enhance the dynamic monitor and evaluation based on local data, ifnd problems, modify and improve the basic education ifnance policies and other ifscal taxation policies immediately. While solving the

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

    Science.gov (United States)

    Slattery, W.; Smith, T.

    2014-12-01

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

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

    Science.gov (United States)

    Field, John; DeBari, Susan; Gallagher, Michael

    2003-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  20. Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

    Science.gov (United States)

    2004-01-01

    The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

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

    Science.gov (United States)

    Lan, Yu-Ling

    2012-05-01

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

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

    Science.gov (United States)

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

    2012-11-01

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

  3. Virtual Reference Services.

    Science.gov (United States)

    Brewer, Sally

    2003-01-01

    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…

  4. Any Time, Any Place, Any Pace-Really? Examining Mobile Learning in a Virtual School Environment

    Science.gov (United States)

    Barbour, Michael K.; Grzebyk, Tamme Quinn; Eye, John

    2014-01-01

    Over the past decade, the number of K-12 students engaged in online learning has increased from between 40,000 and 50,000 to more than two million. Students have also gained increased access to mobile devices throughout recent years, and educators have actively looked for ways to capitalize on this trend. A case study of students enrolled in an…

  5. Using Virtual Worlds to Identify Multidimensional Student Engagement in High School Foreign Language Learning Classrooms

    Science.gov (United States)

    Jacob, Laura Beth

    2012-01-01

    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…

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

    Science.gov (United States)

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

    2015-12-01

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

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

    Science.gov (United States)

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

    2008-12-01

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

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

    Science.gov (United States)

    Haine, D. B.

    2016-12-01

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

  9. Ocean Science in a K-12 setting: Promoting Inquiry Based Science though Graduate Student and Teacher Collaboration

    Science.gov (United States)

    Lodico, J. M.; Greely, T.; Lodge, A.; Pyrtle, A.; Ivey, S.; Madeiros, A.; Saleem, S.

    2005-12-01

    The University of South Florida, College of Marine Science Oceans: GK-12 Teaching Fellowship Program is successfully enriching science learning via the oceans. Funded by the National Science Foundation, the program provides a unique opportunity among scientists and K-12 teachers to interact with the intention of bringing ocean science concepts and research to the classroom environment enhance the experience of learning and doing science, and to promote `citizen scientists' for the 21st century. The success of the program relies heavily on the extensive summer training program where graduate students develop teaching skills, create inquiry based science activities for a summer Oceanography Camp for Girls program and build a relationship with their mentor teacher. For the last year and a half, two graduate students from the College of Marine Science have worked in cooperation with teachers from the Pinellas county School District, Southside Fundamental Middle School. Successful lesson plans brought into a 6th grade Earth Science classroom include Weather and climate: Global warming, The Geologic timescale: It's all about time, Density: Layering liquids, and Erosion processes: What moves water and sediment. The school and students have benefited greatly from the program experiencing hands-on inquiry based science and the establishment of an after school science club providing opportunities for students to work on their science fair projects and pursuit other science interests. Students are provided scoring rubrics and their progress is creatively assessed through KWL worksheets, concept maps, surveys, oral one on one and classroom discussions and writing samples. The year culminated with a series of hands on lessons at the nearby beach, where students demonstrated their mastery of skills through practical application. Benefits to the graduate student include improved communication of current science research to a diverse audience, a better understanding of the

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

    Science.gov (United States)

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

    2006-04-01

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

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

    Directory of Open Access Journals (Sweden)

    Shaobin Gu

    2016-04-01

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

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

    Science.gov (United States)

    Delp, Matthew J.

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

  13. Virtual Environments, Online Racial Discrimination, and Adjustment among a Diverse, School-Based Sample of Adolescents

    Science.gov (United States)

    Tynes, Brendesha M.; Rose, Chad A.; Hiss, Sophia; Umaña-Taylor, Adriana J.; Mitchell, Kimberly; Williams, David

    2015-01-01

    Given the recent rise in online hate activity and the increased amount of time adolescents spend with media, more research is needed on their experiences with racial discrimination in virtual environments. This cross-sectional study examines the association between amount of time spent online, traditional and online racial discrimination and adolescent adjustment, including depressive symptoms, anxiety and externalizing behaviors. The study also explores the role that social identities, including race and gender, play in these associations. Online surveys were administered to 627 sixth through twelfth graders in K-8, middle and high schools. Multiple regression results revealed that discrimination online was associated with all three outcome variables. Additionally, a significant interaction between online discrimination by time online was found for externalizing behaviors indicating that increased time online and higher levels of online discrimination are associated with more problem behavior. This study highlights the need for clinicians, educational professionals and researchers to attend to race-related experiences online as well as in traditional environments. PMID:27134698

  14. Virtual communities in a secondary school – Discovering the internal grammar of video games

    Directory of Open Access Journals (Sweden)

    Laura Méndez

    2014-01-01

    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.

  15. Multimedia-based courseware in the Virtual Learning Center at the Hannover Medical School.

    Science.gov (United States)

    Matthies, H K; von Jan, U; Porth, A J; Tatagiba, M; Stan, A C; Walter, G F

    2000-01-01

    The commercial use of the World Wide Web causes an extensive change in information technology. Web browser are becoming the universal front-end for all kinds of client-server applications. The possibilities of telematics offer a base for multimedia applications, for instance telelearning. Learning is not limited by geography and does not cause pressure of time by the user. The development of such multimedia information and communication systems demands cooperative working teams of authors, who are able to master several areas of medical knowledge as well as the presentation of these using different multimedia facilities. A very important part of graphic design in the context of multimedia applications is the creation and interactive use of images (still, moving). The growth and the complexity of medical knowledge as well as the need for continuous, fast, and economically feasible maintenance impose requirements on the media used for medical education and training. Web-based courseware in the Virtual Learning Center at the Hannover Medical School is an innovative education resource for medical students and professionals.

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

    Science.gov (United States)

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

    2005-12-01

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

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

    Science.gov (United States)

    Pierce, Glenn L.; Cleary, Paul F.

    2016-01-01

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

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

    Science.gov (United States)

    Pierce, Glenn L.; Cleary, Paul F.

    2016-01-01

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

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

    Institute of Scientific and Technical Information of China (English)

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

    2005-01-01

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

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

    Science.gov (United States)

    Daane, Abigail R.

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

  1. Virtual Learning Simulations in High School: Effects on Cognitive and Non-Cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice

    DEFF Research Database (Denmark)

    Thisgaard, Malene Warming; Makransky, Guido

    2017-01-01

    . 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......, but not outcome expectations. The findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning...

  2. Research-infused K-12 Science at the "Uttermost Part of the Earth:" An NSF GK-12 Fellow's Perspective

    Science.gov (United States)

    Perry, E.; Ellins, K.; Ormiston, C.; Dovzak, N.; Anderson, S.; Tingle, D.; Knettel, P.; Redding, S.; Odle, K.; Dalziel, I.

    2005-12-01

    In March 2005, four students and three teachers from Boerne High School in Texas accompanied UTIG GK-12 Co-PIs Katherine Ellins and Ian Dalziel, and NSF GK-12 Fellow Ethan Perry to Tierra del Fuego to join an international team of scientists studying the climate-tectonic history recorded in Lago Fagnano, Tierra del Fuego, Argentina. For two weeks, students and teachers engaged in authentic scientific research that included geologic field mapping and reconnaissance, and student/teacher developed water and soils sampling routines. The Lago Fagnano experience enabled: (1) the Boerne High School group to be integrated into an active field research program and to bring tangible experiences, knowledge and high-quality data back to the classroom; (2) participating research scientists to convey the importance of their science to a wider audience; and (3) the NSF GK-12 Fellow to gain valuable experience in communicating the essential scientific knowledge and field skills to high school participants before field deployment. The GK-12 Fellow's bridging role through the course of the project enhanced his scientific understanding of the climate-tectonic setting of Tierra del Fuego, fostered the development of new professional contacts with research scientists and led to a fresh perspective on how research science can be integrated in high school science curriculum. The GK-12 Fellow served as the primary mentor to the K-12 participants and the liaison between UTIG research scientists and the Boerne High School group. The Fellow helped prepare the Boerne group for the field research experience and to design a research project using water and soil analyses to assess chemical and isotopic trends within the lake's watershed. Preparatory activities began three months prior to field deployment and included workshops, classroom visits and teleconferences aimed at teaching field skills (reading and creating geologic maps, compass measurements, GPS, field notebooks) and increasing

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

    Science.gov (United States)

    Eisenstein, Robert

    2008-10-01

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

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

    Institute of Scientific and Technical Information of China (English)

    殷荣宾; 季浏; 蔡赓

    2016-01-01

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

  5. School Principals and Virtual Learning: A Catalyst to Personal and Organizational Learning

    Science.gov (United States)

    Brennan, William Vincent

    2013-01-01

    This national study explores and examines the experiences of principals who are actively engaged in virtual learning communities. The purpose of the study was to explore and understand the impact this virtual participation has on their professional learning and the learning of the organization. The study employed a qualitative research design to…

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

    Energy Technology Data Exchange (ETDEWEB)

    Anne Seifert; Louis Nadelson

    2011-06-01

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

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

    Science.gov (United States)

    Balinsky, Martin G.

    2006-12-01

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

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

    Science.gov (United States)

    Hu, Yiling; Wu, Bian; Gu, Xiaoqing

    2017-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  12. African Dance Aesthetics in a K-12 Dance Setting: From History to Social Justice

    Science.gov (United States)

    Ward, Sheila A.

    2013-01-01

    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…

  13. What Is (Or Should Be) Scientific Evidence Use in K-12 Classrooms?

    Science.gov (United States)

    McNeill, Katherine L.; Berland, Leema

    2017-01-01

    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…

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

    Science.gov (United States)

    National Academies Press, 2012

    2012-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Manzo, Kathleen Kennedy, Ed.

    2017-01-01

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

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

    Science.gov (United States)

    O'Donoghue, Dónal; Berard, Marie-France

    2014-01-01

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

  18. Functional characterization of the Escherichia coli K-12 yiaMNO transport protein genes

    NARCIS (Netherlands)

    Plantinga, TH; van der Does, C; Badia, J; Aguilar, J; Konings, WN; Driessen, AJM; Plantinga, Titia H.

    2004-01-01

    The yiaMNO genes of Escherichia coli K-12 encode a binding protein-dependent secondary, or tri-partite ATP-independent periplasmic (TRAP), transporter. Since only a few members of this family have been functionally characterized to date, we aimed to identify the substrate for this transporter. Cells

  19. How Do K-12 Students' Manage Applications on Their Mobile Devices?

    Science.gov (United States)

    Aladjem, Ruthi; Hardof, Sharon

    2016-01-01

    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…

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

    National Research Council Canada - National Science Library

    Murnane, Richard J; Raizen, Senta A

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

  1. Molecular cloning and expression of Treponema pallidum DNA in Escherichia coli K12.

    NARCIS (Netherlands)

    J.D.A. van Embden; H.J.M. van de Donk; R.V.W. van Eijk (Ron); H.G. v.d. Heide; J.A. de Jong (Jan); M.F. van Olderen; A.D.M.E. Osterhaus (Albert); L.M. Schouls

    1983-01-01

    textabstractA gene bank of Treponema pallidum DNA in Escherichia coli K-12 was constructed by cloning SauI-cleaved T. pallidum DNA into the cosmid pHC79. Sixteen of 800 clones investigated produced one or more antigens that reacted with antibodies from syphilitic patients. According to the separatio

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

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

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

    Science.gov (United States)

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

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

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

    Science.gov (United States)

    Mehta, Jal

    2014-01-01

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

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

    Science.gov (United States)

    Banister, Savilla

    2010-01-01

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

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

    Science.gov (United States)

    Koepfler, James R.

    2012-01-01

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

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

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

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

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

    Science.gov (United States)

    Haag, Pamela

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

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

    Science.gov (United States)

    Graham, Mark A.; Zwirn, Susan Goetz

    2010-01-01

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

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

    Science.gov (United States)

    Clarke, E. Jason

    2012-01-01

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

  12. K-12 Teachers' Perceptions of and Their Satisfaction with Interaction Type in Blended Learning Environments

    Science.gov (United States)

    Kuo, Yu-Chun; Belland, Brian R.; Schroder, Kerstin E. E.; Walker, Andrew E.

    2014-01-01

    Blended learning is an effective approach to instruction that combines features of face-to-face learning and computer-mediated learning. This study investigated the relationship between student perceptions of three types of interaction and blended learning course satisfaction. The participants included K-12 teachers enrolled in a graduate-level…

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

    Science.gov (United States)

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

    2015-01-01

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

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

    OpenAIRE

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

    1996-01-01

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

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

    Science.gov (United States)

    Data Quality Campaign, 2016

    2016-01-01

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

  16. The USDA and K-12 Partnership: A Model Program for Federal Agencies

    Science.gov (United States)

    Scott, Timothy P.; Wilson, Craig; Upchurch, Dan R.; Goldberg, Maria; Bentz, Adrienne

    2011-01-01

    The Future Scientists Program of Texas A&M University and the Agricultural Research Service branch of USDA serves as a model program of effective collaboration between a federal agency and K-12. It demonstrates true partnership that contextualizes learning of science and provides quality professional development, benefiting teachers and their…

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Martin, Christopher J.

    2012-01-01

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

  19. The Chem-E-Car as a Vehicle for Service Learning through K-12 Outreach

    Science.gov (United States)

    Chirdon, William

    2017-01-01

    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…

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

    Science.gov (United States)

    Martin, Christopher J.

    2012-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  2. Be a Water Watcher: A Resource Guide for Water Conservation, K-12.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This is a resource guide (in response to the New York City water emergency) for grades K-12 on the subject of water conservation. Activities are suggested for science, industrial arts, social studies, and communications arts classes. A bibliography on water is also provided. (APM)

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Science and Children, 2016

    2016-01-01

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

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

    Science.gov (United States)

    Rattigan, Peter; Biren, Greg

    2007-01-01

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

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

    Science.gov (United States)

    Williams, Nicole V.

    2015-01-01

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

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

    Science.gov (United States)

    Herman, Joan L.

    2007-01-01

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

  8. The Role of Electronic Portfolios in the Hiring of K-12 Teachers

    Science.gov (United States)

    Strawhecker, Jane; Messersmith, Ken; Balcom, Amanda

    2008-01-01

    This mixed-method study explored the perspectives of principals involved in the hiring process of K-12 teachers in one Midwestern state. Participants' survey data was used to examine the pros and cons of portfolios, to determine preferences in portfolio contents and electronic delivery method, and to investigate what predictors significantly…

  9. Measurement Invariance of the "Servant Leadership Questionnaire" across K-12 Principal Gender

    Science.gov (United States)

    Xu, Lihua; Stewart, Trae; Haber-Curran, Paige

    2015-01-01

    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…

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

    Science.gov (United States)

    Chen, Senlin; Chen, Ang; Zhu, Xihe

    2012-01-01

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

  11. Measurement Invariance of the "Servant Leadership Questionnaire" across K-12 Principal Gender

    Science.gov (United States)

    Xu, Lihua; Stewart, Trae; Haber-Curran, Paige

    2015-01-01

    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…

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

    Science.gov (United States)

    Rakow, Steven J.

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

  13. Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms

    Science.gov (United States)

    Stairs, Andrea J.; Donnell, Kelly A.; Dunn, Alyssa Hadley

    2011-01-01

    "Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms" is a brief yet comprehensive overview of urban teaching. Undergraduate and graduate students who are new to the urban context will develop a deeper understanding of the urban teaching environment and the challenges and opportunities they can expect to face while…

  14. African Dance Aesthetics in a K-12 Dance Setting: From History to Social Justice

    Science.gov (United States)

    Ward, Sheila A.

    2013-01-01

    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…

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

    Science.gov (United States)

    Perry, Justin C.; Shannon, Lisa

    2017-01-01

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

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

    Science.gov (United States)

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

    2008-01-01

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

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

    Science.gov (United States)

    Norris, Cathleen A.; Soloway, Elliot

    2015-01-01

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

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

    Science.gov (United States)

    Rosenberg, J. L.

    2004-12-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Kitmitto, Sami; Parrish, Thomas; Shambaugh, Larisa

    2010-01-01

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