Science.gov

Sample records for additionally k-12 students

  1. Teaching K-12 Students to Combat Obesity

    ERIC Educational Resources Information Center

    Wallhead, Tristan

    2007-01-01

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

  2. Web Connects K-12 Students with Scientists

    ERIC Educational Resources Information Center

    Cavanagh, Sean

    2009-01-01

    This article reports that Derek Cummings and Justin Lessler, Johns Hopkins University epidemiologists, have come to the Johns Hopkins Center for Talented Youth (CTY) to give a live webinar on the spread of swine flu. This web-based audio and video presentation is one of many efforts by universities and science organizations to put K-12 students in…

  3. Outstanding Science Trade Books for Students K-12.

    ERIC Educational Resources Information Center

    Science Teacher, 2003

    2003-01-01

    Presents outstanding science trade books published in 2002 for students in grades K-12. Sections include Archaeology, Anthropology, and Paleontology; Biography; Environment and Ecology; Life Science; Physical Science; and Science-Related Careers. (KHR)

  4. Online Tutoring: Networking Preservice Teachers and K-12 Students.

    ERIC Educational Resources Information Center

    Bryde, Beverly R.

    This study compared the attitudes of preservice teachers toward using online tutoring versus face-to-face tutoring with K-12 students. California Lutheran University (CLU) developed a service learning, tutoring project within the teacher preparation foundations of education course in the summer of 2000. The CLU school of education purchased an…

  5. Student Recommendations for Improving Nutrition in America's K-12 Schools

    ERIC Educational Resources Information Center

    NCSSSMST Journal, 2006

    2006-01-01

    Co-hosted by the National Consortium for Specialized Secondary Schools of Mathematics, Science, and Technology (NCSSSMST) and The Keystone Center, the third annual Keystone Center Youth Policy Summit focused on Adolescent and Childhood Nutrition in America's K-12 Schools. In June 2006, 40 students from 10 math and science schools came together in…

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

    NASA Astrophysics Data System (ADS)

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

    2012-12-01

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

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

    NASA Astrophysics Data System (ADS)

    Chapman, Susan; Lindbo, David; Robinson, Clay

    2014-05-01

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

  8. Lecture Demonstrations on Earthquakes for K-12 Teachers and Students

    NASA Astrophysics Data System (ADS)

    Dry, M. D.; Patterson, G. L.

    2005-12-01

    Lecture Demonstrations on Earthquakes for K-12 Teachers and Students Since 1975, the Center for Earthquake Research and Information, (CERI), at The University of Memphis, has strived to satisfy its information transfer directives through diverse education and outreach efforts, providing technical and non-technical earthquake information to the general public, K-16 teachers and students, professional organizations, and state and federal organizations via all forms of written and electronic communication. <> Through these education and outreach efforts, CERI tries to increase earthquake hazard awareness to help limit future losses. <>In the past three years, education programs have reached over 20,000 K-16 students and teachers through in-service training workshops for teachers and earthquake/earth science lecture demonstrations for students. The presentations include an hour-long lecture demonstration featuring graphics and an informal question and answer format. Graphics used include seismic hazard maps, damage photos, plate tectonic maps, layers of the Earth, and more, all adapted for the audience. Throughout this presentation, manipulatives such as a Slinky, Silly Putty, a foam Earth with depth and temperature features, and Popsicle sticks are used to demonstrate seismic waves, the elasticity of the Earth, the Earth's layers and their features, and the brittleness of the crust. Toward the end, a demonstration featuring a portable shake table with a dollhouse mounted on it is used to illustrate earthquake-shaking effects. This presentation is also taken to schools when they are unable to visit CERI. Following this presentation, groups are then taken to the Public Earthquake Resource Center at CERI, a space featuring nine displays, seven of which are interactive. The interactive displays include a shake table and building blocks, a trench with paleoliquefaction features, computers with web access to seismology sites, a liquefaction model, an oscilloscope and

  9. K-12 students with concussions: a legal perspective.

    PubMed

    Zirkel, Perry A; Brown, Brenda Eagan

    2015-04-01

    This article provides a multipart analysis of the public schools' responsibility for students with concussions. The first part provides the prevailing diagnostic definitions of concussions and postconcussive syndrome. The second and central part provides (a) the legal framework of the two overlapping federal laws--the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act and the varying state laws or local policies for individual health plans and (b) a summary of the developing body of hearing officer decisions, court decisions, and Office for Civil Rights rulings that have applied this framework to K-12 students with concussions. The final part offers recommendations for proactive return to school policies, with the school nurse playing a central supporting role. PMID:24502973

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

    EPA Science Inventory

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

  11. Internet Searching by K-12 Students: A Research-Based Process Model

    ERIC Educational Resources Information Center

    Guinee, Kathleen

    2004-01-01

    Understanding K-12 students' Web-based research practices and the challenges posed by this task, can help educators assist students with learning to manage this complex process. In this presentation, I propose a research-based process model of K-12 students' Internet search practices. The model describes the ways in which students search for,…

  12. Outstanding Science Trade Books for Students K-12.

    ERIC Educational Resources Information Center

    Science Scope, 2002

    2002-01-01

    Presents a list of outstanding science trade books published in 2001 for use in the K-12 grade levels. Includes the areas of archaeology, anthropology, and paleontology; biography; life sciences; integrated science; physical sciences; science related careers; and technology and engineering. Provides information on the books and the selection…

  13. Outstanding Science Trade Books for Students K-12.

    ERIC Educational Resources Information Center

    Science and Children, 2002

    2002-01-01

    Introduces a list of outstanding science trade books for grade levels K-12 in the areas of Archaeology, Anthropology, Paleontology, Biography, Life Sciences, Integrated Science, Physical Science, Science Related Careers, and Technology and Engineering. Includes information on the selection process. (YDS)

  14. Students with Special Health Care Needs in K-12 Virtual Schools

    ERIC Educational Resources Information Center

    Fernandez, Heidi; Ferdig, Richard E.; Thompson, Lindsay A.; Schottke, Katherine; Black, Erik W.

    2016-01-01

    This study sought to establish a baseline for understanding the epidemiology of online K-12 students with special health care needs, determine the prevalence in K-12 online schooling of students from certain racial/ethnic backgrounds, those with socioeconomic disadvantages, and determine how these students perform in online classes compared to…

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

    PubMed

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

    2014-01-01

    The University of New England's Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students' academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we've organized our themes in a "Grow-up, Grow-out" approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students' skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we're having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general. PMID:25565921

  16. K-12 Online Learning and Students with Disabilities: Perspectives from State Special Education Directors

    ERIC Educational Resources Information Center

    Burdette, Paula J.; Greer, Diana L.; Woods, Kari L.

    2013-01-01

    K-12 special education policies and practices that ensure students with disabilities receive a free, appropriate public education in the least restrictive environment are coming under pressure from the rapid expansion of online learning. Forty-six state and non-state jurisdiction special education directors responded to a brief survey about K-12

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

    PubMed Central

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

    2014-01-01

    The University of New England’s Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students’ academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we’ve organized our themes in a “Grow-up, Grow-out” approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students’ skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we’re having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general. PMID:25565921

  18. Linking School-University Collaboration and K-12 Student Outcomes.

    ERIC Educational Resources Information Center

    Wiseman, Donna L., Ed.; Knight, Stephanie L., Ed.

    This book provides a platform for an array of educators to discuss the impact of professional development schools and other school-university partnerships on student learning. The 11 papers include: (1) "Using Research to Connect School-University Partnerships to Student Outcomes" (Lee Teitel); (2) "Making a Difference: A Professional Development…

  19. Biomedical and Biochemical Engineering for K-12 Students

    ERIC Educational Resources Information Center

    Madihally, Sundararajan V.; Maase, Eric L.

    2006-01-01

    REACH (Reaching Engineering and Architectural Career Heights) is a weeklong summer academy outreach program for high school students interested in engineering, architecture, or technology. Through module-­based instruction, students are introduced to various engineering fields. This report describes one of the modules focused on introducing…

  20. Outstanding Science Trade Books for Students K-12

    ERIC Educational Resources Information Center

    Texley, Juliana

    2008-01-01

    Each of these outstanding selections defies the traditional image of a child "curling up with a good book." Yes, they can be a source of great personal reading, encouraging students of all ages to stretch their skills and their imagination as they interact with the printed page. But these journeys of the scientific imagination seldom end with the…

  1. Outstanding Science Trade Books for Students K-12

    ERIC Educational Resources Information Center

    Texley, Juliana

    2009-01-01

    Today's classrooms have no real walls! Students explore the world on field trips, during virtual journeys on the world wide web, and through the books they read. These pathways help them fly to the ends of the universe to satisfy their scientific curiosity. Again this year, the professionals of the NSTA/CBC Review Panel for Outstanding Science…

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

    ERIC Educational Resources Information Center

    Zirkel, Perry A.; Brown, Brenda Eagan

    2015-01-01

    This article provides a multipart analysis of the public schools' responsibility for students with concussions. The first part provides the prevailing diagnostic definitions of concussions and postconcussive syndrome. The second and central part provides (a) the legal framework of the two overlapping federal laws--the Individuals with Disabilities…

  3. Virtual Quests As Learning Environments for K-12 Students.

    ERIC Educational Resources Information Center

    Spudic, Linda

    Perhaps some of the most engaging, unique, Web-based activities are virtual quests that take student participants along on real expeditions, following a team in the field as they explore new territory or do research on authentic scientific problems. Virtual quests, such as the MayaQuest expedition produced by Classroom Connect, are excellent…

  4. Four Effects of the High-Stakes Testing Movement on African American K-12 Students

    ERIC Educational Resources Information Center

    Thompson, Gail L.; Allen, Tawannah G.

    2012-01-01

    In order to ensure that American students are competitive with students in other countries, since the 1980s, U.S. policymakers have been trying to improve the K-12 public school system. Recent reform efforts have led to the current high-stakes testing movement, which measures student achievement and school effectiveness mainly by standardized test…

  5. Examining Student-Adult Relationships during K-12 School Age Years

    ERIC Educational Resources Information Center

    Lappi, Shelly J.

    2012-01-01

    This study examined the relationship between dependent and independent variables and the effects relationships have on K-12 students as they struggle through life stressors. Thus, the research study was based upon this over arching question: How does having positive student-adult relationships impact a student's ability to cope with life…

  6. A Longitudinal Study of the Effectiveness of a K-12 Engagement Program on Graduate Student Learning Outcomes

    ERIC Educational Resources Information Center

    Weeks, Faith; Gong, Ruiyang; Harbor, Jon

    2015-01-01

    Programs that connect higher and K-12 education provide benefits to K-12 students, teachers, and higher education. The National Science Foundation (NSF) invested in programs connecting domestic STEM graduate students with K-12 education for over a decade (GK-12), intending that such engagement would help achieve graduate student learning outcomes…

  7. Empowering K-12 Students with Disabilities to Learn Computational Thinking and Computer Programming

    ERIC Educational Resources Information Center

    Israel, Maya; Wherfel, Quentin M.; Pearson, Jamie; Shehab, Saadeddine; Tapia, Tanya

    2015-01-01

    This article's focus is on including computing and computational thinking in K-12 instruction within science, technology, engineering, and mathematics (STEM) education, and to provide that instruction in ways that promote access for students traditionally underrepresented in the STEM fields, such as students with disabilities. Providing computing…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  9. Teacher Recruitment Programs for K-12 Students: Implications for Teacher Education.

    ERIC Educational Resources Information Center

    Quezada, Reyes L.; And Others

    1996-01-01

    This study examined the quantity and quality of teacher recruitment programs for K-12 public school students, highlighting the need for minority group teachers. Surveys of 380 California schools in northern California indicated that 96% had no opportunities for students at any grade level to learn in a systematic manner about becoming a teacher.…

  10. "It's Not My Job": K-12 Teacher Attitudes toward Students' Heritage Language Maintenance

    ERIC Educational Resources Information Center

    Lee, Jin Sook; Oxelson, Eva

    2006-01-01

    This paper examines teachers' attitudes towards their students' heritage language maintenance and their engagement in classroom practices that may or may not affirm the value of maintaining and developing heritage languages among students. Through surveys and interviews with K-12 teachers in California public schools, the data show that the…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  12. Uncle Sam's K-12 Web: Government Internet Resources for Educators, Students, and Parents.

    ERIC Educational Resources Information Center

    Andriot, Laurie, Comp.

    This book lists federal government World Wide Web sites for K-12 students, parents, and educators. The first section of the book contains descriptions, including appropriate grade level, of Web sites for students, organized in chapters that cover: the natural world; the environment; health and safety; the United States and the world; community and…

  13. Super Searchers Go to School: Sharing Online Strategies with K-12 Students, Teachers, and Librarians

    ERIC Educational Resources Information Center

    Valenza, Joyce Kasman

    2005-01-01

    Twelve prominent K-12 educators and educator librarians share their techniques and tips for helping students become effective, life-long information users. Through a series of skillful interviews, Joyce Kasman Valenza--techlife@school columnist for the "Philadelphia Inquirer" and herself a tech-savvy high school librarian--gets the experts to…

  14. Perceptions of Educational Barriers Affecting the Academic Achievement of Latino K-12 Students

    ERIC Educational Resources Information Center

    Becerra, David

    2012-01-01

    This study examined different factors affecting the perceptions of barriers in academic achievement of Latino K-12 students. The study used data from 1,508 participants who identified themselves as being of Hispanic or Latino heritage in the 2004 National Survey of Latinos: Education, compiled by the Pew Hispanic Center between August 7 and…

  15. The Effects of Learning in an Online Virtual Environment on K-12 Students

    ERIC Educational Resources Information Center

    Carnahan, Christopher D.

    2012-01-01

    Online learning has seen an explosive growth at the K-12 level, however little research has used an experimental design approach to specifically examine the outcomes of delivery methods. This study examines what effect learning in an immersive learning environment (virtual world) has on student achievement and satisfaction with the lesson. To…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  17. Limitations upon Legitimate Authority to Suspend and Expel K-12 Public School Students: A Moral Analysis

    ERIC Educational Resources Information Center

    Ladenson, Robert F.

    2011-01-01

    This article presents a moral analysis of the limitations upon legitimate authority to suspend and expel students in K-12 public schools, and it brings this analysis to bear on a pair of difficult disciplinary cases. The analysis is grounded in a defense of a child's right to receive a public education. It identifies the minimum content of that…

  18. Effects of a K-12 Technology Integration Program on Teachers and Students

    ERIC Educational Resources Information Center

    Overbay, Amy; Mollette, Melinda

    2010-01-01

    IMPACT is a media and technology program designed to support and promote effective instruction through the integration of technology. The model is currently being implemented in 30 K-12 schools throughout North Carolina. This evaluation study investigated the effects of this model on the attitudes, behaviors, and activities of students and…

  19. Connecting the Dots: Postsecondary's Role in Preparing K-12 Students

    ERIC Educational Resources Information Center

    Partnership for Assessment of Readiness for College and Careers, 2012

    2012-01-01

    For the first time in the nation's history 46 States and the District of Columbia have agreed that all K-12 students will be educated along a common continuum of high academic expectations known as the Common Core State Standards (CCSS). Having clear, consistent standards in English language arts/literacy and mathematics will help ensure that…

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

    NASA Astrophysics Data System (ADS)

    Healy, Nancy

    2014-09-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2015-12-01

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

  2. K-12 Students as Ground Observers of Contrails in Support of Scientific Research

    NASA Technical Reports Server (NTRS)

    Chambers, Lin H.; Moore, Susan W.; Fischer, Joyce D.; Sepulveda, Roberto; Clark, C.

    2004-01-01

    Scientists are very interested in the formation of contrails, both the type and the coverage. To be detected by a satellite-born instrument, the contrail must be of a certain size, which means that some contrails go undetected. The K-12 education community is assisting with the study of contrails by participating in a network of student observers. To provide a venue for student contrail observations, the GLOBE Contrails protocol was developed as part of the GLOBE Atmospheric Science protocols. The first year of observations has provided a rich resource for researcher.

  3. Informal Math Coaching by Instant Messaging: Two Case Studies of How University Students Coach K-12 Students

    ERIC Educational Resources Information Center

    Hrastinski, Stefan; Edman, Anneli; Andersson, Fredrik; Kawnine, Tanvir; Soames, Carol-Ann

    2014-01-01

    The aim of this study is to describe and explore how instant messaging (IM) can be used to support informal math coaching. We have studied two projects where university students use IM to coach K-12 students in mathematics. The coaches were interviewed with a focus on how informal coaching works by examining coaching challenges, how coaching can…

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

    ERIC Educational Resources Information Center

    Goldstein, Donna L.

    2010-01-01

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

  5. Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

    NASA Astrophysics Data System (ADS)

    Kahn, Sami; Lewis, Anna R.

    2014-12-01

    Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess the current state of what could be facilitative or inhibitory influences, a national online survey to which 1,088 K-12 science teachers responded was conducted. Mixed methods' analyses suggest that science teachers receive little formal training and feel underprepared to teach students with disabilities. Results identify specific gaps in science teachers' education, as well as attitudinal and institutional barriers that may inhibit students with disabilities' success. However, science teachers remain highly receptive to training and collaboration. Implications for science teacher education are discussed.

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

    NASA Technical Reports Server (NTRS)

    Katzenberger, John; Chappell, Charles R.

    1992-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Slattery, W.; Smith, T.

    2014-12-01

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

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

    NASA Astrophysics Data System (ADS)

    Holliday-Cashwell, Janet Rose

    2000-10-01

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

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

    ERIC Educational Resources Information Center

    Vander Ploeg, Guadalupe

    2012-01-01

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

  10. NASA and GLOBE Connect K-12 Students to NGSS with Big Data Applications

    NASA Astrophysics Data System (ADS)

    Oostra, D.; Hunt, T.; Chambers, L. H.; Lewis, P. M., Jr.

    2014-12-01

    For students to connect with big data, they must relate it to their own experiences—a pathway provided via GLOBE and NASA. This combination provides students with a multi-faceted background in climate education. The combination of GLOBE(Global Learning and Observations to Benefit the Environment) and NASA provide students with a multi-faceted experience into climate data and education, explicitly connecting NGSS with big data using GLOBE protocols as a mainstay curriculum component. GLOBE, created by the NSF, NASA, NOAA and the U.S. State Department, engages students through environmental data collection and connects them to scientists, and other schools around the world. GLOBE visualizations introduce the concepts of data presentation to capitalize on our natural pattern recognition abilities. The MY NASA DATA project extends students' data collection experiences into the realm of big data and remote sensing, providing curated, interactive animations targeting grades K-12. Correlating GLOBE data to NASA data validates remote sensing concepts. We present a learning progression from graphing of local data, expanding through the mesoscale and global scale. Students are challenged to identify gaps in the GLOBE database, create models to fill the gaps, and to validate their models using NASA data.

  11. S`COOL: Leveraging Information Technology Advances to Present K-12 Students with Specifically Relevant Satellite Data

    NASA Astrophysics Data System (ADS)

    Chambers, L. H.; Rogerson, T. M.; Fischer, J. D.; Moore, S. W.

    2007-12-01

    The Students` Cloud Observations On-Line (S`COOL) Project began in 1997 as a way to connect K-12 classrooms directly with ongoing NASA Earth Science research. Through the Clouds and the Earth's Radiant Energy System (CERES) project, students as young as kindergarten have been involved for more than 10 years in providing ground truth observations of cloud cover and type. NASA scientists use these observations as part of the validation effort for understanding cloud effects on the Earth's energy budget. In addition, since the beginning, the project has also focused on students doing their own data analysis. However, not very many S`COOL participants actually performed much data analysis in the first years of the project. Over the last year and a half, the S`COOL team has worked to provide additional scaffolding for student data analysis, by leveraging emerging information technology developments to select and present specifically relevant satellite data to the students. In addition to the simple, standard visualization of the ground and satellite cloud information, we have provided a direct link to the specific 5-minute MODIS image, through the MODIS Rapid Response website. Over the summer, we added tutorials explaining how students can also bring in the atmospheric profiles from CALIPSO and/or CloudSat, when there is a near overhead pass of these satellites. In addition to the direct links to satellite imagery and data, we have also implemented a web-based classification and comment system. S`COOL participants can provide additional comments on the ground to satellite correspondence, after the satellite data are processed by FLASHFlux about a week after the student ground observation. Comments are emailed to the S`COOL team and enable additional interaction with the participants. Finally, new data analysis tools focusing on commonly-used spreadsheet software were developed over the summer by a team of college student interns. The addition of all these new resources

  12. Good Morning from Barrow, Alaska! Helping K-12 students understand the importance of research

    NASA Astrophysics Data System (ADS)

    Shelton, M.

    2010-12-01

    This presentation focuses on how an educator experiences scientific research and how those experiences can help foster K-12 students’ understanding of research being conducted in Barrow, Alaska. According to Zhang and Fulford (1994), real-time electronic field trips help to provide a sense of closeness and relevance. In combination with experts in the field, the electronic experience can help students to better understand the phenomenon being studied, thus strengthening the student’s conceptual knowledge (Zhang & Fulford, 1994). During a seven day research trip to study the arctic sea ice, five rural Virginia teachers and their students participated in Skype sessions with the participating educator and other members of the Radford University research team. The students were able to view the current conditions in Barrow, listen to members of the research team describe what their contributions were to the research, and ask questions about the research and Alaska in general. Collaborations between students and scientist can have long lasting benefits for both educators and students in promoting an understanding of the research process and understanding why our world is changing. By using multimedia venues such as Skype students are able to interact with researchers both visually and verbally, forming the basis for students’ interest in science. A learner’s level of engagement is affected by the use of multimedia, especially the level of cognitive processing. Visual images alone do no promote the development of good problem solving skills. However, the students are able to develop better problem solving skills when both visual images and verbal interactions are used together. As students form higher confidence levels by improving their ability to problem solve, their interest in science also increases. It is possible that this interest could turn into a passion for science, which could result in more students wanting to become scientists or science teachers.

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

    NASA Technical Reports Server (NTRS)

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

    2005-01-01

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

  14. Adopting a K-12 Family Model with Undergraduate Research to Enhance STEM Persistence and Achievement in Underrepresented Minority Students

    ERIC Educational Resources Information Center

    Kendricks, Kimberly; Arment, Anthony

    2011-01-01

    K-12 education has identified an important need for culturally relevant practices among underrepresented minority students in the classroom. Research has shown that minority students perform better in multicultural learning environments that place an emphasis on addressing both the student's social and academic needs. Accordingly, Central State…

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

    NASA Astrophysics Data System (ADS)

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

    2008-12-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2005-12-01

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

  18. Saline Lakes: Platforms for Place-Based Scientific Inquiry by K-12 Students

    NASA Astrophysics Data System (ADS)

    Godsey, H. S.; Chapman, D. S.; Hynek, S. A.; Jarrell, E.; Johnson, W. P.; Naftz, D. L.; Neuman, C. R.; Uno, K.

    2006-12-01

    WEST (Water, the Environment, Science and Teaching) is an NSF-funded GK-12 program at the University of Utah. WEST partners graduate students in the sciences with K-12 teachers to enhance inquiry and place- based science teaching in the Salt Lake City urban area. This region is unique in that habitats relating to the entire local hydrologic cycle are accessible within 30 minutes drive of the city. Great Salt Lake, a large closed-basin lake northwest of the city, generates lake-effect snows that fall on the mountains to the east and serves as the terminal point for rivers and streams that drain over 89,000 km2. The lake's salinity ranges from 14-25% and only a few halophilic species are able to survive in its waters. Despite the low diversity, brine shrimp, brine flies, algae and bacteria are abundant in Great Salt Lake and provide the basis of the food chain for millions of migratory shorebirds and waterfowl that feed in the open water, wetlands and saline flats. WEST has teamed up with researchers from the University of Utah, the USGS, the Utah State Dept. of Environmental Quality, local advocacy groups and a private consulting firm to develop a series of projects that involve K-12 students in an actual research project to study the effects of anthropogenic influences on the lake. The study will produce site-specific water-quality standards to protect the invertebrates, shorebirds, and waterfowl that utilize Great Salt Lake. Students will participate in a research cruise on the lake, collecting samples and data to contribute to an online database that will be shared among participating schools. Students will learn about navigation tools, collect and examine brine shrimp, and measure concentrations of optical brighteners and cyanobacteria as indicators of anthropogenic influences to Great Salt Lake. Parts of the southern arm of the lake are stratified into an upper and lower brine layer and the interface between the two layers can be identified by abrupt changes in

  19. Earth system science K-12 scientist-student partnerships using paleontological materials

    NASA Astrophysics Data System (ADS)

    Harnik, P. G.; Ross, R. M.; Chiment, J. J.; Sherpa, J. M.

    2001-05-01

    Reducing the discrepancy between the dynamic science that researchers experience and the static fact-driven science education in which k-12 students participate at school is an important component to national science education reform. Scientist-student partnerships (SSPs) involving whole classes in Earth systems research provide a solution to this problem, but existing models have often lacked rigorous scientific data quality control and/or evaluation of pedagogical effectiveness. The Paleontological Research Institution has been prototyping two SSPs with an eye toward establishing protocols to insure both scientific and educational quality of the partnership. Data quality analysis involves making statistical estimates of data accuracy and employing robust statistical techniques for answering essential questions with noisy data. Educational evaluation takes into account affective variables, such as student motivation and interest, and compares the relative pedagogical effectiveness of SSPs with more traditional hands-on activities. Paleontology is a natural subject for scientist-student partnerships because of its intrinsic appeal to the general public, and because its interdisciplinary content serves as a springboard for meeting science education standards across the physical and life sciences. The "Devonian Seas" SSP involves classes in identifying fossil taxa and assessing taphonomic characteristics from Devonian-aged Hamilton Group shales in Central New York. The scientific purpose of the project is to establish at high stratigraphic resolution the sequence of dysoxic biofacies composition, which will shed light on the sensitivity of epeiric sea communities to environmental (e.g., sea level) changes. The project is undertaken in upper elementary school and secondary school Earth science classes, and in some cases has involved field-based teacher training and collection of samples. Students in small teams collaborate to identify taxa within the samples, then

  20. Achieving Success with More Students: Addressing the Problem of Students At Risk, K-12.

    ERIC Educational Resources Information Center

    Pennsylvania State Dept. of Education, Harrisburg.

    This resource book was developed to provide information that state and local leaders can use to stimulate discussion of the problem of students at risk and support the planning of initiatives that address the problem. An overview defines students at risk, summarizes the content of the book, and lists recent reports and publications on the problem…

  1. K-12 Virtual Students: Relationships between Student Demographics, Virtual Learning Experience, and Academic Achievement

    ERIC Educational Resources Information Center

    Whitinger, Jamie Hilton

    2013-01-01

    The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined…

  2. A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on K-12 Students' Mathematical Learning

    ERIC Educational Resources Information Center

    Steenbergen-Hu, Saiying; Cooper, Harris

    2013-01-01

    In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K-12 students' mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS…

  3. Using Data Mining to Predict K-12 Students' Performance on Large-Scale Assessment Items Related to Energy

    ERIC Educational Resources Information Center

    Liu, Xiufeng; Ruiz, Miguel E.

    2008-01-01

    This article reports a study on using data mining to predict K-12 students' competence levels on test items related to energy. Data sources are the 1995 Third International Mathematics and Science Study (TIMSS), 1999 TIMSS-Repeat, 2003 Trend in International Mathematics and Science Study (TIMSS), and the National Assessment of Educational…

  4. Valuing the "Everyday" Practices of African American Students K-12 and Their Engagement in STEM Learning: A Position

    ERIC Educational Resources Information Center

    Wright, Brian L.

    2011-01-01

    This article is a call to the research community to look again at the "everyday" or community-based meaning-making practices--ways of seeing, knowing, talking, acting, valuing, representing--that African American students K-12 use routinely in navigating everyday life out of school and how these relate to learning and achievement in science and…

  5. Understanding Internet Searching Performance in a Heterogeneous Portal for K-12 Students: Search Success, Search Time, Strategy, and Effort

    ERIC Educational Resources Information Center

    Zhang, Yin; Robins, David; Holmes, Jason; Salaba, Athena

    2009-01-01

    This study sought to better understand search performance using an online portal containing a collection of heterogeneous library resources for K-12 students. Search performance is examined in terms of search success, search time, strategy, and effort. This study revealed unsuccessful searches tended to take longer than successful searches;…

  6. Personal and Social-Contextual Factors in K-12 Academic Performance: An Integrative Perspective on Student Learning

    ERIC Educational Resources Information Center

    Lee, Jihyun; Shute, Valerie J.

    2010-01-01

    Our extensive literature review in the fields of educational, social, and cognitive psychology has led us to identify about a dozen variables that demonstrate direct empirical links to academic achievement at the K-12 level. Those variables are grouped into four major categories: student engagement, learning strategies, school climate, and…

  7. The Web as an Information Resource in K-12 Education: Strategies for Supporting Students in Searching and Processing Information

    ERIC Educational Resources Information Center

    Kuiper, Els; Volman, Monique; Terwel, Jan

    2005-01-01

    The use of the Web in K-12 education has increased substantially in recent years. The Web, however, does not support the learning processes of students as a matter of course. In this review, the authors analyze what research says about the demands that the use of the Web as an information resource in education makes on the support and supervision…

  8. Designing a Classroom as a Learner-Centered Learning Environment Prompting Students' Reflective Thinking in K-12

    ERIC Educational Resources Information Center

    Kim, Kyoungna; Grabowski, Barbara L.; Sharma, Priya

    2004-01-01

    Only few studies have explicitly attended to the nature of the perceived underlying factors that prompt young adolescents' reflective thinking in association with K-12 learning environment. This paper focuses on an analysis of the factors that are perceived by young students as prompting their reflective thinking and how those factors apply to the…

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

    ERIC Educational Resources Information Center

    Miron, Gary; Urschel, Jessica L.

    2012-01-01

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

  10. K-12 Mathematics: What Should Students Learn and When Should They Learn It? Conference Highlights

    ERIC Educational Resources Information Center

    Center for the Study of Mathematics Curriculum, 2007

    2007-01-01

    In the fall of 2006 several influential national groups (Achieve, American Statistical Association, College Board, and the National Council of Teachers of Mathematics) developed and released documents that recommended curriculum standards or focal points for K-12 mathematics. The timing of the release of these documents provided a unique and…

  11. Improving Rural K-12 Teachers' Use of Technology for Instruction and Student Learning

    ERIC Educational Resources Information Center

    Lewis, Jerry A.

    2010-01-01

    This mixed-methods study explored the beliefs, perceptions, attitudes, concerns, barriers, and teaching practices of rural K-12 teachers who use technology. The purpose of this study was to make recommendations for helping rural school districts increase the number of teachers who use classroom technology effectively. This study was guided by a…

  12. A Framework for K-12 Science Education: Increasing Opportunities for Student Learning

    ERIC Educational Resources Information Center

    Keller, Thomas E.; Pearson, Greg

    2012-01-01

    In this article, the authors introduce engineering and technology teachers to the process that led to the National Research Council's framework for K-12 science education and some of its content and delve into the dimensions of the framework that should be of most interest to engineering and technology teachers. The framework articulates a vision…

  13. Impact of Guided Notes on Achievement in K-12 and Special Education Students

    ERIC Educational Resources Information Center

    Larwin, Karen H.; Dawson, Daniel; Erickson, Matthew; Larwin, David A.

    2012-01-01

    The common practice of using of guided notes in the K-12 and special education classroom is not fully appreciated or understood. In an effort to add to the existing research about this phenomenon, the current investigation expands on previously published research and one previously published meta-analysis that examined the impact of guided notes…

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

    ERIC Educational Resources Information Center

    Hoodman, Kyle Nathan

    2010-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Battersby, Cara

    2016-01-01

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

  16. K-12 Students' Perceptions of Scientists: Finding a Valid Measurement and Exploring Whether Exposure to Scientists Makes an Impact

    ERIC Educational Resources Information Center

    Hillman, Susan J.; Bloodsworth, Kylie H.; Tilburg, Charles E.; Zeeman, Stephan I.; List, Henrietta E.

    2014-01-01

    This study was launched from a National Science Foundation GK-12 grant in which graduate fellows in Science, Technology, Engineering, and Mathematics (STEM) are placed in classrooms to engage K-12 students in STEM activities. The investigation explored whether the STEM Fellows' presence impacted the K-12 students' stereotypical image of…

  17. K-12 Art Guide.

    ERIC Educational Resources Information Center

    Furney, Trudy; And Others

    The development of students in various art fields is the focus of this K-12 art curriculum guide. The philosophy of the art program and the roles of administrator, teacher, and parent are outlined. The underlying school community relationships, and the objective, goals, and purposes of art education are described. Phases of child development in…

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

    NASA Astrophysics Data System (ADS)

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

    2013-12-01

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

  19. Adventure Learning Through Water and MOSS - a novel approach to engaging K-12 students in climate change issues

    NASA Astrophysics Data System (ADS)

    Eitel, K.; Miller, B.; Veletsianos, G.; Eitel, J.; O'Hair, M.; Schon, J.; Hougham, R. J.

    2012-12-01

    Climate change is projected to affect the distribution and availability of water resources at the local and global scale. In an effort to educate K-12 students about water resources in a changing climate the Adventure learning through Water and MOSS project was created. This project is engaging K-12 students throughout Idaho with meaningful inquiries into water resource issues through outdoor data-collection expeditions supported via a novel online learning environment (http://adventurelearningat.com). Students collect authentic data related to an inquiry-based curriculum and data are shared within the online environment. Students, teachers, and content experts from throughout Idaho then communicate and collaborate in meaningful ways around data using the online environment and the latest in communication technologies. The McCall Outdoor Science School (MOSS) collaborates as an informal science education provider and cornerstone to the project mission by serving as the base camp for water expeditions. Water expeditions are inquiry-driven and focus on various aspects of water resources within a changing climate.

  20. Ocean Science in a K-12 setting: Promoting Inquiry Based Science though Graduate Student and Teacher Collaboration

    NASA Astrophysics Data System (ADS)

    Lodico, J. M.; Greely, T.; Lodge, A.; Pyrtle, A.; Ivey, S.; Madeiros, A.; Saleem, S.

    2005-12-01

    The University of South Florida, College of Marine Science Oceans: GK-12 Teaching Fellowship Program is successfully enriching science learning via the oceans. Funded by the National Science Foundation, the program provides a unique opportunity among scientists and K-12 teachers to interact with the intention of bringing ocean science concepts and research to the classroom environment enhance the experience of learning and doing science, and to promote `citizen scientists' for the 21st century. The success of the program relies heavily on the extensive summer training program where graduate students develop teaching skills, create inquiry based science activities for a summer Oceanography Camp for Girls program and build a relationship with their mentor teacher. For the last year and a half, two graduate students from the College of Marine Science have worked in cooperation with teachers from the Pinellas county School District, Southside Fundamental Middle School. Successful lesson plans brought into a 6th grade Earth Science classroom include Weather and climate: Global warming, The Geologic timescale: It's all about time, Density: Layering liquids, and Erosion processes: What moves water and sediment. The school and students have benefited greatly from the program experiencing hands-on inquiry based science and the establishment of an after school science club providing opportunities for students to work on their science fair projects and pursuit other science interests. Students are provided scoring rubrics and their progress is creatively assessed through KWL worksheets, concept maps, surveys, oral one on one and classroom discussions and writing samples. The year culminated with a series of hands on lessons at the nearby beach, where students demonstrated their mastery of skills through practical application. Benefits to the graduate student include improved communication of current science research to a diverse audience, a better understanding of the

  1. Narratives from the Online Frontier: A K-12 Student's Experience in an Online Learning Environment

    ERIC Educational Resources Information Center

    Barbour, Michael; Siko, Jason; Sumara, JaCinda; Simuel-Everage, Kaye

    2012-01-01

    Despite a large increase in the number of students enrolled in online courses, published research on student experiences in these environments is minimal. This article reports the narrative analysis of a series of interviews conducted with a female student at a brick-and-mortar school enrolled in a single virtual school course. Her narratives…

  2. Gauging the Gaps: A Deeper Look at Student Achievement. K-12 Policy

    ERIC Educational Resources Information Center

    Rowan, Anna Habash; Hall, Daria; Haycock, Kati

    2010-01-01

    Leaders in schools, districts, and states, along with policymakers in Washington, D.C., are focusing new energy on closing long-standing gaps in performance that separate low-income students and students of color from others. It's critically important that their efforts succeed--for students, their families, their communities, and for their…

  3. Utilizing Edutainment to Actively Engage K-12 Learners and Promote Students' Learning: An Emergent Phenomenon.

    ERIC Educational Resources Information Center

    Maushak, Nancy J.; Chen, Hui-Hui; Lai, Hung-Sheng

    Researchers have claimed that while educational computer software does not necessarily improve students' academic performance, it does provide for students a more interesting and motivational environment for learning. It naturally fits in the context of students' learning since it can deliver nonstop actions, realistic sounds and vivid colors to…

  4. Addition of Escherichia coli K-12 Growth Observation and Gene Essentiality Data to the EcoCyc Database

    PubMed Central

    Mackie, Amanda; Paley, Suzanne; Keseler, Ingrid M.; Shearer, Alexander; Paulsen, Ian T.

    2014-01-01

    The sets of compounds that can support growth of an organism are defined by the presence of transporters and metabolic pathways that convert nutrient sources into cellular components and energy for growth. A collection of known nutrient sources can therefore serve both as an impetus for investigating new metabolic pathways and transporters and as a reference for computational modeling of known metabolic pathways. To establish such a collection for Escherichia coli K-12, we have integrated data on the growth or nongrowth of E. coli K-12 obtained from published observations using a variety of individual media and from high-throughput phenotype microarrays into the EcoCyc database. The assembled collection revealed a substantial number of discrepancies between the high-throughput data sets, which we investigated where possible using low-throughput growth assays on soft agar and in liquid culture. We also integrated six data sets describing 16,119 observations of the growth of single-gene knockout mutants of E. coli K-12 into EcoCyc, which are relevant to antimicrobial drug design, provide clues regarding the roles of genes of unknown function, and are useful for validating metabolic models. To make this information easily accessible to EcoCyc users, we developed software for capturing, querying, and visualizing cellular growth assays and gene essentiality data. PMID:24363340

  5. Sexual Harassment Policies in K-12 Schools: Examining Accessibility to Students and Content

    ERIC Educational Resources Information Center

    Lichty, Lauren F.; Torres, Jennifer M. C.; Valenti, Maria T.; Buchanan, NiCole T.

    2008-01-01

    Background: Peer sexual harassment is a significant social problem with consequences for both students and schools. Four out of 5 students report experiencing sexual harassment. These experiences have been linked to poor psychological health and academic withdrawal. Recognizing the seriousness of sexual harassment in schools, Supreme Court rulings…

  6. Improving Engineering Skills in High School Students: A Partnership between University and K-12 Teachers

    ERIC Educational Resources Information Center

    Salas-Morera, Lorenzo; Cejas-Molina, María A.; Olivares-Olmedilla, José L.; Climent-Bellido, María S.; Leva-Ramírez, Josefa A.; Martínez-Jiménez, Pilar

    2013-01-01

    The level of science skills in Spanish students are significantly below the average of the Organisation for Economic Co-operation and Development, and university teachers agree that the level of freshmen students' skills is too low. Moreover, the number of engineering enrollments has been declining in recent years. The purpose of this study…

  7. Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

    ERIC Educational Resources Information Center

    Kahn, Sami; Lewis, Anna R.

    2014-01-01

    Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess…

  8. How Boomers Can Contribute to Student Success: Emerging Encore Career Opportunities in K-12 Education

    ERIC Educational Resources Information Center

    Foster, Elizabeth

    2010-01-01

    Too many students are struggling to succeed, and too many new teachers are quitting the profession, leaving administrators desperately looking for new ways to stop both from happening. At the same time, a growing number of veteran teachers are retiring or approaching retirement, taking with them the very experience that could help students and new…

  9. The Influence of a Statewide Green School Initiative on Student Achievement in K-12 Classrooms

    ERIC Educational Resources Information Center

    Ghent, Cynthia; Trauth-Nare, Amy; Dell, Katie; Haines, Sarah

    2014-01-01

    This study investigates the influence of Green School designation on students' achievement in state-mandated standardized tests. Data were gathered 3 years pre- and post-Green schools designation, from test pass rates in reading and mathematics for Grade 5 and Grade 8 students, and from mathematics, English language arts, and biology scores…

  10. Whole System Thinking: Working with K-12 and Four-Year Partners to Boost Student Success

    ERIC Educational Resources Information Center

    Collett, Stacy

    2013-01-01

    As they closed the books on the 2012-2013 school year, Long Beach City College continued the task of pouring over years of student enrollment data. They found that after years of offering remedial courses for students who entered unprepared for the rigors of higher education, the college reported and astonishing 500 percent increase in the number…

  11. Reasons for Student Dropout in an Online Course in a Rural K-12 Setting

    ERIC Educational Resources Information Center

    de la Varre, Claire; Irvin, Matthew J.; Jordan, Adam W.; Hannum, Wallace H.; Farmer, Thomas W.

    2014-01-01

    Rural schools in the USA use online courses to overcome problems such as attracting and retaining teachers, geographic isolation, low student enrollment, and financial constraints. This paper reports on the reasons that 39% of rural high school students who enrolled in an online Advanced Placement course subsequently dropped the course. Students…

  12. Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

    NASA Technical Reports Server (NTRS)

    2004-01-01

    The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

  13. Climate Research by K-12 Students: Can They Do It? Will Anybody Care?

    NASA Astrophysics Data System (ADS)

    Brooks, D. R.

    2011-12-01

    Starting from the premise that engaging students in authentic science research is an activity that benefits science education in general, it is first necessary to consider whether students, in collaboration with teachers and climate scientists, can do climate-related research that actually has scientific value. A workshop held in November 2010, co-sponsored by NSF and NOAA, addressed this question. It took as its starting point this "scientific interest" test: "If students conduct a climate-related research project according to protocols designed in collaboration with climate scientists, when they get done, will any of those scientists care whether they did it or not?" If the answer to this question is "yes," then the project may constitute authentic research, but if the answer is "no," then the project may have educational value, but it is not research. This test is important because only when climate scientists (and other stakeholders interested in climate and climate change) are invested in the outcomes of student research will meaningful student research programs with sustainable support be forthcoming. The absence of climate-related projects in high-level student science fair competitions indicates that, currently, the investment and infrastructure required to support student climate research is lacking. As a result, climate science is losing the battle for the "hearts and minds" of today's best students. The critical task for student climate research is to define projects that are theoretically and practically accessible. This excludes the "big questions" of climate science, such as "Is Earth getting warmer?", but includes many observationally based projects that can help to refine our understanding of climate and climate change. The characteristics of collaborative climate research with students include: 1. carefully drawn distinctions between inquiry-based "learning about" activities and actual research; 2. an identified audience of potential stakeholders

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

    NASA Astrophysics Data System (ADS)

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

    2012-12-01

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

  15. Forest Watch: a K-12 Outreach Program to Engage Young Students in Authentic, Hands-On Science

    NASA Astrophysics Data System (ADS)

    Rock, B. N.; Gagnon, M.

    2008-12-01

    The Forest Watch Program is a K-12 science outreach program developed at the University of New Hampshire (UNH) in 1991. The program engages pre-college teachers and their students in assisting researchers at UNH in the assessment of the state-of-health of white pine (Pinus strobus), a known bio- indicator species for exposure to elevated levels of ground-level ozone. Students participate in three types of activities: 1. selection, collection, and analysis of needle samples from five permanently tagged white pine trees near their school; 2. Study of needles in their classroom and sending a set of needles to UNH for spectral analysis; and 3. analysis of remote sensing data (Landsat TM) provided of their local area using freeware software (MultiSpec). Student-derived foliar symptomology, needle length, needle retention, and tree biometrics, plus the spectral indices, allow UNH researchers to characterize annual variations in tree state-of-health, and to correlate that state-of-health with annual summer ozone levels collected by the EPA and state environmental monitoring networks. The results suggest that regional air quality and state- of-health of trees has improved since 1991. Annual student data and the yearly spectral variations, for the same trees, suggest that white pine health has improved dramatically since 1997/8. This improvement in tree health corresponds with improved regional air quality. An evaluation of student data reliability has been conducted and suggests that the DBH measurements are a most reliable indicator of tree growth. Student data are more reliable if multiple sets of measurements are made and averaged together, compared with single sets of measurements. Based on both student data and spectral analysis of student-provided branch samples, the greatest damage (chlorosis) occurs in trees located along the seacoast areas. Participation in Forest Watch introduces students to the scientific method via an authentic research program. The program is

  16. Splicing the Divide: A Review of Research on the Evolving Digital Divide among K-12 Students

    ERIC Educational Resources Information Center

    Dolan, Jennifer E.

    2016-01-01

    The digital divide has narrowed with regard to one definition of access to technology--the binary view of the "haves" and "have-nots." However, use of technology at home and in school is not equitable for all students. According to recent literature, a broader and more nuanced definition of the technological divide is necessary…

  17. Outstanding Science Trade Books for Students K-12: Books Published in 2002.

    ERIC Educational Resources Information Center

    Science and Children, 2003

    2003-01-01

    Provides a list of outstanding science trade books for elementary and secondary students published in 2002. Focuses on the areas of archaeology, anthropology, paleontology, biography, environment and ecology, life science, physical science, and science-related careers. Presents the selection criteria. (YDS)

  18. California K-12 School and Community Collaborations: Facilitators, Challenges, and Impact on Student Mental Health

    ERIC Educational Resources Information Center

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

    2015-01-01

    Across the education, public health, and human and social services arenas, there has been renewed interest in bringing agency representatives together to work on the promotion of student mental health and wellness. When effective, it is believed that collaboration among agencies can build cross-system partnerships, improve referral processes and…

  19. An Investigation of Factors Influencing Student Use of Technology in K-12 Classrooms Using Path Analysis

    ERIC Educational Resources Information Center

    Ritzhaupt, Albert D.; Dawson, Kara; Cavanaugh, Cathy

    2012-01-01

    The purpose of this research was to examine the effects of teachers' characteristics, school characteristics, and contextual characteristics on classroom technology integration and teacher use of technology as mediators of student use of technology. A research-based path model was designed and tested based on data gathered from 732 teachers from…

  20. Retrospective Analysis of Technological Literacy of K-12 Students in the USA

    ERIC Educational Resources Information Center

    Eisenkraft, Arthur

    2010-01-01

    Assessing technological literacy in the USA will require a large expenditure of resources. While these important initiatives are taking place, it is useful to analyze existing archival data to get a sense of students' understanding of technology. Such archival data exists from the entries submitted to the Toshiba/NSTA ExploraVisions competition…

  1. Blueprint for Student Success: A Guide to Research-Based Teaching Practices K-12.

    ERIC Educational Resources Information Center

    Jones, Susan J.

    This book presents a reality-based approach to classroom instruction designed to help learners at all levels achieve lifelong success. It offers teaching strategies, activities, and applications to enhance student achievement, stressing the importance of learning through discovery, creativity, application, adaptation, and high level thinking. It…

  2. Topic Teamwork: A Collaborative Integrative Model for Increasing Student-Centered Learning in Grades K-12.

    ERIC Educational Resources Information Center

    Christie, Brett

    2000-01-01

    Describes the benefits of "topic teamwork," an interdisciplinary model designed to make integrative teaching a well-structured, cooperative effort involving all teachers and students. The article presents examples of and strategies for integrating physical education with other subject areas and for assessing topic teamwork, concluding that topic…

  3. A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K-12

    ERIC Educational Resources Information Center

    Reed, Deborah K.

    2008-01-01

    This article synthesized the morphology intervention studies conducted in English with students in kindergarten through 12th grade between 1986 and 2006. Seven studies were identified as focusing primarily on morphology instruction, including roots and affixes, and measuring one or more reading-related outcomes (e.g., word identification,…

  4. Considerations for Planning a State Virtual School: Providing Web-Based Courses for K-12 Students.

    ERIC Educational Resources Information Center

    Thomas, William R.

    Courses delivered over the World Wide Web can help states meet the academic needs of all students. Southern Regional Education Board (SREB) states are creating state virtual schools to support and manage the efficient, effect use of Web-based courses. Florida and Kentucky have invested significant funds, personnel, and time, and Maryland, Texas,…

  5. Understanding of Elementary Concepts in Heat and Temperature among College Students and K-12 Teachers.

    ERIC Educational Resources Information Center

    Jasien, Paul G.; Oberem, Graham E.

    2002-01-01

    Reports the results of an investigation on student understanding of selected topics in heat and temperature, particularly thermal equilibrium, giving evidence for a number of misconceptions about heat and temperature and the relationships between specific heat, heat capacity, and heat transfer. Subjects represented diverse groups with widely…

  6. Stakeholders in Student Success: Public-Private Partnerships Strengthening K-12 Education

    ERIC Educational Resources Information Center

    Nader, Jacqueline

    2008-01-01

    Ensuring that every child grows up with a strong education is a deeply rooted American value. Over time, however, the basic preparation that American students need to succeed in the world has changed. Now, with a competitive global economy and the importance of technology in the fields of health, energy, and engineering, the United States must…

  7. Teaching Handicapped Students English: A Resource Handbook for K-12 Teachers.

    ERIC Educational Resources Information Center

    Price, Jane W., Ed.

    One of five volumes devoted to teaching content subjects to the handicapped, the book addresses ways in which elementary and secondary regular class teachers have successfully worked with mainstreamed students in English. The following titles and authors are included: "Chris Learns to Read" (E. Roake); "Working Together" (B. Bodner-Johnson);…

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

    ERIC Educational Resources Information Center

    Bontempo, Brian

    2010-01-01

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

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

    PubMed Central

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

    2016-01-01

    Students attending schools play an important role in the transmission of influenza. In this study, we present a social network analysis of contacts among 1,828 students in eight different schools in urban and suburban areas in and near Pittsburgh, Pennsylvania, United States of America, including elementary, elementary-middle, middle, and high schools. We collected social contact information of students who wore wireless sensor devices that regularly recorded other devices if they are within a distance of 3 meters. We analyzed these networks to identify patterns of proximal student interactions in different classes and grades, to describe community structure within the schools, and to assess the impact of the physical environment of schools on proximal contacts. In the elementary and middle schools, we observed a high number of intra-grade and intra-classroom contacts and a relatively low number of inter-grade contacts. However, in high schools, contact networks were well connected and mixed across grades. High modularity of lower grades suggests that assumptions of homogeneous mixing in epidemic models may be inappropriate; whereas lower modularity in high schools suggests that homogenous mixing assumptions may be more acceptable in these settings. The results suggest that interventions targeting subsets of classrooms may work better in elementary schools than high schools. Our work presents quantitative measures of age-specific, school-based contacts that can be used as the basis for constructing models of the transmission of infections in schools. PMID:26978780

  10. Hands-on Summer Camp to Attract K-12 Students to Engineering Fields

    ERIC Educational Resources Information Center

    Yilmaz, Muhittin; Ren, Jianhong; Custer, Sheryl; Coleman, Joyce

    2010-01-01

    This paper explains the organization and execution of a summer engineering outreach camp designed to attract and motivate high school students as well as increase their awareness of various engineering fields. The camp curriculum included hands-on, competitive design-oriented engineering projects from several disciplines: the electrical,…

  11. Teaching Handicapped Students Physical Education: A Resource Handbook for K-12 Teachers.

    ERIC Educational Resources Information Center

    Roice, G. Robert, Ed.

    One of five volumes intended to help teachers of mainstreamed handicapped students, the book presents twelve papers on physical education instruction. The following titles and authors are included: "The Heartbreak of Kickball, Dodgeball, and Drop the Hankie--Elementary School Physical Education--The Bases for the Basics" (R. Benton); "Shared…

  12. Cross-Cultural Learning in K-12 Schools: Foreign Students as Resources.

    ERIC Educational Resources Information Center

    National Association for Foreign Student Affairs, Washington, DC.

    Approaches to the effective use of foreign students as educational resources within the elementary or secondary school classroom to increase international understanding among Americans are addressed. Brief descriptions are presented of programs that infuse an international dimension into all aspects of the curriculum. The following long-term,…

  13. Teaching Handicapped Students Mathematics: A Resource Handbook for K-12 Teachers.

    ERIC Educational Resources Information Center

    Brockmann, Ellen M., Ed.

    One of five volumes intended to help teachers of mainstreamed handicapped students, the book presents twelve papers on teaching mathematics. Eight papers address instructional techniques for basic skills and problem solving: "Modalities--One Technique to Mainstream in Mathematics Instruction" (G. Rossi); "Computation Errors--Are We Treating A…

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

    PubMed

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

    2016-01-01

    Students attending schools play an important role in the transmission of influenza. In this study, we present a social network analysis of contacts among 1,828 students in eight different schools in urban and suburban areas in and near Pittsburgh, Pennsylvania, United States of America, including elementary, elementary-middle, middle, and high schools. We collected social contact information of students who wore wireless sensor devices that regularly recorded other devices if they are within a distance of 3 meters. We analyzed these networks to identify patterns of proximal student interactions in different classes and grades, to describe community structure within the schools, and to assess the impact of the physical environment of schools on proximal contacts. In the elementary and middle schools, we observed a high number of intra-grade and intra-classroom contacts and a relatively low number of inter-grade contacts. However, in high schools, contact networks were well connected and mixed across grades. High modularity of lower grades suggests that assumptions of homogeneous mixing in epidemic models may be inappropriate; whereas lower modularity in high schools suggests that homogenous mixing assumptions may be more acceptable in these settings. The results suggest that interventions targeting subsets of classrooms may work better in elementary schools than high schools. Our work presents quantitative measures of age-specific, school-based contacts that can be used as the basis for constructing models of the transmission of infections in schools. PMID:26978780

  15. Traumatic Brain Injury in K-12 Students: Where Have All the Children Gone?

    ERIC Educational Resources Information Center

    Schutz, Larry E.; Rivers, Kenyatta O.; McNamara, Elizabeth; Schutz, Judith A.; Lobato, Emilio J.

    2010-01-01

    When children who are permanently disabled by traumatic brain injury (TBI) return to school, most are placed in mainstream classrooms and incorrectly presumed capable of resuming their education. Only one to two percent are classified as students with TBI, qualifying them for the services they need for their education. The failure to properly…

  16. Forest Watch: A K-12 Outreach Program to Engage Pre-College Students in Authentic, Hands-On Science

    NASA Astrophysics Data System (ADS)

    Gagnon, M. T.; Rock, B. N.

    2009-12-01

    The Forest Watch Program is a K-12 hands-on science outreach program developed at the University of New Hampshire (UNH) in 1991. The program has engaged students and their teachers in assisting researchers at UNH in the assessment of the state-of-health of white pine (Pinus strobus), a known bio-indicator species for exposure to elevated levels of ground-level ozone. Students are introduced to the scientific method while participating in an authentic on-going research program. The program was designed in partnership with participating teachers, and thus the field and classroom activities meet specific New England state science and mathematics curricula standards for K-12 education. Student participation in Forest Watch has resulted in an improved understanding and characterization of inter-annual white pine response to changes in air quality across the region over the past two decades. Forest Watch, students participate in three types of activities: 1. the analysis of remote sensing data (Landsat TM) provided for their local area using MultiSpec freeware. Through image processing, students learn the concepts of spatial and spectral resolution; how to identify landcover features; how plants interact with visible and infrared energy; and how to use this information to determine vegetation types and identify vegetation conditions. 2. students select 5 white pine trees to be permanently tagged near their school within a 30x30 meter (pixel sized sampling plot - the spatial resolution of the TM dataset), followed by collection and analysis of needle samples, and a suite of forest plot biometric measurements such as tree height, diameter at breast height (DBH), and canopy closure and ground cover. 3. the students send a set of their needle samples to UNH for spectral analysis of key reflectance features such as the Red Edge Inflection Point (REIP), the TM 5/4 moisture stress index, and the NIR 3/1. Over 250 schools from all six New England states have participated in the

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

    ERIC Educational Resources Information Center

    Martino, Wayne

    2013-01-01

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

  18. Color: what, how, and why we see: a workshop for K-12 students and parents

    NASA Astrophysics Data System (ADS)

    Calabro, Katherine W.; Gregory, G. Groot; Zollers, Michael W.

    2014-09-01

    Through the ongoing educational outreach activities of the NES/OSA, we have been invited on several occasions to present optics workshops to students of many ages and backgrounds. With a nearly-overwhelming plethora of optics topics that could be presented, we have decided to develop a curriculum on color science that can be presented in a workshop format. Color science was chosen due to the wealth of examples of the application of color within a student's culture, society, technology, and experiences. The goal of the workshop is to teach basic color science by examining objects and events that the students can experience or interact with in their own lives. The curriculum can be scaled to match groups of different sizes and backgrounds as well as to fit within certain time constraints. Depending on logistics, a variety of hands-on demos can be presented, or the workshop can be fully tutorial-based. This curriculum has been presented several times and is constantly evolving based upon each experience. In this paper, we present the portions of the curriculum that have been developed to date. We discuss considerations for adding or removing sections to meet specific workshop constraints. We will also present the evolution of the curriculum from inception to its current state, highlighting the lessons learned from each presentation of the curriculum.

  19. Thinking Like a Scientist: The RITES Path for K-12 Students to Learn the Scientific Method

    NASA Astrophysics Data System (ADS)

    Murray, D. P.; Dooley, H., Jr.; Cardace, D.

    2015-12-01

    Bringing Research on Learning to the Geosciences (Manduca et al, 2002) stated that "An overaching goal for geoscience education is to help every student to 'think like a scientist'", and that continues to challenge geoscience education. The Rhode Island Technology Enhanced Science (RITES) project addresses that goal, and this presentation chronicles that successful effort. RITES strives to improve science education by providing professional development (PD) to the majority of science teachers at the 5th through 12th grade levels throughout Rhode Island. The PD is presented through ~forty 2.5 day workshops that emphasize the innovative use of technology and best teaching practices, consistent with the recommendations detailed in Manduca et al (2002). The presentation will focus on two of these workshops that provide middle and high school teachers with strategies and techniques for guiding student-run explorations of earthquakes as a result of tectonic plate movements. Teachers address these topics much as a scientist would by carrying out the following activities: 1) Identifying the relationships between faults, EQs and plate boundaries; 2) Using GPS data to quantify interseismic deformation; 3) Constructing an Earthquake machine; and 4) Scaling their observations from desktop to crustal scale, and (5) Using the results to forecast earthquakes along the SAF and to estimate the magnitude of earthquakes on ancient faults. As it is unrealistic to expect teachers to be able to incorporate all of this material into their syllabi, we have introduced the concept of Subtle Shifts (Exploratorium, 2006) as a means by which they can easily blend workshop material into their existing courses. Teacher surveys reflect a high level of satisfaction (81-100%), and pre- and post-evaluations show significant normalized gains (Hake, 1998), in about 90% of the courses. Moreover, students of RITES teachers demonstrate statistically significant gains in inquiry skills and content

  20. K-12 Students' Perceptions of Scientists: Finding a valid measurement and exploring whether exposure to scientists makes an impact

    NASA Astrophysics Data System (ADS)

    Hillman, Susan J.; Bloodsworth, Kylie H.; Tilburg, Charles E.; Zeeman, Stephan I.; List, Henrietta E.

    2014-10-01

    This study was launched from a National Science Foundation GK-12 grant in which graduate fellows in Science, Technology, Engineering, and Mathematics (STEM) are placed in classrooms to engage K-12 students in STEM activities. The investigation explored whether the STEM Fellows' presence impacted the K-12 students' stereotypical image of a scientist. Since finding a valid instrument is critical, the study involved (1) determining the validity of the commonly administered Draw-A-Scientist Test (DAST) against a newly designed six-question survey and (2) using a combination of both instruments to determine what stereotypes are currently held by children. A pretest-posttest design was used on 485 students, grades 3-11, attending 6 different schools in suburban and rural Maine communities. A significant but low positive correlation was found between the DAST and the survey; therefore, it is imperative that the DAST not be used alone, but corroboration with interviews or survey questions should occur. Pretest results revealed that the children held common stereotypes of scientists, but these stereotypes were neither as extensive nor did they increase with the grade level as past research has indicated, suggesting that a shift has occurred with children having a broader concept of who a scientist can be. Finally, the presence of an STEM Fellow corresponded with decreased stereotypes in middle school and high school, but no change in elementary age children. More research is needed to determine whether this reflects resiliency in elementary children's perceptions or limitations in either drawing or in writing out their responses.

  1. StarTeach Astronomy Education: Building a Comprehensive Educational Outreach Program for K-12 Students

    NASA Astrophysics Data System (ADS)

    Welser, L. A.; Bennum, D. H.

    2000-12-01

    The StarTeach project is a unique tool designed to generate excitement and enthusiasm about astronomy for elementary, middle, and high school students. The program was created out of the realization that astronomy is a subject with the potential to introduce children to many other branches of science, such as physics, chemistry, and geology. The development of StarTeach involves three main phases. First, CCD images of various astronomical objects, such as planets, nebulae, and galaxies, were taken. Next, the StarTeach web site (http://www.physics.unr.edu/grad/welser/astro) was created to present the CCD images. Features include pages on the solar system, deep sky, and the universe, which are complemented by Hubble and NASA photographs. Also included are a set of on-line quizzes about astronomy and links to astronomy education sites on the web. The final part of the StarTeach program involves presenting the material to third and eighth grade classes using power point slide shows and the StarTeach web site. The main goals of the StarTeach project are to strengthen the astronomy curriculum at local Reno schools, to facilitate an interactive scientific learning environment where students can expand and test their knowledge of science, and to generate enthusiasm for astronomy and science in general. This work was partially funded by a DOE EPSCoR University of Nevada, Reno Undergraduate Research Grant.

  2. A Comparison of Participation and Performance with Student Enrollment Status in Two Public Online K-12 Charter Schools, Using Extant Data

    ERIC Educational Resources Information Center

    Byers, Brandy L. Zwemer

    2013-01-01

    In order to understand withdrawal rates in online K-12 schools, it is vital to have detailed documentation of these rates and to describe characteristics of the students who withdraw compared to the students who remain enrolled. Once these characteristics are known schools can develop programs and/or policies that support students who are at risk…

  3. An Investigation of Student Engagement in a Global Warming Debate: Proof of Concept for K-12 Outreach at UCSB

    NASA Astrophysics Data System (ADS)

    Schweizer, D. M.; Kelly, G. J.; Gautier, C.

    2001-05-01

    As part of a community outreach program, the first author worked with a physical science teacher to co-create and co-teach a nine week global warming for his three seventh grade classes. The nine week program culminated in a debate on the causes of global warming. Students were divided into three groups: scientists supporting human contributions to global warming; scientists opposed to human contributions to global warming; and leaders of nations. In this study we investigate how using debate as a pedagogical tool for addressing earth system science concepts can both promote active student learning and present a realistic and dynamic view of science. Grounded in the perspective of science as sociocultural practices, our investigation draws from studies of school science focusing on the socially constructed nature of knowing and the use of argument as a pedagogical tool. We present evidence illustrating how the use of argument provided opportunities for students to interpret data sets, formulate and defend arguments, challenge competing interpretations and unearth relevant scientific questions about the environment. We also provide evidence of how students were able to use scientific evidence to support their thought processes. The results of this outreach experience serve as a foundation for the development of a new K-12 outreach program, Earth Connection, scheduled to begin at the University of California Santa Barbara, in Summer, 2001. Through the Earth Connection Visiting Teacher Program, UCSB science educators will visit local schools to work directly with teachers in their classroom settings. The Visiting Teacher Program provides a mutual benefit to teachers and students. Students gain the experience of having an expert come into their classroom to involve them in the process of science. Teachers are provided with professional development opportunities to help them continue addressing relevant earth system science issues in their classrooms.

  4. Astrobiobound! Search for Life in the Solar System: Scientists and Engineers Bringing their Challenges to K-12 Students

    NASA Astrophysics Data System (ADS)

    Klug Boonstra, S. L.; Swann, J.; Manfredi, L.; Zippay, A.; Boonstra, D.

    2014-12-01

    The Next Generation Science Standards (NGSS) brought many dynamic opportunities and capabilities to the K-12 science classroom - especially with the inclusion of engineering. Using science as a context to help students engage in the engineering practices and engineering disciplinary core ideas is an essential step to students' understanding of how science drives engineering and how engineering enables science. Real world examples and applications are critical for students to see how these disciplines are integrated. Furthermore, the interface of science and engineering raise the level of science understanding, and facilitate higher order thinking skills through relevant experiences. Astrobiobound! is designed for the NGSS (Next Generation Science Standards) and CCSS (Common Core State Standards). Students also practice and build 21st Century Skills. Astrobiobound! help students see how science and systems engineering are integrated to achieve a focused scientific goal. Students engage in the engineering design process to design a space mission which requires them to balance the return of their science data with engineering limitations such as power, mass and budget. Risk factors also play a role during this simulation and adds to the excitement and authenticity. Astrobiobound! presents the authentic first stages of NASA mission design process. This simulation mirrors the NASA process in which the science goals, type of mission, and instruments to return required data to meet mission goals are proposed within mission budget before any of the construction part of engineering can begin. NASA scientists and engineers were consulted in the development of this activity as an authentic simulation of their mission proposal process.

  5. A successful university-school-district partnership to help San Francisco's K-12 students learn about science and medicine.

    PubMed

    Clark, M R

    1996-09-01

    The Science and Health Education Partnership (SEP) is a program at the University of California, San Francisco, established in 1987 to support the San Francisco School District ("the District") in its efforts to improve science education in grades K-12. A large cadre of active biomedical scientists and health professionals and a core program staff provide support to 90-95% of the District's schools. The District's students are from a variety of racial and ethnic groups, including a large percentage from underrepresented minorities (URMs). The SEP program has numerous components, some designed to help teachers (e.g., a clinician or scientist forms an ongoing partnership with a teacher to enrich classroom instruction) and some involving direct work with students (e.g., a contest where teams of students design and present lessons on science or health to their peers; activities related specifically to the encouragement of URM students). The SEP's perspective has evolved from an emphasis on assisting individual teachers and students to one of supporting systemic change throughout the District (e.g., supporting full implementation of hands-on, inquiry-based science instruction throughout the District via professional development). During this evolution, the kinds of issues facing program staff have changed and a great deal has been learned about fostering successful partnership activities. For example, (1) having a coordinator is crucial to make such a program work well; (2) it is easier to find start-up funding than to find continuing funding for ongoing activities that are working; and (3) it is important to work with the volunteering scientists and the teachers to help them understand what each has to offer the partnership and to encourage explicit dialogue about roles and expectations. The author concludes with advice for starting a new partnership: think big but start small, and work toward a long-term association based on communication and trust. PMID:9125981

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

    NASA Astrophysics Data System (ADS)

    Underwood, Janice Bell

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

  7. Anxious for Answers: A Meta-Analysis of the E!ects of Anxiety on African American K-12 Students' Mathematics Achievement

    ERIC Educational Resources Information Center

    Young, Jamaal Rashad; Young, Jemimah Lea

    2015-01-01

    Mathematics anxiety is recognized as a significant performance impediment that affects students across multiple ethnic and economic backgrounds. However, research has yet to fully examine the possible differential effect of mathematics anxiety on underrepresented K-12 students. Specifically, given the long-standing achievement gap between African…

  8. Author Reply to K12 Inc. Response

    ERIC Educational Resources Information Center

    National Education Policy Center, 2012

    2012-01-01

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

  9. Title III Accountability Policies and Outcomes for K-12: Annual Measurable Achievement Objectives for English Language Learner Students in Southeast Region States. Issues & Answers. REL 2011-No. 105

    ERIC Educational Resources Information Center

    Anderson, Kimberly S.; Dufford-Melendez, Kathleen

    2011-01-01

    This report details Title III accountability policies and outcomes for K-12 English language learner (ELL) students for school year 2007/08 in the six Southeast Region states (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina) under the Title III annual measurable achievement objectives (AMAO) provision of the No Child…

  10. Tales from the Electronic Frontier: First-Hand Experiences of Teachers and Students Using the Internet in K-12 Math and Science.

    ERIC Educational Resources Information Center

    Shinohara, Mayumi, Ed.; And Others

    This document presents first-hand experiences of teachers and students using the Internet in K-12 math and science, as well as articles on getting the right hardware, choosing an Internet service provider, designing an online project, and fostering acceptable use. Chapters include: (1) "Something in the Air" (Linda Maston): a computer-assisted…

  11. A Case Study of the Progressive Impact of School-Wide Positive Behavior Support on Five Selected Student Performance Factors in a Missouri K-12 Alternative Public School

    ERIC Educational Resources Information Center

    Becker, Colleen Gilday

    2013-01-01

    The purpose of this case study was to examine the School-Wide Positive Behavior Support (SWPBS) impact on five selected student performance factors. A literature review revealed there have been many SWPBS research studies regarding traditional public schools. However, there have not been any published empirical SWPBS studies involving K-12

  12. Project EPIC. Educational Preparation for Involvement in Careers. Career Education Demonstration. K-12 Low Income Students. Final Report, 1975-1976.

    ERIC Educational Resources Information Center

    Jefferson County Public Schools, Louisville, KY. Office of Career Education.

    Project EPIC (Educational Preparation for Involvement in Careers) was designed for the needs of low income, inner city students (K-12). The curriculum was divided into three phases: awareness (focusing on a basic foundation in the areas of academics, work, self concept, decision making, and community for grades K-6); exploration (focusing on…

  13. K-12 Aerospace Education Programs

    NASA Technical Reports Server (NTRS)

    1999-01-01

    NASA, the United States Air Force Academy, the Air Force Space Command, the University of Colorado at Colorado Springs (UCCS), and the United States Space Foundation teamed to produce a dynamic and successful graduate course and in-service program for K-12 educators that has a positive impact on education trends across the nation. Since 1986, more than 10,000 educators from across the United States have participated in Space Discovery and Teaching with Space affecting nearly a million students in grades K-12. The programs are designed to prepare educators to use the excitement of space to motivate students in all curriculum subjects.

  14. School Counselors' Systematic Perceptions of Change Agency through Primal Leadership and Empowerment: Critical Provisions towards K-12 Students' Achievement

    ERIC Educational Resources Information Center

    Fay, Miriam Soler; Martin, Barbara Nell

    2005-01-01

    In this examination, 194 K-12 school counselors completed the Self-Perceptions of Effectiveness as Educational Change Agent (SPECA) survey. Analyses uncovered that Primal Leadership and personal power or empowerment both play a significant role in counselors' potential effectiveness to effect change regardless of gender or building level. Personal…

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

    ERIC Educational Resources Information Center

    Schwab, Patrick

    2013-01-01

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

  16. University student and K-12 teacher reasoning about the basic tenets of kinetic-molecular theory, Part I: Volume of an ideal gas

    NASA Astrophysics Data System (ADS)

    Robertson, Amy D.; Shaffer, Peter S.

    2013-04-01

    This article reports on a long-term investigation of student and teacher reasoning about the basic tenets of kinetic-molecular theory as they relate to the concept of volume. This research grew out of the finding that university-level students and practicing K-12 teachers often treat the volume of a gas as different from that of its enclosing container. We examined the extent to which this tendency might be associated with incorrect reasoning about the motions of the particles in the gas. The results suggest that teachers and students often justify incorrect answers about the volume of a gas with incorrect statements about the motion of gas particles.

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  18. Creating Effective K-12 Outreach

    NASA Astrophysics Data System (ADS)

    Hopkins, J.

    2011-12-01

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

  19. K-12 School Projects.

    ERIC Educational Resources Information Center

    Learning By Design, 2002

    2002-01-01

    Describes the buildings of two K-12 schools, including the educational context and design goals. Includes information on the architects and design team, a general building description, and general construction costs and specifications. Also provides a rough site plan and photographs. (EV)

  20. Early Warning Indicator System: Supporting K-12 Educators in the Identification, Support, and Monitoring of At-Risk Students

    ERIC Educational Resources Information Center

    Massachusetts Department of Elementary and Secondary Education, 2016

    2016-01-01

    A rise in data availability gives educators the opportunity to tailor instructional practices and interventions to student needs and invest resources in areas where students require the most support. Massachusetts developed the Early Warning Indicator System (EWIS), which synthesizes the wealth of student data available in the state, including…

  1. A Case Study: The Role of Student-Generated Vidcasts in K-12 Language Learner Academic Language and Content Acquisition

    ERIC Educational Resources Information Center

    Green, Lucy Santos; Inan, Fethi A.; Maushak, Nancy J.

    2014-01-01

    The purpose of this study was to explore the integration of vidcasts as student-generated products in English as a second language (ESL) classrooms. We collected qualitative data through observations, student artifacts, and semistructured interviews from 16 reading students at a public middle school located in the southwestern United States. Study…

  2. The use of Global Positioning System units and ArcGIS Online to engage K-12 Students in Research Being Done in their Local Communities

    NASA Astrophysics Data System (ADS)

    Butcher, C. E.; Sparrow, E. B.; Clucas, T.

    2015-12-01

    Incorporating K-12 students in scientific research processes and opportunities in their communities is a great way to bridge the gap between research and education and to start building science research capacity at an early age. One goal of the Experimental Program to Stimulate Competitive Research (EPSCoR) Alaska Adapting to Changing Environments project is to engage the local community in the research as well as to share results with the people. By giving K-12 students Global Positioning System (GPS) units, and allowing them to collect and map their own data, they are being exposed to some of the research methods being used by scientists in the Alaska ACE project. This hands-on, minds-on method has been successfully used in formal education settings such as a Junior High School classroom in Nuiqsut, Alaska as well as in informal education settings such as summer camps in Barrow, Alaska and Kenai, Alaska. The students progress from mapping by hand to collecting location data with their GPS units and cameras, and imputing this information into ArcGIS Online to create map products. The data collected were from sites ranging from important places in the community to sites visited during summer camps, with students reflecting on data and site significance. Collecting data, using technology, and creating map products contribute to science skills and practices students need to conduct research of their own and to understand research being done around them. The goal of this education outreach implementation is to bring students closer to the research, understand the process of science, and have the students continue to collect data and contribute to research in their communities. Support provided for this work from the Alaska EPSCoR NSF Award #OIA-1208927 and the state of Alaska is gratefully acknowledged.

  3. Serving Students with Disabilities in State-Level Virtual K-12 Public School Programs. inForum

    ERIC Educational Resources Information Center

    Muller, Eve

    2009-01-01

    Because the virtual public school landscape is relatively new--and changing and expanding at such a rapid rate--very little is known about how these schools are currently serving students with disabilities. The purpose of this document is to describe how state-level virtual public school programs are serving students with disabilities and to…

  4. Traumatic Brain Injury in K-12 Students II: Response to Instruction--When Will They Ever Learn?

    ERIC Educational Resources Information Center

    Schutz, Larry E.; McNamara, Elizabeth A.

    2011-01-01

    Most students who have sustained severe traumatic brain injury (TBI) appear normal when they return to school. Hopeful parents, encouraged by deceptively positive medical feedback, expect a return to regular education. In the classroom, the students initially seem almost ready to resume learning, but instead they fall farther behind grade level…

  5. Self-Assembly and Nanotechnology: Real-Time, Hands-On, and Safe Experiments for K-12 Students

    ERIC Educational Resources Information Center

    Bagaria, Hitesh G.; Dean, Michelle R.; Nichol, Carolyn A.; Wong, Michael S.

    2011-01-01

    What students and teachers often ask is, how are nano-sized materials made when they are so small? One answer is through the process of self-assembly in which molecules, polymers, and nanoparticles connect to form larger objects of a defined structure and shape. Two hands-on experiments are presented in which students prepare capsules in real time…

  6. The Role of Expenditures in Predicting Adequate Yearly Progress for Ohio K-12 Students with Special Needs

    ERIC Educational Resources Information Center

    Ziswiler, Korrin M.; De Luca, Barbara; Stedrak, Luke J.

    2013-01-01

    Although there exists a large body of research concerning the relationship between expenditure and student achievement, a lack of research exists analyzing this relationship as it pertains specifically to students with disabilities. Given the increasing fiscal and academic pressures districts face to allocate resources efficiently, the purpose of…

  7. Polaris Undergraduates Connecting With K-12 Students Though Story Telling-Learning About Climate Change Using Web-Mapping Based Investigations

    NASA Astrophysics Data System (ADS)

    Wood, J. H.; Natali, S.; Schade, J. D.; Fiske, G. J.; Linder, C.; Ramos, E.; Weber, L. R.; Kuhn, M. A.

    2014-12-01

    The Polaris Project is a unique undergraduate education, research, and outreach initiative that examines global climate change in the Siberian Arctic. The program focuses on permafrost and carbon processes in the boreal and tundra ecosystems of the Kolyma Watershed, the largest watershed underlain by continuous permafrost. Each summer, a diverse group of undergraduate students and faculty mentors spends one month living on the Kolyma River, developing independent projects that engage the students directly in the biogeosciences through authentic scientific research experiences in remote field sites. In all cases the student projects contribute to the overall goal of the Polaris Project to investigate the transport and transformations of carbon and nutrients as they move among terrestrial and aquatic ecosystems and the atmosphere. Through the use of online interactive ArcGIS maps the students share their experiences and learning, while posing questions in a format that can be used to engage K-12 learners in the classroom. By embedding information; including databases, photographs and video, informational text, and geospatial data; into user-friendly maps the Polaris Project students will "tell the story" of studying climate change in the Siberian tundra in a way that allows the users to explore climate science through inquiry and web-map based investigation. Through performance expectation topics including Weather and Climate, Interactions, Earth's Systems, and Human impacts, this investigation uses consideration of the vast amounts of ancient organic matter locked up in permafrost in the region, and concerns about the fate of this ancient organic carbon as temperatures warm and permafrost thaws, to make K-12 climate change connections with the Next Generation Science Standards (NGSS).

  8. Integrating long-term science projects into K-12 curriculum: Fostering teacher-student engagement in urban environmental research through an NSF UCLA GK-12 program

    NASA Astrophysics Data System (ADS)

    Hogue, T. S.; Moldwin, M.; Nonacs, P.; Daniel, J.; Shope, R.

    2009-12-01

    A National Science Foundation Graduate Teaching Fellows in K- 12 Education program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA) has just completed its first year (of a five-year program) and has greatly expanded UCLA’s science and engineering partnerships with LA Unified and Culver City Unified School Districts. The SEE-LA program partners UCLA faculty, graduate students (fellows), middle and high school science teachers and their students into a program of science and engineering exploration that brings the environment of Los Angeles into the classroom. UCLA graduate fellows serve as scientists-in-residence at the four partner schools to integrate inquiry-based science and engineering lessons, facilitate advancements in science content teaching, and ultimately, to improve their own science communication skills. As part of their fellowship, graduate students are required to develop three inquiry-based lessons in their partner classroom, including a lesson focused on their dissertation research, a lesson focused on the environmental/watershed theme of the project, and a lesson that involves longer-term data collection and synthesis with the grade 6-12 teachers and students. The developed long-term projects ideally involve continued observations and analysis through the five-year project and beyond. During the first year of the project, the ten SEE-LA fellows developed a range of long-term research projects, from seasonal invertebrate observations in an urban stream system, to home energy consumption surveys, to a school bioblitz (quantification of campus animals and insects). Examples of lesson development and integration in the classroom setting will be highlighted as well as tools required for sustainability of the projects. University and local pre-college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the integration of sustainable

  9. Mapping the Terrain: Educational Leadership Field Experiences in K-12 Virtual Schools

    ERIC Educational Resources Information Center

    LaFrance, Jason A.; Beck, Dennis

    2014-01-01

    Opportunities for K-12 students to choose virtual and blended learning experiences continue to grow. All 50 states including Washington, D.C., now offer some virtual experience in K-12 education. Of these, 40 states have state virtual schools or state-led online learning initiatives. In addition, federal and state support for this type of learning…

  10. Getting It Right: Crafting Federal Accountability for Higher Student Performance and a Stronger America. K-12 Policy

    ERIC Educational Resources Information Center

    Ushomirsky, Natasha; Hall, Daria; Haycock, Kati

    2011-01-01

    Whether through reauthorizing the Elementary and Secondary Education Act or using the Department of Education's waiver authority, federal policymakers must fix what No Child Left Behind got wrong, while salvaging what it got right: a focus on improving achievement and closing gaps for all groups of students. In this report, The Education Trust…

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

    ERIC Educational Resources Information Center

    Lambda Legal Defense and Education Fund, New York, NY.

    This document presents guidance for stopping discrimination, harassment, and violence against lesbian, gay, bisexual, and transgender (LGBT) students in schools. Section 1, "Lambda Legal Defense and Education Fund on the Legal Considerations for Creating and Changing Statewide Laws and Policies," discusses the various types of statewide laws and…

  12. Tips for K-12 Educators for Helping Students Communicate and Create Using Visual Motion Media, Photography, and Technology

    ERIC Educational Resources Information Center

    TechTrends: Linking Research and Practice to Improve Learning, 2009

    2009-01-01

    This paper describes a particular lesson plan--the "Illustrating Project"--that has been successful for many classroom educators. The Illustrating Project calls for students, individually or in project groups, to illustrate some element of the curriculum via the media selected by the teacher. The selected media might be PowerPoint or some other…

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

    NASA Astrophysics Data System (ADS)

    Facchini, Nicole

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

  14. The New Digital Advance Team--America's K-12 Students Leading the Way to Transforming Learning with 21st Century Technology Tools. Selected National Findings: Speak Up 2008 for Students, Teachers, Parents and Administrators

    ERIC Educational Resources Information Center

    Project Tomorrow, 2009

    2009-01-01

    Since 2003, the Speak Up National Research Project has collected and shared the ideas and views of more than 1.5 million K-12 students, teachers, parents and administrators on education and technology. This dataset provides national education leaders and policy makers with the largest collection of authentic, unfiltered stakeholder feedback to…

  15. Development of K-12 Engineering Outreach Materials

    NASA Technical Reports Server (NTRS)

    Jordan, William

    2003-01-01

    Six modules were created that can be used in K-12 classes to introduce students to what engineers can do at NASA.The purpose of this project was to create outreach materials for the classroom. To make it appealing to students, many color NASA photographs are used to illustrate NASA applications.Student experiments are described that can be performed to illustrate topics.

  16. Drama K-12.

    ERIC Educational Resources Information Center

    Reul, Gary P., Comp.

    Intended for use by elementary and secondary school drama teachers, this book stresses students participating in dramatic activities with a sense of purpose and contains practical activities based on student learning objectives. The first half of the book contains a statement of philosophy, a brief discussion of educational accountability and…

  17. What K-12 Leaders Can Learn from Accreditation

    ERIC Educational Resources Information Center

    Stader, David L.; Munoz, Ava J.; Rowett, Charles

    2009-01-01

    Community college Quality Enhancement Plans (QEPs) typically focus on improving student outcomes. QEPs are in many ways analogous to the campus improvement plans (CIPs) that have become standard practice for virtually all K-12 schools. K-12 campus and district leaders often seek school improvement ideas from other K-12 districts. However, much can…

  18. Voices from the Classroom: Experiences of Teachers of Deaf Students with Additional Disabilities

    ERIC Educational Resources Information Center

    Musyoka, Millicent Malinda; Gentry, Mary Anne; Bartlett, James Joseph

    2016-01-01

    The purpose of this research is to investigate experiences of K-12 classroom teachers of deaf students with additional disabilities. Today, more deaf and hard of hearing students are identified as having additional disabilities (Bruce, DiNatale & Ford, 2008; Ewing, 2011; Gallaudet Research Institute, 2011; Jones, Jones & Ewing, 2006;…

  19. Scientists Involved in K-12 Education

    NASA Astrophysics Data System (ADS)

    Robigou, V.

    2004-12-01

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

  20. K12 Inc. Scraps India Outsourcing

    ERIC Educational Resources Information Center

    Trotter, Andrew

    2008-01-01

    A company that runs one of the nation's largest networks of online schools recently decided to discontinue a program that arranged for high school teachers in the United States to send their students' English essays to India for evaluations by reviewers there. The existence of the program by Herndon, Virginia-based K12 Inc. is an example of the…

  1. Title III Accountability Policies and Outcomes for K-12: Annual Measurable Achievement Objectives for English Language Learner Students in Southeast Region States. Summary. Issues & Answers. REL 2011-No. 105

    ERIC Educational Resources Information Center

    Anderson, Kimberly S.; Dufford-Melendez, Kathleen

    2011-01-01

    This report details Title III accountability policies and outcomes for K-12 English language learner (ELL) students for school year 2007/08 in the six Southeast Region states (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina) under the Title III annual measurable achievement objectives (AMAO) provision of the No Child…

  2. K-12 Education with the National Virtual Observatory

    NASA Astrophysics Data System (ADS)

    Raddick, M. J.; O'Mullane, W.; Szalay, A. S.; Christian, C.

    2005-12-01

    We have created the first K-12 education activity using data provided by the National Virtual Observatory (NVO). The activity, ``Adopt an Object,'' was suggested by Heidi Kaiter, a middle school science teacher from Concord, MA. It is designed for middle school students, but could be adapted for high school and Astro 101 students as well. Each group of students selects a well-known sky object to ``adopt'' for detailed study. Students use the NVO's ``Data-Scope'' to look up multiwavelength images, observations, and catalog data for their object. The activity ends with a brief oral presentation and written report summarizing what each group has learned about their object. The activity includes a complete teacher's guide, with a lesson plan, additional resources, and correlations to national education standards. We are currently inviting K-12 teachers to field test the activity in their classes. We are also developing several other activities for K-12 and college teachers using NVO data. The activity discussed here is available online at http://www.voservices.net/nvoedu.

  3. Engineering perceptions of female and male K-12 students: effects of a multimedia overview on elementary, middle-, and high-school students

    NASA Astrophysics Data System (ADS)

    Johnson, Amy M.; Ozogul, Gamze; DiDonato, Matt D.; Reisslein, Martin

    2013-10-01

    Computer-based multimedia presentations employing animated agents (avatars) can positively impact perceptions about engineering; the current research advances our understanding of this effect to pre-college populations, the main target for engineering outreach. The study examines the effectiveness of a brief computer-based intervention with animated agents in improving perceptions about engineering. Five hundred sixty-five elementary, middle-, and high-school students in the southwestern USA viewed a short computer-based multimedia overview of four engineering disciplines (electrical, chemical, biomedical, and environmental) with embedded animated agents. Students completed identical surveys measuring five subscales of engineering perceptions immediately before and after the intervention. Analyses of pre- and post-surveys demonstrated that the computer presentation significantly improved perceptions for each student group, and that effects were stronger for elementary school students, compared to middle- and high-school students.

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  6. The Effectiveness of the Consistency Management & Cooperative Discipline (CMCD) Model as a Student Empowerment and Achievement Enhancer: The Experiences of Two K-12 Inner-City School Systems

    ERIC Educational Resources Information Center

    Opuni, Kwame A.

    2006-01-01

    Consistency Management and Cooperative Discipline (CMCD) is a research-based K-12 discipline management program that builds on shared responsibility for learning and classroom organization through the cultivation of democratic and participatory practices that are fair, inclusive, and caring. CMCD seeks to provide a stable and orderly learning…

  7. Optics education for K-12

    NASA Astrophysics Data System (ADS)

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

    2000-06-01

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

  8. Creating Our Future: Students Speak up about their Vision for 21st Century Learning. Speak Up 2009 National Findings: K-12 Students & Parents

    ERIC Educational Resources Information Center

    Project Tomorrow, 2010

    2010-01-01

    For the past 7 years, the Speak Up National Research Project has provided the nation with a unique window into classrooms and homes all across America and given us a realistic view on how technology is currently being used (or not) to drive student achievement, teacher effectiveness and overall educational productivity. Most notably, the Speak Up…

  9. K-12 Science Curriculum Guide.

    ERIC Educational Resources Information Center

    Reading Community Schools, OH.

    GRADES OR AGES: K-12. SUBJECT MATTER: Science. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into three sections, one each for elementary grades, middle grades, and high school. The first two sections are further subdivided by grade level and the last section is subdivided by course. Sections are laid out in four columns across two…

  10. Classifying K-12 Blended Learning

    ERIC Educational Resources Information Center

    Staker, Heather; Horn, Michael B.

    2012-01-01

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

  11. California's Future: K-12 Education

    ERIC Educational Resources Information Center

    Hill, Laura; Gao, Niu; Warren, Paul

    2015-01-01

    California educates more than six million children in its K-12 public schools. More than half of these children are economically disadvantaged, and almost a quarter are not native English speakers (compared to less than one in ten nationwide). California is working to address these challenges, in part by adopting a new, simplified school finance…

  12. Social Studies Objectives, K-12.

    ERIC Educational Resources Information Center

    Dependents Schools (DOD), Washington, DC.

    Six objectives which form the framework of a K-12 social studies program of Department of Defense Dependents Schools are outlined. The objectives are to evaluate the relationship between human beings and their social, natural, and man-made environment; analyze the origins and interrelationships of beliefs, values, and behavior patterns; solve…

  13. Investing in K-12 Technology Equipment: Strategies for State Policymakers.

    ERIC Educational Resources Information Center

    Good, Dixie Griffin

    This report examines decisions regarding investments in K-12 technology. The first section presents an overview of technology in K-12 public schools, including a sampling of how technology is being used to further education goals for teachers, students, and administrators. The second section establishes a set of figures that indicate the current…

  14. UPSeis - Visiting Seismographs for K-12 Schools

    NASA Astrophysics Data System (ADS)

    Wagner, S. R.; Len, S.; Pennington, W. D.

    2004-12-01

    Upper Peninsula Seismic Experiments in Schools (UPSeis) is an educational program developed to engage K-12 students in hands-on activities learning about earthquakes and Earth science. The system is intended to enhance teaching earth sciences to students, typically using teleseismic and regional earthquakes recorded directly in the classroom. This seismograph is computer-based and self-contained, requiring no hook-ups to the Internet or to advanced timing devices. It is easy to operate and relatively inexpensive to purchase. The UPSeis curriculum is designed so that a seismograph operates in a classroom for two or three months at a time, allowing the recording of at least 2 to 3 very large earthquakes somewhere in the world. The system comes with classroom activities, which are broken into several units, such as 'Seismic Waves', 'The UPSeis Technique' and 'Earthquake Hazards'. Within each unit, activities are rated for the appropriate grade level. All of the units have also been correlated to the Michigan Content Standards, and are easily adaptable to other state educational content standards as well. Our intention is to assist teachers and volunteers with bringing earth science into the classroom, by making it easier to obtain and operate seismographs. Ideally, a sponsor (University or Company) will pay for a system and any related costs. We further plan to train volunteers at conferences and meetings (such as AGU or SEG) in order to train them on a system and provide them with the knowledge required to assist teachers in the classroom. The volunteer would be available to come into the school and work with the teacher and students on some of the activities, particularly after they have recorded an earthquake. In addition, the volunteer would rotate their system between local area schools every 2 or 3 months. This allows teachers to use the system for a few months without the concern for maintenance of a permanent system. For schools interested in having a

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

    ERIC Educational Resources Information Center

    O'Doan, Debra

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Yares, Ali Chava Kaufman

    2010-01-01

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

  17. BC International-Student K-12 Enrolment and Tuition Fees in Decline: Update, 2009-10. BCTF Research Report. Section V. 2011-EF-01

    ERIC Educational Resources Information Center

    Kuehn, Larry; Field, Anne

    2011-01-01

    The years of ever-increasing revenue from international students appear to have come to an end. Data show that the number of international students and the revenue they generated rose annually throughout the first years of the past decade; however, enrolment and associated fee revenue for school districts reached its highest level in 2007-2008,…

  18. A Report Card on District Achievement: How Low-Income, African-American, and Latino Students Fare in California School Districts. K-12 Policy

    ERIC Educational Resources Information Center

    Stuart, Lindsey; Hahnel, Carrie

    2011-01-01

    In this report, The Education Trust-West grades the 146 largest unified school districts in California on four key indicators of student performance to see how well they are serving their African-American, Latino, and low-income students. While most districts in California earn Cs and Ds on these indicators, some districts prove that more is…

  19. Preparing for the Flu: Department Of Education Recommendations to Ensure the Continuity of Learning for Schools (K-12) During Extended Student Absence or School Dismissal

    ERIC Educational Resources Information Center

    US Department of Education, 2009

    2009-01-01

    As the Centers for Disease Control (CDC) releases its "Guidance for School Responses to Influenza During the 2009-2010 School Year," the U.S. Department of Education reminds states, districts, schools, students, staff, families, and communities about the importance of ensuring the continuity of learning in the event of student or school…

  20. K-12 Education: Many Challenges Arise in Educating Students Who Change Schools Frequently. Report to Congressional Requesters. GAO-11-40

    ERIC Educational Resources Information Center

    Ashby, Cornelia M.

    2010-01-01

    Educational achievement of students can be negatively affected by their changing schools often. The recent economic downturn, with foreclosures and homelessness, may be increasing student mobility. To inform Elementary and Secondary Education Act of 1965 (ESEA) reauthorization, the US Government Accountability Office (GAO) was asked: (1) What are…

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

    ERIC Educational Resources Information Center

    Chatterji, Aaron; Jones, Benjamin

    2012-01-01

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

  2. Oak Ridge National Laboratory`s (ORNL) ecological and physical science study center: A hands-on science program for K-12 students

    SciTech Connect

    Bradshaw, S.P.

    1994-12-31

    In our tenth year of educational service and outreach, Oak Ridge National Laboratory`s Ecological and Physical Science Study Center (EPSSC) provides hands-on, inquiry-based science activities for area students and teachers. Established in 1984, the EPSSC now hosts over 20,000 student visits. Designed to foster a positive attitude towards science, each unit includes activities which reinforce the science concept being explored. Outdoor science units provide field experience at the Department of Energy`s Oak Ridge National Environmental Research Park and outreach programs are offered on-site in area schools. Other programs are offered as extensions of the EPSSC core programs, including on-site student science camps, all-girl programs, outreach science camps, student competitions, teacher in-service presentations and teacher workshops.

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

    NASA Technical Reports Server (NTRS)

    1997-01-01

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

  4. English Language Arts, K-12.

    ERIC Educational Resources Information Center

    Saint Mary's County Board of Education, Leonardtown, MD.

    This curriculum guide suggests ways for teachers to provide students with learning experiences which develop communication skills and facilitate the learning of language concepts. The guide, whose design is process oriented and student centered, can be used as a basis for developing an individual language arts program for every student. Eight…

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

    NASA Astrophysics Data System (ADS)

    Gerdeman, Robert Dean

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

  6. Adapting the Physical Education Program for the Student with Special Needs: A Supplement to the K-12 Physical Education Curriculum Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education, Winnipeg.

    The booklet is designed to acquaint the physical education specialist, classroom teacher, special educator, and administrator with the importance of physical education for handicapped students. An initial chapter addresses movement's effects on cognitive, affective, and psychomotor development. A second section outlines definitions of the major…

  7. Métis Student Self-Identification in Ontario's K-12 Schools: Education Policy and Parents, Families, and Communities

    ERIC Educational Resources Information Center

    Anuik, Jonathan; Bellehumeur-Kearns, Laura-Lee

    2014-01-01

    The mandate for school boards to develop self-identification policies for First Nation, Métis, and Inuit students is part of the 2007 Ministry of Education's "Ontario First Nation, Métis and Inuit Education Policy Framework." In this paper, we share findings from a larger study on the Framework that examines Métis student…

  8. Program and Service Models: Suggested Programs and Services for Identified Talented and Gifted Students, K-12. Technical Assistance Paper 3. Revised.

    ERIC Educational Resources Information Center

    Balzer, Charlene, Ed.; Siewert, Bob, Ed.

    This document explains Oregon requirements for identification and programming for gifted and talented students. Five simple rules for planning programs and services are listed. Flexible pacing options are discussed, including continuous progress, early entrance, grade skipping, concurrent enrollment, advanced level courses, credit by examination,…

  9. Evaluating the Performance of Online K-12 Schools

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  10. Exploring the Effectiveness of Online Education in K-12 Environments

    ERIC Educational Resources Information Center

    Heafner, Tina L., Ed.; Hartshorne, Richard, Ed.; Petty, Teresa, Ed.

    2015-01-01

    The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines…

  11. NASA-OAI HPCCP K-12 Program

    NASA Technical Reports Server (NTRS)

    1994-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Petersen, Anne Marie

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

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

    NASA Astrophysics Data System (ADS)

    Bennett, K.

    2012-12-01

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

  14. K-12 Educational Outcomes of Immigrant Youth

    ERIC Educational Resources Information Center

    Crosnoe, Robert; Turley, Ruth N. Lopez

    2011-01-01

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

  15. K-12 Master Plan: Starting the Process.

    ERIC Educational Resources Information Center

    Warren, Paul

    This Legislative Analyst's Office (LAO) report was designed to assist the California legislature in developing a long-term state strategy--or master plan--for improving the state's K-12 education system. A K-12 master plan would serve two purposes. In developing the plan, the legislature would create a forum to review the state's existing…

  16. Standards for K-12 Engineering Education?

    ERIC Educational Resources Information Center

    National Academies Press, 2010

    2010-01-01

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

  17. K12 Online School Practice in China

    ERIC Educational Resources Information Center

    Chen, Li; Wang, Nan; Qiao, Ailing

    2009-01-01

    Purpose: The purpose of this paper is two fold. First, it presents the developmental stages and running modes of K12 Online Schools in China. Second, it illustrates online education practice, its current status, and the use of ICT in online schools. The experiences and lessons learned from the development of the K12 Online Schools are presented,…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Clearing, 1990

    1990-01-01

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

  20. Unified Science Approach K-12, Proficiency Levels 7-12.

    ERIC Educational Resources Information Center

    Oickle, Eileen M., Ed.

    Presented is the second part of the K-12 unified science materials used in the public schools of Anne Arundel County, Maryland. Detailed descriptions are made of the roles of students and teachers, purposes of the bibliography, major concepts in unified science, processes of inquiry, a scheme and model for scientific literacy, and program…

  1. Computer Education: Scope and Sequence (Grades K-12).

    ERIC Educational Resources Information Center

    Anchorage Borough School District, AK.

    A companion volume to "Scope and Sequence for Computer Education (Grades K-12)" (1984), this document outlines the goals and objectives of a school district program designed to assist students to learn to use computers and to develop positive attitudes, values, and motivation as appropriate for each individual's age, needs, and desires. After an…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  3. Winona State University Anthology of K-12 Action Research Papers

    ERIC Educational Resources Information Center

    Sherman, Thomas F., Ed.; Lundquist, Margaret, Ed.

    2004-01-01

    These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licenser areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at…

  4. Unified Science Approach K-12, Proficiency Levels 1-6.

    ERIC Educational Resources Information Center

    Oickle, Eileen M., Ed.

    Presented are first-revision materials of the K-12 unified science program implemented in the public schools of Anne Arundel County, Maryland. Detailed descriptions are given of the roles of students and teachers, purposes of bibliography, major concepts in unified science, processes of inquiry, scheme and model for scientific literacy, and…

  5. Classrooms and Courtrooms: Facing Sexual Harassment in K-12 Schools.

    ERIC Educational Resources Information Center

    Stein, Nan

    This book uses evidence gathered from legal, anecdotal, and survey-based sources to explore sexual harassment in K-12 schools. The text is divided into seven chapters. Chapters 1 and 2 use material from surveys, salient lawsuits, and students' stories to describe harassment and to elaborate on the contradictions and confusions that surround this…

  6. Using Cue Cards throughout the K-12 Curriculum

    ERIC Educational Resources Information Center

    Conderman, Greg; Hedin, Laura R.

    2015-01-01

    As a flexible instructional tool, cue cards offer support for students with and without disabilities. By providing different amounts of support, they also can be used to differentiate instruction in a variety of subject areas and grade levels. This article describes various strategies for using cue cards and includes examples from K-12 classrooms.

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

    ERIC Educational Resources Information Center

    Alsubaie, Merfat Ayesh

    2016-01-01

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

  8. Types, Subjects, and Purposes of K-12 Online Learning Interactions

    ERIC Educational Resources Information Center

    Borup, Jered

    2013-01-01

    Although K-12 online learning has experienced exceptional growth, research in the area has lagged behind. This dissertation addressed this gap in the literature using a multiple article dissertation format. The first article used survey data from two online English courses at the Open High School of Utah (OHSU) to examine students' reported…

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

    ERIC Educational Resources Information Center

    Clearing, 1990

    1990-01-01

    Presented are 20 science activities for students K-12. Topics include role playing, similarities between urban and forest communities, ecosystems, garbage, recycling, food production, habitats, insects, tidal zone, animals, diversity, interest groups, rivers, spaceship earth, ecological interactions, and the cost of recreation. (KR)

  10. Service-Learning: Motivations for K-12 Teachers

    ERIC Educational Resources Information Center

    Krebs, Marjori M.

    2006-01-01

    The purpose of this dissertation is to describe the essence of the service-learning experience for K-12 teachers in central and northwest Ohio, specifically exploring teacher motivations for initiating service-learning in the classroom. Service-learning is defined as an educational methodology that incorporates student preparation, service to the…

  11. Nebraska Science Standards: Grades K-12

    ERIC Educational Resources Information Center

    Nebraska Department of Education, 2010

    2010-01-01

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

  12. Education Imperatives for Ohio: K-12 Policy Priorities for the Next Biennium

    ERIC Educational Resources Information Center

    Thomas B. Fordham Foundation, 2010

    2010-01-01

    For the past two decades, lawmakers from both parties in Ohio have invested heavily in the public education sector. As a consequence, total K-12 education funding, measured in constant dollars, has grown by over 60 percent since 1997, even as Ohio's K-12 student enrollment has shrunk by more than 24,000 students (1.4 percent) during that same…

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

    ERIC Educational Resources Information Center

    Carver, Lin B.

    2016-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Mayo, L. A.; Clark, G.

    2001-11-01

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

  15. Ohio Economics: K-12 Model Course of Study in Economics.

    ERIC Educational Resources Information Center

    Ohio Council on Economic Education.

    The K-12 Model Course of Study in Economics (MCSE) provides Ohio school district personnel with assistance in the development and implementation of economics courses of study for kindergarten through twelfth grade. The guide also offers information to help readers integrate economics into their curricula across disciplines. In addition to an…

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

    NASA Astrophysics Data System (ADS)

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

    2013-04-01

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

  17. Offering Preservice Teachers Field Experiences in K-12 Online Learning: A National Survey of Teacher Education Programs

    ERIC Educational Resources Information Center

    Kennedy, Kathryn; Archambault, Leanna

    2012-01-01

    Enrollment in K-12 online learning is growing at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, Alabama, New Mexico, and Idaho have passed legislative measures requiring K-12 students to complete at least one online learning experience by the time…

  18. Sea Grant: Enhancing K-12 Education.

    ERIC Educational Resources Information Center

    Fortner, Rosanne W.

    1998-01-01

    Sea Grant is a major contributor to marine and aquatic education in K-12 classrooms through curriculum development, teacher education, school programs at field sites, and educational research. Describes Sea Grant's efforts in these areas. Specific programs outlined include Operation Pathfinder, Ohio Sea Grant Partnerships for Great Lakes…

  19. Candidates Are at Odds over K-12

    ERIC Educational Resources Information Center

    Klein, Alyson; Hoff, David J.

    2008-01-01

    The presumed November match-up produced by the long presidential-primary season offers contrasting approaches to K-12 policy, along with some common ground on the basics of the No Child Left Behind Act (NCLB). Senator John McCain of Arizona, the presumptive Republican nominee, and Senator Barack Obama of Illinois, his Democratic counterpart, both…

  20. The K-12 Cybrary at Work

    ERIC Educational Resources Information Center

    Farmer, Lesley

    2005-01-01

    Now that "everything is on the Net," what are the roles of K-12 libraries and librarians in a digital-age learning environment? School library media specialists (SLMSs) work with classroom instructors and learners throughout the educational process: from curriculum development to unit/module/lesson plan development and delivery, integrating…

  1. Curriculum Guide for German, K-12.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge.

    This curriculum guide was designed to include the principles of career education in German courses K-12. It is divided into the following sections: (1) introductory material giving the philosophy of FL and career education, (2) a general statement of objectives, (3) scope and sequence charts, (4) flow charts for plans of articulation, (5)…

  2. Policy Shop Casts Long K-12 Shadow

    ERIC Educational Resources Information Center

    Ujifusa, Andrew

    2012-01-01

    In nearly 40 years of legislative advocacy, the American Legislative Exchange Council (ALEC)--a free-market, limited-government group now drawing intense scrutiny for its support of a controversial self-defense law--has had a significant influence on K-12 education through its model legislation and work with state lawmakers to promote such…

  3. Greening a K-12 School System

    ERIC Educational Resources Information Center

    Frantz, Steve

    2010-01-01

    The author, who has retired as Scarsdale elementary principal, was asked by the superintendent Michael McGill if he was interested in leading Scarsdale's green initiative. Early on in Scarsdale, they referred to their work as the "green initiative." After agreeing to lead the initiative, he set out to learn more about greening at K-12 school…

  4. Approaching K-12 Online Education in Pennsylvania

    ERIC Educational Resources Information Center

    Vadell, Kathryn

    2013-01-01

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

  5. Energy Retrofit for Aging K-12 Schools.

    ERIC Educational Resources Information Center

    3D/International, Houston, TX.

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

  6. Budget Pain Dampening K-12 Efforts

    ERIC Educational Resources Information Center

    McNeil, Michele

    2009-01-01

    Governors and state lawmakers are poised to kick off their toughest legislative sessions in years, with the hope of sparing K-12 education from deep budget cuts in the face of mounting deficits--a far cry from the more typical push for new policy initiatives and school programs. Simply holding the line may prove difficult. Together, 31 states face…

  7. Aerospace Education Curriculum Guide (K-12).

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Education, Oklahoma City.

    GRADES OR AGES: K-12. SUBJECT MATTER: Aerospace education. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into two main sections, one each for primary and secondary levels. Each section is further subdivided into several parts. The guide is printed and staple bound with a paper cover. OBJECTIVES AND ACTIVITIES: Activities at each level…

  8. K-12 Bolsters Ties to Engineering

    ERIC Educational Resources Information Center

    Robelen, Erik W.

    2013-01-01

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

  9. A New K-12 Computer Science Curriculum

    ERIC Educational Resources Information Center

    Tucker, Allen B.

    2004-01-01

    Although there are numerous challenges for implementing a comprehensive K-12 computer science curriculum in the United States, the need is obvious, and the time to begin is now. Computer science is a well-established academic discipline at the collegiate and postgraduate levels, as well as a distinct and important profession in the world economy.…

  10. State Electoral Victors Face K-12 Hurdles

    ERIC Educational Resources Information Center

    McNeil, Michele

    2008-01-01

    The new class of governors, state legislators, and chief state school officers elected last week will face formidable challenges in dealing with the squeeze the nation's sagging economy--and ballooning state budget deficits--is putting on K-12 education. In the November 4 elections, Democrats added one more governor's office--in Missouri--to their…

  11. Serving K-12 Education with DWEL.

    ERIC Educational Resources Information Center

    Aivazian, Bryan I.; Geary, Edward; Khoo, Michael; Sumner, Tamara; Ireton, Shirley

    2003-01-01

    Explains the Digital Water Education Library (DWEL) project, a collection being built by and for practicing educators for K-12 education. Discusses the need for high quality digital resources and what is needed to use them effectively, including easy access, grade level differentiation, and integrating resources into the curricula. (LRW)

  12. Guidelines for Teaching Mathematics K-12.

    ERIC Educational Resources Information Center

    Flax, Rosabel; And Others

    This guide is intended to provide a basic outline for developing local mathematics programs. It was developed to give Kansas mathematics teachers from grades K-12 minimal sequential experiences in implementing the skills, values, and concepts of the mathematics program. The guide contains objectives, a checklist of topics appropriate for each…

  13. K-12 Issues Will Await President

    ERIC Educational Resources Information Center

    Hoff, David J.; Klein, Alyson

    2008-01-01

    At the end of a presidential campaign in which education received some attention but never emerged as a top-tier issue, analysts were trying to look beyond the week's election to the K-12 issues awaiting the next president and gauge where they might fit as a new administration prepares to grapple with a global economic crisis. While education…

  14. Music, K-12. Program of Studies.

    ERIC Educational Resources Information Center

    Fairfax County Schools, VA.

    This program of studies defines the K-12 instructional program in music developed by the Fairfax County Public Schools, Virginia. The guide contains a general rationale for teaching music, program flow chart, and descriptions of programs in general music, vocal music, and instrumental music. Each general program description includes requisites for…

  15. Virtual K-12 Leadership: A Postmodern Paradigm

    ERIC Educational Resources Information Center

    Tucker, Tommy N.

    2014-01-01

    This phenomenological, mixed-method study compared and contrasted virtual K-12 school leadership with traditional face-to-face leadership. All 106 participants served for a minimum of two years in each setting. The study was conducted in two phases in order to reveal consensus and dissensus points of view. Conceptually, a postmodern framework was…

  16. Legitimizing Community Engagement with K-12 Schools

    ERIC Educational Resources Information Center

    Furco, Andrew

    2013-01-01

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

  17. Tracking K-12 Education Spending in California.

    ERIC Educational Resources Information Center

    Krop, Cathy S.; And Others

    The ability of California to provide quality education for its youth depends both on the state's capacity to fund K-12 education and on how the education dollars are used to provide educational services after they are allocated. This report examines how California's federal, state, and local education dollars are spent after they are allocated to…

  18. Earth Science Content Guidelines Grades K-12.

    ERIC Educational Resources Information Center

    American Geological Inst., Alexandria, VA.

    Teams of teachers, other science educators, and scientists selected from a national search for project writers have proposed using the following set of questions to guide the inclusion of earth science content into the kindergarten through grade 12 curriculum. The Essential Questions are organized in a K-12 sequence by six content areas: (1) Solid…

  19. Ballot Measures Reflect K-12 Funding Jitters

    ERIC Educational Resources Information Center

    Klein, Alyson

    2010-01-01

    In an election year dominated by the pitched battle for Congress and major governors' races, state ballot measures involving education are largely tied to a similar theme: the burden of funding K-12 programs when state finances are shaky. In some cases, initiatives, constitutional amendments, and other ballot measures seek to tap new sources of…

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

    NASA Astrophysics Data System (ADS)

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

    2011-12-01

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

  1. K-12 Education and the Internet: A Technical Report Prepared for Saskatchewan Education, Training and Employment.

    ERIC Educational Resources Information Center

    Proctor, L. F.; Allen, A. J.

    This report examines the context and impact on the classroom of teacher and student access to the Internet in K-12 education in Saskatchewan (Canada) public schools. It begins with a description of the Internet, including funding and connectivity concerns. The following four basic services of the Internet are introduced with examples of K-12

  2. From Teacher to Teacher Educator: Should You Move from a K-12 Classroom into Higher Education?

    ERIC Educational Resources Information Center

    Clement, Mary C.

    2011-01-01

    College teaching can be as rewarding as a K-12 career and, whether in elementary school or college, students deserve good teachers. College professors who prepare teachers can have a tremendous impact on K-12 classrooms for decades into the future. However, career paths vary widely, and the path to teaching in higher education is as unique as the…

  3. Virtual School Pedagogy: The Instructional Practices of K-12 Virtual School Teachers

    ERIC Educational Resources Information Center

    DiPietro, Meredith

    2010-01-01

    K-12 virtual schooling is gaining recognition as an alternative to the traditional face-to-face educational setting by providing students with access to anytime, anywhere learning opportunities. There is a current need for research on the pedagogy of K-12 virtual school teaching in order to understand the coordination of content, pedagogy, and…

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

    ERIC Educational Resources Information Center

    Ricketts, Melissa L.

    2007-01-01

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

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

    ERIC Educational Resources Information Center

    Visser, Michelle

    2006-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  7. Global/Local Linkages: A Thematic K-12 Social Studies Curriculum.

    ERIC Educational Resources Information Center

    Haakenson, Paul; And Others

    This practicum paper presents a thematic K-12 social studies curriculum to meet an expressed need of social studies teachers of a school corporation to upgrade the teaching of social studies. The teachers wanted the subject to be more relevant to students' lives and to incorporate a more holistic approach. Content overview of the K-12 currriculum…

  8. New Learning Models: The Evolution of Online Learning into Innovative K-12 Blended Programs

    ERIC Educational Resources Information Center

    Patrick, Susan

    2011-01-01

    The author traces the growth of K-12 online learning in the United States from its modest genesis in the mid-1990s with 50,000 students to the more than 4 million enrollments today, the fastest scaling ever of any innovation in K-12 education. The evolution from one-size-fits-all online courses to innovative, blended instructional models that are…

  9. Use of Cooperative K-12 Water Quality Data by Scientists

    NASA Astrophysics Data System (ADS)

    Conklin, M. H.; Clemons, J.; Bales, R. C.

    2001-05-01

    Cooperative data collected by volunteers who are not paid professionals has been successfully used in weather observations, groundwater levels, and water quality. However, the notion of involving K-12 students directly in research, specifically concerning water quality data, has left many research scientists wondering "what about quality assurance and control (QA/QC)?" Global Learning and Observations to Benefit the Environment (GLOBE) is a worldwide network of K-12 students, teachers, and scientists working together to study and understand the global environment. Students and teachers from over 8,000 schools in more than 80 countries are working with research scientists to learn more about our planet. GLOBE students make environmental observations (hydrology, meteorology, soils, and other measurements) at or near their schools and report their data through the Internet (www.globe.gov). GLOBE and other parallel K-12 volunteer measurement programs have developed multi-year records of stream water quality at locations where career scientists do not or only infrequently sample. Since 1995, over 600 GLOBE schools throughout the U.S. have gathered and reported surface water quality data for alkalinity, electrical conductivity, dissolved oxygen, pH, and temperature. A comparative analysis of GLOBE and USGS water quality data, and the protocols used to make these measurements, was done to assess: i) how measurement protocols compare qualitatively, ii) how the variability in data compare, and iii) what spatial and/or temporal patterns are apparent in the data. When compared to equivalent USGS protocols, it becomes apparent that some of the GLOBE hydrology protocols can be improved. However there are limits to the quality of K-12 data imposed by the levels of scientific training of participants and sophistication of instrumentation. The higher spatial and statistical variability of GLOBE data compared to USGS data makes it unsuited for use as a stand-alone method for

  10. K-12 Teaching and Physics Enrollment

    NASA Astrophysics Data System (ADS)

    Masood, Samina

    2007-03-01

    We have collected and analyzed the relevant data from public schools in greater Houston area of Texas. Based on this analysis, we propose a few recommendations towards the improvement of science education in Texas Schools, in general, and greater Houston area schools in particular. Our results indicate that the quality of science education can be improved by organizing teacher training programs at K-12 level as school education plays a pivotal role in the decrease in physics enrollment at the higher level. Similar analysis can actually be generalized to other states to find out the best way to increase the physics enrollment.

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

    PubMed

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

    2010-10-01

    Previous studies of the bacteriocin-producing Streptococcus salivarius K12 monitored a variety of intrinsic strain characteristics of potential relevance to its application as an oral probiotic in humans. These included the content of antibiotic resistance and virulence determinants, the production of deleterious metabolic by-products and its genetic stability. In the present study, we examined additional safety factors including the responses of rats to either short- or long-term oral dosing with strain K12 preparations. In addition, the potential genotoxicity of strain K12 was tested using a bacterial reverse mutation assay. To determine the occurrence and concentrations in human saliva of S. salivarius having the same bacteriocin phenotype as strain K12, saliva samples from 780 children were evaluated. The level of dosing with strain K12 required to achieve oral cavity colonization levels similar to those occurring naturally for this type of bacteriocin-producing S. salivarius was established using 100 human subjects. Following the oral instillation of lyophilized S. salivarius K12 cells in these subjects, its persistence was not at levels higher than those found naturally for this type of bacterium. The various sets of data obtained in this study showed no evidence of genotoxicity and no acute or subacute toxicity effects associated with strain K12. Based on the previously published data, the long history of use by humans and the information presented here, it is concluded that S. salivarius K12 is safe for human consumption. PMID:26781236

  12. Instituting a Standards-Based K--12 Science Curriculum Supplement Program at the National Institutes of Health: A Case Study

    ERIC Educational Resources Information Center

    Witherly, Jeffre

    2010-01-01

    Research on student achievement indicates the U.S. K-12 education system is not adequately preparing American students to compete in the 21st century global economy in the areas of science and mathematics. Congress has asked the scientific entities of the federal government to help increase K-12 science learning by creating standards-based…

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

    ERIC Educational Resources Information Center

    Bybee, Rodger W.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Bybee, Rodger W.

    2011-01-01

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

  15. K-12 Energy Education Program: A Conceptual Guide To K-12 Energy Education in Wisconsin.

    ERIC Educational Resources Information Center

    Wisconsin Univ., Stevens Point. Energy Center of Wisconsin.

    In addition to presenting concepts that can help students understand and make decisions about energy issues, this guide provides guidance for teachers to incorporate energy education into their curricula. The guide is divided into two major sections: (1) the Energy Education Conceptual Framework and (2) the Suggested Scope and Sequence. The…

  16. Character Education, K-12, in Uniondale

    ERIC Educational Resources Information Center

    Curtis-Seinik, Cynthia; McCarthy, Margaret; Nadal, Kathleen; Pfeiffer, Deborah; Tella, Adeola; Wagner, Nancy

    2006-01-01

    The Uniondale, New York School District and community believe that their character education program creates a safe and positive environment for their students. Through character education, they are increasing students' social competence and reducing students' aggressive behaviors. Their school district's goal is to build a district and school…

  17. K-12 educational outcomes of immigrant youth.

    PubMed

    Crosnoe, Robert; Turley, Ruth N López

    2011-01-01

    The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth López Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths' English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin

  18. State of the Nation: K-12 Online Learning in Canada

    ERIC Educational Resources Information Center

    Barbour, Michael K.

    2009-01-01

    The goal of the initial "Snapshot State of the Nation: K-12 Online Learning in Canada" report was to provide an overview of the state of K-12 online learning in Canada. This was accomplished through the use of short commentaries about the state of K-12 distance education for each province and territory, along with more developed case studies for…

  19. K-12 access to internet: Securing the legal framework

    NASA Astrophysics Data System (ADS)

    Blauassociate, Andrew

    1993-09-01

    While many people in government, education, and industry have lauded the potential educational value of Internet access for students in grades K-12, there is as yet no legal or regulatory framework within which this new medium is being offered to students. The Communications Policy Forum, a nonpartisan project of the Electronic Frontier Foundation, recently convened a roundtable to discuss some of the legal issues that arise when K-12 schools provide Internet access to their students. Approximately 15 people, representing carriers who provide connections to the Internet, schools or school systems who are connected to the Internet, and legal experts with expertise in this and related areas, met to discuss questions of legal liability as this new medium enters an educational setting for minors. The following attempts to capture the major issues, suggestions, and directions for further collaborative efforts raised during the course of that discussion. In brief, the group identified statutory language aimed at other types of electronic communication that may offer some guidance; was briefed on a host of state laws that could be used to prosecute providers of certain materials found on the Internet; and concluded that there is no case law that clearly applies to this setting. The discussion revealed an interest in anticipating issues and developing responses before problems arose, and the need for shared approaches to allow carriers to move forward in serving and expanding this field. Members of the group offered to pursue these issues jointly and agreed upon a handful of concrete steps for further exploration and discussion.

  20. The Aloha Telescope for K-12 STEM Education

    NASA Astrophysics Data System (ADS)

    Sowell, James R.

    2015-01-01

    How does one bring night-time astronomical observations into the classroom? How does a teacher - during the school day - show students the craters on the Moon, the rings of Saturn, or the four Galilean moons of Jupiter? One of the greatest drawbacks to teaching Astronomy is the lack of real-time telescopic observations during the school day, and yet this is a very exciting time for astronomical discoveries. The solution is to access a telescope in a substantially different time zone where it is still night. This facility - the Aloha Telescope - on Maui has already been established by a partnership between Georgia Tech and the Air Force Research Lab. This robotic telescope's sole purpose is for K-12 education, as it is equipped with a video-camera and is operated remotely via high-speed internet connections. This facility and its outreach program allow east-coast teachers and, in turn, students to have local daytime access to - and direct control of - the telescope. When observing the Moon, teachers and students will move the telescope wherever they wish across the highly-magnified lunar surface (~ 5 arcminute FOV). This telescope will enable night-time astronomical observations to come alive as day-time activities and will be an important tool for STEM education and activities. The use of the Aloha Telescope requires minimal training and is free after registering for a date and time.Dr. Sowell has written specific telescopic exercises and surface feature tours appropriate for K-12 and college-level users. These exercises, and other aspects of the Aloha Telescope and program, are posted on the website at http://aloha.gatech.edu

  1. Addition and Subtraction by Students with Down Syndrome

    ERIC Educational Resources Information Center

    Herrera, Aurelia Noda; Bruno, Alicia; Gonzalez, Carina; Moreno, Lorenzo; Sanabria, Hilda

    2011-01-01

    We present a research report on addition and subtraction conducted with Down syndrome students between the ages of 12 and 31. We interviewed a group of students with Down syndrome who executed algorithms and solved problems using specific materials and paper and pencil. The results show that students with Down syndrome progress through the same…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Borders, Kareen; Mendez, B. M.

    2010-01-01

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

  4. Ebooks and Literacy in K-12 Schools

    ERIC Educational Resources Information Center

    Felvegi, Emese; Matthew, Kathryn I.

    2012-01-01

    In this article the authors present a review of literature from multiple disciplines pertaining to using eBooks in the classroom in order to understand the underlying literacy and technology related issues and challenges. eBooks brought about changes in how students learn to read, and in how they read to learn. They require students to learn new…

  5. Tsunami-Relief Groups Advise K-12

    ERIC Educational Resources Information Center

    Hurst, Marianne D.

    2005-01-01

    As American schools pitch in with an array of charitable projects in response to the tsunami in South Asia, experts say educators and students should consider carefully how they can most effectively support relief groups, avoid fund-raising scams, and incorporate their efforts into service-learning programs. When students returned to school after…

  6. Flipping the Script in K12

    ERIC Educational Resources Information Center

    Finkel, Ed

    2012-01-01

    Five years ago, a pair of science teachers at Woodland Park (Colorado) High School turned their pedagogical approach upside down. Rather than stand up in front of the classroom, they sent their respective students home with videos of themselves lecturing. And rather than assigning traditional homework, work that most students could get tripped up…

  7. K-12 Online Lesson Alignment to the Principles of Universal Design for Learning: The Khan Academy

    ERIC Educational Resources Information Center

    Smith, Sean J.; Harvey, Evelyn E.

    2014-01-01

    The field of K-12 education is being transformed, with an influx of students, including those with identified disabilities, engaging in blended and fully online learning. While online learning shows promise for students with disabilities through flexible content and personalised instruction, concerns regarding accessibility and appropriateness of…

  8. A Mixed Methods Case Study of the Levels of Interactive Whiteboard Use by K-12 Teachers

    ERIC Educational Resources Information Center

    Thomas, Jo Ann

    2014-01-01

    The growing presence of educational technology in our nation's K-12 schools has had little effect on teacher practices to enhance student learning (Once, Delialioglu, & Brown, 2008). Sophisticated levels of educational technology use are believed to influence student learning (Hall, Loucks, Rutherford, & Newlove, 1975) yet research on…

  9. An Evaluation of the Conditions, Processes, and Consequences of Laptop Computing in K-12 Classrooms

    ERIC Educational Resources Information Center

    Cavanaugh, Cathy; Dawson, Kara; Ritzhaupt, Albert

    2011-01-01

    This article examines how laptop computing technology, teacher professional development, and systematic support resulted in changed teaching practices and increased student achievement in 47 K-12 schools in 11 Florida school districts. The overview of a large-scale study documents the type and magnitude of change in student-centered teaching,…

  10. An Empirical Evaluation of Distance Learning's Effectiveness in the K-12 Setting

    ERIC Educational Resources Information Center

    Harris-Packer, Jerilyn D.; Ségol, Geneviève

    2015-01-01

    This study evaluated the effect of online instruction on the academic achievement of K--12 students in ten states as measured by the percentage of proficient students in reading and mathematics at the school level. We used publicly available data provided by the Department of Education in Florida, Michigan, Minnesota, Nevada, Ohio, Pennsylvania,…

  11. Examining the Bifactor IRT Model for Vertical Scaling in K-12 Assessment

    ERIC Educational Resources Information Center

    Koepfler, James R.

    2012-01-01

    Over the past decade, educational policy trends have shifted to a focus on examining students' growth from kindergarten through twelfth grade (K-12). One way states can track students' growth is with a vertical scale. Presently, every state that uses a vertical scale bases the scale on a unidimensional IRT model. These models make a…

  12. Qatar's K-12 Education Reform Has Achieved Success in Its Early Years. Research Brief

    ERIC Educational Resources Information Center

    Larson, Judy

    2009-01-01

    To evaluate progress made in the first years of Qatar's implementation of K-12 education reform, RAND analyzed data from school-level observations, national surveys, and national student assessments. The study found that students in the new, Independent schools were performing better than those in Ministry schools, and there was greater student…

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

    ERIC Educational Resources Information Center

    Chen, Senlin; Chen, Ang; Zhu, Xihe

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Sharp, Janet M.; Zachary, Loren W.

    2004-01-01

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

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

    ERIC Educational Resources Information Center

    DeNisco, Alison

    2013-01-01

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

  16. Formative Evaluation of Bugscope: A Sustainable World Wide Laboratory for K-12.

    ERIC Educational Resources Information Center

    Thakkar, U.; Carragher, B.; Carroll, L.; Conway, C.; Grosser, B.; Kisseberth, N.; Potter, C. S.; Robinson, S.; Sinn-Hanlon, J.; Stone, D.; Weber, D.

    Bugscope is an emerging educational technology project that allows students and teachers across grades K-12 to study insects and other arthropods through remote access and control of an environmental scanning electron microscope from their classroom computers. Teachers and students in 33 schools from 18 states and the U.S. Virgin Islands were…

  17. Expanding the Notion of Impact of K-12 Standards-based Mathematics and Reform Calculus Programs

    ERIC Educational Resources Information Center

    Smith, John P., III; Star, Jon R.

    2007-01-01

    Research on the impact of Standards-based, K-12 mathematics programs (i.e., written curricula and associated teaching practices) and of reform calculus programs has focused primarily on student achievement and secondarily, and rather ineffectively, on student attitudes. This research has shown that reform programs have competed well with…

  18. Designing Effective K-12 Educational Initiatives for Grant Proposals

    NASA Astrophysics Data System (ADS)

    Usselman, Marion

    2009-11-01

    The National Science Foundation requires that grantees make an effort to extend the reach of academic research to communities beyond the laboratory and address the work's possible ``Broader Impacts'' to society. NSF CAREER awards and many of the NSF Research Center grant solicitations are even more explicit, requiring that grantees craft educational initiatives that are based in best practices, bring the academic research to the broader community, and positively impact the pipeline of students pursuing science, technology, engineering and mathematics (STEM) education and careers. For new faculty, and even veteran faculty, these requirements for creative educational initiatives that significantly affect a community outside the confines of the laboratory can be very daunting. This presentation addresses how to design an effective educational plan that incorporates K-12 educational outreach, that will have a real impact on the target audience, and that can realistically be accomplished by a science faculty member.

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

    SciTech Connect

    Moore, P.

    1994-12-31

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

  20. An Introduction to Internet Resources for K-12 Educators. Part II: Question Answering, Listservs, Discussion Groups, Update 1996. ERIC Digest.

    ERIC Educational Resources Information Center

    Morgan, Nancy A.

    As K-12 schools connect to the Internet, a new means of communication opens up to educators and students. This updated digest describes some sample services and resources available to the K-12 community via electronic mail. Information sources covered include: question answering services, including AskERIC and the Online Writing Lab; listservs or…

  1. An Introduction to Internet Resources for K-12 Educators. Part II: Question Answering, Listservs, Discussion Groups, Update 1998. ERIC Digest.

    ERIC Educational Resources Information Center

    Morgan, Nancy A.; Batovsky, Steven

    As K-12 schools connect to the Internet, a new method of communication opens up to educators and their students. This ERIC Digest describes some sample services and resources that are available to the K-12 community by electronic mail over the Internet. Question Answering services, listservs, and Usenet newsgroups are listed. (Author/AEF)

  2. An Introduction to Internet Resources for K-12 Educators. Part II: Question Answering, Listservs, Discussion Groups. ERIC Digest.

    ERIC Educational Resources Information Center

    Morgan, Nancy A.

    The Internet is a vast computer network that consists of smaller interconnected computer networks. As K-12 schools connect to the Internet, a new means of communication opens up to educators and students. This digest describes some sample services and resources available to the K-12 community via electronic mail. Information sources covered in…

  3. An Introduction to Internet Resources for K-12 Educators. Part II: Answering, Listservs, Discussion Groups, Update 1997. ERIC Digest.

    ERIC Educational Resources Information Center

    Morgan, Nancy A.

    As K-12 schools connect to the Internet, a new method of communication opens up to educators and students. This updated digest describes some sample services and resources that are available to the K-12 community by electronic mail over the Internet. Information services and resources covered include: question answering services; listservs…

  4. Designing Successful Science Contests for K-12

    NASA Astrophysics Data System (ADS)

    Schwerin, T.; Colleton, N.

    2006-12-01

    Contests can engage, motivate, instruct and inspire students of all grade levels and interests. What are the ingredients necessary for a successful science contest? The Institute for Global Environmental Strategies (IGES) has recommendations for designing science-based competitions that are both fun and educational for for elementary and secondary students. These recommendations were developed as a result of IGES' experience gained through two annual student competitions that focus on Earth science topics: An annual art contest, for grades 2-4, challenges U.S. students to explore a specific Earth science topic. For example, past themes have included Polar Explorations: Going to Extremes (2006); Connect-4: Air, Land, Water, and Life (2005); and Picture Me: What Kind of Earth Explorer Would I Be? (2004). The contest supports national science education standards for grades K-4, and includes suggested classroom activities, books, and movies. The Thacher Scholarship was founded in 2000 by IGES in honor of the late Peter S. Thacher, a former IGES board member and leader in promoting the use of satellite remote sensing. The $4,000 scholarship is awarded to exceptional high school students displaying the best use of satellite remote sensing in understanding our changing planet.

  5. Addition and subtraction by students with Down syndrome

    NASA Astrophysics Data System (ADS)

    Noda Herrera, Aurelia; Bruno, Alicia; González, Carina; Moreno, Lorenzo; Sanabria, Hilda

    2011-01-01

    We present a research report on addition and subtraction conducted with Down syndrome students between the ages of 12 and 31. We interviewed a group of students with Down syndrome who executed algorithms and solved problems using specific materials and paper and pencil. The results show that students with Down syndrome progress through the same procedural levels as those without disabilities though they have difficulties in reaching the most abstract level (numerical facts). The use of fingers or concrete representations (balls) appears as a fundamental process among these students. As for errors, these vary widely depending on the students, and can be attributed mostly to an incomplete knowledge of the decimal number system.

  6. Extending Engineering Education to K-12

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  7. Language Arts: Structural Analysis K-12.

    ERIC Educational Resources Information Center

    Instructional Objectives Exchange, Los Angeles, CA.

    This revised collection is designed for students from kindergarten through high school contains 78 objectives in the following major categories: (1) individual word forms, (2) multiple word forms, (3) division of the form, and (4) history of the form. The individual word form is organized into four sections dealing with changes occurring within…

  8. Guide to Nonsexist Teaching Activities (K-12).

    ERIC Educational Resources Information Center

    Stone, Karen; And Others

    Designed to offset the effect of sexually biased texts and materials, this annotated bibliography lists available nonsexist instructional resource material for students in kindergarten through twelfth grades. The majority of items focus on activities teachers can use in classroom settings. The guide is organized into the following eight subject…

  9. Podcasting 101 for K-12 Librarians

    ERIC Educational Resources Information Center

    Eash, Esther Kreider

    2006-01-01

    Podcast is a digital recording of a radio broadcast or similar program made available on the Internet for downloading to a personal audio player. In other words, it's a digital audio file that is created, shared, and heard. The podcast is a viable alternative for delivering research content or lessons to students who need remedial or extended…

  10. Graded Course of Study, Mathematics (K-12).

    ERIC Educational Resources Information Center

    Euclid City Schools, OH.

    This course of study specifies skills and concepts in mathematics that are to be taught in the various grades of the Euclid (Ohio) City School System. It is based on the philosophy that the purpose of the mathematics program of the Euclid City Schools is to provide students with the kinds of skills they will need to become productive members of…

  11. Mathematics Program for Grades K-12

    ERIC Educational Resources Information Center

    Montgomery County Public Schools, 2013

    2013-01-01

    In the 21st century, a deep understanding of mathematics, and the ability to apply that understanding, is more important than it has ever been. In Montgomery County (Maryland) Public Schools (MCPS), and across the country, mathematics instruction is changing to provide students with the skills and knowledge they need for success in college and the…

  12. Programming Circulation Factors in K-12 Facilities.

    ERIC Educational Resources Information Center

    Hall, Michael E.; Fanning, Ronald H.

    This paper provides architects and educational planners with data on the necessary space requirements for restrooms, mechanical rooms, custodial spaces, food service, construction enclosure space, and circulation and corridor space, as well as an ongoing indication of necessary building area per student. It offers itemized data to illustrate…

  13. Understanding and Using Reading Assessment, K-12

    ERIC Educational Resources Information Center

    Afflerbach, Peter

    2007-01-01

    This book will help teachers examine and choose reading assessment in relation to current understandings of the reading process, students' development, and the culture of schooling. Each chapter focuses on a particular type of reading assessment to familiarize teachers with the broad array of assessments available; uses the CURRV framework as an…

  14. Interactive Teaching as a Recruitment and Training Tool for K-12 Science Teachers

    NASA Astrophysics Data System (ADS)

    Rosenberg, J. L.

    2004-12-01

    The Science, Technology, Engineering, and Mathematics Teacher Preparation (STEMTP) program at the University of Colorado has been designed to recruit and train prospective K-12 science teachers while improving student learning through interactive teaching. The program has four key goals: (1) recruit undergraduate students into K-12 science education, (2) provide these prospective teachers with hands-on experience in an interactive teaching pedagogy, (3) create an intergrated program designed to support (educationally, socially, and financially) and engage these prospective science teachers up until they obtain liscensure and/or their masters degree in education, and (4) improve student learning in large introductory science classes. Currently there are 31 students involved in the program and a total of 72 students have been involved in the year and a half it has been in existence. I will discuss the design of the STEMTP program, the success in recruiting K-12 science teachers, and the affect on student learning in a large lecture class of implementing interactive learning pedagogies by involving these prospective K-12 science teachers. J. L. Rosenberg would like to acknowledge the NSF Astronomy and Astrophysics Fellowship for support for this work. The course transformation project is also supported by grants from the National Science Foundation.

  15. How Will Alberta's Second Language Students Ever Achieve Proficiency? ACTFL Proficiency Guidelines, the CEFR and the "10,000-Hour Rule" in Relation to the Alberta K-12 Language-Learning Context

    ERIC Educational Resources Information Center

    Eaton, Sarah Elaine

    2012-01-01

    Students of second and international languages in Alberta do not receive sufficient hours of instruction through formal classroom time alone to achieve distinguished levels of proficiency (Archibald, J., Roy, S., Harmel, S., Jesney, K., Dewey, E., Moisik, S., et al., 2006). This research study uses a constructivist approach (Guba & Lincoln, 1994;…

  16. Countdown to the First Day of School: A K-12 Get Ready Checklist for Beginning Teachers, Teacher Transfers, Student/Preservice Teachers, Mentors and School Administrators, Teacher Educators. New Revised Edition. NEA Checklist Series.

    ERIC Educational Resources Information Center

    Schell, Leo M.; Burden, Paul R.

    This checklist is intended for beginning teachers, transfer teachers, school administrators, mentors, teacher educators, and student teachers. Seven sections focus on "Getting Acquainted" (instructional resources; community facilities and resources; the school district; school rules, procedures, and policies; school personnel, services, and…

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

    NASA Astrophysics Data System (ADS)

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

    2015-01-01

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

  18. Mapping Transitions in Interpersonal Learning for Students with Additional Needs

    ERIC Educational Resources Information Center

    Coles-Janess, Bernadette; Griffin, Patrick

    2009-01-01

    This article reports on the development of an interpersonal measure for students with additional learning needs. A questionnaire and learning continuum were constructed using a methodology devised by Griffin (2007a) for creating criterion-referenced frameworks. Teachers reported on 1619 students, ranging in age from 3 to 18 years. Analysis of the…

  19. Formulating Independent School K-12 Quality Physical Education Program Guidelines

    ERIC Educational Resources Information Center

    Currie, Stuart M.; Phillips, Michael B.; Jubenville, Colby B.

    2012-01-01

    The purpose of this study was to formulate Tennessee independent school K-12 quality physical education program guidelines. A panel of 18 physical education representatives from Tennessee independent schools K-12 participated in a three-phase Delphi study and completed three opinionnaires via e-mail. In Phase One, Opinionnaire One solicited panel…

  20. Developing Open Education Literacies with Practicing K-12 Teachers

    ERIC Educational Resources Information Center

    Kimmons, Royce M.

    2014-01-01

    This study seeks to understand how to use formal learning activities to effectively support the development of open education literacies among K-12 teachers. Considering pre-and post-surveys from K-12 teachers (n = 80) who participated in a three-day institute, this study considers whether participants entered institutes with false confidence or…

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

    ERIC Educational Resources Information Center

    Salmani-Nodoushan, Mohammad Ali

    2008-01-01

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

  2. A Special Session Guide to K-12 Reform.

    ERIC Educational Resources Information Center

    Warren, Paul; Turnage, Robert; Lee, Jannelle; Manwaring, Robert; Jones, Mary

    This document was designed to help the California Legislature address long-term and short-term concerns in K-12 legislation. Part 1, which focuses on a suggested K-12 master plan, presents some preliminary conclusions from the governor's office about the role of the state in education. This section outlines governance changes since 1970 and…

  3. State of the Nation: K-12 Online Learning in Canada

    ERIC Educational Resources Information Center

    Barbour, Michael K.

    2010-01-01

    Two years ago, the then North American Council for Online Learning released the initial "Snapshot State of the Nation: K-12 Online Learning in Canada" report. This study was the first systematic examination of K-12 distance education policies and activities in each of the thirteen Canadian provinces and territories. One year ago, the International…

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

    ERIC Educational Resources Information Center

    Lemon, Narelle, Ed.

    2015-01-01

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

  5. K-12 Unit Schooling in Rural America: A First Description.

    ERIC Educational Resources Information Center

    Howley, Craig; Harmon, Hobart

    This report presents selected results of a national study of school districts operating at least one K-12 unit school. Of the 706 districts operating unit schools, 157 districts in 27 states responded to the survey. The majority of respondents (106) were superintendents of one-school districts, that is, districts in which the K-12 unit school was…

  6. Teaching About the Energy Crisis in Grades K-12.

    ERIC Educational Resources Information Center

    Herstik, Lawrence; Burnett, Judith

    This publication is a K-12 curriculum guide for multidisciplinary energy education. These materials present activity ideas for various energy education themes for each grade level and for science, home economics, and health and physical education classes. Sections include: (1) Overview; (2) K-12 Social Studies Themes Related to the Energy Crisis;…

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

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

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

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

    ERIC Educational Resources Information Center

    Gao, Niu

    2015-01-01

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

  9. K-12 Phenology Lessons for the Phenocam Project

    NASA Astrophysics Data System (ADS)

    Bennett, K. F.

    2013-12-01

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

  10. Satellite Applications for K-12 Geoscience Education

    NASA Astrophysics Data System (ADS)

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

    2007-12-01

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

  11. Holistic educational thought in K-12 education

    NASA Astrophysics Data System (ADS)

    Grant, Brett Garvin

    In this interpretive study, I raise the possibility that what American public education policy needs in order to address present and future challenges is a "new guiding narrative, a new myth," (Jones, 2008, p. 104). This "new guiding narrative," I argue, is to be found in holistic educational thought. Holistic educational thought is the idea that education resides neither in the head, nor in the hands, nor in the heart, but in the aggregate of all of these. In its modern and contemporary forms, holistic educational thought emphasizes education that is academic and vocational -- not as separate tracks -- but as an integrated curriculum available to all students. At the core, holistic educational thought articulates a vision of education that is both practical and beautiful. Practical in the sense that education is able to satisfy the intellectual and ecological needs of civil society and beautiful in the sense that education is designated to delight the senses and appeal to the imagination. To articulate this relationship -- that between beauty and practicality -- is the crux of holistic educational thought. The major concepts discussed in the upcoming chapters are competitive eligibility, ecological literacy, and lifelong optimal learning.

  12. Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms

    ERIC Educational Resources Information Center

    Stairs, Andrea J.; Donnell, Kelly A.; Dunn, Alyssa Hadley

    2011-01-01

    "Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms" is a brief yet comprehensive overview of urban teaching. Undergraduate and graduate students who are new to the urban context will develop a deeper understanding of the urban teaching environment and the challenges and opportunities they can expect to face while…

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

    ERIC Educational Resources Information Center

    Eppler, Christie; Weir, Sarah

    2009-01-01

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

  14. Policing in Schools: Developing a Governance Document for School Resource Officers in K-12 Schools

    ERIC Educational Resources Information Center

    Kim, Catherine Y.; Geronimo, India

    2010-01-01

    K-12 public schools across the country have begun to deploy law enforcement agents on school grounds in growing numbers. In 2004, 60% of high school teachers reported armed police officers stationed on school grounds, and in 2005, almost 70% of public school students ages 12 to 18 reported that police officers or security guards patrol their…

  15. The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs. Executive Summary

    ERIC Educational Resources Information Center

    Fox, C.; Waters, J.; Fletcher, G.; Levin, D.

    2012-01-01

    It is a simple fact that access to high-speed broadband is now as vital a component of K-12 school infrastructure as electricity, air conditioning, and heating. The same tools and resources that have transformed educators' personal, civic, and professional lives must be part of learning experiences intended to prepare today's students for college…

  16. The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs

    ERIC Educational Resources Information Center

    Fox, Christine; Waters, John; Fletcher, Geoff; Levin, Douglas

    2012-01-01

    It is a simple fact that access to high-speed broadband is now as vital a component of K-12 school infrastructure as electricity, air conditioning, and heating. The same tools and resources that have transformed educators' personal, civic, and professional lives must be part of learning experiences intended to prepare today's students for college…

  17. Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms

    ERIC Educational Resources Information Center

    Gottlieb, Margo; Katz, Anne; Ernst-Slavit, Gisela

    2009-01-01

    Teachers of English language learners in 21st-century classrooms face a daunting task. The nature of language is complex, learners' needs are diverse, academic content challenges students, and the demand for accountability is an educational reality. "Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms"…

  18. K-12 Online and Blended Teacher Licensure: Striking a Balance between Policy and Preparedness

    ERIC Educational Resources Information Center

    Archambault, Leanna; DeBruler, Kristen; Freidhoff, Joseph

    2014-01-01

    As the number of K-12 students participating in various forms of online learning steadily rises, teacher quality is of paramount concern. This article explores the theoretical underpinnings surrounding quality teaching in online settings as well as practical considerations for what teachers should know and be able to do in online environments.…

  19. Introducing Algebraic Structures through Solving Equations: Vertical Content Knowledge for K-12 Mathematics Teachers

    ERIC Educational Resources Information Center

    Wasserman, Nicholas H.

    2014-01-01

    Algebraic structures are a necessary aspect of algebraic thinking for K-12 students and teachers. An approach for introducing the algebraic structure of groups and fields through the arithmetic properties required for solving simple equations is summarized; the collective (not individual) importance of these axioms as a foundation for algebraic…

  20. Social Studies Scope and Sequence Guidelines: Implementing the State Framework, K-12. Publication No. GC-64.

    ERIC Educational Resources Information Center

    Los Angeles Unified School District, CA.

    The booklet outlines skills, objectives, and activities for K-12 classroom teachers to consider as they develop and implement social studies programs. The document is presented in two major parts. Part I identifies major social studies objectives, including to help students develop understandings based on social science data and concepts,…

  1. Information Literacy Skills for Preservice Teachers: Do They Transfer to K-12 Classrooms?

    ERIC Educational Resources Information Center

    Stockham, Marcia; Collins, Heather

    2012-01-01

    This study surveyed current education majors (n=70) in two Kansas universities to gain a perspective on their understanding of Information Literacy (IL) concepts and skills, and to learn whether they anticipated teaching such concepts to their future K-12 students. School media specialists in the state were also surveyed (n=85) and asked to share…

  2. K-12 Teachers' Preparedness for Utilizing Technology to Reduce Classroom Administrative Workload

    ERIC Educational Resources Information Center

    Parizo, Daniel C.

    2013-01-01

    Research on technology in the K-12 classroom has focused on student learning initiatives. Few studies, however, have addressed whether technology is being used to reduce classroom administrative workload or whether teachers are prepared to utilize technology for reducing administrative workload. The problem this study addressed was the unclear…

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

    ERIC Educational Resources Information Center

    O'Donoghue, Dónal; Berard, Marie-France

    2014-01-01

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

  4. Arts Education K-12: Teacher Handbook. North Carolina Competency-Based Curriculum Subject-by-Subject.

    ERIC Educational Resources Information Center

    Chapman, Barbara Holland

    The North Carolina arts education curriculum encompasses K-12 programs in dance, folk arts, music, theater arts, and visual arts. It is designed to provide a scope and sequence which encourages students to develop the essential senses of sight, hearing, smell, taste, touch, and kinetic awareness. It provides opportunities to develop thinking…

  5. Urban K12 School-University Teacher Preparation Partnerships: An Initiative of the Great Cities' Universities

    ERIC Educational Resources Information Center

    Ilmer, Steven; Kirby, Peggy C.

    2007-01-01

    The 21 urban research universities that are members of the Great Cities' Universities (GCU) annually enroll approximately 20 percent of the students in the United States who are preparing to teach in K12 urban schools. This study examined the experiences of GCU-sponsored, school-university teacher preparation partnerships in Atlanta, Houston,…

  6. Winona State University Anthology of K-12 Language Arts Action Research

    ERIC Educational Resources Information Center

    Sherman, Thomas F., Ed.; Lundquist, Margret, Ed.

    2004-01-01

    These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at…

  7. A Model Project in Career Education, K-12. Interim Report, December 1974.

    ERIC Educational Resources Information Center

    Wyoming State Dept. of Education, Cheyenne.

    The document presents an interim report of a project to establish career education programs for K-12 students in the Natrona County School District of Casper, Wyoming. Project activities were divided into: (1) career awareness, grades K-6; (2) career exploration, grades 7-9; (3) career preparation, grades 10-12; and (4) guidance. To meet the…

  8. The SACNAS Biography Project: A Resource for K-12 Educators. [CD-ROM].

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    This CD-ROM was designed as a resource for K-12 educators who are interested in teaching their students about the accomplishments of Chicano/Latino and Native American scientists. Profiles of 48 Latino and Native American scientists, mathematicians, and engineers have been written at the middle school and high school levels and are searchable in…

  9. Coping with Mandated Restrictions on Intellectual Freedom in K-12 Schools

    ERIC Educational Resources Information Center

    Wolf, Sara

    2008-01-01

    Access to information is an essential art of the educational system. The reality is, however, that there are laws and policies in effect that can restrict what information is available to students and teachers in K-12 schools. Selection policies, Acceptable Use Policies, Circulation Policies, as well as federal laws and acts, all place…

  10. Tobacco Use Prevention Education. K-12 Lesson Plans from the Montana Model Curriculum for Health Enhancement.

    ERIC Educational Resources Information Center

    Montana State Office of Public Instruction, Helena.

    This publication presents K-12 tobacco use prevention lesson plans for schools in the state of Montana. Lessons for students in grades K-6 include: family connections; body tracing; smokeless tobacco; prenatal development; tobacco look-alikes; tobacco chemicals; analyzing tobacco and alcohol ads; tobacco use and the lungs; and a personal health…

  11. Competency Goals and Performance Indicators K-12: Hearing Impaired Learners, Birth-Grade 12. Supplement.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services.

    The unique needs of the hearing impaired student (K through grade 12) are examined in the book which lists goals and performance indicators in a variety of instructional areas. It is explained that the text is intended as a supplement to "Competency Goals and Performance Indicators K-12." Goals and performance indicators are listed for the…

  12. Compilation of K-12 Action Research Papers in Language Arts Education.

    ERIC Educational Resources Information Center

    Sherman, Thomas F.; Lundquist, Margaret

    The papers in this compilation are the result of K-12 action research projects and were submitted in partial fulfillment for a variety of degrees from Winona State University (Minnesota). The compilation contains the following nine papers: "Will Playing Background Music in My Classroom Help Increase Student Spelling Scores?" (Jonathan L. Wright);…

  13. U.S. Ed-Tech Plan Urges Rethinking in K-12 Schools

    ERIC Educational Resources Information Center

    Ash, Katie

    2010-01-01

    The Obama administration urged educators and policymakers last week to embrace a host of digital-learning approaches it says will make K-12 schools better, including putting a computing device in the hands of every student. Guided by an overarching goal set by President Barack Obama to raise national college-completion rates from 40 percent to 60…

  14. Solving Behavior Problems in Math Class: Academic, Learning, Social, and Emotional Empowerment (Grades K-12)

    ERIC Educational Resources Information Center

    Taylor-Cox, Jennifer

    2011-01-01

    Reduce the number of discipline issues that arise in your math classroom with ideas from math education expert Jennifer Taylor-Cox. In this book, you'll learn a variety of ways to handle disruptive, disinterested, avoidant, and/or disrespectful students in K-12 math classrooms. Using realistic, case-by-case examples, the author reveals practical…

  15. Industrial Enterprise Handbook. The Wisconsin Guide to Local Curriculum Improvement in Industrial Education, K-12.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Public Instruction, Madison. Div. of Instructional Services.

    This handbook is designed to aid industrial educators in developing a private enterprise component in their programs in order to help students learn how business and industry work. It is a guide to implementing The Wisconsin Guide to Local Curriculum Improvement in Industrial Education, K-12. The book contains the following three sections: (1)…

  16. Preschoolers Expelled from School at Rates Exceeding that of K-12

    ERIC Educational Resources Information Center

    Jacobson, Linda

    2005-01-01

    Prekindergarten children are being expelled from their classes for behavior problems at a higher rate than students in K-12 schools, a study released May 17 reveals. The study, which was conducted by Walter S. Gilliam, a psychologist and an associate research scientist at the Yale University Child Study Center, shows that for every 1,000…

  17. Science K-12, Conservation of Matter. Utica City School District Articulated Curriculum: Project SEARCH, 1975.

    ERIC Educational Resources Information Center

    Utica City School District, NY.

    Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, general science, physical science) and grade level. The focus of grades K-6 is an acquaintance of the student to: (1) the study of matter, its states, characteristics and properties, (2) structure of the atom,…

  18. Algebra Project DR K-12 Cohorts--Demonstration Project: Summative Evaluation Report

    ERIC Educational Resources Information Center

    St. John, Mark

    2014-01-01

    The Algebra Project DR K-12, funded by the National Science Foundation as a Research and Development Project, addressed the challenge of offering significant STEM content for students to ensure public literacy and workforce readiness. The project's primary purpose was to test the feasibility and effectiveness of a model for establishing four-year…

  19. Concepts and Performance Objectives for an Art Program K-12. Second Revision.

    ERIC Educational Resources Information Center

    Gardner, William F.; Metzger, Melvin A.

    This art guide, revised by the Maryland Cooperative Curriculum Service Center, is intended for the art specialist interested in developing the art curriculum in grades K-12. The purpose of the guide is to provide a strong, varied, sequential program that meets student needs. Through a variety of suggested activities such as creating certain art…

  20. How to Personalize Learning in K-12 Schools: Five Essential Design Features

    ERIC Educational Resources Information Center

    Lee, Dabae

    2014-01-01

    Personalized learning (PL) is spotlighted as a way to transform K-12 educational systems. PL customizes learning pace, instructional methods, and learning content to individual students. As much as PL sounds promising and complex, little guidance is available to educators and policymakers about how to effectively design PL. Five essential features…

  1. Teacher Perceptions of Parenting at a Private Pre K-12 School

    ERIC Educational Resources Information Center

    Malone, Terrence

    2011-01-01

    This study investigated the impact of parenting trends on a private Pre K-12 school from the Midwestern United States. The researcher used focus group interviews with 16 educators to examine the perceived effects of parenting on teachers, students and the institution. Results from a survey, reaching a larger sample of educators from two additional…

  2. Teacher Field Research Experiences: Building and Maintaining the Passion for K-12 Science Education

    NASA Astrophysics Data System (ADS)

    Dunton, K.; Schonberg, S.

    2006-12-01

    Academic scientists and researchers are increasingly encouraged to develop connections with K-12 educators to promote scientific literacy and bring excitement into the classroom. Such partnerships carry long-term benefits to both teachers and researchers. Teachers gain the tools, confidence, and knowledge to develop research activities with their students that promote scientific inquiry, and researchers benefit from outreach activities that improve communication skills for sharing scientific knowledge with the public. Our K-12 programs have been field based under a theme of Classrooms Without Walls, to take advantage of our local marine environment and a long-term research program on the Alaskan Arctic coast. Our professional development programs for teachers have included the creation of an annual summer graduate level course (Application of Field Research Experiences for K-12 Science and Math Educators) as an introduction to scientific methodology, observation, and inquiry based learning. We provide graduate students as resources in classrooms and for field trip experiences and provide supplies and instrumentation to teachers for K-12 field projects. Finally, teachers have an opportunity to join our researchers to remote sites under various competitive programs that receive federal support (e.g. GK-12, ARMADA). We provide examples of our activities, which are based on recent needs assessment surveys of science teachers; these included development of content knowledge and providing students with opportunities to connect concepts with experiences. Our goal is to provide field experiences to teachers and students that enable them to relate science concepts to the real world.

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  4. K-12 Sustainability Education: Its Status and Where Higher Education Should Intervene.

    ERIC Educational Resources Information Center

    Wheeler, Keith A.; Byrne, John M.

    2003-01-01

    Explains that a growing cadre of progressive K-12 educators believes that sustainability education has a central role in developing in students a sense of responsibility for the future. Describes transformations appearing in classrooms that have adopted sustainability education as a context for systemic reform efforts, and explores how the results…

  5. Identifying and Reconstructing Common Cold Misconceptions among Developing K-12 Educators

    ERIC Educational Resources Information Center

    Johnson, Marcus Lee; Bungum, Timothy

    2013-01-01

    Background: Common cold misconceptions may contribute to ill-informed decisions and recommendations made by K-12 educators who often encounter infected students. Understanding the structure of educators' misconceptions can be used to improve health instruction in teacher professional preparation programs. Purpose: The purposes of this project were…

  6. NGSS and the Landscape of Engineering in K-12 State Science Standards

    ERIC Educational Resources Information Center

    Moore, Tamara J.; Tank, Kristina M.; Glancy, Aran W.; Kersten, Jennifer A.

    2015-01-01

    Recent documents pertaining to K-12 education have fostered a connection between engineering and science education to help better prepare our students and future citizens to better meet the current and future challenges of our modern and technological society. With that connection, there has been a concerted effort to raise the visibility of…

  7. Integration of Multicultural Education into K-12 Social Studies Courses: A Case Study

    ERIC Educational Resources Information Center

    Mann, Amy Nadene

    2013-01-01

    The National Council of Social Studies stated that students are not prepared for living in an increasingly multicultural society, even though federal legislation expects the integration of multicultural concepts and skills into state social studies standards. What remains unclear in this expectation is how K-12 social studies teachers have…

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

    ERIC Educational Resources Information Center

    Liu, Meredith

    2014-01-01

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

  9. Instructional Technology Benchmarks for Teacher Preparation Programs and K-12 School Districts.

    ERIC Educational Resources Information Center

    Northrup, Pamela Taylor

    The purpose of this study was to establish guidelines for the instructional technology elements of preservice and inservice teacher preparation programs as well as standard technological competencies for their K-12 students. To establish benchmarks reflecting preservice and inservice training needs, four analysis approaches were conducted, and…

  10. Teachers, Please Learn Our Names!: Racial Microagressions and the K-12 Classroom

    ERIC Educational Resources Information Center

    Kohli, Rita; Solorzano, Daniel G.

    2012-01-01

    Many Students of Color have encountered cultural disrespect within their K-12 education in regards to their names. While the racial undertones to the mispronouncing of names in schools are often understated, when analyzed within a context of historical and current day racism, the authors argue that these incidents are racial…

  11. Engineering in K-12 Education: Understanding the Status and Improving the Prospects

    ERIC Educational Resources Information Center

    Katehi, Linda, Ed.; Pearson, Greg, Ed.; Feder, Michael, Ed.

    2009-01-01

    Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects--science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work…

  12. Development of Problem Sets for K-12 and Engineering on Pharmaceutical Particulate Systems

    ERIC Educational Resources Information Center

    Savelski, Mariano J.; Slater, C. Stewart; Del Vecchio, Christopher A.; Kosteleski, Adrian J.; Wilson, Sarah A.

    2010-01-01

    Educational problem sets have been developed on structured organic particulate systems (SOPS) used in pharmaceutical technology. The sets present topics such as particle properties and powder flow and can be integrated into K-12 and college-level curricula. The materials educate students in specific areas of pharmaceutical particulate processing,…

  13. Unified Science Approach K-12, Proficiency Levels 13-21 and Semester Courses.

    ERIC Educational Resources Information Center

    Oickle, Eileen M., Ed.

    Presented is the third part of the K-12 unified science materials used in the public schools of Anne Arundel County, Maryland. Detailed descriptions are presented for the roles of students and teachers, purposes of bibliography, major concepts in unified science, processes of inquiry, scheme and model for scientific literacy, and program…

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

    ERIC Educational Resources Information Center

    Banister, Savilla

    2010-01-01

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

  15. Consumer Education Resource Guide, K-12. A Multi-Disciplinary Approach.

    ERIC Educational Resources Information Center

    Calhoun, Calfrey C.; And Others

    The guide suggests methods and resources for planning learning experiences in teaching consumer education to students at the K-12 levels. The major topics and related areas are: (1) financial planning (estimating income, estimating expenses, establishing goals, making decisions, and making the financial plan); (2) buying (importance of planned…

  16. The South Carolina Comprehensive Career Development Program for Grades K-12.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia.

    This document presents a model Comprehensive Career Development Program for grades K-12 developed for the state of South Carolina. The model provides the framework for local school districts to evolve a program that will meet the specific career development needs for their district's students. The model is planned to organize, expand, and extend…

  17. Linking Strategies and Interventions in Asian American Studies to K-12 Classrooms and Teacher Preparation

    ERIC Educational Resources Information Center

    Kiang, Peter Nien-chu

    2004-01-01

    This article documents a series of programmatic strategies developed within an Asian American Studies Program at one urban public university to impact positively the education of K-12 students and teachers--especially, but not exclusively, those who are Asian American. The article first presents four critical challenges facing practitioners in the…

  18. South Carolina K-12 Online Schools: A Framework for Measuring Success in Teaching and Learning

    ERIC Educational Resources Information Center

    Stone, Carmen Mellisa Boatwright

    2013-01-01

    In the United States, K-12-12 online schools are growing, but research on the topic is limited. The purpose of this quantitative, correlational study was to determine if there was a relationship between teacher perceptions of the Effective Schools Correlates and student achievement within two South Carolina online high schools. The independent…

  19. Professional Development for K-12 Math and Science Teachers: What Do We Really Know?

    ERIC Educational Resources Information Center

    Scher, Lauren; O'Reilly, Fran

    2009-01-01

    As investments in K-12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that…

  20. Curriculum Guide for Music Education, K-12. Bulletin 1978, No. 18.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    This curriculum guide contains objectives, activities, and evaluation procedures for a K-12 music education program. It would be useful to anyone responsible for teaching music. The authors believe that music education has the dual obligation of developing the aesthetic sensitivity of all students regardless of their individual levels of musical…

  1. Science Curriculum Resource Handbook: A Practical Guide for K-12 Science Curriculum.

    ERIC Educational Resources Information Center

    Cheek, Dennis W., Ed.; And Others

    This handbook is one of a series of practical references for curriculum developers, education faculty, veteran teachers, and student teachers. The handbook is designed to provide basic information on the background of the science curriculum, and current information on publications, standards, and special materials for K-12 science. Part 1 contains…

  2. Survey of K-12 Science Teachers' Educational Product Needs from Planetary Scientists

    ERIC Educational Resources Information Center

    Slater, Stephanie J.; Slater, Timothy F.; Olsen, Julia K.

    2009-01-01

    Most education reform documents of the last two decades call for students to have authentic science inquiry experiences that mimic scientific research using real scientific data. In order for professional planetary scientists to provide the most useful data and professional development for K-12 teachers in support of science education reform, an…

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

    ERIC Educational Resources Information Center

    Utebay Kudret; McArthur, Ashley

    2012-01-01

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

  4. Streptococcus salivarius K12 Limits Group B Streptococcus Vaginal Colonization

    PubMed Central

    Patras, Kathryn A.; Wescombe, Philip A.; Rösler, Berenice; Hale, John D.; Tagg, John R.

    2015-01-01

    Streptococcus agalactiae (group B streptococcus [GBS]) colonizes the rectovaginal tract in 20% to 30% of women and during pregnancy can be transmitted to the newborn, causing severe invasive disease. Current routine screening and antibiotic prophylaxis have fallen short of complete prevention of GBS transmission, and GBS remains a leading cause of neonatal infection. We have investigated the ability of Streptococcus salivarius, a predominant member of the native human oral microbiota, to control GBS colonization. Comparison of the antibacterial activities of multiple S. salivarius strains by use of a deferred-antagonism test showed that S. salivarius strain K12 exhibited the broadest spectrum of activity against GBS. K12 effectively inhibited all GBS strains tested, including disease-implicated isolates from newborns and colonizing isolates from the vaginal tract of pregnant women. Inhibition was dependent on the presence of megaplasmid pSsal-K12, which encodes the bacteriocins salivaricin A and salivaricin B; however, in coculture experiments, GBS growth was impeded by K12 independently of the megaplasmid. We also demonstrated that K12 adheres to and invades human vaginal epithelial cells at levels comparable to GBS. Inhibitory activity of K12 was examined in vivo using a mouse model of GBS vaginal colonization. Mice colonized with GBS were treated vaginally with K12. K12 administration significantly reduced GBS vaginal colonization in comparison to nontreated controls, and this effect was partially dependent on the K12 megaplasmid. Our results suggest that K12 may have potential as a preventative therapy to control GBS vaginal colonization and thereby prevent its transmission to the neonate during pregnancy. PMID:26077762

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

    PubMed

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

    2015-09-01

    Streptococcus agalactiae (group B streptococcus [GBS]) colonizes the rectovaginal tract in 20% to 30% of women and during pregnancy can be transmitted to the newborn, causing severe invasive disease. Current routine screening and antibiotic prophylaxis have fallen short of complete prevention of GBS transmission, and GBS remains a leading cause of neonatal infection. We have investigated the ability of Streptococcus salivarius, a predominant member of the native human oral microbiota, to control GBS colonization. Comparison of the antibacterial activities of multiple S. salivarius strains by use of a deferred-antagonism test showed that S. salivarius strain K12 exhibited the broadest spectrum of activity against GBS. K12 effectively inhibited all GBS strains tested, including disease-implicated isolates from newborns and colonizing isolates from the vaginal tract of pregnant women. Inhibition was dependent on the presence of megaplasmid pSsal-K12, which encodes the bacteriocins salivaricin A and salivaricin B; however, in coculture experiments, GBS growth was impeded by K12 independently of the megaplasmid. We also demonstrated that K12 adheres to and invades human vaginal epithelial cells at levels comparable to GBS. Inhibitory activity of K12 was examined in vivo using a mouse model of GBS vaginal colonization. Mice colonized with GBS were treated vaginally with K12. K12 administration significantly reduced GBS vaginal colonization in comparison to nontreated controls, and this effect was partially dependent on the K12 megaplasmid. Our results suggest that K12 may have potential as a preventative therapy to control GBS vaginal colonization and thereby prevent its transmission to the neonate during pregnancy. PMID:26077762

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

    NASA Astrophysics Data System (ADS)

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

    2015-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2014-12-01

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

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

    NASA Astrophysics Data System (ADS)

    Crowley, S.; Warburton, J.

    2012-12-01

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

  9. Oklahoma K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 18

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2014-01-01

    The "Oklahoma K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Oklahoma registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels…

  10. Louisiana K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 7

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2012-01-01

    The "Louisiana K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures Louisiana registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. In this paper the author and his colleagues report…

  11. New Mexico K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 4

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2011-01-01

    The "New Mexico K-12 & School Choice Survey" project, commissioned by The Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures New Mexico voters' familiarity and views on a range of K-12 education issues and school choice reforms. The author and his colleagues report response "levels" and…

  12. Washington K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 6

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2012-01-01

    The "Washington K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures Washington registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response "levels"…

  13. Alaska K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 3

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2011-01-01

    The "Alaska K-12 & School Choice Survey" project, commissioned by The Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures Alaska registered voters' familiarity and views on a range of K-12 education issues and school choice reforms. The author and his colleagues report response levels and…

  14. Tennessee K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 9

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2012-01-01

    The "Tennessee K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research Inc. (BRI), measures Tennessee registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and…

  15. Montana K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 10

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2012-01-01

    The "Montana K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Montana registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences…

  16. North Dakota K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 13

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2013-01-01

    The "North Dakota K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures North Dakota registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and…

  17. Texas K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 14

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2013-01-01

    The "Texas K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Texas registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of…

  18. Maine K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 12

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2013-01-01

    The "Maine K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Maine registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences…

  19. Idaho K-12 & School Choice Survey: What Do Voters Say about K-12 Education. Polling Paper No. 5

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2012-01-01

    The "Idaho K-12 & School Choice Survey" project, commissioned by The Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures Idaho registered voters' familiarity and views on a range of K-12 education issues and school choice reforms. We report response "levels" and "differences" (we use the term…

  20. Minnesota K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 23

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2015-01-01

    The "Minnesota K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Minnesota registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response…

  1. Nevada K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 22

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2015-01-01

    The "Nevada K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Nevada registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and…

  2. Delaware K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 21

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2014-01-01

    The "Delaware K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Delaware registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels…

  3. Missouri K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 19

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2014-01-01

    The "Missouri K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Missouri registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels…

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

    PubMed

    Westenberg, David J

    2016-03-01

    Exposing K-12 students to cutting edge science that impacts their daily lives can bring classroom lessons to life. Citizen-science projects are an excellent way to bring high-level science to the classroom and help satisfy one of the cornerstone concepts of the Next Generation Science Standards (NGSS), "engaging in practices that scientists and engineers actually use." This can be a daunting task for teachers who may lack the background or resources to integrate these projects into the classroom. This is where scientific societies such as the American Society for Microbiology (ASM) can play a critical role. ASM encourages its members to engage with the K-12 community by providing networking opportunities and resources for ASM members and K-12 teachers to work together to bring microbiology into the classroom. Journal of Microbiology & Biology Education. PMID:27047585

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

    NASA Astrophysics Data System (ADS)

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

    2015-12-01

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

  6. Teaching Research Skills at the K-12 Level

    NASA Astrophysics Data System (ADS)

    Huebner, P. J.

    2004-12-01

    Few programs have as much of an impact on students' understanding of science as science fair projects. Science fair projects allow students to learn the scientific process through observation and discovery, and provides them the opportunity to share the excitement of their discoveries with practicing scientists and engineers. With the increasing demand to meet State and National student achievement levels, schools are focusing on content rather than process. To provide teachers with the knowledge and skills to develop project-based instruction pedagogy, American Indian Programs (AIP) at Arizona State University initiated a State Science Fair. Through the Arizona American Indian Science and Engineering Fair, teachers and students develop scientific skills and knowledge through actively engaging in research. Teaching these skills at the K-12 level increases students' interest in the sciences and provides them the skills to actively engage in research at the post secondary level. With American Indians being the most underrepresented minority in the sciences this effort can have a major influence in students choosing a career in the sciences. Because most teachers lack even a basic understanding of research or the scientific method, AIP has developed a three-day teacher workshop designed to promote greater understanding in the scientific process, research and how to support high quality research projects. Referred to as the AIP Intel Educator Academy, the demand for this type of teacher training is reflective in this workshop being requested and presented in other States as well as internationally. This session will provide: An overview of the workshop, the development of school-based science fair programs, partnerships to support science learning in schools, how to get involved, and the efforts of AIP to reform science teaching at Arizona Tribal schools through participation in science fairs. Networking through the AISEF e-mentor program. In depth information on the

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

    NASA Astrophysics Data System (ADS)

    Spencer, Daniel

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

  8. Explorations in K-12 Education and Public Outreach

    NASA Astrophysics Data System (ADS)

    Limaye, S. S.; Pertzborn, R. A.; Sromovsky, L. A.

    1997-07-01

    Space exploration remains a topic of immense interest and excitement for children and the general public. A diverse approach has been utilized at the Space Science and Engineering Center to initiate outreach and K-12 education activities. The hands-on experience gained through a working relationships with educators has been useful in understanding the challenges, usefulness and limitations of scientists' involvement in the education process. Our efforts have included school visits, development of lesson plans (KidSat), internet based activities (Planet Exploration Toolkit for Live from Mars, a Passport to Knowledge Project), World Wide Web, Public Lectures, summer teacher enhancement workshops, internships, and substitute teaching in science classes. The feedback and comments from teachers and students has demonstrated the usefulness and need for these efforts. The experience has also demonstrated that a committed effort in outreach is ultimately satisfying although immensely time consuming. Our outreach efforts have been partially supported by a NASA/IDEA grant, Wisconsin Space Grant Consortium, NOAA and more recently, the Evjue Foundation (Madison-Wisconsin).

  9. Supporting student nurses in practice with additional online communication tools.

    PubMed

    Morley, Dawn A

    2014-01-01

    Student nurses' potential isolation and difficulties of learning on placement have been well documented and, despite attempts to make placement learning more effective, evidence indicates the continuing schism between formal learning at university and situated learning on placement. First year student nurses, entering placement for the first time, are particularly vulnerable to the vagaries of practice. During 2012 two first year student nurse seminar groups (52 students) were voluntarily recruited for a mixed method study to determine the usage of additional online communication support mechanisms (Facebook, wiki, an email group and traditional methods of support using individual email or phone) while undertaking their first five week clinical placement. The study explores the possibility of strengthening clinical learning and support by promoting the use of Web 2.0 support groups for student nurses. Results indicate a high level of interactivity in both peer and academic support in the use of Facebook and a high level of interactivity in one wiki group. Students' qualitative comments voice an appreciation of being able to access university and peer support whilst working individually on placement. Recommendations from the study challenge universities to use online communication tools already familiar to students to complement the support mechanisms that exist for practice learning. This is tempered by recognition of the responsibility of academics to ensure their students are aware of safe and effective online communication. PMID:23871299

  10. K-12 Categorical Entitlement Funding for English Language Learners in California: An Intradistrict Case Study

    ERIC Educational Resources Information Center

    Jimenez-Castellanos, Oscar; Okhremtchouk, Irina

    2013-01-01

    The K-12 student population is becoming increasingly diverse in the United States. In particular, the number of English Language Learners (ELLs) rose from 4.7 million in 1980 to 11.2 million in 2009, more than doubling from 10% to 21% of the student population (U.S. Department of Education n.d.). At approximately 1.8 million, the state of…

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

    NASA Astrophysics Data System (ADS)

    Ellins, K.; Perry, E.

    2005-12-01

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

  12. Raising Climate Literacy of K-12 Teachers with Datastreme Earth's Climate System

    NASA Astrophysics Data System (ADS)

    Brey, J. A.; Geer, I.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.

    2014-12-01

    The American Meteorological Society (AMS) DataStreme Project is a free professional development program for in-service K-12 teachers, in which they gain considerable subject matter content and confidence in Earth science instruction. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with a team of AMS Education Program scientists and educators who develop instructional materials, provide logistical support to the LITs, and administer the project. The 3-member LITs mentor about 8 teachers and in some instances an emergency manager, per semester through a given DataStreme course. Teachers may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each DataStreme course. DataStreme is in close alignment with A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). Investigating the scientific basis of the workings of Earth's atmosphere, ocean, and climate system follows the cross-cutting theme of the Framework and the NGSS and is the cornerstone of the DataStreme courses. In particular, DataStreme ECS explores the fundamental science of Earth's climate system and addresses the societal impacts relevant to today's teachers and students. The course utilizes resources from respected organizations, such as the IPCC and U.S. Global Change Research Program. Key to the NGSS is that students learn disciplinary core ideas in the context of science and engineering practices. In order for the students to learn in this way, the AMS believes that it is important to train the teachers in this context. DataStreme ECS emphasizes investigation of real-word and current NASA and NOAA data. Participants also are made aware of NASA's EdGCM, a research-grade Global Climate Model where they can explore various future climate scenarios in the same way that actual

  13. Outreach to Space Scientists Interested in K-12 Education

    NASA Technical Reports Server (NTRS)

    Morrow, Cherilynn A

    1998-01-01

    This is the final report for work on outreach to space scientists interested in k-12 education. It outlines what was accomplished during the two years of support and one year no-cost extension (October 1995-September 1998).

  14. [Design '99 Award Winners: New K-12 School Construction].

    ERIC Educational Resources Information Center

    Learning By Design, 1999

    1999-01-01

    Presents award-winning examples of new school designs for K-12 schools. Describes the architectural design and lists information about the architectural firms, members of the design team, and project data. (GR)

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

    ERIC Educational Resources Information Center

    Morgan, Joe; Zhan, Wei; Leonard, Matt

    2013-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2011-12-01

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

  17. Making the Economic Concept of Scarcity Oh-so-Sweet: An Activity for the K-12 Classroom

    ERIC Educational Resources Information Center

    Marks, Melanie; Davis, Cheryl

    2006-01-01

    The authors outline an innovative activity that helps teachers make the abstract concepts of scarcity and allocation concrete in the K-12 classroom. Students evaluate the scarcity of chocolate and often determine, incorrectly, that the candy is not scarce because there is enough for each student to have one piece. After students reveal their…

  18. Developing 3D Spatial Skills for K-12 Students

    ERIC Educational Resources Information Center

    Sorby, Sheryl A.

    2006-01-01

    Three-dimensional spatial skills have been shown to be critical to success in engineering and other technological fields. Well-developed 3D spatial skills are particularly important for success in engineering graphics courses. Further, 3D spatial skills of women lag significantly behind those of their male counterparts, which could hinder their…

  19. Outstanding Science Trade Books for Students K-12

    ERIC Educational Resources Information Center

    Science and Children, 2005

    2005-01-01

    The books that appear in this annotated bibliography selected as Outstanding Science Trade Books were published in 2004. Information at the end of this list includes details about the list and the selection process, a listing of the selection panel members, more information about the Children's Book Council and NSTA, and information about…

  20. Outstanding Science Trade Book for Students K-12

    ERIC Educational Resources Information Center

    Texley, Juliana

    2010-01-01

    What makes an outstanding book for a young reader? Although it would be hard to create a rubric for every book, experienced teachers recognize them quickly. They fascinate and captivate with both their content and style. Award-winning trade books inspire young readers to want more... more information, more books, more inquiry, more science. The…

  1. Are K-12 learners motivated in physical education? A meta-analysis.

    PubMed

    Chen, Senlin; Chen, Ang; Zhu, Xihe

    2012-03-01

    Previous studies devoted to K-12 learner motivation in physical education share a general assumption that students may lack motivation. This meta-analytic study examined published original studies (n = 79) to determine students' motivation level and the association between motivation and outcomes. Original means of motivation measures were converted and aggregated to determine motivation levels. Correlation effect sizes were calculated to determine the association between motivation and outcome measures. The analyses revealed that K-12 students are motivated regardless of the theoretical constructs used in the studies (M > 50). The correlation effect sizes (r = .20-.30, p < .05) indicate a weak association between motivation and outcome. The findings suggest a need to involve meaningful learning and pedagogy variables in motivation research. PMID:22428410

  2. UTIG's Contributions to Seismology in K-12 Classrooms

    NASA Astrophysics Data System (ADS)

    Ellins, K. K.

    2004-12-01

    The University of Texas Institute for Geophysics (UTIG) conducts research in many areas of seismology, including the study of earthquakes, the structure of Earth's interior and targeted geologic settings, and the development of methods to monitor nuclear explosions. In addition, UTIG scientists engage in educational outreach that takes seismology and its applications into K-12 classrooms. Activities include (1) the development of standards-aligned, inquiry-based curriculum materials that use real seismic data to convey concepts in earthquake seismology and which introduce modern technologies based on the principles of seismology; (2) a year-long teacher professional development institute that incorporates seismology and teacher workshops at which scientists, GK-12 Fellows and teachers team up to deliver science content and learning activities; and (3) a "Teacher in the Field" program through which teachers have participated in marine geophysical cruises to study tectonic processes in the Bransfield Strait, Hess Deep, Terror Rift in the Ross Sea, the southeastern Caribbean, and the Blanco Fracture Zone. UTIG has supported these efforts through grants from the NSF and state agencies, and by partnering with other programs and organizations. For example, teacher workshops were organized around public lectures by IRIS/SSA Distinguished Speakers Roger Bilham (Global Death and Construction: Earthquakes on an Urban Planet) and David Wald (Rapid Earthquake Information: Citizen Science and New Tools for Emergency Response) and presented as part of The University of Texas Environmental Science Institute Outreach Lecture Series.

  3. K-12 Teacher Understanding of Energy Conservation: Conceptual Metaphor, Dissipation, and Degradation

    NASA Astrophysics Data System (ADS)

    Daane, Abigail R.

    In K-12 educational settings, conservation of energy is typically presented in two ways: the conservation of energy principle (energy is neither created nor destroyed) and the sociopolitical need to conserve energy (we guard against energy being used up). These two meanings of conservation typically remain disconnected from each other and can appear contradictory, even after instruction. In an effort to support teachers in building robust understandings of energy from their existing knowledge, I designed a study to investigate the productive ideas in K-12 teachers' conversations about energy. A micro-analysis of discourse, gestures, and artifacts of professional development courses revealed teachers' productive ideas about three aspects of energy: conceptual metaphor, dissipation and degradation. In learning about energy, K-12 teachers come to use conceptual metaphors in their own language and value attending to students' metaphorical language as a means of formative assessment. Teachers' conversations about dissipation suggest that apparent difficulties with energy conservation may have their roots in a strong association between forms of energy (thermal) and their perceptible indicators (warmth). Teachers address this challenge by employing an exaggeration strategy to locate the dissipated thermal energy, making the energy indicator perceptible. Finally, teachers' unprompted statements about sociopolitical aspects of energy are related to both statements from the NGSS and aspects of energy degradation. I conclude that energy conservation can be better taught and learned in K-12 Education by: 1) understanding and applying conceptual metaphors about energy in K-12 settings, 2) using prior experiences to better understand dissipative energy processes involving imperceptible thermal energy, thereby understanding how energy conservation applies in all situations, and 3) connecting productive ideas about sociopolitical aspects of energy to canonical physics. Keywords

  4. Identification of essential genes and synthetic lethal gene combinations in Escherichia coli K-12.

    PubMed

    Mori, Hirotada; Baba, Tomoya; Yokoyama, Katsushi; Takeuchi, Rikiya; Nomura, Wataru; Makishi, Kazuichi; Otsuka, Yuta; Dose, Hitomi; Wanner, Barry L

    2015-01-01

    Here we describe the systematic identification of single genes and gene pairs, whose knockout causes lethality in Escherichia coli K-12. During construction of precise single-gene knockout library of E. coli K-12, we identified 328 essential gene candidates for growth in complex (LB) medium. Upon establishment of the Keio single-gene deletion library, we undertook the development of the ASKA single-gene deletion library carrying a different antibiotic resistance. In addition, we developed tools for identification of synthetic lethal gene combinations by systematic construction of double-gene knockout mutants. We introduce these methods herein. PMID:25636612

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

    NASA Astrophysics Data System (ADS)

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

    2011-12-01

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

  6. Space Science Field Workshops for K-12 Teacher-Scientist Teams

    NASA Technical Reports Server (NTRS)

    Thompson, P. B.; Kiefer, W. S.; Treiman, A. H.; Irving, A. J.; Johnson, K. M.

    2002-01-01

    In collaboration with NASA Space Grant Consortia and other partners, we developed workshops for K-12 teachers that involve intensive, direct interaction with scientists. Field trips allow informal and spontaneous interaction, encouraging active participation. Additional information is contained in the original extended abstract.

  7. The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

    NASA Astrophysics Data System (ADS)

    Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.

    2013-12-01

    The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching

  8. Integrating Robot Design Competitions into the Curriculum and K-12 Outreach Activities

    NASA Astrophysics Data System (ADS)

    Avanzato, Robert

    The Penn State Abington campus has integrated several mobile robot design competitions into project-based design activities to provide enhancement for undergraduate engineering and information sciences and technology courses and also to provide outreach to K-12 institutions. The robot competitions, which encourage interdisciplinary design, teamwork, and rapid prototyping, support a wide range of educational outcomes in a variety of courses. A survey of undergraduate students was also implemented to identify the key lessons learned and overall educational quality of the robot competition activities. Overall, the responses on the quality of the robot competition experience were very positive. The strategic selection and implementation of robot design competitions, such as described in this paper, provide a cost-effective approach to enhancing the curriculum, promoting retention, and encouraging interest in science and technology (STEM) careers in K-12 students.

  9. Comparative analysis of envelope proteomes in Escherichia coli B and K-12 strains.

    PubMed

    Han, Mee-Jung; Lee, Sang Yup; Hong, Soon Ho

    2012-04-01

    Recent genome comparisons of E. coli B and K-12 strains have indicated that the makeup of the cell envelopes in these two strains is quite different. Therefore, we analyzed and compared the envelope proteomes of E. coli BL21(DE3) and MG1655. A total of 165 protein spots, including 62 nonredundant proteins, were unambiguously identified by two-dimensional gel electrophoresis and mass spectrometry. Of these, 43 proteins were conserved between the two strains, whereas 4 and 16 strain-specific proteins were identified only in E. coli BL21(DE3) and MG1655, respectively. Additionally, 24 proteins showed more than 2-fold differences in intensities between the B and K-12 strains. The reference envelope proteome maps showed that E. coli envelope mainly contained channel proteins and lipoproteins. Interesting proteomic observations between the two strains were as follows: (i) B produced more OmpF porin with a larger pore size than K-12, indicating an increase in the membrane permeability; (ii) B produced higher amounts of lipoproteins, which facilitates the assembly of outer membrane beta-barrel proteins; and (iii) motility- (FliC) and chemotaxis-related proteins (CheA and CheW) were detected only in K-12, which showed that E. coli B is restricted with regard to migration under unfavorable conditions. These differences may influence the permeability and integrity of the cell envelope, showing that E. coli B may be more susceptible than K-12 to certain stress conditions. Thus, these findings suggest that E. coli K-12 and its derivatives will be more favorable strains in certain biotechnological applications, such as cell surface display or membrane engineering studies. PMID:22534293

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

    NASA Astrophysics Data System (ADS)

    York, Kimberly Jane

    1998-11-01

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

  11. An Investigation of the Use of Real-Time, Authentic Geospatial Data in the K-12 Classroom

    ERIC Educational Resources Information Center

    Doering, Aaron; Veletsianos, George

    2007-01-01

    This article situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student experiences with real-time authentic geospatial data provided through a hybrid adventure learning environment. Qualitative data from seven student focus groups demonstrate the effectiveness of using real-time authentic data, peer…

  12. Utilizing a School-University Collaborative Partnership to Design, Present, and Support Pre-K-12 Coursework on Differentiated Instruction

    ERIC Educational Resources Information Center

    Neville, Elizabeth

    2010-01-01

    Differentiated instruction should be evident in every classroom; however, it is particularly critical in Professional Development Schools (PDS) that have the dual focus of instruction for both Pre-K-12 students and university students completing their final internship experience. In this article, the author illustrates a university and school…

  13. Governor's Role in Aligning Early Education and K-12 Reforms: Challenges, Opportunities, and Benefits for Children. White Paper

    ERIC Educational Resources Information Center

    Wat, Albert

    2012-01-01

    To increase student learning and achievement, more and more states are pursuing reforms in "both" early care and education (ECE) programs and the K-12 education system. Many states are implementing the Common Core State Standards (CCSS) to promote all students' readiness for college and careers, while engaging in reforms prompted by the Race to…

  14. Distinguishing Sources of L2 Development Problems in K-12: Language Deficit, Cognitive Deficit, and Cognitive Distance

    ERIC Educational Resources Information Center

    Stapp, Yvonne

    2007-01-01

    K-12 students with limited L2 proficiency who do not progress satisfactorily are often referred to special education and/or speech pathology services. Like the teachers who refer such students, the representatives of each service have a specific expertise (e.g., cognition) with little knowledge of the other types of proficiencies (e.g., L1…

  15. Guide for the Development of Library Skills and Services in the Sulphur Springs Independent School District, Grades K-12.

    ERIC Educational Resources Information Center

    Sulphur Springs Independent School District, TX.

    This guide consists of a series of behavioral objectives for the student, K-12. It has been prepared by librarians to aid teachers in using the library as an extension of their classroom teaching and to aid librarians in providing the needed materials and activities for both teachers and students. It should be useful to teachers in planning…

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

    ERIC Educational Resources Information Center

    Bachle, Leo; And Others

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

  17. K-12 Foreign Language Education. The ERIC Review.

    ERIC Educational Resources Information Center

    ERIC Review, 1998

    1998-01-01

    The "ERIC Review" announces research results, publications, and new programs relevant to each issue's theme. This issue focuses on foreign language education in grades K-12. Articles include: "Second Language Learning: Everyone Can Benefit" (Kathleen M. Marcos); "Foreign Language Education in the United States: Trends and Challenges" (Renate A.…

  18. Course Goals in Mathematics, Grades K-12. Critique Draft.

    ERIC Educational Resources Information Center

    Multnomah County Intermediate Education District, Portland, OR.

    This document is one part of a critique series that deals with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to curriculum planning and…

  19. Course Goals in Music, Grades K-12. Critique Draft.

    ERIC Educational Resources Information Center

    Multnomah County Intermediate Education District, Portland, OR.

    This document on course goals in music is one part of a critique series dealing with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to curriculum…

  20. Course Goals in Social Science, Grades K-12. Critique Draft.

    ERIC Educational Resources Information Center

    Multnomah County Intermediate Education District, Portland, OR.

    This document on course goals in the social sciences is one part of a critique series dealing with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to…

  1. Course Goals in Art, Grades K-12. Critique Draft.

    ERIC Educational Resources Information Center

    Multnomah County Intermediate Education District, Portland, OR.

    This document on course goals in art is one part of a critique series dealing with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to curriculum…

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

    ERIC Educational Resources Information Center

    Clearing, 1991

    1991-01-01

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

  3. Factors Influencing Grant Writing of K-12 Teachers.

    ERIC Educational Resources Information Center

    Turpin, Tammye; Cage, Bob N.

    A study examined whether number of years of teaching, number of grant proposals written, and level of funding received were distinguished among K-12 teachers in relationship to factors perceived as motivating grant writing; obstacles encountered in grant writing; and needed support for continued grant writing. Questionnaires were mailed to 121…

  4. 2011 Census of Technology: Missouri Schools K-12

    ERIC Educational Resources Information Center

    Missouri Department of Elementary and Secondary Education, 2012

    2012-01-01

    The Census of Technology (COT) is designed to assess Missouri's continuing investment in K-12 education technologies. The COT provides important data for the Department of Elementary and Secondary Education (DESE) to share with state and national decision-makers to help advance public policy and increase public awareness and support for education…

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

    ERIC Educational Resources Information Center

    Ash, Katie

    2012-01-01

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

  6. A Guide to Networking for K-12 Schools.

    ERIC Educational Resources Information Center

    Northwest Regional Educational Lab., Portland, OR.

    The purpose of this guide is to provide basic networking information and planning assistance for technology coordinators and others involved in building networks for K-12 schools. The information in this guide focuses on the first few steps in the networking process. It reviews planning considerations and network design issues facing educators who…

  7. Health and Safety Guide for K-12 Schools in Washington.

    ERIC Educational Resources Information Center

    Ellis, Richard E.; Kerns, James T.; Currie, Michael

    This guide, which can be used as a school self-inspection tool, is designed to help Washington's K-12 public schools prevent and reduce injuries and illnesses by focusing on good health and safety practices. The guide also focuses on practices that can be undertaken during the design, construction, renovation, operation, maintenance, or inspection…

  8. Media Literacy and the K-12 Content Areas

    ERIC Educational Resources Information Center

    Hobbs, Renee

    2005-01-01

    Media literacy education is being explored by scholars in many different fields (including education, literature, media studies, psychology, and public health), but there is less evidence of implementations occurring in K-12 settings. With more than 1.3 million teachers in U.S. public schools, it is impossible to estimate the extent to which the…

  9. Technological Collaborations: K-12 and Higher Education. Fastback 438.

    ERIC Educational Resources Information Center

    Ferguson, Kay McPherson; Kopp, O. W.

    This brief report examines various ways in which K-12 schools and institutions of higher education can collaborate to effect critical changes in teaching and learning through the use of computers. The first section briefly reviews the history of computer use in education, noting such critical needs as teacher training, and reviews the…

  10. The Web in K-12 Education: Is there a Future?

    ERIC Educational Resources Information Center

    Maddux, Cleborne D.

    2005-01-01

    Growth in size and popularity of the Web over the last 10 years has been remarkable. There are now many calls to make the Web the center of K-12 schooling. However, there are many problems that must be solved before the Web can be fully integrated into curricula in public schools. Such problems can be categorized as practical or pedagogical in…

  11. GOP Candidates Eye Scaling Back Federal K-12 Role

    ERIC Educational Resources Information Center

    Klein, Alyson

    2012-01-01

    Though education has played second fiddle so far to other domestic issues in the race for the Republican presidential nomination, the narrowing field includes GOP candidates with compatible views on scaling back the federal role in K-12, but big contrasts in policy specifics and experience. President Barack Obama, meanwhile, is expected to put a…

  12. Historical Perspectives on Teaching with Technology in K-12 Schools.

    ERIC Educational Resources Information Center

    Cassidy, Margaret

    1998-01-01

    Examines over 70 years of efforts to bring media/new technologies into the classroom. Discusses common threads in the hopes and plans for educational radio, instructional television, and computer-assisted instruction. Looks at obstacles to implementation of these initiatives. Concludes that present-day efforts to integrate new technology into K-12

  13. 2008 Public Opinion Survey on K-12 Education in Indiana

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  14. Bibliography of Free & Inexpensive Materials for Economic Education, K-12.

    ERIC Educational Resources Information Center

    Harvel, Steve

    This booklet contains a listing of free and inexpensive (below $20.00) materials that can be used for teaching economics in grades K-12. The items are divided for grades K-6 and 7-12, and the name of the item, the description, the cost, and the producer's name and address are provided. The various available materials include supplementary reading…

  15. Addressing Excellence Gaps in K-12 Education. Position Statement

    ERIC Educational Resources Information Center

    National Association for Gifted Children, 2015

    2015-01-01

    Since the passage of the No Child Left Behind Act in 2001, a major objective of federal and state education policy has been to narrow K-12 achievement gaps. This position statement notes that the available data suggest that the singular focus on the most struggling learners has resulted in meaningful progress in closing minimum-competency…

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

    ERIC Educational Resources Information Center

    Bosse, Michael J.; Fogarty, Elizabeth A.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Henneman, Suzanne E.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Dervarics, Charles

    2012-01-01

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

  19. Project WILD Aquatic K-12 Curriculum and Activity Guide

    ERIC Educational Resources Information Center

    Council for Environmental Education, 2011

    2011-01-01

    The "Project WILD Aquatic K-12 Curriculum and Activity Guide" emphasizes aquatic wildlife and aquatic ecosystems. It is organized in topic units and is based on the Project WILD conceptual framework. Because these activities are designed for integration into existing courses of study, instructors may use one or many Project WILD Aquatic activities…

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

    ERIC Educational Resources Information Center

    Nyachwaya, Samson

    2013-01-01

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

  1. The Benefits of a Comprehensive K-12 Career Development System

    ERIC Educational Resources Information Center

    Cassidy, Ronald A.

    2007-01-01

    Rigor, relevance and relationships--they are the three buzz words in education. Now there is a fourth: Resources. And the Career and Technology Education Centers (C-TEC) of Licking County in Newark, Ohio, is among the institutions responsible for creating that fourth "R." It is part of a K-12 system rich with resources and opportunities. Serving…

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

    ERIC Educational Resources Information Center

    Forster, Greg

    2006-01-01

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

  3. Project WILD K-12 Curriculum and Activity Guide

    ERIC Educational Resources Information Center

    Council for Environmental Education, 2011

    2011-01-01

    The "Project WILD K-12 Curriculum and Activity Guide" focuses on wildlife and habitat. It is organized in topic units and is based on the Project WILD conceptual framework. Because these activities are designed for integration into existing courses of study, instructors may use one or many Project WILD activities or the entire set of activities…

  4. Teaching Engineering at the K-12 Level: Two Perspectives

    ERIC Educational Resources Information Center

    Smith, Kenneth L.; Burghardt, David

    2007-01-01

    In this article, the authors share their own perspectives regarding engineering education at the K-12 level. Smith believes that there must be a more direct infusion of appropriate mathematics and science with the unique technological content (tools, machines, materials, processes) for an effective engineering education program to exist. He thinks…

  5. Prospective Teachers' Beliefs about Imaginative Thinking in K-12 Schooling

    ERIC Educational Resources Information Center

    Beghetto, Ronald A.

    2008-01-01

    This study examined prospective teachers' (N=176) beliefs about the role that memorization and imaginative thinking play in K-12 schooling. Results indicate that the majority of prospective teachers (68.5%) believed there was a specific grade that teachers should place more emphasis on the memorization of correct answers rather than encourage…

  6. Environmental Education: Food - The Coming Crisis (Grades K-12).

    ERIC Educational Resources Information Center

    New Jersey State Council for Environmental Education, Upper Montclair.

    This publication presents classroom activities for teaching about the world food shortage. These activities are organized by objectives, are multidisciplinary and cover the K-12 grade levels. The objectives listed include: (1) Describe some food chains; (2) Appraise the effect of soil conditions, geographic and climatic factors on the food…

  7. Definitions, Benefits, and Barriers of K-12 Educational Strategic Planning

    ERIC Educational Resources Information Center

    Hambright, Grant; Diamantes, Thomas

    2004-01-01

    This comprehensive literature review seeks to define strategic planning in a K-12 setting. Principally, it asks, what characteristics distinguish educational strategic planning from other planning approaches? What follows is a content analysis of the educational strategic planning literature detailing the critical attributes of various planning…

  8. Intergovernmental Approaches for Strengthening K-12 Accountability Systems

    ERIC Educational Resources Information Center

    Armour-Garb, Allison, Ed.

    2007-01-01

    This volume contains an edited transcript of the Rockefeller Institute's October 29, 2007 symposium (Chicago, IL) entitled "Intergovernmental Approaches to Strengthen K-12 Accountability Systems" as well as a framework paper circulated in preparation for the symposium. The transcript begins with a list of the forty state and federal education…

  9. Engaging K-12 Language Learners in Media Literacy

    ERIC Educational Resources Information Center

    Egbert, Joy; Neville, Chon

    2015-01-01

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

  10. Kansas Curriculum Framework for Music: Pre-Kindergarten, K-12.

    ERIC Educational Resources Information Center

    Kansas State Dept. of Education, Topeka.

    The Kansas Music Curriculum Framework provides a developmental guide for planning effective music instruction at all levels of learning. The Framework is based on the Elements of Music as the foundation for sequential and developmental outcomes to be used in designing effective music instruction for pre-K-12. Because the Framework aligns with the…

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

    ERIC Educational Resources Information Center

    Long, Mark C.; Conger, Dylan

    2013-01-01

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

  12. The Condition of K-12 Public Education in Maine: 2005

    ERIC Educational Resources Information Center

    Gravelle, Paula B.; Silvernail, David L.

    2005-01-01

    This ninth edition of "The Condition of K-12 Public Education in Maine" is designed to provide Maine citizens, legislators, and educators a yearly report on the state of Maine public schools and education. This new edition updates educational information which appeared in earlier editions, and also provides information on several new topics.…

  13. The Condition of K-12 Public Education in Maine, 2004

    ERIC Educational Resources Information Center

    Gravelle, Paula B.; Silvernail, David L.

    2004-01-01

    This eighth edition of "The Condition of K-12 Public Education in Maine" is designed to provide Maine citizens, legislators, and educators a yearly report on the state of Maine public schools and education. This new edition updates educational information which appeared in earlier editions, and also provides information on several new topics.…

  14. CKAVTS Career Development Project. Resource Handbook. K-12.

    ERIC Educational Resources Information Center

    Kosier, Mary W.

    Goals, objectives, and sample units used during Phase II of a career development project conducted by the Central Kansas Area Vocational Technical School (CKAVTS) Administrative Center to demonstrate the integration of career development in the classroom are contained in this resource handbook for grades K-12. The materials were developed by…

  15. Designer Librarian: Embedded in K12 Online Learning

    ERIC Educational Resources Information Center

    Boyer, Brenda

    2015-01-01

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

  16. The Condition of K-12 Public Education in Maine: 2006

    ERIC Educational Resources Information Center

    Gravelle, Paula B.; Silvernail, David L.

    2006-01-01

    This tenth edition of "The Condition of K-12 Public Education in Maine" is designed to provide Maine citizens, legislators, and educators a yearly report on the state of Maine public schools and education. This new edition updates educational information which appeared in earlier editions, and also provides information on several new topics.…

  17. The Condition of K-12 Public Education in Maine: 2009

    ERIC Educational Resources Information Center

    Donis-Keller, Christine; Silvernail, David L.

    2009-01-01

    This twelfth edition of "The Condition of K-12 Public Education in Maine" is designed to provide Maine citizens, legislators, and educators a yearly report on the state of Maine public schools and education. This new edition updates educational information which appeared in earlier editions, and also provides information on several new topics.…

  18. Online System Adoption and K-12 Academic Outcomes

    ERIC Educational Resources Information Center

    Kimmons, R.

    2015-01-01

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

  19. Health Education Guide: A Design for Teaching K-12.

    ERIC Educational Resources Information Center

    Barrett, Morris

    This teaching guide to health education includes instruction units for grades K-12. Section 1 discusses the need for health education and includes a scope and sequence chart for each of the instruction units. Section 2 consists of instruction units in the areas of physical development, social and emotional development, chemicals and addiction, and…

  20. Foreign Language K-12. Program Evaluation 1991-92.

    ERIC Educational Resources Information Center

    Wadden, Jerry M.

    The Des Moines (Iowa) Public Schools foreign language program for K-12 is described and evaluated. The evaluation report focuses on six areas, including: (1) school district mission and philosophy of foreign language instruction; (2) context (state policies and standards, foreign language program overview and enrollment, fiber-optic communication…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  2. K-12 and University Partnerships: Bridging the Advocacy Gap

    ERIC Educational Resources Information Center

    Bryan, Charity; Sims, Sandra

    2011-01-01

    Research has cited numerous advantages and benefits of K-12 collaborations with the larger university community (Castle, Fox, & Souder, 2006; Crocco, Faithfull, & Schwartz, 2003). Departments of kinesiology across the country are well positioned to establish partnerships with local school systems in order to advocate for quality, daily physical…

  3. Creating User-Friendly Tools for Data Analysis and Visualization in K-12 Classrooms: A Fortran Dinosaur Meets Generation Y

    NASA Technical Reports Server (NTRS)

    Chambers, L. H.; Chaudhury, S.; Page, M. T.; Lankey, A. J.; Doughty, J.; Kern, Steven; Rogerson, Tina M.

    2008-01-01

    During the summer of 2007, as part of the second year of a NASA-funded project in partnership with Christopher Newport University called SPHERE (Students as Professionals Helping Educators Research the Earth), a group of undergraduate students spent 8 weeks in a research internship at or near NASA Langley Research Center. Three students from this group formed the Clouds group along with a NASA mentor (Chambers), and the brief addition of a local high school student fulfilling a mentorship requirement. The Clouds group was given the task of exploring and analyzing ground-based cloud observations obtained by K-12 students as part of the Students' Cloud Observations On-Line (S'COOL) Project, and the corresponding satellite data. This project began in 1997. The primary analysis tools developed for it were in FORTRAN, a computer language none of the students were familiar with. While they persevered through computer challenges and picky syntax, it eventually became obvious that this was not the most fruitful approach for a project aimed at motivating K-12 students to do their own data analysis. Thus, about halfway through the summer the group shifted its focus to more modern data analysis and visualization tools, namely spreadsheets and Google(tm) Earth. The result of their efforts, so far, is two different Excel spreadsheets and a Google(tm) Earth file. The spreadsheets are set up to allow participating classrooms to paste in a particular dataset of interest, using the standard S'COOL format, and easily perform a variety of analyses and comparisons of the ground cloud observation reports and their correspondence with the satellite data. This includes summarizing cloud occurrence and cloud cover statistics, and comparing cloud cover measurements from the two points of view. A visual classification tool is also provided to compare the cloud levels reported from the two viewpoints. This provides a statistical counterpart to the existing S'COOL data visualization tool

  4. An Introduction to Internet Resources for K-12 Educators. Part II: Question Answering, Electronic Discussion Groups, Newsgroups, Update 1999. ERIC Digest.

    ERIC Educational Resources Information Center

    Morgan, Nancy A.

    As K-12 schools connect to the Internet, a new method of communication opens up to educators and their students. This ERIC Digest describes some sample services and resources that are available to the K-12 community by electronic mail over the Internet (resources and addresses are subject to change). Question answering services, electronic…

  5. An Introduction to Internet Resources for K-12 Educators. Part II: Question Answering, Electronic Discussion Groups, Newsgroups, Update 2000. ERIC Digest.

    ERIC Educational Resources Information Center

    Morgan, Nancy A.; Sprague, Carolyn

    The Internet is an international computer network composed of thousands of smaller networks. As K-12 schools connect to the Internet, a new method of communication opens up to educators and their students. This ERIC Digest describes some sample services and resources that are available to the K-12 community by electronic mail over the Internet.…

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

    ERIC Educational Resources Information Center

    American School Health Association (NJ1), 2012

    2012-01-01

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

  7. From enrichment to equity: comments on diversifying the K-12 medical school pipeline.

    PubMed Central

    Murray-García, Jann L.; García, Jorge A.

    2002-01-01

    Educating a physician workforce that reflects the increasing racial and ethnic diversity of our nation is an ongoing challenge of urgent concern. Many medical school kindergarten through 1 2th grade (K-12) pipeline programs focus on "enriching" underrepresented minority (URM) students using strategies to change or "improve" individual students. This discussion raises concerns over longstanding racial and ethnic inequities in America's public schools that, in part, result in the predictable and systematic underachievement of URM students. These insidious processes can disqualify URM students from successful participation in the medical school pipeline at its earliest stages. The paper also discusses the cultural challenges URM students often face in aspiring to exceptional academic achievement within America's schools. Finally, this paper highlights the need for illustrative examples of medical school-public school partnerships that pursue an agenda of equity to balance the current downstream focus on the enrichment of individual students. PMID:12152930

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

    NASA Astrophysics Data System (ADS)

    Hickman, Paul

    2002-04-01

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

  9. Translating Research Into E/PO That Addresses Real Needs in K-12 Classrooms

    NASA Astrophysics Data System (ADS)

    van der Veen, Wil E.; Belbruno, E. A.; Roelofsen Moody, T.

    2009-01-01

    One of the challenges in NASA ROSES E/PO is translating cutting edge research into products for which there is a demonstrated need. Rather than working from the premise that the "research is so cool’ that K-12 students or the public should learn about it, it is key to consult with the target audience to identify what their needs really are. The partnership between NJACE, Innovative Orbital Design, Inc., and Princeton offered a unique opportunity to translate intriguing but theoretical and mathematical research related to low energy orbits into a valuable education product. NJACE worked with educators to identify several needs with an intellectual link to this research: 1) Understanding of Gravity and Newton's Laws, 2) Understanding of Energy and Energy Transformations, 3) Integration of the sciences with math and technology, and 4) Knowledge of NASA's past accomplishments (such as the moon landings). Based on these identified needs, two science units were developed for students in grades 5-12 that integrate astronomy, physics, and the life sciences with math and technology. In addition an engaging public lecture was developed that tells a personal story of the quest for more economic space travel. In the past year, the workshops have been presented on three occasions, reaching over 75 teachers and demand exceeded available space with numerous teachers on waiting lists. The lecture has been presented numerous times at planetariums, museums, amateur astronomy and other clubs. We hope that our partnership will serve as a useful example of how to translate cutting edge research into valuable education products with an identified need. We will provide handouts with links to a website where the products and training can be downloaded in hope that others will help disseminate our product.

  10. MY NASA DATA: Making Earth Science Data Accessible to the K-12 Community

    NASA Astrophysics Data System (ADS)

    Chambers, L. H.; Alston, E. J.; Diones, D. D.; Moore, S. W.; Oots, P. C.; Phelps, C. S.

    2006-12-01

    In 2004, the Mentoring and inquirY using NASA Data on Atmospheric and Earth science for Teachers and Amateurs (MY NASA DATA) project began. The goal of this project is to enable K-12 and citizen science communities to make use of the large volume of Earth System Science data that NASA has collected and archived. One major outcome is to allow students to select a problem of real-life importance, and to explore it using high quality data sources without spending months looking for and then learning how to use a dataset. The key element of the MY NASA DATA project is the implementation of a Live Access Server (LAS). The LAS is an open source software tool, developed by NOAA, that provides access to a variety of data sources through a single, fairly simple, point- and- click interface. This tool truly enables use of the available data - more than 100 parameters are offered so far - in an inquiry-based educational setting. It readily gives students the opportunity to browse images for times and places they define, and also provides direct access to the underlying data values - a key feature of this educational effort. The team quickly discovered, however, that even a simple and fairly intuitive tool is not enough to make most teachers comfortable with data exploration. User feedback has led us to create a friendly LAS Introduction page, which uses the analogy of a restaurant to explain to our audience the basic concept of an LAS. In addition, we have created a "Time Coverage at a Glance" chart to show what data are available when. This keeps our audience from being too confused by the patchwork of data availability caused by the start and end of individual missions. Finally, we have found it necessary to develop a substantial amount of age appropriate documentation, including topical pages and a science glossary, to help our audience understand the parameters they are exploring and how these parameters fit into the larger picture of Earth System Science. MY NASA DATA

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

    NASA Astrophysics Data System (ADS)

    Eisenstein, Robert

    2009-05-01

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

  12. The Next Generation Science Standards: An Historic Opportunity for K-12 Earth and Space Science Education

    NASA Astrophysics Data System (ADS)

    Johnson, R. M.; Passow, M. J.; Holzer, M. A.; Moore, J.

    2014-12-01

    The Next Generation Science Standards (NGSS) provide an historic opportunity to significantly improve Earth and space science (ESS) education nationally at the K-12 level. The increased emphasis on ESS related topics in the NGSS relative to previous standards provides a real opportunity for ensuring all K-12 students in adopting states learn about the ESS - allowing us to reach many more students than are currently are exposed to our discipline. The new standards are also exciting in that they explicitly couple science and engineering practice, cross-cutting concepts, and disciplinary core ideas in such a way that student must actively demonstrate their understanding through actions rather than through mere regurgitation of memorized responses. Achieving mastery of NGSS Performance Expectations will require practice with higher-order learning skills - with students engaging in the practices of scientists and engineers. Preparing students for this mastery will be a challenging task for teachers, since in many states professional development support is limited at best for the current curriculum - let alone the curricula that will be developed to address the NGSS. As adoption of the NGSS expands across the country, states will be at various levels of implementation of the new standards over the next several years - and there is real concern that teachers must have sufficient professional development to be able to be successful in preparing their students - particularly in view of likely coupled assessments and teacher evaluations. NESTA strongly supports implementation of the NGSS, and the rigorous and compelling ESS education it will engender, when coupled with a strong emphasis nationwide on teacher professional development. For the past two years, the National Earth Science Teachers Association (NESTA) has continued our leadership in K-12 ESS education through workshops, web seminars, events and publications that emphasize implementation of the NGSS in ESS

  13. Minnesota K-12 Education: The Current Debate, the Present Condition. A Report of the CURA/College of Education Project on the Future of K-12 Public Education in Minnesota.

    ERIC Educational Resources Information Center

    Peek, Thomas R.; And Others

    The purpose of this report is to provide an accurate picture of the nature and condition of Minnesota's K-12 public education system and the challenges it faces in the coming years. Section I describes the major concerns about Minnesota education (centering on excellence and student performance, system accountability and responsiveness, and…

  14. Authentic K-12 Science Projects at the NASA Langley Research Center

    NASA Astrophysics Data System (ADS)

    Chambers, L. H.; Moore, S. W.; Sepulveda, R.

    2006-05-01

    The North Central Regional Educational Library (NCREL) has the following to say about authentic learning: "Students are presented with problem-solving activities that incorporate authentic, real-life questions and issues in a format that encourages collaborative effort, dialogue with informed expert sources, and generalization to broader ideas and application" An education team within the Science Directorate at NASA Langley Research Center has been developing education projects with these attributes of authentic learning since 1996. Currently, three projects are underway. The Students' Cloud Observations On-Line (S'COOL) Project, begun in December 1996, involves K-12 students in making ground truth observations of clouds at the time that a NASA earth-observing satellite passes overhead. The students report data through an on-line form, and can later visualize their data along with the corresponding satellite retrieved cloud properties. Students are invited to take an active part in the validation effort for cloud retrievals, analyzing the data and reporting any findings of interest to the Clouds and the Earth's Radiant Energy System (CERES) science team. The team made a connection with the GLOBE program in 2002, helping to define a protocol for student observation of contrails as part of the existing cloud protocol. These protocols involve students in observing parameters of interest for on-going scientific activities; while the GLOBE program provides a forum for dialog between students, educators, and scientists. In 2004, the team launched the Mentoring and inquirY using NASA Data on Atmospheric and earth science for Teachers and Amateurs (MY NASA DATA) project. The goal of this project is to remove the barriers that prevent the K-12 and citizen science communities from making use of the large volume of Earth System Science data that NASA has collected and archived. This allows students to select a problem of real-life importance, and to explore it using high

  15. WebSEM: an assessment of K-12 remote microscopy efforts.

    PubMed

    Chumbley, A E; Chumbley, L S

    2007-01-01

    Within the past 10 years a number of institutions have developed and instituted systems and programs that enable remote control of a scanning electron microscope (SEM). Geared toward use by teachers and educators in K-12 classrooms, these systems have offered access to advanced instrumentation to thousands of students over the past decade. However, despite the enormous potential and promise associated with remote microscopy, the reality has been that most such systems are not utilized to their fullest extent. This is partly due to time constraints on the instrument; many such systems are an integral part of the research and/or teaching focus of the institution that offers the service, and as such, K-12 educators are forced to compete with institutional demands. Often this restricts the amount of lessons that can be conducted to a relatively small number, in rather narrowly defined windows of opportunity. However, even when such constraints do not exist, the number of lessons typically requested remains disappointingly low, and the lessons that are conducted are usually simple examinations lacking in depth. In an effort to determine why the promise of K-12 remote microscopy has not been fully realized, a number of assessments have been carried out at Iowa State University in relation to operation and use of the WebSEM, the Web-controllable SEM operated by the Materials Science and Engineering Department of Iowa State University as a part of Project ExCEL, the Extended Classroom for Enhanced Learning. These assessments indicate that the key to successful use of advanced equipment in K-12 classrooms depends less upon hardware than it does upon local instructional situations. Establishing a personal relationship between the SEM operator and the teacher in the classroom appears to be the best way to increase current use of remote microscopy. PMID:17330251

  16. Idaho Robotics Opportunities for K-12 Students: A K-12 Pipeline of Activities Promoting Careers in Science, Engineering, and Technology

    ERIC Educational Resources Information Center

    Ewers, Timothy G.

    2010-01-01

    4-H youth development programs nationwide are responding to the 4-H National Science, Engineering, and Technology (4-H SET) Initiative to involve more youth in Science, Engineering, and Technology activities. The goal is to increase the numbers of youth choosing to pursue SET careers. This article describes a program that is having great success…

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

    ERIC Educational Resources Information Center

    Mosley, Victoria V. W.

    2012-01-01

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

  18. The Numbers We Need: How the Right Metrics Could Improve K-12 Education. Education Outlook. No. 2

    ERIC Educational Resources Information Center

    Hess, Frederick M.; Fullerton, Jon

    2010-01-01

    Educators lack the data necessary to pinpoint concerns and successes in schools. A focus on collecting student achievement data in the past ten years has increased the amount of information school districts have, but these data are insufficient. Successful organizations use extensive data analysis to guide decisions, but few K-12 districts have…

  19. The Influence of Noncognitive Domains on Academic Achievement in K-12. Research Report. ETS RR-09-34

    ERIC Educational Resources Information Center

    Lee, Jihyun; Shute, Valerie J.

    2009-01-01

    This paper identifies three noncognitive domains relevant for academic achievement in K-12-- student engagement, behavioral learning strategies, and school climate. The paper also documents empirical findings that show relationships between these three noncognitive domains and academic achievement, especially in the areas of reading and…

  20. Using Sheltered English and Other Techniques: Specifically Designed Academic Instruction in English for K-12 English Language Learners with Disabilities.

    ERIC Educational Resources Information Center

    Nevin, Ann, Ed.; Renne, Diane, Ed.

    This document presents 13 detailed lesson plans for use with limited English speaking students in grades K-12 who also have disabilities. Although the formats vary, each lesson plan usually provides information on learning objectives, appropriate grade level, type of disability, correlation with national or state standards, subject areas…

  1. Online K-12 Schooling in the U.S.: Uncertain Private Ventures in Need of Public Regulation

    ERIC Educational Resources Information Center

    Glass, Gene V.; Welner, Kevin G.

    2011-01-01

    Over just the past decade, online learning at the K-12 level has grown from a novelty to a movement. Often using the authority and mechanism of state charters, and in league with home schoolers and other allies, private companies and some state entities are now providing full-time online schooling to a rapidly increasing number of students in the…

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

    ERIC Educational Resources Information Center

    Cervantes, Marco Antonio

    2015-01-01

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

  3. The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis. Revised

    ERIC Educational Resources Information Center

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

    2012-01-01

    The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards.…

  4. An Ecological Approach to a University Course that Develops Partnerships Impacting Health and Wellness in K-12 Schools and Communities

    ERIC Educational Resources Information Center

    Shields, Sharon L.; Gilchrist, Leigh Z.; Nixon, Carol T.; Holland, Barbara A.; Thompson, Elizabeth A.

    2013-01-01

    Over the past several decades, there has been an increased focus on health promotion as opposed to individual health determinants and disease prevention. Given the association between health and academic success, health promotion is a vastly overlooked lever for establishing effective K-12 schools. Student, organizational, and community well-being…

  5. Transformative Connections: Community-Based K-12 Computing Program Strives to Strengthen Academic and Career Aspirations of Its Participants

    ERIC Educational Resources Information Center

    Roach, Ronald

    2005-01-01

    The Joint Educational Facilities Inc. (JEF) computer science program has as its goal to acquaint minority and socially disadvantaged K-12 students with computer science basics and the innovative subdisciplines within the field, and to reinforce the college ambitions of participants or help them consider college as an option. A non-profit…

  6. K-12 Teachers' Perceptions of and Their Satisfaction with Interaction Type in Blended Learning Environments

    ERIC Educational Resources Information Center

    Kuo, Yu-Chun; Belland, Brian R.; Schroder, Kerstin E. E.; Walker, Andrew E.

    2014-01-01

    Blended learning is an effective approach to instruction that combines features of face-to-face learning and computer-mediated learning. This study investigated the relationship between student perceptions of three types of interaction and blended learning course satisfaction. The participants included K-12 teachers enrolled in a graduate-level…

  7. Toward a More Nuanced Approach to Program Effectiveness Assessment: Hierarchical Linear Models in K-12 Program Evaluation

    ERIC Educational Resources Information Center

    Newton, Xiaoxia A.; Llosa, Lorena

    2010-01-01

    Most K-12 evaluations are designed to make inferences about how a program implemented at the classroom or school level affects student learning outcomes and such inferences inherently involve hierarchical data structure. One methodological challenge for evaluators is linking program implementation factors typically measured at the classroom or…

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

    ERIC Educational Resources Information Center

    Data Quality Campaign, 2014

    2014-01-01

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

  9. K-12 Resources on the Internet: An Instructional Guide. 2nd Edition, Revised and Expanded. Internet Workshop Series Number 5.

    ERIC Educational Resources Information Center

    Junion-Metz, Gail

    This book, designed as both a teaching and a learning tool, provides guidelines on how to use Internet tools (World Wide Web, e-mail, Gopher, and others) to find K-12 projects, reference sources, school assignments, fun activities, current information, pen-pals worldwide, team projects with other students around the world, special-education…

  10. English/Language Arts Curriculum Resource Handbook: A Practical Guide for K-12 English/Language Arts Curriculum.

    ERIC Educational Resources Information Center

    1992

    Designed as a practical reference for curriculum developers, education faculty, and veteran and student teachers, this book provides basic information on the background of language arts curriculum as well as current information on publications, standards, and special materials for the K-12 English/language arts. The first part of the book…

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

    NASA Astrophysics Data System (ADS)

    Halkides, D. J.; Larour, E. Y.; Cheng, D. L.; Perez, G.; Romero, V.; Saks, O.

    2014-12-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2015-12-01

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

  13. Implications for Earth and space in new K-12 science standards

    NASA Astrophysics Data System (ADS)

    Wysession, Michael E.

    2012-11-01

    New science standards for national K-12 science education are in the process of being written by a states-led team of writers organized by Achieve, Inc., with important implications for teaching Earth and space sciences. The final version of these "Next Generation Science Standards" (NGSS) is scheduled to be released in early 2013, but a second draft of the standards will be made public in December 2012. Members of the Earth and space science (ESS) research communities can review this draft of NGSS and provide constructive feedback. Such feedback will help ensure that American students receive instruction that is accurate, relevant, and engaging.

  14. Outreach to Space Scientists in Support of K-12 Education

    NASA Astrophysics Data System (ADS)

    Morrow, C. A.; Dusenbery, P. B.; Lee, S. W.

    1998-09-01

    NASA's Office of Space (OSS) has undertaken a monumental and inspiring challenge -- that of actively brokering powerful, positive, and productive relationships between the space science community it supports and the multiple realms of K-12 and public education nationwide. The OSS Education and Outreach Broker/Facilitator Program has named a set of regional Brokers/Facilitators whose primary function is to arrange alliances between educators and scientists that will help scientists turn results from space science missions and programs into educationally appropriate products and/or services that can be disseminated regionally or nationally. The Space Science Institute (SSI) has been chosen as one of five organizations serving as OSS Broker/Facilitator in a 12-state region (CO, AZ, NM, UT, WY, NV, MT, ID, WA, OR, Northern CA, and AL). SSI is a non-profit organization located in Boulder, Colorado, dedicated to excellence in research and education in the space and earth sciences. We have a robust program of educational endeavors that involve space and scientists. These include major traveling science exhibits (e.g. MarsQuest), curricular materials development (e.g. Solarscapes and the Cassini Teacher Guide), and workshops for scientists on K-12 education. SSI will carry out its OSS Broker/Facilitator role in collaboration with Wendy Pollock of the Association of Science-Technology Centers, Steve Pompea of Pompea & Associates, Russell Wright of Event Based Science, and James Hubbard of the Four Corners Rural Systemic Initiative.

  15. The functional landscape bound to the transcription factors of Escherichia coli K-12.

    PubMed

    Pérez-Rueda, Ernesto; Tenorio-Salgado, Silvia; Huerta-Saquero, Alejandro; Balderas-Martínez, Yalbi I; Moreno-Hagelsieb, Gabriel

    2015-10-01

    Motivated by the experimental evidences accumulated in the last ten years and based on information deposited in RegulonDB, literature look up, and sequence analysis, we analyze the repertoire of 304 DNA-binding Transcription factors (TFs) in Escherichia coli K-12. These regulators were grouped in 78 evolutionary families and are regulating almost half of the total genes in this bacterium. In structural terms, 60% of TFs are composed by two-domains, 30% are monodomain, and 10% three- and four-structural domains. As previously noticed, the most abundant DNA-binding domain corresponds to the winged helix-turn-helix, with few alternative DNA-binding structures, resembling the hypothesis of successful protein structures with the emergence of new ones at low scales. In summary, we identified and described the characteristics associated to the DNA-binding TF in E. coli K-12. We also identified twelve functional modules based on a co-regulated gene matrix. Finally, diverse regulons were predicted based on direct associations between the TFs and potential regulated genes. This analysis should increase our knowledge about the gene regulation in the bacterium E. coli K-12, and provide more additional clues for comprehensive modelling of transcriptional regulatory networks in other bacteria. PMID:26094112

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

    NASA Astrophysics Data System (ADS)

    Shepard, Lorrie A.

    2012-02-01

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

  17. What Do Virtual Foreign Language Teachers Report as the Teaching Practices That Work so That Their Students Can Learn a Foreign Language in Virtual Schools?

    ERIC Educational Resources Information Center

    McKeever, Laura B.

    2013-01-01

    Virtual K-12 education is a rapidly growing area of education. Virtual schools offer students foreign languages courses to meet state requirements or offer additional courses that may not be offered in their traditional school. Despite the recent growth in virtual K-12 education, there is a lack of data regarding whether students can learn a…

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

    SciTech Connect

    Anne Seifert; Louis Nadelson

    2011-06-01

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

  19. Enhancing K-12 Ocean Science Education Through Multi-level Partnership

    NASA Astrophysics Data System (ADS)

    Greely, T. M.; Coble, P.; Betzer, P. R.

    2003-12-01

    This paper highlights the results of long-term collaborations between the University of South Florida's College of Marine Science (CMS) and the Pinellas County school district (22nd largest nationally) to advance and improve K-12 Earth/Ocean science education. The 12-year mission of Education and Public Outreach (EPO) in the College of Marine Science has been to meaningfully integrate ocean science research and science learning to enhance K-12 education for teachers and students. Our interactive and interdisciplinary programs include research cruises, field trips, authentic research projects, satellite broadcasts, and web-based technologies. This paper will focus on two programs, the Oceanography Camp for Girls and Teachers and Project Oceanography. We will address impact of these programs, what works, the role and value of partnerships, sustainability and future initiatives. An especially critical aspect of EPO is partnerships. Our partners include people, scientific facilities, community, and donors. Financial partnerships provide sustainability and continuity. For example, private donors have built a series of endowments to support the Oceanography Camp for Girls currently valued at over \\$1 million. Given the recent shift in state and federal funding priorities, private funding is a vital element of successful EPO programs. To date, marine science EPO partnerships have included 34 state agencies, universities, private research laboratories, schools, and museums; 75 scientist, advanced graduate students and teachers as co-instructors; 4 television stations and 2 production companies; and over 2,000,000 participants in 7 countries. Multi-level partnerships are enhancing K-12 classrooms around the world with relevant ocean science content and resources to further science interests, ocean awareness, and informed decision making.

  20. The complete genome sequence of Escherichia coli K-12.

    PubMed

    Blattner, F R; Plunkett, G; Bloch, C A; Perna, N T; Burland, V; Riley, M; Collado-Vides, J; Glasner, J D; Rode, C K; Mayhew, G F; Gregor, J; Davis, N W; Kirkpatrick, H A; Goeden, M A; Rose, D J; Mau, B; Shao, Y

    1997-09-01

    The 4,639,221-base pair sequence of Escherichia coli K-12 is presented. Of 4288 protein-coding genes annotated, 38 percent have no attributed function. Comparison with five other sequenced microbes reveals ubiquitous as well as narrowly distributed gene families; many families of similar genes within E. coli are also evident. The largest family of paralogous proteins contains 80 ABC transporters. The genome as a whole is strikingly organized with respect to the local direction of replication; guanines, oligonucleotides possibly related to replication and recombination, and most genes are so oriented. The genome also contains insertion sequence (IS) elements, phage remnants, and many other patches of unusual composition indicating genome plasticity through horizontal transfer. PMID:9278503