WorldWideScience

Sample records for projects teacher background

  1. Scientific background of the project

    International Nuclear Information System (INIS)

    Christofidis, I.

    1997-01-01

    The main objective of the proposed project is the development of radioimmunometric assay(s) for the determination of free and total PSA in serum samples from normal and pathological individuals (BPH, PCa). This will be achieved by: A. Selection of appropriate antibody pairs (capture and labelled antibody) for determination of total PSA (free and complex) and for determination of free PSA. From bibliography we have already spotted some antibody pairs. B. Radiolabelling of antibodies. Several labelling and purification procedures will be followed in order to obtain the required analytical sensitivity and dynamic range of the assays. Special attention will be given to the affinity constant as well as to the stability of the radiolabelled molecules. C. Development of protocols for immobilisation of capture antibodies. We will use several solid support formats (plastic tubes, beads and magnetizable particles). Direct adsorption or covalent binding will be used. Immunoadsorption through immobilised second antibody will be also tested in order to decrease the preparation cost of the solid phase reagents. D. Preparation of standards of suitable purity levels. We will test different PSA-free matrices (Bovine serum, buffer solutions etc.) in order to select the most appropriate among them in terms of low background determination and low reagents cost. E. Optimisation of the immunoassays conditions for the free PSA and total PSA (e.g. assay buffers, incubation time, temperature, one or two step procedure, washings). F. Optimisation and standardisation of assay protocols for kit production. G. Production of kits for distribution in clinical laboratories in Greece for comparison with commercial kits. H. Evaluation of the developed assays in real clinical conditions using well characterised human serum samples. This will be performed in co-operation with the Hellenic Society for Tumor Markers, and other anticancer institutions and hospital clinicians of long standing relation

  2. Background simulation for the GENIUS project

    International Nuclear Information System (INIS)

    Ponkratenko, O.A.; Tretyak, V.I.; Zdesenko, Yu.G.

    1999-01-01

    The background simulations for the GENIUS experiment were performed with the help of GEANT 3.21 package and event generator DECAY 4.Contributions from the cosmogenic activity produced in the Ge detectors and from its radioactive impurities as well as from contamination of the liquid nitrogen and other materials were calculated.External gamma and neutron background were taking into consideration also.The results of calculations evidently show feasibility of the GENIUS project,which can substantially promote development of modern astroparticle physics

  3. General Music Teachers' Backgrounds and Multicultural Repertoire Selection

    Science.gov (United States)

    Lee, Soojin

    2018-01-01

    The purpose of this qualitative study was to examine how teachers' backgrounds could contribute to their decisions to include music from diverse cultures. Analysis of interviews with three general music teachers indicated that their music training and experiences, ethnic backgrounds, and years of teaching experience may have influenced their…

  4. The projected background for the CUORE experiment

    Energy Technology Data Exchange (ETDEWEB)

    Alduino, C.; Avignone, F.T.; Chott, N.; Creswick, R.J.; Rosenfeld, C.; Wilson, J. [University of South Carolina, Department of Physics and Astronomy, Columbia, SC (United States); Alfonso, K.; Hickerson, K.P.; Huang, H.Z.; Sakai, M.; Schmidt, J.; Trentalange, S.; Zhu, B.X. [University of California, Department of Physics and Astronomy, Los Angeles, CA (United States); Artusa, D.R.; Rusconi, C. [University of South Carolina, Department of Physics and Astronomy, Columbia, SC (United States); INFN-Laboratori Nazionali del Gran Sasso, L' Aquila (Italy); Azzolini, O.; Camacho, A.; Keppel, G.; Palmieri, V.; Pira, C. [INFN-Laboratori Nazionali di Legnaro, Padua (Italy); Banks, T.I.; Drobizhev, A.; Freedman, S.J.; Hennings-Yeomans, R.; Kolomensky, Yu.G.; Wagaarachchi, S.L. [University of California, Department of Physics, Berkeley, CA (United States); Lawrence Berkeley National Laboratory, Nuclear Science Division, Berkeley, CA (United States); Bari, G.; Deninno, M.M. [INFN-Sezione di Bologna, Bologna (Italy); Beeman, J.W. [Lawrence Berkeley National Laboratory, Materials Science Division, Berkeley, CA (United States); Bellini, F.; Cosmelli, C.; Ferroni, F.; Piperno, G. [Sapienza Universita di Roma, Dipartimento di Fisica, Rome (Italy); INFN-Sezione di Roma, Rome (Italy); Benato, G.; Singh, V. [University of California, Department of Physics, Berkeley, CA (United States); Bersani, A.; Caminata, A. [INFN-Sezione di Genova, Genoa (Italy); Biassoni, M.; Brofferio, C.; Capelli, S.; Carniti, P.; Cassina, L.; Chiesa, D.; Clemenza, M.; Faverzani, M.; Fiorini, E.; Gironi, L.; Gotti, C.; Maino, M.; Nastasi, M.; Nucciotti, A.; Pavan, M.; Pozzi, S.; Sisti, M.; Terranova, F.; Zanotti, L. [Universita di Milano-Bicocca, Dipartimento di Fisica, Milan (Italy); INFN-Sezione di Milano Bicocca, Milan (Italy); Branca, A.; Taffarello, L. [INFN-Sezione di Padova, Padua (Italy); Bucci, C.; Cappelli, L.; D' Addabbo, A.; Gorla, P.; Pattavina, L.; Pirro, S.; Laubenstein, M. [INFN-Laboratori Nazionali del Gran Sasso, L' Aquila (Italy); Canonica, L. [INFN-Laboratori Nazionali del Gran Sasso, L' Aquila (Italy); Massachusetts Institute of Technology, Cambridge, MA (United States); Cao, X.G.; Fang, D.Q.; Ma, Y.G.; Wang, H.W.; Zhang, G.Q. [Shanghai Institute of Applied Physics, Chinese Academy of Sciences, Shanghai (China); Carbone, L.; Cremonesi, O.; Ferri, E.; Giachero, A.; Pessina, G.; Previtali, E. [INFN-Sezione di Milano Bicocca, Milan (Italy); Cardani, L.; Casali, N.; Dafinei, I.; Morganti, S.; Mosteiro, P.J.; Pettinacci, V.; Tomei, C.; Vignati, M. [INFN-Sezione di Roma, Rome (Italy); Copello, S.; Di Domizio, S.; Fernandes, G.; Marini, L.; Pallavicini, M. [INFN-Sezione di Genova, Genoa (Italy); Universita di Genova, Dipartimento di Fisica, Genoa (Italy); Cushman, J.S.; Davis, C.J.; Heeger, K.M.; Lim, K.E.; Maruyama, R.H. [Yale University, Department of Physics, New Haven, CT (United States); Dell' Oro, S. [INFN-Laboratori Nazionali del Gran Sasso, L' Aquila (Italy); INFN-Gran Sasso Science Institute, L' Aquila (Italy); Di Vacri, M.L.; Santone, D. [INFN-Laboratori Nazionali del Gran Sasso, L' Aquila (Italy); Universita dell' Aquila, Dipartimento di Scienze Fisiche e Chimiche, L' Aquila (Italy); Franceschi, M.A.; Ligi, C.; Napolitano, T. [INFN-Laboratori Nazionali di Frascati, Rome (Italy); Fujikawa, B.K.; Mei, Y.; Schmidt, B.; Smith, A.R.; Welliver, B. [Lawrence Berkeley National Laboratory, Nuclear Science Division, Berkeley, CA (United States); Giuliani, A.; Novati, V.; Tenconi, M. [Universit Paris-Saclay, CSNSM, Univ. Paris-Sud, CNRS/IN2P3, Orsay (France); Gladstone, L.; Leder, A.; Ouellet, J.L.; Winslow, L.A. [Massachusetts Institute of Technology, Cambridge, MA (United States); Gutierrez, T.D. [California Polytechnic State University, Physics Department, San Luis Obispo, CA (United States); Haller, E.E. [Lawrence Berkeley National Laboratory, Materials Science Division, Berkeley, CA (United States); University of California, Department of Materials Science and Engineering, Berkeley, CA (United States); Han, K. [Shanghai Jiao Tong University, Department of Physics and Astronomy, Shanghai (China); Hansen, E. [University of California, Department of Physics and Astronomy, Los Angeles, CA (United States); Massachusetts Institute of Technology, Cambridge, MA (United States); Kadel, R. [Lawrence Berkeley National Laboratory, Physics Division, Berkeley, CA (United States); Martinez, M. [Sapienza Universita di Roma, Dipartimento di Fisica, Rome (Italy); INFN-Sezione di Roma, Rome (Italy); Universidad de Zaragoza, Laboratorio de Fisica Nuclear y Astroparticulas, Zaragoza (Spain); Moggi, N. [INFN-Sezione di Bologna, Bologna (Italy); Alma Mater Studiorum-Universita di Bologna, Dipartimento di Scienze per la Qualita della Vita, Bologna (Italy); Nones, C. [CEA/Saclay, Service de Physique des Particules, Gif-sur-Yvette (France); Norman, E.B.; Wang, B.S. [Lawrence Livermore National Laboratory, Livermore, CA (United States); University of California, Department of Nuclear Engineering, Berkeley, CA (United States); O' Donnell, T. [Virginia Polytechnic Institute and State University, Center for Neutrino Physics, Blacksburg, VA (United States); Pagliarone, C.E. [INFN-Laboratori Nazionali del Gran Sasso, L' Aquila (Italy); Universita degli Studi di Cassino e del Lazio Meridionale, Dipartimento di Ingegneria Civile e Meccanica, Cassino (Italy); Sangiorgio, S.; Scielzo, N.D. [Lawrence Livermore National Laboratory, Livermore, CA (United States); Wise, T. [Yale University, Department of Physics, New Haven, CT (United States); University of Wisconsin, Department of Physics, Madison, WI (United States); Woodcraft, A. [University of Edinburgh, SUPA, Institute for Astronomy, Edinburgh (United Kingdom); Zimmermann, S. [Lawrence Berkeley National Laboratory, Engineering Division, Berkeley, CA (United States); Zucchelli, S. [INFN-Sezione di Bologna, Bologna (Italy); Alma Mater Studiorum-Universita di Bologna, Dipartimento di Fisica e Astronomia, Bologna (Italy)

    2017-08-15

    The Cryogenic Underground Observatory for Rare Events (CUORE) is designed to search for neutrinoless double beta decay of {sup 130}Te with an array of 988 TeO{sub 2} bolometers operating at temperatures around 10 mK. The experiment is currently being commissioned in Hall A of Laboratori Nazionali del Gran Sasso, Italy. The goal of CUORE is to reach a 90% C.L. exclusion sensitivity on the {sup 130}Te decay half-life of 9 x 10{sup 25} years after 5 years of data taking. The main issue to be addressed to accomplish this aim is the rate of background events in the region of interest, which must not be higher than 10{sup -2} counts/keV/kg/year. We developed a detailed Monte Carlo simulation, based on results from a campaign of material screening, radioassays, and bolometric measurements, to evaluate the expected background. This was used over the years to guide the construction strategies of the experiment and we use it here to project a background model for CUORE. In this paper we report the results of our study and our expectations for the background rate in the energy region where the peak signature of neutrinoless double beta decay of {sup 130}Te is expected. (orig.)

  5. The projected background for the CUORE experiment

    Science.gov (United States)

    Alduino, C.; Alfonso, K.; Artusa, D. R.; Avignone, F. T.; Azzolini, O.; Banks, T. I.; Bari, G.; Beeman, J. W.; Bellini, F.; Benato, G.; Bersani, A.; Biassoni, M.; Branca, A.; Brofferio, C.; Bucci, C.; Camacho, A.; Caminata, A.; Canonica, L.; Cao, X. G.; Capelli, S.; Cappelli, L.; Carbone, L.; Cardani, L.; Carniti, P.; Casali, N.; Cassina, L.; Chiesa, D.; Chott, N.; Clemenza, M.; Copello, S.; Cosmelli, C.; Cremonesi, O.; Creswick, R. J.; Cushman, J. S.; D'Addabbo, A.; Dafinei, I.; Davis, C. J.; Dell'Oro, S.; Deninno, M. M.; Di Domizio, S.; Di Vacri, M. L.; Drobizhev, A.; Fang, D. Q.; Faverzani, M.; Fernandes, G.; Ferri, E.; Ferroni, F.; Fiorini, E.; Franceschi, M. A.; Freedman, S. J.; Fujikawa, B. K.; Giachero, A.; Gironi, L.; Giuliani, A.; Gladstone, L.; Gorla, P.; Gotti, C.; Gutierrez, T. D.; Haller, E. E.; Han, K.; Hansen, E.; Heeger, K. M.; Hennings-Yeomans, R.; Hickerson, K. P.; Huang, H. Z.; Kadel, R.; Keppel, G.; Kolomensky, Yu. G.; Leder, A.; Ligi, C.; Lim, K. E.; Ma, Y. G.; Maino, M.; Marini, L.; Martinez, M.; Maruyama, R. H.; Mei, Y.; Moggi, N.; Morganti, S.; Mosteiro, P. J.; Napolitano, T.; Nastasi, M.; Nones, C.; Norman, E. B.; Novati, V.; Nucciotti, A.; O'Donnell, T.; Ouellet, J. L.; Pagliarone, C. E.; Pallavicini, M.; Palmieri, V.; Pattavina, L.; Pavan, M.; Pessina, G.; Pettinacci, V.; Piperno, G.; Pira, C.; Pirro, S.; Pozzi, S.; Previtali, E.; Rosenfeld, C.; Rusconi, C.; Sakai, M.; Sangiorgio, S.; Santone, D.; Schmidt, B.; Schmidt, J.; Scielzo, N. D.; Singh, V.; Sisti, M.; Smith, A. R.; Taffarello, L.; Tenconi, M.; Terranova, F.; Tomei, C.; Trentalange, S.; Vignati, M.; Wagaarachchi, S. L.; Wang, B. S.; Wang, H. W.; Welliver, B.; Wilson, J.; Winslow, L. A.; Wise, T.; Woodcraft, A.; Zanotti, L.; Zhang, G. Q.; Zhu, B. X.; Zimmermann, S.; Zucchelli, S.; Laubenstein, M.

    2017-08-01

    The Cryogenic Underground Observatory for Rare Events (CUORE) is designed to search for neutrinoless double beta decay of ^{130}Te with an array of 988 TeO_2 bolometers operating at temperatures around 10 mK. The experiment is currently being commissioned in Hall A of Laboratori Nazionali del Gran Sasso, Italy. The goal of CUORE is to reach a 90% C.L. exclusion sensitivity on the ^{130}Te decay half-life of 9 × 10^{25} years after 5 years of data taking. The main issue to be addressed to accomplish this aim is the rate of background events in the region of interest, which must not be higher than 10^{-2} counts/keV/kg/year. We developed a detailed Monte Carlo simulation, based on results from a campaign of material screening, radioassays, and bolometric measurements, to evaluate the expected background. This was used over the years to guide the construction strategies of the experiment and we use it here to project a background model for CUORE. In this paper we report the results of our study and our expectations for the background rate in the energy region where the peak signature of neutrinoless double beta decay of ^{130}Te is expected.

  6. Background Characteristics as Predictors of Greek Teachers' Self-Efficacy

    Science.gov (United States)

    Gkolia, Aikaterini; Dimitrios, Belias A.; Koustelios, Athanasios

    2016-01-01

    Purpose: The purpose of this paper is to investigate the relationship between elementary and secondary teachers' background characteristics and constructs of self-efficacy, using the Teachers' Sense of Efficacy Scale--TSES, during a difficult economic period for Greece and other European countries. Design/methodology/approach Equation modeling…

  7. History and background of the project

    Digital Repository Service at National Institute of Oceanography (India)

    Jauhari, P.; Nair, R.R.

    The history of oceanography, the discovery of manganese nodules and the background of the developments in nodule research and mining is given The first nodules were collected in 1981 on board the research vessel R V Gaveshani Following the success...

  8. Energy futures project : backgrounder for consultation sessions

    International Nuclear Information System (INIS)

    Bhargava, A.

    2006-05-01

    The National Energy Board periodically publishes a long-term energy and demand report as part of an ongoing monitoring program. The next report is planned for release in 2007. This background document provided background information to ensure that consultation participants have a common understanding of key issues to be addressed during the cross-country consultations that have been planned before the release of the final version of the report. An outline of the proposed analytical approach was presented, as well as details of major assumptions and scenario storylines. Scenario themes included: economic, energy and environmental sustainability; a security-focused world shaped by war and civil strife; and strong global economic growth fueled by the rapid growth of the Chinese and Indian economies. A methodology overview was provided as well as a reference case. Issues related to energy supply included oil; natural gas liquids; natural gas; and electricity. Issues related to energy demand included the residential sector; the commercial sector; the industrial sector; and the transportation sector. Historical trends and forecasts were outlined using the macroeconomic variable of interest. Supply, demand, and supporting infrastructure across all energy forms within a North American and global context were considered. The impact of environmental management strategies were reviewed, as well as the role of the government in shaping policies. It was concluded that the purpose of the final report is to serve as a standard of references for parties interested in Canadian energy issues and trends as well as to inform decision makers of key risks and uncertainties facing the energy future.9 tabs., 1 fig

  9. The SUPERCOMET 2 Project: Teacher Seminar and Teacher Guide

    Science.gov (United States)

    Engstrom, V.; Ireson, G.; Latal, H.; Mathelitsch, L.; Michelini, M.; Peeters, W.; Rath, G.

    2008-05-01

    The Leonardo da Vinci pilot projects SUPERCOMET (2001-2004) and SUPERCOMET 2 (2004-2007) developed and tested teacher training materials for active, minds-on learning of electromagnetism and superconductivity at the level of upper secondary school. New multimedia materials for the pupils supported the teacher materials, including a teacher seminar in 4 half-day modules detailing the scientific contents, teaching methods, using ICT in physics teaching and learning, online collaboration and further resources for exploring the selected topics. The aim of these projects were to improve the quality of physics teaching on a European level, involving a combined total of 45 partners in 16 countries, and conducting trials at 67 schools with approx. 230 teachers, 280 trainee teachers and 2200 pupils. New follow-up projects develop hands-on materials for carrying out the activities described in the teacher guide and seminars and additional teacher materials involving modelling, simulations and data logging.

  10. Kanto Asperity Project -Background and Outline-

    Science.gov (United States)

    Kobayashi, R.; Yamamoto, Y.; Sato, T.; Shishikura, M.; Curewitz, D.

    2009-12-01

    The Kanto region (Tokyo and the surrounding area) is one of the most densely populated urban areas in the world and has been devastated by repeated great earthquakes. This region is located at an island arc-island arc collision zone and a zone where Pacific and Philippine Sea plates are subducting. Great earthquakes along the Sagami trough, where the Philippine Sea slab is subducting, have repeatedly occurred. The 1703 Genroku and 1923 (Taisho) Kanto earthquakes caused severe damages in the metropolitan area. The recurrence periods of Taisho- and Genroku-type earthquakes are about 200-400 and 2000 years, respectively (e.g., Earthquake Research Committee, 2004). Many studies on the asperities along the Sagami trough have been carried out. Two asperities of the 1923 Kanto earthquake are located around the western part of Kanagawa prefecture (the base of the Izu peninsula) and around the Miura peninsula. An additional asperity of the 1703 Genroku earthquake is located the southern part of the Boso Peninsula. Slow slip events have also repeatedly occurred in an area adjacent to the asperities of the great earthquakes, off Boso peninsula (e.g., Ozawa et al 2007). In the cases of Nankai and Cascadia, slow slip events occur at deeper levels than the asperities, in a transition zone between the asperity and a region of steady slip. In contrast, slow slip events in the Kanto region have occurred at relatively shallow depths, at the same level as the asperity, raising the possibiltiy of friction controlled by different conditions (materials, fluid, or surface roughness) to those (temperature and pressure) encountered at Nankai and Cascadia. Deep seismic profiling have been carried out since the Special Project for Earthquake Disaster Mitigation in Urban areas (DaiDaiToku) (2002-2006). These profiling successfully presented a new image of the upper surface of the Philippine Sea slab (Sato et al. 2005), which is shallower than the previous models. This profiling also presents

  11. Project ARINUS. Pt. 1. Purpose and background

    Energy Technology Data Exchange (ETDEWEB)

    Zoettl, H.W.; Feger, K.H.; Brahmer, G.; Horsch, F.; Filby, W.G.; Fund, N.; Gross, S.; Hanisch, B.; Kilz, E.; Seidel, A. (comps.)

    1987-04-01

    In the research project ARINUS the effects of restabilization measures and atmospheric deposition on N- and S-cycling of the eco- and hydrosphere of Black Forest sites are studied. The aim is to quantify the natural and anthropogenic components. This provides a better estimation of the effects of additional inputs by deposition or fertilizers. The mobility of the anions NO/sub 3//sup -/ and SO/sub 4//sup 2-/ highly determines an additional acidification of soil and water. The extent of nitrification in acid forest soils and N-uptake by vegetation is decisive for the acidifying effect of NH/sub 4//sup +/. Besides acidification an increased N-export can also lead to inadmissible nitrate concentrations in drinking water. The investigation combines flux measurements in ecosystems with watershed balances. Pre-examinations resulted in the selection of three comparable subcatchments near Villingen and Schluchsee, respectively. At Villingen also groundwater can be studied in accessible wells. First analyses of ground- and surface water demonstrate a distinct alteration of precipitation during its passage through the bio-, pedo- and lithosphere. The low NO/sub 3//sup -/- and SO/sub 4//sup 2-/-concentrations in the groundwater refer to a high retention. Needle analyses to characterize the nutritional status of the spruce stands revealed poor potassium supply at Villingen. In contrast to that, at Schluchsee, where gold-yellow-chlorosis of older needles is widespread, Mg-deficiency occurs. Thus, the fertilization measures planned in the 2. year of investigation are outlined. Since there is no evidence for an over-saturation with nitrogen, both sites are also suitable for the planned N-fertilization.

  12. German Migrant Teachers in Australia: Insights into the Largest Cohort of Non-English Speaking Background Teachers

    Science.gov (United States)

    Bense, Katharina

    2015-01-01

    The research reported in this paper investigates the situation of German migrant teachers in Australia. Although German born teachers represent the largest group of non-English speaking background teachers in Australia, there is no study of the circumstances and experiences of these teachers in Australia. This study aims to fill this gap. It…

  13. Critical Issues in Assessing Teacher Compensation. Backgrounder. No. 2638

    Science.gov (United States)

    Richwine, Jason; Biggs, Andrew G.

    2012-01-01

    A November 2011 Heritage Foundation report--"Assessing the Compensation of Public-School Teachers"--presented data on teacher salaries and benefits in order to inform debates about teacher compensation reform. The report concluded that public-school teacher compensation is far ahead of what comparable private-sector workers enjoy, and that…

  14. Perspectives on Teaching from Alternative Certification Teachers from Diverse Backgrounds

    Science.gov (United States)

    Evans, Brian R.

    2014-01-01

    This article presents an interview with five teachers in an alternative certification program at a university in New York. All of the teachers were from the New York City Teaching Fellows (NYCTF) program, which is an alternative certification program in New York designed to quickly place teachers in high need schools throughout the city. The…

  15. Family Background of Beginning Education Students: Implications for Teacher Educators

    Science.gov (United States)

    Stewart, Roger A.; Coll, Kenneth M.; Osguthorpe, Richard

    2013-01-01

    Teacher education has not historically focused on the social and emotional development of teachers even though there is evidence that such variables influence student success (Jennings & Greenberg, 2009). We believe such a focus is important and we explored variables in teacher education students' families of origin that underpin social and…

  16. Beginning Secondary Teachers in PNG: Family Background, Choice of Subject and the Curriculum Needs of Schools

    Science.gov (United States)

    Palmer, W. P.

    1985-01-01

    Some results from the 1982 New Teachers survey will be related to the teacher training programme at Goroka Teachers college. These will be put in the context of the subject courses run at G.T.C. and the subjects taught in secondary schools. Indications of who chooses to teach and why will be found by examining the sociological background of the…

  17. Effects of the Teacher's Background on Teaching and Students' Achievement in Botany and Zoology

    Science.gov (United States)

    Tamir, P.

    1976-01-01

    The relationship of certain teacher background variables to their attitudes priorities, expectations, and instructional practices regarding botany and zoology was investigated. Teachers were grouped into three categories: botanists, zoologists, and neutrals; the academic achievement of the students of the teachers in the three categories was…

  18. Preservice Teachers' Attitudes toward Inclusion and toward Students with Special Educational Needs from Different Ethnic Backgrounds

    Science.gov (United States)

    Markova, Maria; Pit-Ten Cate, Ineke; Krolak-Schwerdt, Sabine; Glock, Sabine

    2016-01-01

    Drawing on social cognition frameworks, we experimentally examined preservice teachers' implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers' explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and…

  19. Student Background and Teacher Effects on Achievement and Attainment in Mathematics: A Longitudinal Study

    Science.gov (United States)

    Muijs, Daniel; Reynolds, David

    2003-01-01

    In this article, we have studied the effect of student social background, classroom social context, classroom organisation, and teacher behaviours on mathematics achievement and attainment in English and Welsh primary schools. Data were collected over 2 years as part of a programme evaluation, for which we observed 138 teachers and tested and…

  20. Teacher and Student Intrinsic Motivation in Project-Based Learning

    Science.gov (United States)

    Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

    2009-01-01

    In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

  1. Project plan for the Background Soil Characterization Project on the Oak Ridge Reservation, Oak Ridge, Tennessee

    International Nuclear Information System (INIS)

    1992-08-01

    The Background Soil characterization Project (BSCP) will provide background concentration levels of selected metals, organic compounds, and radionuclides in soils from uncontaminated on-site areas at the Oak Ridge Reservation (ORR), and off-site in the western part of Roane County and the eastern part of Anderson County. The BSCP will establish a database, recommend how to use the data for contaminated site assessment, and provide estimates of the potential human health and environmental risks associated with the background level concentrations of potentially hazardous constituents

  2. Project plan for the Background Soil Characterization Project on the Oak Ridge Reservation, Oak Ridge, Tennessee

    Energy Technology Data Exchange (ETDEWEB)

    1992-08-01

    The Background Soil characterization Project (BSCP) will provide background concentration levels of selected metals, organic compounds, and radionuclides in soils from uncontaminated on-site areas at the Oak Ridge Reservation (ORR), and off-site in the western part of Roane County and the eastern part of Anderson County. The BSCP will establish a database, recommend how to use the data for contaminated site assessment, and provide estimates of the potential human health and environmental risks associated with the background level concentrations of potentially hazardous constituents.

  3. Teacher/Intern Partnerships in Isolated Areas: A Project Overview.

    Science.gov (United States)

    Yarrow, Allan; Ballantyne, Roy; Hansford, Brian; Herschell, Paul; Millwater, Jan

    1998-01-01

    Describes a collaborative project designed to better prepare Australian preservice teachers for teaching in remote schools through six-week rural mentorship programs and joint preservice and inservice professional development. Discusses how development of partnerships among cooperating institutions and between teachers, student teachers, and the…

  4. Project plan for the background soils project for the Paducah Gaseous Diffusion Plant, Paducah, Kentucky

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-09-01

    The Background Soils Project for the Paducah Gaseous Diffusion Plant (BSPP) will determine the background concentration levels of selected naturally occurring metals, other inorganics, and radionuclides in soils from uncontaminated areas in proximity to the Paducah Gaseous Diffusion Plant (PGDP) in Paducah, Kentucky. The data will be used for comparison with characterization and compliance data for soils, with significant differences being indicative of contamination. All data collected as part of this project will be in addition to other background databases established for the PGDP. The BSPP will address the variability of surface and near-surface concentration levels with respect to (1) soil taxonomical types (series) and (2) soil sampling depths within a specific soil profile. The BSPP will also address the variability of concentration levels in deeper geologic formations by collecting samples of geologic materials. The BSPP will establish a database, with recommendations on how to use the data for contaminated site assessment, and provide data to estimate the potential human and health and ecological risk associated with background level concentrations of potentially hazardous constituents. BSPP data will be used or applied as follows.

  5. Project plan for the background soils project for the Paducah Gaseous Diffusion Plant, Paducah, Kentucky

    International Nuclear Information System (INIS)

    1995-09-01

    The Background Soils Project for the Paducah Gaseous Diffusion Plant (BSPP) will determine the background concentration levels of selected naturally occurring metals, other inorganics, and radionuclides in soils from uncontaminated areas in proximity to the Paducah Gaseous Diffusion Plant (PGDP) in Paducah, Kentucky. The data will be used for comparison with characterization and compliance data for soils, with significant differences being indicative of contamination. All data collected as part of this project will be in addition to other background databases established for the PGDP. The BSPP will address the variability of surface and near-surface concentration levels with respect to (1) soil taxonomical types (series) and (2) soil sampling depths within a specific soil profile. The BSPP will also address the variability of concentration levels in deeper geologic formations by collecting samples of geologic materials. The BSPP will establish a database, with recommendations on how to use the data for contaminated site assessment, and provide data to estimate the potential human and health and ecological risk associated with background level concentrations of potentially hazardous constituents. BSPP data will be used or applied as follows

  6. Mainstream Teacher Candidates' Perspectives on ESL Writing: The Effects of Writer Identity and Rater Background

    Science.gov (United States)

    Kang, Hyun-Sook; Veitch, Hillary

    2017-01-01

    This study explored the extent to which the ethnic identity of a writer and the background (gender and area of teaching) of a rater can influence mainstream teacher candidates' evaluation of English as a second language (ESL) writing, using a matched-guise method. A one-page essay was elicited from an ESL learner enrolled in an intensive English…

  7. Backgrounder : 1998 historic resources overview assessment, Churchill River power project

    International Nuclear Information System (INIS)

    1999-01-01

    A survey was conducted to gather information regarding the history of land-use of the Innu Nation of Labrador. The survey was made possible through research into land use and documentary sources plus the analysis of geomorphologic features and air photos. The areas of the survey included portions of the Strait of Belle Isle, Churchill Valley, proposed transmission routes of the Churchill Power Project, and survey lines at Atikonak Lake. Over 65 historical and traditional land-use sites were recorded, including two major Hudson Bay Company fur-trading posts in the Churchill Valley. This survey will be important in helping to ensure that important sites are not destroyed as a result of the proposed Churchill Power Project

  8. Clean air strategy for Alberta: Background project reports

    International Nuclear Information System (INIS)

    1991-06-01

    As a background to the development of a clean air strategy for Alberta, reports are presented which cover the definition of what clean air is, the applicability of full cost accounting to this strategy, market-based approaches to managing Alberta air emissions, gas and electric utility incentives programs for energy efficiency, energy efficiency legislation in Alberta and other jurisdictions, initiatives which address emissions reduction in the transportation sector, coordination of science and technology relevant to clean air issues, and initiatives in energy and environmental education

  9. Measurements of Worldwide Radioxenon Backgrounds - The "EU" Project

    Energy Technology Data Exchange (ETDEWEB)

    Bowyer, Ted W.; Cooper, Matthew W.; Hayes, James C.; Forrester, Joel B.; Haas, Derek A.; Hansen, Randy R.; Keller, Paul E.; Kirkham, Randy R.; Lidey, Lance S.; McIntyre, Justin I.; Miley, Harry S.; Payne, Rosara F.; Saey, Paul R.; Thompson, Robert C.; Woods, Vincent T.; Williams, Richard M.

    2009-09-24

    Under the Comprehensive Nuclear-Test-Ban Treaty (CTBT), radioactive xenon (radioxenon) measurements are one of the principle techniques used to detect nuclear underground nuclear explosions, and specifically, the presence of one or more radioxenon isotopes allows one to determine whether a suspected event was a nuclear explosion or originated from an innocent source. During the design of the International Monitoring System (IMS), which was designed as the verification mechanism for the Treaty, it was determined that radioxenon measurements should be performed at 40 or more stations worldwide. At the time of the design of the IMS, however, very few details about the background of the xenon isotopes was known and it is now recognized that the backgrounds were probably evolving anyhow. This paper lays out the beginning of a study of the worldwide concentrations of xenon isotopes that can be used to detect nuclear explosions and several sources that also release radioxenons, and will have to be accounted for during analysis of atmospheric levels. Although the global concentrations of the xenon isotopes are the scope of a much larger activity that could span over several years, this study measures radioxenon concentrations in locations where there was either very little information or there was a unique opportunity to learn more about emissions from known sources. The locations where radioxenon levels were measured and reported are included.

  10. Final report on the Background Soil Characterization Project at the Oak Ridge Reservation, Oak Ridge, Tennessee

    International Nuclear Information System (INIS)

    Watkins, D.R.; Ammons, J.T.; Branson, J.L.

    1993-10-01

    This report presents, evaluates, and documents data and results obtained in the Background Soil Characterization Project (BSCP). It is intended to be a stand-alone document for application and use in structuring and conducting remedial investigation and remedial action projects in the Environmental Restoration (ER) Program. The objectives of the BSCP consist of the following: determine background concentrations of organics, metals, and radionuclides in natural soils that are key to environmental restoration projects; provide remediation projects with 100% validated data on background concentrations, which are technically and legally defensible; and quantify baseline risks from background constituents for comparison of risks associated with contaminated sites

  11. Tropics in Antarctica? Crustal Evaluation Education Project. Teacher's Guide [and] Student Investigation.

    Science.gov (United States)

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  12. Drifting Continents and Wandering Poles. Crustal Evolution Education Project. Teacher's Guide [and] Student Investigation.

    Science.gov (United States)

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  13. Drifting Continents and Magnetic Fields. Crustal Evolution Education Project. Teacher's Guide [and] Student Investigation.

    Science.gov (United States)

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  14. Volcanoes: Where and Why? Crustal Evolution Education Project. Teacher's Guide [and] Student Investigation.

    Science.gov (United States)

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  15. Hot Spots in the Earth's Crust. Crustal Evolution Education Project. Teacher's Guide [and] Student Investigation.

    Science.gov (United States)

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  16. Planck Visualization Project: Seeing and Hearing the Cosmic Microwave Background

    Science.gov (United States)

    van der Veen, J.

    2010-08-01

    The Planck Mission, launched May 14, 2009, will measure the sky over nine frequency channels, with temperature sensitivity of a few microKelvin, and angular resolution of up to 5 arc minutes. Planck is expected to provide the data needed to set tight constraints on cosmological parameters, study the ionization history of the Universe, probe the dynamics of the inflationary era, and test fundamental physics. The Planck Education and Public Outreach collaborators at NASA's Jet Propulsion Laboratory, the University of California, Santa Barbara and Purdue University are preparing a variety of materials to present the science goals of the Planck Mission to the public. Two products currently under development are an interactive simulation of the mission which can be run in a virtual reality environment, and an interactive presentation on interpreting the power spectrum of the Cosmic Microwave Background with music. In this paper we present a brief overview of CMB research and the Planck Mission, and discuss how to explain, to non-technical audiences, the theory of how we derive information about the early universe from the power spectrum of the CMB by using the physics of music.

  17. Cross-National Comparisons of Background and Confidence in Visual Arts and Music Education of Pre-Service Primary Teachers

    Science.gov (United States)

    Russell-Bowie, Deirdre

    2010-01-01

    This paper reports the findings of a study on pre-service teachers' background and confidence in music and visual arts education. The study involved 939 non-specialist pre-service primary teachers from five countries. Initially the paper identifies the students' perceptions of their background and confidence in relation to music and visual arts…

  18. SEL/Project Language. Level II, Kindergarten, Teacher's Handbook.

    Science.gov (United States)

    Valladares, Ann E.; Lynch, Helen C.

    The Teacher's Handbook is part of the publication series of the Southeastern Education Laboratory/Project Language (SEL/PL), an 8-year language-centered program designed to alleviate the language deficiencies of disadvantaged children between the ages of four and eleven. For teachers utilizing SEL/PL, the Handbook provides a research summary and…

  19. Teacher Perceptions of Project Based Learning in the Secondary Classroom

    Science.gov (United States)

    MacMath, Sheryl; Sivia, Awneet; Britton, Vandy

    2017-01-01

    This study examines teacher perceptions of their experiences with Project Based Learning (PBL) at a secondary school in Western Canada. This PBL initiative included English language arts, mathematics, science, and digital literacy courses and all the grade nines at this large secondary school. This article reports on two teacher focus group…

  20. Information, Vol. 1, Number 4. Teacher Corps Dissemination Project Bulletin.

    Science.gov (United States)

    Rosenau, Fred S., Ed.

    Guidelines are provided for disseminating information on teacher corps projects. Information is given on experienced disseminators such as existing networks that are available to help in planning. Suggestions are made on targeting information and marketing. (JD)

  1. Carroll County Competency Based Teacher Certification Project. Librarian's Report.

    Science.gov (United States)

    Coker, Homer; Coker, Joan G.

    Reference materials, slides, cassettes, books, pamphlets, materials from other states, and articles used in the Carroll County, Georgia, Competency Based Teacher Certification Project, 1973-74, are listed. Brief annotations are included for both the reference materials and articles. (MJM)

  2. Enhancing Teacher and Student Engagement and Understanding of Marine Science Through Classroom Citizen Science Projects

    Science.gov (United States)

    Goodale, T. A.

    2016-02-01

    Overview This paper presentation shares findings from a granted funded project that sought to expand teacher content knowledge and pedagogy within the fields of marine science and coastal resource management through the implementation of classroom citizen science projects. A secondary goal was to increase middle and high school student interest and participation in marine science and natural resources research. Background A local science & engineering fair has seen a rapid decline in secondary student participants in the past four years. Research has demonstrated that when students are a part of a system of knowledge production (citizen science) they become much more aware, involved and conscious of scientific concepts compared to traditional school laboratory and nature of science activities. This project's primary objectives were to: (a) enhance teacher content expertise in marine science, (b) enrich teacher professional learning, (c) support citizen science classroom projects and inspire student activism and marine science engagement. Methods Project goals were addressed through classroom and meaningful outdoor educational experiences that put content knowledge into field based practices. Teachers learned to apply thier expanded content knowlege through classroom citizen science projects that focus on marine resource conservation issues such as fisheries management, water quality, turtle nesting and biodiversity of coastal ecosystems. These projects would eventually become potential topics of citizen science research topics for their students to pursue. Upon completion of their professional development, participants were urged to establish student Marine Science clubs with the goal of mentoring student submissions into the local science fair. Supplemental awards were possible for the students of project participants. Findings Based on project measures participants significantly increased their knowledge and awareness of presented material marine science and

  3. Evaluation of project based learning sufficiency of teacher candidates

    Directory of Open Access Journals (Sweden)

    Vasfi Tugun

    2012-01-01

    Full Text Available The aim of that research, it is the project based learning process suffuciency of teacher candidates who developedmultimedia by working in online and blended groups. Importance of research Being able to guide to studies that is going tobe done about assessment of multimedia projection for project based educational application to teachers and teachercandidates and It has been thought as an advisor source about being arranged new educational environment for the futureto teacher and teacher candidates for project based educational application and multimedia projection. Research is anexperimental study and has been shaped according to pre-test and last-test research model with the two groups. This groupsare online group and blended group. Discussion of research In the result of the study, in the process of project basedlearning, it is determined that the success level in multimedia development of teacher candidates who work in blendedlearning model is higher than the success level of teacher candidates who work in online learning model.

  4. In-service teachers' perceptions of project-based learning.

    Science.gov (United States)

    Habók, Anita; Nagy, Judit

    2016-01-01

    The study analyses teachers' perceptions of methods, teacher roles, success and evaluation in PBL and traditional classroom instruction. The analysis is based on empirical data collected in primary schools and vocational secondary schools. An analysis of 109 questionnaires revealed numerous differences based on degree of experience and type of school. In general, project-based methods were preferred among teachers, who mostly perceived themselves as facilitators and considered motivation and transmission of values central to their work. Teachers appeared not to capitalize on the use of ICT tools or emotions. Students actively participated in the evaluation process via oral evaluation.

  5. The Professional Project among Danish Kindergarten Teachers

    DEFF Research Database (Denmark)

    Bøje, Jakob Ditlev

    2016-01-01

    This article describes ways in which the professionalization strategy among Danish kindergarten teachers is realised in practice by newly educated members of the occupation. It focusses on relations between gender and professionalisation and concludes that the professionalisation strategy is real...... educated kindergarten teachers employed in three different pedagogic institutions: day-care (0-6 years), after-school institutions (6-10 years) and club facilities (10-18 years)....

  6. Change Project-Based Learning in Teacher Education in Botswana ...

    African Journals Online (AJOL)

    Environmental education (EE) and education for sustainable development (ESD) pedagogies are intricate, and to enhance learning, teacher education has to be innovative in teaching approach. This article investigates how the change project approach enhances project-based learning in practice. The investigation is ...

  7. Massachusetts Study of Teacher Supply and Demand: Trends and Projections

    Science.gov (United States)

    Levin, Jesse; Berg-Jacobson, Alex; Atchison, Drew; Lee, Katelyn; Vontsolos, Emily

    2015-01-01

    In April 2015, the Massachusetts Department of Elementary and Secondary Education (ESE) commissioned American Institutes for Research (AIR) to develop a comprehensive set of 10-year projections of teacher supply and demand in order to inform planning for future workforce needs. This included state-level projections both in the aggregate, as well…

  8. New Zealand Teachers Respond to the "National Writing Project" Experience

    Science.gov (United States)

    Locke, Terry; Whitehead, David; Dix, Stephanie; Cawkwell, Gail

    2011-01-01

    This article draws on early data from a two-year project (2009-11) being undertaken in the New Zealand context by the authors entitled: "Teachers as Writers: Transforming Professional Identity and Classroom Practice". Based on the National Writing Project in the USA (and in New Zealand in the 1980s) its hypothesis is that when teachers…

  9. Culinary Arts Teachers Manual. Project HIRE.

    Science.gov (United States)

    Gardner, David C.; And Others

    Designed as supplemental material to on-going instruction in the vocational program, this teacher's manual to the Culinary Arts series is intended to accompany three dictionary booklets (available as CE 024 415-417) for use by handicapped students to help them master the core vocabulary taught in the trade. Information presented in the manual…

  10. Effects of Demographic Characteristics, Educational Background, and Supporting Factors on ICT Readiness of Technical and Vocational Teachers in Malaysia

    Science.gov (United States)

    Alazzam, Abu-Obaideh; Bakar, Ab Rahim; Hamzah, Ramlah; Asimiran, S.

    2012-01-01

    The aim of this study was to examine ICT readiness and the effects of demographic characteristics, educational background, and support factors on the ICT readiness of technical and vocational teachers in Malaysia. The questionnaire was administered to 329 technical and vocational teachers who are teaching engineering subjects in Malaysian…

  11. A Tale of Five Countries: Background and Confidence in Preservice Primary Teachers in Drama Education across Five Countries

    Science.gov (United States)

    Russell-Bowie, Deirdre E.

    2013-01-01

    In many public primary schools across different countries, generalist primary teachers are required to teach all subjects, including music, dance, drama and visual arts. This study investigates the background and confidence of preservice primary teachers from five countries in relation to drama and drama education. It also examines if there is a…

  12. What? Me? Teach Dance? Background and Confidence of Primary Preservice Teachers in Dance Education across Five Countries

    Science.gov (United States)

    Russell-Bowie, Deirdre E.

    2013-01-01

    In primary schools across many countries, dance is now included within the arts key learning area with its own outcomes and content. But as future teachers of dance and other art forms, how do preservice generalist primary teachers perceive their background and confidence in relation to dance and dance education? This study investigates the…

  13. Adopting digital skills in an international project in teacher education

    Directory of Open Access Journals (Sweden)

    Hugo Nordseth

    2012-11-01

    Full Text Available  The aim of the CoTech project was to develop a concept of using ICT tools for international cooperation in teacher education, and the output result was to develop and test a pilot project for an online course. Our pilot shows that it is possible to implement an integrated curriculum using a variety of ICT tools for the development and deployment of video-based learning resources, as well as collaboration between international groups of students in teacher education without these students meeting physically or using coeducation. At each location, it is important to provide training in the appropriate ICT tools to be used.

  14. Perceptions of Teacher Candidates Regarding Project-Based Learning

    Science.gov (United States)

    Baysura, Ozge Deniz; Altun, Sertel; Yucel-Toy, Banu

    2016-01-01

    Problem Statement: Project-based learning (PBL) is a learning and teaching approach that makes students search for new knowledge and skills, helps them overcome real-life questions, and makes them design their own studies and performances. Research in Turkey reveals that teachers are not well-informed about PBL, can not guide students in this…

  15. Student-Teacher Collaboration: A Skateboard Project that Really Rocks!

    Science.gov (United States)

    Moore, Tim

    2005-01-01

    As a teacher, the author gets his biggest charge from seeing students' eyes light up when he asks them a question related to a topic on which they are the experts and he is the novice. Skateboarding provides a prime example. Since most of his students have a personal interest and involvement in skateboarding, he introduced a skateboard project to…

  16. Final report on the Background Soil Characterization Project at the Oak Ridge Reservation, Oak Ridge, Tennessee

    International Nuclear Information System (INIS)

    1993-10-01

    The Background Soil Characterization Project (BSCP) will provide background concentration levels of selected metals organic compounds, and radionuclides in soils from uncontaminated on-site areas at the Oak Ridge Reservation (ORR), and off-site in the western part of Roane County and the eastern part of Anderson County. The BSCP will establish a database, recommend how to use the data for contaminated site assessment, and provide estimates of the potential human health and environmental risks associated with the background level concentrations of potentially hazardous constituents. This volume contains the data from the Background Soil Characterization Project. When available, the following validation qualifiers are used in the appendixes. When validation qualifiers are not available, the corresponding contract laboratory data qualifiers appearing on the next page are used

  17. International Deaf Education Teacher-Training Projects.

    Science.gov (United States)

    Moulton, Robert; Chinn, Kathleen

    2002-01-01

    This article discusses the need and challenges of developing nations regarding audiological and educational services for children who are deaf or hard-of-hearing. Stellar international programs are described. Availability and use of current computer technology is discussed and suggestions are made for international projects in audiology and deaf…

  18. Teacher Educators' and Student Teachers' Beliefs about Preparation for Working with Families Including Those from Diverse Socioeconomic and Cultural Backgrounds

    Science.gov (United States)

    D'Haem, Jeanne; Griswold, Peter

    2017-01-01

    This mixed-methods study examined teacher preparation for developing family partnerships. The attitudes and practices of teacher educators and the attitudes and experiences of student teachers were explored in focus groups, documents, and a survey instrument. Results indicated that although partnerships were considered important by faculty and…

  19. A school and inquiry based project with Nordic student teachers

    DEFF Research Database (Denmark)

    Stougaard, Birgitte

    Álka is a framework involving teacher education institutions in the Nordic counties. This study describes the design of a module aiming at the establishment of a stronger nexus between research (theory) and teaching of science (practice) and to explore an issue relevant for the student teachers...... future professional life. The theme that was used for the research based project was: Nordic Children’s ideas about living things in the sea. Oral presentation at The 10th Nordic Research Symposium on Science Education (NFSUN), Linköbing, Sweden, June 2011....

  20. The Impact of "Writing Project" Professional Development on Teachers' Self-Efficacy as Writers and Teachers of Writing

    Science.gov (United States)

    Locke, Terry; Whitehead, David; Dix, Stephanie

    2013-01-01

    This paper arises from a two-year project: "Teachers as writers: Transforming professional identity and classroom practice'" and draws on self-efficacy questionnaire data collected at the beginning and end of the project and interview data from five participating high-school teachers who were also co-researchers in the project.…

  1. Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel Study Using Schools and Staffing Survey 2003-04

    Science.gov (United States)

    Shen, Jianping; Leslie, Jeffrey M.; Spybrook, Jessaca K.; Ma, Xin

    2012-01-01

    Using nationally representative samples for public school teachers and principals, the authors inquired into whether principal background and school processes are related to teacher job satisfaction. Employing hierarchical linear modeling (HLM), the authors were able to control for background characteristics at both the teacher and school levels.…

  2. A novel background field removal method for MRI using projection onto dipole fields (PDF).

    Science.gov (United States)

    Liu, Tian; Khalidov, Ildar; de Rochefort, Ludovic; Spincemaille, Pascal; Liu, Jing; Tsiouris, A John; Wang, Yi

    2011-11-01

    For optimal image quality in susceptibility-weighted imaging and accurate quantification of susceptibility, it is necessary to isolate the local field generated by local magnetic sources (such as iron) from the background field that arises from imperfect shimming and variations in magnetic susceptibility of surrounding tissues (including air). Previous background removal techniques have limited effectiveness depending on the accuracy of model assumptions or information input. In this article, we report an observation that the magnetic field for a dipole outside a given region of interest (ROI) is approximately orthogonal to the magnetic field of a dipole inside the ROI. Accordingly, we propose a nonparametric background field removal technique based on projection onto dipole fields (PDF). In this PDF technique, the background field inside an ROI is decomposed into a field originating from dipoles outside the ROI using the projection theorem in Hilbert space. This novel PDF background removal technique was validated on a numerical simulation and a phantom experiment and was applied in human brain imaging, demonstrating substantial improvement in background field removal compared with the commonly used high-pass filtering method. Copyright © 2011 John Wiley & Sons, Ltd.

  3. Indian Metis Project for Careers in Teacher Education (I.M.P.A.C.T.E.). An Internal Evaluation.

    Science.gov (United States)

    Loughton, A. John

    Individual profiles (age, sex, marital status, number of dependents, type of withdrawal, academic success, center attended, educational background, and date of enrollment) were established for 87% of the 138 students enrolled in the Indian Metis Project for Careers in Teacher Education (IMPACTE) at Brandon University (Canada) between 1970 and…

  4. How Does Heat Flow Vary in the Ocean Floor? Crustal Evaluation Education Project. Teacher's Guide [and] Student Investigation.

    Science.gov (United States)

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  5. Pre operational background radiation monitoring around Kudankulam Nuclear Power Project site - a decade long experience

    International Nuclear Information System (INIS)

    Vijayakumar, B.; George, Thomas; Sundara Rajan, P.; Selvi, B.S.; Balamurugan, M.; Pandit, G.G.; Ravi, P.M.; Tripathi, R.M.

    2014-01-01

    Pre-operational environmental background radiation monitoring around nuclear power plants is very important to understand baseline values existing in the site and also to identify any hot spots of naturally occurring high background radiation areas and their sources. These baseline measurements will act as a benchmark for future comparison after the reactors go into operation. The radiation measurements are continued during the operational phase of the plant and the results are compared to see whether there is any impact of the operation of the plant on the environment. A comprehensive background radiation monitoring plan has been in vogue at site from 2004 to meet this objective. This paper describes the different monitoring strategies adopted around Kudankulam Nuclear Power Project site and throws light on the pre operational background radiation levels in the environment

  6. SOAP in practice: learning outcomes of a cross-institutional innovation project conducted by teachers, student teachers, and teacher educators

    NARCIS (Netherlands)

    Prof. Dr. Rob F. Poell; Dr. Audrey Seezink; Prof. Dr. Paul A. Kirschner

    2010-01-01

    This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross-institutional innovation project based on the SOAP approach. SOAP integrates Schooling of teachers, Organisational development of schools, Action- and development-oriented

  7. SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators

    Science.gov (United States)

    Seezink, Audrey; Poell, Rob; Kirschner, Paul

    2010-01-01

    This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross-institutional innovation project based on the SOAP approach. SOAP integrates "S"chooling of teachers, "O"rganisational development of schools, "A"ction- and development-oriented research, and…

  8. A Better Way to Pay: Five Rules for Reforming Teacher Compensation. Backgrounder. No, 2681

    Science.gov (United States)

    Richwine, Jason

    2012-01-01

    Despite ongoing debates over the adequacy of teacher compensation, the design of merit pay systems, and the structure of pension benefits, there is broad agreement that teacher pay should be designed to recruit--and retain--the highest-quality teachers in a cost-effective manner. Policymakers should avoid across-the-board pay increases, and focus…

  9. Salt Repository Project site study plan for background environmental radioactivity: Revision 1

    International Nuclear Information System (INIS)

    1987-12-01

    The Site Study Plan for Background Environmental Radioactivity describes a field program consisting of an initial radiological survey and a radiological sampling program. The field program includes measurement of direct radiation and collection and analysis of background radioactivity samples of air, precipitation, soil, water, milk, pasture grass, food crops, meat, poultry, game, and eggs. The plan describes for each study the need for the study, the study design, data management, and use, schedule of proposed activities, and quality assurance requirements. These studies will provide data needed to satisfy requirements contained in, or derived from, the Salt Repository Project Requirements Document. 43 refs., 10 figs., 7 tabs

  10. Final report on the Background Soil Characterization Project at the Oak Ridge Reservation, Oak Ridge, Tennessee

    International Nuclear Information System (INIS)

    Hatmaker, T.L.; Hook, L.A.; Jackson, B.L.

    1993-10-01

    The Background Soil Characterization Project (BSCP) will provide background concentration levels of selected metals, organic compounds, and radionuclides in soils from uncontaminated on-site areas at the Oak Ridge Reservation (ORR), and off-site in the western part of Roane County and the eastern part of Anderson County. The BSCP will establish a database, recommend how to use the data for contaminated site assessment, and provide estimates of the potential human health and environmental risks associated with the background level concentrations of potentially hazardous constituents. ORR background soil characterization data will be used for two purposes. The first application will be in differentiating between naturally occurring constituents and site-related contamination. This is a very important step in a risk assessment because if sufficient background data are not available, no constituent known to be a contaminant can be eliminated from the assessment even if the sampled concentration is measured at a minimum level. The second use of the background data will be in calculating baseline risks against which site-specific contamination risks can be compared

  11. General Aviation in Nebraska: Nebraska SATS Project Background Paper No. 1

    Science.gov (United States)

    Smith, Russell; Wachal, Jocelyn

    2000-01-01

    The Nebraska SATS project is a state-level component of NASA's Small Aircraft Transportation System (SATS). During the next several years the project will examine several different factors affecting SATS implementation in Nebraska. These include economic and taxation issues, public policy issues, airport planning processes, information dissemination strategies, and systemic change factors. This background paper profiles the general aviation system in Nebraska. It is written to provide information about the "context" within which SATS will be pursued. The primary focus is thus on describing and providing background information about the current situation. A secondary focus is on drawing general conclusions about the ability of the current system to incorporate the types of changes implied by SATS. First, some brief information on the U.S. aviation system is provided. The next two sections profile the current general aviation aircraft and pilot base. Nebraska's system of general aviation airports is then described. Within this section of the paper, information is provided on the different types of general aviation airports in Nebraska, airport activity levels and current infrastructure. The fourth major section of the background paper looks at Nebraska's local airport authorities. These special purpose local governments oversee the majority of the general aviation airports in the state. Among the items examined are total expenditures, capital expenditures and planning activities. Next, the paper provides background information on the Nebraska Department of Aeronautics (NDA) and recent Federal funding for general aviation in Nebraska. The final section presents summary conclusions.

  12. Primary Teachers Conducting Inquiry Projects: Effects on Attitudes towards Teaching Science and Conducting Inquiry

    Science.gov (United States)

    van Aalderen-Smeets, Sandra I.; Walma van der Molen, Juliette H.; van Hest, Erna G. W. C. M.; Poortman, Cindy

    2017-01-01

    This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers' attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers' attitudes. Teachers felt less anxious…

  13. Teachers Teaching Students from a Multicultural Background: The Case of Malaysia

    Science.gov (United States)

    Rajendran, Nagappan

    2005-01-01

    Teacher educators like talking about the pre-service--in-service continuum as a way of expressing their views, that inevitably, they are expected to play a multifaceted role in and outside of the classroom. In this respect, what is of greater concern is that many teachers are inadequately prepared to teach ethnically diverse students. Malaysia is…

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

    Science.gov (United States)

    Woods, Shaneka

    2017-01-01

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

  15. LETs and NETs: Exploring How Teachers from Diverse Cultural Backgrounds Impact Student Motivation and Preferences

    Science.gov (United States)

    Wong, Ruth

    2014-01-01

    This paper, an exploratory case study, examines how students' preferences and motivation to learn English are influenced by their perceptions of teaching practices--both of native English teachers and local English teachers. To better understand the context of this research question, this study adopts a method of triangulation in collecting data:…

  16. The creation of science projects in the physics teachers preparation

    Science.gov (United States)

    Horváthová, Daniela; Rakovská, Mária; Zelenický, Ľubomír

    2017-01-01

    Terms - project, projecting and the method of projecting - are nowadays frequently used in different relations. Those terms, especially as methods (of a cognitive process), are also transferred to the educational process. Before a new educational method comes to practice, the teacher should be familiar with it and preferably when it is done so during his university studies. An optional subject called Physics in a system of science subjects has been included into physics curricula for students of the fourth year of their studies at the Faculty of Science of Constantine the Philosopher University in Nitra. Its task is to make students aware of ways how to coordinate knowledge and instructions presented in these subjects through analysis of curricula and textbooks. As a part of their seminars students are asked to create integrated tasks and experiments which can be assessed from the point of view of either physics or chemistry or biology and which can motivate pupils and form their complex view on various phenomena in the nature. Therefore the article discusses theoretical and also practical questions related to experience that originates from placing the mentioned method and the subject Physics in a system of science subjects into the preparation of a natural sciences teacher in our workplace.

  17. Phase unwrapping algorithm based on multi-frequency fringe projection and fringe background for fringe projection profilometry

    International Nuclear Information System (INIS)

    Zhang, Chunwei; Zhao, Hong; Gu, Feifei; Ma, Yueyang

    2015-01-01

    A phase unwrapping algorithm specially designed for the phase-shifting fringe projection profilometry (FPP) is proposed. It combines a revised dual-frequency fringe projectionalgorithm and a proposed fringe background based quality guided phase unwrapping algorithm (FB-QGPUA). Phase demodulated from the high-frequency fringe patterns is partially unwrapped by that demodulated from the low-frequency ones. Then FB-QGPUA is adopted to further unwrap the partially unwrapped phase. Influences of the phase error on the measurement are researched. Strategy to select the fringe pitch is given. Experiments demonstrate that the proposed method is very robust and efficient. (paper)

  18. Background studies for NaI(Tl) detectors in the ANAIS dark matter project

    International Nuclear Information System (INIS)

    Amaré, J.; Borjabad, S.; Cebrián, S.; Cuesta, C.; Fortuño, D.; García, E.; Ginestra, C.; Gómez, H.; Martínez, M.; Oliván, M. A.; Ortigoza, Y.; Solórzano, A. Ortiz de; Pobes, C.; Puimedón, J.; Sarsa, M. L.; Villar, J. A.; Villar, P.

    2013-01-01

    Several large NaI(Tl) detectors, produced by different companies, have been operated in the Canfranc Underground Laboratory (LSC) in the frame of the ANAIS (Annual modulation with NaI Scintillators) project devoted to the direct detection of dark matter. A complete background model has been developed for a 9.6 kg detector (referred as ANAIS-0 prototype) after a long data taking at LSC. Activities from the natural chains of 238 U and 232 Th, and 40 K in the NaI(Tl) crystal were evaluated applying different methods: discrimination of alpha particles vs beta/gamma background by Pulse Shape Analysis for quantifying the content of the natural chains and coincidence techniques for 40 K. Radioactive contaminations in the detector and shielding components were also determined by HPGe spectrometry. Monte Carlo simulations using Geant4 package were carried out to evaluate their contribution. At high energies, most of the measured background is nicely reproduced; at low energy some non-explained components are still present, although some plausible background sources have been analyzed. The 40 K content of the NaI(Tl) crystal has been confirmed to be the dominant contributor to the measured background with this detector. In addition, preliminary results of the background characterization, presently underway at the LSC, of two recently produced NaI(Tl) detectors, with 12.5 kg mass each, will be presented: cosmogenic induced activity has been clearly observed and is being quantified, and 40 K activity at a level ten times lower than in ANAIS-0 has been determined

  19. Academic Expectations of Australian Students from Aboriginal, Asian and Anglo Backgrounds: Perspectives of Teachers, Trainee-Teachers and Students

    Science.gov (United States)

    Dandy, Justine; Durkin, Kevin; Barber, Bonnie L.; Houghton, Stephen

    2015-01-01

    There are ethnic group differences in academic achievement among Australian students, with Aboriginal students performing substantially below and Asian students above their peers. One factor that may contribute to these effects is societal stereotypes of Australian Asian and Aboriginal students, which may bias teachers' evaluations and influence…

  20. Teacher Burnout: Causes and Projected Preventative and Curative Interventions

    Science.gov (United States)

    Warrad, Mohammad I.

    2012-01-01

    This mixed methods study examined how teachers at Valley High School internalize the phenomenon of teacher burnout. Teachers at Valley High School are suffering from teacher burnout on a daily basis with little to no support. The teachers at Valley High School were asked to participate in a survey, semi-structured interviews, and class…

  1. Attitudes and Motivation toward Learning the English Language among Students from Islamic Education System Background: Exploring the Views of Teachers

    Directory of Open Access Journals (Sweden)

    Ismail Sheikh Ahmad

    2014-08-01

    Full Text Available Research in the field of attitudes and motivation has increasingly investigated the nature and role of motivation in L2 learning process, and many are inspired by Canadian psychologists, Robert Gardner and Wallace Lambert [1]. However, in Malaysia, there has been only a meagre number of research that investigates teachers' perceptions on attitudes and motivation of students from religious school background. It is of great significance to explore the attitudes and motivation of these groups of students because the students appeared to be weak in the English language and they also held negative perceptions toward the language [2, 3]. The present study is needed to attain authentic information about possible connections between teachers' personal experiences, their perspectives and their practices regarding teaching and learning of students from the aforementioned background. This qualitative research study contains in-depth teacher interviews that document their personal perceptions, ways of dealing with students in the specified setting, and their suggestions on improving the attitudes and motivation of learning English for students from religious school background. Findings are presented according to the research questions intended for the study and several conclusions were drawn from the data. 

  2. Evaluating Retirement Income Security for Illinois Public School Teachers. Public Pension Project Report

    Science.gov (United States)

    Johnson, Richard W.; Southgate, Benjamin G.

    2014-01-01

    The financial problems afflicting the Illinois teacher pension plan have grabbed headlines. An equally important problem, though underappreciated, is that relatively few teachers benefit much from the plan. This report evaluates the pension benefits provided to Illinois public school teachers. The researchers project annual and lifetime pension…

  3. Language Teachers' Target Language Project: Language for Specific Purposes of Language Teaching

    Science.gov (United States)

    Korenev, Alexey; Westbrook, Carolyn; Merry, Yvonne; Ershova, Tatiana

    2016-01-01

    The Language Teachers' Target Language project (LTTL) aims to describe language teachers' target language use domain (Bachman & Palmer 2010) and to develop a language test for future teachers of English. The team comprises four researchers from Moscow State University (MSU) and Southampton Solent University.

  4. Human Genome Teacher Networking Project, Final Report, April 1, 1992 - March 31, 1998

    Energy Technology Data Exchange (ETDEWEB)

    Collins, Debra

    1999-10-01

    Project to provide education regarding ethical legal and social implications of Human Genome Project to high school science teachers through two consecutive summer workshops, in class activities, and peer teaching workshops.

  5. The Development of Man and His Culture: Old World Prehistory. Grade 5. Teacher Guide [And] Pupil Text [And] Pupil Guide [And] Teacher Background Material [And] A Sequential Curriculum in Anthropology. Test Form 5, Composite Form for Pre- and Post-Test. Revised, January 1968. Publications No. 25, 31, 23, 24 and 43.

    Science.gov (United States)

    Potterfield, James E.; And Others

    This social studies unit includes a teaching guide, student text, study guide, teacher background material, and composite pretest/posttest covering archaeological methods, evolution, fossils and man, and development of culture during the prehistoric periods in the Old World. It is part of the Anthropology Curriculum Project and is designed for…

  6. Implementation of municipal health promoting projects in primary schools: teachers perspective

    DEFF Research Database (Denmark)

    Nordin, Lone Lindegard

    2013-01-01

    . The project is funded by the Danish Ministry of Science, University of Aarhus and Silkeborg municipality, and involves 5 primary schools, 23 teachers and 233 pupils from 7th to 9 class. The project is positioned within the critical approach to school health education and health promotion, developed......Implementation of municipally health promoting projects' in primary schools: teachers perspective Research question This paper discusses the findings from a qualitative research, that aimed to investigate how teachers in primary schools implemented municipal health promoting projects focusing...... that there is a “gap” between policy and practice according to aim, content and methods, and that teachers practice can be explained as coping mechanism. The key findings include: • Teachers practice is closer to traditional health education than critical health education. • Teachers priorities the mandatory teaching...

  7. BACKGROUND AND MOTIVATION OF STUDENT TEACHERS IN PRIMARY AND SECONDARY SCIENCE

    DEFF Research Database (Denmark)

    Hyllested, Trine

    The students attending teacher training at University College Capital in Copenhagen, Denmark fall into two groups with different subject profiles: One group prefers to teach at the primary level, the other prefers to teach at the secondary level. The students of primary level science combine...... with other subjects such as History, Danish or Physical Education. The students of secondary level science combine with subjects such as Mathematics and related science subjects: Biology, Geography, Physics and Chemistry....

  8. Problem Solution Project: Transforming Curriculum and Empowering Urban Students and Teachers

    Science.gov (United States)

    Jarrett, Olga S.; Stenhouse, Vera

    2011-01-01

    This article presents findings of 6 years of implementing a Problem Solution Project, an assignment influenced by service learning, problem-based learning, critical theory, and critical pedagogy whereby teachers help children tackle real problems. Projects of 135 teachers in an urban certification/master's program were summarized by cohort year…

  9. What I Learned from the Ypsilanti Perry Preschool Project: A Teacher's Reflections

    Science.gov (United States)

    Derman-Sparks, Louise

    2016-01-01

    This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967), critically examines the prevailing narrative about the preschool project's relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and…

  10. A Discussion Project on High School Adolescents' Perceptions of the Relationship between Students and Teachers

    Science.gov (United States)

    Fisher, Ronald J.

    1976-01-01

    Describes a small group discussion project involving students and teachers in two large white suburban high schools. The project's intention was to focus discussion on the social quality of the relationship between students and teachers, and to assess the impact of the discussions on student perceptions. (Author/RK)

  11. Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers

    Energy Technology Data Exchange (ETDEWEB)

    1993-12-01

    This teacher education program will provide a model for recruiting, educating and retaining high ability students to become mathematics and science lead teachers in elementary schools. The quality experiences and support provided these students will help them develop the knowledge and attitudes necessary to provide leadership for elementary mathematics and science programs. Students will have research experiences at the Ames Laboratory, high quality field experiences with nationally recognized mathematics and science teachers in local schools and opportunities to meaningfully connect these two experiences. This program, collaboratively designed and implemented by scientists, teacher educators and classroom teachers, should provide a replicatable model for other teacher education institutions. In addition, materials developed for the project should help other laboratories interface more effectively with K-8 schools and help other teacher education programs incorporate real science and mathematics experience into their curriculum.

  12. Re-Searching Secondary Teacher Trainees in Distance Education and Face-to-Face Mode: Study of Their Background Variables, Personal Characteristics and Academic Performance

    Science.gov (United States)

    Garg, Mamta; Gakhar, Sudesh

    2011-01-01

    The present investigation was conducted to describe and compare the background variables, personal characteristics and academic performance of secondary teacher trainees in distance education and face-to-face mode. The results indicated that teacher trainees in distance education differed from their counterparts in age, marital status, sex and…

  13. Teachers' Knowledge and Views on the Use of Learners' Socio-Cultural Background in Teaching Natural Sciences in Grade 9 Township Classes

    Science.gov (United States)

    Mavuru, Lydia; Ramnarain, Umesh

    2017-01-01

    This article explores teachers' knowledge and views on the role of learners' socio-cultural background when teaching Natural Sciences to Grade 9 learners at three South African township schools. Within a socio-cultural framework, the research investigated how teachers accommodate learners' cultural norms and values, religion and beliefs,…

  14. Using Action Research Projects to Examine Teacher Technology Integration Practices

    Science.gov (United States)

    Dawson, Kara

    2012-01-01

    This study examined the technology integration practices of teachers involved in a statewide initiative via one cycle of action research. It differs from other studies of teacher technology integration practices because it simultaneously involved and provided direct benefits to teachers and researchers. The study used thematic analysis to provide…

  15. Developing Intercultural Teachers: The Mumbai Global Experience Project

    Science.gov (United States)

    Johnson, Richard

    2009-01-01

    Interculturalism is a major theme that needs to inform the teaching and learning of all subjects in teacher education courses. Moreover, the practicum is an area where there needs to be more attention given to developing the attributes of an intercultural teacher. In 2008 I took a group of thirteen teacher education students on a three-week…

  16. Periodic Comet Shoemaker-Levy 9 Collides with Jupiter. Background Material for Science Teachers.

    Science.gov (United States)

    Jet Propulsion Lab., Pasadena, CA.

    In July of 1994, fragments of Comet Shoemaker-Levy collided with Jupiter. This document has been provided to better inform students of the work that will be done by scientists and others involved in the study of this event. This document offers some background material on Jupiter, comets, what has and possibly will happen, and how scientists…

  17. Why Kites Fly. Teacher Background for DSO for DoDDS Japan Day with Kites.

    Science.gov (United States)

    Schlenker, Richard M.

    This paper discusses the physical principles behind the flying ability of both kites and airplanes. This background material was developed for a program in which a Japanese kite maker conducts kite making and flying classes in the Japan School District Elementary Schools of the Department of Defense Dependents Schools (DoDDS), Pacific Region. The…

  18. A Phenomenological Research Study of the Experience of Teachers in the Virgin Islands Teacher Enhancement in Mathematics and Science Project

    Science.gov (United States)

    Thurland, Karen C.

    The purpose of conducting this study was to describe the experience of elementary teachers in a mathematics and science staff development project in the U.S. Virgin Islands. The focus of this study was to describe the meaning teachers attribute to their experience in this three year project, in which many of the national mathematics and science reform efforts were implemented. A phenomenological approach was used in order to develop a complete picture of the teachers' experiences. Data collection consisted of interviews with seven elementary teachers. The data were subjective descriptions of the teachers pertaining to the initial summer institute, the follow-up sessions, and the new innovative methods. The transcendental phenomenological model was used. The textural and structural themes included enhanced learning and changes in teaching practice, and interactions with colleagues. From these themes, individual and composite textual descriptions of the experience of the teacher participants were developed. The synthesis of those descriptions illuminated the meanings and essence of their lived experience. The findings indicate that the essence of the experience was the development of a positive attitude towards the teaching of math and science. The teachers gained confidence in their ability to motivate students with the inquiry method and taught more math and science. The implications for the Virgin Islands Department of Education include establishing a partnership with the local university to offer staff development training in mathematics and science and to conduct evaluations of its training efforts.

  19. Effects of projection and background correction method upon calculation of right ventricular ejection fraction using first-pass radionuclide angiography

    International Nuclear Information System (INIS)

    Caplin, J.L.; Flatman, W.D.; Dymond, D.S.

    1985-01-01

    There is no consensus as to the best projection or correction method for first-pass radionuclide studies of the right ventricle. We assessed the effects of two commonly used projections, 30 degrees right anterior oblique and anterior-posterior, on the calculation of right ventricular ejection fraction. In addition two background correction methods, planar background correction to account for scatter, and right atrial correction to account for right atrio-ventricular overlap were assessed. Two first-pass radionuclide angiograms were performed in 19 subjects, one in each projection, using gold-195m (half-life 30.5 seconds), and each study was analysed using the two methods of correction. Right ventricular ejection fraction was highest using the right anterior oblique projection with right atrial correction 35.6 +/- 12.5% (mean +/- SD), and lowest when using the anterior posterior projection with planar background correction 26.2 +/- 11% (p less than 0.001). The study design allowed assessment of the effects of correction method and projection independently. Correction method appeared to have relatively little effect on right ventricular ejection fraction. Using right atrial correction correlation coefficient (r) between projections was 0.92, and for planar background correction r = 0.76, both p less than 0.001. However, right ventricular ejection fraction was far more dependent upon projection. When the anterior-posterior projection was used calculated right ventricular ejection fraction was much more dependent on correction method (r = 0.65, p = not significant), than using the right anterior oblique projection (r = 0.85, p less than 0.001)

  20. Merging Regular and Special Education Teacher Preparation Programs: The Integrated Special Education-English Project (ISEP).

    Science.gov (United States)

    Miller, Darcy E.

    1991-01-01

    Describes the Integrated Special Education-English Project (ISEP) which facilitated the gradual integration of special education and English teacher preparation programs. A description of the ISEP model and a case study are included. The case study indicated student teachers who participated in the ISEP improved special education and English…

  1. Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching. [Executive Summary

    Science.gov (United States)

    Springer, Matthew G.; Hamilton, Laura; McCaffrey, Daniel F.; Ballou, Dale; Le, Vi-Nhuan; Pepper, Matthew; Lockwood, J. R.; Stecher, Brian M.

    2013-01-01

    The Project on Incentives in Teaching (POINT) was a three-year study conducted in the Metropolitan Nashville School System from 2006-07 through 2008-09, in which middle school mathematics teachers voluntarily participated in a controlled experiment to assess the effect of financial rewards for teachers whose students showed unusually large gains…

  2. The Impact of Project-Based Learning on Pre-Service Teachers' Technology Attitudes and Skills

    Science.gov (United States)

    Alexander, Curby; Knezek, Gerald; Christensen, Rhonda; Tyler-Wood, Tandra; Bull, Glen

    2014-01-01

    Researchers in this study looked at the effect of content-specific, technology-rich project-based learning activities on EC-8 pre-service teachers' competencies and skills, as well as pre-service teacher's attitudes toward science, technology, engineering and mathematics (STEM). Researchers employed a quantitative design involving participants in…

  3. EIA--A Teacher Education Project in Bangladesh: An Analysis from Diversified Perspectives

    Science.gov (United States)

    Karim, Abdul; Mohamed, Abdul Rashid; Rahman, Mohammad Mosiur

    2017-01-01

    English in Action (EIA) is an ongoing teacher education project which places mobile technology at the centre of its action. Most of the studies carried out focused on the changes EIA brought in teachers' classroom actions. Along with this, they also explored the classroom to observe whether the input given during training program is implemented in…

  4. Implications from the Use of ICT by Language Teachers--Participants of International Projects

    Science.gov (United States)

    Gajek, Elzbieta

    2015-01-01

    Telecollaboration in international school projects requires various competences from the participating teachers. A combination of intercultural, linguistic, technical and subject competences builds ground for successful team work with foreign partners. This article presents a survey on the use of ICT by language teachers, their attitudes to ICT…

  5. Determining Teachers' Educational Needs Regarding School Education Projects within the Scope of Erasmus+ Programme

    Science.gov (United States)

    Karakus, Fatma; Uyar, Melis Yesilpinar; Balbag, Nur Leman

    2017-01-01

    The purpose of this study was to determine teachers' educational needs regarding school education projects within the scope of Erasmus+ programme. In the study, the case study method, one of qualitative research designs, was used. The participants were determined using the snowball sampling method, and eight secondary school teachers took part in…

  6. The Hemingway Project: A Collaborative School-based Program for Teacher Certification.

    Science.gov (United States)

    Butler, Shannon K.; And Others

    At Weber State University (Utah), teacher educators have collaborated with English faculty to design a pilot program (Hemingway Project) which serves as an initial effort to restructure the teacher education program. The program, funded by the Hemingway Foundation, is intended to provide greater integration of the university experience with actual…

  7. Preparing the EFL Teacher: A Projection for the '70's.

    Science.gov (United States)

    Lugton, Robert C., Ed.

    Following a Foreword and Introduction by the editor, papers in this compilation of studies in the training of teachers for English as a second language are: (1) "Linguistics and the EFL Teacher," by Bruce Fraser; (2) "From Linguistics to Pedagogy: Some Tentative Applications," by William E. Rutherford; (3) "Notes Toward an Applied Rhetoric," by…

  8. The Collaborative Teacher Inquiry Project: A Purposeful Professional Development Initiative

    Science.gov (United States)

    Jao, Limin; McDougall, Douglas

    2015-01-01

    The transition from Grade 8 to Grade 9 is particularly difficult for students who were not very successful in mathematics in Grade 8. Research into ways to improve this transition as well as improve the teaching practices at the Applied level will be helpful for teachers, administrators, and policy makers. The Collaborative Teacher Inquiry Project…

  9. Uncertainties in the Dutch Reference Projections. Background information for the report 'Reference Projections Energy and Emissions 2005-2020'

    International Nuclear Information System (INIS)

    Seebregts, A.J.; Gijsen, A.

    2005-09-01

    The Dutch targets for greenhouse gases, ammonia and non-methane VOCs will likely be met in 2010 according to our calculations from an uncertainty analysis in the framework of the project on Reference Projections for energy, climate and acidifying emissions. However, it is unlikely that the targets for sulphur dioxide and nitrogen oxide will be attained This study distinguished between sources of uncertainty in the input variables of the Reference Projections. These sources were quantified with the help of the 'Guidance for Uncertainty Assessment and Communication' and 'expert judgement'. With the aid of a statistical Monte Carlo analysis, margins and probability distributions were determined for the most important outcomes of the Reference Projections. These probability distributions led, for example, to several statements being made on the chances of meeting certain targets. The use of 'Guidance for Uncertainty Assessment and Communication' was also evaluated [nl

  10. An overview of background environmental radiological surveillance around Kudankulam nuclear power project site

    International Nuclear Information System (INIS)

    Rajan, M.P.; Vijayakumar, B.; George, Thomas; Rajan, P.S.; Rana, B.K.; Kumar, M.; Hegde, A.G.; Chougaonkar, M.P.

    2005-01-01

    A modern Environmental Survey Laboratory (ESL) equipped with state-of-art nuclear counting, chemical and ecological equipment's has been set up at Kudankulam at the very beginning of construction activities to carry out pre operational and baseline radioactivity measurements. Construction activities for the two VVER type 1000 MWe reactors at the site are progressing ahead of schedule and the first unit is slated to be critical in the year 2007. This paper presents the results of environmental radiological surveillance carried out for the last one year in Kudankulam environs. General radiation background in the area varies in the range of 0.1 - 0.7 μGy/h and elevated levels as high as 20 μGy/h are noticed in beach areas. The major contribution to the background radiation in high background areas comes from 232 Th and its daughter products. The concentrations of 40 K are of normal order and comparable to other NPP sites and normal background areas. The concentrations of fallout nuclides are very low and are at global fallout levels. (author)

  11. Theoretical background to orient the universitary projects management to local development.

    Directory of Open Access Journals (Sweden)

    Naybi Salas Vargas

    2012-03-01

    Full Text Available Nowadays the resources administration is a problem to be solved, and is remarkable the universities role to orient knowledge to the expected local development. With the communion of the university and the main decisors at local and territorial contexts, it is evident the development of alternatives that diminish existing breaches in the known projects management Anytime the projects development context is diverse and multicultural, all the knowledge elements that provide new forms are useful experiences without point out unique recipees. The development dynamic evolution in the territories continues being an urgency for human survival.The projects management, notable in international cooperation actions as the international dimension of the extensionist activity and in the science contributions, are reduced in their foccus to the promotion of local development, what points out the need to orient the universitary processes to the territorial development of the province, in particular the projects management. The objective of this work is to offer a guidance of foundations that allow to orient the management of universtary projects to local development.

  12. Influences on teachers' curricular choices in project-based science classrooms

    Science.gov (United States)

    Laba, Karen Anne

    This descriptive research will present two case studies of experienced science teachers using project-based curricula in all or part of their secondary life science/biology courses. The purpose of this study is to reveal the underlying relationships between teachers' conceptions of the nature of science, their understanding of their role as science teachers and their expectations for appropriate and worthwhile student learning, and to describe the influence of these factors on their curricular choices within the project-based framework. Using a modification of Hewson, Kerby and Cook's (1995) Conceptions of Teaching Science protocol as a model, teachers' beliefs and intentions are classified and examined to identify organizing themes. Comparisons between teachers' beliefs and the actions they take in their project-based classroom are used to reveal relationships among the choices that result in students' learning experiences. Finally, the curricula presented by these two exemplary teachers are compared with the teaching standards and content goals defined in the National Science Education Standards (NRC, 1996). Recommendations for the application of the case study perspective of the evolution of learning experiences to reform efforts are offered to practitioners, policy makers, curriculum developers and teacher educators.

  13. A three-year teacher research–to–practice collaborative professional development project

    DEFF Research Database (Denmark)

    Hilton, Annette; Hilton, Geoff; Zeuschner, Michael

    The theme is successful implementation of a research-to-practice collaborative teacher professional development project aimed at enhancing the teaching and learning of proportional reasoning. The objectives are to outline the project goals, provide an overview of the key research findings regardi...

  14. Teaching as Improvisational Experience: Student Music Teachers' Reflections on Learning during an Intercultural Project

    Science.gov (United States)

    Westerlund, Heidi; Partti, Heidi; Karlsen, Sidsel

    2015-01-01

    This qualitative instrumental case study explores Finnish student music teachers' experiences of teaching and learning as participants in an intercultural project in Cambodia. The Multicultural Music University project aimed at increasing master's level music education students' intercultural competencies by providing experiences of teaching and…

  15. National Writing Project's Multimodal Literacies and Teacher Collaboration: Enhanced Student Learning on Global Social Issues

    Science.gov (United States)

    Iyengar, Kalpana; Hood, Caleb

    2016-01-01

    Iyengar and Hood, both teacher consultants with the San Antonio Writing Project (SAWP), and instructors of an undergraduate society and social issues class, collaborated to enhance their undergraduate students' writing experiences using the National Writing Project model (Lieberman & Wood, 2003). Iyengar and Hood used strategies such as…

  16. Interdisciplinary Project-Based Learning: An Online Wiki Experience in Teacher Education

    Science.gov (United States)

    Biasutti, Michele; EL-Deghaidy, Heba

    2015-01-01

    In the current research study the use of Wikis as an online didactic tool to apply project-based learning in higher education was reported. The study was conducted in university teacher education programmes. During the online activities, participants developed interdisciplinary projects for the primary school working collaboratively in small…

  17. Working with Teachers to Develop Fair and Reliable Measures of Effective Teaching. MET Project

    Science.gov (United States)

    Bill & Melinda Gates Foundation, 2010

    2010-01-01

    In fall 2009, the Bill & Melinda Gates Foundation launched the Measures of Effective Teaching (MET) project to develop and test multiple measures of teacher effectiveness. The goal of the MET project is to improve the quality of information about teaching effectiveness available to education professionals within states and districts--information…

  18. Final Evaluation Report of Teacher Training Projects Sponsored by Law in a Changing Society.

    Science.gov (United States)

    Denton, Jon J.; Kracht, James B.

    The report is an assessment of law-focused education projects located in selected cities in Texas during the 1975-76 academic year. The projects were undertaken to positively affect the attitudes and understanding of students toward the role of law in today's society and the influences of law on crime and corruption. Teacher training programs and…

  19. The Acadia Learning Project: Lessons Learned from Engaging High School Teachers and Students in Citizen Science Supporting National Parks

    Science.gov (United States)

    Nelson, S. J.; Zoellick, B.; Davis, Y.; Lindsey, E.

    2009-12-01

    In 2007 the authors initiated a citizen science research project, supported with funding from the Maine Department of Education, designed to extend research at Acadia National Park to a broader geographic area while also providing high school students and teachers with an opportunity to engage in authentic research in cooperation with working scientists. The scientific focus of the work has been on providing information about the mercury burden of organisms at different trophic levels across different geographic and environmental settings. The pedagogical focus has been on providing students with immersion in a substantial, field-based project, including background research, hypothesis formulation, data collection and analysis, and presentation of research findings. Starting work with 6 teachers in two schools the first year, the project expanded to involve more than 20 teachers and 350 students in a dozen schools in its second year. In coming years, with support from NOAA and cooperation from other National Parks in the region, the project will expand to include work in other states along the coast of the Gulf of Maine. In this paper the authors describe evolution in the use of the Internet over the first two years of the project, a sharpened focus on professional development for teachers, survey results regarding student views of the nature of science, the importance of focusing on rigorous, useful data collection from an educational perspective, success in establishing that samples collected by students are useful in research, the disjuncture between scientific and pedagogical outcomes, an assessment of the value of student poster presentations, and lessons learned about preparation and use of curriculum support materials. The authors also describe future directions, which include an increased focus on professional development and student work with graphs, a narrower focus in sample collection, and increased use of the Internet to provide participating teachers

  20. Reflections on the "Teacher Identities in Music Education" [TIME] Project

    Science.gov (United States)

    Welch, Graham F.; Purves, Ross; Hargreaves, David J.; Marshall, Nigel

    2010-01-01

    At the turn of the century, there was a widespread perception on the part of pupils, teachers, and policy makers that a "problem with school music" existed, particularly at the secondary level. It was hypothesized that one contributory factor was the perceived authenticity of "school music" in relation to "music outside…

  1. Change Project-Based Learning in Teacher Education in Botswana

    African Journals Online (AJOL)

    where a few teacher educators were introduced to Education for Strong .... from sustainable pathways on the grounds of a wider consideration of arguments for natural ... on sustainable development taking place in society. ..... not only developed students' critical thinking, research and problem-solving skills, it gave them.

  2. Sustainable Bridges – A European Integrated Research ProjectBackground Overview and Results

    DEFF Research Database (Denmark)

    Täljsten, Björn; Elfgren, Lennart

    2008-01-01

    of energy and release of greenhouse gases. To help our society to be more sustainable, it is important to retain and use what we already have where possible, rather than investing in new structures. Instead of tearing down old, often beautiful, railway bridges and replacing them with new ones, we need...... to preserve and upgrade them by using better assessment, monitoring and strengthening methods. This was also the aim of the European Integrated Research Project “Sustainable Bridges – Assessment for Future Traffic Demands and Longer Lives” when it was accepted for funding by the European Commission in 2003....... The project established the following three specific goals: 1. increase the transport capacity of existing railway bridges by allowing higher axle loads (up to 33 tons) for freight traffic at moderate speeds or by allowing higher speeds (up to 350 km/hour) for passenger traffic with low axle loads 2. extend...

  3. How does an ICT-competent mathematics teacher benefit from an ICT-integrative project?

    DEFF Research Database (Denmark)

    Skott, Charlotte Krog; Østergaard, Camilla Hellsten

    2016-01-01

    . We use a theoretical framework for classroom mathematical practices to conceptualise teachers´ learning from a participatory perspective. On the one hand, the teacher realises a potential for a more dialogical approach to teaching. On the other hand, she appears to maintain her habits in relation......We investigate an ICT-competent mathematics teacher’s potentials for professional development as she participates in a sixth-grade statistics project aimed at developing practices that integrate ICTs. This is a critical case study, partly because the teacher is not challenged by the proposed ICTs...... to ICT-use. These contrary tendencies negatively influence the students’ learning opportunities. We offer explanations for why the teacher seems to sticks with her ICT-habits as well as suggestions for future research- and development projects....

  4. Science teachers' meaning-making when involved in a school-based professional development project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

    A group of teachers' meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-makig maps. The interpretation of the teachers......' meaning-making includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students' learning. Furthermore......, they all felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

  5. Conditions for monograph projectsʼ by preservice teachers: lessons from the long and winding route

    Directory of Open Access Journals (Sweden)

    Melba Libia Cárdenas

    2011-04-01

    Full Text Available This paper is based on the analysis of the nature of monograph projects undertaken by pre-service teachers at the Universidad Nacional de Colombia. It will examine the main factors that, according to the participants of a case-study, favour or limit the development of those projects. On the basis of our findings, we highlight the conditions associated with the successful fulfilment of what students are required to do in monograph projects.

  6. EVALUATION OF NEW PRIMARY TEACHERS ORIENTATION COURSE PROJECT LAUNCHED THROUGH ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD PAKISTAN

    Directory of Open Access Journals (Sweden)

    Syed Manzoor H. SHAH

    2011-07-01

    Full Text Available Primary Education is an important stage in the education system of any country. Every developed and developing nation is keen to develop and improve its primary education. In service training of the primary school teachers is a major factor in improving primary education. In Pakistan efforts have been made from the very beginning to improve the primary education especially in the late seventy’s. Different Non Governmental Organizations (NGOs, Donors Agencies and Institutions had been involved in taking different initiatives for the improvement of the quality of primary education. New Primary Teachers Orientation Course (N-PTOC was a similar effort of the Norwegian Agency for Development Co-operation (NORAD in joint collaboration of Allama Iqbal Open University, Islamabad (AIOU. The major objective of the project was to improve the teaching of primary school teachers through selected microteaching skills, lesson planning, use of teaching kit and AV aids. This project was started in 1991-92 and completed in the year, 1999. Different studies were conducted which indicated that the project has an impact on the performance of the trained teachers. The present study aimed for evaluation of the N-PTOC project launched through Allama Iqbal Open University, Islamabad. The study is based on the documentary analysis. All the existing record of the project including different reports, documents etc. were consulted for the purpose. It was concluded that the project achieved its trainee teacher’s targets up to 70% and training of tutors and senior tutors up to 100%. Moreover the project produced a model teachers training module for the in-service training of the primary school teachers. There were some problems and challenges in its implementation including; late release of funds, shifting of targets to next semester and its non continuation by the AIOU.

  7. The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds

    Science.gov (United States)

    Tosun, Cemal; Senocak, Erdal

    2013-01-01

    The aim of this study was to reveal the effects of Problem-based Learning (PBL) on the metacognitive awareness and attitudes toward chemistry of teacher candidates with different academic backgrounds. The study was carried out on one group using both pre-and post-test experimental studies. The findings of the study were obtained through…

  8. Teachers' tendencies to promote student-led science projects: Associations with their views about science

    Science.gov (United States)

    Bencze, J. Lawrence; Bowen, G. Michael; Alsop, Steve

    2006-05-01

    School science students can benefit greatly from participation in student-directed, open-ended scientific inquiry projects. For various possible reasons, however, students tend not to be engaged in such inquiries. Among factors that may limit their opportunities to engage in open-ended inquiries of their design are teachers' conceptions about science. To explore possible relationships between teachers' conceptions about science and the types of inquiry activities in which they engage students, instrumental case studies of five secondary science teachers were developed, using field notes, repertory grids, samples of lesson plans and student activities, and semistructured interviews. Based on constructivist grounded theory analysis, participating teachers' tendencies to promote student-directed, open-ended scientific inquiry projects seemed to correspond with positions about the nature of science to which they indicated adherence. A tendency to encourage and enable students to carry out student-directed, open-ended scientific inquiry projects appeared to be associated with adherence to social constructivist views about science. Teachers who opposed social constructivist views tended to prefer tight control of student knowledge building procedures and conclusions. We suggest that these results can be explained with reference to human psychological factors, including those associated with teachers' self-esteem and their relationships with knowledge-building processes in the discipline of their teaching.

  9. [Subtainable health promotion via organisational development--a model project for teachers in professional training schools].

    Science.gov (United States)

    Schumacher, L; Nieskens, B; Bräuer, H; Sieland, B

    2005-02-01

    The goal of this project is the development, implementation and evaluation of a concept designed for sustainable health promotion among occupational and trade school teachers. We assume that for sustainable health promotion -- along with a behavioral prevention program -- a change is necessary in the structure, as well as, the working and communication processes within schools. The realization of early teacher participation and self regulated cooperative groups initiates comprehensive and goal-oriented developmental processes in the project schools. The organizational development process was accomplished in the following way: At the beginning we conducted a diagnosis of school-specific and individual health risks and the resources available to the project schools. The results were reported for both the individual and for the teacher group. This was intended to clarify the potential for improvement and, thus, strengthen the teachers' motivation toward processes of change. Following the diagnosis, the teachers chose areas of stress-related strain and then worked in groups to develop and implement behaviour and working condition-oriented intervention strategies for health promotion. The diagnosis results confirm the necessity of school-specific health promotion: the schools demonstrate very different demand and resource profiles. Furthermore, is has become evident that the central success factor for health promotion in schools is the teachers' willingness for change. The individual and group reports of the diagnosis results seem to have made clear how essential individual and organisational changes are.

  10. Validation procedures used in the Background Soil Characterization Project on the Oak Ridge Reservation, Oak Ridge, Tennessee

    International Nuclear Information System (INIS)

    1993-12-01

    The purpose of this report is (1) to document the data validation process developed for the Background Soil Characterization Project (BSCP); (2) to offer members of other project teams and potential data users the benefit of the experience gained in the BSCP in the area of developing project-specific data validation criteria and procedures based on best available guidance and technical information; and (3) to provide input and guidance to the efforts under way within Martin Marietta Energy Systems, Inc., to develop standard operating procedures to streamline and optimize the analytical laboratory data validation process for general use by making it more technically rigorous, consistent, and cost effective. Lessons learned from the BSCP are also provided to meet this end (Sect. 1.3)

  11. Final report on the Background Soil Characterization Project at the Oak Ridge Reservation, Oak Ridge, Tennessee. Volume 1: Results of Field Sampling Program

    Energy Technology Data Exchange (ETDEWEB)

    Watkins, D.R.; Ammons, J.T.; Branson, J.L. [and others

    1993-10-01

    This report presents, evaluates, and documents data and results obtained in the Background Soil Characterization Project (BSCP). It is intended to be a stand-alone document for application and use in structuring and conducting remedial investigation and remedial action projects in the Environmental Restoration (ER) Program. The objectives of the BSCP consist of the following: determine background concentrations of organics, metals, and radionuclides in natural soils that are key to environmental restoration projects; provide remediation projects with 100% validated data on background concentrations, which are technically and legally defensible; and quantify baseline risks from background constituents for comparison of risks associated with contaminated sites.

  12. 'Cascading participation' and the role of teachers in a collaborative HIV and Aids curriculum development project

    Directory of Open Access Journals (Sweden)

    Duncan Scott

    2014-06-01

    Full Text Available This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV and Acquired Immunodeficiency Syndrome (AIDS from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project's 'cascading participation' research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers' ability to facilitate social and educational change.

  13. Background Material

    DEFF Research Database (Denmark)

    Zandersen, Marianne; Hyytiäinen, Kari; Saraiva, Sofia

    This document serves as a background material to the BONUS Pilot Scenario Workshop, which aims to develop harmonised regional storylines of socio-ecological futures in the Baltic Sea region in a collaborative effort together with other BONUS projects and stakeholders.......This document serves as a background material to the BONUS Pilot Scenario Workshop, which aims to develop harmonised regional storylines of socio-ecological futures in the Baltic Sea region in a collaborative effort together with other BONUS projects and stakeholders....

  14. Tomographic image via background subtraction using an x-ray projection image and a priori computed tomography

    International Nuclear Information System (INIS)

    Zhang Jin; Yi Byongyong; Lasio, Giovanni; Suntharalingam, Mohan; Yu, Cedric

    2009-01-01

    Kilovoltage x-ray projection images (kV images for brevity) are increasingly available in image guided radiotherapy (IGRT) for patient positioning. These images are two-dimensional (2D) projections of a three-dimensional (3D) object along the x-ray beam direction. Projecting a 3D object onto a plane may lead to ambiguities in the identification of anatomical structures and to poor contrast in kV images. Therefore, the use of kV images in IGRT is mainly limited to bony landmark alignments. This work proposes a novel subtraction technique that isolates a slice of interest (SOI) from a kV image with the assistance of a priori information from a previous CT scan. The method separates structural information within a preselected SOI by suppressing contributions to the unprocessed projection from out-of-SOI-plane structures. Up to a five-fold increase in the contrast-to-noise ratios (CNRs) was observed in selected regions of the isolated SOI, when compared to the original unprocessed kV image. The tomographic image via background subtraction (TIBS) technique aims to provide a quick snapshot of the slice of interest with greatly enhanced image contrast over conventional kV x-ray projections for fast and accurate image guidance of radiation therapy. With further refinements, TIBS could, in principle, provide real-time tumor localization using gantry-mounted x-ray imaging systems without the need for implanted markers.

  15. More dams planned for Nitassinan Rivers : Innu Nation backgrounder on the proposed Churchill River hydro projects

    International Nuclear Information System (INIS)

    1999-01-01

    The Labrador Innu have expressed their concerns regarding the proposed development of a huge hydroelectric project for the Nitassinan Rivers. The Innu people were not consulted regarding the negotiations which will take place between Newfoundland and Quebec. The biggest concern of the Innu people is the cumulative environmental and social effects of the proposed development and how it will contribute to opening up their territory to further development. For example, access roads, transmission corridors and large-scale clear-cut forestry operations would all impact on their traditional way of life. This paper also described the impacts that the Innu have already experienced as a result of hydroelectric development on the Nitassinan Rivers during the 1970s, when the government of Newfoundland gave the rights to develop and exploit water resources, forests and minerals to a private company. At that time, large areas of hunting and trapping territories were flooded, belongings were lost and burial sites were flooded. The flooding also resulted in increased levels of methyl mercury in fish in the reservoirs as well as downstream. The losses suffered by the Innu people have yet to be addressed by the governments

  16. Instructional Computing Project Uses "Multiplier Effect" to Train Florida Teachers.

    Science.gov (United States)

    Roblyer, M. D.; Castine, W. H.

    1987-01-01

    Reviews the efforts undertaken in the Florida Model Microcomputer Trainer Project (FMMTP) and its statewide impact. Outlines its procedural strategies, trainer curriculum, networking system, and the results of its multiplier effect. (ML)

  17. Preparing Teachers to Train the Next Generation of Scientists with the AMS DataStreme Project

    Science.gov (United States)

    Abshire, W. E.; Geer, I. W.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

    2016-12-01

    K-12 teacher professional development rich in content and pedagogical methods and materials for implementation of STEM concepts in the classroom will enhance teacher preparation and practice, and ultimately student learning is the purpose of the American Meteorological Society (AMS) DataStreme Project. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams across the country in coordination with AMS Education Program scientists and educators. Participants may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each course and construction of a Plan of Action for peer-training. Peer training is a key focus of DataStreme. Based on survey results, a DataStreme participant impacts an average of up to 10 other teachers and over 350 students within two years of training. Therefore, the 220 teachers who completed a DataStreme course in fall 2015 will likely reach over 2000 teachers and close to 77,000 students within two years. Further, DataStreme improves teachers' pedagogical abilities. According to the fall 2015 pre-survey of DataStreme ECS participants, approximately 15% of participants rated their pedagogical abilities in the Superior or Exemplary levels (highest rankings). On the post-survey, 59% of participants fell in these categories, clearly highlighting the positive shift. This survey also revealed teachers' ability to use climate-science content to stimulate student interests. The AMS looks to further this success with redevelopment of a previously offered K-12 teacher professional development course focused on water. From 2001-2008, AMS offered DataStreme Water in the Earth System, training 3145 teachers on the global water cycle. AMS is eager to continue helping teachers and students improve their understanding of water processes and overall environmental science literacy.

  18. An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program

    Science.gov (United States)

    Agustin, Ma. Lourdes S.; Montebon, Darryl Roy T.

    2018-01-01

    Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to…

  19. Challenges for investment in renewable electricity in the European Union. Background report in the ADMIRE REBUS project

    International Nuclear Information System (INIS)

    Uyterlinde, M.A.; Skytte, K.; Meibom, P.; Lescot, D.; Hoffmann, T.; Del Rio, P.

    2003-11-01

    This report serves as a background report of the final main report of the ADMIRE REBUS project. The report focuses on challenges that arise from changes in political support systems, lead time and risk with respect to investment in RES-E technologies. It discusses which tools and strategies that can be used in order to overcome these challenges. The objective of this report is to elaborate further on the above-mentioned discussions compared to the main report. This is mainly done based on illustrative case studies with data taken from questionnaire analyses and data surveys

  20. Adoption of ICT in Science Education: A Case Study of Communication Channels in a Teachers' Professional Development Project

    Science.gov (United States)

    Juuti, Kalle; Lavonen, Jari; Aksela, Maija; Meisalo, Veijo

    2009-01-01

    This paper analyses the use of various communication channels in science teachers' professional development project aiming to develop versatile uses for ICT (Information and Communication Technologies) in science teaching. A teacher network was created specifically for this project, and the researchers facilitated three forms of communication…

  1. Investigation of the Effect of Training on the Development of High School Teachers' Attitudes towards Scientific Research and Project Competitions

    Science.gov (United States)

    Akçöltekin, Alptürk

    2016-01-01

    The main purpose of this study is to develop positive attitudes in high school teachers towards scientific research and project competitions by training them in scientific research and project preparation subjects. The study group consists of 90 high school teachers. As a result of the study, a significant difference was found in favor of…

  2. Science teachers' meaning-making when involved in a school-based professional development project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

    A group of teachers’ meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers......’ meaningmaking includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students’ learning. Furthermore, they all...... felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

  3. Individualized In-Service Teacher Education. (Project IN-STEP). Evaluation Report, Phase II.

    Science.gov (United States)

    Thurber, John C.

    Phase 2 of Project IN-STEP was conducted to revise, refine, and conduct further field testing of a new inservice teacher education model. The method developed (in Phase 1--see ED 003 905 for report) is an individualized, multi-media approach. Revision activities, based on feedback provided for Phase 1, include the remaking of six videotape…

  4. Primary teachers conducting inquiry projects : the effect on attitude towards science and inquiry

    NARCIS (Netherlands)

    van Aalderen-Smeets, Sandra; Walma van der Molen, Julie Henriëtte

    2015-01-01

    This paper presents the results of a theoretically informed professionalisation project that was set up to improve primary teachers’ attitudes towards science and attitude towards inquiry. A positive attitude towards science is of fundamental importance for teachers when stimulating interest in

  5. Looking at Life. Teacher's Guide. Unit A2. ZIM-SCI, Zimbabwe Secondary School Science Project.

    Science.gov (United States)

    Hosking, Bunty

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  6. Investigating and Stimulating Primary Teachers' Attitudes Towards Science: Summary of a Large-Scale Research Project

    Science.gov (United States)

    Walma van der Molen, Juliette; van Aalderen-Smeets, Sandra

    2013-01-01

    Attention to the attitudes of primary teachers towards science is of fundamental importance to research on primary science education. The current article describes a large-scale research project that aims to overcome three main shortcomings in attitude research, i.e. lack of a strong theoretical concept of attitude, methodological flaws in…

  7. A Practice-Centered Approach to Professional Development: Teacher-Librarian Collaboration in Capstone Projects

    Science.gov (United States)

    Harada, Violet H.

    2016-01-01

    This paper reports on a professional development initiative that targeted teams of teachers and librarians working with high school students on strengthening an inquiry approach to capstone projects. While much has been written about student-focused models for information search and use, little has been reported on how training for the…

  8. How Will Teachers Fare in Rhode Island's New Hybrid Pension Plan? Public Pension Project Brief 4

    Science.gov (United States)

    Johnson, Richard W.; Butrica, Barbara A.; Haaga, Owen; Southgate, Benjamin G.

    2014-01-01

    Hybrid retirement plans that combine defined benefit pensions with 401(k) type, defined contribution accounts can play important roles in the reform of public-sector pensions. Summarizing results from our longer report ["How Will Rhode Island's New Hybrid Pension Plan Affect Teachers? A Report of the Public Pension Project" (2014)], this…

  9. "It Reminded Me of What Really Matters": Teacher Responses to the Lessons from Auschwitz Project

    Science.gov (United States)

    Maitles, Henry; Cowan, Paula

    2012-01-01

    Since 2007, the Lessons from Auschwitz Project organised by the Holocaust Education Trust, has taken groups of Scottish senior school students (between 16 and 18 years) and where possible an accompanying teacher from their school, to Auschwitz-Birkenau Memorial and Museum as part of a process of increasing young people's knowledge and…

  10. Cultivating Preservice Secondary Teachers for Project-Based Learning: A Four-Step Model

    Science.gov (United States)

    Zhang, Gaoming; Ridgway, Angelia J.; Sachs, Deb

    2015-01-01

    This article describes four different mechanisms for preparing teacher candidates from a liberal arts institution to teach in project based learning (PBL) classrooms: Observe it, Experience it, Create it, and Become it. For each of the four mechanisms, the authors also provide concrete examples of candidates' PBL experiences and candidates'…

  11. Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes

    Science.gov (United States)

    Dag, Funda; Durdu, Levent

    2017-01-01

    Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work…

  12. Teacher's Guide to Animal Camouflage: The MATCH Box Project; Prototype Edition.

    Science.gov (United States)

    Standring, Gillian; Bernath, Robert

    The Materials and Activities for Teachers and Children (MATCH Box) project was developed in 1965 to provide for the relatively intensive treatment of a subject over a short period through materials geared to the elementary school level. Each MATCH Box contains materials, equipment, and activities that work together to foster the teaching/learning…

  13. Mobile Learning, Teacher Education, and the Sociomaterial Perspective: Analysis of the SMS Story Project

    Science.gov (United States)

    Koole, Marguerite

    2018-01-01

    This article is primarily a theoretical piece that uses a model of mobile learning, the FRAME model (Koole 2009), to explore a mobile teacher-training project that took place in Papua New Guinea: the SMS Story. The author takes a sociomaterial perspective, drawing upon Barad's agential realism and Sørensen's multiplicity perspective. As the author…

  14. Teacher Improvement Projects in Guinea: Lessons Learned from Taking a Program to National Scale.

    Science.gov (United States)

    Schwille, John; Dembele, Martial; Diallo, Alpha Mahmoudou

    2001-01-01

    Highlights lessons learned from a small, grant-funded teacher improvement project in Guinea that went nationwide, including: it is possible to make such a system work on a national scale in a resource-scarce country; effective initial and continued training is critical for all participants; it is difficult to provide close-to-school assistance…

  15. The Construction Site Project: Transforming Early Childhood Teacher Practice

    Science.gov (United States)

    McNaughton, Kathryn; Krentz, Caroline

    2007-01-01

    The work of Malaguzzi (in Edwards, Gandini, & Forman, 1998; Fraser, 2006) has made the fundamentals of the preschools of Reggio Emilia familiar to many early childhood educators. The article describes an authentic project that enhanced undergraduate and postgraduate participants' understanding of the impact of collaboration, conversation, and…

  16. Examining of the Predictors of Pre-Service Teachers' Perceptions of the Quality of the Science Fair Projects in Turkey

    Science.gov (United States)

    Tortop, Hasan Said

    2014-01-01

    This study aimed at examining the predictors of quality of science fair (SF) projects in the light of pre-service teachers' evaluation of SF rubric' domains. These projects were selected by judges in A city for the A Regional Exhibition of Science and Mathematics Project Study for Primary School Students: The SF projects were evaluated by thirty…

  17. Students' and teachers' perceptions: initial achievements of a Project-Based Engineering School

    Science.gov (United States)

    Terrón-López, María-José; Velasco-Quintana, Paloma-Julia; García-García, María-José; Ocampo, Jared R.

    2017-11-01

    A unified academic model based on the project-based learning (PBL) methodology was implemented, in the 2012-2013 period, in the School of Engineering at Universidad Europea de Madrid. The purpose of this paper is to explore whether teachers and students participating in the capstone projects feel that the objectives for which this methodology was designed for are being achieved. The data were collected through interviews to participants at the end of the PBL experience. The results are encouraging, as students seem to be more motivated, and they say that they are experiencing deeper learning, and have developed key competitive skills required for their professional lives. Findings also suggest that teachers face positively the PBL as a learning approach since they perceive that students obtain a deeper learning, develop transversal skills with the projects and are more engaged with their studies. Implications and recommendations for the future of the model are also discussed.

  18. The Teacher-Scholar Project: how to help faculty groups develop scholarly skills.

    Science.gov (United States)

    Heinrich, Kathleen T; Hurst, Helen; Leigh, Gwen; Oberleitner, Melinda Granger; Poirrier, Gail P

    2009-01-01

    Nursing education's challenge in the new millennium is to prepare all nurses as scholars. With many nurse educators feeling like impostors when it comes to scholarship, this is no small task. Turning the millenial challenge into an opportunity, this article describes how a collaborative faculty development initiative is turning a National League for Nursing Center of Excellence school's "scholar-impostors" into teacher-scholars. This Teacher-Scholar Project will interest those in teaching intensive schools of nursing or in teaching tracks in research-intensive institutions.

  19. The PISCES Project: How Teacher-Scientist Partners can Enhance Elementary Science Instruction

    Science.gov (United States)

    Reif, C.; Oechel, W.

    2003-12-01

    The PISCES Project (Partnerships Involving the Scientific Community in Elementary Schools www.sdsa.org/pisces) is an innovative program that brings high quality standards-based elementary science curriculum and hands-on laboratory materials into San Diego County's classrooms. The project is funded by the NSF Graduate Teaching Fellows in K-12 Education (GK-12) program. The project was designed and is administered through cooperation among faculty at San Diego State University and the Science Department of the San Diego County Office of Education. Undergraduate and graduate students enrolled in science programs in San Diego area universities including San Diego State University, California State University San Marcos, and University of California San Diego partner with elementary school teachers. Through this partnership, the scientist brings scientific expertise to the classroom while the teacher delivers the lesson using current pedagogic methods. This is accomplished during a 3 month partnership in which the scientist joins the teacher in the classroom a few days each week to complete professional kit-based curriculum such as that available from FOSS (Full Option Science System) and STC (Science and Technology for Children). The teachers remain in the program for two years during which they have continuous access to the kit-based curriculum as well as two to three partnership cycles. Teachers receive assistance outside of the classroom as well attending professional development institutes three times a year to establish and maintain effective science teaching methods. The San Diego Science Alliance and other community and industry supporters provide the additionalfunding necessary to provide this teacher professional development Currenty, PISCES is present in over 40 schools and is able to provide partnerships to over 100 classrooms each year. In addition to the work done in San Diego, the project has expanded to Barrow, Alaska with plans to expand to La Paz

  20. Assessment and prevention of acute health effects of weather conditions in Europe, the PHEWE project: background, objectives, design

    Directory of Open Access Journals (Sweden)

    Anderson Hugh

    2007-04-01

    Full Text Available Abstract Background The project "Assessment and prevention of acute health effects of weather conditions in Europe" (PHEWE had the aim of assessing the association between weather conditions and acute health effects, during both warm and cold seasons in 16 European cities with widely differing climatic conditions and to provide information for public health policies. Methods The PHEWE project was a three-year pan-European collaboration between epidemiologists, meteorologists and experts in public health. Meteorological, air pollution and mortality data from 16 cities and hospital admission data from 12 cities were available from 1990 to 2000. The short-term effect on mortality/morbidity was evaluated through city-specific and pooled time series analysis. The interaction between weather and air pollutants was evaluated and health impact assessments were performed to quantify the effect on the different populations. A heat/health watch warning system to predict oppressive weather conditions and alert the population was developed in a subgroup of cities and information on existing prevention policies and of adaptive strategies was gathered. Results Main results were presented in a symposium at the conference of the International Society of Environmental Epidemiology in Paris on September 6th 2006 and will be published as scientific articles. The present article introduces the project and includes a description of the database and the framework of the applied methodology. Conclusion The PHEWE project offers the opportunity to investigate the relationship between temperature and mortality in 16 European cities, representing a wide range of climatic, socio-demographic and cultural characteristics; the use of a standardized methodology allows for direct comparison between cities.

  1. Relational Agency and Teacher Development: A CHAT Analysis of a Collaborative Professional Inquiry Project with Biology Teachers

    Science.gov (United States)

    McNicholl, Jane

    2013-01-01

    Teacher quality largely determines student outcomes and many argue for high quality teacher training and professional development (PD). Much PD has been heavily critiqued and what constitutes effective provision for teachers remains contested. Disenfranchisement of teachers, through neglect of prior expertise and failure to acknowledge teachers'…

  2. The meaning-making of science teachers participating in a school-based PD project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The meaning-making of four science teachers involved in collaboratively analyzing video and other artifacts from practice in local science classrooms in a school-based professional development project is examined through repeated interviews and represented as meaning-making maps. The research aim...... is to examine how these collaborative inquiries make sense to the teachers: what they identify as outcomes, how they make use of inputs and support in their classrooms and in collegial interactions and how their ideas about teaching and learning of science might play a role. An adapted version...... learning of science in concrete situations. They refer to outcomes from sharing experiments with new tools and materials and refer to being encouraged to continue collaboration around science at the school. Beside this the teachers emphasize various outcomes apparently for each of them in areas where...

  3. The meaning-making of science teachers participating in as school based PD project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The meaning-making of four science teachers involved in collaboratively analyzing video and other artifacts from practice in local science classrooms in a school-based professional development project is examined through repeated interviews and represented as meaning-making maps. The research aim...... is to examine how these collaborative inquiries make sense to the teachers: what they identify as outcomes, how they make use of inputs and support in their classrooms and in collegial interactions and how their ideas about teaching and learning of science might play a role. An adapted version...... learning of science in concrete situations. They refer to outcomes from sharing experiments with new tools and materials and refer to being encouraged to continue collaboration around science at the school. Beside this the teachers emphasize various outcomes apparently for each of them in areas where...

  4. Patterns in professional growth of science teachers involved in a team-based PD project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    and learning and subsequent discussion of this material. Repeated interviews were analyzed using an adapted version of the interconnected model of teachers’ professional growth. The results show various ways of experimenting with new approaches to be important for three of the teachers while a novice teacher...... the participants refer to. Conclusion is that there are professional growth patterns, especially a pattern involving experimenting, which have a forward-pointing potential to be used to inform school based PD. The results implicate that the same PD project can frame experimenting into practice in various tempi...... and with differentiated facilitation aligned to the individual teacher’s current needs and that external support of science resource teachers can be an integrated part of school based PD....

  5. The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

    Directory of Open Access Journals (Sweden)

    Hai-Hon Chen

    2015-07-01

    Full Text Available The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, Taiwan were used as samples. Students were randomly assigned to experimental conditions by class. Twenty eight students of the experimental group were taught by the collaboration of social studies teacher and teacher-librarian; while 27 students of the controlled group were taught separately by teacher in didactic teaching method. Inquiry-Based Project Record, Inquiry-Based Project Rubrics, and school monthly test scores were used as instruments for collecting data. A t-test and correlation were used to analyze the data. The results indicate that: (1 High-end collaboration model between social studies teacher and teacher-librarian was established and implemented well in the classroom. (2There was a significant difference between the experimental group and the controlled group in individual and groups’ inquiry-based project reports. Students that were taught by the collaborative teachers got both higher inquiry-based project reports’ scores than those that were taught separately by the teachers. Experimental group’s students got higher school monthly test scores than controlled groups. Suggestions for teachers’ high-end collaboration and future researcher are provided in this paper.

  6. Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers

    Science.gov (United States)

    Hanselman, Paul

    2018-01-01

    Are equal educational opportunities sufficient to narrow long-standing economic and racial inequalities in achievement? In this article, I test the hypothesis that poor and minority students benefit less from effective elementary school teachers than do their nonpoor and white peers, thus exacerbating inequalities. I use administrative data from…

  7. Teacher Learning within a Multinational Project in an Upper Secondary School

    Directory of Open Access Journals (Sweden)

    Liisa Ilomäki

    2017-01-01

    Full Text Available In this case study, we investigated teachers’ professional learning within a multinational project in an upper secondary school. The aim of the study was to investigate how the participating teachers adopted and applied the trialogical approach (TLA in their pedagogical practices and their challenges in doing that. The mixed method approach was used for data collection and analysis. About one-fourth of the teachers participated in the activities, ten females and three males. Three groups were identified, based on their activity in the project: pilot teachers, active adopters, and adopters. Altogether 79 students (38 males and 41 females answered a questionnaire concerning the pedagogical practices. The pedagogical revisions were well in line with TLA; the revised courses as well as new iterations and new ideas were indicators of the teachers’ creative implementation processes. However, some of the TLA ideas were more difficult to apply in an upper secondary school context; for example, the implementation of ideas involving cross-fertilization with other organizations and cultures was rare. In order to learn new pedagogical practices, teachers need organized time for collaborative planning, for reflecting, and for sharing.

  8. Individualized Inservice Teacher Education (Project In-Step). Evaluation Report. Phase III.

    Science.gov (United States)

    Thurber, John C.

    This is a report on the third phase of Project IN-STEP, which was intended to develop a viable model for individualized, multi-media in-service teacher education programs. (Phase I and II are reported in ED 033 905, and ED 042 709). The rationale for Phase III was to see if the model could be successfully transferred to an area other than teaching…

  9. Applied aspects of content projecting of lexicology and phraseology teaching of future primary school teachers

    Directory of Open Access Journals (Sweden)

    Марія Михайлівна Греб

    2015-01-01

    Full Text Available In the article it is considered the applied aspects of content projecting of lexicology and phraseology teaching of future primary school teachers basing on the principles of developing education. These principles are realized gradually (theoretical, practical, research stages and stage of independent work. Also these principles are guaranteed by the system of exercises and tasks of three levels of complexity which promotes increasing of motivation, self-development, self-realization of subjects of educational process

  10. Teachers' response to the Punjab ICT education project: a case study

    OpenAIRE

    Kaur, Ramandeep

    2017-01-01

    Acknowledging the importance of digital technologies in education, the Government of India introduced the ICT in Schools Scheme in 2004 to improve the ICT skills of school students. Under this scheme, the government of Punjab state launched the ICT Education Project for computer education in 2005. This research study aims to explore the perceptions and practices of a small number of teachers in one government, rural girls’ senior secondary school in Punjab in relation to integration of IC...

  11. Brazilian Eratosthenes Project: autonomy of teachers in experimental activities of Astronomy

    Directory of Open Access Journals (Sweden)

    Rodolfo Langhi

    2017-05-01

    Full Text Available Research results point to the use of experimental activities in Science Education as one of the most efficient strategies to arouse interest and dedication of the students. One of the important considerations about the experimental activities is that there is no effective contribution to the use of kits with ready scripts, closed procedures and measurement of expected experimental results. This limits the autonomy of the teachers and students in the teaching-learning process. Specifically on Astronomy Education, the researches show the importance of considering the observational component and practice of this science. Then, our research question was structured: which elements subsidize the construction of teacher autonomy in the development and implementation of experimental activities in order to effectively contribute to the teaching of Astronomy? We developed this research in the context of Brazilian Eratosthenes Project, through a discourse analysis of a group of teachers participating in this project since 2010. Our results reveal the predominance of a training model cast in an approach extremely focused on the content and under the technical rationality, with few elements contributing to the construction the autonomy of teaching. On the other hand, a historical analysis of Eratosthenes Project and the activities developed by some of the participants indicate potential regarding the development of elements that can enable these professionals to exercise independently their profession, to develop and implement experimental activities unstructured in the interdisciplinary teaching of Astronomy.

  12. Energy: options for the future. Curriculum development project for high school teachers. Final report. [Packet

    Energy Technology Data Exchange (ETDEWEB)

    Carroll, T.O.

    1978-04-01

    Recent state and regional energy crises demonstrate the delicate balance between energy systems, the environment, and the economy. Indeed, the interaction between these three elements of society is very complex. This project develops curriculum materials that would better provide students with an understanding and awareness of fundamental principles of energy supply, conversion processes, and utilization now and in the future. The project had two specific objectives: to transfer knowledge of energy systems, analysis techniques, and advanced technologies from the energy analyst community to the teacher participants; and to involve teachers in the preparation of modular case studies on energy issues for use within the classroom. These curriculum modules are intended to enhance the teacher's ability to provide energy-related education to students within his or her own academic setting. The project is organized as a three-week summer program, as noted in the flyer (Appendix A). Mornings are spent in seminars with energy and environmental specialists (their handout lecture notes are included as Appendix B); afternoons are devoted to high school curriculum development based on the seminar discussions. The curriculum development is limited to five areas: conservation, electricity demand scheduling, energy in the food system, new technologies (solar, wind, biomass), and environment. Appendix C consists of one-day lession plans in these areas.

  13. Teachers' Views about the Use of Tablet Computers Distributed in Schools as Part of the Fatih Project

    Science.gov (United States)

    Gökmen, Ömer Faruk; Duman, Ibrahim; Akgün, Özcan Erkan

    2018-01-01

    The purpose of this study is to investigate teachers' views about the use of tablet computers distributed as a part of the FATIH (Movement for Enhancing Opportunities and Improving Technology) Project. In this study, the case study method, one of the qualitative research methods, was used. The participants were 20 teachers from various fields…

  14. User-Centered Digital Library Project Phase 2: User Testing with Teachers and Students with Disabilities. Evaluation Report

    Science.gov (United States)

    Moeller, Babette

    2010-01-01

    The goal of the User-Centered Digital Library Project, conducted by the National Center for Accessible Media (NCAM) at WGBH, was to adapt the Teachers' Domain online digital library to enable teachers and students with disabilities to more readily use the resources in science classrooms. NCAM added accessibility features such as captions and audio…

  15. Collaborative Action Research as a Tool for Generating Formative Feedback on Teachers' Classroom Assessment Practice: The KREST Project

    Science.gov (United States)

    Harrison, Christine

    2013-01-01

    This paper sets out to explore science teachers' classroom assessment practices and outlines some of the tensions and synergies in changing assessment practices. It describes episodes from a collaborative action research project with science teachers designed to support the strengthening of classroom assessment practices--the King's Researching…

  16. Challenges in Mentoring Software Development Projects in the High School: Analysis According to Shulman's Teacher Knowledge Base Model

    Science.gov (United States)

    Meerbaum-Salant, Orni; Hazzan, Orit

    2009-01-01

    This paper focuses on challenges in mentoring software development projects in the high school and analyzes difficulties encountered by Computer Science teachers in the mentoring process according to Shulman's Teacher Knowledge Base Model. The main difficulties that emerged from the data analysis belong to the following knowledge sources of…

  17. Effective Teaching of Able Pupils in the Primary School: The Findings of the Oxfordshire Effective Teachers of Able Pupils Project.

    Science.gov (United States)

    Eyre, Deborah; Coates, David; Fitzpatrick, Mary; Higgins, Chris; McClure, Lynne; Wilson, Helen; Chamberlin, Rosemary

    2002-01-01

    A review of British research on effective teaching of able students leads to a report on the Oxfordshire Effective Teachers of Able Pupils Project. This study found effective teachers shared similar beliefs about learning, had empathy with the needs of able children, created a secure classroom environment, held high expectations, used…

  18. Why Teach? A Project-Ive Life-World Approach to Understanding What Teaching Means for Teachers

    Science.gov (United States)

    Landrum, Brittany; Guilbeau, Catherine; Garza, Gilbert

    2017-01-01

    Previous literature has examined teachers' motivations to teach in terms of intrinsic and extrinsic motives, personality dimensions, and teacher burnout. These findings have been cast in the rubric of differences between teachers and non-teachers and the linear relations between these measures among teachers. Utilizing a phenomenological approach…

  19. Effective teaching in the contexts of Internet science projects: American and Russian teachers' perspectives of best practices

    Science.gov (United States)

    Mumma, Brian

    Statement of the problem. Science education literature had agreed that an important goal in students' learning is the development of scientific and technological literacy. One effort that teachers have integrated into their practices for addressing this goal has been teaching within the contexts of Internet Science Projects. Greater awareness of teachers' perspectives of their best practices and their beliefs and reasons for these practices in the contexts of Internet Science Projects can improve the quality of science education programs. Methods. A series of pilot interviews was conducted during the 2000--2001 school year to develop the guiding questions for inquiring into teachers' perspectives of their best practices within the contexts of Internet Science Projects. This series of interviews resulted in the understanding of the need to select teachers with experiences with Internet Science Projects and to conduct in-depth phenomenological interviews for learning from their voices. Two teachers were purposefully selected as the participant-informants for this study, one an American elementary teacher from Walker County, Georgia, and one a Russian teacher from St. Petersburg, Russia. The study was conducted from October through December 2001. The data collected for this qualitative study consisted of a series of in-depth phenomenological interviews, classroom observations, and the collection and analysis of various artifacts including teacher journals, student products, and e-mail/bulletin board transcripts. The interview structure was based upon a modification of expanding Seidman's (1998) three interview series into multiple interviews concluded upon the determination of saturation of the topic. The series of interviews were composed of (1) life history focus; (2) the details of the experience of teaching within the contexts of Internet Science Projects; and (3) reflection on the meanings. The data analysis consisted of applying Strauss & Corbin's (1990) open

  20. The Africa Yoga Project: A Participant-Driven Concept Map of Kenyan Teachers' Reported Experiences.

    Science.gov (United States)

    Klein, Jessalyn E; Cook-Cottone, Catherine; Giambrone, Carla

    2015-01-01

    The Africa Yoga Project (AYP) trains and funds Kenyans to teach community yoga classes. Preliminary research with a small sample of AYP teachers suggested the program had a positive impact. This study used concept mapping to explore the experiences of a larger sample. Participants brainstormed statements about how practicing and/or teaching yoga changed them. They sorted statements into self-defined piles and rated them in terms of perceived importance. Multidimensional scaling (MDS) of sort data calculated statement coordinates wherein each statement is placed in proximity to other statements as a function of how frequently statements are sorted together by participants. These results are then and mapped in a two-dimensional space. Hierarchical cluster analysis (HCA) of these data identified clusters (i.e., concepts) among statements. Cluster average importance ratings gave the concept map depth and indicated concept importance. Bridging analysis and researchers' conceptual understanding of yoga literature facilitated HCA interpretive decisions. Of 72 AYP teachers, 52 and 48 teachers participated in brainstorming and sorting/rating activities, respectively. Teachers brainstormed 93 statements about how they had changed. The resultant MDS statement map had adequate validity (stress value = .29). HCA created a 12-cluster solution with the following concepts of perceived change: Identity as a Yoga Teacher; Prosocial Development; Existential Possibility; Genuine Positive Regard; Value and Respect for Others (highest importance); Presence, Acceptance, and Competence; Service and Trust; Non-judgment and Emotion Regulation (lowest importance); Engagement and Connection; Interpersonal Effectiveness; Psychosocial Functioning; and Physical Competence and Security. Teachers perceived the AYP as facilitating change across physical, mental, and spiritual domains. Additional research is needed to quantify and compare this change to other health promotion program outcomes.

  1. Night-rest urinary catecholamine excretion in relation to aspects of free time, work and background data in a teacher group.

    Science.gov (United States)

    Kinnunen, U; Vihko, V

    1991-01-01

    Free time, work and background data were related to night-rest catecholamine excretion rates in a teacher group (n = 137) during an autumn term. The explained interindividual variance increased slightly towards the end of the term. Adrenaline excretion was predicted better than noradrenaline, notedly by coffee consumption, amount of physical activity, and subjective stress feelings which explained 16% of the variance in adrenaline excretion during night rest. However, the results indicated that the differences in catecholamine excretion during night rest remained mostly unpredictable.

  2. Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards

    OpenAIRE

    David J. Shernoff; David J. Shernoff; Suparna Sinha; Denise M. Bressler; Dawna Schultz

    2017-01-01

    In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants’ development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout t...

  3. The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

    OpenAIRE

    Hai-Hon Chen

    2015-01-01

    The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, T...

  4. Assessing Teacher and Student Effects of the Research Goes to School Project

    Science.gov (United States)

    Kararo, Alex T.

    There have been calls by the Federal government and policymakers for improvements in science, technology, engineering and mathematics (STEM) education through the development of excellent teachers with the content knowledge and skills to teach and motivate students. A shared goal among teacher professional development (PD) programs is to improve students' learning outcomes through changes in teachers' classroom practices. One way to address classroom practice is by studying pedagogical content knowledge and skill (PCK&S), which is the way teachers incorporate both subject matter and teaching strategies to transform the way they teach content to support student learning. PCK&S includes the knowledge and planning as well as the act of teaching. The NSF-funded Research Goes to School (RGS) project sought to impact teachers' PCK&S through the introduction of a current scientific research topic simultaneously with an evidence-based teaching strategy. As part of the RGS project, high-school STEM teachers from Indiana applied to attend summer PD workshops. At these workshops, aspects of nanoscience taken from the Big Ideas of Nanoscale Science and Engineering book and project-based learning (PjBL) were taught. Nanoscience was chosen due to the rapid growth of this field and the call by scientists and policymakers for the development of standards and curricula focused on nanoscience within K-12 education. Introduction of fundamental nanoscience concepts can expose students to current research within what is considered the next industrial revolution. PjBL was chosen since within this teaching strategy, scientific processes are used to address unstructured authentic problems. As part of PjBL, the students are required to synthesize ideas, collect and analyze data, and work with peers to develop an answer to the authentic question. Teachers who attended the workshops developed a nanoscience-based PjBL unit that aligned with Indiana state standards and implemented these units

  5. Self regulated learning trough project base learning on the prospective math teacher

    Science.gov (United States)

    Laelasari

    2018-03-01

    Development of planning, strategy, and learning activities is strongly influenced by metacognition ability, knowledge of learning strategy, and understanding of context is the most important thing to be mastered by a prospective teacher. Self-regulation owned by the individual can control behavior, and manipulate a behavior by using the ability of his mind so that individuals can react to their environment. Self-regulation is the basis of the socialization process as it relates to the entire domain of physical, cognitive, social, and emotional development. This research is a qualitative research with research subject of the fourth-semester student of class A, at one of a university in Cirebon City, West Java. In this research, the lecture material discussed is The Development of Teaching Materials, which is the subject matter that must be mastered by prospective teachers, especially teachers of mathematics education. The instrument used is the questionnaire. The results showed that through project based learning, can grow student’s self-regulated learning especially the prospective math teacher, and can be used as an alternative to the delivery of lecture materials.

  6. Reading Research Utilization Project: An RIC Project for Teachers and Other Field Personnel.

    Science.gov (United States)

    District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.

    This is the final report of the Reading Research Utilization Project (RUP) which was funded by the U.S. Office of Education from July, 1971 to June, 1973. The purpose of the RUP was to encourage the translation of research, particularly reading research, into practice in 16 target elementary schools in Washington, D.C. RUP was a school information…

  7. Enhancing Scientific Inquiry Literacy of Prospective Biology Teachers through Inquiry Lab Project in Microbiology

    Science.gov (United States)

    Kusnadi, K.; Rustaman, N. Y.; Redjeki, S.; Aryantha, I. N. P.

    2017-09-01

    The implementation of the inquiry laboratory based project to enhance scientific inquiry literacy of prospective biology teachers in Microbiology course has been done. The inquiry lab based project was designed by three stages were debriefing of basic microbiology lab skills, guided inquiry and free inquiry respectively. The Study was quasi experimental with control group pretest-posttest design. The subjects were prospective biology teachers consists of 80 students. The scientific inquiry literacy instrument refers to ScInqLiT by Wenning. The results showed that there was significant difference of scientific inquiry literacy posttest scores between experiment and control (α 0,05) and was obtained N-gain score was 0.49 (medium) to experiment and 0.24 (low) to control. Based on formative assessment showed that development of student’s scientific attitude, research and microbiology lab skills during conducting project were increased. Student’s research skills especially in identification of variables, constructing a hypothesis, communicating and concluding were increased. During implementation of inquiry project also showed that they carried out mind and hands-on and so collaborative group investigation lab activities. Our findings may aid in reforming higher-education, particularly in microbiology laboratory activities to better promote scientific inquiry literacy, scientific attitude, research and laboratory skills.

  8. RE-SEARCHING SECONDARY TEACHER TRAINEES IN DISTANCE EDUCATION AND FACE-TO-FACE MODE: Study of Their Background Variables, Personal Characteristics and Academic Performance

    Directory of Open Access Journals (Sweden)

    Mamta GARG

    2011-07-01

    Full Text Available The present investigation was conducted to describe and compare the background variables, personal characteristics and academic performance of secondary teacher trainees in distance education and face-to-face mode. The results indicated that teacher trainees in distance education differed from their counterparts in age, marital status, sex and socio-economic status. Distance trainees outperformed the on-campus trainees on their preference for left-hemispheric styles of learning and thinking, budgeting time, learning motivation, overall study habits, academic motivation, attitude towards education, work methods, interpersonal relations, and on their perception about relevance of course content of theory papers in B.Ed., but on-campus trainees outperformed distance trainees on preference for right-hemispheric learning styles, need for achievement, motivation for sports, attitude towards teaching profession, child-centered practices, teachers, overall attitude towards teaching along with their perception for development of teaching skills and attitude, personality development during B.Ed. course. In academic performance distance trainees lag behind the on-campus trainee in their marks in theory papers, skills in teaching and in aggregate.

  9. Evaluating Student-Teacher Linkage Data in Teacher Incentive Fund (TIF) Sites: Acquisition, Verification, and System Development. The Harvesting Project

    Science.gov (United States)

    Watson, Jeffery; Witham, Peter; St. Louis, Timothy

    2010-01-01

    The U.S. Department of Education Teacher Incentive Fund (TIF) seeks to transform education compensation systems so that principal and teacher performance (measured through classroom productivity measures) connects to compensation. Classroom-level productivity measures require robust student-teacher linkage data. Organizations such as the…

  10. Annual report on the Background Soil Characterization Project on the Oak Ridge Reservation, Oak Ridge, Tennessee: Results of Phase 1 investigation

    International Nuclear Information System (INIS)

    Watkins, D.R.; Goddard, P.L.; Hatmaker, T.L.; Hook, L.A.; Jackson, B.L.; Kimbrough, C.W.; Lee, S.Y.; Lietzke, D.A.; McGin, C.W.; Nourse, B.D.; Schmoyer, R.L.; Shaw, R.A.; Stinnette, S.E.; Switek, J.; Wright, J.C.; Ammons, J.T.; Branson, J.L.; Burgoa, B.B.

    1993-05-01

    Many constituents of potential concern for human health occur naturally at low concentrations in undisturbed soils. The Background soil Characterization Project (BSCP) was undertaken to provide background concentration data on potential contaminants in natural soils on the Oak Ridge Reservation (ORR). The objectives of the BSCP are to provide baseline data for contaminated site assessment and estimates of potential human health risk associated with background concentrations of hazardous and other constituents in native soils. This report presents, evaluates, and documents data and results obtained in Phase I of the project. It is intended to be a stand-alone document for application and use in structuring and conducting remedial investigation and remedial action projects in the Environmental Restoration (ER) Program

  11. Annual report on the Background Soil Characterization Project on the Oak Ridge Reservation, Oak Ridge, Tennessee: Results of Phase 1 investigation

    Energy Technology Data Exchange (ETDEWEB)

    Watkins, D.R.; Goddard, P.L.; Hatmaker, T.L.; Hook, L.A.; Jackson, B.L.; Kimbrough, C.W.; Lee, S.Y.; Lietzke, D.A.; McGin, C.W.; Nourse, B.D.; Schmoyer, R.L.; Shaw, R.A.; Stinnette, S.E.; Switek, J.; Wright, J.C. [Oak Ridge National Lab., TN (United States); Ammons, J.T.; Branson, J.L.; Burgoa, B.B. [Tennessee Univ., Knoxville, TN (United States). Dept. of Plant and Soil Science; Lietzke, D.A. [Lietzke (David A.), Rutledge, TN (United States)

    1993-05-01

    Many constituents of potential concern for human health occur naturally at low concentrations in undisturbed soils. The Background soil Characterization Project (BSCP) was undertaken to provide background concentration data on potential contaminants in natural soils on the Oak Ridge Reservation (ORR). The objectives of the BSCP are to provide baseline data for contaminated site assessment and estimates of potential human health risk associated with background concentrations of hazardous and other constituents in native soils. This report presents, evaluates, and documents data and results obtained in Phase I of the project. It is intended to be a stand-alone document for application and use in structuring and conducting remedial investigation and remedial action projects in the Environmental Restoration (ER) Program.

  12. The GalileoMobile Project: sharing astronomy with students and teachers around the world

    Science.gov (United States)

    Benitez Herrera, Sandra; Del Sordo, Fabio; Spinelli, Patricia; Ntormousi, Eva

    2015-08-01

    Astronomy is an inspiring tool that can be used to motivate children to learn more about the world, to encourage critical thinking, and engage them in different scientific disciplines. Although many outreach programs bring astronomy to the classroom, most of them act in developed countries and rely heavily on internet connection. This leaves pupils and teachers in remote areas with little access to the latest space missions and the modern astronomical advances. GalileoMobile is an itinerant astronomy education initiative aiming to bridge this gap by donating educational material and organizing activities, experiments and teacher workshops at schools in rural areas. The initiative is run on a voluntary basis by an international team of astronomers, educators, and science communicators, working together to stimulate curiosity and interest in learning, to exchange different visions of the cosmos and to inspire a feeling of unity "under the same sky" between people from different cultures. Since the creation of the project in 2008, we have travelled to Chile, Bolivia, Peru, India, Uganda, Brazil and Colombia, and worked with about 70 schools. From our experiences, we learnt that 1) bringing experts from other countries is very stimulating for children and encourages a collaboration beyond borders; 2) inquiry-based methods are important for making the learning process more effective; 3) involving local educators in our activities helps the longstanding continuation of the project. We are incorporating these lessons learned into a new concept of the project. Constellation 2015, aims to establish a South American network of schools committed to the long-term organisation of astronomical outreach activities amongst their pupils and local communities. Constellation was declared Cosmic Light Project by the International Year of Light 2015 and awarded funding by the OAD. At this Focus Meeting, we will present the outcomes from our latest expeditions in Brazil and Colombia in

  13. A Project-Based Learning Approach to Teaching Physics for Pre-Service Elementary School Teacher Education Students

    Science.gov (United States)

    Goldstein, Olzan

    2016-01-01

    This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in…

  14. Collaborative School Innovation Project as a Pivot for Teachers' Professional Development: The Case of Acharnes' Second Chance School in Greece

    Science.gov (United States)

    Katsarou, Eleni; Tsafos, Vassilis

    2008-01-01

    A collaborative school innovation project is explored as a pivot for the professional development of the teachers involved. The Second Chance School (SCS) of Acharnes in Greece constitutes such a collaborative innovative project, regarding the underlying theory of multiliteracies, its decentralised character, respect for student individuality, and…

  15. Relationships Between Selected Teacher Behaviors and Pupil Academic Achievement: Preliminary Observations (Sample Project A). The Effect of Teacher Input on Student Performance (Sample Project B). Technical Report #35.

    Science.gov (United States)

    Au, Kathryn H.

    This Kamehameha Early Education Program (KEEP) report describes two studies on the effects of student-teacher interaction on student performance. Study I explored the relationship between three kinds of teacher behaviors (modeling, teacher attention to individual students, and praise-giving to individual students) and the pupil's academic…

  16. The Invisible Universe Online for Teachers - A SOFIA and SIRTF EPO Project

    Science.gov (United States)

    Gauthier, A.; Bennett, M.; Buxner, S.; Devore, E.; Keller, J.; Slater, T.; Thaller, M.; Conceptual Astronomy; Physics Education Research CAPER Team

    2003-12-01

    The SOFIA and SIRTF EPO Programs have partnered with the Conceptual Astronomy and Physics Education Research (CAPER) Team in designing, evaluating, and facilitating an online program for K-12 teachers to experience multiwavelength astronomy. An aggressive approach to online course design and delivery has resulted in a highly successful learning experience for teacher-participants. Important aspects of the Invisible Universe Online will eventually be used as a part of SOFIA's Airborne Ambassadors Program for pre-flight training of educators. The Invisible Universe Online is delivered via WebCT through the Montana State University National Teacher Enhancement Network (http://btc.montana.edu/). Currently in its fourth semester, the course has served 115 K-12 teachers. This distance learning online class presents our search for astronomical origins and provides an enhanced understanding of how astronomers use all energies of light to unfold the secrets of the universe. We cover the long chain of events from the birth of the universe through the formation of galaxies, stars, and planets by focusing on the scientific questions, technological challenges, and space missions pursuing this search for origins. Through textbook and internet readings, inquiry exploration with interactive java applets, and asynchronous discussions, we help our students achieve the following course goals: develop scientific background knowledge of astronomical objects and phenomena at multiple wavelengths; understand contemporary scientific research questions related to how galaxies formed in the early universe and how stars and planetary systems form and evolve; describe strategies and technologies for using non-visible wavelengths of EM radiation to study various phenomena; and integrate related issues of astronomical science and technology into K-12 classrooms. This course is being developed, evaluated, and offered through the support of SOFIA and SIRTF EPO Programs, two NASA infrared missions

  17. Developing Mathematical Literacy through project work: A teacher/teaching perspective

    Directory of Open Access Journals (Sweden)

    Renuka Vithal

    2006-10-01

    Full Text Available The implementation of the new Mathematical Literacy curriculum in South Africa is assuming several different conceptions of mathematics and therefore also being realised through a range of different pedagogies. In this paper I begin from a particular privileging of a critical perspective in mathematics education, which I argue is one (among others of the forces shaping the new South African curriculum reforms, particularly the Mathematical Literacy curriculum. If so, then the case for a specific pedagogy, that of project work, can be shown to support the development of a mathematical literacy from a critical perspective. In this paper a particular set of conceptual tools, principles and practices associated with project work, as developed in the Scandanavian context but researched in South Africa, are elaborated from the perspective of teachers/teaching of mathematical literacy.

  18. Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards

    Directory of Open Access Journals (Sweden)

    David J. Shernoff

    2017-06-01

    Full Text Available In this study, we conducted a model of teacher professional development (PD on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs, and evaluated the impact of the PD on teacher participants’ development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges, provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an “accomplished novice” following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers

  19. Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards.

    Science.gov (United States)

    Shernoff, David J; Sinha, Suparna; Bressler, Denise M; Schultz, Dawna

    2017-01-01

    In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants' development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an "accomplished novice" following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic

  20. Combining Project-based Instruction, Earth Science Content, and GIS Technology in Teacher Professional Development: Is this Holistic Approach Sustainable?

    Science.gov (United States)

    Rubino-Hare, L.; Bloom, N.; Claesgens, J.; Fredrickson, K.; Henderson-Dahms, C.; Sample, J. C.

    2012-12-01

    From 2009-2011, with support from the National Science Foundation (ITEST, DRL-0929846) and Science Foundation Arizona (MSAG-0412-09), educators, geologists and geographers at Northern Arizona University (NAU) partnered to offer professional development for interdisciplinary teams of secondary and middle school teachers with a focus on project-based instruction (PBI) using geospatial technologies (GST). While participating in professional development teachers received support and were held accountable to NAU staff. They implemented activities and pedagogical strategies presented, increased knowledge, skills, and confidence teaching with project-based instruction integrating GST, and their students demonstrated learning gains. Changes in student understanding are only observed when teachers continue to implement change, so the question remained: did these changes in practice sustain after official project support ended? In order to determine what, if anything, teachers sustained from the professional development and the factors that promoted or hindered sustained use of teaching with GST and PBI, data were collected one to two years following the professional development. Research questions included a) what pedagogical practices did teachers sustain following the professional learning experiences? and b) what contexts were present in schools that supported or limited the use of geospatial technologies as a teaching and learning tool? Findings from this study indicate that teachers fall into three categories of sustaining implementation - reformed implementers, mechanical implementers and non-implementers. School context was less of a factor in level of implementation than teachers' beliefs and philosophy of teaching and teachers' understanding of technology integration (teaching with technology vs. teaching technology). Case studies of teacher experiences will be presented along with implications for future professional development.

  1. Project "Nueva Generacion" and Grow Your Own Teachers: Transforming Schools and Teacher Education from the Inside Out

    Science.gov (United States)

    Skinner, Elizabeth A.

    2010-01-01

    The on-going quest to more effectively connect teacher candidates with urban communities and schools drives the examination of the role of colleges of education within the school/community context. Given that most community-based teacher education programs originate on campus and then move into communities, it is not surprising that a disconnect…

  2. Project ALERT: Forging New Partnerships to Improve Earth System Science Education for Pre-Service and In-Service Teachers

    Science.gov (United States)

    Metzger, E. P.; Ambos, E. L.; Ng, E. W.; Skiles, J.; Simila, G.; Garfield, N.

    2002-05-01

    Project ALERT (Augmented Learning Environment and Renewable Teaching) was founded in 1998, with funding from NASA and the California State University (CSU), to improve earth system science education for pre-service teachers. Project ALERT has formed linkages between ten campuses of the CSU, which prepares about 60 percent of California's teachers, and two NASA centers, Ames Research Center and the Jet Propulsion Laboratory. ALERT has also fostered alliances between earth science and science education faculty. The combined expertise of Project ALERT's diverse partners has led to a wide array of activities and products, including: 1) incorporation in university classrooms of NASA-developed imagery, data, and educational resources; 2) creation and/or enhancement of several courses that bring earth systems science to pre-service teachers; 3) fellowships for CSU faculty to participate in collaborative research and education projects at the NASA Centers; 4) development of teaching modules on such varied topics as volcanoes, landslides, and paleoclimate; and 5) a central web site that highlights resources for teaching introductory Earth system science. An outgrowth of Project ALERT is the increased interest on the part of CSU earth scientists in education issues. This has catalyzed their participation in other projects, including NASA's Project NOVA, Earth System Science Education Alliance, and Sun-Earth Connection Education Forum, the Digital Library for Earth System Science Education, and the California Science Project. Project ALERT has also expanded to provide professional development opportunities for in-service teachers, as exemplified by its support of the Bay Area Earth Science Institute (BAESI) at San Jose State University. Each year, BAESI offers 10-15 full-day workshops that supply teachers and teachers-to-be with a blend of science concepts and classroom activities, free instructional materials, and the opportunity to earn inexpensive university credit. These

  3. A Pedagogical Framework for Developing Innovative Science Teachers with ICT

    Science.gov (United States)

    Rogers, Laurence; Twidle, John

    2013-01-01

    Background: The authors have conducted a number of research projects into the use of ICT in science teaching and most recently have collaborated with five European partners in teacher education to develop resources to assist teacher trainers in delivering courses for the professional development of science teachers. Purpose: 1. To describe the…

  4. The Cosmic Ray Observatory Project: Results of a Summer High-School Student, Teacher, University Scientist Partnership Using a Capstone Research Experience

    Science.gov (United States)

    Shell, Duane F.; Snow, Gregory R.; Claes, Daniel R.

    2011-01-01

    This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether an intensive summer workshop experience could effectively prepare teacher-student teams to…

  5. Promoting Mentalizing in Pupils by Acting on Teachers: Preliminary Italian Evidence of the "Thought in Mind" Project.

    Science.gov (United States)

    Valle, Annalisa; Massaro, Davide; Castelli, Ilaria; Sangiuliano Intra, Francesca; Lombardi, Elisabetta; Bracaglia, Edoardo; Marchetti, Antonella

    2016-01-01

    Mentalization research focuses on different aspects of this topic, highlighting individual differences in mentalizing and proposing programs of intervention for children and adults to increase this ability. The "Thought in Mind Project" (TiM Project) provides training targeted to adults-teachers or parents-to increase their mentalization and, consequently, to obtain mentalization improvement in children. The present research aimed to explore for the first time ever the potential of training for teachers based on the TiM Project, regarding the enhancement of mentalizing of an adult who would have interacted as a teacher with children. For this reason, two teachers - similar for meta-cognitive and meta-emotional skills - and their classes (N = 46) were randomly assigned to the training or control condition. In the first case, the teacher participated in training on the implementation of promotion of mentalizing in everyday school teaching strategies; in the second case the teacher participated in a control activity, similar to training for scheduling and methods, but without promoting the implementation of mentalization (in both conditions two meetings lasting about 3 h at the beginning of the school year and two supervisions during the school year were conducted). The children were tested by tasks assessing several aspects of mentalization (second and third-order false belief understanding, Strange Stories, Reading the mind in the Eyes, Mentalizing Task) both before and after the teacher participate in the TiM or control training (i.e., at the beginning and at the end of the school year). The results showed that, although some measured components of mentalization progressed over time, only the TiM Project training group significantly improved in third order false belief understanding and changed - in a greater way compared to the control group - in two of the three components of the Mentalizing Task. These evidences are promising about the idea that the creation of

  6. The Pulsar Search Collaboratory: A Comprehensive Project for Students and Teachers

    Science.gov (United States)

    Rosen, Rachel; Heatherly, S.; McLauglin, M.; Lorimer, D.

    2009-01-01

    The National Radio Astronomy Observatory (NRAO) and West Virginia University (WVU) have partnered to improve the quality of science education in West Virginia high schools through the Pulsar Search Collaboratory (PSC). One of the primary goals of the PSC is to engage students in STEM (science, technology, engineering, and mathematics) and related fields by using information technology to conduct current scientific research, specifically searching for new pulsars. To this end, we also are improving rural teachers' knowledge of the nature of science, the importance of information technology to scientific discovery, and methodologies for incorporating inquiry-based education into the classroom. The PSC hopes to make school science more like the practice of science and to make science fun and interesting for high school students. In 2007, an international team of astronomers received 900 hours of time on the Green Bank Telescope (GBT) during the summer shutdown to search for new pulsars. In conjunction with this group, we applied for and received 300 hours of observing time on the GBT for the PSC students. Around the same time, we were awarded an NSF iTEST grant to fund the Pulsar Search Collaboratory (PSC) project. Over the past year, we have been working with colleagues in the WVU Department of Computer Science to develop a graphical interface through which the students will analyze pulsar search plots (see psrsearch.wvu.edu). We also initiated a robust processing pipeline on a cluster in the WVU Computer Science Department. The PSC started in earnest this summer with a three week workshop in Green Bank where the teachers attended an intensive astronomy mini-course and techniques on introducing astronomy into the classroom. The students joined their teachers for the third week and participated in various activities to teach them about radio astronomy, radio frequency interference, and pulsars.

  7. EIA- A Teacher Education Project in Bangladesh: An Analysis from Diversified Perspectives

    Directory of Open Access Journals (Sweden)

    Abdul Karim

    2017-11-01

    Full Text Available English in Action (EIA is an ongoing teacher education project which places mobile technology at the centre of its action. Most of the studies carried out focused on the changes EIA brought in teachers’ classroom actions. Along with this, they also explored the classroom to observe whether the input given during training program is implemented in real life. No study has been conducted that compares and contrasts the components of mobile learning in general and the components EIA is using. This study, particularly, drew a comparative analysis between the mobile learning and EIA initiated mobile learning to reveal the extent it matched or mismatched to the components of mobile learning. It also scrutinized teachers’ behavior in the classroom after participating in EIA. It also penetrated to find the contents to be reviewed. Qualitative method was used to conduct this study. The result revealed that the components of EIA match to the mobile learning ones to the extent that EIA entails those suiting the context. Few elements were seemed absent as they are less suitable in such context. Besides, teachers were found bringing changes in their classrooms. The introduction of action research and reflective teaching were suggested to add to EIA’s program.

  8. Student financial support. An inventory in 24 European countries. Background report for the project on portability of student financial support

    OpenAIRE

    Vossensteyn, Johan J.

    2004-01-01

    This report provides a description of the current national systems of student financial support in 24 European countries. It provides information on tuition fees, grants, scholarships, student loans, and indirect student support through students families (family allowances and tax benefits) and support in kind in the form of subsidies for travel, accommodation, student restaurants etc. It forms a background report for the study on the extent to which student financial support can be used for ...

  9. Promoting Mentalizing in Pupils by Acting on Teachers: Preliminary Italian Evidence of the "Thought in Mind" Project

    Directory of Open Access Journals (Sweden)

    Annalisa Valle

    2016-08-01

    Full Text Available Mentalization research focuses on different aspects of this topic, highlighting individual differences in mentalizing and proposing programs of intervention for children and adults to increase this ability. The Thought in Mind Project (TiM Project provides training targeted to adults―teachers or parents―to increase their mentalization and, consequently, to obtain mentalization improvement in children. The present research aimed to explore for the first time ever the potential of training for teachers based on the TiM Project, regarding the enhancement of mentalizing of an adult who would have interacted as a teacher with children. For this reason, two teachers – similar for meta-cognitive and meta-emotional skills - and their classes (N=46 were randomly assigned to the training or control condition. In the first case, the teacher participated in training on the implementation of promotion of mentalizing in everyday school teaching strategies; in the second case the teacher participated in a control activity, similar to training for scheduling and methods, but without promoting the implementation of mentalization (in both conditions two meetings lasting about three hours at the beginning of the school year and two supervisions during the school year were conducted. The children were tested by tasks assessing several aspects of mentalization (2nd and 3rd order false belief understanding, Strange Stories, Reading the mind in the Eyes, Mentalizing Task both before and after the teacher participate in the TiM or control training (i.e. at the beginning and at the end of the school year. The results showed that, although some measured components of mentalization progressed over time, only the TiM training group significantly improved in 3rd order false belief understanding and changed - in a greater way compared to the control group - in two of the three components of the Mentalizing Task. These evidences are promising about the idea that the

  10. E-Competent Teacher and Principal as the Foundation of E-Competent School E-Education, the Largest School Informatization Project in Slovenia 2008-2013

    Science.gov (United States)

    Šverc, Magdalena; Flogie, Andrej; Krabonja, Maja Vicic; Percic, Kristjan

    2013-01-01

    During the years 2008-2013 Ministry of Education in the Republic of Slovenia prepared largest project of informatization of educational institutions. One of the main goals of the project E-Education is the development of the standard E-Competent Teacher, School Principal and IT Expert. The standard E-Competent Teacher, Principal and IT Expert…

  11. Project and desire of being teacher of physical education in public schools: an study about teaching and pedagogical investment

    Directory of Open Access Journals (Sweden)

    Artur Gomes de Souza

    2017-02-01

    Full Text Available This paper had as study object the pedagogical investment of the teacher. We investigated the trajectory and the practices of one female teacher that works for 13 years in basic education. We used the biographic and ethnographic approach, as resource to semi-structured interview and observations of 24 classes taught by that teacher. The Sartrean categories of project and desire of being and, also, the concept of mobiles that, according to the Soviet School, give sense to the subject activity, were used in the data analyses refered to the trajectory and pedagogical investment. We identified that the fundamental mediations in her project achievement and the reasons that incites to act in an permanent basis of adversity and accomplishments.

  12. Gaps between Beliefs, Perceptions, and Practices: The Every Teacher Project on LGBTQ-Inclusive Education in Canadian Schools

    Science.gov (United States)

    Taylor, Catherine G.; Meyer, Elizabeth J.; Peter, Tracey; Ristock, Janice; Short, Donn; Campbell, Christopher

    2016-01-01

    The Every Teacher Project involved large-scale survey research conducted to identify the beliefs, perspectives, and practices of Kindergarten to Grade 12 educators in Canadian public schools regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ)-inclusive education. Comparisons are made between LGBTQ and cisgender heterosexual…

  13. Project Based Learning in Literature: The Teacher's New Role and the Development of Student's Social Skills in Upper Secondary Education

    Science.gov (United States)

    Styla, Despoina; Michalopoulou, Aikaterini

    2016-01-01

    The present research examines the project method, as it is met at the new curriculum of literature in the first Grade of Greek high schools and the effectiveness of it and of the teacher's role at the development of social skills, of students with low level. At first it is made an effort to measure that level at the beginning of the literature…

  14. Management of Teacher Scientific-Methodical Work in Vocational Educational Institutions on the Basis of Project-Target Approach

    Science.gov (United States)

    Shakuto, Elena A.; Dorozhkin, Evgenij M.; Kozlova, Anastasia A.

    2016-01-01

    The relevance of the subject under analysis is determined by the lack of theoretical development of the problem of management of teacher scientific-methodical work in vocational educational institutions based upon innovative approaches in the framework of project paradigm. The purpose of the article is to develop and test a science-based…

  15. [Nebraska 4-H Wheat Science School Enrichment Project, Teacher/Leader Guides 213-222 and 227.

    Science.gov (United States)

    Nebraska Univ., Lincoln. Inst. of Agriculture and Natural Resources.

    Through the 4-H Wheat Science project, students learn the importance of wheat from the complete process of growing wheat to the final product of bread. The curriculum is designed to include hands-on experiences in science, consumer education, nutrition, production economics, vocabulary, and applied mathematics. Teachers can select those units out…

  16. Observing Some Life Cycles. Teacher's Guide. Unit E3. ZIM-SCI, Zimbabwe Secondary School Science Project.

    Science.gov (United States)

    Chitepo, Thoko; And Others

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide contains instructional…

  17. The Arithmetic Project Course for Teachers - 8. Topic: Lower Brackets and Upper Brackets. Supplement: Arithmetic With Frames.

    Science.gov (United States)

    Education Development Center, Inc., Newton, MA.

    This is one of a series of 20 booklets designed for participants in an in-service course for teachers of elementary mathematics. The course, developed by the University of Illinois Arithmetic Project, is designed to be conducted by local school personnel. In addition to these booklets, a course package includes films showing mathematics being…

  18. Environmental Education & Ecology in a Life Science Course for Preservice K-8 Teachers Using Project Wildlife in Learning Design

    Science.gov (United States)

    Nelson, Allan

    2010-01-01

    During laboratory sessions devoted to ecology, 182 preservice K-8 teachers participated in a Project Wildlife in Learning Design (WILD) workshop. Participants rated the workshop highly, indicated they would use more inquiry-based activities, and were more interested in teaching ecology following the workshop. Post-test scores indicated an…

  19. The Effect of ICT Assisted Project Based Learning Approach on Prospective ICT Integration Skills of Teacher Candidates

    Science.gov (United States)

    Pilten, Pusat; Pilten, Gulhiz; Sahinkaya, Nihan

    2017-01-01

    The purpose of the present research is studying the effects of information and communication technologies (ICT) assisted project based learning practices on ICT integration skills of pre-service classroom teachers. The research adopted a mixed method. The quantitative dimension of the research was designed with pre-test-post-test control groups.…

  20. Evaluation of a Web-Based Professional Development Program (Project ACE) for Teachers of Children with Autism Spectrum Disorders

    Science.gov (United States)

    Rakap, Salih; Jones, Hazel A.; Emery, Alice Kaye

    2015-01-01

    This article describes the development, implementation, and second-year evaluation of Project Autism Competencies for Endorsement (ACE), a web-based professional development (PD) program that is designed to train teachers currently working in the field to meet the unique and diverse needs of children with autism spectrum disorders (ASDs). A…

  1. A questionnaire for teachers to improve training activity and students on environmental science in the frame of ENVRIPLUS project

    Science.gov (United States)

    D'Addezio, Giuliana; Marsili, Antonella; Beranzoli, Laura

    2017-04-01

    ENVRIplus is a Horizon 2020 project bringing together Environmental and Earth System Research Infrastructures, projects and networks together with technical specialist partners to create a more coherent, interdisciplinary and interoperable cluster of Environmental Research. One of the aims of this project is to disseminate knowledge on environmental topics, focusing attention on European secondary schools. We elaborated actions to design an e-Training Platform for multimedia education of secondary school level teachers and students. The purpose is to favor teacher training and consequently students training on selected scientific themes faced within the ENVRIPLUS Research Infrastructures. In particular we address major thematic research areas and challenges on Biodiversity and Ecosystem Services, Greenhouse effect and Earth Warming, Ocean acidifications and Environmental sustainability. To realize the training platform we start detailed study and analysis of teaching and multimedia information materials already available. We plan the realization of an appealing and usable portal/digital repository, to stimulate learning of STEM topics and which also includes opportunities to develop original content. To better project the actions and to catch teacher needs, we prepare a questionnaire that will be administered to a large sample of international school audience to collect input directly from the potential users. The first part focused on objective information about the formal, quantitative and qualitative position of science class in schools and the content and methods of teaching in different countries. The second part investigates subjective teacher experiences, views and proposals on what can improve training offer for environmental science lessons and courses.

  2. Atoms and Molecules. 'O' Level. Teacher's Guide. Unit 2. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 3.

    Science.gov (United States)

    Mandizha, George

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the third year of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be used in…

  3. Forces. 'O' Level Teacher's Guide. Unit 1. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 3.

    Science.gov (United States)

    Udwin, Martin

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the third year of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  4. Using a Teacher Rating Scale of Language and Literacy Skills with Preschool Children of English-Speaking, Spanish-Speaking, and Bilingual Backgrounds

    Science.gov (United States)

    Rodriguez, Barbara L.; Guiberson, Mark

    2011-01-01

    The purpose of this study was to examine the relationship between a teacher report measure, the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson et al. in "Teacher rating of oral language and literacy (TROLL): a research-based tool." Center for the Improvement of Early Reading Achievement, University of Michigan, Ann Arbor,…

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

    Science.gov (United States)

    Robertson, Amy D.; Daane, Abigail R.

    2017-01-01

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

  6. Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-Based Service Learning Projects

    Science.gov (United States)

    Gibbone, Anne; Mercier, Kevin

    2014-01-01

    Teacher candidates' use of technology is a component of physical education teacher education (PETE) program learning goals and accreditation standards. The methods presented in this article can help teacher candidates to learn about and apply technology as an instructional tool prior to and during field or clinical experiences. The goal in…

  7. Designing Summer Research Experiences for Teachers and Students That Promote Classroom Science Inquiry Projects and Produce Research Results

    Science.gov (United States)

    George, L. A.; Parra, J.; Rao, M.; Offerman, L.

    2007-12-01

    Research experiences for science teachers are an important mechanism for increasing classroom teachers' science content knowledge and facility with "real world" research processes. We have developed and implemented a summer scientific research and education workshop model for high school teachers and students which promotes classroom science inquiry projects and produces important research results supporting our overarching scientific agenda. The summer training includes development of a scientific research framework, design and implementation of preliminary studies, extensive field research and training in and access to instruments, measurement techniques and statistical tools. The development and writing of scientific papers is used to reinforce the scientific research process. Using these skills, participants collaborate with scientists to produce research quality data and analysis. Following the summer experience, teachers report increased incorporation of research inquiry in their classrooms and student participation in science fair projects. This workshop format was developed for an NSF Biocomplexity Research program focused on the interaction of urban climates, air quality and human response and can be easily adapted for other scientific research projects.

  8. Exploring teachers' beliefs and knowledge about scientific inquiry and the nature of science: A collaborative action research project

    Science.gov (United States)

    Fazio, Xavier Eric

    Science curriculum reform goals espouse the need to foster and support the development of scientific literacy in students. Two critical goals of scientific literacy are students' engagement in, and developing more realistic conceptions about scientific inquiry (SI) and the nature of science (NOS). In order to promote the learning of these curriculum emphases, teachers themselves must possess beliefs and knowledge supportive of them. Collaborative action research is a viable form of curriculum and teacher development that can be used to support teachers in developing the requisite beliefs and knowledge that can promote these scientific literacy goals. This research study used a collective case study methodology to describe and interpret the views and actions of four teachers participating in a collaborative action research project. I explored the teachers' SI and NOS views throughout the project as they investigated ideas and theories, critically examined their current curricular practice, and implemented and reflected on these modified curricular practices. By the end of the research study, all participants had uniquely augmented their understanding of SI and NOS. The participants were better able to provide explanatory depth to some SI and NOS ideas; however, specific belief revision with respect to SI and NOS ideas was nominal. Furthermore, their idealized action research plans were not implemented to the extent that they were planned. Explanations for these findings include: impact of significant past educational experiences, prior understanding of SI and NOS, depth of content and pedagogical content knowledge of the discipline, and institutional and instructional constraints. Nonetheless, through participation in the collaborative action research process, the teachers developed professionally, personally, and socially. They identified many positive outcomes from participating in a collaborative action research project; however, they espoused constraints to

  9. Background of the Degree in Public Accounting

    Directory of Open Access Journals (Sweden)

    José G. Vargas-Hernández

    2012-08-01

    Full Text Available This paper aims to review public accountant education in terms of the interrelated subjects as well as its background. The results of this education development project improve the formation of the accountant public education because of its linkage between teachers and students in the research process and the design of new teaching strategies that contribute to solving real problems and facilitate the social projection. The academic administration is characterized by processes that arise and is generated within the same individuals, focused on the construction and reconstruction of knowledge, proper training and formation of builders of their own processes.

  10. The droso4schools project: Long-term scientist-teacher collaborations to promote science communication and education in schools.

    Science.gov (United States)

    Patel, Sanjai; DeMaine, Sophie; Heafield, Joshua; Bianchi, Lynne; Prokop, Andreas

    2017-10-01

    Science communication is becoming an increasingly important part of a scientist's remit, and engaging with primary and secondary schools is one frequently chosen strategy. Here we argue that science communication in schools will be more effective if based on good understanding of the realities of school life, which can be achieved through structured participation and/or collaboration with teachers. For example, the Manchester Fly Facility advocates the use of the fruit fly Drosophila as an important research strategy for the discovery processes in the biomedical sciences. To communicate this concept also in schools, we developed the 'droso4schools' project as a refined form of scientist-teacher collaboration that embraces the expertise and interests of teachers. Within this project, we place university students as teaching assistants in university partner schools to collaborate with teachers and develop biology lessons with adjunct support materials. These lessons teach curriculum-relevant biology topics by making use of the profound conceptual understanding existing in Drosophila combined with parallel examples taken from human biology. By performing easy to implement experiments with flies, we bring living organisms into these lessons, thus endeavouring to further enhance the pupil's learning experience. In this way, we do not talk about flies but rather work with flies as powerful teaching tools to convey mainstream curriculum biology content, whilst also bringing across the relevance of Drosophila research. Through making these lessons freely available online, they have the potential to reach out to teachers and scientists worldwide. In this paper, we share our experiences and strategies to provide ideas for scientists engaging with schools, including the application of the droso4schools project as a paradigm for long-term school engagement which can be adapted also to other areas of science. Copyright © 2017 The Author(s). Published by Elsevier Ltd.. All

  11. A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-Efficacy, Student Background, and Mathematics Achievement in South Korea and the United States

    Science.gov (United States)

    Son, Ji-Won; Han, Seong Won; Kang, Chungseo; Kwon, Oh Nam

    2016-01-01

    The purpose of this study is to compare and contrast student, teacher, and school factors that are associated with student mathematics achievement in South Korea and the United States. Using the data from the Trends in International Mathematics and Science Study (TIMSS) 2011, this study examines factors that are linked to teachers who deliver…

  12. Geography teachers' interpretation of a curriculum reform initiative: the case of the Lesotho Environmental Education Support Project (LEESP

    Directory of Open Access Journals (Sweden)

    Mohaeka Raselimo

    2013-01-01

    Full Text Available This article addresses how teachers in a specific developing world context interpreted a curriculum reform initiative. It is located within a broader interpretive study that investigated the integration of Environmental Education into the formal education system of Lesotho with particular reference to secondary school geography. More specifically the focus was on a Danish donor-fundedproject, known as the Lesotho Environmental Education Support Project (LEESP. Driven by a sustainable development imperative, the project was intended to assist Lesotho with the implementation of local action for Agenda 21 by introducing environmental education into the formal education system. It is widely accepted that teachers play an important role in implementing curriculum change. Using a previous framework, we generate insights for understanding how teachers' epistemologies interact with contextual factors to impede the process ofcurriculum sense-making. Furthermore, guided by the notion ofcurriculum as a contextualised social process, we present the findings on the contextual/structural factors enabling or constraining implementation ofthe LEESP curriculum policy intentions as perceived by the teachers.

  13. The Role of Research in School Project Work and Teacher Development: Results from Project "Schools Ethics Technology."

    Science.gov (United States)

    Wellensiek, Anneliese; Lembens, Anja; Schallies, Michael

    "Schools Ethics Technology" was a German interdisciplinary research project with the Centre of Ethics in the Sciences at the University of Tubingen. The project highlighted the new topic of biotechnology and genetic engineering, involving the formation of active project groups within schools. This study examined teaching activities…

  14. First Meeting with Teachers and Principals of Unesco Associated Schools Project Held on Monday, 6 September 1982 at the Training Division, Prime Minister's Office, Castries, Saint Lucia.

    Science.gov (United States)

    International Understanding at School, 1982

    1982-01-01

    In September 1982, K-12 teachers and principals participating in Unesco's Associated Schools Project met to make preparations for the implementation of the project that was to commence when schools opened later that month. The project is intended to promote international understanding and peace. What happened at the meeting is described. (RM)

  15. What Research Says about Effective Teaching for Promoting Achievement and Positive Attitudes in Students. An Instructional Module Prepared for Undergraduate Teacher Education in the RAFT Project.

    Science.gov (United States)

    Handley, Herbert M., Ed.

    This module, developed by the Research Applications for Teaching (RAFT) project, was written to introduce the preservice teacher to the research base for effective teaching. Particular attention was given to the characteristics of teachers and teaching found in research literature to be associated with achievement and the development of positive…

  16. Teachers, Time and Work: Findings from the Evaluation of the Transforming the School Workforce Pathfinder Project

    Science.gov (United States)

    Gunter, Helen; Rayner, Steve; Thomas, Hywel; Fielding, Antony; Butt, Graham; Lance, Ann

    2005-01-01

    Teacher's work and workload have been major factors in the recruitment, retention and revitalization of the profession. In January 2003 the Department for Education and Skills (DfES) launched a major reform known as remodelling, by which the work-life balance would be improved by freeing teachers up to teach, and using other members of the…

  17. Educational Quality in Music Teacher Education: A Modern Project within a Condition of Late Modernity?

    Science.gov (United States)

    Johansen, Geir

    2008-01-01

    Educational quality is a central issue in higher education and music teacher education. In this article, the author discusses problems concerning the development of and research into quality in music teacher education in Western societies' contemporary socio-cultural dynamics. He begins with a presentation of the concept of educational quality,…

  18. Changes in Teachers' Beliefs after a Professional Development Project for Teaching Writing: Two Chinese Cases

    Science.gov (United States)

    Teng, Lin Sophie

    2016-01-01

    A plethora of research has found that teachers' beliefs directly influence their classroom practices and teaching outcomes. While numerous studies in second/foreign language writing have examined the effectiveness of different innovative approaches on students' learning to write, there is a paucity of research on writing teachers' beliefs about…

  19. Teaching Teachers for the Future Project: Building TPACK Confidence and Capabilities for Elearning

    Science.gov (United States)

    Finger, Glenn; Jamieson-Proctor, Romina; Grimbeek, Peter

    2013-01-01

    In Australian Higher Education, the importance of initial teacher education (ITE) programs is evident through enrolments totalling 105 858 students in the broad field of Education in 2012 (DIISRTE, 2012) which represent 9.7% of the 1 094 672 students enrolled in higher education. This paper provides insights into the "Teaching Teachers for…

  20. Zambia Country Background Report

    DEFF Research Database (Denmark)

    Hampwaye, Godfrey; Jeppesen, Søren; Kragelund, Peter

    This paper provides background data and general information for the Zambia studies focusing on local food processing sub­‐sector; and the local suppliers to the mines as part of the SAFIC project (Successful African Firms and Institutional Change).......This paper provides background data and general information for the Zambia studies focusing on local food processing sub­‐sector; and the local suppliers to the mines as part of the SAFIC project (Successful African Firms and Institutional Change)....

  1. Research-oriented training for Italian teachers involved in the European MOSEM Project

    International Nuclear Information System (INIS)

    Michelini, M.; Viola, R.

    2011-01-01

    A study on the specific knots of electromagnetic induction and superconductivity for in-service teachers has been carried out within the PCK theoretical framework (Shulman L. S., Educ. Res., 15 (1986) 4). The main knots listed in the literature were the object of an analysis in terms of teachers' pedagogic behaviour in planning intervention work to overcome the learning problems and organizing class activities.

  2. Teachers' understandings of projects and portfolios at Hacettepe University School of Foreign Languages Basic English Division

    OpenAIRE

    Subaşı, M. Petek

    2002-01-01

    Cataloged from PDF version of article. In the last 40 years, traditional approaches in writing instruction and assessment have moved towards alternative instruction and assessment. Many institutions are going through changes to keep up with the developments in the field of ELT. Changes are generally undertaken to improve the quality of teaching both for the teachers and the students. Teachers play an important role in the changes proposed by institutions. These changes may r...

  3. Field Studies in Science Teacher Preparation Programs: Examples of Research-Oriented Earth and Environmental Science Field Projects for Pre-service and In-service Teachers

    Science.gov (United States)

    O'Neal, M. L.

    2005-12-01

    Science teaching reforms of the past 10 to 20 years have focused on a pedagogical shift from verification-style laboratory exercises, toward hands-on and inquiry-based constructivist teaching methods. Such methods, however, require teachers to be proficient in more than just basic content and teaching strategies. To be effective teachers, these professionals must also be skilled in the design and implementation of research-style investigations. At Loyola College in Maryland, topics in the earth and environmental sciences are used as the basis for field research projects that teach our students science content, along with how to design age-appropriate investigative activities and how to implement them in a stimulating, inquiry-based learning environment. Presented here are examples of three projects, demonstrating how these themes are woven throughout our pre- and in-service teacher preparation programs, at both undergraduate and graduate levels. 1. Watershed Studies - In our undergraduate, pre-service, elementary education teacher preparation program, students design and implement a water quality study in a local watershed. In the classroom, students use topographic maps and aerial photographs to delineate the watersheds' boundaries, to identify current land use patterns, and to select appropriate locations on the trunk stream for testing. Water testing at these sites is conducted during field trips, with data analysis and interpretation performed on-site. On-site work allows students to make connections between stream water quality and adjacent land use practices. Students then relate the content and research results to science teaching standards, in order to develop a unit-plan for use in their future classrooms. 2. Land Use Assessment - In our graduate, in-service, elementary and middle school science program, a local stream valley is used as the basis for an analysis of potential land use changes. Students first construct a topographic base map of the area, and

  4. Bringing ethnomathematics to elementary school teachers in Papua New Guinea: A design-based research project

    Directory of Open Access Journals (Sweden)

    Kay Owens

    2015-07-01

    Full Text Available After 40 years of ethnomathematics research in Papua New Guinea and policies encouraging ethnomathematics in schools, it was time to look at professional learning for teachers so they could effectively implement the policies. Within a design-based research methodology, we designed a set of interlinked principles, tried them in several workshops for teachers, and revised the principles to take account of needs based on reflexivity and evaluations. We developed a manual to use in the workshops. We are continuing this research through several different phases, moving from direct delivery of the professional learning to teachers in various provinces and ecologies to delivery to trainers who then teach the teachers in three provinces, and finally by technology delivery. Early evaluation data suggest that the key principles showing the importance of culture, language and mathematical thinking in the teaching of early mathematics are sound. Workshops have been well received as teachers inquire into the mathematics of their own cultures. The need for a stronger understanding of early mathematics learning in general has been identified. The use of video of cultural practice and of young children learning to count and investigate has had a significant impact.

  5. Bringing ethnomathematics to elementary school teachers in Papua New Guinea: A design-based research project

    Directory of Open Access Journals (Sweden)

    Kay Owens

    2015-01-01

    Full Text Available After 40 years of ethnomathematics research in Papua New Guinea and policies encouraging ethnomathematics in schools, it was time to look at professional learning for teachers so they could effectively implement the policies. Within a design-based research methodology, we designed a set of interlinked principles, tried them in several workshops for teachers, and revised the principles to take account of needs based on reflexivity and evaluations. We developed a manual to use in the workshops. We are continuing this research through several different phases, moving from direct delivery of the professional learning to teachers in various provinces and ecologies to delivery to trainers who then teach the teachers in three provinces, and finally by technology delivery. Early evaluation data suggest that the key principles showing the importance of culture, language and mathematical thinking in the teaching of early mathematics are sound. Workshops have been well received as teachers inquire into the mathematics of their own cultures. The need for a stronger understanding of early mathematics learning in general has been identified. The use of video of cultural practice and of young children learning to count and investigate has had a significant impact.

  6. Working with Practicing Teachers in a High-Stakes Teaching Context to Rethink Their Pedagogical Practices with Children of Diverse Backgrounds

    Science.gov (United States)

    Brown, Christopher P.; Weber, Natalie Babiak

    2016-01-01

    The public education system in the United States continues to struggle in educating children of diverse backgrounds. Many have addressed this issue by documenting how certain practices teach children particular types of knowledge and skills. This developmental focus on what should be happening to children of diverse backgrounds tends to ignore the…

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

    Directory of Open Access Journals (Sweden)

    Amy D. Robertson

    2017-07-01

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

  8. Holistic Approach to Secondary Earth Science Teacher Professional Development: the Triad of Project-based Instruction, Earth Science Content, and GIS Technology

    Science.gov (United States)

    Rubino-Hare, L.; Sample, J. C.; Fredrickson, K.; Claesgens, J.; Bloom, N.; Henderson-Dahms, C.; Manone, M.

    2011-12-01

    We have provided two years of professional development for secondary and middle school teachers with a focus on project-based instruction (PBI) using GIS. The EYE-POD project (funded by NSF-ITEST) involved pairs of teachers from Arizona and the surrounding region in two-week institutes during Summer, 2010, and an advanced institute in Summer, 2011. The NAz-POD project (funded by Arizona Department of Education and administered by Science Foundation Arizona) provided similar PD experiences, but the institutes occurred during weekends in the academic year. The institutes were led by a team with expertise in Earth science content, professional development and pedagogy, and GIS. The teachers developed learning modules using the project based learning instructional model. Pedagogy, content, and GIS skills were combined throughout the professional development activities. Academic year follow up by NAU personnel included classroom observations and technical support. For assessing student work we provided a rubric, but learned that teachers were not prepared to assess GIS products in order to determine the level of student understanding. In year two of the project we incorporated strategies for assessment of student products into the professional development. Teacher-participants and their students completed several pre- and post- assessments. Teacher assessments included a geospatial performance assessment, classroom observations, and content tests. Student data collection included attitude and efficacy questionnaires, content tests, and authentic assessments including products using GIS. Content tests were the same for teachers and students and included spatial reasoning, data analysis, and Earth science content. Data was also collected on teacher perception of professional development delivery and self-reported confidence in teaching with PBI and geospatial technology. Student assessments show that improvement occurred in all areas on the content test. Possible factors

  9. Helping Italian science teachers to make earth and climate active lessons. Results of 3 years support with the ICLEEN project

    Science.gov (United States)

    Cattadori, M.

    2013-12-01

    It has been demonstrated that in Italy Earth and Climate System Sciences Education (ESS) is one of the scientific disciplines where science teachers show a greatest need in terms of professional support. Among the causes that have been reported we should mention: the predominance of science teachers with a degree in biological disciplines rather then geo-logical or physical topics, and the high interdisciplinarity of certain topics, in particular those related to the climate system. Furthermore, it was found that ESS topics are predominant in the science curricula of those grades in which have been reported the major students dropout rates during the whole italian school cycle . In this context, in 2010, the MUSE, the Museum of Science of Trento (Italy), created a web-based service named I-Cleen (Inquring on Climate and Energy www.icleen.muse.it). This is a tool aimed at promoting the collaboration among science teachers in order to share resources and enhance the professional collaboration by means of participatory methods and models belonging to the world of open source and open content. The main instrument of the I-CLEEN project is an online repository (with metadata compliant with the DCMI and LOM international standards) of teaching resources focused on Earth and Climate Sciences all published under the Creative Commons license Attribution 3.0 and therefore, belonging to the model of OER (Open Educational Resources). The service has been designed, developed and managed by a team consisting of very experiencing science teachers and scientists from the Museum and other partners research institutions. The editorial work is carried out online utilizing a specific platform made with LifeRay, a CMS (Content Management System) software that is open source and manageable in a single Java-frameworked environment using the dbase, the website, the editorial process and several web 2.0 services. The project has been subjected to two distinct testing activities in

  10. Project-Based Learning through the Eyes of Teachers and Students in Adult ESL Classrooms

    Science.gov (United States)

    Petersen, Cristina; Nassaji, Hossein

    2016-01-01

    The use of projects and project-based learning has recently received much attention as a way of promoting meaning-focused communication and integrating different language skills into second and foreign language classrooms. However, perspectives on the effective implementation of projects have not been fully explored. This study examines and…

  11. "Project NEO": A Video Game to Promote STEM Competency for Preservice Elementary Teachers

    Science.gov (United States)

    Van Eck, Richard N.; Guy, Mark; Young, Timothy; Winger, Austin T.; Brewster, Scott

    2015-01-01

    The need for science, technology, engineering, and mathematics majors for our future workforce is growing, yet fewer students are choosing to major in science, technology, engineering, and mathematics areas, and many are underprepared, in part because elementary school preservice teachers are also underprepared. This National Science…

  12. Corn Production. A Unit for Teachers of Vocational Agriculture. Production Agriculture Curriculum Materials Project.

    Science.gov (United States)

    Grace, Clyde, Jr.

    Designed to provide instructional materials for use by vocational agriculture teachers, this unit contains nine lessons based upon competencies needed to maximize profits in corn production. The lessons cover opportunities for growing corn; seed selection; seedbed preparation; planting methods and practices; fertilizer rates and application;…

  13. Diversity Study Circles in Teacher Education Practice: An Experiential Learning Project

    Science.gov (United States)

    Moss, Glenda

    2008-01-01

    This paper addresses the dilemma of trying to prepare primarily white preservice teachers for educational arenas in which they will interface with students of colour and many who are socially disadvantaged. This paper describes how diversity study circles can be integrated as integral to education that is multicultural in the development of…

  14. The Judgement Processes Involved in the Moderation of Teacher-Assessed Projects

    Science.gov (United States)

    Crisp, Victoria

    2017-01-01

    Classroom-based assessments have the potential to enhance validity by facilitating the assessment of important skills that are difficult to assess in written examinations. Such assessments tend to be marked by teachers. To ensure consistent marking standards, quality assurance procedures are needed. In the context of continued debate over the…

  15. Urban Teacher Academy Project Toolkit: A Guide to Developing High School Teaching Career Academies.

    Science.gov (United States)

    Berrigan, Anne; Schwartz, Shirley

    There is an urgent need not only to attract more people into the teaching profession but also to build a more diverse, highly qualified, and culturally sensitive teaching force that can meet the needs of a rapidly changing school-age population. This Toolkit takes best practices from high school teacher academies around the United States and…

  16. A Digital Storytelling Study Project on Mathematics Course with Preschool Pre-Service Teachers

    Science.gov (United States)

    Inan, Cemil

    2015-01-01

    Digital storytelling technique is based on a presentation of course content in a story form using multimedia tools. In this study, digital stories were designed for mathematics instruction with preschool pre-service teachers. At the end of the six-week study, preschool students viewed the digital stories created. The study aimed to determine the…

  17. Competencies for Teachers Who Instruct Children with Learning Disabilities. Project I.O.U.

    Science.gov (United States)

    Keegan, William

    The report lists competencies for teachers in every day interactions with learning disabled students. Developed by a task force, the competencies are intended to serve as general guidelines. Information is presented on the goal, assessment competencies, and instructional competencies for the following areas: classroom management, spoken language,…

  18. Ways to Evaluate the Success of Your Teacher Incentive Fund Project in Meeting TIF Goals

    Science.gov (United States)

    Milanowski, Anthony; Finster, Matthew

    2016-01-01

    This brief outlines some simple methods that Teacher Incentive Fund grants could add to their local evaluations to find out how well they are promoting attainment of the four overall TIF goals. The methods described in this brief can help grantees determine if they are moving toward improving effectiveness, student achievement, and equity.…

  19. The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science.

    Science.gov (United States)

    Siew, Nyet Moi; Amir, Nazir; Chong, Chin Lu

    2015-01-01

    Whilst much attention has focused on project-based approaches to teaching Science, Technology, Engineering and Mathematics (STEM) subjects, little has been reported on the views of South-East Asian science teachers on project-based STEM approaches. Such knowledge could provide relevant information for education training institutions on how to influence innovative teaching of STEM subjects in schools. This article reports on a study that investigated the perceptions of 25 pre-service and 21 in-service Malaysian science teachers in adopting an interdisciplinary project-based STEM approach to teaching science. The teachers undertook an eight hour workshop which exposed them to different science-based STEM projects suitable for presenting science content in the Malaysian high school science syllabus. Data on teachers' perceptions were captured through surveys, interviews, open-ended questions and classroom discussion before and at the end of the workshop. Study findings showed that STEM professional development workshops can provide insights into the support required for teachers to adopt innovative, effective, project-based STEM approaches to teaching science in their schools.

  20. Background radiation

    International Nuclear Information System (INIS)

    Arnott, D.

    1985-01-01

    The effects of background radiation, whether natural or caused by man's activities, are discussed. The known biological effects of radiation in causing cancers or genetic mutations are explained. The statement that there is a threshold below which there is no risk is examined critically. (U.K.)

  1. Social Sciences, Art and Physical Activity in Leisure Environments. An Inter-Disciplinary Project for Teacher Training

    Directory of Open Access Journals (Sweden)

    María Belén San Pedro Veledo

    2018-05-01

    Full Text Available Factors such as social change and increasing urbanization processes in the early years of the 21st century have caused a reduction in the amount of time that children devote to leisure activities in the open-air, resulting in more sedentary lifestyles than children in previous decades. An education in healthy habits from early ages to increase children’s physical and mental well-being together with their level of cultural knowledge contributes to the acquisition of a Leisure Culture that allows children to perceive the close environment as a scene for learning and enjoyment. It is thus be necessary for schools to foster pedagogical experiences, taking the physical and cultural environment as teaching resources. An innovation project is proposed which will be implemented with 25 university students from the School of Teacher Training and Education at the University of Oviedo (Oviedo, Spain. The project will consist of the proposal of educational itineraries through the city of Oviedo and Mount Naranco. As teachers-to-be, students must combine knowledge of the related areas and generate inter-disciplinary activities throughout the routes that will foster respect for the environment and leisure based on culture and physical activity, attitudes that they will transmit to their own students in the future.

  2. The readiness of teachers to integrate information and communication technology for learning in a selected school in the GautengOnline project.

    OpenAIRE

    2008-01-01

    This study is aimed at providing the reader with a detailed description of the readiness of teachers to integrate Information and Communication Technology (ICT) for learning in a selected school in the GautengOnline (GoL) Project, through qualitative research design that used various data collecting methods: Questionnaire, observations and interview. A large number of teachers showed some interest in using ICT learning but had difficulties on how to get started due to the lack of suitable ICT...

  3. Analysis of changes in teachers concerning constructivist perceptions, philosophies, and practices resulting from the year-long Iowa Chautauqua Professional Development Project

    Science.gov (United States)

    Abd Hamid, Nor Hashidah

    The purpose of this study was to investigate the extent to which teachers were able to make changes needed to move toward the use of more constructivist behaviors after being involved in the year long Iowa Chautauqua Professional Development Program (ICPDP). Constructivist behaviors were investigated from four perspectives; namely, actual classroom performances as viewed from videotapes, teachers and student perceptions of teacher use of constructivist teaching practices, teacher philosophy as revealed from the open-ended Philosophy of Teaching and Learning Instrument (PTL), and teacher reflections about their inquiry classrooms and uses of questioning strategies. Twenty-seven teacher participants and 321 of their students volunteered to participant in this study. Four types of data were collected to answer the research questions, namely (a) Constructivist Learning Environment Survey (CLES), (b) Philosophies of Teaching and Learning (PTL), (c) Videotapes evaluated with the Expert Science Teaching Evaluation Model (ESTEEM), and (d) Teacher Reflections regarding teaching strategies and questioning. Major findings include the following: (1) Teachers in the project showed significant growth concerning constructivist perceptions over time and for all six sub-scales of TCLES, namely personal relevance, scientific uncertainty, critical voice, shared control, student negotiation, and attitude toward science. (2) Teachers in the project indicated significant growth concerning philosophy of teaching and learning as measured by the PTL. (3) Teachers in the project indicated significant growth concerning constructivist teaching practices as evaluated by videotapes (using the ESTEEM instrument); significant differences were found for all four sub-scales of the ESTEEM. (4) Students in the project indicated significant growth concerning their constructivist perceptions over time for the total SCLES score and on the sub-scales of scientific uncertainty, shared control, and student

  4. The Ripple Effect: Exploring How a Joint Science Specialist/TOSA Can Change Classroom Teachers' Instructional Practices through Project-Based Learning

    Science.gov (United States)

    Gradias, Jean

    In 2013, California became one of the first states to adopt the rigorous Next Generation Science Standards (NGSS). However, the current state of science instruction does not support the conceptual shifts of the NGSS, which call for consistent science instruction K-12, increased inquiry, subject integration, as well as science instruction that connects students to their communities and their world. Therefore, teachers are in need of instructional support for science teaching that can enable them to achieve these higher expectations. This dissertation explored whether implementing a Project-Based Learning (PBL)-centered science specialist changed classroom teachers' frequency of science instruction and use of instructional strategies that support NGSS science delivery. In addition, this study examined how providing a PBL science specialist supported teachers in their comfort with using these more rigorous instructional strategies. Five elementary teachers participated in an action research project conducted over the course of a school year. The frequency with which teachers used the following instructional strategies was analyzed: connecting science to real world phenomena, accessing community resources, integrating science into other subject areas, and using inquiry in science instruction. Quantitative and qualitative data revealed that a PBL science specialist does support classroom teachers in implementing teaching practices aligned to the conceptual shifts implicated by the NGSS; however, individual growth rates varied by instructional strategy. The results of this study provide a foundation for the legitimacy of utilizing a PBL-focused science specialist to support teachers in shifting their instructional practices in order to achieve the Next Generation Science Standards.

  5. Co-Creating theories and research design for an interdisciplinary project dealing with capacity building for people with migration background in Austria

    Science.gov (United States)

    Weber, Karin; Tscharner, Susanna; Stickler, Therese; Fuchs, Britta; Damyanovic, Doris; Hübl, Johannes

    2017-04-01

    Understanding spatial and social aspects of vulnerability is of growing importance in the context of climate change and natural hazards. The interplay of structural factors, socio-demographic aspects, current risk communication strategies, spatial planning instruments and related processes and the current spatial and environmental situation, including hazards and hazard zones, geographical locations, building and settlement types, contributing to people`s vulnerabilities needs to be analysed and understood to reduce vulnerability and to foster resilience. The project "CCCapMig" (Climate change and capacity building for people with migration background in Austria) aims at linking spatial and technical, as well as organisational and social aspects of climate change and natural hazards. This paper focuses on the co-creation of the theoretical framework and concepts and outlines the research design for this interdisciplinary cross-analysis of several case studies in rural Austria. The project is designed as an inter- and transdisciplinary survey and brings together engineering sciences, spatial sciences and social sciences. Reflecting the interdisciplinary approach, a theoretical framework was developed that refers to a combination of both theories and frameworks from vulnerability research, theories of risk perception and spatial theories and methods like the Sustainable Livelihoods Framework, the Protection-Motivation Theory and Landscape-Planning Theories: The "Sustainable Livelihoods Framework" adapted (by FA0) for disaster risk management offers an analytical framework to understand the emergence of vulnerabilities from the perspective of people`s livelihoods on individual and community level. It includes human, social, natural, physical and financial aspects and the role of institutions, policies and legal rights in reducing or increasing exposure to disaster risk and coping capacities. Additionally, theories on risk perception, especially Protection

  6. Primary teachers conducting inquiry projects : effects on attitudes towards teaching science and conducting inquiry

    NARCIS (Netherlands)

    van Aalderen-Smeets, Sandra; Walma van der Molen, Julie Henriëtte; van Hest, Erna G.W.C.M.; Poortman, Cindy Louise

    2017-01-01

    This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers’ attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of

  7. The Impact of Implementing an Educational Project, the Solar Village, on Pupils, Teachers, and Parents

    Science.gov (United States)

    Hugerat, Muhamad; Ilaiyan, Salman; Zadik, Rena; Zidani, Saleem; Zidan, Raid; Toren, Zehava

    2004-01-01

    In this project, we suggest building a real model of solar village inside schools, which use only solar energy. Such projects emphasize the importance of energy for a technological society and the advantage of alternative energy sources. In this study, we report on pupils in the 6th grade in three elementary schools in Israel who were active…

  8. World Class Teachers.

    Science.gov (United States)

    Mitchell, Rosalita

    1998-01-01

    School communities are challenged to find ways to identify good teachers and give other teachers a chance to learn from them. The New Mexico World Class Teacher Project is encouraging teachers to pursue certification by the National Board for Professional Teaching Standards. This process sharpens teachers' student assessment skills and encourages…

  9. Journeys Across Difference: Pre-service Teacher Education Students’ Perceptions of a Pedagogy of Discomfort in a Digital Storytelling Project in South Africa

    Directory of Open Access Journals (Sweden)

    Daniela Gachago

    2013-11-01

    Full Text Available Engaging with difference is an important skill for teachers in current South Africa. Critics of the dominant approach to teaching on and with difference in pre-service teacher education argue that it mostly promotes de-contextualised celebrations of diverse cultures without addressing critical issues of power and social forces. One of the reasons that educators shy away from engaging with issues of power and privilege in the classroom is the fear of highly explosive emotions that might emerge in the process. In South Africa this is compounded by the legacy of racial discrimination, still impacting on today’s social engagements of students. However, proponents of the ‘affective turn’ (Berlant 2008; Ahmed 2004; Ahmed 2010; Clough and Halley 2007; Gregg and Seigworth 2010 in the Social Sciences argue, that it is important to work with the emotions that govern our classrooms, for social transformation in students to happen. Boler and Zembylas’ ‘pedagogy of discomfort’ (2003 for example stipulates that for social transformation to happen both students and educators have to step out of their comfort zone, to experience discomforting emotions, and recognizes the value of both cognitive and emotional labour for learning about difference. This study is piloting an innovative approach for teaching on and with difference in a South African pre-service teacher education classroom, combining a digital storytelling process with participatory learning and action techniques and a reflective essay. Framed by Boler and Zembylas’ (2003 work on the politics of emotions and feminist writings on the role of affect and public feelings, we explored how students experienced and negotiated their cognitive and emotional journey in this project. An interpretive analysis of data collected through focus groups with selected students revealed that this classroom was a highly divided, complex and contested space, in which students identified strongly along racial

  10. The Human Genome Project: Biology, Computers, and Privacy.

    Science.gov (United States)

    Cutter, Mary Ann G.; Drexler, Edward; Gottesman, Kay S.; Goulding, Philip G.; McCullough, Laurence B.; McInerney, Joseph D.; Micikas, Lynda B.; Mural, Richard J.; Murray, Jeffrey C.; Zola, John

    This module, for high school teachers, is the second of two modules about the Human Genome Project (HGP) produced by the Biological Sciences Curriculum Study (BSCS). The first section of this module provides background information for teachers about the structure and objectives of the HGP, aspects of the science and technology that underlie the…

  11. The Teaching Profession against the Background of Educationalisation: An Exploratory Study

    Science.gov (United States)

    Hooge, Edith Helena; Honingh, Marlies Elisabeth; Langelaan, Berber Nadia

    2011-01-01

    This article focuses on the teaching profession against the background of educationalisation in the Netherlands in the sense that Dutch schools are increasingly regarded as focal points at which to address and solve social issues. Our research project concentrated on the extent to which teachers, being key figures in the school organisation,…

  12. Identification of good practices for teachers and students training activity in the ENVRIPLUS project

    Science.gov (United States)

    D'Addezio, Giuliana; Marsili, Antonella; Beranzoli, Laura

    2016-04-01

    We elaborated basic guiding principles that will be used to improve the content of the ENVRIPLUS e-Training Platform for multimedia education of Secondary School level teachers and students. The purpose is to favour teacher training and consequently students training on selected scientific themes faced within the ENVRIPLUS Research Infrastructures. "Best practices" could positively impacts on students by providing motivation on promoting scientific research and to increase the awareness of the Earth System complexity and Environmental challenges for its preservation and sustainability. Best practice teaching strategies represent an inherent part of a curriculum that exemplifies the connection and relevance identified in education research. The actions are designed to develop thinking and problem-solving skill through integration and active learning. Relationships are built though opportunities for communication and teamwork. Best practices motivate, engage and prompt student to learn and achieve. A starting list of principles is discussed in respect of the following main Best Practices pillars: • Identify the conceptual framework of the subject of the dissemination • Increase personal awareness of the individual potential • Easy personal elaboration and the connection of the subject with the school curriculum.

  13. Physics & Preservice Teachers Partnership Project (P4): An interdisciplinary peer learning tool

    Science.gov (United States)

    Simmonds, Paul J.; Wenner, Julianne A.

    Physics graduate students (PGs) and teacher candidates (TCs) often graduate with specific weaknesses. PGs frequently lack training in teaching and effective communication. TCs are typically underprepared for teaching science, and physics in particular. In response to these challenges, we created P4 . P4 is an innovative model for peer learning, creating interdisciplinary partnerships that help college physics instructors train their students in the ``soft skills'' prized in both academia and industry, while helping teacher educators infuse more content knowledge into science methods courses. In P4, PGs plan a lesson and deliver physics content to TCs. TCs then use this content to design and execute a 15-minute elementary science lesson. Framed by the concept of peer learning, we expected P4 would help PGs develop their teaching and communication skills, and TCs learn more physics. We studied the affordances and constraints of P4 to inform future iterations. Overall, P4 was successful, with both PGs and TCs reporting benefits. Affordances for PGs included the chance to plan and teach a class; TCs benefitted from working with experts to increase content knowledge. We will share the full findings and implications of our study, and outline next steps for P4.

  14. Scientist-teacher collaboration: Integration of real data from a coastal wetland into a high school life science ecology-based research project

    Science.gov (United States)

    Hagan, Wendy L.

    Project G.R.O.W. is an ecology-based research project developed for high school biology students. The curriculum was designed based on how students learn and awareness of the nature of science and scientific practices so that students would design and carry out scientific investigations using real data from a local coastal wetland. This was a scientist-teacher collaboration between a CSULB biologist and high school biology teacher. Prior to implementing the three-week research project, students had multiple opportunities to practice building requisite skills via 55 lessons focusing on the nature of science, scientific practices, technology, Common Core State Standards of reading, writing, listening and speaking, and Next Generation Science Standards. Project G.R.O.W. culminated with student generated research papers and oral presentations. Outcomes reveal students struggle with constructing explanations and the use of Excel to create meaningful graphs. They showed gains in data organization, analysis, teamwork and aspects of the nature of science.

  15. 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.

  16. Responding to the Challenge of Providing Stronger Research Base for Teacher Education: Research Discourses in the Norwegian National Research School for Teacher Education

    Science.gov (United States)

    Østern, Anna-Lena

    2016-01-01

    Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL…

  17. Competencies for Teachers of Learners Who Are Deafblind: Perkins National Deafblind Training Project.

    Science.gov (United States)

    McLetchie, Barbara A. B.; Riggio, Marianne

    The statements of knowledge and skills contained in this manual are the outcome of a collaborative process involving a committee that included the project staff, university level faculty, and a state coordinator of deaf-blind services. The competencies are designed for use as a blueprint for course development and field experiences by university…

  18. Preparation for Instruction. A Module of Instruction in Teacher Education. Prepared for Project RAFT.

    Science.gov (United States)

    Handley, Herbert M., Ed.

    This module, developed by the Research Applications for Teaching (RAFT) project, was written to assist students to write lesson plans that are effective and interactive. Students are given directions for the preparation of behavioral objectives and for the selection of appropriate instructional methodologies to meet the widely varying needs of…

  19. Elementary and middle school science improvement project

    Science.gov (United States)

    Mcguire, Saundra Y.

    1989-01-01

    The Alabama A and M University Elementary and Middle School Science Improvement Project (Project SIP) was instituted to improve the science knowledge of elementary and middle school teachers using the experimental or hands-on approach. Summer workshops were conducted during the summers of 1986, 1987, and 1988 in the areas of biology, chemistry, physics, and electricity, and magnetism. Additionally, a manual containing 43 lessons which included background information, experiments and activities for classroom and home use was provided to each teacher. During the course of the project activities, the teachers interacted with various university faculty members, scientists, and NASA staff. The administrative aspects of the program, the delivery of the services to participating teachers, and the project outcome are addressed.

  20. New Perspectives on Teacher Education in Kuwait

    Science.gov (United States)

    Al-Sharaf, Adel

    2006-01-01

    This brief paper is part of a larger research project which examined the historical background of teaching in the Kuwaiti educational system before and after the Gulf War in 1990 in order to propose a new perspective on teacher education in Kuwait, particularly with regard to religious education. The author is interested in whether others have a…

  1. Improving Teacher Education for Disadvantaged Youth: What University Professors Can Learn from Classroom Teachers. Conference Proceedings, May 15-17, 1966. Project Beacon.

    Science.gov (United States)

    Koenigsberg, Shelly P., Ed.

    These conference proceedings report the discussions of classroom teachers and university professors relating to the problems of teaching disadvantaged students. Topics treated were the inadequacies of teacher training, need for self-analysis during training, teaching of reading, grouping students for instruction, and the relation of the schools to…

  2. Preparing teachers to create a mainstream science classroom conducive to the needs of English-language learners: A feminist action research project

    Science.gov (United States)

    Buck, Gayle; Mast, Colette; Ehlers, Nancy; Franklin, Elizabeth

    2005-11-01

    A feminist action research team, which consisted of a science educator, an English-language learner (ELL) educator, a first-year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle-level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle-level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non-ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children.

  3. A Study on ICT Literacy Standards for Teachers in Germany. : Focus on eL3 Project

    OpenAIRE

    小柳, 和喜雄

    2006-01-01

    This study aims to clarify the concept and perspective to make ICT literacy standards for teachers in Japan. Then, the research and a practical trial in Germany are focused on because ICT education for teachers in Germany is different from ICT education for teachers on the countries that speak English. The ICT education for teachers in Germany has the relation close to media pedagogy. The range reaches three dimensions. such as "Operational" , "Cultural" , "Critical". That is, this study aims...

  4. Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers' Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science

    Science.gov (United States)

    Novak, Elena; Wisdom, Sonya

    2018-05-01

    3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N = 42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers' science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants' science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students' project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.

  5. A Mother and Her Daughters: Jewish Teachers and the Fight against Apartheid

    Science.gov (United States)

    Wieder, Alan

    2007-01-01

    Background: Before 1999, there was little research on teachers and apartheid aside from some biographical sketches. "A Mother and Her Daughters" is part of an ongoing oral history project of teachers who fought apartheid. It is contextualized through the literature on Jews and apartheid in South Africa and joins the growing literature on…

  6. Introducing a New Concept Inventory on Climate Change to Support Undergraduate Instruction, Teacher Education, Education Research, and Project Evaluation (Invited)

    Science.gov (United States)

    Morrow, C. A.; Monsaas, J.; Katzenberger, J.; Afolabi, C. Y.

    2013-12-01

    The Concept Inventory on Climate Change (CICC) is a new research-based, multiple-choice 'test' that provides a powerful new assessment tool for undergraduate instructors, teacher educators, education researchers, and project evaluators. This presentation will describe the features and the development process of the (CICC). This includes insights about how the development team (co-authors) integrated and augmented their multi-disciplinary expertise. The CICC has been developed in the context of a popular introductory undergraduate weather and climate course at a southeastern research university (N~400-500 per semester). The CICC is not a test for a grade, but is intended to be a useful measure of how well a given teaching and learning experience has succeeded in improving understanding about climate change and related climate concepts. The science content addressed by the CICC is rooted in the national consensus document, 'Climate Literacy: The Essential Principles of Climate Science'. The CICC has been designed to support undergraduate instruction, and may be valuable in comparable contexts that teach about climate change. CICC results can help to inform decisions about the effectiveness of teaching strategies by 1) flagging conceptual issues (PRE-instruction); and 2) detecting conceptual change (POST-instruction). Specific CICC items and their answer choices are informed by the research literature on common misunderstandings about climate and climate change. Each CICC item is rated on a 3-tier scale of the cognitive sophistication the item is calling for, and there is a balance among all three tiers across the full instrument. The CICC development process has involved data-driven changes to successive versions. Data sources have included item statistics from the administration of progressively evolved versions of the CICC in the weather and climate course, group interviews with students, and expert review by climate scientists, educators, and project evaluators

  7. Differences in weight status and energy-balance related behaviours according to ethnic background among adolescents in seven countries in Europe: the ENERGY-project

    NARCIS (Netherlands)

    Brug, J.; van Stralen, M.M.; Chin A Paw, M.J.M.; de Bourdeaudhuij, I.; Lien, N.; Bere, E.; Singh, A.S.; Maes, L.; Moreno, L.; Jan, N.; Kovacs, E.; Lobstein, T.; Manios, Y.; te Velde, S.J.

    2012-01-01

    Objective: The aim of this study was to explore differences in weight status and energy balance behaviours according to ethnic background among adolescents across Europe. Methods: A school-based survey among 10-12-year-old adolescents was conducted in seven European countries. Weight, height and

  8. Can Ethnic Background Differences in Children's Body Composition Be Explained by Differences in Energy Balance-Related Behaviors? A Mediation Analysis within the Energy-Project

    NARCIS (Netherlands)

    Fernandez Alvira, J.M.; te Velde, S.J.; Jimenez-Pavon, D.; Manios, Y.; Singh, A.S.; Moreno, L.A.; Brug, J.

    2013-01-01

    Background:In affluent countries, children from non-native ethnicity have in general less favourable body composition indicators and energy balance-related behaviors (EBRBs) than children from native ethnicity. However, differences between countries have been reported.Methodology/Principal

  9. Berkeley Low Background Facility

    International Nuclear Information System (INIS)

    Thomas, K. J.; Norman, E. B.; Smith, A. R.; Poon, A. W. P.; Chan, Y. D.; Lesko, K. T.

    2015-01-01

    The Berkeley Low Background Facility (BLBF) at Lawrence Berkeley National Laboratory (LBNL) in Berkeley, California provides low background gamma spectroscopy services to a wide array of experiments and projects. The analysis of samples takes place within two unique facilities; locally within a carefully-constructed, low background laboratory on the surface at LBNL and at the Sanford Underground Research Facility (SURF) in Lead, SD. These facilities provide a variety of gamma spectroscopy services to low background experiments primarily in the form of passive material screening for primordial radioisotopes (U, Th, K) or common cosmogenic/anthropogenic products; active screening via neutron activation analysis for U,Th, and K as well as a variety of stable isotopes; and neutron flux/beam characterization measurements through the use of monitors. A general overview of the facilities, services, and sensitivities will be presented. Recent activities and upgrades will also be described including an overview of the recently installed counting system at SURF (recently relocated from Oroville, CA in 2014), the installation of a second underground counting station at SURF in 2015, and future plans. The BLBF is open to any users for counting services or collaboration on a wide variety of experiments and projects

  10. Solar Car, Solar Boat: Model Classroom Projects. Seattle Tech Prep.

    Science.gov (United States)

    Seattle Community Coll. District, Washington.

    This booklet shows how teachers at Ingraham High School and Madison Middle School in Seattle (Washington) challenged their students to tackle demanding technical projects. It also shows how well the students responded to that challenge. The booklet begins with the background of the project, the framework for which would be a university-sponsored…

  11. Research and innovation in the `exploring our world´ project (6-12. The example of `exploring current and historical societies´ in initial teacher education

    Directory of Open Access Journals (Sweden)

    Jesús Estepa Giménez

    2012-04-01

    Full Text Available In this paper the authors present how they research and innovate in Initial Teacher Education programmes throught the `Exploring our world´ project (6-12. Along the article aspects related to the why, what for and how to teach of the curricular project are analysed by means of the example of `Exploring current and historical societies´. Trainees´ productions on this Field of Research are presented, in which they deal with the three afore-mentioned elements throught the design of didactic units that form part, like a portfolio, of the group reseach file.

  12. Project Entsorgungsnachweis, 'Demonstration of disposal feasibility for SF/HLW/ILW in the Opalinus Clay of the Zuercher Weinland', Background, Objectives and Overview

    International Nuclear Information System (INIS)

    Schneider, Juerg; Zuidema, P.

    2004-01-01

    Juerg Schneider (Nagra, Switzerland) described the project on the Opalinus Clay (Project Entsorgungsnachweis, demonstration of disposal feasibility for SF/HLW/ILW in the Opalinus Clay of the Zuercher Weinland) for which the main objective is to demonstrate disposal feasibility and to provide input to the decision how to proceed. The report structure was described, the focus of the presentation being the report that aimed to provide a comprehensive assessment of long-term safety. The current situation was described in the presentation as follows: - The key need is to provide arguments for having proposed a good system for which there is sufficient understanding to allow a credible safety evaluation. - Alternative options exist, on which attention is maintained by a task-force. However, Nagra is confident in its results on Project Entsorgungsnachweis, given the knowledge base that currently exists, and has put forward a proposal, for consideration by the Swiss Government, to focus future work on the Opalinus Clay (OPA) of the Zuercher Weinland. - Making the safety case requires a proper integration of science, engineering and safety assessment. - Three key issues were identified in making a safety case: completeness, sufficient safety, and robustness to diminish the importance of uncertainties. - A safety case needs to be adequate to support a decision to proceed to the next stage in the programme, with multiple arguments including the existence of reserve FEP's. - The interacting functions of the relevant teams were viewed as a key component of the process of preparing a safety case: management; science; safety assessment; bias audit. During the discussion, the role of the bias team was recognised as being helpful to ensure completeness, as well as using the NEA FEP database as a check list. When speaking about sufficient safety, it should not imply predictive capability but rather that there is enough confidence in the current level of understanding to

  13. The implementation and evaluation of teacher training in gaming instruction for secondary science: An action research project

    Science.gov (United States)

    Sanders, Veronica

    This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that science teachers used games; (c) assessed the impact of the implementation and subsequent evaluation of games-based training on how science teachers instruct their students; and (d) explored the use of change management principles to help teachers transition from traditional to gaming instruction. The study included a purposive sampling of 10 volunteer science teachers who received the professional development of training in gaming instruction and were observed as they used games to instruct their students. Quantitative data were collected from interviews, observations, and reviews of student assignments and teacher plans, and were statistically analyzed to answer the research questions. These same methods were used to obtain qualitative data, which were also analyzed to answer the research questions as well as to understand the meaning, beliefs and experience behind the numbers. Ultimately, data analysis revealed that the science teachers not only used gaming instruction but also that the training helped them to use gaming instruction and that they considered gaming instruction a viable instruction methodology. Finally, data analysis revealed that change management was successfully used in the study.

  14. The Implementation and Evaluation of Teacher Training in Gaming Instruction for Secondary Science: An Action Research Project

    Science.gov (United States)

    Sanders, Veronica

    2016-01-01

    This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that…

  15. The involvement of student teachers in the development of language learning tasks. Lessons from the ETALAGE project

    NARCIS (Netherlands)

    Koet, T.; Žogla, I.; Rutka, L.

    2012-01-01

    In this paper I report a small experiment about the involvement of student teachers as well as experienced professionals in the development of language learning tasks. I argue that involving student teachers as well as experienced professionals may yield better results than involving experienced

  16. Towards a Theoretical Framework for Understanding PGCE Student Teacher Learning in the Wild Coast Rural Schools' Partnership Project

    Science.gov (United States)

    Pennefather, Jane

    2016-01-01

    This article focuses on a theoretical model that I am developing in order to understand student teacher learning in a rural context and the enabling conditions that can support this learning. The question of whether a supervised teaching practice in a rural context can contribute to the development of student teacher professional learning and…

  17. Meeting the Challenges of Stakeholder Engagement and Communication: Lessons from Teacher Incentive Fund Grantees. The Harvesting Project

    Science.gov (United States)

    Koppich, Julia E.

    2010-01-01

    As of August 2010, a total of 33 states, school districts, charter school coalitions, and other education organizations had received Teacher Incentive Funds (TIF) to redesign compensation programs for teachers and principals. The U.S. Department of Education named a new cohort of TIF grantees on September 23, 2010. TIF grantees have faced a number…

  18. Adopting a Cultural Portfolio Project in Teaching German as a Foreign Language: Language Teacher Cognition as a Dynamic System

    Science.gov (United States)

    Feryok, Anne; Oranje, Jo

    2015-01-01

    Intercultural language teaching and learning has increasingly been adopted in state school systems, yet studies have shown that language teachers struggle to include it in their practice. The aim of this study is to use dynamic systems theory to examine how a German as a foreign language teacher in a New Zealand secondary school adopted a project…

  19. Meeting the Challenges of Fiscal and Programmatic Sustainability: Lessons from Teacher Incentive Fund Grantees. The Harvesting Project

    Science.gov (United States)

    Schuermann, Patrick; Archibald, Sarah; Kluender, Ray; Ptak, Kirsten

    2011-01-01

    A total of 33 sites, including states, school districts, charter school coalitions, and other education organizations make up Cohorts 1 and 2 of the Teacher Incentive Fund (TIF). These sites received funds beginning in the fall of 2006 and spring of 2007 to redesign compensation programs for teachers and principals. The U.S. Department of…

  20. What Makes a Good Teacher? The Bill & Melinda Gates Foundation Digs for Answers with Its Measures of Effective Teaching Project

    Science.gov (United States)

    Hirsh, Stephanie

    2011-01-01

    Vicki Phillips from the Bill & Melinda Gates Foundation talks with Learning Forward about the foundation's investment in effective teaching and the role of professional learning. Phillips said great teachers are the most important school-based ingredient for student success. So they are committed to ensuring teachers have the supports and tools…

  1. Students, teachers and technicians are installing a cosmic ray detector in the CMS visitor gallery. The detector was designed and built in the framework of the US Quarknet project under the supervision of physicists from the Notre Dame University (USA)

    CERN Document Server

    Claudia Marcelloni

    2007-01-01

    Students, teachers and technicians are installing a cosmic ray detector in the CMS visitor gallery. The detector was designed and built in the framework of the US Quarknet project under the supervision of physicists from the Notre Dame University (USA)

  2. Health Activities Project (HAP), Trial Edition II.

    Science.gov (United States)

    Buller, Dave; And Others

    Contained within this Health Activities Project (HAP) trial edition (set II) are a teacher information folio and numerous student activity folios which center around the idea that students in grades 5-8 can control their own health and safety. Each student folio is organized into a Synopsis, Health Background, Materials, Setting Up, and Activities…

  3. Health Activities Project (HAP), Trial Edition III.

    Science.gov (United States)

    Buller, Dave; And Others

    Contained within this Health Activities Project (HAP) trial edition (set III) are a teacher information folio and numerous student activity folios which center around the idea that students in grades 5-8 can control their own health and safety. Each student folio is organized into an Overview, Health Background, Materials, Setting Up, and…

  4. 教師背景與初職位置:中學教師背景特質對取得各類型教職位置的影響 Teacher’s Background and the First Teaching Job: The Effects of the Background Characteristics of High School Teachers on Their First Teaching Job-Getting

    Directory of Open Access Journals (Sweden)

    紀金山 Chin-Shan Chi

    2005-12-01

    Full Text Available 目前中學教師供過於求的情形,已使得其教職位置的取得愈來愈市場化。本研究藉由各類型中學新制教師特質的分布情形,說明師資培育制度改革後教師背景特質對取得初職位置的影響。本文先以邏輯迴歸分析探討影響私立高職教職取得的背景變項作用,其次以私立高職教職為參照組的多元邏輯迴歸分析,探討影響其他類型教職取得的背景變項作用,結果發現教師背景特質對取得公立學校教職與私立高職教職的影響效果有明顯差異。比較各類背景特質的作用,人力資本變項的影響最為重要,它對於取得私立高職教職位置,有相對性的負向顯著影響;另一方面,它則是影響公立學校教職位置取得的有利變項,其中教師甄試表現、學歷種類和學歷高低的影響最顯著。 Since the new Teacher Education Act in 1994, the oversupply of teacher candidates brings to change the first-teaching-job-getting (FTJG from traditional embedded approach to a new quasi-market one. This article tries to delineate the effects of the background characteristics of high school teachers on their FTJG. I took the private vocation-high school as a basic group and analyzed the effects of related factors on it with logistic regression. Then I explored the effects of related factors on the others categories through multinomial logit model with private vocation-high school as the reference group. In summary, the entrants’ human capital is not beneficial to the FTJG of the private vocation-high schools. However the effect of human capital is the most important to the FTJG of the public schools, especially according to the performance of the job-seeking test, and the objective variables of education background.

  5. Teaching in Multicultural Background in the States

    Institute of Scientific and Technical Information of China (English)

    潘若芸

    2010-01-01

    The diversity present in every aspect of American life is an inevitable consequence of its multicultural society.Schools across the country are a reflection of what is,and always has been,an ever changing demographic constitution.Classroom teachers,especially teachers who have no teaching experience in the country,face a stiff challenge of teaching all students,regardless of their backgrounds.As a Chinese guest teacher in the States,I learned that the"growing-up"of a teacher requires positive changes in three areas:knowledge,attitudes and skills.Support from administrators is also vital in the"growing-up"process.

  6. Projectables

    DEFF Research Database (Denmark)

    Rasmussen, Troels A.; Merritt, Timothy R.

    2017-01-01

    CNC cutting machines have become essential tools for designers and architects enabling rapid prototyping, model-building and production of high quality components. Designers often cut from new materials, discarding the irregularly shaped remains. We introduce ProjecTables, a visual augmented...... reality system for interactive packing of model parts onto sheet materials. ProjecTables enables designers to (re)use scrap materials for CNC cutting that would have been previously thrown away, at the same time supporting aesthetic choices related to wood grain, avoiding surface blemishes, and other...... relevant material properties. We conducted evaluations of ProjecTables with design students from Aarhus School of Architecture, demonstrating that participants could quickly and easily place and orient model parts reducing material waste. Contextual interviews and ideation sessions led to a deeper...

  7. Promoting teacher adoption of physical activity breaks in the classroom: findings of the Central Texas CATCH Middle School Project.

    Science.gov (United States)

    Delk, Joanne; Springer, Andrew E; Kelder, Steven H; Grayless, Megan

    2014-11-01

    Research suggests that physical activity breaks (ABs) during class increase students' physical activity levels and provide an academic benefit. This study evaluates a 3-year intervention aimed at encouraging teacher AB use. Thirty central Texas middle schools were assigned to 1 of 3 conditions: training-only (Basic), training plus facilitator support (Basic Plus), and training/facilitator support and a social marketing campaign (Basic Plus SM). Teachers completed surveys at end of years 2 (N = 1039) and 3 (N = 831) to assess exposure to program, self-efficacy, and frequency of AB use. At end of year 3, teachers in facilitator-supported conditions reported increased exposure, self-efficacy, and use compared to Basic condition. Only 43.2% of teachers in the Basic condition reported receiving training in ABs compared to 84.2% and 90.6% in the Basic Plus and Basic Plus SM conditions, respectively. Additionally, a greater percentage of teachers in the facilitator-support conditions reported conducting ABs weekly (Basic = 23.3%, Basic Plus = 34.4%, Basic Plus SM = 38.7%, at year 3; p < .001). Despite perceived barriers, including fear that ABs will detract from instructional time, the intervention was successful in having a core group of teachers implement them weekly. More research is needed to increase the percentage of teachers implementing ABs regularly. © 2014, American School Health Association.

  8. DEVELOPMENT OF DIGITAL COMPETENCIES OF PRIMARY SCHOOL TEACHERS THROUGH BUILDING KNOWLEDGE AND SKILLS FOR WORKING WITH VISUAL PROGRAMMING ENVIRONMENT WITHIN MATH PROJECT WORK

    Directory of Open Access Journals (Sweden)

    Rumyana Y. Papancheva

    2017-07-01

    Full Text Available The paper presents a review of the contemporary school, the digital generation and the need of teachers equipped with new knowledge and skills, in particular – basic programming skills. The last change of educational system in Bulgaria after the adoption of the new pre-school and general school education act is analysed. New primary school curricula and new standards for teacher’s qualification were implemented. The new school subject “Computer modelling” is presented. Some experience of the authors from project-based work in mathematics with teachers and students is described. The aim is the formation of skills of programming by working within Scratch – visual environment for block-based coding. Some conclusions and ideas for future work are formulated.

  9. Adult teachers

    DEFF Research Database (Denmark)

    Larsen, Lea Lund

    2011-01-01

    In this paper I examine the research into the process of adult teachers’ practice-based learning as a part of an on-going project titled “Competence development through practice-based learning – a study of adult teacher’s learning processes”. The project relies on the notion of the adult teacher...... as a 'reflective practitioner’, who develops 'the language of practice’, through experience and learns when she is exposed to 'disjuncture’. Research done on continuing professional development and the inquiries done in the field of teacher thinking and within this the research on novices becoming expert...

  10. Mongolian Teachers

    DEFF Research Database (Denmark)

    Madsen, Ulla Ambrosius

    2002-01-01

    The article comprises the result of a research project conducted among Mongolian teachers in a period of transition. The study is based on quantitative as well as on qualitative data. The study is carried out as part of research activities in an educational development programme.......The article comprises the result of a research project conducted among Mongolian teachers in a period of transition. The study is based on quantitative as well as on qualitative data. The study is carried out as part of research activities in an educational development programme....

  11. Instrumental and Vocal Teacher Education: Competences, Roles and Curricula

    Science.gov (United States)

    Lennon, Mary; Reed, Geoffrey

    2012-01-01

    This article focuses on selected outcomes of the European Association of Conservatoires (AEC) "Polifonia" Working Group for Instrumental and Vocal Teacher Training in Europe (2007-2010). The introduction provides the background to the project, explains the rationale and objectives, describes the research process and gives an overview of…

  12. National Chemistry Teacher Safety Survey

    Science.gov (United States)

    Plohocki, Barbra A.

    This study evaluated the status of secondary school instructional chemistry laboratory safety using a survey instrument which focused on Teacher background Information, Laboratory Safety Equipment, Facility Safety, General Safety, and a Safety Content Knowledge Survey. A fifty question survey instrument based on recent research and questions developed by the researcher was mailed to 500 secondary school chemistry teachers who participated in the 1993 one-week Woodrow Wilson National Fellowship Foundation Chemistry Institute conducted at Princeton University, New Jersey. The data received from 303 respondents was analyzed by t tests and Analysis of Variance (ANOVA). The level of significance for the study was set at ~\\ performance on the Safety Content Knowledge Survey and secondary school chemistry teachers who have had undergraduate and/or graduate safety training and those who have not had undergraduate and/or graduate safety training. Secondary school chemistry teachers who attended school district sponsored safety inservices did not score higher on the Safety Content Knowledge Survey than teachers who did not attend school district sponsored safety inservice sessions. The type of school district (urban, suburban, or rural) had no significant correlation to the type of laboratory safety equipment found in the instructional chemistry laboratory. The certification area (chemistry or other type of certificate which may or may not include chemistry) of the secondary school teacher had no significant correlation to the type of laboratory equipment found in the instructional chemistry laboratory. Overall, this study indicated a majority of secondary school chemistry teachers were interested in attending safety workshops applicable to chemistry safety. Throughout this research project, many teachers indicated they were not adequately instructed on the collegiate level in science safety and had to rely on common sense and self-study in their future teaching careers.

  13. Design training activity for teachers and students on environmental science topic in the frame of ENVRIPLUS project

    Science.gov (United States)

    D'Addezio, G.; Beranzoli, L.; Antonella, M.

    2016-12-01

    We elaborated actions to improve the content of the ENVRIPLUS e-Training Platform for multimedia education of secondary school level teachers and students. The purpose is to favor teacher training and consequently students training on selected scientific themes faced within the ENVRIPLUS Research Infrastructures. In particular we address major thematic research areas and challenges on Biodiversity and Ecosystem Services, Greenhouse effect and Earth Warming, Ocean acidifications and Environmental sustainability. First we identified "Best practices" that could positively impacts on students by providing motivation on promoting scientific research and increase the awareness of the Earth System complexity and Environmental challenges for its preservation and sustainability,). Best practice teaching strategies represent an inherent part of a curriculum that exemplifies the connection and relevance identified in education research. To realize the training platform we start detailed study and analysis of teaching and multimedia information materials already available. We plan the realization of a digital repository for access to teachers and students with opportunities to develop original content, with standardization of the design methods of the scientific and technical content, classification / cataloging of information in digital form and definition of a logical model for the provision of thematic content in a single digital environment. To better design the actions and to catch teacher needs, we prepare a questionnaire that will be administered to a large sample of international secondary school level teachers. The first part focused on objective information about the formal, quantitative and qualitative position of science class in schools and the content and methods of teaching in different countries. The second part investigate subjective teacher experiences and their views on what can improve training offer for environmental science lessons and courses.

  14. Teachers' Experiences and Perceptions of a Community Music Project: Impacts on Community and New Ways of Working

    Science.gov (United States)

    Ansio, Hei; Seppälä, Piia; Houni, Pia

    2017-01-01

    This qualitative research discusses a Finnish community music project aimed at school pupils with disabilities. The practices of this project define community music as community-driven, goal-oriented participatory music-making with a musician as a facilitator. Instead of the effects on pupils, this research investigates the project's impacts on…

  15. Continuing Education of Civics Teachers for Teaching the European Union: Results of the Jean Monnet Project PEB

    Science.gov (United States)

    Oberle, Monika; Forstmann, Johanna

    2015-01-01

    The European dimension is of salient importance for understanding and shaping politics especially, but not only, in Europe. The European Union by now has become a compulsory content of civics classes in secondary schools throughout Germany. For teachers, however, teaching this topic is connected with manifold difficulties, for example, due to the…

  16. Individualized Language Arts--Diagnosis, Prescription, Evaluation. A Teacher's Resource Manual...ESEA Title III Project: 70-014.

    Science.gov (United States)

    Weehawken Board of Education, NJ.

    This document is a teachers' resource manual, grades Kindergarten through Twelve, for the promotion of students' facility in written composition in the context of a language-experience approach and through the use of diagnostic-prescriptive techniques derived from modern linguistic theory. The "Individualized Language Arts: Diagnosis,…

  17. Strategy-Based Development of Teacher Educators' ICT Competence through a Co-operative Staff Development Project

    Science.gov (United States)

    Lavonen, Jari; Lattu, Matti; Juuti, Kalle; Meisalo, Veijo

    2006-01-01

    An ICT strategy and an implementation plan for teacher education were created in a co-operative process. Visions and expectations of staff members and students were registered by questionnaires and by making notes during sessions in which the strategy was created. Thereafter, an implementation document, where the staff development programme and…

  18. Differentiation in Key Learning Areas for Gifted Students in Regular Classes: A Project for Primary School Teachers in Hong Kong

    Science.gov (United States)

    Yuen, Mantak; Chan, Serene; Chan, Cheri; Fung, Dennis C. L.; Cheung, Wai Ming; Kwan, Tammy; Leung, Frederick K. S.

    2018-01-01

    Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so…

  19. How Will Rhode Island's New Hybrid Pension Plan Affect Teachers? A Report of the Public Pension Project

    Science.gov (United States)

    Johnson, Richard W.; Butrica, Barbara A.; Haaga, Owen; Southgate, Benjamin G.

    2014-01-01

    In 2011 Rhode Island replaced the stand-alone defined benefit pension plan it provided to state employees with a hybrid plan that reduced the defined benefit component and added a 401(k)-type, defined contribution component. Although controversial, the new hybrid plan will boost retirement incomes for most of the states public school teachers. Our…

  20. Math Space Mission. [A Product of] the Regional Math Network: A Teacher Invigoration and Curriculum Development Project.

    Science.gov (United States)

    Harvard Univ., Cambridge, MA. Graduate School of Education.

    This unit is intended to teach estimation skills in such a way as to be relevant and useful to students as they apply them in various problem-solving activities. The teaching activities feature the earth, exploration into space, and the other worlds in the solar system. The teacher's guide contains four modules. Module I suggests the use of…

  1. WWC Quick Review of the Report "Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching"

    Science.gov (United States)

    What Works Clearinghouse, 2011

    2011-01-01

    The study examined whether offering financial incentives to teachers of fifth- through eighth-grade math students improved their students' achievement on the math section of the Tennessee Comprehensive Assessment Program. The study took place in the Metropolitan Nashville Public School District during the 2006-07 through 2008-09 school years. It…

  2. The JET project: introduction and background

    International Nuclear Information System (INIS)

    Pease, R.S.

    1987-01-01

    The Joint European Torus, JET, is an experiment, undertaken by 15 partners from 12 nations of Western Europe, to get information on the magnetic confinement of high-temperature plasma in conditions close to those needed for energy-producing controlled thermonuclear fusion reactors. Physically, JET is a very powerful toroidal-pinch electric discharge in a strong stabilizing magnetic field, a system known as a tokamak. The paper summarizes the main features of a tokamak and relates them to the papers in this symposium. (author)

  3. Background information on the SSC project

    International Nuclear Information System (INIS)

    Warren, J.

    1991-10-01

    This report discusses the following information about the Superconducting Super Collider: Goals and milestones; civil construction; ring components; cryogenics; vacuum and cooling water systems; electrical power; instrumentation and control systems; and installation planning

  4. Teacher and student reflections on ICT-rich science inquiry

    DEFF Research Database (Denmark)

    Williams, John; Otrel-Cass, Kathrin

    2017-01-01

    and different ways for students to engage with, explore and communicate science ideas within inquiry. Sample: This project developed case studies with 6 science teachers of year 9 and 10 students, with an average age of 13 and 14 years in three New Zealand high schools. Teacher participants in the project had...... varying levels of understanding and experience with inquiry learning in science. Teacher knowledge and experience with ICT were equally diverse. Design and Methods: Teachers and researchers developed initially in a joint workshop a shared understanding of inquiry, and how this could be enacted. During......Background: Inquiry learning in science provides authentic and relevant contexts in which students can create knowledge to solve problems, make decisions and find solutions to issues in today’s world. The use of electronic networks can facilitate this interaction, dialogue and sharing, and adds...

  5. Music Teachers' Personal Concepts: Qualitative Classroom Research in Music Education

    Directory of Open Access Journals (Sweden)

    Anne Niessen

    2008-01-01

    Full Text Available How do music teachers reflect on planning and performing school lessons? How do their experiences influence their teaching arrangements? In a qualitative research project the author uses the "Individualkonzept" (personal concept to explore what music teachers think while planning music lessons. In addition, the relationship between personal concepts and biographical experiences is investigated. In accordance with grounded theory methodology, interviews with teachers were analyzed first at the level of the single interviews; followed by developing a grounded theory about the music teachers' personal concepts and their embedding in biography. In doing so an integrative pattern emerged unfolding in time as a learning process. Results of the research suggest finding forms of in-service-training for teachers that will allow them to foster a self-conscious acquaintance with their own biographical background. URN: urn:nbn:de:0114-fqs080178

  6. Boundary Crossing in R&D Projects in Schools: Learning through Cross-Professional Collaboration

    Science.gov (United States)

    Schenke, Wouter; van Driel, Jan; Geijsel, Femke P.; Volman, Monique L. L.

    2017-01-01

    Background/Context: School leaders, teachers, and researchers are increasingly involved in collaborative research and development (R&D) projects in schools, which encourage crossing boundaries between the fields of school and research. It is not clear, however, what and how professionals in these projects learn through cross-professional…

  7. Novel Techniques for Background / Foreground Rejection in Particle Instruments

    Data.gov (United States)

    National Aeronautics and Space Administration — The Novel Techniques for Background / Foreground Rejection in Particle Instruments project addresses the need for signal contamination and background signal...

  8. A Collaborative Project to Bridging the Gap between Basic and Clinical Teachers: The Opinion of Medical Students

    Directory of Open Access Journals (Sweden)

    Mariano Sentí

    2015-01-01

    Full Text Available The organization of medical curricula with a clear distinction between basic and clinical subjects makes it difficult for teachers to collaborate and teach students in an integrated way. We designed a new subject, Integrated Medicine, to overcome such limitations. Here, we describe the evaluation of the first three years of running the experience, as well as the opinion of the first group of students in their sixth year. Three cohorts of first-year medical students (n=158 and eight teachers, as well as a group of students of sixth year (n=41, participated in the experiment. Students worked following the problem-based learning approach. Their satisfaction, their subjective improvement of content knowledge in basic and clinical fields, and their belief about the accomplishment of educational objectives were evaluated. The results showed a high level of satisfaction, increased content knowledge, and improvement in solving problems, searching for relevant information, team working, and oral and written communication skills. Students of sixth year agreed that the subject helped them to better understand the clinical manifestations of disease, the diagnosis process, and therapeutic approaches. In conclusion, experiences such as Integrated Medicine may enhance the integration of knowledge by the joint work of basic and clinical teachers.

  9. Authenticating Children's Literature: Raising Cultural Awareness with an Inquiry-Based Project in a Teacher Education Course

    Science.gov (United States)

    Smith, Jane; Wiese, Patricia

    2006-01-01

    This article discusses the importance of authentic picture-storybook adaptations of multicultural folktales and describes an action research project through which a children's picture-book adaptation of a traditional tale can be authenticated using an inquiry-based process. In addition to modeling an actual authentication project using "The Golden…

  10. Dos and Don'ts in Designing an Annual Financial Report Project: "A Teacher's Perspective"

    Science.gov (United States)

    Dockter, DuWayne L.

    2013-01-01

    The principle purpose of this article serves a number of purposes. Among them, it provides instructors with a tested financial statement report project. It also helps students to develop higher-level learning skills. In addition, the project provides an opportunity for students to apply their basic accounting knowledge to the analysis and use of…

  11. Possible Challenges of Teacher Research for Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Utami Widiati

    2016-02-01

    Full Text Available Teacher research (i.e. action research has gained acceptance as a tool for teacher professional development. In spite of its increasing popularity in language classrooms, concerns have been raised in the implementation of teacher research, such as issues of quality, sustainability, the development of standards, and accessibility. In the Indonesian context, the unprofessional working conditions and the education background of most teachers have made it difficult for teachers to sustain and access research. Since changing the former appears beyond the aim of this article, it is suggested that teacher education institutions focus on the latter, revisiting the curriculum of teacher education to provide more research components

  12. The Perceptions In Respect To The Education Projects In Province Of The Teachers' In Charge Of The Elementary Schools

    OpenAIRE

    ÖRGEV, Özlem

    2013-01-01

    Nowadays, there are important events such as the black board replaced by  the smart board, the textbooks replaced by tablet computers and a dazling speed of change occured in education process. But, it has been seen that all of these changes could  be succeded by the all stakeholders' heart and brain power and theirs  the strong believes in change. Change is taking place so quickly, the teachers named the actors of the education scene, how they share their point of change and, most impor...

  13. Using Climate Change for Teaching Experimental Sciences in Teacher Education through Research Projects on Recycling at the University of Lleida (Western Catalonia)

    Science.gov (United States)

    Sebastia, M. T.; Verdú, N.

    2016-12-01

    Although climate change is one of the most pressing challenges faced by humankind, climate change illiteracy is frequent among primary school teacher college students reaching the second school year at the University of Lleida (UdL). Climate change was chosen to structure the course on Experimental Sciences of the bilingual group because this topic involves all sciences, and because of the importance of the subject for future educators. In the bilingual group of the Education Faculty, Experimental Sciences is taught in English, and there are usually 1-2 international students in addition to around 20 local students. To increase the awareness about climate change and make this topic closer to the students' daily experience, a research project on recycling at the University of Lleida was assigned per groups of 4 students. The assignment was semi-structured, the students received a reduced set of instructions and large freedom to focus their particular projects. Additional instructions were provided along the way. We present results from the comparisons among faculties at UdL, and among the different users: students, professors and researchers, and administration staff. We also discuss the impact that this project had in the learning ability of the students and their awareness about climate change.

  14. Mathematics Teachers' Support and Retention: Using Maslow's Hierarchy to Understand Teachers' Needs

    Science.gov (United States)

    Fisher, Molly H.; Royster, David

    2016-01-01

    As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to…

  15. Chinese Pre-Service Teachers' Perceptions of Effects of Teacher Self-Disclosure

    Science.gov (United States)

    Zhang, Shaoan; Shi, Qingmin; Luo, Xiao; Ma, Xueyu

    2008-01-01

    Background: As an instructional tool, teacher self-disclosure is used widely by teachers. While researchers abroad have conducted a number of studies, scarce literature on teacher self-disclosure has been found. Aims: This study aims to explore the Chinese pre-service teachers' perceived effects of teacher self-disclosure on student learning,…

  16. Background sources at PEP

    International Nuclear Information System (INIS)

    Lynch, H.; Schwitters, R.F.; Toner, W.T.

    1988-01-01

    Important sources of background for PEP experiments are studied. Background particles originate from high-energy electrons and positrons which have been lost from stable orbits, γ-rays emitted by the primary beams through bremsstrahlung in the residual gas, and synchrotron radiation x-rays. The effect of these processes on the beam lifetime are calculated and estimates of background rates at the interaction region are given. Recommendations for the PEP design, aimed at minimizing background are presented. 7 figs., 4 tabs

  17. Executive Summary - Historical background

    International Nuclear Information System (INIS)

    2005-01-01

    matter physics experiments at the High Flux Reactor of The Laue Langevin Institute and the ISIS spallation source at Rutherford-Appleton. Recently, we very actively entered the ICARUS neutrino collaboration and were invited to the PIERRE AUGER collaboration which will search for the highest energies in the Universe. Having close ties with CERN we are very actively engaged in CROSS-GRID, a large computer network project. To better understand the historical background of the INP development, it is necessary to add a few comments on financing of science in Poland. During the 70's and the 80's, research was financed through the so-called Central Research Projects for Science and Technical Development. The advantage of this system was that state-allocated research funds were divided only by a few representatives of the scientific community, which allowed realistic allocation of money to a small number of projects. After 1989 we were able to purchase commercially available equipment, which led to the closure of our large and very experienced electronic workshop. We also considerably reduced our well equipped mechanical shop. During the 90's the reduced state financing of science was accompanied by a newly established Committee of Scientific Research which led to the creation of a system of small research projects. This precluded the development of more ambitious research projects and led to the dispersion of equipment among many smaller laboratories and universities. A large research establishment, such as our Institute, could not develop properly under such conditions. In all, between 1989 and 2004 we reduced our personnel from about 800 to 470 and our infrastructure became seriously undercapitalised. However, with energetic search for research funds, from European rather than national research programs, we hope to improve and modernize our laboratories and their infrastructure in the coming years

  18. Cosmic Microwave Background Timeline

    Science.gov (United States)

    Cosmic Microwave Background Timeline 1934 : Richard Tolman shows that blackbody radiation in an will have a blackbody cosmic microwave background with temperature about 5 K 1955: Tigran Shmaonov anisotropy in the cosmic microwave background, this strongly supports the big bang model with gravitational

  19. Reworking Practice through an AfL Project: An Analysis of Teachers' Collaborative Engagement with New Assessment Guidelines

    Science.gov (United States)

    Hermansen, Hege; Nerland, Monika

    2014-01-01

    In recent years, the concept of Assessment for Learning (AfL) has travelled across countries, giving rise to a range of educational policy initiatives and school development projects. While researchers have focused on issues such as how formative assessment can support student learning and lead to more efficient classroom practices, less attention…

  20. Neutron background estimates in GESA

    Directory of Open Access Journals (Sweden)

    Fernandes A.C.

    2014-01-01

    Full Text Available The SIMPLE project looks for nuclear recoil events generated by rare dark matter scattering interactions. Nuclear recoils are also produced by more prevalent cosmogenic neutron interactions. While the rock overburden shields against (μ,n neutrons to below 10−8 cm−2 s−1, it itself contributes via radio-impurities. Additional shielding of these is similar, both suppressing and contributing neutrons. We report on the Monte Carlo (MCNP estimation of the on-detector neutron backgrounds for the SIMPLE experiment located in the GESA facility of the Laboratoire Souterrain à Bas Bruit, and its use in defining additional shielding for measurements which have led to a reduction in the extrinsic neutron background to ∼ 5 × 10−3 evts/kgd. The calculated event rate induced by the neutron background is ∼ 0,3 evts/kgd, with a dominant contribution from the detector container.

  1. Parents as Teachers Health Literacy Demonstration project: integrating an empowerment model of health literacy promotion into home-based parent education.

    Science.gov (United States)

    Carroll, Lauren N; Smith, Sandra A; Thomson, Nicole R

    2015-03-01

    The Parents as Teachers (PAT) Health Literacy Demonstration project assessed the impact of integrating data-driven reflective practices into the PAT home visitation model to promote maternal health literacy. PAT is a federally approved Maternal, Infant, Early Childhood Home Visiting program with the goal of promoting school readiness and healthy child development. This 2-year demonstration project used an open-cohort longitudinal design to promote parents' interactive and reflective skills, enhance health education, and provide direct assistance to personalize and act on information by integrating an empowerment paradigm into PAT's parent education model. Eight parent educators used the Life Skills Progression instrument to tailor the intervention to each of 103 parent-child dyads. Repeated-measures analysis of variance, paired t tests, and logistic regression combined with qualitative data demonstrated that mothers achieved overall significant improvements in health literacy, and that home visitors are important catalysts for these improvements. These findings support the use of an empowerment model of health education, skill building, and direct information support to enable parents to better manage personal and child health and health care. © 2014 Society for Public Health Education.

  2. Complexity of Choice: Teachers' and Students' Experiences Implementing a Choice-Based Comprehensive School Health Model

    Science.gov (United States)

    Sulz, Lauren; Gibbons, Sandra; Naylor, Patti-Jean; Wharf Higgins, Joan

    2016-01-01

    Background: Comprehensive School Health models offer a promising strategy to elicit changes in student health behaviours. To maximise the effect of such models, the active involvement of teachers and students in the change process is recommended. Objective: The goal of this project was to gain insight into the experiences and motivations of…

  3. Predictors of Teachers' Use of ICT in School--The Relevance of School Characteristics, Teachers' Attitudes and Teacher Collaboration

    Science.gov (United States)

    Drossel, Kerstin; Eickelmann, Birgit; Gerick, Julia

    2017-01-01

    This paper is based on the research question of what predictors (school characteristics, teachers' attitudes, teacher collaboration and background characteristics) determine secondary school teachers' frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor…

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

    Science.gov (United States)

    Bill & Melinda Gates Foundation, 2015

    2015-01-01

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

  5. Influence of Time Management Concepts on the Productivity of Vocational Teachers. Final Report. Time Management Concept Project. Department Report No. 57.

    Science.gov (United States)

    Nebraska Univ., Lincoln. Dept. of Agricultural Education.

    A study was conducted to determine how vocational teachers used their time, whether teachers in different vocational areas used their time differently, whether a workshop on time management would improve their use of time, and if such factors as marital status, sex, and extended contracts influenced how vocational teachers used their time. Random…

  6. Technological Literacy for Teachers

    Science.gov (United States)

    Hasse, Cathrine

    2017-01-01

    Ongoing developments in educational technologies place increasing demands on teachers who have to make decisions on a daily basis concerning how, when, and where to make use of technologies in classrooms. Building on results from the Danish project Technucation, this paper argues that there is a marked need for a teacher-specific version of the…

  7. Innovation in Teacher Education.

    Science.gov (United States)

    Turney, C., Ed.

    This document presents a study of directions, processes, and problems of innovation in teacher preparation with special reference to the Australian context and to the role of cooperating schools in the Australian teacher preparation program. The study emerged from two national research projects sponsored by the Australian Government--one seeking…

  8. Basic School Teachers' Knowledge and Attitude about Tooth Decay ...

    African Journals Online (AJOL)

    Basic School Teachers' Knowledge and Attitude about Tooth Decay and Practice ... Background: The important role of teachers in oral health education cannot be ... 60.3% of the teachers claimed spending time promoting for oral health.

  9. Optimal background matching camouflage.

    Science.gov (United States)

    Michalis, Constantine; Scott-Samuel, Nicholas E; Gibson, David P; Cuthill, Innes C

    2017-07-12

    Background matching is the most familiar and widespread camouflage strategy: avoiding detection by having a similar colour and pattern to the background. Optimizing background matching is straightforward in a homogeneous environment, or when the habitat has very distinct sub-types and there is divergent selection leading to polymorphism. However, most backgrounds have continuous variation in colour and texture, so what is the best solution? Not all samples of the background are likely to be equally inconspicuous, and laboratory experiments on birds and humans support this view. Theory suggests that the most probable background sample (in the statistical sense), at the size of the prey, would, on average, be the most cryptic. We present an analysis, based on realistic assumptions about low-level vision, that estimates the distribution of background colours and visual textures, and predicts the best camouflage. We present data from a field experiment that tests and supports our predictions, using artificial moth-like targets under bird predation. Additionally, we present analogous data for humans, under tightly controlled viewing conditions, searching for targets on a computer screen. These data show that, in the absence of predator learning, the best single camouflage pattern for heterogeneous backgrounds is the most probable sample. © 2017 The Authors.

  10. Teachers, Arts Practice and Pedagogy

    Science.gov (United States)

    Franks, Anton; Thomson, Pat; Hall, Chris; Jones, Ken

    2014-01-01

    What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare…

  11. Implementing Measures of Teacher Effectiveness

    Science.gov (United States)

    Stecher, Brian; Garet, Mike; Holtzman, Deborah; Hamilton, Laura

    2012-01-01

    An initial look at work being done in a reform project sponsored by the Bill & Melinda Gates Foundation finds that evaluations of teacher performance aren't as unpopular with teachers who have experienced the new system as some would have us believe. Leaders acknowledge that the new approach to teacher evaluation takes more time than…

  12. Perceptions of Asian-American and Hispanic-American teachers and their students on teacher interpersonal communication style

    NARCIS (Netherlands)

    Brok, den P.J.; Levy, J.; Rodriguez, R.; Wubbels, Th.

    2002-01-01

    The study investigated the relationship of teacher and student ethnic background to their perceptions of teacher interpersonal behaviour. It is theoretically linked to research on multicultural education and teacher interpersonal communication styles. Perceptions of 27 Asian-American and

  13. National Science Resources Center Project to Improve Science Teaching in Elementary Schools. Appendix D. Science for Children, an Agenda for Action. Appendix E. Science for Children, Resources for Teachers

    Science.gov (United States)

    1988-12-01

    extensions. Background information for teachers is in a separate section at the end of the guide. CAMPSITE. Outdoor Biology Instruc- CAMPSITE comprises six...Many Organisms Live Here?, Mapping a Study Site, door Biology Instructional Strategies Moisture Makers, Pigment Puzzles, Plant Patterns, Shake It...Students Karplus, Robert, and Randle, Joan Coff - begin to develop record-keeping skills by drawing picture records of what they man. Nashua, NH: Delta, 1970

  14. 多元文化教育背景下教师角色的转变%The Transition of the Teacher's Role under the Back-ground of Multicultural Education

    Institute of Scientific and Technical Information of China (English)

    徐发秀; 汤祖军

    2015-01-01

    The multicultural education formed in 1960s and 1970s of Western society, and it advocates the multicultural value identity and multicultural education idea of mutual respect, to maintain the spirit of education equality of opportunity, to im-prove the ethnic students' academic achievement and so on. Our country is a multi-ethnic country, so there is a diversity of ethnic and cultural diversity, and if teachers have the idea of multicul-tural education, they can adapt to and develop multicultural edu-cation. So teachers not only needs to possess the traditional role, but also need to take on new roles.%多元文化教育形成于二十世纪六七十年代的西方社会,它倡导多元文化价值认同和多元文化互相尊重的教育理念,维护教育机会均等的精神,提高弱势族群学生的学业成就等。我国是一个多民族国家,存在着民族的多样性和文化的多样性,只有拥有多元文化教育理念的教师,才能有效地实施多元文化教育,这就要求教师不仅仅要承担传统的角色,还应该承担新的角色。

  15. Cosmic microwave background radiation

    International Nuclear Information System (INIS)

    Wilson, R.W.

    1979-01-01

    The 20-ft horn-reflector antenna at Bell Laboratories is discussed in detail with emphasis on the 7.35 cm radiometer. The circumstances leading to the detection of the cosmic microwave background radiation are explored

  16. The NEED (National Energy Education Development) Project

    Science.gov (United States)

    Hogan, D.; Spruill, M.

    2012-04-01

    The NEED (National Energy Education Development) Project is a non-profit organization which provides a wide range of K-12 curriculum on energy education topics. The curriculum is specific for primary, elementary, intermediate and secondary levels with age appropriate activities and reading levels. The NEED Project covers a wide range of topics from wind energy, nuclear energy, solar energy, hydropower, hydrogen, fossil fuels, energy conservation, energy efficiency and much more. One of the major strengths of this organization is its Teacher Advisory Board. The curriculum is routinely revised and updated by master classroom teachers who use the lessons and serve on the advisory board. This ensures it is of the highest quality and a useful resource. The NEED Project through a variety of sponsors including businesses, utility companies and government agencies conducts hundreds of teacher professional development workshops each year throughout the United States and have even done some workshops internationally. These workshops are run by trained NEED facilitators. At the workshops, teachers gain background understanding of the energy topics and have time to complete the hands on activities which make up the curriculum. The teachers are then sent a kit of equipment after successfully completing the workshop. This allows them to teach the curriculum and have their students perform the hands on labs and activities in the classroom. The NEED Project is the largest provider of energy education related curriculum in the United States. Their efforts are educating teachers about energy topics and in turn educating students in the hope of developing citizens who are energy literate. Many of the hands on activities used to teach about various energy sources will be described and demonstrated.

  17. Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation

    Science.gov (United States)

    Bravo, Marco A.; Mosqueda, Eduardo; Solís, Jorge L.; Stoddart, Trish

    2014-08-01

    In this paper we present findings from a project that documented the development of preservice teachers' beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group ( n = 65) received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. Comparisons between a control group of preservice teachers ( n = 45) and those involved in the intervention yielded stronger beliefs about the efficacy in promoting collaboration in science teaching than the intervention group. Observations of these preservice teachers during their teaching practicum revealed differences in favor of the intervention group in: (a) implementing science instruction that addressed the language and literacy involved in science; (b) using questions that elicited higher order thinking and; (c) providing scaffolds (e.g., purposeful feedback, probing student background knowledge) when confronting abstract scientific concepts. Implications for preservice teacher education are addressed.

  18. Teachers' Views on Performance-Based Assessments.

    Science.gov (United States)

    King, Bruce

    1991-01-01

    Provides personal perspectives from teachers about the prospects and problems illuminated by Stanford University's Teacher Assessment Project. Teacher remarks address the portfolio development process, assessment centers, implications for national board certification for teachers, personal thoughts and perspectives on teaching, and the future of…

  19. Empowering Middle School Teachers with Portable Computers.

    Science.gov (United States)

    Weast, Jerry D.; And Others

    1993-01-01

    A Sioux Falls (South Dakota) project that supplied middle school teachers with Macintosh computers and training to use them showed gratifying results. Easy access to portable notebook computers made teachers more active computer users, increased teacher interaction and collaboration, enhanced teacher productivity regarding management tasks and…

  20. Documentation Panels Enhance Teacher Education Programs

    Science.gov (United States)

    Warash, Bobbie Gibson

    2005-01-01

    Documentation of children's projects is advantageous to their learning process and is also a good method for student teachers to observe the process of learning. Documentation panels are a unique way to help student teachers understand how children learn. Completing a panel requires a student teacher to think through a process. Teachers must learn…

  1. English Language Teacher Education: Rewriting S-1 National Curriculum

    Directory of Open Access Journals (Sweden)

    M. Soenardi Djiwandono

    1999-01-01

    Full Text Available As part of an overall attempt to improve secondary school teacher education, a program has been launched to review and develop the national curriculum (KURNAS of English language teacher education in Indonesia as a means to improve the quality of teachers of English. The new curriculum is at the same time intended to be a revision of the 1995 national curriculum supposedly in use now. For the purpose a team of three members was appointed by the Secondary School Teacher Development Project (nationally known as Proyek PGSM, comprising English teaching professionalls from Universitas Negeri Malang, GAJAHMADA UNIVERSITY, and a senior high school teacher of English. Following a study of the existing documents related to ELT in Indonesia, an initial draft was written and gradually developed following a series of discussions and exchanges of ideas with teachers and profesionalls in the field of ELT. By the 3 rd year of the appointment of the team, the draft for the new KURNAS comprising Books I, II, and III, has been completed and ready for a try-out. The try-out was intended to put into practise the Intensive Course (IC Program as one of the most important components of the new KURNAS for the development of fluency in English as an essential basis for the preparation of competent high school teachers of English. This article describes the background and the underlying principles of the curriculum revision, along with the classification and identification of courses, descriptions of courses their and syllabus outlines.

  2. Teachers' Legitimacy: Effects of Justice Perception and Social Comparison Processes

    Science.gov (United States)

    Gouveia-Pereira, Maria; Vala, Jorge; Correia, Isabel

    2017-01-01

    Background: Teachers' legitimacy is central to school functioning. Teachers' justice, whether distributive or procedural, predicts teachers' legitimacy. Aims: What is still do be found, and constitutes the goal of this paper, is whether unjust treatment by a teacher affects the legitimacy of the teacher differently when the student knows that the…

  3. The Relationship between Teacher Burnout and Student Motivation

    Science.gov (United States)

    Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Garn, Alex; Kulik, Noel; Fahlman, Mariane

    2015-01-01

    Background: Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers' stress and burnout have largely centred on teachers' own characteristics, socialization, and behaviours, but few have explored the connection between teachers' burnout and students' motivation via their own perceptions of teachers'…

  4. Earth System Science Project

    Science.gov (United States)

    Rutherford, Sandra; Coffman, Margaret

    2004-01-01

    For several decades, science teachers have used bottles for classroom projects designed to teach students about biology. Bottle projects do not have to just focus on biology, however. These projects can also be used to engage students in Earth science topics. This article describes the Earth System Science Project, which was adapted and developed…

  5. The natural radiation background

    International Nuclear Information System (INIS)

    Duggleby, J.C.

    1982-01-01

    The components of the natural background radiation and their variations are described. Cosmic radiation is a major contributor to the external dose to the human body whilst naturally-occurring radionuclides of primordial and cosmogenic origin contribute to both the external and internal doses, with the primordial radionuclides being the major contributor in both cases. Man has continually modified the radiation dose to which he has been subjected. The two traditional methods of measuring background radiation, ionisation chamber measurements and scintillation counting, are looked at and the prospect of using thermoluminescent dosimetry is considered

  6. Effects of background radiation

    International Nuclear Information System (INIS)

    Knox, E.G.; Stewart, A.M.; Gilman, E.A.; Kneale, G.W.

    1987-01-01

    The primary objective of this investigation is to measure the relationship between exposure to different levels of background gamma radiation in different parts of the country, and different Relative Risks for leukaemias and cancers in children. The investigation is linked to an earlier analysis of the effects of prenatal medical x-rays upon leukaemia and cancer risk; the prior hypothesis on which the background-study was based, is derived from the earlier results. In a third analysis, the authors attempted to measure varying potency of medical x-rays delivered at different stages of gestation and the results supply a link between the other two estimates. (author)

  7. The cosmic microwave background

    International Nuclear Information System (INIS)

    Silk, J.

    1991-01-01

    Recent limits on spectral distortions and angular anisotropies in the cosmic microwave background are reviewed. The various backgrounds are described, and the theoretical implications are assessed. Constraints on inflationary cosmology dominated by cold dark matter (CDM) and on open cosmological models dominated by baryonic dark matter (BDM), with, respectively, primordial random phase scale-invariant curvature fluctuations or non-gaussian isocurvature fluctuations are described. More exotic theories are addressed, and I conclude with the 'bottom line': what theories expect experimentalists to be measuring within the next two to three years without having to abandon their most cherished theorists. (orig.)

  8. The Cosmic Background Explorer

    Science.gov (United States)

    Gulkis, Samuel; Lubin, Philip M.; Meyer, Stephan S.; Silverberg, Robert F.

    1990-01-01

    The Cosmic Background Explorer (CBE), NASA's cosmological satellite which will observe a radiative relic of the big bang, is discussed. The major questions connected to the big bang theory which may be clarified using the CBE are reviewed. The satellite instruments and experiments are described, including the Differential Microwave Radiometer, which measures the difference between microwave radiation emitted from two points on the sky, the Far-Infrared Absolute Spectrophotometer, which compares the spectrum of radiation from the sky at wavelengths from 100 microns to one cm with that from an internal blackbody, and the Diffuse Infrared Background Experiment, which searches for the radiation from the earliest generation of stars.

  9. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2017-02-01

    Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  10. Thermal background noise limitations

    Science.gov (United States)

    Gulkis, S.

    1982-01-01

    Modern detection systems are increasingly limited in sensitivity by the background thermal photons which enter the receiving system. Expressions for the fluctuations of detected thermal radiation are derived. Incoherent and heterodyne detection processes are considered. References to the subject of photon detection statistics are given.

  11. Tides, Krill, Penguins, Oh My!: Scientists and Teachers Partner in Project CONVERGE to Bring Collaborative Antarctic Research, Authentic Data, and Scientific Inquiry into the Hands of NJ and NY Students

    Science.gov (United States)

    Hunter-thomson, K. I.; Kohut, J. T.; Florio, K.; McDonnell, J. D.; Ferraro, C.; Clark, H.; Gardner, K.; Oliver, M. J.

    2016-02-01

    How do you get middle and high school students excited about scientific inquiry? Have them join a collaborative research team in Antarctica! A comprehensive education program brought ocean science, marine ecology, and climate change impact research to more than 950 students in 2014-15 to increase their exposure to and excitement of current research. The program was integrated into a collaborative research project, involving five universities, that worked to characterize the connection between ocean circulation, plankton distribution, penguin foraging behavior, and climate change around Palmer Station, Antarctica. The scientists and education team co-led a weeklong workshop to expose 22 teachers to the research science, build relationships among the teachers and scientists, and refine the program to most effectively communicate the research to their students. In the fall, teachers taught NGSS-aligned, hands-on, data-focused classroom lessons to provide their students the necessary content to understand the project hypotheses using multiple science practices. Through a professional science blog and live video calls from Antarctica, students followed and discussed the science teams work while they were in the field. To apply the science practices the students had learned about, they designed, conducted, and analyzed their own ocean-related, inquiry-based research investigation as the culminating component of the program (results were presented at a Student Research Symposium attended by the science team). Of their own choosing, roughly half of the students used raw data from the CONVERGE research (including krill, CODAR, penguin, and glider data) for their investigations. This presentation will focus on the evaluation results of the education program to identify the aspects that successfully engaged teachers and students with scientific inquiry, science practices, and authentic data as well as the replicability of this integrated scientist-teacher partnership and

  12. Using Blackboard and Skype for Mentoring Beginning Teachers

    Science.gov (United States)

    Suk Hwang, Young; Vrongistinos, Konstantinos

    2012-01-01

    The purpose of this article is to examine the nature of the Blackboard and Skype-based electronic mentoring system for beginning teachers. The Quality Teachers for Quality Students project developed an electronic mentoring system between beginning teachers and experienced teachers to support beginning teachers' instructional and classroom…

  13. The Cosmic Microwave Background

    Directory of Open Access Journals (Sweden)

    Jones Aled

    1998-01-01

    Full Text Available We present a brief review of current theory and observations of the cosmic microwave background (CMB. New predictions for cosmological defect theories and an overview of the inflationary theory are discussed. Recent results from various observations of the anisotropies of the microwave background are described and a summary of the proposed experiments is presented. A new analysis technique based on Bayesian statistics that can be used to reconstruct the underlying sky fluctuations is summarised. Current CMB data is used to set some preliminary constraints on the values of fundamental cosmological parameters $Omega$ and $H_circ$ using the maximum likelihood technique. In addition, secondary anisotropies due to the Sunyaev-Zel'dovich effect are described.

  14. Northern pipelines : backgrounder

    International Nuclear Information System (INIS)

    2002-04-01

    Most analysts agree that demand for natural gas in North America will continue to grow. Favourable market conditions created by rising demand and declining production have sparked renewed interest in northern natural gas development. The 2002 Annual Energy Outlook forecasted U.S. consumption to increase at an annual average rate of 2 per cent from 22.8 trillion cubic feet to 33.8 TCF by 2020, mostly due to rapid growth in demand for electric power generation. Natural gas prices are also expected to increase at an annual average rate of 1.6 per cent, reaching $3.26 per thousand cubic feet in 2020. There are currently 3 proposals for pipelines to move northern gas to US markets. They include a stand-alone Mackenzie Delta Project, the Alaska Highway Pipeline Project, and an offshore route that would combine Alaskan and Canadian gas in a pipeline across the floor of the Beaufort Sea. Current market conditions and demand suggest that the projects are not mutually exclusive, but complimentary. The factors that differentiate northern pipeline proposals are reserves, preparedness for market, costs, engineering, and environmental differences. Canada has affirmed its role to provide the regulatory and fiscal certainty needed by industry to make investment decisions. The Government of the Yukon does not believe that the Alaska Highway Project will shut in Mackenzie Delta gas, but will instead pave the way for development of a new northern natural gas industry. The Alaska Highway Pipeline Project will bring significant benefits for the Yukon, the Northwest Territories and the rest of Canada. Unresolved land claims are one of the challenges that has to be addressed for both Yukon and the Northwest Territories, as the proposed Alaska Highway Pipeline will travel through traditional territories of several Yukon first Nations. 1 tab., 4 figs

  15. Formação de professores e cidadania: projetos escolares no estudo do ambiente Teacher education and citizenship: school projects in environmental studies

    Directory of Open Access Journals (Sweden)

    Vânia Maria Nunes dos Santos

    2011-08-01

    projects in environmental education developed as part of in-service teacher education, and their contributions to the constitution of new knowledges and didactic-pedagogical procedures for the study of the environment and for the exercise of citizenship. Aiming at the construction of the geo-scientific perspective at school, the environmental education projects made use of different field practices based on remote sensing (satellite images, aerial photography and maps to (recover knowledge from the place of study, with the purpose of building an integrated view of the socio-environmental reality based on the establishment of dialectic relations between the local and the global as a support to the analysis of problems, of their repercussions and implications on different scales of observation. The development of the projects created the opportunity to form teacher-researchers that are innovators, critical, and reflective before the school and socio-environmental realities. Besides, it gave students the conditions to observe and know their own environment and the place where they live, to reflect upon their real situations and, based on this process, propose actions and construct educative interventions in search of solutions for the problems investigated. By incorporating the socio-environmental issue to the pedagogical practice, the school projects attempted to insert school into reality, contributing to form critical citizens that participate in joint and collaborative actions (school, community, public authorities through social learning, aiming at the development of democratic and sustainable public policies to improve the quality of life.

  16. Family Background and Entrepreneurship

    DEFF Research Database (Denmark)

    Lindquist, Matthew J.; Sol, Joeri; Van Praag, Mirjam

    Vast amounts of money are currently being spent on policies aimed at promoting entrepreneurship. The success of such policies, however, rests in part on the assumption that individuals are not ‘born entrepreneurs’. In this paper, we assess the importance of family background and neighborhood...... effects as determinants of entrepreneurship. We start by estimating sibling correlations in entrepreneurship. We find that between 20 and 50 percent of the variance in different entrepreneurial outcomes is explained by factors that siblings share. The average is 28 percent. Allowing for differential...... entrepreneurship does play a large role, as do shared genes....

  17. Malaysia; Background Paper

    OpenAIRE

    International Monetary Fund

    1996-01-01

    This Background Paper on Malaysia examines developments and trends in the labor market since the mid-1980s. The paper describes the changes in the employment structure and the labor force. It reviews wages and productivity trends and their effects on unit labor cost. The paper highlights that Malaysia’s rapid growth, sustained since 1987, has had a major impact on the labor market. The paper outlines the major policy measures to address the labor constraints. It also analyzes Malaysia’s recen...

  18. Enhancing Science Teacher Training Using Water Resources and GLOBE

    Science.gov (United States)

    Falco, James W.

    2002-01-01

    Heritage College, located on the Yakama Indian Reservation in south central Washington state, serves a multicultural, underserved, rural population and trains teachers to staff the disadvantaged school districts on and surrounding the reservation. In-service teachers and pre-service teachers in the area show strength in biology but have weak backgrounds in chemistry and mathematics. We are addressing this problem by providing a 2-year core of courses for 3 groups of 25 students (15 pre-service and 10 in-service teachers) using GLOBE to teach integrated physical science and mathematics. At the conclusion of the program, the students will qualify for science certification by Washington State. Water resources are the focal point of the curriculum because it is central to life in our desert area. The lack or excess of water, its uses, quality and distribution is being studied by using GIS, remote sensing and historical records. Students are learning the methodology to incorporate scientific protocols and data into all aspects of their future teaching curriculum. In addition, in each of the three years of the project, pre-service teachers attended a seminar series during the fall semester with presentations by collaborators from industry, agriculture, education and government agencies. Students used NASA educational materials in the presentations that they gave at the conclusion of the seminar series. All pre- and in-service teachers continue to have support via a local web site for Heritage College GLOBE participants.

  19. The MINT project--an evaluation of the impact of midwife teachers on the outcomes of pre-registration midwifery education in the UK.

    Science.gov (United States)

    Fraser, Diane M; Avis, Mark; Mallik, Maggie

    2013-01-01

    to explore the contribution of midwife teachers in preparing student midwives for competent practice. a three phase design using qualitative and quantitative approaches. Phase one involved UK wide on-line questionnaire surveys, phase two was a case study method in six UK approved education institutions and phase three was a diary study with newly qualified midwives. phase one included all UK Lead Midwives for Education (LMEs), midwife teachers and Local Supervising Authority Midwifery Officers; phase two participants were three year and shortened programme student midwives, midwife teachers, LMEs and programme leads from each of the four countries; and phase three included a sample of newly qualified midwives graduating from the case study sites and their preceptors and supervisors of midwives. midwife teachers were valued for their unique and crucial role in supporting the application of knowledge to midwifery practice. Visibility and credibility were two key concepts that can explain the unique contribution of midwife teachers. These concepts included being able to support skills acquisition, understanding of contemporary midwifery practice, having a role in practice contexts and able to offer personal support. Visibility of teachers in practice was vital for students and mentors to assist students put their learning into practice and monitor learning and assessment decisions. given the complexity of midwifery education a team approach is essential in ensuring the effectiveness of these programmes. This requires a sufficient differentiation of midwife teacher roles to deliver the pre-registration curriculum. A set of resource quality indicators is proposed to support midwife teacher teams achieving sufficient clinical and academic expertise to deliver effective education programmes. Copyright © 2011 Elsevier Ltd. All rights reserved.

  20. A framework for high-school teacher support in Geosciences

    Science.gov (United States)

    Bookhagen, B.; Mair, A.; Schaller, G.; Koeberl, C.

    2012-04-01

    To attract future geoscientists in the classroom and share the passion for science, successful geoscience education needs to combine modern educational tools with applied science. Previous outreach efforts suggest that classroom-geoscience teaching tremendously benefits from structured, prepared lesson plans in combination with hands-on material. Building on our past experience, we have developed a classroom-teaching kit that implements interdisciplinary exercises and modern geoscientific application to attract high-school students. This "Mobile Phone Teaching Kit" analyzes the components of mobile phones, emphasizing the mineral compositions and geologic background of raw materials. Also, as geoscience is not an obligatory classroom topic in Austria, and university training for upcoming science teachers barely covers geoscience, teacher training is necessary to enhance understanding of the interdisciplinary geosciences in the classroom. During the past year, we have held teacher workshops to help implementing the topic in the classroom, and to provide professional training for non-geoscientists and demonstrate proper usage of the teaching kit. The material kit is designed for classroom teaching and comes with a lesson plan that covers background knowledge and provides worksheets and can easily be adapted to school curricula. The project was funded by kulturkontakt Austria; expenses covered 540 material kits, and we reached out to approximately 90 schools throughout Austria and held a workshop in each of the nine federal states in Austria. Teachers received the training, a set of the material kit, and the lesson plan free of charge. Feedback from teachers was highly appreciative. The request for further material kits is high and we plan to expand the project. Ultimately, we hope to enlighten teachers and students for the highly interdisciplinary variety of geosciences and a link to everyday life.

  1. Cultivating Environmental Citizenship in Teacher Education

    Science.gov (United States)

    Green, Carie; Medina-Jerez, William; Bryant, Carol

    2016-01-01

    Research on environmental action projects in teacher education is limited. Furthermore, projects that emphasize the role of citizens and governments in environmental problem-solving are scarce. The purpose of this study was to explore how participating in a political environmental action project influenced pre-service teachers' environmental…

  2. Child-to-Teacher Ratio and Day-Care Teacher Sickness Absenteeism

    DEFF Research Database (Denmark)

    Andersson, Elvira; Gørtz, Mette

    2013-01-01

    -to-teacher ratio, i.e. the number of children per teacher in an institution, affects teacher sickness absenteeism. We control for individual teacher characteristics, workplace characteristics, and family background characteristics of the children in the day-care institutions. Our estimation results indicate...... that the child-to-teacher ratio is positively related to sickness absence for 2005-2006, but not for 2002-2004....

  3. Background radiation map of Thailand

    International Nuclear Information System (INIS)

    Angsuwathana, P.; Chotikanatis, P.

    1997-01-01

    The radioelement concentration in the natural environment as well as the radiation exposure to man in day-to-day life is now the most interesting topic. The natural radiation is frequently referred as a standard for comparing additional sources of man-made radiation such as atomic weapon fallout, nuclear power generation, radioactive waste disposal, etc. The Department of Mineral Resources commenced a five-year project of nationwide airborne geophysical survey by awarding to Kenting Earth Sciences International Limited in 1984. The original purpose of survey was to support mineral exploration and geological mapping. Subsequently, the data quantity has been proved to be suitable for natural radiation information. In 1993 the Department of Mineral Resources, with the assistance of IAEA, published a Background Radiation Map of Thailand at the scale of 1:1,000,000 from the existing airborne radiometric digital data. The production of Background Radiation Map of Thailand is the result of data compilation and correction procedure developed over the Canadian Shield. This end product will be used as a base map in environmental application not only for Thailand but also Southeast Asia region. (author)

  4. Teacher learning as workplace learning

    NARCIS (Netherlands)

    Imants, J.; Van Veen, K.

    2010-01-01

    Against the background of increasing attention in teacher professional development programs for situating teacher learning in the workplace, an overview is given of what is known in general and in educational workplace learning literature on the characteristics and conditions of the workplace.

  5. Agriculture & the Environment. Teacher's Guide.

    Science.gov (United States)

    McMurry, Linda Maston

    This teacher's guide offers background information that teachers can use to incorporate topics related to agriculture and the environment into the curriculum. Classroom activities to bring these topics alive for students in grades 6-9 are suggested. Chapters include: (1) Pesticides and Integrated Pest Management; (2) Food Safety; (3) Water…

  6. Characteristics of Independent Music Teachers

    Science.gov (United States)

    Upitis, Rena; Abrami, Philip C.; Brook, Julia; Boese, Karen; King, Matthew

    2017-01-01

    The purpose of the present study was to learn about the characteristics of independent music teachers, their beliefs about music teaching, and their studio practices. A self-report survey included questions about the teachers' (a) background experiences, (b) pedagogical approaches, (c) use of digital technologies, and (d) professional development…

  7. Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.

    OpenAIRE

    Linda Darling-Hammond; Deborah J. Holtzman; Su Jin Gatlin; Julian Vasquez Heilig

    2005-01-01

    Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement ...

  8. Project LASER

    Science.gov (United States)

    1990-01-01

    NASA formally launched Project LASER (Learning About Science, Engineering and Research) in March 1990, a program designed to help teachers improve science and mathematics education and to provide 'hands on' experiences. It featured the first LASER Mobile Teacher Resource Center (MTRC), is designed to reach educators all over the nation. NASA hopes to operate several MTRCs with funds provided by private industry. The mobile unit is a 22-ton tractor-trailer stocked with NASA educational publications and outfitted with six work stations. Each work station, which can accommodate two teachers at a time, has a computer providing access to NASA Spacelink. Each also has video recorders and photocopy/photographic equipment for the teacher's use. MTRC is only one of the five major elements within LASER. The others are: a Space Technology Course, to promote integration of space science studies with traditional courses; the Volunteer Databank, in which NASA employees are encouraged to volunteer as tutors, instructors, etc; Mobile Discovery Laboratories that will carry simple laboratory equipment and computers to provide hands-on activities for students and demonstrations of classroom activities for teachers; and the Public Library Science Program which will present library based science and math programs.

  9. Who Should Be Teachers of English?

    OpenAIRE

    Yıldıran, Güzver

    2018-01-01

    The problems related to native versus non-native teachers of English are discussed. The possible lack of knowledge of the cultural background of the language to be taught by non-native teachers is juxtaposed against the transmission of values related to cultural superiority by native English speaking teachers.

  10. Identity Change during Vocational Teacher Education

    DEFF Research Database (Denmark)

    Duch, Henriette

    where the teacher is employed. Regardless of the teacher’s educational background, he has to attend the same course when he is employed at a vocational school. During that education, the teacher is in transition to become a vocational teacher. It is mandatory to complete the Diploma of Education in four...

  11. IMPROVING THE LANGUAGE SKILLS OF "DEPRIVED" TEACHERS.

    Science.gov (United States)

    AMIDON, EDMUND; HUNTER, ELIZABETH

    STUDIES OF THE CLASSROOM VERBAL BEHAVIOR OF TEACHERS SHOW THAT MANY TEACHERS USE THE SAME RATHER NARROW VERBAL INTERACTION PATTERNS BECAUSE (1) THEIR OWN SCHOOL BACKGROUNDS DID NOT INCLUDE EXPOSURE TO TEACHERS WHO USED VARIED VERBAL PATTERNS, (2) THEY DO NOT NOW HEAR VARIED TEACHING PATTERNS, AND (3) THEY ARE NOT PROVIDED WITH OPPORTUNITIES TO…

  12. The Llama Project.

    Science.gov (United States)

    Ganzel, Candy; Stuglik, Jan

    2003-01-01

    At a suburban Indiana elementary school, the Project Approach serves as the basis of the curriculum in all Kindergarten classrooms. The four classes of 5- and 6-year-old children at this school chose to study llamas. This article discusses how the project evolved, describes the three phases of the project, and provides teachers' reflections on the…

  13. Backgrounded but not peripheral

    DEFF Research Database (Denmark)

    Hovmark, Henrik

    2013-01-01

    .e. the schema enters into apparently contradictory constructions of the informants’ local home-base and, possibly, of their identity (cf. Hovmark, 2010). Second, I discuss the status and role of the specific linguistic category in question, i.e. the directional adverbs. On the one hand we claim that the DDAs......In this paper I pay a closer look at the use of the CENTRE-PERIPHERY schema in context. I address two specific issues: first, I show how the CENTRE-PERIPHERY schema, encoded in the DDAs, enters into discourses that conceptualize and characterize a local community as both CENTRE and PERIPHERY, i......; furthermore, the DDAs are backgrounded in discourse. Is it reasonable to claim, rather boldly, that “the informants express their identity in the use of the directional adverb ud ‘out’ etc.”? In the course of this article, however, I suggest that the DDAs in question do contribute to the socio...

  14. OCRWM Backgrounder, January 1987

    International Nuclear Information System (INIS)

    1987-01-01

    The Nuclear Waste Policy Act of 1982 (NWPA) assigns to the US Department of Energy (DOE) responsibility for developing a system to safely and economically transport spent nuclear fuel and high-level radioactive waste from various storage sites to geologic repositories or other facilities that constitute elements of the waste management program. This transportation system will evolve from technologies and capabilities already developed. Shipments of spent fuel to a monitored retrievable storage (MRS) facility could begin as early as 1996 if Congress authorizes its construction. Shipments of spent fuel to a geologic repository are scheduled to begin in 1998. The backgrounder provides an overview of DOE's cask development program. Transportation casks are a major element in the DOE nuclear waste transportation system because they are the primary protection against any potential radiation exposure to the public and transportation workers in the event an accident occurs

  15. Monitored background radiometer

    International Nuclear Information System (INIS)

    Ruel, C.

    1988-01-01

    A monitored background radiometer is described comprising: a thermally conductive housing; low conductivity support means mounted on the housing; a sensing plate mounted on the low conductivity support means and spaced from the housing so as to be thermally insulated from the housing and having an outwardly facing first surface; the sensing plate being disposed relative to the housing to receive direct electromagnetic radiation from sources exterior to the radiometer upon the first surface only; means for controllably heating the sensing plate; first temperature sensitive means to measure the temperature of the housing; and second temperature sensitive means to measure the temperature of the sensing plate, so that the heat flux at the sensing plate may be determined from the temperatures of the housing and sensing plate after calibration of the radiometer by measuring the temperatures of the housing and sensing plate while controllably heating the sensing plate

  16. Perspectives on projects, project success and team work

    OpenAIRE

    Thompson, Karen

    2015-01-01

    This paper brings together perspectives on projects, project success and team work as a background to two graphical tools for considering project success and individual capabilities for working in a project team.

  17. "Cheesy Pizza": The Pizza Project

    Science.gov (United States)

    Gallick, Barbara; Lee, Lisa

    2009-01-01

    A class of 3- to 5-year-old children in a midwestern child care center chose to study pizza restaurants as a group project. This article discusses how the project evolved, describes the three phases of the project, and provides the teachers' reflections on the project. Photos taken during the project and children's sketches are included. (Contains…

  18. Influence of Teachers' Personal Health Behaviors on Operationalizing Obesity Prevention Policy in Head Start Preschools: A Project of the Children's Healthy Living Program (CHL).

    Science.gov (United States)

    Esquivel, Monica Kazlausky; Nigg, Claudio R; Fialkowski, Marie K; Braun, Kathryn L; Li, Fenfang; Novotny, Rachel

    2016-05-01

    To quantify the Head Start (HS) teacher mediating and moderating influence on the effect of a wellness policy intervention. Intervention trial within a larger randomized community trial. HS preschools in Hawaii. Twenty-three HS classrooms located within 2 previously randomized communities. Seven-month multi-component intervention with policy changes to food served and service style, initiatives for employee wellness, classroom activities for preschoolers promoting physical activity (PA) and healthy eating, and training and technical assistance. The Environment and Policy Assessment and Observation (EPAO) classroom scores and teacher questionnaires assessing on knowledge, beliefs, priorities, and misconceptions around child nutrition and changes in personal health behaviors and status were the main outcome measures. Paired t tests and linear regression analysis tested the intervention effects on the classroom and mediating and moderating effects of the teacher variables on the classroom environment. General linear model test showed greater intervention effect on the EPAO score where teachers reported higher than average improvements in their own health status and behaviors (estimate [SE] = -2.47 (0.78), P teacher health status and behaviors included in a multi-component policy intervention aimed at child obesity prevention may produce a greater effect on classroom environments. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  19. Low background infrared (LBIR) facility

    Data.gov (United States)

    Federal Laboratory Consortium — The Low background infrared (LBIR) facility was originally designed to calibrate user supplied blackbody sources and to characterize low-background IR detectors and...

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

    Science.gov (United States)

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

    2014-01-01

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

  1. Hanford Site background: Part 1, Soil background for nonradioactive analytes

    International Nuclear Information System (INIS)

    1993-04-01

    Volume two contains the following appendices: Description of soil sampling sites; sampling narrative; raw data soil background; background data analysis; sitewide background soil sampling plan; and use of soil background data for the detection of contamination at waste management unit on the Hanford Site

  2. Teachers of adults as learners

    DEFF Research Database (Denmark)

    Lund Larsen, Lea

    This poster is a part of an on-going qualitative empirical research project: “Teachers of adults as learners. A study on teachers’ experiences in practice”. Adult learners have particular needs and characteristics that their teachers must be able to address. Some of the competencies that teachers...... need can be taught in formal settings, but in most teaching settings, the teachers act alone and develop their pedagogical approaches/-teaching strategies with no synchronous sparring from a colleague. Adult learners have particular needs and characteristics that their teachers must be able to address...... (cf. Knowles, Brookfield, Illeris, Lawler, King, Wahlgreen). If we study adult teachers as learners in practice, we may be able to identify what the teachers’ practice requires, and thereby qualify the efforts of teacher educators....

  3. Teachers and student teachers co-creating

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund; Nielsen, Ove; Weissschädel, Sine

    inquiring for their BA-Ed in the frames of the project. The second case is a 1-year project with staff from a school and four STs (4th year BA-Ed) searching for and trying out local solutions to support inclusion of socially vulnerable children. A research design with repeated interviews and open......-ended reflections in a questionnaire was applied. Data-analysis as thematic analysis. Findings across cases show the positive experience for both teachers and STs of developing personal-professional competence and agency, i.e. to support social inclusion. A major theme is the experience of relatedness across groups......, with respect and appreciation of each other. STs refer to meaningful learning focused on mastering, but also to challenges in relation to performing making a well-graded BA-project. Some autonomy in choosing an inquiry-focus for the BA seems important. The teachers refer in particular to the importance...

  4. Teacher induction

    NARCIS (Netherlands)

    Beijaard, D.; Buitink, J.; Kessels, C.; Peterson, P.; Baker, E.; McGraw, B.

    2010-01-01

    Teacher induction programs are intended to support the professional development of beginning teachers and thereby contribute to the reduction of teacher attrition during the early teaching years. Teacher induction programs are often based upon a deficit model with a focus on the better organization

  5. Neutron stimulated emission computed tomography: Background corrections

    International Nuclear Information System (INIS)

    Floyd, Carey E.; Sharma, Amy C.; Bender, Janelle E.; Kapadia, Anuj J.; Xia, Jessie Q.; Harrawood, Brian P.; Tourassi, Georgia D.; Lo, Joseph Y.; Kiser, Matthew R.; Crowell, Alexander S.; Pedroni, Ronald S.; Macri, Robert A.; Tajima, Shigeyuki; Howell, Calvin R.

    2007-01-01

    Neutron stimulated emission computed tomography (NSECT) is an imaging technique that provides an in-vivo tomographic spectroscopic image of the distribution of elements in a body. To achieve this, a neutron beam illuminates the body. Nuclei in the body along the path of the beam are stimulated by inelastic scattering of the neutrons in the beam and emit characteristic gamma photons whose unique energy identifies the element. The emitted gammas are collected in a spectrometer and form a projection intensity for each spectral line at the projection orientation of the neutron beam. Rotating and translating either the body or the beam will allow a tomographic projection set to be acquired. Images are reconstructed to represent the spatial distribution of elements in the body. Critical to this process is the appropriate removal of background gamma events from the spectrum. Here we demonstrate the equivalence of two background correction techniques and discuss the appropriate application of each

  6. Teacher expertise

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    Teacher Expertise: How to improve the relationship between Theory and Practice in Teacher Education Jens Rasmussen, Department of Education, Aarhus University In several studies and reports it has been nailed over and over that teachers’ matter. So this is not the question in this study. The ques......Teacher Expertise: How to improve the relationship between Theory and Practice in Teacher Education Jens Rasmussen, Department of Education, Aarhus University In several studies and reports it has been nailed over and over that teachers’ matter. So this is not the question in this study....... The question is how teacher preparation leads to effective teachers. The study Expert in Teaching paid special attention to the intention of connecting coursework more directly to practice in pre-service teacher education. The overall objective of the study was to strengthen the relationship between theory...... that the three parties (college teachers, practice teachers and teacher students) found it difficult to perform and maintain their different roles....

  7. Teachers of high ability pupils

    Directory of Open Access Journals (Sweden)

    Cándido Genovard

    2010-04-01

    Full Text Available In this article we analyze the characteristics of gifted and talented students’ expert teachers. The subject background and the specific proprieties of the instructional process to meet gifted students’ educational needs are analyzed. The value of teacher-student interactions and of teaching and learning styles are highlighted. Also, we include different action guidelines and instructional resources to use in the classroom to teach these students. There is not an ideal teacher for high ability students. However, teachers must know what the teaching-learning processes are and how these work, and the diverse psychological, content and contextual variables involved in such processes.

  8. Teacher Costs

    OpenAIRE

    DINIS MOTA DA COSTA PATRICIA; DE SOUSA LOBO BORGES DE ARAUJO LUISA

    2015-01-01

    The purpose of this technical brief is to assess current methodologies for the collection and calculation of teacher costs in European Union (EU) Member States in view of improving data series and indicators related to teacher salaries and teacher costs. To this end, CRELL compares the Eurydice collection on teacher salaries with the similar Organisation for Economic Co-operation and Development (OECD) data collection and calculates teacher costs based on the methodology established by Statis...

  9. Teacher competencies

    OpenAIRE

    Svatošová, Kateřina

    2012-01-01

    This diploma thesis deals with adult teacher competencies. It describes current situation in adult education and it focuses on measuring quality level of teacher competencies. There is given the main overview of adult education specifics. These are the prerequisites for defining adult teacher competencies. There is given specific adult teacher competencies and related roles which are generally based on teacher's activities during educational courses. Next part describes present conception of ...

  10. Note on bouncing backgrounds

    Science.gov (United States)

    de Haro, Jaume; Pan, Supriya

    2018-05-01

    The theory of inflation is one of the fundamental and revolutionary developments of modern cosmology that became able to explain many issues of the early Universe in the context of the standard cosmological model (SCM). However, the initial singularity of the Universe, where physics is indefinite, is still obscure in the combined SCM +inflation scenario. An alternative to SCM +inflation without the initial singularity is thus always welcome, and bouncing cosmology is an attempt at that. The current work is thus motivated to investigate the bouncing solutions in modified gravity theories when the background universe is described by the spatially flat Friedmann-Lemaître-Robertson-Walker (FLRW) geometry. We show that the simplest way to obtain the bouncing cosmologies in such spacetime is to consider some kind of Lagrangian whose gravitational sector depends only on the square of the Hubble parameter of the FLRW universe. For these modified Lagrangians, the corresponding Friedmann equation, a constraint in the dynamics of the Universe, depicts a curve in the phase space (H ,ρ ), where H is the Hubble parameter and ρ is the energy density of the Universe. As a consequence, a bouncing cosmology is obtained when this curve is closed and crosses the axis H =0 at least twice, and whose simplest particular example is the ellipse depicting the well-known holonomy corrected Friedmann equation in loop quantum cosmology (LQC). Sometimes, a crucial point in such theories is the appearance of the Ostrogradski instability at the perturbative level; however, fortunately enough, in the present work, as long as the linear level of perturbations is concerned, this instability does not appear, although it may appear at the higher order of perturbations.

  11. Mathematics Teachers' Ideas about Mathematical Models: A Diverse Landscape

    Science.gov (United States)

    Bautista, Alfredo; Wilkerson-Jerde, Michelle H.; Tobin, Roger G.; Brizuela, Bárbara M.

    2014-01-01

    This paper describes the ideas that mathematics teachers (grades 5-9) have regarding mathematical models of real-world phenomena, and explores how teachers' ideas differ depending on their educational background. Participants were 56 United States in-service mathematics teachers. We analyzed teachers' written responses to three open-ended…

  12. Teacher Pay and Teacher Aptitude

    Science.gov (United States)

    Leigh, Andrew

    2012-01-01

    Can changes in teacher pay encourage more able individuals to enter the teaching profession? So far, studies of the impact of pay on the aptitude distribution of teachers have provided mixed evidence on the extent to which altering teacher salaries represents a feasible solution to the teacher quality problem. One possible reason is that these…

  13. Qualitative study about the ways teachers react to feedback from resident evaluations

    NARCIS (Netherlands)

    Roermund, T. van; Schreurs, M.L.; Mokkink, H.; Bottema, B.; Scherpbier, A.; Weel, C. van

    2013-01-01

    BACKGROUND: Currently, one of the main interventions that are widely expected to contribute to teachers' professional development is confronting teachers with feedback from resident evaluations of their teaching performance. Receiving feedback, however, is a double edged sword. Teachers see

  14. ICT FOR TEACHER'S PROFESSIONAL DEVELOPMENT

    OpenAIRE

    Nina P. Dementievska; Nataliia V. Morze

    2010-01-01

    The article focuses on pedagogy and psychological issues connected to high order thinking skills development in process of PBL (Project Based Learning) with using ICT (Information Communication Technology). Based on materials of teacher's professional development training course.

  15. Challenges to Teacher Resilience: Conditions Count

    Science.gov (United States)

    Gu, Qing; Day, Christopher

    2013-01-01

    Drawing upon findings of a four-year national research project on variations in the work and lives of teachers in England, this paper provides empirical evidence which contributes to understandings about the importance of resilience in teachers' work. The experience of resilience as perceived by teachers in this research was that it was neither…

  16. Robert Frost: Democracy, Teaching, and Teacher Education

    Science.gov (United States)

    Frank, Jeffery M.

    2010-01-01

    The goal of this dissertation is to develop a connection between poetry and teacher education. I am motivated to undertake this project because poetry is an underappreciated resource, one that has a good deal to teach teachers. Specifically, I believe that poetry can teach teachers about how to creatively and democratically respond to problems of…

  17. Comprehensive Teacher Education: A Handbook of Knowledge.

    Science.gov (United States)

    American Association of Colleges for Teacher Education, Washington, DC.

    Since 1992, AACTE and the DeWitt Wallace-Reader's Digest Fund have worked in partnership to advance the knowledge base of comprehensive teacher education. The AACTE/DeWitt Wallace-Reader's Digest Fund's Comprehensive Teacher Education National Demonstration Project is grounded in the mutual belief that preparation of classroom teachers must…

  18. Teachers as Agents of Social Change

    Science.gov (United States)

    Bourn, Douglas

    2016-01-01

    Teachers are seen as key actors of change within programmes and projects on global learning. But all too often they are regarded in an instrumental way or as promoters of some form of ideal global teacher. Evidence from the UK and elsewhere suggests that if a pedagogical approach is taken to the role of teachers within the process of learning,…

  19. Moderation and Assessment Project--South West. A Presentation of a Model for Moderating Pupils' Work That Is Teacher Assessed, Developed in England, UK.

    Science.gov (United States)

    Radnor, Hilary

    The Moderation and Assessment Project, South West, was an outgrowth of the Technical and Vocational Educational Initiative of the government of the United Kingdom that attempted to develop more courses with vocational relevance for adolescents. Growing from research projects under the Moderation and Assessment project, a new model of moderation is…

  20. Capacity Development and Strengthening for Energy Policy formulation and implementation of Sustainable Energy Projects in Indonesia CASINDO. Deliverable No. 8. Report on general competency trainings (basic level) by TEDC for SMK teachers from the five CASINDO regions

    Energy Technology Data Exchange (ETDEWEB)

    Kamphuis, E. [ETC Nederland, Leusden (Netherlands); Permana, I. [Technical Education Development Centre TEDC, Bandung (Indonesia)

    2011-03-15

    The overall objective of the CASINDO programme is to establish a self-sustaining and self-developing structure at both the national and regional level to build and strengthen human capacity to enable the provinces of North Sumatra, Yogyakarta, Central Java, West Nusa Tenggara and Papua to formulate sound policies for renewable energy and energy efficiency and to develop and implement sustainable energy projects. This report presents an overview of the training activities on general renewable energy technologies competencies conducted by TEDC Bandung (Technical Education Development Centre), for the teachers of the 11 SMKs (Sekolah Menengah Kejuruan of the Ministry of Education; SMKs are Vocational and Technical Schools) involved in the CASINDO project. The report also contains a description of the Training of Trainers activities conducted by the CASINDO consortium for TEDC staff in the renewable energy technologies micro hydro power, solar photovoltaic, wind energy, biomass , biogas and energy efficiency.

  1. Changes in Attitude Toward Outdoor Education by Teachers and Administrators After Participation in the Cooperative Outdoor Education Project, Title III, E.S.E.A.

    Science.gov (United States)

    Chase, Craig Carleton

    This study evaluates the changes in attitudes of Williamson County, Illinois, school administrators and elementary teachers toward the usefullness of outdoor education in achieving academic goals for their students. The 165 participants in the study constituted all of the educators from the 23 elementary schools in the county. Instruments used in…

  2. Brazil's PROFORMAÇÃO Project: A Case Study of an Integrated Virtual System for Delivering In-Service Teacher Education

    Science.gov (United States)

    Moore, Michael G.

    2016-01-01

    A systems methodology was employed to design and deliver a highly successful demonstration of the effectiveness of distance education as a means of providing high quality training to tens of thousands of teachers in the most remote areas of Brazil. Key elements in the success of the program were significant funding, top political buy-in, and…

  3. A Different Approach to the Scientific Research Methods Course: Effects of a Small-Scale Research Project on Pre-Service Teachers

    Science.gov (United States)

    Bastürk, Savas

    2017-01-01

    Selecting and applying appropriate research techniques, analysing data using information and communication technologies, transferring the obtained results of the analysis into tables and interpreting them are the performance indicators evaluated by the Ministry of National Education under teacher competencies. At the beginning of the courses that…

  4. Compulsory Project-Level Involvement and the Use of Program-Level Evaluations: Evaluating the Local Systemic Change for Teacher Enhancement Program

    Science.gov (United States)

    Johnson, Kelli; Weiss, Iris R.

    2011-01-01

    In 1995, the National Science Foundation (NSF) contracted with principal investigator Iris Weiss and an evaluation team at Horizon Research, Inc. (HRI) to conduct a national evaluation of the Local Systemic Change for Teacher Enhancement program (LSC). HRI conducted the core evaluation under a $6.25 million contract with NSF. This program…

  5. Systematic Management of Change Is the Key to Successful Staff Development. An Initial Study of the Bloomfield Public Schools Staff Development Project. Teacher Essentials, Styles & Strategies (TESS).

    Science.gov (United States)

    Celso, Nicholas; Morris, Harold

    Confronted by a maturing staff, lower teacher turnover rates, declining enrollments, and more sophisticated instructional methods, the Bloomfield (New Jersey) Public School District adopted an ambitious staff development initiative in 1983. This paper describes the planning and implementation strategies used to launch Bloomfield's Teaching…

  6. How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship

    NARCIS (Netherlands)

    De Jong, Romi; Mainhard, Tim|info:eu-repo/dai/nl/30483517X; van Tartwijk, Jan|info:eu-repo/dai/nl/112629385; Veldman, Ietje; Verloop, Nico; Wubbels, Theo|info:eu-repo/dai/nl/070651361

    2014-01-01

    Background: Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student

  7. Teacher perspectives about using formative assessment

    DEFF Research Database (Denmark)

    Evans, Robert Harry; Clesham, Rose; Dolin, Jens

    2018-01-01

    This chapter examines three different classroom teacher perspectives when using ASSIST-ME project formative assessment methods as described in the introductory chapter. The first ‘teacher perspective’ is about changes in teacher self-efficacies while using formative assessment methods as monitored...... by a pre- and post-teacher questionnaire. Teachers who tried the unfamiliar formative methods of assessment (see introductory book chapter for these methods) as well as their colleagues who did not were surveyed. The second ‘teacher perspective’ examines changes in teachers’ subjective theories while...... trying project-specific formative assessment methods in Czech Republic. Analyses are done through case studies and interviews. The final part of the chapter looks at teacher perspectives while using an Internet-based application to facilitate formative assessment. The teacher use of the application...

  8. English Language Teacher Education Research Colloquium Who Should Be Teachers of English?

    OpenAIRE

    Yıldıran, Güzver

    2015-01-01

    The problems related to native versus non-native teachers of English are discussed. The possible lack of knowledge of the cultural background of the language to be taught by non-native teachers is juxtaposed against the transmission of values related to cultural superiority by native English speaking teachers.

  9. Becoming a teacher educator: experiences with a specific induction period for beginning teacher educators.

    NARCIS (Netherlands)

    dr Rita Schildwacht; MEd Marly Gootzen; dr.ir. Quinta Kools; MEd Marije Veraa

    2012-01-01

    Introduction and theoretical background In the past few years, there has been a growing interest in the specific position of beginning teacher educators. In the book 'Becoming a teacher Educator' (Swennen & Van der Klink, 2009) several chapters deal with this subject. In conclusion, teacher

  10. Who Are the Future Teachers in Turkey? Characteristics of Entering Student Teachers

    Science.gov (United States)

    Aksu, Meral; Demir, Cennet Engin; Daloglu, Aysegul; Yildirim, Soner; Kiraz, Ercan

    2010-01-01

    This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties…

  11. FOSTERING AUTONOMY IN PRE-SERVICE TEACHER TRAINING THROUGH PROJECT WORK / FAVORISER L'AUTONOMIE DES FUTURS ENSEIGNANTS PAR L'INTERMÈDE DES PROJETS / ÎNCURAJAREA AUTONOMIEI IN PREGATIREA VIITORILOR PROFESORI PRIN INTERMEDIUL ACTIVITĂŢILOR DIN PROIECTE

    Directory of Open Access Journals (Sweden)

    Adriana Lazăr

    2013-11-01

    Full Text Available Developing learner autonomy during teacher training in Romania is a key matter when we talk about the student-centered approach to learning embraced by the new curricula at all levels of study. The present paper focuses on how to raise teacher trainees’ awareness of their teaching techniques during the micro-teaching sessions, through project work. We will describe an activity developed during the English as a Foreign Language Methodology Course where foreign language pre-service teachers had to prepare small-scale project work on teaching English at pre-university level. The presentation of the project work was part of their final evaluation and involved microteaching sessions: one lesson was prepared and taught by all project partners, each partner teaching a 10-15 minutes session. The Group Project could be described as follows: students got together in groups of 4 and then decided on what aspects of teaching/learning they were going to teach; they planned the lesson together and then each partner prepared his/her micro-teaching session that he/she then performed during the seminar. At the end of each teaching session, teacher trainees were asked to give self-evaluations and peer-observations on the lesson sequence which allowed them to reflect upon the teaching process. We believe that reflection resulting from self or peer observation is the key element of a good professional teacher development and makes teacher exploration possible in a plan-perform-reflect cycle. The evaluation of the Group Project was done assessing the written assignment and the overall presence and contribution of each trainee in the Group Project.

  12. Teacher Inequality

    Directory of Open Access Journals (Sweden)

    Andrew J. Wayne

    2002-06-01

    Full Text Available When discussing the teacher quality gap, policy makers have tended to focus on teacher certification, degrees, and experience. These indicators have become key benchmarks for progress toward equality of educational opportunity, in part for lack of additional teacher quality indicators. This article turns attention to teachers' academic skills. National data on teachers' entrance examination scores and college selectivity reveal substantial disparities by school poverty level. The findings commend attention to the gap in academic skills in the formulation of future policy and research on the teacher quality gap.

  13. Cognitive psychology and depth psychology backgrounds

    International Nuclear Information System (INIS)

    Fritzsche, A.F.

    1986-01-01

    The sixth chapter gives an insight into the risk perception process which is highly determined by emotions, and, thus, deals with the psychological backgrounds of both the conscious cognitive and the subconscious intuitive realms of the human psyche. The chapter deals with the formation of opinion and the origination of an attitude towards an issue; cognitive-psychological patterns of thinking from the field of risk perception; the question of man's rationality; pertinent aspects of group behaviour; depth psychological backgrounds of the fear of technology; the collective subconscious; nuclear energy as a preferred object of projection for various psychological problems of modern man. (HSCH) [de

  14. Increasing Secondary Teachers' Capacity to Integrate the Arts

    Science.gov (United States)

    Richard, Byron; Treichel, Christa J.

    2013-01-01

    Examples from a team of collaborating secondary teachers--one visual arts teacher and one science teacher--highlight key aspects of this professional development project in arts integration. The article traces a regional network designed to build teacher capacity with implications for the design, effectiveness, and sustainability of professional…

  15. Composing with New Technology: Teacher Reflections on Learning Digital Video

    Science.gov (United States)

    Bruce, David L.; Chiu, Ming Ming

    2015-01-01

    This study explores teachers' reflections on their learning to compose with new technologies in the context of teacher education and/or teacher professional development. English language arts (ELA) teachers (n = 240) in 15 courses learned to use digital video (DV), completed at least one DV group project, and responded to open-ended survey…

  16. Introduction to the Project

    DEFF Research Database (Denmark)

    Kuhn, Johan M.; Malchow-Møller, Nikolaj; Sørensen, Anders

    In this note a short introduction to the project “Employment Effects of Entrepreneurs” is presented. First, we describe the purpose of the project; second, we present the background; third, we briefly describe the three papers that constitute the output of the project, and fourth, we discuss two ...... important qualifications for the understanding of the contributions and results established in the project.......In this note a short introduction to the project “Employment Effects of Entrepreneurs” is presented. First, we describe the purpose of the project; second, we present the background; third, we briefly describe the three papers that constitute the output of the project, and fourth, we discuss two...

  17. Retrofit options to enable biomass firing at Irish peat plants: Background report 4.2 for the EU Joule 2+ project: Energy from biomass: An assessment of two promising systems for energy production

    International Nuclear Information System (INIS)

    Van den Broek, R.; Faaij, A.; Blaney, G.

    1995-05-01

    An overview is given of the most promising options for retrofitting existing Irish peat plants to accept biomass fuel. It is expected that with low investment costs the existing peat stations can be adapted to enable them to fire biomass. It will also be possible to co-fire peat and biomass, this option will become a way of using biomass in power generation with relatively low risk, both on the field of initial investments and supply security. The objectives of this report are: assessing the different technical options for retrofitting the plants to enable biomass firing; provide investment costs, efficiencies, emissions and expected lifetimes for the different retrofit options. The results from this study are used in the final integration phase of the EU-Joule project 'Energy from biomass'. Chapter 2 deals with methodological considerations which have been made in estimation of the investment costs. In chapter 3 the present situation is described. Both peat harvesting and power plant operation of both sod and milled peat plants are explained. Also some past experiences with wood chips firing in Irish peat stations are discussed. Chapter 4 gives a general view on retrofitting peat plants to enable biomass firing. Some starting points like biomass fuel feeding and emission standards that have to be met are highlighted. The rationale behind four main choices are given. Finally, a technical description is presented of the two boiler adaptations that will be considered among the different retrofit options, namely conversion of milled peat units into bubbling fluidized bed and into a whole tree energy unit. Six retrofit options are described in more detail in chapter 5. Information is given on the present status of the plants, the technical considerations of the retrofit, expected performance and an estimation of a range in which the investment costs can be expected. 4 figs., 10 tabs., 5 appendices

  18. Outcomes evaluation of the school staff health promotion project

    Directory of Open Access Journals (Sweden)

    Magdalena Woynarowska-Sołdan

    2016-04-01

    Full Text Available Background: This article presents selected outcomes of a 3-year project “Health promotion of school staff in health-promoting schools,” as well as the achievements and difficulties in its implementation. Material and Methods: The research was conducted on 644 teachers and 226 members of non-teaching staff in 21 schools. The method involved opinion poll and authored questionnaires. A 2-part model of outcome evaluation was developed. Results: Most participants appreciated the changes that took place within the 3 years of the project implementation. These included the improved level of their knowledge about health, health-conducive behaviors (62–93% and the physical and social environment of the school (50–92%. Changes were more frequently acknowledged by teachers. About 80% of the participants had a positive attitude to the project, but only 20% assessed their involvement as considerable. About 90% believed that health promotion activities should be continued. According to the project leaders, insufficient support and financial resources, and difficulties in motivating school employees, particularly the nonteaching staff, to undertake health-promotion activities were the major handicaps in the project implementation. Conclusions: The project outcomes can be assessed as satisfying. They revealed that it is posssible to initiate health promotion among school staff. This can be effective on condition that participants are motivated, actively engaged in the project and supported by the head teacher and the local community. Necessarily, school leaders should be prepared to promote health among adults and to gain support from school policy decision makers, school administration, trade unions and universities involved in teacher training. Med Pr 2016;67(2:187–200

  19. Project-Based Learning and Design-Focused Projects to Motivate Secondary Mathematics Students

    Science.gov (United States)

    Remijan, Kelly W.

    2017-01-01

    This article illustrates how mathematics teachers can develop design-focused projects, related to project-based learning, to motivate secondary mathematics students. With first-hand experience as a secondary mathematics teacher, I provide a series of steps related to the engineering design process, which are helpful to teachers in developing…

  20. Background noise levels in Europe

    OpenAIRE

    Gjestland, Truls

    2008-01-01

    - This report gives a brief overview of typical background noise levels in Europe, and suggests a procedure for the prediction of background noise levels based on population density. A proposal for the production of background noise maps for Europe is included.

  1. Teacher's evaluation

    OpenAIRE

    Šuranská, Ivana

    2014-01-01

    This bachelor theses focuses on the research of the teacher's attitudes towards several issues such as introducing professional standards, new carreer structure of teacher's and it's supporting systems. It has been created on the bases of theoretical resources and the research among teachers of kindergartens, elementary schools and high schools in Moravskoslezský and Středočeský region. The theoretical part provides a summary of the current state of teacher evaluation, proffesional standards,...

  2. A cluster randomised controlled trial of the Wellbeing in Secondary Education (WISE) Project - an intervention to improve the mental health support and training available to secondary school teachers: protocol for an integrated process evaluation.

    Science.gov (United States)

    Evans, Rhiannon; Brockman, Rowan; Grey, Jillian; Bell, Sarah; Harding, Sarah; Gunnell, David; Campbell, Rona; Murphy, Simon; Ford, Tamsin; Hollingworth, William; Tilling, Kate; Morris, Richard; Kadir, Bryar; Araya, Ricardo; Kidger, Judi

    2018-05-04

    Secondary school teachers have low levels of wellbeing and high levels of depression compared with the general population. Teachers are in a key position to support students, but poor mental health may be a barrier to doing so effectively. The Wellbeing in Secondary Education (WISE) project is a cluster randomised controlled trial (RCT) of an intervention to improve the mental health support and training available to secondary school teachers through delivery of the training package Mental Health First Aid and a staff peer support service. We will conduct a process evaluation as part of the WISE trial to support the interpretation of trial outcomes and refine intervention theory. The domains assessed will be: the extent to which the hypothesised mechanisms of change are activated; system level influences on these mechanisms; programme differentiation and usual practice; intervention implementation, including any adaptations; intervention acceptability; and intervention sustainability. Research questions will be addressed via quantitative and qualitative methods. All study schools (n = 25) will provide process evaluation data, with more detailed focus group, interview and observation data being collected from a subsample of case study schools (4 intervention and 4 control). Mechanisms of change, as outlined in a logic model, will be measured via teacher and student surveys and focus groups. School context will be explored via audits of school practice that relate to mental health and wellbeing, combined with stakeholder interviews and focus groups. Implementation of the training and peer support service will be assessed via training observations, training participant evaluation forms, focus groups with participants, interviews with trainers and peer support service users, and peer supporter logs recording help provided. Acceptability and sustainability will be examined via interviews with funders, head teachers, trainers and peer support services users, and

  3. Building and Activating Students' Background Knowledge: It's What They Already Know That Counts

    Science.gov (United States)

    Fisher, Douglas; Frey, Nancy; Lapp, Diane

    2012-01-01

    Students enter the middle grades with varying amounts of background knowledge. Teachers must assess student background knowledge for gaps or misconceptions and then provide instruction to build on that base. This article discusses effective strategies for assessing and developing students' background knowledge so they can become independent…

  4. Teacher Perception of Project-Based Learning in a Technology-Infused Secondary School Culture: A Critical Cine-Ethnographic Study

    Science.gov (United States)

    Gratch, Jonathan

    2012-01-01

    Project-based learning has long been used in the educational realm as it emphasis a student-centered strategy which promotes meaning, enriched learning that enhances inquiry and problem-solving skills in a rich, authentic environment. The relevance and authentic design of projects may further be enhanced by the use of technology in the classroom.…

  5. Lessons from the Field: One Teacher's Findings from Using the Project Approach in a 6th Grade Classroom

    Science.gov (United States)

    Bills, Patricia; Griebling, Susan; Waspe, Noah

    2018-01-01

    While we have known about the benefits of project-based learning for decades, it has been difficult to maintain momentum in learning how to do it well, especially as the policy context in education turned toward high-stakes accountability measures in the early 2000s. Currently, many schools across the country are incorporating project-based…

  6. NASE Training Courses in Astronomy for Teachers throughout the World

    Science.gov (United States)

    Ros, Rosa M.

    2012-01-01

    Network for Astronomy School Education, NASE, is a project that is organizing courses for teachers throughout the entire world. The main objective of the project is to prepare secondary and primary school teachers in astronomy. Students love to know more about astronomy and teachers have the opportunity to observe the sky that every school has…

  7. [Teacher Training.

    Science.gov (United States)

    Palmatier, Robert A., Ed.

    1977-01-01

    This issue collects three articles concerning reading-teacher training. "Language, Failure, and Panda Bears" by Patricia M. Cunningham calls attention to dialect difficulties in the classroom and provides ideas for teacher training programs and for public schools to solve this problem. William H. Rupley, in "Improving Teacher Effectiveness in…

  8. Teacher Cooperatives

    Science.gov (United States)

    Hawkins, Beth

    2009-01-01

    Twenty years ago, when the late Albert Shanker, then president of the American Federation of Teachers, endorsed the notion of innovative schools operating outside conventional district bureaucracies, his aim was to put teachers at the helm. Fast-forward two decades from Shanker's then-radical proposition and there are nearly 80 teacher-governed…

  9. Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers.

    Science.gov (United States)

    Dekker, Sanne; Lee, Nikki C; Howard-Jones, Paul; Jolles, Jelle

    2012-01-01

    The OECD's Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called "neuromyths" are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general knowledge of the brain and neuromyths. The sample comprised 242 primary and secondary school teachers who were interested in the neuroscience of learning. It would be of concern if neuromyths were found in this sample, as these teachers may want to use these incorrect interpretations of neuroscience findings in their teaching practice. Participants completed an online survey containing 32 statements about the brain and its influence on learning, of which 15 were neuromyths. Additional data was collected regarding background variables (e.g., age, sex, school type). Results showed that on average, teachers believed 49% of the neuromyths, particularly myths related to commercialized educational programs. Around 70% of the general knowledge statements were answered correctly. Teachers who read popular science magazines achieved higher scores on general knowledge questions. More general knowledge also predicted an increased belief in neuromyths. These findings suggest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Possessing greater general knowledge about the brain does not appear to protect teachers from believing in neuromyths. This demonstrates the need for enhanced interdisciplinary communication to reduce such misunderstandings in the future and establish a successful collaboration between neuroscience and education.

  10. Neuromyths in education: Prevalence and predictors of misconceptions among teachers

    Directory of Open Access Journals (Sweden)

    Sanne eDekker

    2012-10-01

    Full Text Available The OECD’s Brain and Learning project (2002 emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called ‘neuromyths’ are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general knowledge of the brain and neuromyths. The sample comprised 242 primary and secondary school teachers who were interested in the neuroscience of learning. It would be of concern if neuromyths were found in this sample, as these teachers may want to use these incorrect interpretations of neuroscience findings in their teaching practice. Participants completed an online survey containing 32 statements about the brain and its influence on learning, of which 15 were neuromyths. Additional data was collected regarding background variables (e.g., age, sex, school type. Results showed that on average, teachers believed 49% of the neuromyths, particularly myths related to commercialized educational programmes. Around 70% of the general knowledge statements were answered correctly. Teachers who read popular science magazines achieved higher scores on general knowledge questions. More general knowledge also predicted an increased belief in neuromyths. These findings suggest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Possessing greater general knowledge about the brain does not appear to protect teachers from believing in neuromyths. This demonstrates the need for enhanced interdisciplinary communication to reduce such misunderstandings in the future and establish a successful collaboration between neuroscience and education.

  11. The Importance of Background Culture Knowledge in Reading

    Institute of Scientific and Technical Information of China (English)

    王蓁

    2012-01-01

    As achieving cross-culture communication is the final aim of learning English,it turns out to be inefficient to attach more importance on the ability of listening,speaking,reading,writing and knowledge system.Background culture knowledge is supposed to be an important way to reach the aim of language teaching,and help readers understand articles.Considering the effects of background culture knowledge and its importance,this article will do a research on it and try to help both readers and teachers aware of the importance of background culture knowledge and take note of it.

  12. Introduction to the Project

    DEFF Research Database (Denmark)

    Kuhn, Johan M.; Malchow-Møller, Nikolaj; Sørensen, Anders

    In this note a short introduction to the project “Employment Effects of Entrepreneurs” is presented. First, we describe the purpose of the project; second, we present the background; third, we briefly describe the three papers that constitute the output of the project, and fourth, we discuss two...... important qualifications for the understanding of the contributions and results established in the project....

  13. Authentic Astronomy Research Experiences for Teachers: the NASA/IPAC Teacher Archive Research Program (NITARP)

    Science.gov (United States)

    Rebull, L.; NITARP Team

    2011-12-01

    Since 2004, we have provided authentic astronomy research experiences for teachers using professional astronomical data. (The program used to be called the Spitzer Teacher Program for Teachers and Students, and in 2009 was renamed NITARP--NASA/IPAC Teacher Archive Research Program.) We partner small groups of teachers with a mentor astronomer, the team does research, writes up a poster, and presents it at the major annual meeting for professional US astronomers, the American Astronomical Society (winter meeting). The teachers incorporate this research experience into their classroom, and their experiences color their teaching for years to come, influencing hundreds of students per teacher. This program, to the best of our knowledge, is completely unique in the following three ways: (1) Each team does original research using real astronomical data, not canned labs or reproductions of previously done research. (2) Each team writes up the results of their research and presents it at an AAS meeting. Each team also presents the educational results of their experience. (3) The 'products' of the program are primarily the scientific results, as opposed to curriculum packets. The teachers in the program involve students at their school and incorporate the experience into their teaching in a way that works for them, their environment, and their local/state standards. The educators in the program are selected from a nationwide annual application process, and they get three trips, all reasonable expenses paid. First, they attend a winter AAS meeting to get their bearings as attendees of the largest professional astronomy meetings in the world. We sponsor a kickoff workshop specifically for the NITARP educators on the day before the AAS meeting starts. After the meeting, they work remotely with their team to write a proposal, as well as read background literature. In the summer (at a time convenient to all team members), the educators plus up to two students per teacher come

  14. Enhancing Teacher Efficacy and Pedagogical Practices amongst General and Special Education Teachers

    Science.gov (United States)

    Coleman, Michael

    2017-01-01

    The purpose of this action research project was to collect both qualitative and quantitative data to acquire information in teacher efficacy from the viewpoint of teachers themselves so that pedagogical practices could be enhanced to better serve the special needs student population. In this study, the relationship between teachers' perception of…

  15. Which Way Is Better for Teacher Evaluation? The Discourse on Teacher Evaluation in Taiwan

    Science.gov (United States)

    Wang, Juei-Hsin; Chen, Yen-Ting

    2016-01-01

    There are no summative evaluations for compulsory and basic education in Taiwan. This research discusses and analyzes present teacher evaluation implementation. The implementation of policy nowadays means "Teacher evaluation for professional development". Teacher evaluation for professional development is a voluntary growing project of…

  16. A museum-based urban teacher residency program's approach to strengthening the STEM pipeline: Channeling highly qualified Earth Science teachers into high needs schools

    Science.gov (United States)

    Ustunisik, G. K.; Zirakparvar, N. A.

    2015-12-01

    Channeling better prepared Earth Science teachers into secondary schools with low achievement rates in STEM subjects is essential to ensuring that the students attending these schools are ultimately afforded the opportunity to take advantage of projected growth in the global geoscience workforce. Here, a museum-based urban teacher residency (UTR) program's approach to building subject specific content knowledge and research experience in Earth Science teacher candidates is described. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth and Space research scientists that account for almost half of the program's faculty. Because these courses and research experiences are designed specifically for the teacher candidates, they are different than many science courses and research experiences available to pre-service teachers in a university setting. At the same time, the museum-based program is the only UTR to incorporate such a rigorous science curriculum, and some possible advantages and disadvantages of the program's approach are also considered here. While the impact of the program's approach on student achievement rates has yet to be evaluated, there is promise in the well documented links between a teacher's own experience with the practice of science and that teacher's ability to leverage effective pedagogical content knowledge in the teaching of science. Because the museum-based program's science curriculum is balanced against the educational coursework and teaching residencies that necessarily form the program's backbone, the museum's approach to strengthening the teacher candidate's science background may also inform the faculty and administration of other UTRs in cases where one of their program goals is to further expand their teacher candidate's content knowledge and practical subject matter experience.

  17. Backgrounder

    International Development Research Centre (IDRC) Digital Library (Canada)

    IDRC CRDI

    Center for Mountain Ecosystem Studies, Kunming Institute of Botany of the Chinese Academy of Sciences, China: $1,526,000 to inform effective water governance in the Asian highlands of China, Nepal, and Pakistan. • Ashoka Trust for Research in Ecology and the Environment (ATREE), India: $1,499,300 for research on ...

  18. BACKGROUNDER

    International Development Research Centre (IDRC) Digital Library (Canada)

    IDRC CRDI

    demographic trends, socio-economic development pathways, and strong ... knowledge and experience, and encourage innovation. ... choices, and will work with stakeholders in government, business, civil society, and regional economic.

  19. Backgrounder

    International Development Research Centre (IDRC) Digital Library (Canada)

    IDRC CRDI

    Safe and Inclusive Cities: ... improving urban environments and public spaces might have on reducing the city's high ... violence against women among urban youth of working class neighbourhoods of Islamabad, Rawalpindi, and Karachi,.

  20. BACKGROUNDER

    International Development Research Centre (IDRC) Digital Library (Canada)

    IDRC CRDI

    CARIAA's research agenda addresses gaps and priorities highlighted in the ... Research focuses on climate risk, institutional and regulatory frameworks, markets, and ... The researchers will identify relevant drivers and trends and use develop ...

  1. BACKGROUNDER

    International Development Research Centre (IDRC) Digital Library (Canada)

    Corey Piccioni

    achieving long‐term food security in Africa, with a focus on post‐harvest loss, ... nutrion and health, and the socio‐economic factors that affect food supply ... Water use. Agricultural producvity in sub‐Saharan Africa is the lowest in the world.

  2. Mathematics teachers' support and retention: using Maslow's hierarchy to understand teachers' needs

    Science.gov (United States)

    Fisher, Molly H.; Royster, David

    2016-10-01

    As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to develop a hierarchy of teachers' needs that resembles Maslow's hierarchy, which can be used to better support teachers in various stages of their careers. The interviews revealed both non content-specific and content-specific needs within the hierarchy. The responses show that teachers found different schools foster different stress levels and that as teachers they used a number of resources for reducing stress. Other mathematics-specific ideas are also discussed such as the amount of content and pedagogy courses required for certification.

  3. Retraining Institute in Teacher Education

    Energy Technology Data Exchange (ETDEWEB)

    Byrd, H.B.; Jennings, R.

    1992-07-31

    This endeavor was comprised of three companion projects. They are interdependent components which together provide a significant enhancement to the existing programs in the School of Education at Norfolk state University.The primary focus of the project was in instructing regular and special education undergraduate students and teachers. As a result of this endeavor, instruction in science and engineering majors was enhanced.

  4. Diffuse Cosmic Infrared Background Radiation

    Science.gov (United States)

    Dwek, Eli

    2002-01-01

    The diffuse cosmic infrared background (CIB) consists of the cumulative radiant energy released in the processes of structure formation that have occurred since the decoupling of matter and radiation following the Big Bang. In this lecture I will review the observational data that provided the first detections and limits on the CIB, and the theoretical studies explaining the origin of this background. Finally, I will also discuss the relevance of this background to the universe as seen in high energy gamma-rays.

  5. Background current of radioisotope manometer

    International Nuclear Information System (INIS)

    Vydrik, A.A.

    1987-01-01

    The technique for calculating the main component of the background current of radioisotopic monometers, current from direct collision of ionizing particles and a collector, is described. The reasons for appearance of background photoelectron current are clarified. The most effective way of eliminating background current components is collector protection from the source by a screen made of material with a high gamma-quanta absorption coefficient, such as lead, for example

  6. Solar Concepts: A Background Text.

    Science.gov (United States)

    Gorham, Jonathan W.

    This text is designed to provide teachers, students, and the general public with an overview of key solar energy concepts. Various energy terms are defined and explained. Basic thermodynamic laws are discussed. Alternative energy production is described in the context of the present energy situation. Described are the principal contemporary solar…

  7. When teacher clusters work: selected experiences of South African ...

    African Journals Online (AJOL)

    Using qualitative data from a large-scale research project, we explore teachers' perspec- tives on what ... a common purpose: to alter the knowledge, beliefs and practices of teachers (Guskey,. 2002). Indeed .... Research methodology.

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

    Science.gov (United States)

    Wiesenmayer, Randall L.; Koul, Ravinder

    1998-01-01

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

  9. Qualifying in-service education of Science Teachers (QUEST)

    DEFF Research Database (Denmark)

    Nielsen, Keld; Nielsen, Birgitte Lund; Pontoppidan, Birgitte

    The Danish QUEST-project is a large-scale (450 teachers), long-term (4 years) professional development project for science teachers. The project aims at closing the gap between the present inconsequential practice in in-service education and recent research results documenting conditions for effe......The Danish QUEST-project is a large-scale (450 teachers), long-term (4 years) professional development project for science teachers. The project aims at closing the gap between the present inconsequential practice in in-service education and recent research results documenting conditions...... and peer involvement in collaborative practices in the school science teacher group is specifically addressed and targeted throughout the project. A special way of working (the QUEST-Rhythm) has been developed to increase the degree of teacher collaboration and networking over the 4 years. The accompanying...

  10. Background subtraction theory and practice

    CERN Document Server

    Elgammal, Ahmed

    2014-01-01

    Background subtraction is a widely used concept for detection of moving objects in videos. In the last two decades there has been a lot of development in designing algorithms for background subtraction, as well as wide use of these algorithms in various important applications, such as visual surveillance, sports video analysis, motion capture, etc. Various statistical approaches have been proposed to model scene backgrounds. The concept of background subtraction also has been extended to detect objects from videos captured from moving cameras. This book reviews the concept and practice of back

  11. Teachers of Advertising Media Courses Describe Techniques, Show Computer Applications.

    Science.gov (United States)

    Lancaster, Kent M.; Martin, Thomas C.

    1989-01-01

    Reports on a survey of university advertising media teachers regarding textbooks and instructional aids used, teaching techniques, computer applications, student placement, instructor background, and faculty publishing. (SR)

  12. Reform-based science teaching: A mixed-methods approach to explaining variation in secondary science teacher practice

    Science.gov (United States)

    Jetty, Lauren E.

    The purpose of this two-phase, sequential explanatory mixed-methods study was to understand and explain the variation seen in secondary science teachers' enactment of reform-based instructional practices. Utilizing teacher socialization theory, this mixed-methods analysis was conducted to determine the relative influence of secondary science teachers' characteristics, backgrounds and experiences across their teacher development to explain the range of teaching practices exhibited by graduates from three reform-oriented teacher preparation programs. Data for this study were obtained from the Investigating the Meaningfulness of Preservice Programs Across the Continuum of Teaching (IMPPACT) Project, a multi-university, longitudinal study funded by NSF. In the first quantitative phase of the study, data for the sample (N=120) were collected from three surveys from the IMPPACT Project database. Hierarchical multiple regression analysis was used to examine the separate as well as the combined influence of factors such as teachers' personal and professional background characteristics, beliefs about reform-based science teaching, feelings of preparedness to teach science, school context, school culture and climate of professional learning, and influences of the policy environment on the teachers' use of reform-based instructional practices. Findings indicate three blocks of variables, professional background, beliefs/efficacy, and local school context added significant contribution to explaining nearly 38% of the variation in secondary science teachers' use of reform-based instructional practices. The five variables that significantly contributed to explaining variation in teachers' use of reform-based instructional practices in the full model were, university of teacher preparation, sense of preparation for teaching science, the quality of professional development, science content focused professional, and the perceived level of professional autonomy. Using the results

  13. Developing an International Survey of Teachers' Assessment Capabilities

    DEFF Research Database (Denmark)

    Renken, Maggie; Otrel-Cass, Kathrin; Cowie, Bronwen

    teacher education into the first years as teachers across six countries. We target the nature of programmes and changes in understanding assessment purposes, practices, principles and policy. This project builds on the ACT survey of student-teacher understandings of assessment conducted over three years......Professional standards require teachers to be assessment literate - to construct, administer, and score reliable, valid assessments, communicate interpretations and use evidence to adjust teaching to support students. This project investigates student-teachers’ assessment literacy throughout...

  14. Hanford Site background: Part 1, Soil background for nonradioactive analytes

    International Nuclear Information System (INIS)

    1993-04-01

    The determination of soil background is one of the most important activities supporting environmental restoration and waste management on the Hanford Site. Background compositions serve as the basis for identifying soil contamination, and also as a baseline in risk assessment processes used to determine soil cleanup and treatment levels. These uses of soil background require an understanding of the extent to which analytes of concern occur naturally in the soils. This report documents the results of sampling and analysis activities designed to characterize the composition of soil background at the Hanford Site, and to evaluate the feasibility for use as Sitewide background. The compositions of naturally occurring soils in the vadose Zone have been-determined for-nonradioactive inorganic and organic analytes and related physical properties. These results confirm that a Sitewide approach to the characterization of soil background is technically sound and is a viable alternative to the determination and use of numerous local or area backgrounds that yield inconsistent definitions of contamination. Sitewide soil background consists of several types of data and is appropriate for use in identifying contamination in all soils in the vadose zone on the Hanford Site. The natural concentrations of nearly every inorganic analyte extend to levels that exceed calculated health-based cleanup limits. The levels of most inorganic analytes, however, are well below these health-based limits. The highest measured background concentrations occur in three volumetrically minor soil types, the most important of which are topsoils adjacent to the Columbia River that are rich in organic carbon. No organic analyte levels above detection were found in any of the soil samples

  15. Backgrounds and characteristics of arsonists

    NARCIS (Netherlands)

    Labree, W.; Nijman, H.L.I.; Marle, H.J.C. van; Rassin, E.

    2010-01-01

    The aim of this study was to gain more insight in the backgrounds and characteristics of arsonists. For this, the psychiatric, psychological, personal, and criminal backgrounds of all arsonists (n = 25), sentenced to forced treatment in the maximum security forensic hospital “De Kijvelanden”, were

  16. Measurement of natural background neutron

    CERN Document Server

    Li Jain, Ping; Tang Jin Hua; Tang, E S; Xie Yan Fong

    1982-01-01

    A high sensitive neutron monitor is described. It has an approximate counting rate of 20 cpm for natural background neutrons. The pulse amplitude resolution, sensitivity and direction dependence of the monitor were determined. This monitor has been used for natural background measurement in Beijing area. The yearly average dose is given and compared with the results of KEK and CERN.

  17. The School Children Mental Health in Europe (SCMHE) Project: Design and First Results

    OpenAIRE

    Kovess, Viviane; Carta, Mauro Giovanni; Pez, Ondine; Bitfoi, Adina; Ko?, Ceren; Goelitz, Dietmar; Kuijpers, Rowella; Lesinskiene, Sigita; Mihova, Zlatka; Otten, Roy

    2015-01-01

    Background : The School Children Mental Health in Europe (SCMHE) project aims to build up a set of indicators to collect and monitor children's mental health in an efficient and comparable methodology across the EU countries. It concerns primary schools children aged 6 to 11 years a range where few data are available whereas school interventions are promising. Methods : Three informants were used: parents, teachers and children. In selecting instruments language, instruments were selected acc...

  18. Contributions to Public Understanding of Science by the Lamont-Doherty Earth Observatory (II): Web-Based Projects for Teachers and Students

    Science.gov (United States)

    Passow, M. J.; Kastens, K. A.; Goodwillie, A. M.; Brenner, C.

    2009-12-01

    technologies. LDEO scientists have contributed to the extensive collection of education resources developed by the Consortium for Ocean Leadership’s Deep Earth Academy). As part of the international research effort to interpret Earth's history by retrieving seafloor samples and monitoring subseafloor environments, LDEO's Borehole Research Group deploys downhole tools to acquire a wide variety of situ geophysical measurements. LDEO scientists contribute significantly to the web portal that facilitates communication between the drillship and the public. It features blogs, games, a graphic novel, teacher resources, and integration with Facebook and Twitter social networking sites Participants in LDEO's monthly "Earth2Class Workshops for Teachers" have created one of the most extensive collections of resources available in Earth Science education. These include curriculum units; teacher-developed lessons, activities, and power points; peer-provided tips for effective teaching; review guides to help prepare for standardized tests; selected web links, and more. Thousands of teachers and students around the world access these LDEO-developed resources every month during the school year.

  19. Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.

    Directory of Open Access Journals (Sweden)

    Linda Darling-Hammond

    2005-10-01

    Full Text Available Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The data set also allows an examination of whether Teach for America (TFA candidates-recruits from selective universities who receive a few weeks of training before they begin teaching-are as effective as similarly experienced certified teachers. In a series of regression analyses looking at 4th and 5th grade student achievement gains on six different reading and mathematics tests over a six-year period, we find that certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFA recruits as well as others. Controlling for teacher experience, degrees, and student characteristics, uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching.

  20. South Africa calls Italy: effective exchange activity through costless (Skype like) connections in the framework of the EU UNAWE project

    Science.gov (United States)

    Zanazzi, A.; Albanese, L.; Naidoo, T.

    2014-10-01

    In summer 2012 the Italian EU-UNAWE team joined with the South African team in Cape Town, working with the township schools organizing activities at school and also a teachers' training event at the SAAO Observatory. In order to involve in the exchange not only the project's experts but also to the teachers and the children, we organized Skype connections between the Cape town teachers participating in the project and the teachers in Sicily (South Italy) that also participated in one of the Italian training sessions and later between the children of the Italian school and those in Zanemfundo School (Cape Town). Thanks to this chance of seeing each other and talking directly, children have - with huge interest and participation - shared and learned methods, experiences, curiosities. They shared their prepared actual science researches, in order to understand why an equal gnomon cast different shadows at the same time in the two countries. The teachers confronted on curricula, didactic methodologies such as working with a background story during the whole school year, interdisciplinary uses of astronomy, languages etc. The EU-UNAWE project and International or Regional conferences such as LARIM are perfect chances to create exchanges between countries all around the World, and this simple communication model between children and teachers appears like an enormous resource yet to be fully exploited.

  1. Robot Teachers

    DEFF Research Database (Denmark)

    Nørgård, Rikke Toft; Ess, Charles Melvin; Bhroin, Niamh Ni

    The world's first robot teacher, Saya, was introduced to a classroom in Japan in 2009. Saya, had the appearance of a young female teacher. She could express six basic emotions, take the register and shout orders like 'be quiet' (The Guardian, 2009). Since 2009, humanoid robot technologies have...... developed. It is now suggested that robot teachers may become regular features in educational settings, and may even 'take over' from human teachers in ten to fifteen years (cf. Amundsen, 2017 online; Gohd, 2017 online). Designed to look and act like a particular kind of human; robot teachers mediate human...... existence and roles, while also aiming to support education through sophisticated, automated, human-like interaction. Our paper explores the design and existential implications of ARTIE, a robot teacher at Oxford Brookes University (2017, online). Drawing on an initial empirical exploration we propose...

  2. Mine Clearance Industry: Background, Geography, Funding, Analysis and Future Projections

    Science.gov (United States)

    2007-12-01

    and against the Zulu .39 In Sudan, during the defense of Khartoum, British officers believed that landmines were an effective form of defense.40...parties from attack during the Zulu Wars (1879).42 During the Boer War (1899-1902) the British used mines to protect a railway; a Royal Engineer...to fight the landmine problem was the Hazardous Area Life-Support Organization (HALO Trust) in 1988. The founder of HALO Trust was former British

  3. Prevalence and Risk Factors of Voice Problems Among Primary School Teachers in India.

    Science.gov (United States)

    Devadas, Usha; Bellur, Rajashekhar; Maruthy, Santosh

    2017-01-01

    Teachers are more prone to develop voice problems (VPs) when compared with other professional voice users. The aim of present study was to investigate the prevalence and risk factors of VPs among primary school teachers in India. Epidemiological cross-sectional survey. Self-reporting questionnaire data were collected from 1082 teachers. Out of 1082 teachers who participated in the present study, 188 teachers reported VPs that account for a prevalence rate of 17.4%. Tired voice after long hours of talking was the most frequently reported symptom, followed by sore/dry throat, strain in voice, neck muscle tension, and difficulty in projecting voice. The adjusted odds ratio values showed number of years of teaching, high background noise levels in the classroom, experiencing psychological stress while teaching classes, improper breath management (holding breath while speaking), poor focus of the tone (clenching jaw/teeth while speaking), upper respiratory tract infection, thyroid problems, and acid reflux as significant risk factors for the development of VPs in the current cohort of teachers. Current results suggest that teachers develop VPs due to multiple risk factors. These factors may be either biological, psychomotor, or environment-related factors. A holistic approach (which could include educating teachers about voice care during their training, and if they develop VP during their career, then managing the VP by taking into consideration different risk factors) addressing all these factors needs to be adopted to prevent VPs in primary school teachers. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  4. Understanding primary school science teachers' pedagogical content knowledge: The case of teaching global warming

    Science.gov (United States)

    Chordnork, Boonliang; Yuenyong, Chokchai

    2018-01-01

    This aim of this research was to investigate primary school science teachers understanding and teaching practice as well as the influence on teaching and learning a topic like global warming. The participants were four primary science teachers, who were not graduated in science education. Methodology was the case study method, which was under the qualitative research regarded from interpretive paradigm. Data were collected by openended questionnaire, semi-structure interview, and document colleting. The questionnaire examined teachers' background, teachers' understanding of problems and threats of science teaching, desiring of development their PCK, sharing the teaching approaches, and their ideas of strength and weakness. a semi-structured interview was conducted based on the approach for capturing PCK of Loughran [23] content representation (CoRe). And, the document was collected to clarify what evidence which was invented to effect on students' learning. These document included lesson plan, students' task, and painting about global warming, science projects, the picture of activities of science learning, the exercise and test. Data analysis employed multiple approach of evidence looking an issue from each primary science teachers and used triangulation method to analyze the data with aiming to make meaning of teachers' representation of teaching practice. These included descriptive statistics, CoRe interpretation, and document analysis. The results show that teachers had misunderstanding of science teaching practice and they has articulated the pedagogical content knowledge in terms of assessment, goal of teaching and linking to the context of socio cultural. In contrast, knowledge and belief of curriculum, students' understanding of content global warming, and strategies of teaching were articulated indistinct by non-graduate science teacher. Constructing opportunities for personal development, the curiosity of the student learning center, and linking context

  5. Aluminum as a source of background in low background experiments

    Energy Technology Data Exchange (ETDEWEB)

    Majorovits, B., E-mail: bela@mppmu.mpg.de [MPI fuer Physik, Foehringer Ring 6, 80805 Munich (Germany); Abt, I. [MPI fuer Physik, Foehringer Ring 6, 80805 Munich (Germany); Laubenstein, M. [Laboratori Nazionali del Gran Sasso, INFN, S.S.17/bis, km 18 plus 910, I-67100 Assergi (Italy); Volynets, O. [MPI fuer Physik, Foehringer Ring 6, 80805 Munich (Germany)

    2011-08-11

    Neutrinoless double beta decay would be a key to understanding the nature of neutrino masses. The next generation of High Purity Germanium experiments will have to be operated with a background rate of better than 10{sup -5} counts/(kg y keV) in the region of interest around the Q-value of the decay. Therefore, so far irrelevant sources of background have to be considered. The metalization of the surface of germanium detectors is in general done with aluminum. The background from the decays of {sup 22}Na, {sup 26}Al, {sup 226}Ra and {sup 228}Th introduced by this metalization is discussed. It is shown that only a special selection of aluminum can keep these background contributions acceptable.

  6. Teachers' Health.

    Science.gov (United States)

    Scheuch, Klaus; Haufe, Eva; Seibt, Reingard

    2015-05-15

    Almost 800,000 teachers were working in Germany in the 2012-13 school year. A determination of the most common medical problems in this large occupational group serves as the basis for measures that help maintain teachers' health and their ability to work in their profession. We present our own research findings, a selective review of the literature, and data derived from the German statutory health insurance scheme concerning medical disability, long-term illness, and inability to work among teachers. Compared to the general population, teachers have a more healthful lifestyle and a lower frequency of cardiovascular risk factors (except hypertension). Like non-teachers, they commonly suffer from musculoskeletal and cardiovascular diseases. Mental and psychosomatic diseases are more common in teachers than in non-teachers, as are nonspecific complaints such as exhaustion, fatigue, headache, and tension. It is commonly said that 3-5% of teachers suffer from "burnout," but reliable data on this topic are lacking, among other reasons because the term has no standard definition. The percentage of teachers on sick leave is generally lower than the overall percentage among statutory insurees; it is higher in the former East Germany than in the former West Germany. The number of teachers taking early retirement because of illness has steadily declined from over 60% in 2001 and currently stands at 19%, with an average age of 58 years, among tenured teachers taking early retirement. The main reasons for early retirement are mental and psychosomatic illnesses, which together account for 32-50% of cases. Although German law mandates the medical care of persons in the teaching professions by occupational physicians, this requirement is implemented to varying extents in the different German federal states. Teachers need qualified, interdisciplinary occupational health care with the involvement of their treating physicians.

  7. Teacher Enhancement Institute

    Science.gov (United States)

    Marshall-Bradley, Tina

    1994-01-01

    During the 1980's, a period of intense concern over educational quality in the United States, few indicators of U.S. student achievement garnered the interest of policy makers and pundits as successfully as the results of international testing in mathematics and science. This concern was so great that as a part of the Goals 2000 initiative, President George Bush indicated that 'By the year 2000, U.S. students should be first in the world in mathematics and science.' The Clinton Administration is placing a major emphasis, not only on rigorous academic standards and creating a new system for assessing students' progress, but also including professional development as a major focus. The argument being that teachers need more sustained, intensive training to prepare them to teach to higher standards. Executive order 12821 mandates that national laboratories 'assist in the mathematics and science education of our Nation's students, teachers, parents and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science'. These and other issues led to the development of ideas for a project that addresses the need for excellence in mathematics, science and technology instruction. In response to these initiatives the NASA/LaRC Teacher Enhancement Institute was proposed. The TEI incorporated systemic reform perspectives, enhanced content knowledge for teachers, and teacher preparation. Emphasis was also placed on recruiting those educators who teach in impoverished urban school districts with at-risk student populations who have been traditionally under represented in science, mathematics, technology and engineering. Participants in the Teacher Enhancement Institute were 37 teachers from grades K-8, teaching in Region 2 in the state of Virginia, as well as 2 preservice teachers from Norfolk State University and one teacher from Dublin, Virginia, where a Science

  8. Qualities of an effective teacher: what do medical teachers think?

    Science.gov (United States)

    Singh, Simerjit; Pai, Dinker R; Sinha, Nirmal K; Kaur, Avneet; Soe, Htoo Htoo Kyaw; Barua, Ankur

    2013-09-17

    Effective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines. A questionnaire comprising of 24 statements relating to perceived qualities of effective teachers was prepared and used. The study population included the faculty of medicine and dentistry at the institution. Respondents were asked to mark their response to each statement based on a 5-point Likert scale ranging from strongly disagree to strongly agree. These statements were grouped these into four main subgroups, viz. Class room behaviour/instructional delivery, interaction with students, personal qualities and professional development, and analysed with respect to discipline, cultural background, gender and teaching experience using SPSS v 13.0. For bivariate analysis, t-test and one way ANOVA were used. Multiple linear regression for multivariate analysis was used to control confounding variables. The top three desirable qualities of an effective teacher in our study were knowledge of subject, enthusiasm and communication skills. Faculty with longer teaching experienced ranked classroom behaviour/instructional delivery higher than their less experienced counterparts. There was no difference of perspectives based on cultural background, gender or discipline (medicine and dentistry). This study found that the faculty perspectives were similar, regardless of the discipline, gender and cultural background. Furthermore, on review of literature similar findings are seen in studies done in allied medical and non-medical fields. These findings support common teacher training programs

  9. An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation

    Science.gov (United States)

    Mentzer, Gale A.; Czerniak, Charlene M.; Brooks, Lisa

    2017-01-01

    Project-based science (PBS) aligns with national standards that assert children should learn science by actively engaging in the practices of science. Understanding and implementing PBS requires a shift in teaching practices away from one that covers primarily content to one that prompts children to conduct investigations. A common challenge to…

  10. Career Preparation in Agriculture Project. Career Preparation Programs for Potential Agribusinessmen, Agricultural Agency Employees, and Agriculture Teachers. Final Report, July 1, 1977-June 30, 1978.

    Science.gov (United States)

    Lee, Jasper S.; And Others

    The purpose of this project was to develop innovative agricultural education programs within the comprehensive high school setting in selected school districts in Mississippi. The following programs were implemented: horticulture (Starkville Vocational Center); vocational forestry (Lamar County); agricultural suppliers and services program (Alcorn…

  11. JEM-X background models

    DEFF Research Database (Denmark)

    Huovelin, J.; Maisala, S.; Schultz, J.

    2003-01-01

    Background and determination of its components for the JEM-X X-ray telescope on INTEGRAL are discussed. A part of the first background observations by JEM-X are analysed and results are compared to predictions. The observations are based on extensive imaging of background near the Crab Nebula...... on revolution 41 of INTEGRAL. Total observing time used for the analysis was 216 502 s, with the average of 25 cps of background for each of the two JEM-X telescopes. JEM-X1 showed slightly higher average background intensity than JEM-X2. The detectors were stable during the long exposures, and weak orbital...... background was enhanced in the central area of a detector, and it decreased radially towards the edge, with a clear vignetting effect for both JEM-X units. The instrument background was weakest in the central area of a detector and showed a steep increase at the very edges of both JEM-X detectors...

  12. Teachers' Learning in School-Based Development

    Science.gov (United States)

    Postholm, May Britt; Waege, Kjersti

    2016-01-01

    Background and purpose: Many researchers agree that teachers' learning processes are social and that teachers need to be brought together to learn from each other. Researchers have also stated that intellectual and pedagogical change requires professional development activities that take place over a period of time in school. The purpose of the…

  13. Twelve Middle-School Teachers' Planning.

    Science.gov (United States)

    Brown, Deborah Sardo

    1988-01-01

    Case studies described 12 middle-school teachers' instructional yearly, unit, weekly, and daily planning on the basis of a background questionnaire, interview protocols, an analysis of written plans, think-aloud typescripts, and a questionnaire. A process model best characterized teachers long-term planning, while an agenda-formulation model fit…

  14. Teachers Implementing Entrepreneurship Education: Classroom Practices

    Science.gov (United States)

    Ruskovaara, Elena; Pihkala, Timo

    2013-01-01

    Purpose: This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors. Design/methodology/approach: This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper…

  15. Relational competence in teacher education

    DEFF Research Database (Denmark)

    Grams Davy, Sarah

    This paper presents an ongoing research project aiming to develop both a research-based terminology as well as a practical approach to develop the concept of relational competence in Danish teacher education. The current practical part of Danish teacher education operates with three framing...... learning goals for students: Didactics, classroom leadership and relational work. Especially the latter, relational work, lacks in-depth description and definition in order to become a tangible concept based on which teacher students’ professional qualifications can be developed....

  16. Stochastic backgrounds of gravitational waves

    International Nuclear Information System (INIS)

    Maggiore, M.

    2001-01-01

    We review the motivations for the search for stochastic backgrounds of gravitational waves and we compare the experimental sensitivities that can be reached in the near future with the existing bounds and with the theoretical predictions. (author)

  17. Berkeley Low Background Counting Facility

    Data.gov (United States)

    Federal Laboratory Consortium — Sensitive low background assay detectors and sample analysis are available for non-destructive direct gamma-ray assay of samples. Neutron activation analysis is also...

  18. Spectral characterization of natural backgrounds

    Science.gov (United States)

    Winkelmann, Max

    2017-10-01

    As the distribution and use of hyperspectral sensors is constantly increasing, the exploitation of spectral features is a threat for camouflaged objects. To improve camouflage materials at first the spectral behavior of backgrounds has to be known to adjust and optimize the spectral reflectance of camouflage materials. In an international effort, the NATO CSO working group SCI-295 "Development of Methods for Measurements and Evaluation of Natural Background EO Signatures" is developing a method how this characterization of backgrounds has to be done. It is obvious that the spectral characterization of a background will be quite an effort. To compare and exchange data internationally the measurements will have to be done in a similar way. To test and further improve this method an international field trial has been performed in Storkow, Germany. In the following we present first impressions and lessons learned from this field campaign and describe the data that has been measured.

  19. Durability 2007. Injection grout investigations. Background description

    International Nuclear Information System (INIS)

    Orantie, K.; Kuosa, H.

    2008-12-01

    The aim of this project was to evaluate the durability risks of injection grouts. The investigations were done with respect to the application conditions, materials and service life requirements at the ONKALO underground research facility. The study encompassed injection grout mixtures made of ultrafine cement with and without silica fume. Some of the mixtures hade a low pH and thus a high silica fume content. The project includes a background description on durability literature, laboratory testing programme, detailed analysis of results and recommendations for selecting of ideal grout mixtures. The background description was made for the experimental study of low-pH and reference rock injection grouts as regards pore- and microstructure, strength, shrinkage/swelling and thus versatile durability properties. A summary of test methods is presented as well as examples, i.e. literature information or former test results, of expected range of results from the tests. Also background information about how the test results correlate to other material properties and mix designs is presented. Besides the report provides basic information on the pore structure of cement based materials. Also the correlation between the pore structure of cement based materials and permeability is shortly discussed. The test methods included in the background description are compressive strength, measurement of bulk drying, autogenous and chemical shrinkage and swelling, hydraulic conductivity / permeability, capillary water uptake test, mercury intrusion porosimetry (MIP) and thin section analysis. Three main mixtures with water-binder ratio of 0.8, 1.0 and 1.4 and silica fume content of 0, 15 and 40% were studied in the laboratory. Besides two extra mixtures were studied to provide additional information about the effect of varying water-dry-material ratio and silica fume content on durability. The evaluation of water tightness based on water permeability coefficient and micro cracking was

  20. Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalised science classroom

    Science.gov (United States)

    De Carvalho, Roussel

    2016-06-01

    Steven Vertovec (2006, 2007) has recently offered a re-interpretation of population diversity in large urban centres due to a considerable increase in immigration patterns in the UK. This complex scenario called superdiversity has been conceptualised to help illuminate significant interactions of variables such as religion, language, gender, age, nationality, labour market and population distribution on a larger scale. The interrelationships of these themes have fundamental implications in a variety of community environments, but especially within our schools. Today, London schools have over 300 languages being spoken by students, all of whom have diverse backgrounds, bringing with them a wealth of experience and, most critically, their own set of religious beliefs. At the same time, Science is a compulsory subject in England's national curriculum, where it requires teachers to deal with important scientific frameworks about the world; teaching about the origins of the universe, life on Earth, human evolution and other topics, which are often in conflict with students' religious views. In order to cope with this dynamic and thought-provoking environment, science initial teacher education (SITE)—especially those catering large urban centres—must evolve to equip science teachers with a meaningful understanding of how to handle a superdiverse science classroom, taking the discourse of inclusion beyond its formal boundaries. Thus, this original position paper addresses how the role of SITE may be re-conceptualised and re-framed in light of the immense challenges of superdiversity as well as how science teachers, as enactors of the science curriculum, must adapt to cater to these changes. This is also the first in a series of papers emerging from an empirical research project trying to capture science teacher educators' own views on religio-scientific issues and their positions on the place of these issues within science teacher education and the science classroom.