Science.gov

Sample records for after-school science program

  1. After-School Programs.

    ERIC Educational Resources Information Center

    Lumsden, Linda

    2003-01-01

    Results of research and evaluation efforts are just beginning to shed some light on how to create and maintain high-quality after-school programs. This research roundup reviews five documents that touch upon a range of issues related to the developing field of after-school programming. "Getting School-Based After-School Programming Off the Ground"…

  2. Explore! Materials for Sharing Earth and Space Science in Libraries and After-School Programs

    NASA Astrophysics Data System (ADS)

    Nelson, B.; Shipp, S.

    2008-03-01

    The Lunar and Planetary Institute's Explore! team trains library and after-school program staff through workshops and Web casts, to engage families and children in their communities in Earth and space science through hands-on actvities.

  3. Globalization and science education in a community-based after-school program

    NASA Astrophysics Data System (ADS)

    Eisenhart, Margaret

    2008-04-01

    What are the effects of globalization and how are these manifested in local communities and in the learning of science there? These questions are unpacked within one local community in the United States, a place called "Uptown" where I examine the educational opportunities and pathways in science that are available for low-income Black American girls. The data comes from eight years of work both as an after-school science education program director and researcher in Uptown. The results suggest that globalization is taking hold, both in the social and economic circumstances of the community and in the everyday lives of the girls who live there. Further, there is possible evidence of globalization in the micro-dynamics of the after-school program. Yet opportunities for science education that could prepare the girls and their community for a globalizing world lag far behind.

  4. From Guide to Practice: Improving Your After School Science Program to Increase Student Academic Achievement

    NASA Astrophysics Data System (ADS)

    Taylor, J.

    2013-12-01

    Numerous science organizations, such as NASA, offer educational outreach activities geared towards after school. For some programs, the primary goal is to grow students' love of science. For others, the programs are also intended to increase academic achievement. For those programs looking to support student learning in out-of-school time environments, aligning the program with learning during the classroom day can be a challenge. The Institute for Education Sciences, What Works Clearinghouse, put together a 'Practice Guide' for maximizing learning time beyond the regular school day. These practice guides provide concrete recommendations for educators supported by research. While this guide is not specific to any content or subject-area, the recommendations provided align very well with science education. After school science is often viewed as a fun, dynamic environment for students. Indeed, one of the recommendations to ensure time is structured according to students' needs is to provide relevant and interesting experiences. Given that our after school programs provide such creative environments for students, what other components are needed to promote increased academic achievement? The recommendations provided to academic achievement, include: 1. Align Instruction, 2. Maximize Attendance and Participation, 3. Adapt Instruction, 4. Provide Engaging Experiences, and 5. Evaluate Program. In this session we will examine these five recommendations presented in the Practice Guide, discuss how these strategies align with science programs, and examine what questions each program should address in order to provide experiences that lend themselves to maximizing instruction. Roadblocks and solutions for overcoming challenges in each of the five areas will be presented. Jessica Taylor will present this research based on her role as an author on the Practice Guide, 'Improving Academic Achievement in Out-of-School Time' and her experience working in various informal science

  5. The Effects of an After-School Science Program on Middle School Female Students' Attitudes towards Science, Mathematics and Engineering.

    ERIC Educational Resources Information Center

    Ferreira, Maria M.

    This study examined the impact of an after-school science program that incorporated cooperative learning, hands-on activities, mentoring, and role models on a group of minority female students' attitudes toward science, engineering, and mathematics. Eighteen African American middle school students participated in the study. Seven female engineers…

  6. Imhotep's Legacy After School Science Enrichment Program for African Nova Scotian Learners

    NASA Astrophysics Data System (ADS)

    Hewitt, Kevin; Nfonoyim, Emmanuel; Hamilton-Hinch, Barb; Hampden, Margo; Hamilton, Wayn

    2008-03-01

    Imhotep's Legacy After-School Project (ILASP) is a provincial science and engineering after-school enrichment program established in 2003. It aims to redress the under-representation of African Canadians in postsecondary science studies. ILASP offers African Nova Scotian participants in Grade 7, 8 & 9 important academic and social opportunities at no out-of-pocket cost. It is guided by the fact that young learners will be motivated to regularly attend a program that features high-quality, interactive and fun learning activities that are distinct from but connected to their school curricula. The program is structured to sustain contact with the learners over three years (grade 7, 8, 9) during a crucial phase in their academic careers. University science and engineering students, acting as mentors, foster positive social interactions with young learners and deliver science enrichment activities in a participatory and casual atmosphere. Reasons for the high retention rate among participants will be discussed. Visit our website at http://imhotep.dal.ca/.

  7. Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    ERIC Educational Resources Information Center

    Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content…

  8. Students’ Attitudes Toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    PubMed Central

    Newell, Alana D.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.; Zientek, Linda R.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students’ science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Due to the unique nature of these informal learning environments, an understanding of the relationships among aspects of students’ content knowledge acquisition and attitudes toward science may aid in the development of effective science-related interventions. We investigated the impact of a semester-long after-school intervention utilizing an inquiry-based infectious diseases curriculum (designed for use after-school) on 63 urban students’ content knowledge and aspects of their attitudes towards science. Content knowledge increased 24.6% from pre- to posttest. Multiple regression analyses indicated suggested that the “self-directed effort” subscale of the Simpson-Troost Attitude Questionnaire - Revised best predicted increases in students’ science content knowledge. The construct “science is fun for me” served as a suppressor effect. These findings suggest that future after-school programs focusing on aspects of attitudes toward science most closely associated with gains in content knowledge might improve students’ enthusiasm and academic preparedness for additional science coursework by improving student attitudes towards their perceptions of their self-directed effort. PMID:26778859

  9. The journey of a science teacher: Preparing female students in the Training Future Scientists after school program

    NASA Astrophysics Data System (ADS)

    Robinson-Hill, Rona M.

    What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky's sociocultural theory and Maslow's Hierarchies of Needs have on female adolescents' achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed through a constructivist perspective, using dialogic engagement, coinciding with Lev Vygotsky's sociocultural learning theory. This action research project used mixed methods research design, targeted urban adolescent females who were members of Boys & Girls Club of Greater St. Louis (BGCGSTL) after-school program. The data collection measures were three qualitative instruments (semi-structured interviews, reflective journal entries and attitudinal survey open-ended responses) and two quantitative instruments (pre-test and posttests over the content from the Buckle-down Curriculum and attitudinal survey scaled responses). The goal was to describe the impact the Training Future Scientist (TFS) after-school program has on the girls' scientific content knowledge, attitude toward choosing a science career, and self-perception in science. Through the TFS after-school program participants had access to a secondary science teacher-researcher, peer leaders that were in the 9th--12th grade, and Science, Technology, Engineering and Math (STEM) role models from Washington University Medical School Young Scientist Program (YSP) graduate and medical students and fellows as volunteers. The program utilized the Buckle-down Curriculum as guided, peer-led cooperative learning groups, hands-on labs and demonstrations facilitated by the researcher, trained peer leaders and/or role models that used constructivist science pedagogy to improve test-taking strategies. The outcomes for the TFS study were an increase in science content knowledge, a positive trend in attitude change, and a negative trend in choosing a science career. Keywords: informal

  10. Making the Science Literacy Connection: After-School Science Clubs

    ERIC Educational Resources Information Center

    Moore-Hart, Margaret A.; Liggit, Peggy; Daisey, Peggy

    2004-01-01

    Children make discoveries spontaneously while participating in hands-on science learning experiences. The students in this study were attending an after-school science program that was organized around authentic literacy activities and hands-on science learning experiences related to the theme of wetlands. Literacy connections formed natural…

  11. Learning Environments at the Margin: Case Studies of Disenfranchised Youth Doing Science in an Aquarium and an After-School Program

    ERIC Educational Resources Information Center

    Rahm, Jrene; Ash, Doris

    2008-01-01

    In this article, we explore how two informal educational contexts--an aquarium and an after-school science program--enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We…

  12. An opportunity for success: Understanding motivation and learning from urban youth participation in an after school science program

    NASA Astrophysics Data System (ADS)

    Catlin, Janell Nicole

    This dissertation is an ethnographic study that documents through student voice the untold stories of urban student motivation to learn and engage in science through the contexts of an after school science program and the students' in-school science classrooms. The purpose of this study is to add to the literature in science education on motivation of urban youth to learn and engage in science through thick and rich descriptions of student voice. This study addresses issues in educational inequity by researching students who are historically marginalized. The focus of the study is four middle school students. The methodology employed was critical ethnography and case study. The data sources included participant observations and field notes, interviews, student artifacts, Snack and Chat, autophotography, and the researcher's reflective journal. The findings of this study state that motivating factors for urban middle school students' learning and engaging in science include a flexible and engaging curriculum, that students are empowered and motivated to learn when teachers are respectful, that urban middle school science students hold positive images about scientists, themselves and knowing science, and that urban teachers of the dominant culture believe that their urban middle school science students are motivated. In using Sociotransformative Constructivism (STC) and Critical Race Theory (CRT) the researcher informs the issues of inequity and racism that emerge from historical perspectives and students' stories about their experiences inside and outside of school. The implications state that allowing for a flexible curriculum that motivates students to make choices about what and how they want to learn and engage in science are necessary science teaching goals for urban middle school students, it is necessary that teachers are conscious of their interactions with their students, diversifying the science field through educating and empowering all students through

  13. The Summer Treatment Program Meets the South Side of Chicago: Bridging Science and Service in Urban After-School Programs

    PubMed Central

    Frazier, Stacy L.; Chacko, Anil; Van Gessel, Christine; O’Boyle, Caroline; Pelham, William E.

    2011-01-01

    Background This paper describes efforts to apply the principles and strategies of an empirically-supported treatment for children with disruptive behaviour problems to a park after-school program serving children in urban poverty. Method Collaboration with staff proceeded in stages: (1) relationship building, needs assessment, and resource mapping; (2) intervention adaptation and implementation; and (3) implementation support, problem-solving, and sustainability. Results Four tools capitalised on inherent strengths of the parks, accommodated child and staff needs, and emerged as feasible and effective: Group Discussion, Good Behaviour Game, Peers as Leaders, and Good News Notes. Conclusions Recreational settings offer opportunities for mental health promotion for children in urban poverty. PMID:23275759

  14. The Summer Treatment Program Meets the South Side of Chicago: Bridging Science and Service in Urban After-School Programs.

    PubMed

    Frazier, Stacy L; Chacko, Anil; Van Gessel, Christine; O'Boyle, Caroline; Pelham, William E

    2012-05-01

    BACKGROUND: This paper describes efforts to apply the principles and strategies of an empirically-supported treatment for children with disruptive behaviour problems to a park after-school program serving children in urban poverty. METHOD: Collaboration with staff proceeded in stages: (1) relationship building, needs assessment, and resource mapping; (2) intervention adaptation and implementation; and (3) implementation support, problem-solving, and sustainability. RESULTS: Four tools capitalised on inherent strengths of the parks, accommodated child and staff needs, and emerged as feasible and effective: Group Discussion, Good Behaviour Game, Peers as Leaders, and Good News Notes. CONCLUSIONS: Recreational settings offer opportunities for mental health promotion for children in urban poverty.

  15. Improving Participation in After-School Programs

    ERIC Educational Resources Information Center

    Walker, Karen E.; Arbreton, Amy J. A.

    2005-01-01

    After-school programs attempt to provide safe havens that keep youth off the streets and offer them a variety of opportunities to enhance their experiences and skills, including educational outcomes such as grades. What the programs actually accomplish has been somewhat different. Major evaluations of after-school programs have shown that they do…

  16. Fueling Interest in Science: An After-School Program Model that Works

    ERIC Educational Resources Information Center

    Koenig, Kathleen; Hanson, Margaret

    2008-01-01

    As our society becomes more technologically advanced and jobs require additional related skills, it is important that all girls, not just those interested in science, technology, engineering, and math (commonly referred to as the STEM disciplines), take advanced levels of science and math in high school. Evidence suggests that intervention…

  17. Urban youths' hybrid positioning in science practices at the margin: a look inside a school-museum-scientist partnership project and an after-school science program

    NASA Astrophysics Data System (ADS)

    Rahm, Jrène

    2008-04-01

    In what ways do urban youths' hybridity constitute positioning and engagement in science-as-practice? In what ways are they "hybridizing" and hence surviving in a system that positions them as certain types of learners and within which they come to position themselves often as other than envisioned? To answer these questions, I draw from two ethnographic case studies, one a scientist-museum-school partnership initiative, and the other, an after-school science program for girls only, both serving poor, ethnically and linguistically diverse youth in Montreal, Canada. Through a study of the micro dialectics from the perspective of youth, I show what we can learn from examples of doing science in a formal and informal educational context supportive of marginalized science practices resembling in part, at least, science-as-practice. Through an integration of the findings with current discourses of relevance in science education such as funds of knowledge and youth centered, co-opted science, I contribute to the formulation of a global pedagogy of science education and in particular, what such may imply in the eyes of youth in French Canada.

  18. The Journey of a Science Teacher: Preparing Female Students in the Training Future Scientists after School Program

    ERIC Educational Resources Information Center

    Robinson-Hill, Rona M.

    2013-01-01

    What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky's sociocultural theory and Maslow's Hierarchies of Needs have on female adolescents' achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed…

  19. Memories of GAMES: Exploring the Long-Term Impacts of After-School Museum Programming on Girls' Attitudes Towards Science

    NASA Astrophysics Data System (ADS)

    Snow, Sarah Elizabeth

    The purpose of this study is to investigate any lasting impacts of the University of Colorado Museum of Natural History's Girls at the Museum Exploring Science (GAMES) Program. Using assessment document analysis, student focus groups, and adult interviews, this study examined whether students' positive associations with science continue after completion of the program and whether the program affects the academic and career choices of past participants. Results from the analysis suggest that GAMES has a generally positive impact on participant attitudes towards science in both the short- and long-term. These results also support existing research in identifying key factors in the success of the program including hands-on activities, exposure to diverse careers and female role models, and the incorporation of authentic objects and experiences. These factors of success can contribute to the evidence base about the role of informal education programs in increasing science participation among women, as well as ways in which schools and universities can collaborate to effectively serve populations that are traditionally underrepresented in the sciences.

  20. The Physics After School Special (PASS) Program

    NASA Astrophysics Data System (ADS)

    Anderson, James; Dunham, Hardin; Sauncy, Toni

    2012-10-01

    The Physics After School Special program, or PASS program, funded by the Marsh White award, was a collaborative enrichment program between Angelo State University's SPS chapter and the local YMCA. The overall goal of this program was to educate young children in physical concepts, educate through hands on activities, to build a mentor-mentee relationship between the children and our SPS volunteers, and to encourage interest in scientific fields. Originally planned to for second to fifth grade students the program was implemented with kindergarten to fourth grade students. This proved to challenge the curriculum but adjustments were made to become more suitable to the age group. We present the program specifics and share results of this outreach program.

  1. What Works after School? The Relationship between After-School Program Quality, Program Attendance, and Academic Outcomes

    ERIC Educational Resources Information Center

    Leos-Urbel, Jacob

    2015-01-01

    This article examines the relationship between after-school program quality, program attendance, and academic outcomes for a sample of low-income after-school program participants. Regression and hierarchical linear modeling analyses use a unique longitudinal data set including 29 after-school programs that served 5,108 students in Grades 4 to 8…

  2. Do after school programs reduce delinquency?

    PubMed

    Gottfredson, Denise C; Gerstenblith, Stephanie A; Soulé, David A; Womer, Shannon C; Lu, Shaoli

    2004-12-01

    After school programs (ASPs) are popular and receive substantial public funding. Aside from their child-care and supervision value, ASPs often provide youth development and skill-building activities that might reduce delinquent behavior. These possibilities and the observation that arrests for juvenile crime peak between 2 p.m. and 6 p.m. on school days have increased interest in the delinquency prevention potential of ASPs. This study examined effects of participation in ASPs conducted in Maryland during the 1999--2000 school year and the mechanism through which such programs may affect delinquent behavior. Results imply that participation reduced delinquent behavior for middle-school but not for elementary-school-aged youths. This reduction was not achieved by decreasing time spent unsupervised or by increasing involvement in constructive activities, but by increasing intentions not to use drugs and positive peer associations. Effects on these outcomes were strongest in programs that incorporated a high emphasis on social skills and character development.

  3. Development, Implementation, and Outcomes of an Equitable Computer Science After-School Program: Findings from Middle-School Students

    ERIC Educational Resources Information Center

    Mouza, Chrystalla; Marzocchi, Alison; Pan, Yi-Cheng; Pollock, Lori

    2016-01-01

    Current policy efforts that seek to improve learning in science, technology, engineering, and mathematics (STEM) emphasize the importance of helping all students acquire concepts and tools from computer science that help them analyze and develop solutions to everyday problems. These goals have been generally described in the literature under the…

  4. The Growth in After-School Programs and Their Impact.

    ERIC Educational Resources Information Center

    Hollister, Robinson G.

    This paper reviews literature on the growth in after-school programs, reasons for their growth, and what these programs hope to accomplish It also addresses what is known about what works, program costs, and implications for policy. Overall, the forces behind increased funding and activity in after-school programs could be characterized in two…

  5. HISD After-School Opportunities Programs Description 1990-91.

    ERIC Educational Resources Information Center

    Kirkpatrick, Nanda D.; And Others

    This report describes after-school programs available in the Houston (Texas) Independent School District (HISD). Fifty-nine sites offer either after-school child care or instruction to elementary school students in the HISD. Magnet's Extended Instructional Day program is the largest and the Houston Committee for Private Sector Initiatives'…

  6. School-Age Ideas and Activities for After School Programs.

    ERIC Educational Resources Information Center

    Haas-Foletta, Karen; Cogley, Michele

    This guide describes activities for school-age children in after-school day care programs. These activities may also be used in other settings. An introductory section discusses program philosophy, room arrangement, multicultural curriculum, program scheduling, summer programs and holiday care, field trips and special programs, age grouping,…

  7. After-School Programs: Keeping Children Safe and Smart.

    ERIC Educational Resources Information Center

    Chung, An-Me

    This guide provides information on the benefits of afterschool programs and the qualities of good after school programs. Afterschool programs reduce the risk of juvenile delinquency, substance use, and violent crime victimization. Children involved in quality programs decrease their chances of dropping out, earn higher grades, and develop better…

  8. An Evaluation of Urban Compass After-School Program

    ERIC Educational Resources Information Center

    Kolberg, Todd Michael

    2013-01-01

    This study uses an existing evaluation model and previously established measurement tools to evaluate the quality and success of Urban Compass, a private non-profit after-school program for elementary school children in the Watts district of Los Angeles. This evaluation had two major objectives. The first objective was to assess program quality by…

  9. Facilitating Motivation in Young Adolescents: Effects of an After-School Program

    ERIC Educational Resources Information Center

    Grolnick, Wendy S.; Farkas, Melanie S.; Sohmer, Richard; Michaels, Sarah; Valsiner, Jaan

    2007-01-01

    This study examined the effects of a motivationally facilitative after-school program on 7th grade students' autonomous motivation, learning goals, school engagement, and performance in science class. Pairs of students were individually matched on sex, race/ethnicity, free lunch status, and science grades and each member was randomly assigned to…

  10. Structure and Deviancy Training in After-School Programs

    ERIC Educational Resources Information Center

    Rorie, Melissa; Gottfredson, Denise C.; Cross, Amanda; Wilson, Denise; Connell, Nadine M.

    2011-01-01

    Evidence regarding the effectiveness of after-school programs (ASPs) for reducing problem behaviors is mixed. Unstructured ASPs may increase antisocial behavior by increasing "deviancy training" opportunities, when peers reinforce deviant attitudes and behaviors. This research analyses approximately 3000 five-minute intervals from 398 observations…

  11. Astronomy After-School Programs: Effective Pathways to Success

    NASA Astrophysics Data System (ADS)

    Krishnamurthi, A.; Porro, I.

    2008-06-01

    We discuss our experiences with developing and implementing two astronomy after-school programs. Afterschool Universe, formerly called the Beyond Einstein Explorers' Program, is targeted at middle school students and the Youth Astronomy Apprenticeship is directed at high school students. For the benefit of those readers interested in developing their own astronomy OST program, we summarize here how to get started, implementation challenges and lessons learned.

  12. Mediating equity in shared water between community and industry: The effects of an after school program that addresses adolescents' knowledge, attitudes, and perceptions of water science and environmental issues

    NASA Astrophysics Data System (ADS)

    Patton, Mary Chandler

    This critical ethnography deconstructs how one participant researcher came to understand young adults' changing knowledge about water science and environmental issues in an after school program in Colombia. The program intended to empower self-identified young community leaders by teaching participants to engage community members in discourse related to how environmental factors impact one's level of health and quality of life. The data presented in this study illustrate how student participants responded to long-term teacher engagement and to particular curricular components that included hands-on science teaching and social justice coaching. I assessed how student interest in and knowledge of local water ecology and sanitation infrastructure changed throughout the program. Students' responses to the use of technology and digital media were also included in the analysis. The data demonstrates a dramatic change in student's attitudes and perceptions related to their environment and how they feel about their ability to make positive changes in their community.

  13. An After School Education Program on the Tohono O'odham Nation

    NASA Astrophysics Data System (ADS)

    Sparks, R. T.; Garmany, K.; Siquieros, J. M.; Austin, C. L.; Pompea, S. M.; Walker, C. E.

    2013-04-01

    The Education and Public Outreach Group (EPO) group of the National Optical Astronomy Observatory has started a partnership with Indian Oasis Baboquivari Unified School District (IOBUSD) on the Tohono O'odham Nation to participate in after school science education programs. IOBUSD has started an after school program for K-5 students as part of their state mandated school improvement program. The first semester has approximately 50 students in K-5 participating in the after school program from Monday through Thursday. Several organizations are working with IOBUSD to provide after school educational programs focusing on a variety of topics including study skills, art, nutrition, bullying, study skills and science. NOAO has been working primarily with the fourth and fifth grade students during the spring of 2012 once a week providing science programs in optics, dark skies and astronomy. We are currently planning to continue this partnership in the fall of 2012 when the school district is planning to invite more students to join the program. We will discuss many the challenges of working with a school district in a remote location as well as the activities we have been using with the students. We will also outline plans for future directions in the program.

  14. STEM after School: How to Design and Run Great Programs and Activities. A Guidebook for Program Leaders, Second Edition

    ERIC Educational Resources Information Center

    ExpandED Schools, 2014

    2014-01-01

    This guidebook was prepared by TASC (The After-School Corporation) and their Frontiers in Urban Science Education (FUSE) programs. FUSE is TASC's initiative to help more out-of-school-time programs and expanded learning time schools offer kids engaging, exciting and inspiring activities that promote science inquiry. The guidebook offers a a…

  15. STEM after school programming: The effect on student achievement and attitude

    NASA Astrophysics Data System (ADS)

    Ashford, Vanessa Dale

    Science, technology, engineering and math (STEM) curriculum has become a major component in to 21st century teaching and learning. STEM skills and STEM careers are in demand globally. Disadvantaged and minority students continue to have an achievement gap in STEM classes. They do not perform well in elementary and middle school and frequently do not pursue STEM-based studies in high school or careers in the field. One innovation in STEM education is after-school programming to increase student interest, attitudes, and achievement. This mixed-methods study examines the Discovery Place After-School STEM Program to compare the achievement levels of participants to non-participants in the program and provides recommendations for STEM after-school programming across the district. As part of the study, teachers were interviewed to examine attitudes and perceptions about the program. This study was conducted at an elementary school in a large urban school district in the southeastern United States which has a unique STEM-based after-school program. Student performance data indicated a significant difference in achievement between participants and non-participants in the program as measured by fifth grade science End-of-Grade test. Data from the seven units of study in the program showed significant achievement for three of the seven units.

  16. Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

    ERIC Educational Resources Information Center

    Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

    2014-01-01

    This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

  17. The Association between Socio-Ecological Factors and Having an After-School Physical Activity Program

    ERIC Educational Resources Information Center

    Van Acker, Ragnar; De Bourdeaudhuij, Ilse; De Martelaer, Kristine; Seghers, Jan; De Cocker, Katrien; Cardon, Greet

    2012-01-01

    Background: After-school physical activity (PA) programs promote PA among youth. Few studies have used socio-ecological health models to identify barriers and facilitators of after-school PA programs. This study examined which socio-ecological factors are associated with having an after-school PA program. Methods: A questionnaire was administered…

  18. After-school, Activity-based Physical Science in a Low-income, Rural County

    NASA Astrophysics Data System (ADS)

    Small, Staci; Ryan, Ben; Vann, Nik; Moore, Christopher

    2010-02-01

    Longwood University's Society of Physics Students conducted a six-week, activity-based after-school program for middle-school students in partnership with a rural low-income school system. Hands-on learning activities were designed and implemented to improve content knowledge in typically low-scoring standardized testing areas in the physical sciences. For example, we used colored yarn of different lengths to help demonstrate visible light in the electromagnetic spectrum along with the relationship between wavelength and frequency. Other topics were explored, such as reflection, refraction, sound and inference. At the end of the six-week program, a science exposition was held where the students came to Longwood and participated in more sophisticated experiments, such as liquid nitrogen demonstrations. After the exposition, Longwood University held a small awards ceremony in which the parents were invited to watch their students receive an award congratulating them on completing the program and welcoming them into the Lancer Discovery Club. )

  19. The Impact of Length of Engagement in After-School STEM Programs on Middle School Girls

    NASA Astrophysics Data System (ADS)

    Cupp, Garth Meichel

    An underrepresentation of females exists in the STEM fields. In order to tackle this issue, work begins early in the education of young women to ensure they are interested and have the confidence to gain a career in the STEM fields. It is important to engage girls in STEM opportunities in and out of school to ignite their interest and build their confidence. Brigid Barron's learning ecology perspective shows that girls pursuing STEM outside of the classroom is critical to their achievement in the STEM pipeline. This study investigated the impact after-school STEM learning opportunities have on middle school girls by investigating (a) how the length of engagement in after-school programs can affect the confidence of female students in their science and math abilities; (b) how length of engagement in after-school programs can affect the interest of female students in attaining a career in STEM; (c) how length of engagement in after-school programs can affect interest in science and math classes; and (d) how length of engagement can affect how female students' view gender parity in the STEM workforce. The major findings revealed no statistical significance when comparing confidence in math or science abilities or the perception that gender plays a role in attaining a career in STEM. The findings revealed statistical significance in the areas when comparing length of engagement in the girls' interest in their math class and attaining a career in three of the four STEM fields: science, technology, and engineering. The findings showed that multiple terms of engagement in the after-school STEM programs appear to be an effective catalyst to maintain the interest of girls pursuing STEM-related careers, in addition to allowing their interest in a topic to provide a new lens for the way they see their math work during the school day. The implications of this study show that schools must engage middle school girls who are interested in STEM in a multitude of settings

  20. Engagement in after-school programs as a predictor of social competence and academic performance.

    PubMed

    Shernoff, David J

    2010-06-01

    Using the experience sampling method, this study examined two questions related to outcomes associated with after-school programming. First, does the quality of experience in after-school programs mediate the effect of program participation on social competence and academic performance? Second, among program participants, is the difference in quality of experience when in programs versus other settings after school related to higher social competence and academic performance? Middle school students (N = 196) attending eight programs in three Midwestern states reported a total of 4,970 randomly sampled experiences in and out of after-school programs during 1 week in the fall and spring of the 2001-2002 academic year. Engagement during after-school hours partially mediated the relationship between participation in after-school programs and social competence. In addition, relative perceptions of engagement, challenge, and importance when in after-school programs compared to elsewhere after school predicted higher English and math grades. Results suggest that the quality of experiences in after-school programs may be a more important factor than quantity of experiences (i.e., dosage) in predicting positive academic outcomes.

  1. After-School Programs: A Resource for Young Black Males and Other Urban Youth

    ERIC Educational Resources Information Center

    Woodland, Malcolm H.

    2016-01-01

    While after-school programs are plentiful, they are often developed arbitrarily with little attention given to theoretical underpinnings that may inform program interventions. In this article, after-school programs are situated in resilience theory as protective factors, which encourage resilience among young Black males and other urban youth. The…

  2. After-School Program Engagement: Links to Child Competence and Program Quality and Content

    ERIC Educational Resources Information Center

    Mahoney, Joseph L; Parente, Maria E.; Lord, Heather

    2007-01-01

    This 2-year study assessed program-level differences in after-school program (ASP) engagement in relation to child competencies (effectance motivation, social competence, school grades) and program quality and content. Participants were 141 children (M age = 8.4 years) who attended 9 ASPs in an urban, disadvantaged city in the United States.…

  3. Fidelity of After-School Program Implementation Targeting Adolescent Youth: Identifying Successful Curricular and Programmatic Characteristics

    ERIC Educational Resources Information Center

    Rajan, Sonali; Basch, Charles E.

    2012-01-01

    Background: This study consisted of a formative evaluation of an after-school health education program designed for adolescent females, entitled Girls on Track. Evidence-based after-school programs have potential to supplement the traditional school day, encourage social and emotional skill development, improve the quality of student health, and…

  4. After-School Programs: A Potential Partner to Support Urban Youth

    ERIC Educational Resources Information Center

    Evans, Ashley; Leung, Brian P.

    2012-01-01

    After-school programs (ASPs) are learning centers that provide enrichment opportunities after regular school hours. This article examines the value these programs can add to a child's educational day, especially for urban youth who are vulnerable during after-school hours. Quality ASPs can be part of the solution to help mitigate the effects of…

  5. STEM Related After-School Program Activities and Associated Outcomes on Student Learning

    ERIC Educational Resources Information Center

    Sahin, Alpaslan; Ayar, Mehmet C.; Adiguzel, Tufan

    2014-01-01

    This study explores the characteristics of after-school program activities at a charter school in the Southeast US highlighting students' experiences with and gains from these after-school program activities. A qualitative case study design was employed to understand students' views and opinions regarding the activities and their…

  6. An Objective Assessment of Children's Physical Activity during the Keep It Moving! After-School Program

    ERIC Educational Resources Information Center

    Schuna, John M., Jr.; Lauersdorf, Rebekah L.; Behrens, Timothy K.; Liguori, Gary; Liebert, Mina L.

    2013-01-01

    Background: After-school programs may provide valuable opportunities for children to accumulate healthful physical activity (PA). This study assessed the PA of third-, fourth-, and ?fth-grade children in the Keep It Moving! (KIM) after-school PA program, which was implemented in an ethnically diverse and low socioeconomic status school district in…

  7. Beyond the Bell. Linkages: Ideas for After-School Programs. [Videotape].

    ERIC Educational Resources Information Center

    North Central Regional Educational Lab., Oak Brook, IL.

    This videotape explores the ways four diverse after-school programs bring about successful linkages between after-school programs at the elementary or middle school level and the regular school day. The 40-minute videotape, designed to be viewed in its entirety or in 15-minute segments, focuses on individual schools and their innovations. The…

  8. Challenges and Opportunities in After-School Programs: Lessons for Policymakers and Funders.

    ERIC Educational Resources Information Center

    Grossman, Jean Baldwin; Walker, Karen; Raley, Rebecca

    This report describes program realities that policymakers must consider when shaping after-school initiatives in impoverished neighborhoods. Information comes from the multi-year evaluation of the Extended-Service Schools Adaptation Initiative, which is examining 60 after-school programs in 17 cities nationwide. Each initiative is adapting one of…

  9. Evaluation of Children's After-School Programs in Taiwan: FAHP Approach

    ERIC Educational Resources Information Center

    Lee, Amy H. I.; Yang, Chih-Neng; Lin, Chun-Yu

    2012-01-01

    The need of after-school programs has become urgent for school-age children in many industrialized countries due to social structure changes. This research develops a hierarchical framework to evaluate after-school programs from two distinct aspects--service quality from parents' perspectives and marketing strategy from operators'…

  10. Get Wet: Bringing Water and Wetland Education to After-School Programs

    ERIC Educational Resources Information Center

    Liggit, Peggy; Moore-Hart, Margaret; Daisey, Peggy

    2004-01-01

    Preservation of clean water resources and after school concern about the kids, in South-East Michigan, led to the formation of "The Water Educational Training" (WET) science project. The main goal of WET is to create environment awareness in elementary and middle after school settings.

  11. The Colorado MESA Program and CU-LASP: A Model for After School Program/Research Institution Collaboratives

    NASA Astrophysics Data System (ADS)

    Nelson, G.; Cobabe-Ammann, E.

    2004-12-01

    Colorado MESA is an after school program operating throughout the state with a long track record in promoting science, math and engineering education to largely underserved K-12 student populations. Currently, 81 percent of MESA students are from groups underrepresented in the math/science careers, and 85 percent of MESA students come from low- and moderate-income families. Through a combination of weekly student programs, field trips to universities and industry partners, family orientations, individual academic counseling and required curriculum, Colorado MESA offers an opportunity for students to explore STEM subjects and careers that they might not otherwise have access to - with tangible results. In the Colorado MESA Class of 2003, 97 percent of students planned on entering college this fall, with 86 percent indicating that they will enroll in math/science-based majors. In the last year, the University of Colorado's Laboratory for Atmospheric and Space Physics, a large space and earth sciences institute, has relied on the Colorado MESA program as its primary K-12 partner in Education and Public Outreach. LASP incorporates MESA into its proposal writing opportunities, from E/PO additions to individual research proposals to mission-level educational programs. In addition to funding opportunities, LASP provides scientists and engineers in a variety of contexts and content areas, while MESA works to incorporate those resources into their after school programs. The interface between the after school programs and the research institution requires ongoing communication and coordination in order to evaluate and fine-tune curriculum and activities based on feedback from MESA advisors and teachers. Currently, the MESA/LASP partnership has funded programs in astrobiology, planetary sciences and engineering.

  12. Palm Beach County's Prime Time Initiative: Improving the Quality of After-School Programs

    ERIC Educational Resources Information Center

    Spielberger, Julie; Lockaby, Tracey

    2008-01-01

    This report covers the third year of Chapin Hall's process evaluation of the Prime Time Initiative of Palm Beach County, Florida, a system-building effort to strengthen the quality of after-school programs in the county. During the past two decades, the after-school field has expanded enormously, partly in response to increasing concern about…

  13. Efectos academicos de programas extracurriculares (Academic Effects of After-School Programs). ERIC Digest.

    ERIC Educational Resources Information Center

    Shumow, Lee

    The current emphasis on performance standards and testing has led schools to look to the after-school hours as time that can be spent developing children's academic skills. This Spanish-language digest describes types of after-school programs and discusses recent research on who participates and the effects of participation on children's school…

  14. The Impact of an After-School Intervention Program on Academic Achievement among Middle School Students

    ERIC Educational Resources Information Center

    Sebastian, JoAnn

    2013-01-01

    The United States Department of Education (2005) cited that during 2005-2006 academic school year an estimated 2 million students across the nation were eligible to receive after-school services. The after-school tutoring program is one of the most effective instructional strategies to assist low-performing students to meet criteria mandated by…

  15. Perceptions of Program Quality and Fidelity of an Arts-Based after School Program: A Process Evaluation

    ERIC Educational Resources Information Center

    Gay, Jennifer L.; Corwin, Sara

    2008-01-01

    Participation in after school programs is associated with increases in academic achievement and improved behavior in students at risk. Process evaluation data from participants and key stakeholders was used to gauge implementation, satisfaction, and program attendance of an after school arts program. Lack of scheduling flexibility resulted in low…

  16. Independent Statewide Evaluation of After School Programs: ASES and 21st CCLC Year 2 Annual Report. CRESST Report 789

    ERIC Educational Resources Information Center

    Huang, Denise; Silver, David; Cheung, Mandy; Duong, Nikki; Gualpa, Alice; Hodson, Cheri; La Torre Matrundola, Deborah; Obregon, Nora; Rickles, Jordan; Rivera, Gwendelyn; Sun, Yulin; Thomas, Larry; Vazquez, Vanessa

    2011-01-01

    After school programs offer an important avenue for supplementing educational opportunities. In California, the After School Education and Safety (ASES) program creates incentives for locally driven after school programs to partner with schools and communities in providing academic support and safe, constructive alternatives for elementary and…

  17. School-community partnerships: A cluster-randomized trial of an after-school soccer program

    PubMed Central

    Madsen, Kristine; Thompson, Hannah; Adkins, Amy; Crawford, Yashica

    2013-01-01

    Objective Identifying community-based programs that increase physical activity among diverse youth could yield sustainable tools to reduce obesity and obesity disparities. We sought to evaluate the impact of a community-based after-school soccer and youth development program, America SCORES, on students’ physical activity, weight status, and fitness. Design Cluster-randomized trial. Setting After-school programs in 6 schools within a large urban school district. Participants All 4th and 5th grade students in after-school programs at the study schools were eligible. Intervention 3 schools were randomized to receive the SCORES after-school program, delivered via the train-the-trainer model. Main Outcome Measures Change in minutes of after-school moderate-to-vigorous physical activity (MVPA), fitness (VO2max), and body mass index (BMI) over one school year. Results Participants (n=156) were diverse (42% Latino, 32% Asian, 12% African American) and 76 (49%) had a BMI above the 85th percentile. There were no significant group differences in change in physical activity, fitness or weight status among all students. However, among students with a BMI ≥ 85th percentile, SCORES significantly increased MVPA after school (3.4 mins/day, 95% CI[0.3, 6.5]) and on Saturdays (18.5 mins, 95% CI [3.4, 33.6

  18. Experiences in after-school programs and children's adjustment in first-grade classrooms.

    PubMed

    Pierce, K M; Hamm, J V; Vandell, D L

    1999-01-01

    The experiences of 150 children in after-school programs were examined in relation to performance in first grade. Three aspects of program experiences (emotional climate, quality of peer interactions, and program curriculum) were associated with the children's concurrent adjustment at school, controlling for family selection factors. Staff positivity in the after-school programs was associated with boys displaying fewer internalizing and externalizing problems, whereas staff negativity was related to boys obtaining poorer grades in reading and math. Program flexibility was associated with boys having better social skills. More frequent negative interactions with peers in the programs were related to more internalizing and externalizing problems, and poorer social skills at school. Boys who attended programs offering a larger number of different activities had more internalizing and externalizing problems, and poorer grades in reading and math. After-school experiences also were related to girls' behaviors, but associations were less apparent for girls than boys.

  19. Quality Child Care and After-School Programs: Powerful Weapons against Crime. A Report from "Fight Crime: Invest in Kids."

    ERIC Educational Resources Information Center

    Fight Crime: Invest in Kids, Washington, DC.

    This report examines the crime prevention potential of child care and after-school programs for at-risk children and youth. Part 1 of the report, "Assessing the Crime Prevention Impact of Child Care and After-School Programs," presents research information on the effectiveness of early childhood/parenting skills training and after-school programs…

  20. The Development of After-School Program Educators through University-Community Partnerships

    ERIC Educational Resources Information Center

    Mahoney, Joseph L.; Levine, Mark D.; Hinga, Briana

    2010-01-01

    Participation in after-school programs (ASPs) "can" positively affect the development of young people. However, "whether" ASPs are beneficial depends on program quality. Although many factors influence the quality of a program, the competencies of adult staff who lead ASPs are a critical determinant. Unfortunately, ASP staff members often do not…

  1. Effects of Participation in after-School Programs for Middle School Students: A Randomized Trial

    ERIC Educational Resources Information Center

    Gottfredson, Denise; Cross, Amanda Brown; Wilson, Denise; Rorie, Melissa; Connell, Nadine

    2010-01-01

    This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly…

  2. After-School Toolkit: Tips, Techniques and Templates for Improving Program Quality

    ERIC Educational Resources Information Center

    Gutierrez, Nora; Bradshaw, Molly; Furano, Kathryn

    2008-01-01

    This toolkit offers program managers a hands-on guide for implementing quality programming in the after-school hours. The kit includes tools and techniques that increased the quality of literacy programming and helped improve student reading gains in the Communities Organizing Resources to Advance Learning (CORAL) initiative of The James Irvine…

  3. Critical Characteristics of Successful After-School Programs: An Evaluation of the 21st Century Initiative.

    ERIC Educational Resources Information Center

    Kraft, Nancy P.

    With the recent U.S. Department of Education's 21st Century Initiative there has been a proliferation of after-school programs emerging in rural, suburban, and urban school communities across the country. Although these programs are financially supported through the federal government, the grants are only funded for a 3-year period. Given the…

  4. Principals and After-School Programs: A Survey of PreK-8 Principals.

    ERIC Educational Resources Information Center

    2001

    Changing dynamics of the American family is putting pressure on public schools to provide after-school programs (ASPs). These programs can help children learn positive social skills and receive help with academic subjects in safe, caring, and enjoyable environments. This report provides analysis of a survey of 800 public school principals that was…

  5. Experiences in After-School Programs and Children's Adjustment in First-Grade Classrooms.

    ERIC Educational Resources Information Center

    Pierce, Kim M.; Hamm, Jill V.; Vandell, Deborah Lowe

    1999-01-01

    Related children's experience in after-school programs to first grade performance. Found that staff positivity was associated with fewer boys' behavior problems, whereas staff negativity was related to boys' poorer reading/math grades. Program flexibility was associated with better boys' social skills. More frequent negative peer interactions in…

  6. Inner-City Youths Helping Children: After-School Programs to Promote Bonding and Reduce Risk.

    ERIC Educational Resources Information Center

    O'Donnell, Julie; Michalak, Elizabeth A.; Ames, Ellen B.

    1997-01-01

    Describes an after-school program in which 54 youth mentors worked with 584 elementary and middle-school children in small groups over a two-year period. Focuses on bonding, prosocial norms, peer influence, participant characteristics, service features, and other factors. Outcomes suggest that the program benefitted both children and mentors. (RJM)

  7. A Community-Based Volunteer After-School Activity Program Created for Middle School Students.

    ERIC Educational Resources Information Center

    Greaser, Thomas C., Jr.

    This practicum was designed to provide an after-school activity program to middle school students not engaged in interscholastic sports. Utilizing community volunteers, an enrichment-prevention program that featured 19 different activities in 2 class sessions per week over a 10-week period was developed and implemented. Activities included…

  8. Parents' and Children's Perceptions of the Keep It Moving! After-School Physical Activity Program

    ERIC Educational Resources Information Center

    Behrens, Timothy K.; Wegner, Rebekah L.; Miller, Daniel J.; Liebert, Mina L.; Smith, Jennifer Howard

    2015-01-01

    After-school PA programs have been used as an outlet to help children increase PA levels. To attract children and their parents, it is important to understand perceptions about programs. With child and parent input, researchers and practitioners will better be able to increase PA with activities the children enjoy and encourage increased PA. A…

  9. Incorporating Environmental Education into an Urban After-School Program in New York City

    ERIC Educational Resources Information Center

    Bruyere, Brett L.; Wesson, Mark; Teel, Tara

    2012-01-01

    This study examines the integration of environmental education (EE) into an after-school program in the Bronx borough of New York City. In this qualitative case study, focus group interviews were conducted to first determine parent and educator interest in and barriers to participation in nature programs and incorporation of EE into curriculum.…

  10. Quality After-School Programming and Its Relationship to Achievement-Related Behaviors and Academic Performance

    ERIC Educational Resources Information Center

    Grassi, Annemarie M.

    2012-01-01

    The purpose of this study is to understand the relationship between quality social support networks developed through high quality afterschool programming and achievement amongst middle school and high school aged youth. This study seeks to develop a deeper understanding of how quality after-school programs influence a youth's developmental…

  11. Community-Based Education and Social Capital in an Urban After-School Program

    ERIC Educational Resources Information Center

    Miller, Peter M.

    2012-01-01

    This qualitative case study examined how social capital development was facilitated in an urban after-school program. Specific attention was devoted to identifying structures and strategies that helped student participants develop social capital, the types of social networks that were developed through program participation, and the outcomes that…

  12. Contributions of After School Programs to the Development of Fundamental Movement Skills in Children

    PubMed Central

    BURROWS, E. JEAN; KEATS, MELANIE R.; KOLEN, ANGELA M.

    2014-01-01

    Fundamental movement skill (FMS) proficiency or the ability to perform basic skills (e.g., throwing, catching and jumping) has been linked to participation in lifelong physical activity. FMS proficiency amongst children has declined in the previous 15 years, with more children performing FMS at a low-mastery level. These declines may help explain the insufficient levels of participation in health promoting physical activity seen in today’s youth. The after school time period (e.g., 3 to 6 p.m.), is increasingly considered an opportune time for physical activity interventions. To date, little research has examined the potential for after school programming to improve FMS proficiency. Participants (n=40, 6–10 years) of two existent physical activity based after school programs, a low-organized games and a sports-based program, were pre- and post-tested for FMS proficiency using the Test of Gross Motor Development-2 (TGMD-2) over an 11-week period. The sports-based program participants showed no improvement in FMS over the 11-week study (p=0.91, eta2=0.00) and the games-based program participants significantly improved their proficiency (p=0.00, eta2=0.30). No significant (p=0.13, eta2 = 0.06), differences were found in change in FMS scores between the low-organized games program participants and the sport-based program participants. These results suggest that after school programs with a low-organized games-based focus may support a moderate improvement in FMS proficiency in young children. Better training of after school program leaders on how to teach FMS may be necessary to assist children in acquiring sufficient proficiency in FMS. PMID:27293501

  13. Authentic Science Research in Elementary School After-School Science Clubs

    ERIC Educational Resources Information Center

    Feldman, Allan; Pirog, Kelly

    2011-01-01

    In this paper we report on teachers' and students' participation in authentic science research in out of school time science clubs at elementary schools. In the program four to five teachers worked alongside practicing scientists as part of their research groups. Each teacher facilitated a club with 10-15 students who, by extension, were members…

  14. Charting the Benefits of High-Quality After-School Program Experiences: Evidence from New Research on Improving After-School Opportunities for Disadvantaged Youth

    ERIC Educational Resources Information Center

    Reisner, Elizabeth R.; Vandell, Deborah Lowe; Pechman, Ellen M.; Pierce, Kim M.; Brown, B. Bradford; Bolt, Daniel

    2007-01-01

    This document examines the policy implications of recent findings of the Promising Programs study, conducted by researchers at the University of California at Irvine, the University of Wisconsin at Madison, and Policy Studies Associates, Inc. Most efforts to improve after-school opportunities focus on strengthening the effectiveness of individual…

  15. Local Knowledge and Digital Movie Composing in an After-School Literacy Program

    ERIC Educational Resources Information Center

    Brass, Jory J.

    2008-01-01

    A Latino teenager participated in an after school digital movie composing program called the Technology and Literacy Project. As a student of color previously identified as at risk for school failure, Horatio's case speaks to a common discrepancy highlighted in sociocultural literacy scholarship. He was competent and engaged with numerous…

  16. After-School Programs as a Prosocial Setting for Bonding between Peers

    ERIC Educational Resources Information Center

    Wright, Robin; John, Lindsay; Duku, Eric; Burgos, Giovani; Krygsman, Amanda; Esposto, Charlene

    2009-01-01

    This study reports on the longitudinal analysis of a structured after-school arts program for Canadian youth, ages 9 to 15 years, from low-income communities where the relationship of peer social support, family interactions, and psychosocial outcomes is evaluated. Multi-level growth curve analyses suggest an increase in prosocial development with…

  17. Community Partnership to Address Snack Quality and Cost in After-School Programs

    ERIC Educational Resources Information Center

    Beets, Michael W.; Tilley, Falon; Turner-McGrievy, Gabrielle; Weaver, Robert G.; Jones, Sonya

    2014-01-01

    Background: Policies call on after-school programs (ASPs) to serve more nutritious snacks. A major barrier for improving snack quality is cost. This study describes the impact on snack quality and expenditures from a community partnership between ASPs and local grocery stores. Methods: Four large-scale ASPs (serving ~500 children, aged 6-12?years,…

  18. Fidelity in After-School Program Intervention Research: A Systematic Review

    ERIC Educational Resources Information Center

    Maynard, Brandy R.; Peters, Kristen E.; Vaughn, Michael G.; Sarteschi, Christine M.

    2014-01-01

    Over the past 2 decades, the number of after-school programs (ASP) and the number of students attending ASPs has markedly increased. Although several reviews and meta-analyses have examined the outcomes of ASPs, ASP intervention study reviews have not specifically examined intervention fidelity. Establishing intervention fidelity is critically…

  19. Suicide Ideation among Participants in an After-School Program: A Convenience Sample

    ERIC Educational Resources Information Center

    Yang, Raymond K.; Burrola, Kimberly S.; Bryan, Carey H.

    2009-01-01

    This exploratory study examined differences between elementary-age youth who have considered suicide and their peers using a data set that was collected from elementary school-age children (N = 51) who participated in an after-school program. Data were collected using a standardized survey assessing daily activities, social support, self-esteem,…

  20. The Impact of After-School Programs on Educational Equality and Private Tutoring Expenses

    ERIC Educational Resources Information Center

    Bae, Sanghoon; Oh, Hunseok; Kim, Hyunchul; Lee, Cheolwon; Oh, Beomho

    2010-01-01

    The purpose of this study was to examine how the implementation of after-school programs in Korea's public schools is related to educational equality and private tutoring expenses. The analyzed data was from the Survey on the Status of Private Tutoring and the Study of the Policy Measures to Reduce Private Tutoring Expenses conducted by KEDI…

  1. A Conceptual Model for Training After-School Program Staffers to Promote Physical Activity and Nutrition

    ERIC Educational Resources Information Center

    Weaver, Robert Glenn; Beets, Michael W.; Webster, Collin; Beighle, Aaron; Huberty, Jennifer

    2012-01-01

    Background: After-school programs (ASPs, 3 pm to 6 pm) have been called upon to increase the amount of daily physical activity children accumulate and improve the nutritional quality of the snacks served. To this end, state and national physical activity and nutrition (PAaN) policies have been proposed. Frontline staff who directly interact with…

  2. Fidelity in After-School Program Intervention Research: A Systematic Review

    ERIC Educational Resources Information Center

    Maynard, Brandy R.; Peters, Kristen E.; Vaughn, Michael G.; Sarteschi, Christine M.

    2013-01-01

    Objective: This study examined whether and to what extent researchers addressed intervention fidelity in research of after-school programs serving at-risk students. Method: Systematic review procedures were used to search, retrieve, select, and analyze studies for this review. Fifty-five intervention studies were assessed on the following…

  3. Whole Grains and Food Fun in an After-School Program

    ERIC Educational Resources Information Center

    Gilboy, Mary Beth

    2009-01-01

    Programs in community-based, after-school settings are ideal to teach children about healthy eating. Objectives: After completing this Whole Grains & Food Fun lesson, children will be able to: (1) list at least two benefits of eating more whole grains, (2) demonstrate skills involved in child-friendly, basic food preparation, and (3) choose a…

  4. Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens

    ERIC Educational Resources Information Center

    Metz, Rachel A.; Goldsmith, Julie; Arbreton, Amy J. A.

    2008-01-01

    Successfully navigating early adolescence depends, in large part, on the availability of safe and engaging activities and supportive relationships with adults, yet many preteens have limited access to positive supports and opportunities such as high-quality after-school programs that could put them on a path to success. Funders, policymakers and…

  5. Making the Match: Finding Funding for after School Education and Safety Programs

    ERIC Educational Resources Information Center

    Sandel, Kate; Hayes, Cheryl; Anuszkiewicz, Brittany; Cohen, Carol; Deich, Sharon

    2007-01-01

    This guide aims to help California leaders in schools, school districts, and community-based organizations meet the After School Education and Safety (ASES) Program matching requirement and secure funding. This guide is filled with practical information on how to attract and work with school and community partners; how to adopt a strategic…

  6. Advantages of Gardening as a Form of Physical Activity in an After-School Program

    ERIC Educational Resources Information Center

    Phelps, Joshua; Hermann, Janice R.; Parker, Stephany P.; Denney, Barbara

    2010-01-01

    Children who normally abstain from physical activity may view gardening as a viable non-competitive alternative. The study reported here evaluated the effect of an Oklahoma Cooperative Extension Service after-school gardening program on self-reported physical activity level of children in 3rd through 5th grade using the ACTIVITY self-report…

  7. The Effects of After-School Program Participation on Mathematics Achievement: The Case of LA's BEST

    ERIC Educational Resources Information Center

    Chinen, Marjorie Harue

    2010-01-01

    This dissertation studies the short-term effects of attending an after-school program (i.e., LA's BEST) on student mathematic achievement. The effects of one, two and three years of participation are studied, as well as the extent to which the magnitude of these effects varies across grades in which participation occurs, and the extent to which…

  8. After-School Program Implementation in Urban Environments: Increasing Engagement among Adolescent Youth

    ERIC Educational Resources Information Center

    Pelcher, Allison; Rajan, Sonali

    2016-01-01

    Background: After-school programs (ASPs) play a crucial role in supplementing the present school day. However, implementing ASPs in the urban environment and among adolescents (grades 6-12) poses unique challenges. The purpose of this study was to conduct a systematic literature review to identify evidence-based barriers and facilitators to…

  9. Time Well Spent: Designing Dynamic and Profitable After-School Programs

    ERIC Educational Resources Information Center

    Neiva, Betsy MacIver; Pepe, Diane

    2012-01-01

    Dawn Walsh, who has worked with the after-school program at The Foote School (Connecticut) for over 20 years, has seen firsthand how dramatically childcare needs have changed. The Foote School is not the only independent school trying to determine how best to help meet families' complex childcare needs. According to a 2009 Bureau of Labor…

  10. Family Members as Partners in an After-School and Summer Literacy Program

    ERIC Educational Resources Information Center

    Jayroe, Teresa B.; Brenner, Devon

    2005-01-01

    If educators expect more children to be successful in literacy experiences at school, then they must strive to form lasting partnerships with parents (Fried, 2001). The educators working with the after-school and summer literacy program actively sought to form partnerships with family members at a small rural elementary school in a southern state.…

  11. Blue Sky Below My Feet: Daycamp & After School Programs--9 to 11 Year Olds. Leader's Manual.

    ERIC Educational Resources Information Center

    California Univ., Berkeley. Cooperative Extension Service.

    This manual presents a 10-day lesson plan for day camp and after-school program leaders. The activities and experiments described in the manual focus on nutrition and space exploration. Topics covered by the lesson plan and specific projects include: (1) gravity; (2) food spoilage; (3) model rocket building and launching; (4) the basic food…

  12. Comparative Effectiveness of After-School Programs to Increase Physical Activity

    PubMed Central

    Gesell, Sabina B.; Sommer, Evan C.; Lambert, E. Warren; Vides de Andrade, Ana Regina; Davis, Lauren; Beech, Bettina M.; Mitchell, Stephanie J.; Neloms, Stevon; Ryan, Colleen K.

    2013-01-01

    Background. We conducted a comparative effectiveness analysis to evaluate the difference in the amount of physical activity children engaged in when enrolled in a physical activity-enhanced after-school program based in a community recreation center versus a standard school-based after-school program. Methods. The study was a natural experiment with 54 elementary school children attending the community ASP and 37 attending the school-based ASP. Accelerometry was used to measure physical activity. Data were collected at baseline, 6 weeks, and 12 weeks, with 91% retention. Results. At baseline, 43% of the multiethnic sample was overweight/obese, and the mean age was 7.9 years (SD = 1.7). Linear latent growth models suggested that the average difference between the two groups of children at Week 12 was 14.7 percentage points in moderate-vigorous physical activity (P < .001). Cost analysis suggested that children attending traditional school-based ASPs—at an average cost of $17.67 per day—would need an additional daily investment of $1.59 per child for 12 weeks to increase their moderate-vigorous physical activity by a model-implied 14.7 percentage points. Conclusions. A low-cost, alternative after-school program featuring adult-led physical activities in a community recreation center was associated with increased physical activity compared to standard-of-care school-based after-school program. PMID:23984052

  13. After-School Programs for Early Adolescents: A Path for Building Resiliency.

    ERIC Educational Resources Information Center

    O'Connor, Susan

    2001-01-01

    Explores some of the approaches used in one after-school program operating in seven sites in Massachusetts to provide an environment and build individual traits that lead to resilience in early adolescents. Describes four categories of voluntary activity clubs: the arts, including drama, photography, and dance; practical skills, including cooking,…

  14. The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment

    ERIC Educational Resources Information Center

    Carbone, Peter M.

    2010-01-01

    Due to the challenges of the No Child Left Behind Act of 2001, many schools and school districts are implementing after-school tutoring programs to provide students additional instruction to score proficient or better in reading and mathematics. This doctoral study analyzed the effects of the ABC Middle School Educational Assistance Program…

  15. After-School Study Centers, New York City. Elementary Program in Compensatory Education 2.

    ERIC Educational Resources Information Center

    American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

    The curriculum in this after school program for low income Negro and Puerto Rican elementary school (grades 2-6) consisted primarily of remedial reading and arithmetic, library training, homework assistance, and a "Special Potential Development Service" providing music, art, and health education. The volunteer students were accepted because they…

  16. Implementation of an after-school obesity prevention program: helping young children toward improved health.

    PubMed

    Nabors, Laura; Burbage, Michelle; Woodson, Kenneth D; Swoboda, Christopher

    2015-03-01

    Obesity prevention programs that are delivered in after-school programs are needed as a focus on curriculum can make it difficult to include this health programming during the school day. The current study examined the implementation of 2 pilot programs in different after-school programs for young children. There were 36 children in the intervention groups and 18 children in comparison groups. Children learned about healthy eating and increasing involvement in physical activity. Lessons were based on the Traffic Light Diet. Results indicated improvement in children's reports of their eating habits. Activity levels improved in 1 school, but not in the other. Parents and children were satisfied with the program and children demonstrated good knowledge of the interventions to promote healthy eating. Future studies should include larger sample sizes and evaluation of the effectiveness of different components of the intervention. Nurses can play a key role in disseminating information and designing and leading after-school programs to improve child knowledge about healthy eating and exercise. Nursing students may also benefit from assisting with conducting these types of programs to improve their experience in health prevention programming. PMID:25365576

  17. Voluntary After-School Alcohol and Drug Programs for Middle School Youth: If You Build It "Right", They Will Come

    ERIC Educational Resources Information Center

    D'Amico, Elizabeth J.; Green, Harold D., Jr.; Miles, Jeremy N. V.; Zhou, Annie J.; Tucker, Joan S.; Shih, Regina A.

    2012-01-01

    Few after-school programs target alcohol and other drug (AOD) use because it is difficult to encourage a diverse group of youth to voluntarily attend. The current study describes CHOICE, a voluntary after-school program which targeted AOD use among middle school students. Over 4,000 students across eight schools completed surveys and 15%…

  18. After-School Programs and Academics: Implications for Policy, Practice, and Research. Social Policy Report. Volume 22, Number 2

    ERIC Educational Resources Information Center

    Granger, Robert C.

    2008-01-01

    No Child Left Behind (NCLB), with its emphasis on standards-based accountability, has put educators under considerable pressure to improve student academic outcomes. Much of the funding for after-school programs comes from education budgets and is administered by state and local education agencies. Consequently, after-school programs are often…

  19. When the School Bell Rings... Juvenile Crime or Constructive Time? After-School Programs Are the Answer.

    ERIC Educational Resources Information Center

    Carpenter, Tim; Cornelius, Aisha; Francis, Ann Potter; Parsons, Lena

    Noting that the after-school hours are peak hours for Illinois juveniles to be either victims of crime or involved in criminal activity, this report provides evidence that making quality after-school programs available to all youth who need them will reduce crime and provide constructive activities for youth. The report details statistics on…

  20. Power-Up: A Collaborative After-School Program to Prevent Obesity in African American Children

    PubMed Central

    Choudhry, Shahid; McClinton-Powell, Lori; Solomon, Marla; Davis, Dawnavan; Lipton, Rebecca; Darukhanavala, Amy; Steenes, Althera; Selvaraj, Kavitha; Gielissen, Katherine; Love, Lorne; Salahuddin, Renee; Embil, Frank K.; Huo, Dezheng; Chin, Marshall H.; Quinn, Michael T.; Burnet, Deborah L.

    2013-01-01

    Background Schools represent a key potential venue for addressing childhood obesity. Objective To assess the feasibility of Power-Up, an after-school program to decrease obesity risk among African American children, using community-based participatory research (CBPR) principles. Methods Teachers led 14 weekly nutrition and physical activity sessions during after-school care at the Woodlawn Community School on Chicago’s South Side. Forty African American children ages 5 to 12 participated; their 28 parents discussed similar topics weekly at pickup time, and families practiced relevant skills at home. Pre- and post-intervention anthropometrics, blood pressure, dietary measures, and health knowledge and beliefs for children and parents were compared in univariate analysis. Results At baseline, 26% of children were overweight; 28% were obese. Post-intervention, mean body mass index (BMI) z scores decreased from 1.05 to 0.81 (p < .0001). Changes were more pronounced for overweight (−0.206 z-score units) than for obese children (−0.062 z-score units; p = .01). Girls decreased their combined prevalence of overweight/obesity from 52% to 46%; prevalence across these categories did not change for boys. The prevalence of healthful attitudes rose, including plans to “eat more foods that are good for you” (77% to 90%; p = .027) and “planning to try some new sports” (80% to 88%; p = .007). Conclusion Children in the Power-Up program reduced mean BMI z scores significantly. The after-school venue proved feasible. The use of CBPR principles helped to integrate Power-Up into school activities and contributed to likelihood of sustainability. Engaging parents effectively in the after-school time frame proved challenging; additional strate gies to engage parents are under development. Plans are underway to evaluate this intervention through a randomized study. PMID:22616204

  1. After-school program to reduce obesity in minority children: a pilot study.

    PubMed

    Madsen, Kristine A; Thompson, Hannah R; Wlasiuk, Lidya; Queliza, Emily; Schmidt, Colin; Newman, Thomas B

    2009-12-01

    This study explored a community-based after-school program's effect on obesity in minority children. Study participants included 178 third through fifth graders (47% Latino, 25% Asian, and 18% African-American) enrolled in America SCORES Bay Area. Outcomes were attendance, change in fitness (20-meter shuttle test), and body mass index (BMI) z-score over eight months. At baseline, 52 percent of children were overweight or obese. Children attended SCORES > 4 days/week and fitness significantly improved (p < 0.01). BMI z-score decreased by 0.04 (p = 0.10) overall, and by 0.05 (p = 0.08) among obese children, but increased among African-American children. These results suggest that SCORES increases fitness and may improve BMI in some minority children. Effect modification by race may relate to differential growth patterns or engagement in SCORES. These findings suggest community-based programs could effectively address obesity. A randomized trial of the SCORES program is warranted to rigorously examine this type of after-school program's impact on child health.

  2. Pedometers and aerobic capacity: evaluating an elementary after-school running program.

    PubMed

    Wanless, Elizabeth; Judge, Lawrence W; Dieringer, Shannon T; Bellar, David; Johnson, James; Plummer, Sheli

    2014-01-01

    Childhood obesity affects 1 of every 6 youth in the United States. One contributing factor to this statistic is a lack of physical activity (PA). Demands related to accountability which are placed on educators to demonstrate academic achievement often result in resistance to allocating time during the school day for PA. One possible solution is to consider utilizing time after school to integrate PA programs. The purpose of this study was to assess the impact of a 12-week after-school pedometer-focused PA program on aerobic capacity and to examine the relationship between step count and aerobic capacity in elementary school aged children. A group of elementary students (n = 24; 9.5 ± 0.9 years) participated in a 12-week pedometer-focused PA program that included pretraining and posttraining fitness testing via the 20-meter version of the PACER test. Paired sample t-tests revealed significant differences between the pretest (M = 21.0 laps, SD = 9.9) and posttest (M = 25.2 laps, SD = 12.2) scores (t = 4.04, P ≤ 0.001). A Pearson correlation revealed no significant relationship between individual step count and the difference between PACER pre- and posttest (r = 0.318, P = 0.130). The program improved aerobic capacity, but an increase in pedometer-calculated step count was not a predictor.

  3. A Wide Spectrum of Solar Science for After School Astronomy Club

    NASA Technical Reports Server (NTRS)

    Mayo, Lou; Thieman, James R.

    2008-01-01

    After School Astronomy clubs are an important method of exposing students to astronomy at the critical middle school age when sparking an interest can inspire a lifelong career or hobby. We know that teachers complain that they can spend little time on astronomy in the classroom since they must teach to the test and the curriculum requirements do not have very extensive astronomy coverage. We also know that space is a very popular subject with students that can motivate them to join an after school club. One of the problems with after school astronomy clubs is that they don't often have a chance to observe the night sky. We propose to train club mentors on how to do daytime solar observing so students fulfill the IYA goal of looking through a telescope. We propose to provide a half day workshop for elementary and middle school teachers on starting and maintaining After School Astronomy clubs with special emphasis on observing the Sun not only in the visible spectrum but with radio waves and other parts of the spectrum as well. We will use NASA-oriented or NASA-funded educational materials and websites to bring a variety of ideas to the mentors and a broad knowledge of astronomy to the students. Attendees will be given an overview of the science of the Sun and how it can affect us on the Earth. They will be shown the dynamic nature of the Sun and what to look for to track the events happening there. The educators will be shown simple approaches to directly observing the Sun such as pinhole cameras, use of projection techniques with telescopes or binoculars, etc. They will be acquainted with sunspotter scopes and the advantages and disadvantages (such as expense) they pose for getting students involved. We will also point out the possibilities of using regular telescopes with solar filters and the specialized solar viewing telescopes such as the Coronado. Once the educators are comfortable with the simple approaches to viewing the Sun we will expose them to advanced

  4. Beyond the Classroom: The Potential of After School Programs to Engage Diverse High School Students in the Geosciences

    NASA Astrophysics Data System (ADS)

    Pickering, J.; Briggs, D. E.; Alonzo, J.

    2011-12-01

    Over the last decade many influential reports on how to improve the state of STEM education in the United States have concluded that students need exciting science experiences that speak to their interests - beyond the classroom. High school students spend only about one third of their time in school. After school programs are an important opportunity to engage them in activities that enhance their understanding of complex scientific issues and allow them to explore their interests in more depth. For the last four years the Peabody Museum, in partnership with Yale faculty, other local universities and the New Haven Public Schools, has engaged a diverse group of New Haven teens in an after school program that provides them with multiple opportunities to explore the geosciences and related careers, together with access to the skills and support needed for college matriculation. The program exposes 100 students each year to the world of geoscience research; internships; the development of a Museum exhibition; field trips; opportunities for paid work interpreting geoscience exhibits; mentoring by successful college students; and an introduction to local higher education institutions. It is designed to address issues that particularly influence the college and career choices of students from communities traditionally underrepresented in STEM. Independent in-depth evaluation, using quantitative and qualitative methods, has shown that the program has enormous positive impact on the students. Results show that the program significantly improves students' knowledge and understanding of the geosciences and geoscience careers, together with college and college preparation. In the last two years 70% - 80% of respondents agreed that the program has changed the way they feel about science, and in 2010/11 over half of the students planned to pursue a science degree - a considerable increase from intentions voiced at the beginning of the program. The findings show that the

  5. Describing weight status and fitness in a community sample of children attending after-school programming.

    PubMed

    Huberty, J L; Rosenkranz, R R; Balluff, M A; High, R

    2010-06-01

    Although the body of research on public-health aspects of after-school programs is growing, little is known with regard to physical fitness levels of attending children. The purpose of this study was to describe the health-related fitness in a community sample (N.=826) of under-served children attending after-school programming. Health-related fitness was assessed via Fitnessgram(R) and body mass index. In this population, numerous children failed to meet national standards for the push-up (54%), curl-up (24%) and pacer (47%) tests. Many of those failing to meet national standards were unable to perform a single push-up (32%), or curl-up (12%), and over half (51%) of the children were overweight or obese. Significant differences by race/ethnicity, gender, and weight status emerged for some fitness measures. Based on these data, fitness aspects beyond weight status should be considered when designing PA programs for children, especially those in communities of underserved youth.

  6. From Droughts to Drones: An After-School Club Uses Drones to Learn about Environmental Science

    ERIC Educational Resources Information Center

    Gillani, Bijan; Gillani, Roya

    2015-01-01

    An after-school enrichment activity offered to sixth-grade students gave a group of 10 students an opportunity to explore the effects of the California drought in their community using an engaging scientific device: the UAV (unmanned aerial vehicle). Although this activity was specifically designed for a small after-school enrichment group, it…

  7. National Household Education Surveys Program of 2005 After-School Programs and Activities: 2005. E.D. TAB. NCES 2006-076

    ERIC Educational Resources Information Center

    Carver, Priscilla R.; Iruka, Iheoma U.

    2006-01-01

    This report presents data on participation in after-school activities and programs in the United States. The data are from the After-School Programs and Activities Survey (ASPA), a nationally representative survey of the 2005 National Household Education Surveys Program (NHES:2005). The data presented in the report are based on a sample of 11,684…

  8. Easier Said than Done: Intervention Sustainability in an Urban After-School Program

    PubMed Central

    Frazier, Stacy L.; Mehta, Tara; Atkins, Marc S.; Weisbach, Jessica

    2011-01-01

    Although sustainability is frequently described as a project goal in community-based programs, concentrated efforts to sustain interventions beyond the conclusion of research funding have only recently emerged as a focus of implementation research. The current paper describes a study of behavioral consultation to after-school program staff in low-SES, urban communities. Following consultation, staff use of four recommended tools and strategies was examined, emphasizing facilitators and barriers to sustainability. Results indicated high perceived utility and intention to use intervention components, but low sustainability at two follow-up time points within 1 year after the initial consultation concluded. Findings suggest that ongoing implementation support in community settings may be necessary to ensure the sustainability of interventions and meet the mental health needs of participating high-risk youth. PMID:21416160

  9. Green Youth of Russia, Kazakhstan and Ukraine: After-School Naturalist Programs in Post-Soviet Space

    ERIC Educational Resources Information Center

    Blinnikov, Mikhail S.; Lindsey, Jason Royce

    2010-01-01

    This paper compares the status of young naturalist after-school programs in three post-Soviet republics: Russia, Ukraine and Kazakhstan. In the past, the region's environmental teachers, leaders and activists have emerged from such youth programs. Thus, the health of these programs is a leading indicator for the long-term viability of broader…

  10. After-School for All? Exploring Access and Equity in After-School Programs. Out-of-School Time Policy Commentary #4

    ERIC Educational Resources Information Center

    Pittman, Karen; Wilson-Ahlstrom, Alicia; Yohalem, Nicole

    2003-01-01

    While significant progress has occurred over the past several years regarding the expansion of the quantity and quality of after-school opportunities, the ambitious idea of "after-school for all" remains a distant goal. In this commentary, we push beyond some of the numbers to take a close look at questions related to access and equity, in order…

  11. Hanging Out: Community-Based After-School Programs for Children.

    ERIC Educational Resources Information Center

    Garner, Ruth, Ed.

    Noting the major changes in mothers' work lives and the significance that out-of-home care arrangements take on in children's lives, this book is a collection of accounts of what children do after school, both outside and inside after-school centers. The centers described are in differing communities, with differing values and differing ways of…

  12. Back to the Future: The Brownstone and FutureLink After-School Programs for Homeless Children.

    ERIC Educational Resources Information Center

    Homes for the Homeless, Inc., New York, NY.

    Homes for the Homeless initiated a family and community approach to learning at its American Family Inns (homeless shelters) via a customized, shelter-based, accelerated after-school program, Brownstone/FutureLink. The program helps improve students' grades, self-confidence, and academic potential. It requires parents, shelter staff, and public…

  13. Young Women's Leadership Alliance: Youth-Adult Partnerships in an All-Female After-School Program

    ERIC Educational Resources Information Center

    Denner, Jill; Meyer, Beth; Bean, Steve

    2005-01-01

    This article describes program strategies and adult practices that can build youth-adult partnerships. In particular, it focuses on strategies to empower girls in all-female after-school programs. The Young Women's Leadership Alliance has involved 164 girl leaders and five adult women leaders over three years. To build the partnerships, adults…

  14. A Snapshot of After-School Program Research Literature. Research Watch. D&A Report No. 13.10

    ERIC Educational Resources Information Center

    Rhea, Anisa

    2013-01-01

    After-school programs, also commonly referred to as out-of-school time and expanded learning opportunities, are typically described as safe, structured programs that offer an array of adult supervised activities to promote the learning and development of kindergarten through high school students outside of the school day (Beckett et al., 2009;…

  15. Explore Locally, Excel Digitally: A Participatory Learning After-School Program for Enriching Citizenship On- and Offline

    ERIC Educational Resources Information Center

    Felt, Laurel J.; Vartabedian, Vanessa; Literat, Ioana; Mehta, Ritesh

    2012-01-01

    This paper discusses the design and implementation of a participatory culture pedagogy in the context of a pilot after-school program at LAUSD's Robert F. Kennedy Community Schools. Ethnographic fieldnotes, instructor and student reflections, photographs, video recordings, and student work illustrate the program's culture of participatory…

  16. Analysis of the Dynamics among Tutors in an After-School Tutoring Program in a Homeless Shelter for Families

    ERIC Educational Resources Information Center

    MacGillivray, Laurie; Goode, Gretchen S.

    2016-01-01

    Researchers of after-school tutoring primarily focus on educational outcomes with little attention to the social dynamics of such programs. In our qualitative case study, we examined the nature of interactions among tutors in a tutoring program at a homeless shelter for families. Employing Bourdieu's concepts of "social capital" and…

  17. The New Stories/New Cultures after-school enrichment program: a direct cultural intervention.

    PubMed

    Frank, G; Fishman, M; Crowley, C; Blair, B; Murphy, S T; Montoya, J A; Hickey, M P; Brancaccio, M V; Bensimon, E M

    2001-01-01

    This article describes the organization, curriculum, and outcomes for New Stories/New Cultures, an activity-based program for after-school enrichment in five schools in the low-income neighborhood near a major American university. The program encourages students (70% Hispanic-American, 30% African-American) to experience themselves as producers of culture, not just as consumers. Its methods include (a) creative team use of video equipment and other expressive media and (b) lessons about media literacy (i.e., making critical choices about images and activities depicted in popular culture and commercials). Outcome measures with the cohort of fifth and sixth graders support the programs occupation-based philosophy. They show that students are more likely to experience themselves as building skills when engaged in activities that are both challenging and enjoyable. The students reported greatest engagement and enjoyment in activities that were creative, team-based, and involving media production. These same activities were correlated with increased self-esteem. The term direct cultural intervention is used to describe the application of occupational principles and critical perspectives to provide a population with conceptual tools and skills for interpreting and successfully navigating the social world. PMID:14601809

  18. After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours?

    NASA Astrophysics Data System (ADS)

    Flowers, Reagan D.

    The primary purpose of this study was to investigate how a management service organization can assist schools with reducing the achievement gap between minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours. Developing a strategic plan through creating a program that provides support services for the implementation of hands-on activities in STEM for children during the after-school hours was central to this purpose. This Project Demonstrating Excellence (PDE), a social action project, also presents historical and current after-school program developments in the nation. The study is quantitative and qualitative in nature. Surveys were utilized to quantitatively capture the opinions of participants in the social action project on three specific education related issues: (1) disparity in academic motivation of students to participate in after-school STEM enrichment programs; (2) whether teachers and school administrators saw a need for STEM after-school enrichment; and (3) developing STEM after-school programs that were centered on problem-solving and higher-order thinking skills to develop students' interest in STEM careers. The sample consisted of 50 participants comprised of students, teachers, and administrators. The focus groups and interviews provided the qualitative data for the study. The qualitative sample consisted of 14 participants comprised of students, parents and teachers, administrators, an education consultant, and a corporate sponsor. The empirical data obtained from the study survey, focus groups, and interviews provided a comprehensive profile on the current views and future expectations of STEM after-school enrichment, student and school needs, and community partnerships with STEM companies. Results of the study and review of the implementation of the social action project, C-STEM (communication, science, technology, engineering, and mathematics) Teacher and Student Support

  19. Out of School Programs in Science.

    ERIC Educational Resources Information Center

    Stern, Virginia W., Comp.; And Others

    Science programs which take place outside the traditional classroom and beyond the usual school hours are listed. The programs (designed for all ages and educational levels and scheduled after school, on Saturdays, evenings, and during summer months) are offered in multidisciplinary science centers located in larger cities, small town museums,…

  20. Television in the After School Hours. A Study of Programming and Advertising for Children on Independent Stations Across the United States.

    ERIC Educational Resources Information Center

    Barcus, F. Earle

    A study analyzed the programing and advertising matter in the after-school hours on independent commercial television stations unaffiliated with the major networks. These stations, primarily UHF, relied almost entirely on syndicated programing that is often reruns of former network programs. These programs draw large after-school audiences. By…

  1. A Pilot Study Exploring After-School Care Providers' Response to the Incredible Years Classroom Management Program

    ERIC Educational Resources Information Center

    Hicks-Hoste, Taylor B.; Carlson, John S.; Tiret, Holly B.

    2015-01-01

    The need for and importance of bringing evidence-based interventions into school settings has been firmly established. Adapting and adjusting intervention programs to meet the unique needs of a school district requires personnel to use a data-based approach to implementation. This pilot study is the first to report on after-school care providers'…

  2. A Qualitative Study of Urban Hispanic Youth in an After-School Program: Career, Cultural, and Educational Development

    ERIC Educational Resources Information Center

    Perry, Justin C.; Calhoun-Butts, Candice

    2012-01-01

    Based on a diverse sample of 11 urban Hispanic youth, the career, educational, and cultural domains of developmental adjustment were investigated through a triangulation of interview data and field notes within the context of delivering an after-school program. Consensual qualitative research (CQR) and content analysis were used to explore how…

  3. Bodily Play in the After-School Program: Fulfillment of Intentionality in Interaction between Body and Place

    ERIC Educational Resources Information Center

    Londal, Knut

    2011-01-01

    This article investigates the relationship between children in an after-school program (ASP) and the places where they play. It focuses on the kind of bodily play the children themselves choose and control. The author applies a life-world approach to this study, and his theoretical perspective is based on phenomenological philosophy. The…

  4. Diverging Experiences during Out-of-School Time: The Race Gap in Exposure to After-School Programs

    ERIC Educational Resources Information Center

    Hynes, Kathryn; Sanders, Felicia

    2011-01-01

    There is considerable interest in identifying ways to close the Black-White achievement gap. This study examines race differences in children's participation in after-school programs, an out-of-school time experience that may influence children's achievement. Using nationally representative data spanning 1995-2005, the authors find that African…

  5. The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077

    ERIC Educational Resources Information Center

    Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin

    2009-01-01

    The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

  6. Achievement Goals and Their Relations to Children's Disruptive Behaviors in an After-School Physical Activity Program

    ERIC Educational Resources Information Center

    Agbuga, Bulent; Xiang, Ping; McBride, Ron

    2010-01-01

    This study used a trichotomous achievement goal model to explore and describe what actually happened in terms of students' achievement goals and disruptive behaviors in an after-school physical activity program. Participants included 158 students in grades 3-6. They completed questionnaires assessing their achievement goals and disruptive…

  7. A Randomized Controlled Trial Evaluation of an After-School Prosocial Behavior Program in an Area of Socioeconomic Disadvantage

    ERIC Educational Resources Information Center

    O'Hare, Liam; Biggart, Andy; Kerr, Karen; Connolly, Paul

    2015-01-01

    A randomized controlled trial was used to evaluate the effects of a prosocial behavior after-school program called Mate-Tricks for 9- and 10-year-old children and their parents living in an area of significant socioeconomic disadvantage. The children were randomly assigned to an intervention (n = 220) or a control group (n = 198). Children were…

  8. Youth Development Practitioners and Their Relationships in Schools and After-School Programs

    ERIC Educational Resources Information Center

    Noam, Gil G.; Bernstein-Yamashiro, Beth

    2013-01-01

    This article examines the kinds of relationships that nonteacher educators, especially youth development practitioners working in after-school settings, have with students. It addresses the fact that these adults in schools have an explicit youth-oriented and relational approach, find out many productive and anxiety-provoking facts about their…

  9. Gaining Ground: Supporting English Learners through After-School Literacy Programming

    ERIC Educational Resources Information Center

    Goldsmith, Julie; Jucovy, Linda; Arbreton, Amy

    2008-01-01

    This brief presents findings that demonstrate a relationship between key approaches in Communities Organizing to Advance learning (CORAL), an eight-year, $58 million after-school initiative of The James Irvine Foundation, and the academic progress of English learners. Reported findings include: (1) Children who participated in CORAL fit the…

  10. Developing Competent Youth and Strong Communities through After-School Programming.

    ERIC Educational Resources Information Center

    Danish, Steven J., Ed.; Gullotta, Thomas P., Ed.

    Noting the renewed attention given to community efforts supporting after-school activities to promote social competence in its youth, this book examines the concepts of play and rites of passage for youth. The book also discusses the contributions of various types of activities on youth social competency, presents a variety of perspectives for…

  11. After-School Matters in Chicago: Apprenticeship as a Model for Youth Programming

    ERIC Educational Resources Information Center

    Halpern, Robert

    2006-01-01

    In this article, the author draws on a study of an after-school initiative serving inner-city high school students to describe and reflect on ways in which apprenticeship-like experiences support work on a variety of developmental tasks. The author describes key dimensions of the apprenticeship experience, discusses challenges faced by…

  12. Integrating the Digital Literacies into an After-School Program: A Structural Analysis of Teachers' Lessons

    ERIC Educational Resources Information Center

    Gormley, Kathleen; McDermott, Peter

    2013-01-01

    The structure of lessons where teachers integrated the digital literacies is examined here. Twelve graduate teachers participating in an after-school practica were observed over a six-week period. This manuscript identifies the structure of their lessons and describes the kinds of digital literacies children learned when completing them. Teachers…

  13. Project-Based and Experiential Learning in After-School Programming.

    ERIC Educational Resources Information Center

    Seidel, Steven; Aryeh, Laura; Steinberg, Adria

    As Boston and other cities across the nation enter a second decade of education reform, the attention of school and community leaders, as well as of parents, is turning to the learning potential provided by after-school hours. This paper explores the potential role of project-based and experiential learning in transforming the learning…

  14. Improving overweight among at-risk minority youth: results of a pilot intervention in after-school programs.

    PubMed

    Slusser, Wendelin M; Sharif, Mienah Z; Erausquin, Jennifer Toller; Kinsler, Janni J; Collin, Daniel; Prelip, Michael L

    2013-01-01

    Childhood overweight and obesity disproportionately affect low-income communities. Most school-based health promotion efforts occur during the school day and are limited in scope. This study evaluated the effectiveness of an after-school program among 3rd-5th graders (n=121; 73% 8 to 9 years old; 57% female; 60% Asian) at eight study sites (four intervention, four comparison). After-school staff were trained on implementing the Catch Kids Club Curriculum on nutrition and physical activity. Data were collected on students' nutrition and physical activity knowledge and behavior, and their height and weight measurements. Using Stata 10.1/SE, cross-lagged regression models assessed changes over time. Results showed a reduction in overweight and obesity (defined as body mass index >85th percentile for age and sex) among children in the intervention group, but mixed results regarding diet and physical activity knowledge and behavior. Enhancing after-school physical activity opportunities through evidence-based programs can potentially improve overweight and obesity among low-income children.

  15. Improving overweight among at-risk minority youth: results of a pilot intervention in after-school programs.

    PubMed

    Slusser, Wendelin M; Sharif, Mienah Z; Erausquin, Jennifer Toller; Kinsler, Janni J; Collin, Daniel; Prelip, Michael L

    2013-01-01

    Childhood overweight and obesity disproportionately affect low-income communities. Most school-based health promotion efforts occur during the school day and are limited in scope. This study evaluated the effectiveness of an after-school program among 3rd-5th graders (n=121; 73% 8 to 9 years old; 57% female; 60% Asian) at eight study sites (four intervention, four comparison). After-school staff were trained on implementing the Catch Kids Club Curriculum on nutrition and physical activity. Data were collected on students' nutrition and physical activity knowledge and behavior, and their height and weight measurements. Using Stata 10.1/SE, cross-lagged regression models assessed changes over time. Results showed a reduction in overweight and obesity (defined as body mass index >85th percentile for age and sex) among children in the intervention group, but mixed results regarding diet and physical activity knowledge and behavior. Enhancing after-school physical activity opportunities through evidence-based programs can potentially improve overweight and obesity among low-income children. PMID:23727961

  16. Significance of after-school programming for immigrant children during middle childhood: opportunities for school social work.

    PubMed

    Greenberg, Joy Pastan

    2014-07-01

    School social workers and other school personnel can find meeting the educational and social needs of immigrant children a challenge, particularly if these children are also experiencing poverty and other educational barriers, including limited English language proficiency. Quality after-school programming has been associated with a variety of positive effects such as increased educational attainment and positive social and emotional development and could, therefore, prove significant in the lives of immigrant children. Yet, immigrant children participate less. The purpose of this article is to discuss ways in which school social workers can increase enrollment in after-school programming among immigrant children, six to 12 years of age, by becoming both advocates for children and families and leaders in developing and maintaining these services. School social workers are poised to play a number of roles related to practice, administration, research, and policy. Because this particular age group of children begins to look beyond the family for guidance and support, middle childhood is an opportune time for school social workers to work toward involving children in positive after-school experiences.

  17. Recruiting and Retaining Older African American and Hispanic Boys in After-School Programs: What We Know and What We Still Need to Learn. GroundWork

    ERIC Educational Resources Information Center

    Kauh, Tina J.

    2010-01-01

    With funding from the Collaborative for Building After-School Systems (CBASS)--through support from The Atlantic Philanthropies--Public/Private Ventures (P/PV) conducted a small study to begin identifying promising strategies currently used by after-school programs to recruit and retain middle- and high-school-aged African American and Hispanic…

  18. After School: Connecting Children at Risk with Responsible Adults to Help Reduce Youth Substance Abuse and Other Health-Compromising Behaviors--An RWJF National Program. Program Results Reports

    ERIC Educational Resources Information Center

    Robert Wood Johnson Foundation, 2008

    2008-01-01

    "After School: Connecting Children at Risk With Responsible Adults to Help Reduce Youth Substance Abuse and Other Health-Compromising Behaviors (After School)" helped develop intermediary organizations in Boston, Chicago and the San Francisco Bay Area in order to create citywide systems of after-school programs. The intermediaries--Boston After…

  19. Learning From Small-Scale Experimental Evaluations of After School Programs. Snapshot Number 8

    ERIC Educational Resources Information Center

    Harvard Family Research Project, Harvard University, 2006

    2006-01-01

    The Harvard Family Research Project (HFRP) Out-of-School Time Program Evaluation Database contains profiles of out-of-school time (OST) program evaluations. Its purpose is to provide accessible information about previous and current evaluations to support the development of high quality evaluations and programs in the OST field. Types of Programs…

  20. Supporting Success: Why and How to Improve Quality in After-School Programs

    ERIC Educational Resources Information Center

    Sheldon, Jessica; Hopkins, Leigh

    2008-01-01

    This report examines the program improvement strategies, step-by-step, that allowed The James Irvine Foundation's Communities Organizing to Advance Learning (CORAL) initiative to achieve the levels of quality needed to boost the academic success of participating students, and makes policy and funding suggestions for improving program performance.…

  1. Effectiveness of the Challenging Horizons After-School Program for Young Adolescents with ADHD

    ERIC Educational Resources Information Center

    Evans, Steven W.; Schultz, Brandon K.; DeMars, Christine E.; Davis, Heather

    2011-01-01

    There are no empirically supported psychosocial treatments for adolescents with attention-deficit hyperactivity disorder (ADHD). This study examined the treatment benefits of the Challenging Horizons Program (CHP), a psychosocial treatment program designed to address the impairment and symptoms associated with this disorder in young adolescents.…

  2. Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: a systematic review and meta-analysis.

    PubMed

    Kremer, Kristen P; Maynard, Brandy R; Polanin, Joshua R; Vaughn, Michael G; Sarteschi, Christine M

    2015-03-01

    The popularity, demand, and increased federal and private funding for after-school programs have resulted in a marked increase in after-school programs over the past two decades. After-school programs are used to prevent adverse outcomes, decrease risks, or improve functioning with at-risk youth in several areas, including academic achievement, crime and behavioral problems, socio-emotional functioning, and school engagement and attendance; however, the evidence of effects of after-school programs remains equivocal. This systematic review and meta-analysis, following Campbell Collaboration guidelines, examined the effects of after-school programs on externalizing behaviors and school attendance with at-risk students. A systematic search for published and unpublished literature resulted in the inclusion of 24 studies. A total of 64 effect sizes (16 for attendance outcomes; 49 for externalizing behavior outcomes) extracted from 31 reports were included in the meta-analysis using robust variance estimation to handle dependencies among effect sizes. Mean effects were small and non-significant for attendance and externalizing behaviors. A moderate to large amount of heterogeneity was present; however, no moderator variable tested explained the variance between studies. Significant methodological shortcomings were identified across the corpus of studies included in this review. Implications for practice, policy and research are discussed. PMID:25416228

  3. Effects of After-School Programs with At-Risk Youth on Attendance and Externalizing Behaviors: A Systematic Review and Meta-Analysis

    PubMed Central

    Maynard, Brandy R.; Polanin, Joshua R.; Vaughn, Michael G.; Sarteschi, Christine M.

    2015-01-01

    The popularity, demand, and increased federal and private funding for after-school programs have resulted in a marked increase in after-school programs over the past two decades. After-school programs are used to prevent adverse outcomes, decrease risks, or improve functioning with at-risk youth in several areas, including academic achievement, crime and behavioral problems, socio-emotional functioning, and school engagement and attendance; however, the evidence of effects of after-school programs remains equivocal. This systematic review and meta-analysis, following Campbell Collaboration guidelines, examined the effects of after-school programs on externalizing behaviors and school attendance with at-risk students. A systematic search for published and unpublished literature resulted in the inclusion of 24 studies. A total of 64 effect sizes (16 for attendance outcomes; 49 for externalizing behavior outcomes) extracted from 31 reports were included in the meta-analysis using robust variance estimation to handle dependencies among effect sizes. Mean effects were small and non-significant for attendance and externalizing behaviors. A moderate to large amount of heterogeneity was present; however, no moderator variable tested explained the variance between studies. Significant methodological shortcomings were identified across the corpus of studies included in this review. Implications for practice, policy and research are discussed. PMID:25416228

  4. A Qualitative Study of Staff's Perspectives on Implementing an After School Program Promoting Youth Physical Activity

    ERIC Educational Resources Information Center

    Zarrett, Nicole; Skiles, Brittany; Wilson, Dawn K.; McClintock, Lauren

    2012-01-01

    Minimal effects found across youth physical activity (PA) interventions, and increased attention to circumstances that impede adequate delivery of program components, has highlighted the importance of learning from staff what is needed to foster staff comprehension and engagement for developing, adopting, and successfully implementing PA-based…

  5. Effect of an After-School Garden Club Program on Elementary Students

    ERIC Educational Resources Information Center

    McGriff, Maggie Caroline

    2014-01-01

    The purpose of this study was to determine if three elementary school garden club programs influenced students' attitudes and behaviors regarding fruit and vegetable consumption. Both quantitative and qualitative data collection and analysis took place, in the form of pretest and posttest questionnaires as well as participant interviews. Overall,…

  6. Feasibility and Preliminary Efficacy of an After-School Program for Middle Schoolers with ADHD: A Randomized Trial in a Large Public Middle School

    ERIC Educational Resources Information Center

    Molina, Brooke S. G.; Flory, Kate; Bukstein, Oscar G.; Greiner, Andrew R.; Baker, Jennifer L.; Krug, Vicky; Evans, Steven W.

    2008-01-01

    Objective: This pilot study tests the feasibility and preliminary efficacy of an after-school treatment program for middle schoolers with ADHD using a randomized clinical trial design. Method: A total of 23 students with ADHD (25% female, 48% African American) from a large public middle school were randomly assigned to a 10-week program or to…

  7. An Exploratory Investigation of the Promoting Responsibility through Education and Prevention (PREP) after School Program for African American At-Risk Elementary School Students

    ERIC Educational Resources Information Center

    Sale, Elizabeth; Weil, Virginia; Kryah, Rachel

    2012-01-01

    The promoting responsibility through education and prevention (PREP) program is an after school substance abuse and violence prevention program for at-risk fourth and fifth grade youths in St. Louis, Missouri. Staffed by licensed clinical social workers and professional volunteers, PREP offers cultural cooking classes, yoga, and art as well as…

  8. Fiscal Fitness for Non-Profits: Project Puts Chicago After-School Programs and Funders through a Financial Workout. Stories from the Field

    ERIC Educational Resources Information Center

    Field, Anne

    2011-01-01

    Strengthening after-school programming for city youngsters has long been an objective of The Wallace Foundation, a national philanthropy based in New York City. In its work over the years, Wallace has found that weak financial management of the nonprofits running many high-quality programs hampers their ability to improve and expand. In 2009,…

  9. An after-school physical activity program for obesity prevention in children: the Medical College of Georgia FitKid Project.

    PubMed

    Yin, Zenong; Hanes, John; Moore, Justin B; Humbles, Patricia; Barbeau, Paule; Gutin, Bernard

    2005-03-01

    This article describes the process of setting up a 3-year, school-based after-school physical activity intervention in elementary schools. The primary aim of the study is to determine whether adiposity and fitness will improve in children who are exposed to a fitogenic versus an obesogenic environment. Eighteen schools were randomized to the control (obesogenic) or intervention (fitogenic) group. The study design, program components, and evaluation of the intervention are described in detail. The intervention consists of (a) academic enrichment, (b) a healthy snack, and (c) physical activity in a mastery-oriented environment. Successful implementation would show the feasibility of schools' being able to provide a fitogenic environment. Significant differences between the groups would provide evidence that a fitogenic environment after school has positive health benefits. If feasibility and efficacy are demonstrated, implementing an after-school program like this one in elementary schools could play a major role in preventing and reducing childhood obesity.

  10. Standin' tall: (De) criminalization and acts of resistance among boys of color in an elementary after school STEM program

    NASA Astrophysics Data System (ADS)

    Basile, Vincent

    The United States current incarcerates more citizens than any other country in history, by disproportionately targeting men and boys of color through mechanisms such as the school to prison pipeline. In better understanding the processes that fuel the school to prison pipeline such as criminalizing practices and the ways boys of color resist them, we can begin to identify teaching practices and perspectives which work to disrupt those processes. Examining criminalization and acts of resistance in STEM education is particularly salient because of the high social and economic status STEM knowledge bears in dominant U.S. culture, and the ways access to STEM learning functions as gateways in our education system. Through a longitudinal study in a multi-site elementary after-school STEM program, I examined what criminalization and acts of resistance look like, the ways they interact, and how staff in the program work to disrupt those cycles. I found that criminalization and acts of resistance are normal and ordinary occurrences, frequently interacting in response to each other in escalating patterns. I also found that staff engaged in multiple categories of decriminalizing practices based on highly respectful interactions and viewing boys of color as brilliant students who engage in acts of resistance as a healthy response to oppressive measures.

  11. Interdisciplinary Teaching in a Water Educational Training Science Program: Its Impact on Science Concept Knowledge, Writing Performance, and Interest in Science and Writing of Elementary Students.

    ERIC Educational Resources Information Center

    Moore-Hart, Margaret A.; Liggit, Peggy; Daisey, Peggy

    This paper presents a study investigating the effects of the Water Education Training (WET) program on students' performance in science. The WET Program is an after school program using an interdisciplinary approach which has three main objectives: improving science concept knowledge, writing performance, and attitudes toward science and writing.…

  12. Family Day Care Check-In Program: After-School Care for Children Aged 10-14. [Introduction and Guide to Operation.

    ERIC Educational Resources Information Center

    Osborne, Linda B., Ed.

    The Family Day Care Check-In Program is designed to offer working parents convenient, affordable after school care for their children aged 10 to 14. It provides children with flexible supervision by caring, trained adults and gives them opportunities to grow into responsible, independent teens by planning and participating in activities on their…

  13. An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children

    ERIC Educational Resources Information Center

    Mahoney, Joseph L.; Lord, Heather; Carryl, Erica

    2005-01-01

    This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban,…

  14. The Relationship between Intensity and Breadth of After-School Program Participation and Academic Achievement: Evidence from a Short-Term Longitudinal Study

    ERIC Educational Resources Information Center

    Springer, Ken; Diffily, Deborah

    2012-01-01

    We explored the extent to which intensity and breadth of participation in an after-school program (ASP) predicted academic achievement, as measured by changes in grades and attendance. The sample comprised 719 2nd-grade through 8th-grade Boys and Girls Clubs of Greater Dallas members during the 2009-2010 academic year. With respect to intensity,…

  15. Effects of After-School Programs on Attendance and Externalizing Behaviors with Primary and Secondary School Students: A Systematic Review and Meta-Analysis

    ERIC Educational Resources Information Center

    Maynard, Brandy R.; Kremer, Kristen P.; Polanin, Joshua R.; Vaughn, Michael G.; Sarteschi, Christine M.

    2015-01-01

    Over the past two decades, the number and types of after-school programs (ASPs) have increased substantially as a result of increased federal and private spending and because ASPs are perceived to provide wide-ranging and far-reaching benefits to students, families, schools and the public. The purpose of this systematic review and meta-analysis is…

  16. "Niggaz Dyin' Don't Make No News": Exploring the Intellectual Work of an African American Urban Adolescent Boy in an After-School Program

    ERIC Educational Resources Information Center

    Staples, Jeanine M.

    2012-01-01

    In this article, and from the standpoint of an African American woman teacher/researcher, the author explores what happened when one African American adolescent boy known inside of school as a "severely disengaged" student cultivated literacy practices and events of his own volition in an after-school program. The author asks, how does race and…

  17. Using Culture as a Resource in Mathematics: The Case of Four Mexican-American Prospective Teachers in a Bilingual After-School Program

    ERIC Educational Resources Information Center

    Vomvoridi-Ivanovic, Eugenia

    2012-01-01

    This paper explores Mexican-American prospective teachers' use of culture--defined as social practices and shared experiences--as an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage. Qualitative analysis of the prospective teachers' and children's interactions reveals…

  18. Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions

    ERIC Educational Resources Information Center

    Martínez-Roldán, Carmen María

    2015-01-01

    This article discusses the results of an empirical study that examined the translanguaging practices of primary-grade, bilingual Latino students, as mediated by bilingual teacher candidates (TCs), in an after-school program in the southwestern United States. Expansive Learning theory, within the cultural-historical activity tradition, guided the…

  19. ICASE Computer Science Program

    NASA Technical Reports Server (NTRS)

    1985-01-01

    The Institute for Computer Applications in Science and Engineering computer science program is discussed in outline form. Information is given on such topics as problem decomposition, algorithm development, programming languages, and parallel architectures.

  20. Physical Activity before and after School

    ERIC Educational Resources Information Center

    Beighle, Aaron; Moore, Melanie

    2012-01-01

    This article discusses a variety of before- and after-school programs (BASPs) that can be implemented from preschool through 12th grade. These programs offer physical activity opportunities before and after school for youths of various ages, skill levels, and socioeconomic levels. In addition, strategies for the director of physical activity to…

  1. The After-School Alternatives.

    ERIC Educational Resources Information Center

    Pekow, Charles

    1998-01-01

    Three companies (Voyager Expanded Learning, Mindsurf, and EXPLORE) have introduced after-school programs that emphasize stress-free academic enrichment activities. The companies differ, but share a fun-learning concept, maintain low staff-child ratios of about 1:8, and serve grades K-8. The operative words are flexibility and affordability. Some…

  2. After School Programs for Low-Income Young Adolescents: Overview and Program Profiles. Working Paper No. 194.

    ERIC Educational Resources Information Center

    Marx, Fern

    This report summarizes research on the problems of young adolescent latchkey children and describes 18 programs designed to address their needs. There is growing consensus that young adolescents (10 to 15 years of age), as well as elementary school children, may be at risk when left on a regular basis in unsupervised settings. Children in sibling-…

  3. Pathways to Youth Empowerment and Community Connectedness: A Study of Youth-Adult Partnership in Malaysian After-School, Co-Curricular Programs.

    PubMed

    Zeldin, Shepherd; Krauss, Steven Eric; Kim, Taehan; Collura, Jessica; Abdullah, Haslinda

    2016-08-01

    After-school programs are prevalent across the world, but there is a paucity of research that examines quality within the "black box" of programs at the point of service. Grounded in current theory, this research examined hypothesized pathways between the experience of youth-adult partnership (youth voice in decision-making; supportive adult relationships), the mediators of program safety and engagement, and the developmental outcomes of youth empowerment (leadership competence, policy control) and community connectedness (community connections, school attachment). Surveys were administered to 207 ethnically diverse (47.3 % female; 63.3 % Malay) youth, age 15-16, attending after-school co-curricular programs in Kuala Lumpur, Malaysia. Results showed that youth voice in program decision-making predicted both indicators of youth empowerment. Neither youth voice nor supportive adult relationships was directly associated with community connectedness, however. Program engagement mediated the associations between youth-adult partnership and empowerment. In contrast, program safety mediated the associations between youth-adult partnership and community connectedness. The findings indicate that the two core components of youth-adult partnership-youth voice and supportive adult relationships-may operate through different, yet complementary, pathways of program quality to predict developmental outcomes. Implications for future research are highlighted. For reasons of youth development and youth rights, the immediate challenge is to create opportunities for youth to speak on issues of program concern and to elevate those adults who are able and willing to help youth exercise their voice.

  4. Ocean Literacy After-School

    NASA Astrophysics Data System (ADS)

    Hlinka, Lisa

    2016-04-01

    Ocean Literacy is a topic that is often underrepresented in secondary school science curriculum. To combat this deficit, our School has partnered up with Hudson River Community Sailing (HRCS), a local organization in New York City that offers an after-school program to high-need high school students in the surrounding community. This organization has developed a 9th grade Sail Academy which allows students from participating public high schools to increase their proficiency in math and science by learning basic sailing, navigation, and boat building. Upon successfully completing the 9th grade Sail Academy curriculum, students enter the "First Mates Program" which offers a scaffolded set of youth development experiences that prepare students for college, career, leadership, and stewardship. This program is built in the context of a new Ocean Literacy Curriculum focused around 3 major topics within Ocean Literacy: Marine Debris, Meteorology, and Ecology (specifically water quality). The learning experiences include weekly data collection of marine debris, weather conditions, and water quality testing in the Hudson River adjacent to the HRCS Boathouse. Additionally there are weekly lessons engaging students in the fundamentals of each of the 3 topics and how they are also important in the lens of sailing. During the marine debris portion of the curriculum students identify sources of marine debris, impacts on the local environment, and study how debris can travel along the ocean currents leading in to larger garbage gyres. To supplement the curriculum, students embarked on a day trip to the Newtown Creek Wastewater Treatment Facility in Brooklyn, NY to learn how and where NYC receives its drinking water, how wastewater is treated, and how water quality in the local area can be easily influenced. While on the trip, students did their data collection of marine debris, weather conditions, and water quality testing at Newtown Creek, and then they compared their results

  5. Waunakee's Summer Science Program.

    ERIC Educational Resources Information Center

    O'Neil, J. Peter

    1981-01-01

    Describes Waunakee Community School's six-week Summer Science Program for students entering the seventh grade. Students are selected for this science enrichment program on the basis of interest, ability, and maturity. Program content includes wetlands, forests, prairies, and animals, concluding with a camping trip. (DS)

  6. After-School Program for urban youth: Evaluation of a health careers course in New York City high schools

    PubMed Central

    Holden, Lynne; Berger, Wallace; Zingarelli, Rebecca; Siegel, Elliot

    2015-01-01

    Mentoring in Medicine (MIM) addresses an urgent national need for minority health professionals and promotes careers in health care for urban youth. The MIM After School Program (ASP or The Course) has as its primary objectives to provide academic enrichment in human biology and motivate disadvantaged youth to pursue a career in the health professions. Secondary objectives of The Course, although not evaluated here, are to improve students’ health literacy and knowledge of healthy living behaviors. Since 2009, over 1500 middle and high school students have completed the New York City based Course, which is offered once a week over a 10 week semester in an out-of-school venue. This study assesses the success of The Course in achieving its primary objectives with 84 students at five New York City high schools during the fall 2014 semester. The Course curriculum was created especially for MIM, comprises the body’s 11 organ systems, and is presented in discrete modules (one each semester), along with complementary educational activities, including field trips and class projects. This study reports on a formal evaluation using quantitative and qualitative methods. The quantitative evaluation found that the students significantly increased their knowledge of the Gastrointestinal System. Students across the academic spectrum appeared to have learned the MIM ASP Course content – high school GPA was not a predictor of knowledge acquisition. The students also reported that The Course significantly increased their self-confidence in their ability to succeed (self-efficacy). The students expressed a significant increase in five health care related attitudes and an additional increase in their ability to overcome personal issues to succeed in their career and significantly improving their feeling toward, and likely pursuit of, a health career. The students stated that The Course significantly increased their interest and intent to seek out more information about health

  7. After School Astronomy Clubs: Exploring the universe after hours

    NASA Astrophysics Data System (ADS)

    Mayo, L.; Janney, D.

    2011-10-01

    After School Astronomy clubs are unique in focusing on children in the K-12 grades as opposed to the numerous Amateur Astronomy Clubs within the US and abroad whose membership is largely adult focused. Over the last 12 years, we have identified over 140 clubs that were previously running in isolation, provided them with science and education resources and a means to communicate, created an online community of after School Astronomy Clubs, and facilitated the development of new clubs. Over this time, our model for developing and running these clubs has changed as we gained experience with various target populations, educational settings, and external partners and as best practices have emerged regarding engagement, impact, pedagogy, and sustainability. This talk will highlight these experiences and practices and discuss implications for future development of the After School Astronomy Club program.

  8. Improved Fronto-Parietal White Matter Integrity in Overweight Children is Associated with Attendance in an After-School Exercise Program

    PubMed Central

    Krafft, Cynthia E.; Schaeffer, David J.; Schwarz, Nicolette F.; Chi, Lingxi; Weinberger, Abby L.; Pierce, Jordan E.; Rodrigue, Amanda L.; Allison, Jerry D.; Yanasak, Nathan E.; Liu, Tianming; Davis, Catherine L.; McDowell, Jennifer E.

    2014-01-01

    Aerobic fitness is associated with white matter integrity (WMI) in adults as measured by diffusion tensor imaging (DTI). This study examined the effect of an 8-month exercise intervention on WMI in children. Participants were 18 sedentary, overweight (body mass index ≥ 85th percentile) 8- to 11-year-old children (94% Black), randomly assigned to either an aerobic exercise (n=10) or sedentary attention control group (n=8). Each group was offered an instructor-led after-school program every school day for approximately 8 months. Before and after the program, all subjects participated in DTI scans. Tractography was conducted to isolate the superior longitudinal fasciculus and investigate whether the exercise intervention affected WMI in this region. There was no group by time interaction for WMI in the superior longitudinal fasciculus. There was a group by time by attendance interaction, however, such that higher attendance at the exercise intervention, but not the control intervention, was associated with increased WMI. Heart rate and the total dose of exercise correlated with WMI changes in the exercise group. In the overall sample, increased WMI was associated with improved scores on a measure of attention and improved teacher ratings of executive function. This study indicates that participating in an exercise intervention improves WMI in children as compared to a sedentary after-school program. PMID:24457421

  9. NASA Applied Sciences Program

    NASA Technical Reports Server (NTRS)

    Frederick, Martin

    2006-01-01

    This presentation highlights the NASA Applied Sciences Program. The goal of the program is to extend the results of scientific research and knowledge beyond the science community to contribute to NASA's partners' applications of national priority, such as agricultural efficiency, energy management and Homeland Security. Another purpose of the program's scientific research is to increase knowledge of the Earth-Sun system to enable improved predictions of climate, weather, and natural hazards. The program primarily optimizes benefits for citizens by contributing to partnering on applications that are used by state, local and tribal governments.

  10. Basic Science Training Program.

    ERIC Educational Resources Information Center

    Brummel, Clete

    These six learning modules were developed for Lake Michigan College's Basic Science Training Program, a workshop to develop good study skills while reviewing basic science. The first module, which was designed to provide students with the necessary skills to study efficiently, covers the following topics: time management; an overview of a study…

  11. Sparkling Science Programs.

    ERIC Educational Resources Information Center

    Allen, Denise

    1995-01-01

    Reviews five compact disc-read only memory (CD-ROM) products and one video series that focus on science projects: (1) "Body Park" (Virtual Entertainment); (2) "The Magic School Bus Explores the Solar System" (Microsoft); (3) "The Magic School Bus Explores the Human Body" (Microsoft); (4) "Science Curriculum Assistance Program" (Demco); and (5)…

  12. An after-school dance and lifestyle education program reduces risk factors for heart disease and diabetes in elementary school children

    PubMed Central

    Hogg, Jeannette; Diaz, Alejandro; Cid, Margareth Del; Mueller, Charles; Lipman, Elizabeth Grace; Cheruvu, Sunita; Chiu, Ya-lin; Vogiatzi, Maria; Nimkarn, Saroj

    2013-01-01

    Background Forty-three percent of New York City's (NYC) school-age children are overweight or obese, placing them at risk for heart disease and type 2 diabetes mellitus (T2DM). Objective The objective of this study was to determine if an intensive after-school dance and lifestyle education program would reduce risk factors for heart disease, T2DM, and improve lifestyle choices. Subjects Subject include 64 fourth- and fifth-grade students at an elementary school in NYC. Methods Students received freestyle dance and lifestyle classes for 16 weeks and were evaluated for changes in body composition, endurance, biochemical measurements, and lifestyle choices. Results Significant improvements in BMI percentiles were found among children in the overweight and obese categories as well as in endurance and biochemical measurements that reflect heart disease and diabetes risk. Improvement was also reported in lifestyle choices. Conclusion An intensive after-school dance and lifestyle education program can reduce risk factors for heart disease and T2DM and improve lifestyle choices among elementary school children. PMID:22876547

  13. Exploring implementation of the 2010 Institute of Medicine’s Child and Adult Food Care Program recommendations for after-school snacks

    PubMed Central

    Nanney, Marilyn S; Glatt, Carissa

    2012-01-01

    Objective The aim of the present study was to explore the implementation of nutrition recommendations made in the 2010 Institute of Medicine (IOM) report, Child and Adult Care Food Program: Aligning Dietary Guidance for All, in school-based after-school snack programmes. Design A descriptive study. Setting One large suburban school district in Minneapolis, Minnesota, USA. Subjects None. Results Major challenges to implementation included limited access to product labelling and specifications inconsistent with the IOM’s Child and Adult Care Food Program (CACFP) recommendations, limited access to healthier foods due to current school district buying consortium agreement, and increased costs of wholegrain and lower-sodium foods and pre-packaged fruits and vegetables. Conclusions Opportunities for government and industry policy development and partnerships to support schools in their efforts to promote healthy after-school food environments remain. Several federal, state and industry leadership opportunities are proposed: provide product labelling that makes identifying snacks which comply with the 2010 IOM CACFP recommended standards easy; encourage compliance with recommendations by providing incentives to programmes; prioritize the implementation of paperwork and technology that simplifies enrolment and accountability systems; and provide support for food safety training and/or certification for non-food service personnel. PMID:22050891

  14. Factors Influencing the Implementation of Organized Physical Activity and Fruit and Vegetable Snacks in the HOP'N After-School Obesity Prevention Program

    ERIC Educational Resources Information Center

    Hastmann, Tanis J.; Bopp, Melissa; Fallon, Elizabeth A.; Rosenkranz, Richard R.; Dzewaltowski, David A.

    2013-01-01

    Objective: To identify barriers and facilitators for improving the after-school organized physical activity (PA) and snack quality. Methods: After-school staff (Year 1, n = 20; Year 2, n = 17) participated in qualitative, semistructured interviews about the implementation of an after-school obesity prevention intervention. Interviews were…

  15. After School: Young Adolescents on Their Own.

    ERIC Educational Resources Information Center

    Lipsitz, Joan

    This report on young adolescents 10 to l5 years old, who are on their own from 3:00 to 6:00 p.m. discusses after-school programs, barriers to providing a broader array of programs, and strategies for decision making about after-school opportunities for latchkey children. Explored are the nature and extent of the problem, its multiple causes and…

  16. Life after School.

    ERIC Educational Resources Information Center

    Hofferth, Sandra L.; Jankuniene, Zita

    2001-01-01

    What students do after school depends on where they go, their gender and family characteristics, and with whom they spend time. Most students go straight home, play or watch TV, and are unsupervised, but not alone. Schools equalize learning opportunities for poorer students. Time at home affects recreational reading opportunities. (Contains 10…

  17. Preventing Alcohol Use with a Voluntary After School Program for Middle School Students: Results from a Cluster Randomized Controlled Trial of Project CHOICE

    PubMed Central

    D'Amico, Elizabeth J.; Tucker, Joan S.; Miles, Jeremy N.V.; Zhou, Annie J.; Shih, Regina A.; Green, Harold D.

    2012-01-01

    There are many mandated school-based programs to prevent adolescent alcohol and drug (AOD) use, but few are voluntary and take place outside of class time. Objectives This cluster randomized controlled trial evaluates CHOICE, a voluntary after school program for younger adolescents, which reduced both individual- and school-level alcohol use in a previous pilot study. Methods We evaluated CHOICE with 9,528 students from 16 middle schools. The sample was 51% female; 54% Hispanic, 17% Asian, 15% white, 9% multiethnic and 3% African American. Fifteen percent of students attended CHOICE. All students completed surveys on alcohol beliefs and use at baseline and 6–7 months later. We conducted intention-to-treat (ITT) school-level analyses and propensity-matched attender analyses. Results Lifetime alcohol use in the ITT analysis (i.e., school level) achieved statistical significance, with an odds ratio (OR) of 0.70 and a number needed to treat (NNT) of 14.8. The NNT suggests that in a school where PC was offered, 1 adolescent out of 15 was prevented from initiating alcohol use during this time period. Although not statistically significant (p=.20), results indicate that past month alcohol use was also lower in PC schools (OR = 0.81; NNT = 45). Comparisons of attenders versus matched controls yielded results for lifetime use similar to school-wide effects (OR = 0.74 and NNT = 17.6). Conclusions Initial results are promising and suggest that a voluntary after school program that focuses specifically on AOD may be effective in deterring alcohol use among early adolescents; however, further research is needed as program effects were modest. PMID:22311178

  18. After-School and Beyond: A 15-Year History of TASC (The After-School Corporation)

    ERIC Educational Resources Information Center

    Fiester, Leila

    2014-01-01

    In 1998, George Soros and Herb Sturz seized an opportunity to significantly improve children's lives by founding The After-School Corporation (TASC). They believed that increasing the quality and availability of after-school programs, with the ultimate goal of changing public policy, could transform the potential for many New York City kids who…

  19. NASA Applied Sciences Program

    NASA Technical Reports Server (NTRS)

    Estes, Sue M.; Haynes, J. A.

    2009-01-01

    NASA's strategic Goals: a) Develop a balanced overall program of science, exploration, and aeronautics consistent with the redirection of human spaceflight program to focus on exploration. b) Study Earth from space to advance scientific understanding and meet societal needs. NASA's partnership efforts in global modeling and data assimilation over the next decade will shorten the distance from observations to answers for important, leading-edge science questions. NASA's Applied Sciences program will continue the Agency's efforts in benchmarking the assimilation of NASA research results into policy and management decision-support tools that are vital for the Nation's environment, economy, safety, and security. NASA also is working with NOAH and inter-agency forums to transition mature research capabilities to operational systems, primarily the polar and geostationary operational environmental satellites, and to utilize fully those assets for research purposes.

  20. Family MAASAI (Maintaining African-American Survival Achievement Integrity) Rites of Passage After-School Prevention Program. Operational Manual.

    ERIC Educational Resources Information Center

    Ford, Jerome, Comp.; Jackson, Anthony, Comp.; James, D'Borah, Comp.; Smith, Bryce, Comp.; Robinson, Luke, Comp.; Cherry, Jennifer, Comp.; Trotter, Jennie, Comp.; Harris, Archie, Comp.; Lenior, Sheila, Comp.; Bellinger, Mary Anne, Comp.

    Family MAASAI is a multiservice substance abuse prevention and intervention program for African American at-risk urban youth. The program commemorates the Maasai people of Africa and uses MAASAI as an acronym that stands for Maintaining African American Survival, Achievement, and Integrity. Cultural awareness, pride, and respect for self, elders,…

  1. Hours of Opportunity, Volume 3: Profiles of Five Cities Improving After-School Programs through a Systems Approach. Technical Report

    ERIC Educational Resources Information Center

    McCombs, Jennifer Sloan; Bodilly, Susan J.; Orr, Nate; Scherer, Ethan; Constant, Louay; Gershwin, Daniel

    2010-01-01

    High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

  2. Hours of Opportunity, Volume 2: The Power of Data to Improve After-School Programs Citywide. Monograph

    ERIC Educational Resources Information Center

    McCombs, Jennifer Sloan; Orr, Nate; Bodilly, Susan J.; Naftel, Scott; Constant, Louay; Scherer, Ethan; Gershwin, Daniel

    2010-01-01

    High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

  3. Assessing the 21st Century After-School Program and the Educational Gains of LEP Participants: A Contextual Approach

    ERIC Educational Resources Information Center

    Ward, Carol; Gibbs, Benjamin G.; Buttars, Rilee; Gaither, Patricia Grace; Burraston, Bert

    2015-01-01

    This study examines math and English standardized test score progress of students who participated in the 21st century program across 2 years of involvement with a focus on the learning trajectories of limited English proficiency (LEP) students. We find that math and English scores are highly associated with the school and program type--even…

  4. Preadolescence Female Development through Sport and Physical Activity: A Case Study of an Urban After-School Program

    ERIC Educational Resources Information Center

    Bruening, Jennifer E.; Dover, Kydani M.; Clark, Brianna S.

    2009-01-01

    Youth development research has found that children become more engaged and benefit more from being incorporated as decision makers. Thus participation helps promote development and encourages engagement. Based in theories of engagement and free-choice learning, the current research focused on a program combining sport/physical activity, life…

  5. Gathering Evidence on an After-School Supplemental Instruction Program: Design Challenges and Early Findings in Light of NCLB

    ERIC Educational Resources Information Center

    Chatterji, Madhabi; Kwon, Young Ae; Sng, Clarice

    2006-01-01

    The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the "gold standard" for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of…

  6. Rural Science Education Program

    SciTech Connect

    Intress, C.

    1994-12-31

    The Rural Science Education Project is an outreach program of the New Mexico Museum of Natural History and Science with the goal of helping rural elementary schools improve science teaching and learning by using local natural environmental resources. This program is based on the assumption that rural schools, so often described as disadvantaged in terms of curricular resources, actually provide a science teaching advantage because of their locale. The natural environment of mountains, forests, ponds, desert, or fields offers a context for the study of scientific concepts and skills that appeals to many youngsters. To tap these resources, teachers need access to knowledge about the rural school locality`s natural history. Through a process of active participation in school-based workshops and field site studies, teachers observe and learn about the native flora, fauna, geology, and paleontology of their community. In addition, they are exposed to instructional strategies, activities, and provided with materials which foster experimential learning. This school-museum partnership, now in its fifth year, has aided more than 800 rural teachers` on-going professional development. These educators have, in turn, enhanced science education throughout New Mexico for more than 25,000 students.

  7. Polymer Science Pilot Program

    NASA Astrophysics Data System (ADS)

    Maier, Mary L.

    1996-07-01

    Natural polymers such as cellulose, proteins, and DNA have been part of earth's store of chemicals long before chemists existed. However, polymers synthesized by chemists first appeared on this planet only sixty years ago. A veritable explosion of materials first known as plastics, later polymers, followed. Today polymers, natural and synthetic, are everywhere, and it is appropriate to include an introduction to polymers in the education of future scientists. The Polymer Science Pilot Program consists of a sequence of experiences with polymers, designed to focus upon the ways in which these materials resemble and/or compare with nonpolymers in physical properties, versatility, and function. The modular format makes it possible for educators to select specific sections of the program for integration into other college chemistry courses. The team learning aspect of he program can also be recommended to educators who select a specific module. When this program was presented at a Middle Atlantic Regional Meeting of the American Chemical Society, some attendees were concerned about the limited number of participants as compared with the seemingly large number of college instructors. It was explained that the concentrated format of the four day program necessitates this instructor-to-student ratio; one class consisting of eighteen participants was tried and it was found that some aspects of the program, especially the research paper preparation, were not as thoroughly moderated.

  8. After School Programs in the 21st Century: Their Potential and What It Takes to Achieve It. Issues and Opportunities in Out-of-School Time Evaluation. Number 10

    ERIC Educational Resources Information Center

    Little, Priscilla M. D.; Wimer, Christopher; Weiss, Heather B.

    2008-01-01

    This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The brief concludes with a set of questions to spur conversation about the evolving role of…

  9. What Matters, What Works: Advancing Achievement after School

    ERIC Educational Resources Information Center

    Public/Private Ventures, 2008

    2008-01-01

    This brief provides highlights from "Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative." The brief underscores the potential of after-school programs in the ongoing drive to advance children's academic achievement. It shines a light on some of the issues that matter most for programs striving to…

  10. Art + Technology Integration: Developing an After School Curriculum

    ERIC Educational Resources Information Center

    Betts, J. David

    2003-01-01

    More than three million children in the United States participate in some type of after school program (National Study, 1993) offering wide-ranging benefits to children, their families and the community (Pederson, et al, 1998). After school programs of many descriptions provide responsible adult supervision for youth, constructive activities and…

  11. After the Bell Rings: Student Perceptions of After-School

    ERIC Educational Resources Information Center

    Litke, Erica

    2009-01-01

    Background/Context: Research on after-school programs has traditionally focused on those programs serving students in younger grades but found positive correlations between student participation in enriching after-school activities and school engagement. For older students, particularly teenagers, there tends to be lower participation. Research…

  12. Staying after School--and Loving It.

    ERIC Educational Resources Information Center

    Durkin, Robert; Jarney, Michelle

    2001-01-01

    Through the house system, a New York City high school's 2,500 students benefit from a small school environment while accessing large-school resources. Each house participating in a privately funded after-school program features various activities that supplement daily instruction while building on their students' interests. (MLH)

  13. High School Assessment Program: Science.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Education, Baltimore. Div. of Career Technology and Adult Learning.

    This booklet presents the high school assessment program for science education by listing Maryland's Core Learning Goals. The match of content indicators and the skills for successful elaborations in thinking, communication, and technology regarding science education are discussed. (ASK)

  14. Science mentor program at Mission Hill Junior High School

    SciTech Connect

    Dahlquist, K.

    1994-12-31

    Science graduate students from the University of California at Santa Cruz mentor a class of 7th graders from the Mission Hill Junior High School. The program`s purpose is: (1) to create a scientific learning community where scientists interact at different levels of the educational hierarchy; (2) to have fun in order to spark interest in science; and (3) to support girls and minority students in science. A total of seven mentors met with the students at least once a week after school for one quarter to tutor and assist with science fair projects. Other activities included a field trip to a university earth science lab, judging the science fair, and assisting during laboratory exercises. Graduate students run the program with minimal organization and funding, communicating by electronic mail. An informal evaluation of the program by the mentors has concluded that the most valuable and effective activities have been the field trip and assisting with labs. The actual {open_quotes}mentor meetings{close_quotes} after school did not work effectively because they had a vaguely defined purpose and the kids did not show up regularly to participate. Future directions include redefining ourselves as mentors for the entire school instead of just one class and better coordinating our activities with the teachers` curriculum. We will continue to assist with the labs and organize formal tutoring for students having problems with math and science. Finally, we will arrange more activities and field trips such as an amateur astronomy night. We will especially target girls who attended the {open_quotes}Expanding Your Horizons{trademark} in Science, Mathematics, and Engineering{close_quotes} career day for those activities.

  15. The Development of an After-School Music Program for At-Risk Children: Student Musical Preferences and Pre-Service Teacher Reflections

    ERIC Educational Resources Information Center

    Ward-Steinman, Patrice Madura

    2006-01-01

    An urban university music education department and an outreach organization partnered to provide after-school music classes for at-risk children. Fourteen music education majors were recruited to teach 125 first through fifth graders (6-12 years of age), whose ethnicity was 55 percent Hispanic and 45 percent African-American. Classes included…

  16. Nevada Underserved Science Education Program

    SciTech Connect

    Nicole Rourke; Jason Marcks

    2004-07-06

    Nevada Underserved Science Education Program (NUSEP) is a project to examine the effect of implementing new and innovative Earth and space science education curriculum in Nevada schools. The project provided professional development opportunities and educational materials for teachers participating in the program.

  17. Use of SPARK to Promote After-School Physical Activity

    ERIC Educational Resources Information Center

    Herrick, Heidi; Thompson, Hannah; Kinder, Jennifer; Madsen, Kristine A.

    2012-01-01

    Background: The after-school period is potentially an important venue for increasing physical activity for youth. We sought to assess the effectiveness of the Sports, Play, and Recreation for Youth (SPARK) program to increase physical activity and improve cardiorespiratory fitness and weight status among elementary students after school. Methods:…

  18. After School Astronomy Clubs: Lessons Learned from Over 10 Years of Collaboration

    NASA Astrophysics Data System (ADS)

    Mayo, Louis

    2010-10-01

    After School Astronomy clubs are unique in focusing on children in the K-12 grades as opposed to the numerous Amateur Astronomy Clubs within the US and abroad whose membership is largely adult focused. Over the last 12 years, we have identified over 100 clubs that were previously running in isolation, provided them with science and education resources and a means to communicate, created an online community of after School Astronomy Clubs, and facilitated the development of new clubs. Over this time, our model for developing and running these clubs has changed as we gained experience with various target populations, educational settings, and external partners and as best practices have emerged regarding engagement, impact, pedagogy, and sustainability. This talk will highlight these experiences and practices and discuss implications for future development of the After School Astronomy Club program.

  19. Microgravity science and applications program

    NASA Technical Reports Server (NTRS)

    Schmitz, Robert A.; Newcomb, John F.

    1991-01-01

    This paper provides an overview of NASA's microgravity science and applications program. It describes the program mission and goals and provides an overview of the process used to develop experimental concepts into actual flight experiments. The paper then overviews the present ground-based research and flight experiment portions of the microgravity science and applications program, examines recent results, and outlines flights planned for the near future.

  20. Student science enrichment training program

    SciTech Connect

    Sandhu, S.S.

    1994-08-01

    This is a report on the Student Science Enrichment Training Program, with special emphasis on chemical and computer science fields. The residential summer session was held at the campus of Claflin College, Orangeburg, SC, for six weeks during 1993 summer, to run concomitantly with the college`s summer school. Fifty participants selected for this program, included high school sophomores, juniors and seniors. The students came from rural South Carolina and adjoining states which, presently, have limited science and computer science facilities. The program focused on high ability minority students, with high potential for science engineering and mathematical careers. The major objective was to increase the pool of well qualified college entering minority students who would elect to go into science, engineering and mathematical careers. The Division of Natural Sciences and Mathematics and engineering at Claflin College received major benefits from this program as it helped them to expand the Departments of Chemistry, Engineering, Mathematics and Computer Science as a result of additional enrollment. It also established an expanded pool of well qualified minority science and mathematics graduates, which were recruited by the federal agencies and private corporations, visiting Claflin College Campus. Department of Energy`s relationship with Claflin College increased the public awareness of energy related job opportunities in the public and private sectors.

  1. NASA's Microgravity Science Research Program

    NASA Technical Reports Server (NTRS)

    1996-01-01

    The ongoing challenge faced by NASA's Microgravity Science Research Program is to work with the scientific and engineering communities to secure the maximum return from our Nation's investments by: assuring that the best possible science emerges from the science community for microgravity investigations; ensuring the maximum scientific return from each investigation in the most timely and cost-effective manner; and enhancing the distribution of data and applications of results acquired through completed investigations to maximize their benefits.

  2. Cooperative Program In Space Science

    NASA Technical Reports Server (NTRS)

    Black, David

    2003-01-01

    The mission of this activity, know as the Cooperative Program in Space Sciences (CPSS), is to conduct space science research and leading-edge instrumentation and technology development, enable research by the space sciences communities, and to expedite the effective dissemination of space science research, technology, data, and information to the educational community and the general public. To fulfill this mission, USRA recruits and maintains a staff of scientific researchers, operates a series of guest investigator facilities, organizes scientific meetings and workshops, and encourages various interactions with students and university faculty members.

  3. NASA's life sciences program

    NASA Technical Reports Server (NTRS)

    Soffen, Gerald A.

    1986-01-01

    NASA space missions from the Mercury through the Shuttle program have provided successively more data on the ability of humans to function in space for progressively longer periods of time. The Skylab program encouraged cooperation between medical and engineering personnel in the design of space suits, diet, food preparation, and cleanliness procedures and equipment, and the man-machine interface. Research is now concentrated on supporting man in space, evaluating the effects of the microgravity environment on humans, and modeling encounters with extraterrestrial life and the effects of human activities on terrestrial biota. Current levels of understanding of the physiological causes of human health problems produced by long-duration spaceflight are summarized. Experiments planned for the Shuttle, Spacelab, and the Space Station are outlined, noting the long-term goal of configuring the Space Station so that only food and hydrazine are needed to complete the life support system cycle.

  4. NASA's computer science research program

    NASA Technical Reports Server (NTRS)

    Larsen, R. L.

    1983-01-01

    Following a major assessment of NASA's computing technology needs, a new program of computer science research has been initiated by the Agency. The program includes work in concurrent processing, management of large scale scientific databases, software engineering, reliable computing, and artificial intelligence. The program is driven by applications requirements in computational fluid dynamics, image processing, sensor data management, real-time mission control and autonomous systems. It consists of university research, in-house NASA research, and NASA's Research Institute for Advanced Computer Science (RIACS) and Institute for Computer Applications in Science and Engineering (ICASE). The overall goal is to provide the technical foundation within NASA to exploit advancing computing technology in aerospace applications.

  5. Environmental Management Science Program Workshop

    SciTech Connect

    1998-07-01

    This program summary book is a compendium of project summaries submitted by principal investigators in the Environmental Management Science Program and Environmental Management/Energy Research Pilot Collaborative Research Program (Wolf-Broido Program). These summaries provide information about the most recent project activities and accomplishments. All projects will be represented at the workshop poster sessions, so you will have an opportunity to meet with the researchers. The projects will be presented in the same order at the poster session as they are presented in this summary book. Detailed questions about an individual project may be directed to the investigators involved.

  6. Experiences in the New York Academy of Sciences STEM Mentoring Program (Invited)

    NASA Astrophysics Data System (ADS)

    Pomposi, C.; Thompson, K. J.

    2013-12-01

    In the Fall of 2010, The New York Academy of Sciences (NYAS) established an after school STEM Mentoring Program. The program recruits both current graduate students and postdocs to teach an after school curriculum to 4th-8th graders in any of the following areas: genetics, human body systems, space science, earth science, robotics, or math. Since its inception, the program has grown and now has branches in New York City, Newark (NJ), and other locations. My talk will focus on my experiences within the NYAS STEM Mentoring program during both the Fall of 2012 and the Fall of 2013 (expected teaching fellow). As a teaching fellow, I not only developed a unique curriculum in Earth Science Education, along with my teaching partner, but also delivered the lectures and executed various laboratory exercises to maintain a hands-on learning environment for the students. I will discuss the development of a coherent earth science curriculum, focused around the theme of ';Natural Disasters' and culminating in our semester-end project in which the students completed an AGU-style presentation for community members. I plan to describe how the students' perception of earth science changed from the program's beginning to its end 10 weeks later. Best practices of the inquiry-based, student-centered curriculum will be discussed, with the hope that they can be applied across similar educational and outreach opportunities.

  7. NASA's Earth science flight programs

    NASA Astrophysics Data System (ADS)

    Neeck, Steven P.; Volz, Stephen M.

    2008-10-01

    NASA's strategic goal in Earth science is motivated by the fundamental question: "How is the Earth changing and what are the consequences for life on Earth?" NASA's mission in Earth science, as mandated by the Space Act, is to "... conduct aeronautical and space activities so as to contribute materially to ...the expansion of human knowledge of the Earth and of phenomena in the atmosphere and space". Therefore NASA's role is unique and highly complements those of other U.S. Federal agencies (such as the National Oceanic and Atmospheric Administration, National Science Foundation, U.S. Geological Survey, and Environmental Protection Agency) by continually advancing Earth system science from space, creating new remote sensing capabilities, and enhancing the operational capabilities of other agencies and collaborating with them to advance national Earth science goals. Continuous global observations of variability and change are required to reveal natural variability and the forces involved, the nature of the underlying processes and how these are coupled within the Earth system. NASA's Earth Science Division (ESD) provides these observations through its orbital and suborbital Flight Programs. In the decade 2007-2016, ESD will develop and demonstrate new sensors and interacting constellations of satellites to address critical science questions and enable advances in operational capabilities in response to the National Research Council's Decadal Survey of Earth Science and Applications.

  8. Shenandoah elementary science enrichment program

    SciTech Connect

    Garrett, P.

    1994-12-31

    Shenandoah Elementary School is a rural educational facility located in the farmlands of Indiana. The Elementary Science Enrichment Program was established to create a learning atmosphere that encourages scientific thinking and problem-solving. Its inception was founded on the belief that the concepts and process skills inherent in the teaching of science are critical to the early intellectual development of elementary students. The program was established through speaking engagements at the local and state level which resulted in the necessary support to insure its continuation. All students in grades K-5 meet for weekly science activities in our elementary lab to investigate many exciting curricular areas including planaria regeneration, star life cycles, and acid rain telecommunications. This allows for in-depth exploration of the science process skills which culminate in a variety of products including student portfolios, hands-on assessments, simulations and global data communications. These activities are extended through family science and the modeling of science instructional techniques for classroom educators.

  9. Program Objectives for Science. Revised.

    ERIC Educational Resources Information Center

    Bednarczyk, Angela; And Others

    The guide lists program objectives for science instruction of hearing impaired students at Kendall Demonstration Elementary School. The curriculum, it is explained, is based on theories of J. Piaget. Objectives are stated in terms of process skills within four Piagetian stages of development: pre-operational, transition to concrete, concrete, and…

  10. Science in action: An interdisciplinary science education program

    NASA Technical Reports Server (NTRS)

    Horton, Linda L.

    1992-01-01

    Science in Action is an education outreach program for pre-collegiate students. It is based on the concept that, in order to interest students in science, they must see science and scientists at work. The program encompasses the full range of scientific disciplines - the core sciences, engineering, and mathematics. A unique aspect of the program is the involvement and support of scientists and engineers representing local professional societies, industries, business, and academic institutions. An outline of the program is given.

  11. Directory of Science Communication Courses and Programs.

    ERIC Educational Resources Information Center

    Friedman, Sharon M.; And Others

    This publication lists, by state, those science communication courses and programs that appear to teach science communication for general audiences. Institutions offering science communication courses or programs are identified and the courses or programs are described. Information given in description of the courses or programs includes: (1)…

  12. Examining the Quality of 21st Century Community Learning Center After-School Programs: Current Practices and Their Relationship to Outcomes

    ERIC Educational Resources Information Center

    Paluta, Lauren M.; Lower, Leeann; Anderson-Butcher, Dawn; Gibson, Allison; Iachini, Aidyn L.

    2016-01-01

    Although many youths participate in afterschool programs, the research is unclear about which aspects of afterschool program quality contribute most to positive outcomes. This article examines the relationship among quality and outcomes of 21st Century Community Learning Centers (CLCCs) afterschool programs, as perceived by 3,388 stakeholders from…

  13. America's After-School Choice: The Prime Time for Juvenile Crime, or Youth Enrichment and Achievement.

    ERIC Educational Resources Information Center

    Newman, Sanford A.; Fox, James Alan; Flynn, Edward A.; Christeson, William

    Noting that after-school programs have the potential to reduce not only juvenile crime but also later adult crime, this report examines the needs for after-school programs, the impact of such programs on youth, and the importance of quality programming. Following an executive summary, the report is presented in six chapters. Chapter 1 details…

  14. After-School Spaces: Looking for Learning in All the Right Places

    ERIC Educational Resources Information Center

    Schnittka, Christine G.; Evans, Michael A.; Won, Samantha G. L.; Drape, Tiffany A.

    2016-01-01

    After-school settings provide youth with homework support, social outlets and fun activities, and help build self-confidence. They are safe places for forming relationships with caring adults. More after-school settings are starting to integrate Science, Technology, Engineering, and Mathematics (STEM) topics. What science skills and concepts might…

  15. Science CAP: Curriculum Assistance Program. [Multimedia.

    ERIC Educational Resources Information Center

    DEMCO, Inc., Madison, WI.

    Science Curriculum Assistance Program (Science CAP(TM)) is a multimedia package developed to create a model for preserving classroom science activities that can be shared and customized by teachers. This program is designed to assist teachers in preparing classroom science activities for grades five through eight, and to foster an environment of…

  16. Hours of Opportunity, Volume 1: Lessons from Five Cities on Building Systems to Improve After-School, Summer School, and Other Out-of-School-Time Programs. Monograph

    ERIC Educational Resources Information Center

    Bodilly, Susan J.; McCombs, Jennifer Sloan; Orr, Nate; Scherer, Ethan; Constant, Louay; Gershwin, Daniel

    2010-01-01

    High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

  17. Outcome-Based Community-Schools Partnerships: The Impact of the After-School Programs on Non-Academic and Academic Indicators.

    ERIC Educational Resources Information Center

    Munoz, Marco A.

    Afterschool programs enable inner city public schools to plan, implement, or expand projects that benefit the educational, health, social services, cultural, and recreational needs of the community. This study investigated the impact of afterschool programs on various non-cognitive and cognitive measures (e.g., attendance, suspensions, and grade…

  18. NASA's Microgravity Materials Science Program

    NASA Technical Reports Server (NTRS)

    Gillies, Donald C.

    1998-01-01

    Materials Science research programs are funded by NASA through the Microgravity Research Division. Such programs are normally designated as flight definition or ground based and can be awarded initially for up to four years. Selection is through a peer review process in response to a biennial NASA Research Announcement (NRA). The next announcement is due in November 1998 with proposals due in March 1999. Topics of special interest to NASA are described in the guidelines for proposal writing within the NRA. NASA's interest in materials is wide and covers a range which includes metals and alloys, ceramics, glasses, polymers, non-linear optics, aerogels and nanostructures. With increasing interest in the Human Exploration and Development of Space (HEDS) program, the materials research funded will not be exclusively devoted to processes dependent on microgravity, but will also support materials of strategic interest in meeting NASA's long range plans of interplanetary travel.

  19. The Science Ambassador Program: Partnering Scientists with Science Teachers

    ERIC Educational Resources Information Center

    Hamner, Heather C.; Flores, Alina L.; Prue, Christine E.; Mersereau, Patricia

    2008-01-01

    This article focuses on the development and implementation of the Science Ambassador (SA) Program, which targets adolescents by working directly with science teachers who write and implement lesson plans that feature public health topics. The main goals of the program are to develop science lesson plans on public health topics, expose adolescents…

  20. Images of Science and Scientists on Children's Educational Science Programs.

    ERIC Educational Resources Information Center

    Long, Marilee; Steinke, Jocelyn

    A qualitative study analyzed images of science and scientists in children's educational science programs on television to determine whether they conveyed the images found in other media. Four episodes of each of four 30-minute, non-animated programs ("Beakman's World" broadcast on CBS, "Bill Nye, The Science Guy" shown on independent stations,…

  1. Intensity vs. Duration: Comparing the Effects of a Fluency-Based Reading Intervention Program, in After-School vs. Summer School Settings

    ERIC Educational Resources Information Center

    Katzir, Tami; Goldberg, Alyssa; Aryeh, Terry Joffe Ben; Donnelley, Katharine; Wolf, Maryanne

    2013-01-01

    Two versions of RAVE-O, a fluency-based reading intervention were examined over a 2-intervention period: a 9-month, 44-hour afterschool intervention program, and a month long, 44-hour summer intervention program. 80 children in grades 1-3 were tested on the two subtests of the Test of Word-Reading Efficiency and were assigned to one of 6 groups…

  2. Science Challenge: Olympic Achievement for Your Science Program.

    ERIC Educational Resources Information Center

    Maxwell, Donald E.; Berkheimer, Glenn

    1987-01-01

    Describes how a science challenge program was modeled after the Olympics to offer a variety of science events in a competitive setting. Reviews organizational factors, suggests sources for events, and identifies rules and scoring procedures. (ML)

  3. Technological Learning after School: A Study of the Communication Dimensions of Technological Literacy in Three Informal Education Programs for Female and Minority Youth

    ERIC Educational Resources Information Center

    Cunningham, Carolyn Michelle

    2009-01-01

    This dissertation asks how the communication dimensions of technological literacy are understood in three informal education programs in Texas that aim to bridge the digital divide for female and low-income minority youth. Technological literacy is a prerequisite for economic, political, and cultural equality, yet different rationales for…

  4. NASA's Current Earth Science Program

    NASA Technical Reports Server (NTRS)

    Charles, Leslie Bermann

    1998-01-01

    NASA's Earth science program is a scientific endeavor whose goal is to provide long-term understanding of the Earth as an integrated system of land, water, air and life. A highly developed scientific knowledge of the Earth system is necessary to understand how the environment affects humanity, and how humanity may be affecting the environment. The remote sensing technologies used to gather the global environmental data used in such research also have numerous practical applications. Current applications of remote sensing data demonstrate their practical benefits in areas such as the monitoring of crop conditions and yields, natural disasters and forest fires; hazardous waste clean up; and tracking of vector-borne diseases. The long-term availability of environmental data is essential for the continuity of important research and applications efforts. NASA's Earth observation program has undergone many changes in the recent past.

  5. Accreditation standards for undergraduate forensic science programs

    NASA Astrophysics Data System (ADS)

    Miller, Marilyn Tebbs

    Undergraduate forensic science programs are experiencing unprecedented growth in numbers of programs offered and, as a result, student enrollments are increasing. Currently, however, these programs are not subject to professional specialized accreditation. This study sought to identify desirable student outcome measures for undergraduate forensic science programs that should be incorporated into such an accreditation process. To determine desirable student outcomes, three types of data were collected and analyzed. All the existing undergraduate forensic science programs in the United States were examined with regard to the input measures of degree requirements and curriculum content, and for the output measures of mission statements and student competencies. Accreditation procedures and guidelines for three other science-based disciplines, computer science, dietetics, and nursing, were examined to provide guidance on accreditation processes for forensic science education programs. Expert opinion on outcomes for program graduates was solicited from the major stakeholders of undergraduate forensic science programs-forensic science educators, crime laboratory directors, and recent graduates. Opinions were gathered by using a structured Internet-based survey; the total response rate was 48%. Examination of the existing undergraduate forensic science programs revealed that these programs do not use outcome measures. Of the accreditation processes for other science-based programs, nursing education provided the best model for forensic science education, due primarily to the balance between the generality and the specificity of the outcome measures. From the analysis of the questionnaire data, preliminary student outcomes, both general and discipline-specific, suitable for use in the accreditation of undergraduate forensic science programs were determined. The preliminary results were reviewed by a panel of experts and, based on their recommendations, the outcomes

  6. Implementing an Applied Science Program

    NASA Technical Reports Server (NTRS)

    Rickman, Doug; Presson, Joan

    2007-01-01

    The work implied in the NASA Applied Science Program requires a delicate balancing act for the those doing it. At the implementation level there are multiple tensions intrinsic to the program. For example each application of an existing product to a decision support process requires deep knowledge about the data and deep knowledge about the decision making process. It is highly probable no one person has this range of knowledge. Otherwise the decision making process would already be using the data. Therefore, a team is required. But building a team usually requires time, especially across agencies. Yet the program mandates efforts of relatively short duration. Further, those who know the data are scientists, which makes them essential to the program. But scientists are evaluated on their publication record. Anything which diverts a scientist from the research for his next publication is an anathema to him and potential death to their career. Trying to get another agency to use NASA data does not strike most scientists as material inherently suitable for publication. Also, NASA wishes to rapidly implement often substantial changes to another agency's process. For many reasons, such as budget and program constraints, speed is important. But the owner of a decision making process is tightly constrained, usually by law, regulation, organization and custom. Changes when made are slow, cautious, even hesitant, and always done according a process specific to the situation. To manage this work MSFC must balance these and other tensions. Some things we have relatively little control over, such as budget. These we try to handle by structural techniques. For example by insisting all of our people work on multiple projects simultaneously we inherently have diversification of funding for all of our people. In many cases we explicitly use some elements of tension to be productive. For example the need for the scientists to constantly publish is motivation to keep tasks short and

  7. The Current Microgravity Materials Science Program

    NASA Technical Reports Server (NTRS)

    Gillies, Donald C.

    2000-01-01

    A description will be made of the current materials science program within the microgravity research division. This presentation will be made at a plenary session of the biennial materials Science Conference.

  8. FWP executive summaries: Basic energy sciences materials sciences programs

    SciTech Connect

    Samara, G.A.

    1996-02-01

    This report provides an Executive Summary of the various elements of the Materials Sciences Program which is funded by the Division of Materials Sciences, Office of Basic Energy Sciences, U.S. Department of Energy at Sandia National Laboratories, New Mexico.

  9. After School Issues, 2000-2002.

    ERIC Educational Resources Information Center

    Surr, Wendy Boynton; Noonan, Anne; Malecka, Christina; Hall, Georgia

    2002-01-01

    This document is comprised of 7 issues of a newsletter for the 25 leaders of citywide after-school initiatives in major cities across the United States who comprise the Cross-Cities Network for Leaders of Citywide After-School Initiatives, funded through the National Institute on Out-of-School Time. Each issue of the newsletter provides…

  10. When It's Just You After School

    MedlinePlus

    ... Homework? Here's Help White House Lunch Recipes When It's Just You After School KidsHealth > For Kids > When It's Just You After School Print A A A ... are sometimes called "latchkey" kids. This nickname got its start in the 1940s, during World War II. ...

  11. NABS Program: (Native Americans in Biological Science).

    ERIC Educational Resources Information Center

    Gettys, Nancy, Comp.

    1994-01-01

    Describes the four-week summer program of the Native Americans in Biological Sciences Program that engages Native American eighth- and ninth-grade students in studying the problems related to the waste water treatment plant in Cushing, Oklahoma. (MDH)

  12. The Human Sciences Program: An Overview.

    ERIC Educational Resources Information Center

    BSCS Journal, 1980

    1980-01-01

    Discusses various aspects of the human sciences program, including its modular format, activity-centered orientation, personalized approach, interdisciplinary nature, and flexibility in packaging. Descriptions are made for four modules within the program. (CS)

  13. Science intervention programs for Southern Black students: A cluster evaluation and two proposed models

    NASA Astrophysics Data System (ADS)

    Johnson, Courtney Anne

    This study investigated science intervention programs for Black students in South Carolina, Georgia, and Maryland. The sample consisted of five programs that aim to increase the participation of Blacks in science via after-school, Saturday, and summer experiences. These long-term programs offered a variety of experiences, including hands-on science activities, contact with mentors and role models, exposure to science-related careers, and opportunities to increase science content knowledge and improve science process skills. Artifact data, a Program Coordinator Questionnaire, site visits, and interviews were used to identify and describe five existing science intervention programs for Black students. The study proposed a set of standards for science intervention programs for Black students. These standards addressed eight components of programs, including objectives, format, location, target population, recruitment and selection, intervention activities, staff, and financial information. Using a modified approach to cluster evaluation, the five programs were compared to the standards. This evaluation revealed the strengths and underlying weaknesses of the cluster that informed the development of two models for future science intervention programs. Though implemented in numerous ways, the cluster's strengths included sound, measurable objectives; articulation of program objectives to staff, participants, and parents; frequent contact during sessions; the potential for continuous involvement of staff and participants; the inclusion of a range of student achievement levels; programs that served their target group; the representation of various communities, neighborhoods, and schools; effective recruitment strategies; financially inclusive programs; a variety of intervention activities; intensive training for staff, and substantial staff compensation. Three major shortcomings of the cluster were identified as inadequate focus on science-related careers and science

  14. Four educational programs in Space Life Sciences.

    PubMed

    Luttges, M W; Stodieck, L S; Klaus, D M

    1994-01-01

    Four different educational programs impacting Space Life Sciences are described: the NASA/USRA Advanced Design Program, the NASA Specialized Center of Research and Training (NSCORT) Program, the Centers for the Commercial Development of Space (CCDS) Program, and the NASA Graduate Research Fellow Program. Each program makes somewhat different demands on the students engaged in them. Each program, at the University of Colorado, involves Space Life Sciences training. While the Graduate Student Research Fellow and NSCORT Programs are discipline oriented, the Advanced Design and CCDS Programs are focused on design, technologies and applications. Clearly, the "training paradigms" differ for these educational endeavors. But, these paradigms can be made to mutually facilitate enthusiasm and motivation. Discipline-oriented academic programs, ideally, must be flexible enough to accommodate the emergent cross-disciplinary needs of Space Life Sciences students. Models for such flexibility and resultant student performance levels are discussed based upon actual academic and professional records. PMID:11537954

  15. Science Communication Fellowship Program at the Pacific Science Center

    NASA Astrophysics Data System (ADS)

    Harnett, E. M.; Vukajlovich, D.; Fitzwater, S.; Selvakumar, M.

    2011-12-01

    With funding from an NSF Informal Science Education grant, the Pacific Science Center in Seattle, Washington began the Science Communication Fellowship program in 2009 as part of the Portal to the Public initiative. The purpose of the Science Communication Fellowship program is to train scientists and engineers to communicate more effectively with the general public regarding their research and to assist with the development of hands-on activities that can be used by the scientists and engineers for outreach activities. The program came out of a collaboration to develop a model for effectively communicating current science research at informal science education organizations. The program model has undergone in-depth research and evaluation to assess its effectiveness and impact. To become Science Communication Fellows, researchers participate in four three-hour professional development sessions, where they learn communication techniques through role-playing and hands-on activities. The workshops are supplemented with additional one-on-one meetings with Science Center staff to help the new Fellows develop activities for use at outreach events. These activities are then used by the Fellows at public events that highlight current research taking place in the region. To date over 80 scientists and engineers have gone through the training sessions to become Science Communication Fellows. The Pacific Science Center holds approximately 12 events a year in which Fellows can facilitate their activity. Public programs range from small, monthly programs to large, annual Research Weekends. Funding for this program continues through support from NIH, IMLS, NSF, and NASA grants. For more information, please contact the current program administrator Dana Vukajlovich at DVukajlovich@pacsci.org.

  16. Science Programs That Challenge Young Minds.

    ERIC Educational Resources Information Center

    DePauw, Julie

    1986-01-01

    Two Oregon science education programs are described following an introduction that discusses underlying problems in science education and approaches taken by exemplary practices. Exemplary practices involve the process method of instruction, teacher training, utilization of science resources outside the school, and instruction that emphasizes the…

  17. The NASA computer science research program plan

    NASA Technical Reports Server (NTRS)

    1983-01-01

    A taxonomy of computer science is included, one state of the art of each of the major computer science categories is summarized. A functional breakdown of NASA programs under Aeronautics R and D, space R and T, and institutional support is also included. These areas were assessed against the computer science categories. Concurrent processing, highly reliable computing, and information management are identified.

  18. Program in Science, Technology, and Society.

    ERIC Educational Resources Information Center

    Massachusetts Inst. of Tech., Cambridge.

    The Program in Science, Technology, and Society at the Massachusetts Institute of Technology is described. Two broad aims of the program are to explore the influence of social, political, and cultural forces on science and technology, and to examine the impact of technologies and scientific ideas on people's lives. Although based in the School of…

  19. Science 20-30: Program of Studies.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Curriculum Branch.

    Presented in both English and French, Science 20-30 is an integrated academic program in Alberta, Canada that helps students better understand and apply fundamental concepts and skills common to biology, chemistry, physics, and the Earth sciences. The major goals of the program are: (1) to develop in students an understanding of the…

  20. The US Microgravity Science Program

    NASA Technical Reports Server (NTRS)

    Henderson, Robin

    2001-01-01

    Contents include the following: space science; earth science; human exploration and development of space; aerospace technology; and biological physical research; microgravity research strategic; microgravity research; space shuttle flight operations; and international space station preparation

  1. New Directions in NASA's Materials Science Program

    NASA Technical Reports Server (NTRS)

    Gillies, Donald C.; Whitaker, Ann F. (Technical Monitor)

    2001-01-01

    Recently, NASA's Microgravity Research Division was re-aligned to match the Agency's increasing awareness of the importance of biological and nano-structural sciences. The Division has become the Physical Sciences Research section within the newly created Office of Biological and Physical Research. Within materials science and in the last few years, new programs aimed at biomaterials have been initiated. Results from these programs and also new research pertaining to materials for radiation protection will be discussed.

  2. Life sciences flight experiments program - Overview

    NASA Technical Reports Server (NTRS)

    Berry, W. E.; Dant, C. C.

    1981-01-01

    The considered LSFE program focuses on Spacelab life sciences missions planned for the 1984-1985 time frame. Life Sciences Spacelab payloads, launched at approximately 18-months intervals, will enable scientists to test hypotheses from such disciplines as vestibular physiology, developmental biology, biochemistry, cell biology, plant physiology, and a variety of other life sciences. An overview is presented of the LSFE program that will take advantage of the unique opportunities for biological experimentation possible on Spacelab. Program structure, schedules, and status are considered along with questions of program selection, and the science investigator working groups. A description is presented of the life sciences laboratory equipment program, taking into account the general purpose work station, the research animal holding facility, and the plant growth unit.

  3. Science in Action'': An interdisciplinary science education program

    SciTech Connect

    Horton, L.L.

    1991-01-01

    Science in Action is an education outreach program for pre-collegiate students. It is based on the concept that, in order to interest students in science, they must see science and scientists at work. The program encompasses the full range of scientific disciplines -- the core sciences, engineering and mathematics. A unique aspect of the program is the involvement and support of scientists and engineers representing local professional societies, industries, businesses, and academic institutions. The goal of the presentations is to be highly interactive. The students have some hands on'' experiences and leave with a good feeling about science and engineering. To present a broad spectrum of role models, scientists and engineers were involved as presenters, guides, and exhibitors.

  4. Qualities that Attract Urban Youth to After-School Settings and Promote Continued Participation

    ERIC Educational Resources Information Center

    Strobel, Karen; Kirshner, Ben; O'Donoghue, Jennifer; McLaughlin, Milbrey Wallin

    2008-01-01

    Background/Context: Studies carried out over the last two decades have established structured after-school programs as significant contexts for adolescent development. Recent large-scale evaluations of after-school initiatives have yielded mixed results, finding some impact on adolescents' attitudes toward school but limited impact on their…

  5. Academics After-School Style: Informal, Experiential Approaches to Learning, with Flexibility Built in, Are Ideal

    ERIC Educational Resources Information Center

    Weisburd, Claudia

    2005-01-01

    Many adults today consider the hours after school to be an opportunity for students to squeeze in a little more help with schoolwork. For most children, though, that final bell rings freedom. The last thing they want is more school, and faced with an after-school program that looks like an extension of their school day, they'll opt out.…

  6. Grant Reports, Office of Intergovernmental Science Programs, National Science Foundation.

    ERIC Educational Resources Information Center

    National Science Foundation, Washington, DC. Office of Intergovernmental Science Programs.

    A total of 85 intergovernmental science programs sponsored by the National Science Foundation between 1969 and 1972 is listed in this report issued in April, 1972. Included in the entries are the titles, grant numbers, National Technical Information Service (NTIS) accession numbers, and the names of states, principal investigators, and…

  7. NASA Microgravity Combustion Science Program

    NASA Technical Reports Server (NTRS)

    King, Merrill K.

    1999-01-01

    Combustion has been a subject of increasingly vigorous scientific research for over a century, not surprising considering that combustion accounts for approximately 85% of the world's energy production and is a key element of many critical technologies used by contemporary society. Although combustion technology is vital to our standard of living, it also poses great challenges to maintaining a habitable environment. A major goal of combustion research is production of fundamental (foundational) knowledge that can be used in developing accurate simulations of complex combustion processes, replacing current "cut-and-try" approaches and allowing developers to improve the efficiency of combustion devices, to reduce the production of harmful emissions, and to reduce the incidence of accidental uncontrolled combustion. With full understanding of the physics and chemistry involved in a given combustion process, including details of the unit processes and their interactions, physically accurate models which can then be used for parametric exploration of new combustion domains via computer simulation can be developed, with possible resultant definition of radically different approaches to accomplishment of various combustion goals. Effects of gravitational forces on earth impede combustion studies more than they impede most other areas of science. The effects of buoyancy are so ubiquitous that we often do not appreciate the enormous negative impact that they have had on the rational development of combustion science. Microgravity offers potential for major gains in combustion science understanding in that it offers unique capability to establish the flow environment rather than having it dominated by uncontrollable (under normal gravity) buoyancy effects and, through this control, to extend the range of test conditions that can be studied. It cannot be emphasized too strongly that our program is dedicated to taking advantage of microgravity to untangle complications caused

  8. After School in a Colonia.

    ERIC Educational Resources Information Center

    Castillo, Yolanda; Winchester, Martin

    2001-01-01

    In 1999, two schools in an impoverished border town in Texas received 3-year federal grants from the 21st Century Community Learning Centers program to support varied after-hours activities: academic tutoring, computer literacy, "ballet folklorico," arts and crafts, guitar instruction, and service learning. Students and parents now have a safe…

  9. NASA's Space Science Programming Possibilities for Planetaria

    NASA Technical Reports Server (NTRS)

    Adams, M. L.

    2003-01-01

    The relationship between NASA and the planetarium community is an important one. Indeed, NASA's Office of Space Science has invested in a study of the Space Science Media Needs of Science Center Professionals. Some of the findings indicate a need for exposure to space science researchers, workshops for museum educators, 'canned' programs, and access to a speakers bureau. We will discuss some of the programs of NASA's Sun-Earth Connection Education Forum, distribute sample multimedia products, explain the role of NASA's Educator Resource Center, and review our contributions to NASA's Education and Public Outreach effort.

  10. NASA Microgravity Science and Applications Program

    NASA Technical Reports Server (NTRS)

    1992-01-01

    Key elements of the microgravity research program as conducted by the Microgravity Science and Applications Division (MSAD) within the Office of Space Science and Applications (OSSA) during fiscal year (FY) 1992 are described. This NASA funded program supported investigators from the university, industry, and government research communities. The program's goals, the approach taken to achieve those goals, and the resources that were available are summarized. It provides a 'snapshot' of the Program's status at the end of FY 1992 and reviews highlights and progress in the ground and flight-based research during the year. It also describes four major space missions that flew during FY 1992, the advanced technology development (ATD) activities, and the plans to use the research potential of Space Station Freedom and other advanced carriers. The MSAD program structure encompassed five research areas: (1) Biotechnology, (2) Combustion Science, (3) Fluid Physics, (4) Materials Science, and (5) Benchmark Physics.

  11. Developing Gifted Programs in Science.

    ERIC Educational Resources Information Center

    Consuegra, Gerard F.

    The paper explores the needs of gifted students with exceptional interests and talents in science. General characteristics of gifted students are listed, as are characteristics of the gifted in science (including questing, personal drive, and an enjoyment of numbers). A multidimensional gifted identification process is reviewed, and the lack of…

  12. GLOBE: A Science/Education Partnership Program.

    ERIC Educational Resources Information Center

    Murphy, Anthony P.; Coppola, Ralph K.

    This paper reviews the history of the GLOBE (Global Learning and Observations to Benefit the Environment) Program, an international environmental science education program. The goals of the program are to: enhance the environmental awareness of individuals around the world; contribute to the scientific understanding of the earth; and to help all…

  13. Science Teacher Diploma Programs in Indonesia.

    ERIC Educational Resources Information Center

    Van Den Berg, Euwe; Lunetta, Vincent N.

    1984-01-01

    Describes science education programs established in Indonesia for high school graduates. The one-, two-, and three-year programs were established in response to the severe and growing shortage of secondary teachers in this country. A complementary inservice distant learning scheme to upgrade semi-qualified graduates of these programs is also…

  14. Marine Science Affairs--Selecting Priority Programs.

    ERIC Educational Resources Information Center

    National Council on Marine Resources and Engineering Development, Washington, DC.

    This report summarizes accomplishments in 1969, describing Federal programs and policies, and new programs implemented to meet those policies. The report describes the priorities that have been selected in the Federal Marine Science program during 1969. The first chapter reviews the steps taken by the Federal Government during 1969 to advance and…

  15. The Science For Our Schools (SFOS) Program

    NASA Astrophysics Data System (ADS)

    Terebey, S.; Mayo, D.; Strauss, J.

    2004-12-01

    The Science For Our Schools (SFOS) program at California State University at Los Angeles places graduate students from Astronomy, Biology, Chemistry, Geology, and Physics with science teachers in secondary classrooms throughout the Los Angeles area. The program implements activities and demonstrations based on California's new science content standards. Graduate Fellows act as science communicators to bring the excitement of scientific research to high school classrooms. Fellows are partnered with highly experienced science teachers in seven different middle and high schools, most of which have high minority enrollment and large numbers of students from low-income families. In addition to curriculum development, our Fellows plan field trips, scout funding opportunities, facilitate lab equipment purchases, and help organize special events such as science fairs and "Ask a Scientist" nights. SFOS Fellows and PI's meet weekly to exchange ideas and experiences, to review current science education literature, and to preview curriculum developed for our middle and high school science classrooms. All SFOS participants gather at quarterly workshops to share the results of program activities through presentations and discussions. We thank the National Science Foundation for funding through the GK-12 program.

  16. Materials sciences programs, Fiscal year 1997

    SciTech Connect

    1998-10-01

    The Division of Materials Sciences is responsible for basic research and research facilities in materials science topics important to the mission of the Department of Energy. The programmatic divisions under the Office of Basic Energy Sciences are Chemical Sciences, Engineering and Geosciences, and Energy Biosciences. Materials Science is an enabling technology. The performance parameters, economics, environmental acceptability and safety of all energy generation, conversion, transmission and conservation technologies are limited by the properties and behavior of materials. The Materials Sciences programs develop scientific understanding of the synergistic relationship among synthesis, processing, structure, properties, behavior, performance and other characteristics of materials. Emphasis is placed on the development of the capability to discover technologically, economically, and environmentally desirable new materials and processes, and the instruments and national user facilities necessary for achieving such progress. Materials Sciences subfields include: physical metallurgy, ceramics, polymers, solid state and condensed matter physics, materials chemistry, surface science and related disciplines where the emphasis is on the science of materials. This report includes program descriptions for 517 research programs including 255 at 14 DOE National Laboratories, 262 research grants (233 of which are at universities), and 29 Small Business Innovation Research Grants. Five cross-cutting indices located at the rear of this book identify all 517 programs according to principal investigator(s), materials, techniques, phenomena, and environment.

  17. Science and Life: A Mainstreamed Secondary Science Program.

    ERIC Educational Resources Information Center

    Wielert, Jan S.; Johnston, Laneh M.

    1984-01-01

    A science and life program developed for mainstreamed secondary students is based on commercially available modules on such topics as pregnancy and fetal development, automobile safety, and heart disease. The program features cooperative group activities, peer tutoring, and ongoing evaluation. (CL)

  18. Life Sciences Program Tasks and Bibliography

    NASA Technical Reports Server (NTRS)

    1996-01-01

    This document includes information on all peer reviewed projects funded by the Office of Life and Microgravity Sciences and Applications, Life Sciences Division during fiscal year 1995. Additionally, this inaugural edition of the Task Book includes information for FY 1994 programs. This document will be published annually and made available to scientists in the space life sciences field both as a hard copy and as an interactive Internet web page

  19. The University of Alabama's Integrated Science Program.

    ERIC Educational Resources Information Center

    Rainey, Larry; Mitrook, Kim

    This program, supported by the Center for Communication and Educational Technology at the University of Alabama, incorporates the perspectives of biology, earth/space science, chemistry, and physics into an innovative science curriculum for the middle grades. Students are engaged for 20 minutes 3 times a week by an on-air instructor who is doing…

  20. Cognitive and Neural Sciences Division 1990 Programs.

    ERIC Educational Resources Information Center

    Vaughan, Willard S., Jr., Ed.

    Research and development efforts carried out under sponsorship of the Cognitive and Neural Sciences Division of the Office of Naval Research during fiscal year 1990 are described in this compilation of project description summaries. The Division's research is organized in three types of programs: (1) Cognitive Science (the human learner--cognitive…

  1. STOP for Science! A School-Wide Science Enrichment Program

    NASA Astrophysics Data System (ADS)

    Slane, P.; Slane, R.; Arcand, K. K.; Lestition, K.; Watzke, M.

    2012-08-01

    Young students are often natural scientists. They love to poke and prod, and they live to compare and contrast. What is the fastest animal? Where is the tallest mountain on Earth (or in the Solar System)? Where do the colors in a rainbow come from? And why do baseball players choke up on their bats? Educators work hard to harness this energy and enthusiasm in the classroom but, particularly at an early age, science enrichment - exposure outside the formal classroom - is crucial to help expand science awareness and hone science skills. Developed under a grant from NASA's Chandra X-ray Center, "STOP for Science!" is a simple but effective (and extensible) school-wide science enrichment program aimed at raising questions about science topics chosen to capture student interest. Created through the combined efforts of an astrophysicist and an elementary school principal, and strongly recommended by NASA's Earth & Space Science product review, "STOP for Science" combines aesthetic displays of science topics accompanied by level-selected questions and extensive facilitator resources to provide broad exposure to familiar, yet intriguing, science themes.

  2. The DOE/NREL Environmental Science Program

    SciTech Connect

    Douglas R. Lawson; Michael Gurevich

    2001-05-14

    This paper summarizes the several of the studies in the Environmental Science Program being sponsored by DOE's Office of Heavy Vehicle Technologies (OHVT) through the National Renewable Energy Laboratory (NREL). The goal of the Environmental Science Program is to understand atmospheric impacts and potential health effects that may be caused by the use of petroleum-based fuels and alternative transportation fuels from mobile sources. The Program is regulatory-driven, and focuses on ozone, airborne particles, visibility and regional haze, air toxics, and health effects of air pollutants. Each project in the Program is designed to address policy-relevant objectives. Current projects in the Environmental Science Program have four areas of focus: improving technology for emissions measurements; vehicle emissions measurements; emission inventory development/improvement; ambient impacts, including health effects.

  3. Space Life Sciences Research and Education Program

    NASA Technical Reports Server (NTRS)

    Coats, Alfred C.

    2001-01-01

    Since 1969, the Universities Space Research Association (USRA), a private, nonprofit corporation, has worked closely with the National Aeronautics and Space Administration (NASA) to advance space science and technology and to promote education in those areas. USRA's Division of Space Life Sciences (DSLS) has been NASA's life sciences research partner for the past 18 years. For the last six years, our Cooperative Agreement NCC9-41 for the 'Space Life Sciences Research and Education Program' has stimulated and assisted life sciences research and education at NASA's Johnson Space Center (JSC) - both at the Center and in collaboration with outside academic institutions. To accomplish our objectives, the DSLS has facilitated extramural research, developed and managed educational programs, recruited and employed visiting and staff scientists, and managed scientific meetings.

  4. International Program Promotes Creative Thinking in Science

    ERIC Educational Resources Information Center

    Barry, Dana M.; Kanematsu, Hideyuki

    2008-01-01

    An International Program in Creative Education is successfully being carried out by educators in the United States and Japan. Its main goals are to turn students of all ages onto science and engineering and to prepare them to be critical thinkers and creative problem solvers. A brief description of this national award winning program is presented.…

  5. Linking mental health and after school systems for children in urban poverty: preventing problems, promoting possibilities.

    PubMed

    Frazier, Stacy L; Cappella, Elise; Atkins, Marc S

    2007-07-01

    The current mental health system is failing to meet the extensive needs of children living in urban poverty. After school programs, whose mission includes children's socialization, peer relations, and adaptive functioning, are uniquely positioned to support and promote children's healthy development. We propose that public sector mental health resources can be reallocated to support after school settings, and we offer specific examples and recommendations from an ongoing federally funded program of research to illustrate how mental health consultation can support publicly funded after school programs. In light of the increasing needs and depleting [corrected] resources of urban, poor communities, consultation to publicly funded after school programs can contribute to the mental health goals of keeping children safe and supervised, promoting their healthy development through academically and socially enriching activities, and identifying children in need of more intensive mental health services.

  6. Environmental Management Science Program Workshop. Proceedings

    SciTech Connect

    1998-07-01

    The Department of Energy Office of Environmental Management (EM), in partnership with the Office of Energy Research (ER), designed, developed, and implemented the Environmental Management Science Program as a basic research effort to fund the scientific and engineering understanding required to solve the most challenging technical problems facing the government's largest, most complex environmental cleanup program. The intent of the Environmental Management Science Program is to: (1) Provide scientific knowledge that will revolutionize technologies and cleanup approaches to significantly reduce future costs, schedules, and risks. (2) Bridge the gap between broad fundamental research that has wide-ranging applications such as that performed in the Department's Office of Energy Research and needs-driven applied technology development that is conducted in Environmental Management's Office of Science and Technology. (3) Focus the nation's science infrastructure on critical Department of Energy environmental problems. In an effort to share information regarding basic research efforts being funded by the Environmental Management Science Program and the Environmental Management/Energy Research Pilot Collaborative Research Program (Wolf-Broido Program), this CD includes summaries for each project. These project summaries, available in portable document format (PDF), were prepared in the spring of 1998 by the principal investigators and provide information about their most recent project activities and accomplishments.

  7. General Atomics Science Education Outreach Programs

    NASA Astrophysics Data System (ADS)

    Winter, Patricia S.

    1996-11-01

    Motivated by a desire to improve science literacy and to help the current generation of students to be more prepared for an increasingly technological future, General Atomics has been a leader in science education outreach to local K-12 schools. Through its nonprofit ``Sciences Education Foundation,'' and in cooperation with local science teachers, General Atomics has sponsored a variety of education activities and developed several science teaching units including Fusion --- Energy of the Stars; An Exploration of Materials Science, Recombinant DNA Technology; Environmental Radioactivity; and Energy from the Atom. Printed materials and laboratory kits for ``hands-on'' teaching units have been made available to over 600 teachers (from over 175 schools) who have attended General Atomics sponsored workshops, and presentations at education and professional meetings. Additional outreach activities include school partnerships, facility tours, and mentoring programs.

  8. Materials sciences programs, fiscal year 1994

    SciTech Connect

    1995-04-01

    The Division of Materials Sciences is located within the DOE in the Office of Basic Energy Sciences. The Division of Materials Sciences is responsible for basic research and research facilities in strategic materials science topics of critical importance to the mission of the Department and its Strategic Plan. Materials Science is an enabling technology. The performance parameters, economics, environmental acceptability and safety of all energy generation, conversion, transmission and conservation technologies are limited by the properties and behavior of materials. The Materials Sciences programs develop scientific understanding of the synergistic relationship amongst the synthesis, processing, structure, properties, behavior, performance and other characteristics of materials. Emphasis is placed on the development of the capability to discover technologically, economically, and environmentally desirable new materials and processes, and the instruments and national user facilities necessary for achieving such progress. Materials Sciences sub-fields include physical metallurgy, ceramics, polymers, solid state and condensed matter physics, materials chemistry, surface science and related disciplines where the emphasis is on the science of materials. This report includes program descriptions for 458 research programs including 216 at 14 DOE National Laboratories, 242 research grants (233 for universities), and 9 Small Business Innovation Research (SBIR) Grants. The report is divided into eight sections. Section A contains all Laboratory projects, Section B has all contract research projects, Section C has projects funded under the SBIR Program, Section D describes the Center of Excellence for the Synthesis and Processing of Advanced Materials and E has information on major user facilities. F contains descriptions of other user facilities; G, a summary of funding levels; and H, indices characterizing research projects.

  9. Physical Activity Opportunities before and after School

    ERIC Educational Resources Information Center

    Hastie, Peter A.

    2007-01-01

    This article addresses the many ways in which schools can provide physical activity opportunities for students by taking advantage of hours that students might otherwise spend waiting for school to begin or playing computer games after school has ended. The article presents creative strategies for engaging students in activities that are…

  10. Promoting children's agency and communication skills in an informal science program

    NASA Astrophysics Data System (ADS)

    Wulf, Rosemary; Hinko, Kathleen; Finkelstein, Noah

    2013-01-01

    The Partnerships for Informal Science Education in the Community (PISEC) program at the University of Colorado Boulder brings together university and community institutions to create an environment where K-12 students join with university educators to engage in inquiry-based scientific practices after school. In our original framing, these afterschool activities were developed to reinforce the traditional learning goals of the classroom, including mastering scientific content, skills and processes. Recently, the primary focus of the PISEC curriculum has been shifted towards the development of students' scientific identity, an explicit objective of informal learning environments. The new curriculum offers students more activity choices, affords opportunities for scientific drawings and descriptions, and provides incentive for students to design their own experiments. We have analyzed student science notebooks from both old and new curricula and find that with the redesigned curriculum, students exhibit increased agency and more instances of scientific communication while still demonstrating substantial content learning gains.

  11. NASA Microgravity Combustion Science Program

    NASA Technical Reports Server (NTRS)

    King, Merrill K.

    1997-01-01

    Combustion is a key element of many critical technologies used by contemporary society. For example, electric power production, home heating, surface and air transportation, space propulsion, and materials synthesis all utilize combustion as a source of energy. Yet, although combustion technology is vital to our standard of living, it poses great challenges to maintaining a habitable environment. For example, pollutants, atmospheric change and global warming, unwanted fires and explosions, and the incineration of hazardous wastes are major problem areas which would benefit from improved understanding of combustion. Effects of gravitational forces impede combustion studies more than most other areas of science since combustion involves production of high-temperature gases whose low density results in buoyant motion, vastly complicating the execution and interpretation of experiments. Effects of buoyancy are so ubiquitous that their enormous negative impact on the rational development of combustion science is generally not recognized. Buoyant motion also triggers the onset of turbulence, yielding complicating unsteady effects. Finally, gravity forces cause particles and drops to settle, inhibiting deconvoluted studies of heterogeneous flames important to furnace, incineration and power generation technologies. Thus, effects of buoyancy have seriously limited our capabilities to carry out 'clean' experiments needed for fundamental understanding of flame phenomena. Combustion scientists can use microgravity to simplify the study of many combustion processes, allowing fresh insights into important problems via a deeper understanding of elemental phenomena also found in Earth-based combustion processes and to additionally provide valuable information concerning how fires behave in microgravity and how fire safety on spacecraft can be enhanced.

  12. Out-of-School Research Meets After-School Policy. Out-of-School Time Policy Commentary #1

    ERIC Educational Resources Information Center

    Pittman, Karen; Yohalem, Nicole; Wilson-Ahlstrom, Alicia

    2002-01-01

    The past five years have seen a ground swell in public attention and public policy aimed at increasing the availability of after-school programs for children and young teens during the "risk" hours when safety, supervision and homework are a top concern. Popularly called "after-school," these programs represent a new and growing variation on the…

  13. A study of science leadership and science standards in exemplary standards-based science programs

    NASA Astrophysics Data System (ADS)

    Carpenter, Wendy Renae

    The purpose for conducting this qualitative study was to explore best practices of exemplary standards-based science programs and instructional leadership practices in a charter high school and in a traditional high school. The focus of this study included how twelve participants aligned practices to National Science Education Standards to describe their science programs and science instructional practices. This study used a multi-site case study qualitative design. Data were obtained through a review of literature, interviews, observations, review of educational documents, and researcher's notes collected in a field log. The methodology used was a multi-site case study because of the potential, through cross analysis, for providing greater explanation of the findings in the study (Merriam, 1988). This study discovered six characteristics about the two high school's science programs that enhance the literature found in the National Science Education Standards; (a) Culture of expectations for learning-In exemplary science programs teachers are familiar with a wide range of curricula. They have the ability to examine critically and select activities to use with their students to promote the understanding of science; (b) Culture of varied experiences-In exemplary science programs students are provided different paths to learning, which help students, take in information and make sense of concepts and skills that are set forth by the standards; (c) Culture of continuous feedback-In exemplary science programs teachers and students work together to engage students in ongoing assessments of their work and that of others as prescribed in the standards; (d) Culture of Observations-In exemplary science programs students, teachers, and principals reflect on classroom instructional practices; teachers receive ongoing evaluations about their teaching and apply feedback towards improving practices as outlined in the standards; (e) Culture of continuous learning-In exemplary

  14. Aquarium of Pacific's Science Education Program

    NASA Astrophysics Data System (ADS)

    Iliff, Warren

    2000-04-01

    The Aquarium, since its opening in June 1998, has been "mission driven" to "instill in its visitors a sense of wonder, respect and stewardship for the Pacific Ocean and its inhabitants." During its first year over 1.8 million visitors and 240,000 school children were provided a broad array of school and public programs. The Aquarium's "science education program" places a major emphasis on "teacher training," hands-on lab learning opportunities with a focus on the "inquiry method" of teaching and school programs that are highly interactive and fun. Also the Aquarium's education staff is expanding its programming to the internet and to early childhood education.

  15. Airborne Science Program: Observing Platforms for Earth Science Investigations

    NASA Technical Reports Server (NTRS)

    Mace, Thomas H.

    2009-01-01

    This slide presentation reviews the Airborne Science Program and the platforms used for conducting investigations for the Earth System Science. Included is a chart that shows some of the aircraft and the operational altitude and the endurance of the aircraft, views of the Dryden Aircraft Operation Facility, and some of the current aircraft that the facility operates, and the varieties of missions that are flown and the type of instrumentation. Also included is a chart showing the attributes of the various aircraft (i.e., duration, weight for a payload, maximum altitude, airspeed and range) for comparison

  16. NASA's Space Life Sciences Training Program

    NASA Technical Reports Server (NTRS)

    Coulter, G.; Lewis, L.; Atchison, D.

    1994-01-01

    The Space Life Sciences Training Program (SLSTP) is an intensive, six-week training program held every summer since 1985 at the Kennedy Space Center (KSC). A major goal of the SLSTP is to develop a cadre of qualified scientists and engineers to support future space life sciences and engineering challenges. Hand-picked, undergraduate college students participate in lectures, laboratory sessions, facility tours, and special projects: including work on actual Space Shuttle flight experiments and baseline data collection. At NASA Headquarters (HQ), the SLSTP is jointly sponsored by the Life Sciences Division and the Office of Equal Opportunity Programs: it has been very successful in attracting minority students and women to the fields of space science and engineering. In honor of the International Space Year (ISY), 17 international students participated in this summer's program. An SLSTP Symposium was held in Washington D. C., just prior to the World Space Congress. The Symposium attracted over 150 SLSTP graduates for a day of scientific discussions and briefings concerning educational and employment opportunities within NASA and the aerospace community. Future plans for the SLSTP include expansion to the Johnson Space Center in 1995.

  17. Police Science Program Survey: Research Note.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver. National Origin Desegregation Project (LAU).

    A study, involving two independent surveys and a transcript analysis, was conducted to determine the background characteristics, attitudes, and needs of students enrolled in police science programs at Moraine Valley Community College (MVCC). The first survey, which focused on personal characteristics and course enrollment data, was distributed in…

  18. The Environmental Science and Health Effects Program

    SciTech Connect

    Michael Gurevich; Doug Lawson; Joe Mauderly

    2000-04-10

    The goal of the Environmental Science and Health Effect Program is to conduct policy-relevant research that will help us understand atmospheric impacts and potential health effects that may be caused by the use of petroleum-based fuels and alternative transportation fuels from mobile sources.

  19. Materials Sciences programs, Fiscal year 1993

    SciTech Connect

    1994-02-01

    This report provides a compilation and index of the DOE Materials Sciences Division programs; the compilation is to assist administrators, managers, and scientists to help coordinate research. The report is divided into 7 sections: laboratory projects, contract research projects, small business innovation research, major user facilities, other user facilities, funding level distributions, and indexes.

  20. Cognitive and Neural Sciences Division, 1989 Programs.

    ERIC Educational Resources Information Center

    Vaughan, Willard S., Ed.

    This report documents research and development performed by principal investigators under the sponsorship of the Office of Naval Research Cognitive and Neural Sciences Division during fiscal year 1989. Programs are conducted under contracts and grants awarded on the basis of proposals received in response to a Broad Agency Announcement in the…

  1. NASA's Space Life Sciences Training Program.

    PubMed

    Coulter, G; Lewis, L; Atchison, D

    1994-01-01

    The Space Life Sciences Training Program (SLSTP) is an intensive, six-week training program held every summer since 1985 at the Kennedy Space Center (KSC). A major goal of the SLSTP is to develop a cadre of qualified scientists and engineers to support future space life sciences and engineering challenges. Hand-picked, undergraduate college students participate in lectures, laboratory sessions, facility tours, and special projects: including work on actual Space Shuttle flight experiments and baseline data collection. At NASA Headquarters (HQ), the SLSTP is jointly sponsored by the Life Sciences Division and the Office of Equal Opportunity Programs: it has been very successful in attracting minority students and women to the fields of space science and engineering. In honor of the International Space Year (ISY), 17 international students participated in this summer's program. An SLSTP Symposium was held in Washington D.C., just prior to the World Space Congress. The Symposium attracted over 150 SLSTP graduates for a day of scientific discussions and briefings concerning educational and employment opportunities within NASA and the aerospace community. Future plans for the SLSTP include expansion to the Johnson Space Center in 1995.

  2. Cognitive and Neural Sciences Division, 1991 Programs.

    ERIC Educational Resources Information Center

    Vaughan, Willard S., Ed.

    This report documents research and development performed under the sponsorship of the Cognitive and Neural Sciences Division of the Office of Naval Research in fiscal year 1991. It provides abstracts (title, principal investigator, project code, objective, approach, progress, and related reports) of projects of three program divisions (cognitive…

  3. Earth Science. In-Service Television Program.

    ERIC Educational Resources Information Center

    Beyer, Frederick L.; Spooner, William E.

    GRADES OR AGES: Inservice course for secondary teachers. SUBJECT MATTER: Earth science. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is intended for use with a 32-program television course for teachers, with material intended to be used in the classroom. The introductory material explains the rationale of the course and includes the…

  4. Science and the Constellation Systems Program Office

    NASA Technical Reports Server (NTRS)

    Mendell, Wendell

    2007-01-01

    An underlying tension has existed throughout the history of NASA between the human spaceflight programs and the external scientific constituencies of the robotic exploration programs. The large human space projects have been perceived as squandering resources that might otherwise be utilized for scientific discoveries. In particular, the history of the relationship of science to the International Space Station Program has not been a happy one. The leadership of the Constellation Program Office, created in NASA in October, 2005, asked me to serve on the Program Manager s staff as a liaison to the science community. Through the creation of my position, the Program Manager wanted to communicate and elucidate decisions inside the program to the scientific community and, conversely, ensure that the community had a voice at the highest levels within the program. Almost all of my technical contributions at NASA, dating back to the Apollo Program, has been within the auspices of what is now known as the Science Mission Directorate. However, working at the Johnson Space Center, where human spaceflight is the principal activity, has given me a good deal of incidental contact and some more direct exposure through management positions to the structures and culture of human spaceflight programs. I entered the Constellation family somewhat naive but not uninformed. In addition to my background in NASA science, I have also written extensively over the past 25 years on the topic of human exploration of the Moon and Mars. (See, for example, Mendell, 1985). I have found that my scientific colleagues generally have little understanding of the structure and processes of a NASA program office; and many of them do not recognize the name, Constellation. In many respects, the international ILEWG community is better informed. Nevertheless, some NASA decision processes on the role of science, particularly with respect to the formulation of a lunar surface architecture, are not well known

  5. gidakiimanaaniwigamig (Seek To Know)--A Native Youths Science Immersion Program Created Through a Partnership Between a Tribal College, a Research Laboratory and a Science Museum

    NASA Astrophysics Data System (ADS)

    Dalbotten, D. M.; Pellerin, H.; Steiner, M.

    2004-12-01

    The National Center for Earth-surface Dynamics, an NSF-sponsored Science and Technology Center, through a partnership between the University of Minnesota, the Science Museum of Minnesota, and the Fond du Lac Tribal and Community College, has created gidakiimanaaniwigamig (Seek to Know), where students in middle and high school participate in hands-on research projects on topics in environmental science through a series of four yearly seasonal camps combined with field trips and after school programming. Through meetings with Native elders, community leaders and educators, we know that the major issues that must be addressed are student retention, gaps in programming that allow students who have been performing successfully in math and science to drift away from their interest in pursuing STEM careers, and concern about moving away from the community to pursue higher education. After-school and summer programs are an effective means of creating interest in STEM careers, but single-contact programs don't have the long-term impact that will create a bridge from grade school to college and beyond. Often children who have learned to love science in grade school gradually move away from this interest as they enter middle and high school. While a single intervention offered by a science camp or visit to a laboratory can be life-altering, once the student is back in their everyday life they may forget that excitement and get sidetracked from the educational goals they formed based on this single experience. We want to build on the epiphany (science is fun!) with continued interaction that allows the students to grow in their ability to understand and enjoy science. In order to foster STEM careers for underrepresented youths we need to create a sustained, long-term, program that takes youths through programs that stimulate that initial excitement and gradually become more intensive and research-oriented as the youths get older. NCED's approach to these challenges is to

  6. MAEA Interactive Science Programs: An Innovative Approach to Address the Under-representation of Minorities and Women in Science, Math, and Technological Fields.

    NASA Astrophysics Data System (ADS)

    Holloman, E. L.; Baynes, D. L.

    2004-12-01

    Minority Aviation Education Association Inc. (MAEA) was founded in 1992 by Darryl Lee Baynes to address the under-representation of minorities and women in all science, math, and technological fields. The organization is committed to exposing minorities and women to science, math, and technology in grades K-12. The first objective of MAEA is to educate teachers on how to integrate hands-on experiments in their class and include inquiry based learning in their science curriculum. A second objective is to educate students, teachers, and the community regarding the history of minorities in the fields of science, math, and technology, in order to provide role models in these fields. The last objective is to demonstrate the relevance of science in everyday life, with the intention of stimulating future career interest in the fields of science, math, and technology. MAEA currently offers more than 70 hands on inquiry-based programs that are aligned with the 2061 Bench Marks and National Science Standards. The programs are divided into four main categories: auditorium/classroom, enrichment and outreach, after school, and professional development. For the last 14 years, MAEA has served communities and schools across the country with remarkable success and therefore offers an alternative model for K-12 science education. This alternative is significant to the scientific community because it links the under-served population to an active academic and professional pipeline.

  7. Summer Science Student Program: a replication manual

    SciTech Connect

    Not Available

    1981-01-01

    The Summer Science Student Program (SSSP) combines basic skill enrichment (in science, math, and communications), career motivation, and energy awareness to encourage economically disadvantaged and academically talented youth to complete high school and pursue energy-related careers. The program is designed to enrich the academic experiences of the youth while they are in high school and to increase their awareness of energy issues and career opportunities in energy technology. Ultimately, SSSP helps to prepare these youth to enter postsecondary education or skill training leading to technical, paraprofessional, and professional energy-related careers. The purpose of this manual is to provide DOE contractors, private industry, prime sponsors, and community-based organizations with information that can be used in SSSP replication and continuation efforts. Some of the challenges met in the programs's initial implementation are reviewed, and a step-by-step procedure for establishing new SSSP sites is described. 9 figures. (RWR)

  8. Suborbital Science Program: Dryden Flight Research Center

    NASA Technical Reports Server (NTRS)

    DelFrate, John

    2008-01-01

    This viewgraph presentation reviews the suborbital science program at NASA Dryden Flight Research Center. The Program Objectives are given in various areas: (1) Satellite Calibration and Validation (Cal/val)--Provide methods to perform the cal/val requirements for Earth Observing System satellites; (2) New Sensor Development -- Provide methods to reduce risk for new sensor concepts and algorithm development prior to committing sensors to operations; (3) Process Studies -- Facilitate the acquisition of high spatial/temporal resolution focused measurements that are required to understand small atmospheric and surface structures which generate powerful Earth system effects; and (4) Airborne Networking -- Develop disruption-tolerant networking to enable integrated multiple scale measurements of critical environmental features. Dryden supports the NASA Airborne Science Program and the nation in several elements: ER-2, G-3, DC-8, Ikhana (Predator B) & Global Hawk and Reveal. These are reviewed in detail in the presentation.

  9. Surrounded by Science: Learning Science in Informal Environments

    ERIC Educational Resources Information Center

    Fenichel, Marilyn; Schweingruber, Heidi A.

    2010-01-01

    Practitioners in informal science settings--museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens--are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures,…

  10. Four Tools for Science Fair Success

    ERIC Educational Resources Information Center

    Smith, Sherry Weaver; Messmer, Barbara; Storm, Bill; Weaver, Cheryl

    2007-01-01

    These teacher-tested ideas will guide students in creating true inquiry-based projects. Two of the ideas, the Topic Selection Wizard and Science Project Timeline, are appropriate for all science fair programs, even new ones. For existing programs, the Black Box of Project Improvement and After-School Project Clinic improve project quality and…

  11. 1998 Environmental Management Science Program Annual Report

    SciTech Connect

    1999-03-01

    The Environmental Management Science Program (EMSP) is a collaborative partnership between the DOE Office of Environmental Management (EM), Office of Science (DOE-SC), and the Idaho Operations Office (DOE-ID) to sponsor basic environmental and waste management related research. Results are expected to lead to reduction of the costs, schedule, and risks associated with cleaning up the nation's nuclear complex. The EMSP research portfolio addresses the most challenging technical problems of the EM program related to high level waste, spent nuclear fuel, mixed waste, nuclear materials, remedial action, decontamination and decommissioning, and health, ecology, or risk. The EMSP was established in response to a mandate from Congress in the fiscal year 1996 Energy and Water Development Appropriations Act. Congress directed the Department to ''provide sufficient attention and resources to longer-term basic science research which needs to be done to ultimately reduce cleanup costs, develop a program that takes advantage of laboratory and university expertise, and seek new and innovative cleanup methods to replace current conventional approaches which are often costly and ineffective''. This mandate followed similar recommendations from the Galvin Commission to the Secretary of Energy Advisory Board. The EMSP also responds to needs identified by National Academy of Sciences experts, regulators, citizen advisory groups, and other stakeholders.

  12. Library exhibits and programs boost science education

    NASA Astrophysics Data System (ADS)

    Dusenbery, Paul B.; Curtis, Lisa

    2012-05-01

    Science museums let visitors explore and discover, but for many families there are barriers—such as cost or distance—that prevent them from visiting museums and experiencing hands-on science, technology, engineering, and mathematics (STEM) learning. Now educators are reaching underserved audiences by developing STEM exhibits and programs for public libraries. With more than 16,000 outlets in the United States, public libraries serve almost every community in the country. Nationwide, they receive about 1.5 billion visits per year, and they offer their services for free.

  13. Overview of NASA's Microgravity Materials Science Program

    NASA Technical Reports Server (NTRS)

    Downey, James Patton

    2012-01-01

    The microgravity materials program was nearly eliminated in the middle of the aughts due to budget constraints. Hardware developments were eliminated. Some investigators with experiments that could be performed using ISS partner hardware received continued funding. Partnerships were established between US investigators and ESA science teams for several investigations. ESA conducted peer reviews on the proposals of various science teams as part of an ESA AO process. Assuming he or she was part of a science team that was selected by the ESA process, a US investigator would submit a proposal to NASA for grant funding to support their part of the science team effort. In a similar manner, a US materials investigator (Dr. Rohit Trivedi) is working as a part of a CNES selected science team. As funding began to increase another seven materials investigators were selected in 2010 through an NRA mechanism to perform research related to development of Materials Science Research Rack investigations. One of these has since been converted to a Glovebox investigation.

  14. Youth Historians in Harlem: An After-School Blueprint for History Engagement through the Historical Process

    ERIC Educational Resources Information Center

    Goldenberg, Barry M.

    2016-01-01

    This manuscript, written with the educator in mind, describes the Youth Historians in Harlem (YHH) program, a twenty-week after-school history program that engaged urban students in history by immersing them in aspects of the historical process. Throughout the program, a group of Black male high school students were apprenticed as historical…

  15. The Expansion of the After School Study Centers for Disadvantaged Public and Nonpublic School Pupils.

    ERIC Educational Resources Information Center

    Lohman, Maurice A.

    Evaluated is an extended school day program initiated with Elementary and Secondary Education Act, Title I, funds. To alleviate learning difficulties faced by disadvantaged children in the classroom, this after school program provided additional teacher time, attention, and instruction. The program offered tutorial services in reading and…

  16. Prevalence and Psychosocial Correlates of After-School Activities among Chinese Adolescents in Hong Kong

    PubMed Central

    Ma, Cecilia M. S.; Shek, Daniel Tan Lei

    2014-01-01

    Using a cross-sectional design, this study (a) explores the prevalence of after-school activities among Chinese early adolescents and (b) assesses the relationships between participation in after-school activities, personal well-being, and family functioning. A total of 3,328 Grade 7 students (mean age = 12.59 years, SD = 0.74) completed a self-administered questionnaire. Results showed that the majority of adolescents returned home under adult supervision. Further analyses showed the associations between after-school activities, positive youth development qualities, academic and school competence, family functioning, and risky behavior. Implications regarding efforts aimed at designing high quality and structured after-school youth programs are discussed. PMID:25309895

  17. The Use of Refundable Tax Credits to Increase Low-Income Children's After-School Physical Activity Level

    PubMed Central

    Dunton, Genevieve; Ebin, Vicki J.; Efrat, Merav W.; Efrat, Rafael; Lane, Christianne J.; Plunkett, Scott

    2014-01-01

    Objective The present study investigates the extent to which a refundable tax credit could be used to increase low income children's after-school physical activity levels. Methods An experimental study was conducted evaluating the effectiveness of an intervention offering a simulated refundable tax credit to parents of elementary school-age children (n=130) for enrollment in after-school physical activity programs. A randomized-controlled design was used, with data collected at baseline, immediately following the four month intervention (post-intervention), and six-weeks after the end of the intervention (follow-up). Evaluation measures included: (a) enrollment rate, time spent, weekly participation frequency, duration of enrollment and long term enrollment patterns in after-school physical activity programs; and (b) moderate-to-vigorous physical activity (MVPA). Results The simulated tax credits did not significantly influence low- income children's rates of enrollment in after-school physical activity programs, frequency of participation, time spent in after-school physical activity programs, and overall moderate-to-vigorous intensity physical activity at post-intervention or follow-up. Conclusion The use of refundable tax credits as incentives to increase participation in after-school physical activity programs in low-income families may have limited effectiveness. Lawmakers might consider other methods of fiscal policy to promote physical activity such as direct payment to after-school physical activity program providers for enrolling and serving a low- income child in a qualified program, or improvements to programming and infrastructure. PMID:25184738

  18. Marketable Job Skills for High School Students: What We Learned from an Evaluation of after School Matters

    ERIC Educational Resources Information Center

    Alexander, Kendra P.; Hirsch, Barton J.

    2012-01-01

    This article summarizes findings from an experimental evaluation of After School Matters (ASM), a paid, apprenticeship-based, after-school program in Chicago for high school students. Analysis of quantitative data from a mock job interview revealed that ASM participants did not demonstrate more marketable job skills than youth in the control…

  19. Thinking about Television Science: How Students Understand the Nature of Science from Different Program Genres.

    ERIC Educational Resources Information Center

    Dhingra, Koshi

    2003-01-01

    Examines how high school students think about science that is mediated by four different program genres on television: (1) documentary; (2) magazine-format programming; (3) network news; and (4) dramatic or fictional programming. Discusses findings regarding ethics and the validity of science, final form science, science as portrayed by its…

  20. 2015 Stewardship Science Academic Programs Annual

    SciTech Connect

    Stone, Terri; Mischo, Millicent

    2015-02-01

    The Stockpile Stewardship Academic Programs (SSAP) are essential to maintaining a pipeline of professionals to support the technical capabilities that reside at the National Nuclear Security Administration (NNSA) national laboratories, sites, and plants. Since 1992, the United States has observed the moratorium on nuclear testing while significantly decreasing the nuclear arsenal. To accomplish this without nuclear testing, NNSA and its laboratories developed a science-based Stockpile Stewardship Program to maintain and enhance the experimental and computational tools required to ensure the continued safety, security, and reliability of the stockpile. NNSA launched its academic program portfolio more than a decade ago to engage students skilled in specific technical areas of relevance to stockpile stewardship. The success of this program is reflected by the large number of SSAP students choosing to begin their careers at NNSA national laboratories.

  1. AAAS Communicating Science Program: Reflections on Evaluation

    NASA Astrophysics Data System (ADS)

    Braha, J.

    2015-12-01

    The AAAS Center for Public Engagement (Center) with science builds capacity for scientists to engage public audiences by fostering collaboration among natural or physical scientists, communication researchers, and public engagement practitioners. The recently launched Leshner Leadership Institute empowers cohorts of mid-career scientists to lead public engagement by supporting their networks of scientists, researchers, and practitioners. The Center works closely with social scientists whose research addresses science communication and public engagement with science to ensure that the Communicating Science training program builds on empirical evidence to inform best practices. Researchers ( Besley, Dudo, & Storkdieck 2015) have helped Center staff and an external evaluator develop pan instrument that measures progress towards goals that are suggested by the researcher, including internal efficacy (increasing scientists' communication skills and confidence in their ability to engage with the public) and external efficacy (scientists' confidence in engagement methods). Evaluation results from one year of the Communicating Science program suggest that the model of training yields positive results that support scientists in the area that should lead to greater engagement. This talk will explore the model for training, which provides a context for strategic communication, as well as the practical factors, such as time, access to public engagement practitioners, and technical skill, that seems to contribute to increased willingness to engage with public audiences. The evaluation program results suggest willingness by training participants to engage directly or to take preliminary steps towards engagement. In the evaluation results, 38% of trained scientists reported time as a barrier to engagement; 35% reported concern that engagement would distract from their work as a barrier. AAAS works to improve practitioner-researcher-scientist networks to overcome such barriers.

  2. Clementine, Deep Space Program Science Experiment

    NASA Technical Reports Server (NTRS)

    1993-01-01

    Clementine, also called the Deep Space Program Science Experiment, is a joint Department of Defense (DoD)/National Aeronautics and Space Administration (NASA) mission with the dual goal of testing small spacecraft, subsystems, and sensors in the deep space environment and also providing a nominal science return. The Clementine mission will provide technical demonstrations of innovative lightweight spacecraft components and sensors, will be launced on a spacecraft developed within 2 years of program start, and will point a way for new planetary mission options under consideration by NASA. This booklet gives the background of the Clementine mission (including the agencies involved), the mission objectives, the mission scenario, the instruments that the mission will carry, and how the data will be analyzed and made accessible.

  3. Materials sciences programs fiscal year 1996

    SciTech Connect

    1997-06-01

    The purpose of this report is to provide a convenient compilation and index of the DOE Materials Sciences Division programs. This compilation is primarily intended for use by administrators, managers, and scientists to help coordinate research. The report is divided into eight sections. Section A contains all Laboratory projects, Section B has all contract research projects, Section C has projects funded under the Small Business Innovation Research Program, Section D describes the Center of Excellence for the Synthesis and Processing of Advanced Materials and E has information on major user facilities. F describes other user facilities, G as a summary of funding levels and H has indices characterizing research projects.

  4. Rocket Science 101 Interactive Educational Program

    NASA Technical Reports Server (NTRS)

    Armstrong, Dennis; Funkhouse, Deborah; DiMarzio, Donald

    2007-01-01

    To better educate the public on the basic design of NASA s current mission rockets, Rocket Science 101 software has been developed as an interactive program designed to retain a user s attention and to teach about basic rocket parts. This program also has helped to expand NASA's presence on the Web regarding educating the public about the Agency s goals and accomplishments. The software was designed using Macromedia s Flash 8. It allows the user to select which type of rocket they want to learn about, interact with the basic parts, assemble the parts to create the whole rocket, and then review the basic flight profile of the rocket they have built.

  5. Materials sciences programs: Fiscal year 1995

    SciTech Connect

    1996-05-01

    The purpose of this report is to provide a convenient compilation and index of the DOE Materials Science Division programs. This compilation is primarily intended for use by administrators, managers, and scientists to help coordinate research. The report is divided into eight sections. Section A contains all Laboratory projects, Section B has all contract research projects, Section C has projects funded under the Small Business Innovation Research Program, Section D describes the Center of Excellence for the Synthesis and Processing of Advanced Materials and E has information on major user facilities. F describes other user facilities, G as a summary of funding levels and H has indices characterizing research projects.

  6. Atmospheric Science Program (ASP) Data Archive

    DOE Data Explorer

    The Department of Energy's Atmospheric Science Program (ASP) originally consisted of an atmospheric chemistry program, an environmental meteorology program, a tropospheric aerosol program, and NARSTO activities. In 2004, the ASP was reconfigured to focus on aerosol radiative forcing of climate change: aerosol formation and evolution and aerosol properties that affect direct and indirect influences on climate and climate change. This included developing a comprehensive understanding of the atmospheric processes that control the transport, transformation, and fate of energy related trace chemicals and particulate matter. The current focus of the program is aerosol radiative forcing of climate. Effective October 1, 2009, The ASP merged with the Atmospheric Radiation Measurement Program (ARM), with the overall program now called Atmospheric System Research. The overall research goal is one that was shared in common, i.e. to further the understanding of how the climate, as a system works, and to represent the understanding in computer models. The Office of Science and Brookhaven announced, ôA major benefit of the merge is expected to be a strengthening of the aerosol- and cloud-related research components of the programs by bringing together the ARM capabilities of continuous remote sensing measurements of cloud properties and aerosol influences on radiation with the ASP capabilities for in-situ characterization of aerosol properties, evolution, and cloud interactions.ö [http://www.asp.bnl.gov/#New] The ASP data archive has now been moved to a new location in order to be maintained with ARM data. The new url is http://iop.archive.arm.gov/arm-iop/0special-data/ASP_Campaigns_past/. BNL continues to maintain an excellent list of ASP-publications at http://www.asp.bnl.gov/asp_pubs.html

  7. Increased Science Instrumentation Funding Strengthens Mars Program

    NASA Technical Reports Server (NTRS)

    Graham, Lee D.; Graff, T. G.

    2012-01-01

    As the strategic knowledge gaps mature for the exploration of Mars, Mars sample return (MSR), and Phobos/Deimos missions, one approach that becomes more probable involves smaller science instrumentation and integrated science suites. Recent technological advances provide the foundation for a significant evolution of instrumentation; however, the funding support is currently too small to fully utilize these advances. We propose that an increase in funding for instrumentation development occur in the near-term so that these foundational technologies can be applied. These instruments would directly address the significant knowledge gaps for humans to Mars orbit, humans to the Martian surface, and humans to Phobos/ Deimos. They would also address the topics covered by the Decadal Survey and the Mars scientific goals, objectives, investigations and priorities as stated by the MEPAG. We argue that an increase of science instrumentation funding would be of great benefit to the Mars program as well as the potential for human exploration of the Mars system. If the total non-Earth-related planetary science instrumentation budget were increased 100% it would not add an appreciable amount to the overall NASA budget and would provide the real potential for future breakthroughs. If such an approach were implemented in the near-term, NASA would benefit greatly in terms of science knowledge of the Mars, Phobos/Deimos system, exploration risk mitigation, technology development, and public interest.

  8. Dartmouth College Earth Sciences Mobile Field Program

    NASA Astrophysics Data System (ADS)

    Meyer, E. E.; Osterberg, E. C.; Dade, W. B.; Sonder, L. J.; Renshaw, C. E.; Kelly, M. A.; Hawley, R. L.; Chipman, J. W.; Mikucki, J.; Posmentier, E. S.; Moore, J. R.

    2011-12-01

    For the last 50 years the Department of Earth Sciences at Dartmouth College has offered a term-long, undergraduate field program, informally called "the Stretch". A student typically enrolls during fall quarter of his or her junior year soon after choosing a major or minor. The program thus provides valuable field context for courses that a student will take during the remainder of his or her undergraduate career. Unlike many traditional field camps that focus on one particular region, the Stretch is a mobile program that currently travels through Western North America, from the Canadian Rockies to the Grand Canyon. The program spans two and a half months, during which time undergraduates, graduate TAs, and faculty live, work, and learn collaboratively. Dartmouth College faculty members sequentially teach individual 1- to 2-week segments that focus on their interests and expertise; currently, there are a total of eight segments led by eleven faculty members. Consequently, topics are diverse and include economic geology, geobiology, geomorphology, glaciology, glacial geology, geophysics, hydrogeology, paleontology, stratigraphy, structure and tectonics, and volcanology. The field localities are equally varied, including the alpine glaciers of western Alberta, the national parks of Montana, Wyoming and Utah, the eastern Sierra Nevada, the southern Great Basin, and highlight such classic geological field locales as Sheep Mountain in Wyoming's Bighorn Basin, Death Valley, and the Grand Canyon. Overall, the program aims to: 1) give students a broad perspective on the timing and nature of the processes that resulted in the landscape and underlying geology of western North America; and 2) introduce students to a wide variety of geological environments, field techniques, and research equipment. Students emerge from the program with wide-ranging exposure to active research questions as well as a working knowledge of core field skills in the earth sciences. Stretch students

  9. The NASA Earth Science Flight Program

    NASA Astrophysics Data System (ADS)

    Neeck, Steven P.; Volz, Stephen M.

    2014-10-01

    Earth's changing environment impacts every aspect of life on our planet and climate change has profound implications on society. Studying Earth as a single complex system is essential to understanding the causes and consequences of climate change and other global environmental concerns. NASA's Earth Science Division (ESD) shapes an interdisciplinary view of Earth, exploring interactions among the atmosphere, oceans, ice sheets, land surface interior, and life itself. This enables scientists to measure global and climate changes and to inform decisions by Government, other organizations, and people in the United States and around the world. The data collected and results generated are accessible to other agencies and organizations to improve the products and services they provide, including air quality indices, disaster prediction and response, agricultural yield projections, and aviation safety. ESD's Flight Program provides the spacebased observing systems and supporting infrastructure for mission operations and scientific data processing and distribution that support NASA's Earth science research and modeling activities. The Flight Program currently has 17 operating Earth observing space missions, including the recently launched Global Precipitation Measurement (GPM) mission and the Orbiting Carbon Observatory-2 (OCO-2). The ESD has 18 more missions planned for launch over the next decade. These include first and second tier missions from the 2007 Earth Science Decadal Survey, Climate Continuity missions to assure availability of key climate data sets, and small competitively selected orbital and instrument missions of opportunity belonging to the Earth Venture (EV) Program. The International Space Station (ISS) is being used to host a variety of NASA Earth science instruments. An overview of plans and current status will be presented.

  10. Mapping Out-of-School-Time Youth Science Programs: Organizational Patterns and Possibilities

    NASA Astrophysics Data System (ADS)

    Laursen, S. L.; Archie, T.; Thiry, H.

    2012-12-01

    Out-of-school-time (OST) experiences promise to enrich young (K-12) people's experience of science, technology and engineering. Belief is widespread that OST programs are ideal locations to learn science, and that youth participation may enhance the science workforce and increase access to science for girls and minorities. Yet we know little about the scope or nature of science-focused OST youth programming. Variety poses a challenge for researchers, with OST sites in schools, museums, zoos, science and nature centers, aquariums, planetariums, and community centers; and formats including after-school clubs, camps, workshops, festivals, research apprenticeships, and more. Moreover, there is no single national network through which researchers might reach and recruit nationally representative samples of programs. Thus, to date there has been no systematic study of the broader national landscape of OST STEM programming. Our national study, Mapping Out-of-School-Time Science (MOST-Science), examines a national sample of OST programs focused on science, engineering, and/or technology. Here we describe first findings about the characteristics of these programs and their home organizations, including aspects of program design, structure, funding, staffing, and youth audience. Using an electronic survey, we collected data from 417 programs and classified their host institutions into eight organizational types: aquariums and zoos, museums, non-profits, national youth organizations, K-12 school districts, colleges and universities, government labs, and private sector organizations. We then examine key attributes of the youth programs hosted by these institution and discuss differences based on organizational types, including scientific organizations that are especially well equipped to offer research and field experiences. Programs engaging youth in research and field experiences are offered across all organizational types. Yet they vary notably in the size and demographics

  11. Ukrainian Program for Material Science in Microgravity

    NASA Astrophysics Data System (ADS)

    Fedorov, Oleg

    Ukrainian Program for Material Sciences in Microgravity O.P. Fedorov, Space Research Insti-tute of NASU -NSAU, Kyiv, The aim of the report is to present previous and current approach of Ukrainian research society to the prospect of material sciences in microgravity. This approach is based on analysis of Ukrainian program of research in microgravity, preparation of Russian -Ukrainian experiments on Russian segment of ISS and development of new Ukrainian strategy of space activity for the years 2010-2030. Two parts of issues are discussed: (i) the evolution of our views on the priorities in microgravity research (ii) current experiments under preparation and important ground-based results. item1 The concept of "space industrialization" and relevant efforts in Soviet and post -Soviet Ukrainian research institutions are reviewed. The main topics are: melt supercooling, crystal growing, testing of materials, electric welding and study of near-Earth environment. The anticipated and current results are compared. item 2. The main experiments in the framework of Ukrainian-Russian Research Program for Russian Segment of ISS are reviewed. Flight installations under development and ground-based results of the experiments on directional solidification, heat pipes, tribological testing, biocorrosion study is presented. Ground-based experiments and theoretical study of directional solidification of transparent alloys are reviewed as well as preparation of MORPHOS installation for study of succinonitrile -acetone in microgravity.

  12. Rural After-School Child Care: A Demonstration Project in a Remote Mining Community.

    ERIC Educational Resources Information Center

    Neufeld, Jerry; And Others

    1995-01-01

    In rural northeast Nevada, the University of Nevada Cooperative Extension and Lander County School District collaborated to develop and administer an after-school program for at-risk elementary students that provided care, homework sessions, and life skills education. Results included increased community support for such programs and improvements…

  13. Safe and Smart: Making the After-School Hours Work for Kids.

    ERIC Educational Resources Information Center

    Pederson, Julie; de Kanter, Adriana; Bobo, Lynson Moore; Weinig, Katrina; Noeth, Kristyn

    After-school programs provide wide-ranging benefits to children, their families, and the whole community. This report focuses on the benefits children receive: increased safety, reduced risk-taking, and improved learning. Quality afterschool programs keep kids out of trouble, prevent crime, juvenile delinquency, school vandalism, and violent…

  14. Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative

    ERIC Educational Resources Information Center

    Arbreton, Amy; Sheldon, Jessica; Bradshaw, Molly; Goldsmith, Julie

    2008-01-01

    This report presents outcomes from Public/Private Ventures research on CORAL, an eight-year, $58 million after-school initiative of The James Irvine Foundation. Findings described in the report demonstrate the relationship between high-quality literacy programming and academic gains and underscore the potential role that quality programs may play…

  15. To Teach: Discovering the Career Path from After-School to the Teaching Profession

    ERIC Educational Resources Information Center

    Klein Williams, Marcella

    2012-01-01

    The education system in California currently faces three major challenges--teacher shortage, lack of diversity in the teacher population in terms of gender and ethnicity, and a need for more effective teachers. After school programs have the potential of addressing all these challenges in a cost-effective manner. However, for these programs to…

  16. Scaling Plant Phenology in Citizen Science Programs

    NASA Astrophysics Data System (ADS)

    Henderson, S.; Richardson, A. D.; Kosmala, M.; Ward, D.; Bevington, K.

    2015-12-01

    In the past decade, there has been increasing interest in exploring phenology as a way to better understand how the natural world is responding to changing climates. Concurrently, there has been rapid growth in the collection and analysis of data by non-experts. So called 'citizen scientists' are collecting and analyzing data at unprecedented rates on a variety of topics including plant phenology. Through the development of online programs and activities, citizen science data is being collected at spatial and temporal scales that were previously not possible. Citizen science data vastly exceeds what scientists or land managers can collect or analyze on their own. As such, it provides opportunities for scaling both in terms of data collection and analysis. This presentation will focus on two plant phenology projects that involve citizen scientists in the data life cycle at different scales - Project BudBurst which is based on the collection of ground observations and Season Spotter which is based on the classification of remotely sensed landscape imagery. NEON's Project BudBurst (budburst.org) is a national citizen science program focused on the collection of observations of the timing of leafing, flowering, and fruiting in hundreds of plant species. The PhenoCam Network's Season Spotter (seasonspotter.org) engages individuals in the classification and annotation of a variety of vegetated landscape images via a new platform on Zooniverse. Citizen Science contributions to plant phenology are proving to be an invaluable tool that can be used to both validate existing and support development of new methods to extract phenology information from remotely sensed imagery including PhenoCam and satellite sources. This presentation will compare and contrast the contribution made to the study of plant phenology at multiple scales - ground observation data of individual plants and classification and annotation of data collected through a network do automated digital cameras.

  17. SOLIB: A Social Science Program Library for Small Computers.

    ERIC Educational Resources Information Center

    Halley, Fred S.

    A package of social science programs--Sociology Library (SOLIB)--for small computers provides users with a partial solution to the problems stemming from the heterogeneity of social science applications programs. SOLIB offers a uniform approach to data handling and program documentation; all its programs are written in standard FORTRAN for the IBM…

  18. Laser Science & Technology Program Annual Report - 2000

    SciTech Connect

    Chen, H-L

    2001-03-20

    The Laser Science and Technology (LS&T) Program Annual Report 2001 provides documentation of the achievements of the LLNL LS&T Program during the April 2001 to March 2002 period using three formats: (1) an Overview that is a narrative summary of important results for the year; (2) brief summaries of research and development activity highlights within the four Program elements: Advanced Lasers and Components (AL&C), Laser Optics and Materials (LO&M), Short Pulse Laser Applications and Technologies (SPLAT), and High-Energy Laser System and Tests (HELST); and (3) a compilation of selected articles and technical reports published in reputable scientific or technology journals in this period. All three elements (Annual Overview, Activity Highlights, and Technical Reports) are also on the Web: http://laser.llnl.gov/lasers/pubs/icfq.html. The underlying mission for the LS&T Program is to develop advanced lasers, optics, and materials technologies and applications to solve problems and create new capabilities of importance to the Laboratory and the nation. This mission statement has been our guide for defining work appropriate for our Program. A major new focus of LS&T beginning this past year has been the development of high peak power short-pulse capability for the National Ignition Facility (NIF). LS&T is committed to this activity.

  19. NASA's Earth science flight program status

    NASA Astrophysics Data System (ADS)

    Neeck, Steven P.; Volz, Stephen M.

    2010-10-01

    NASA's strategic goal to "advance scientific understanding of the changing Earth system to meet societal needs" continues the agency's legacy of expanding human knowledge of the Earth through space activities, as mandated by the National Aeronautics and Space Act of 1958. Over the past 50 years, NASA has been the world leader in developing space-based Earth observing systems and capabilities that have fundamentally changed our view of our planet and have defined Earth system science. The U.S. National Research Council report "Earth Observations from Space: The First 50 Years of Scientific Achievements" published in 2008 by the National Academy of Sciences articulates those key achievements and the evolution of the space observing capabilities, looking forward to growing potential to address Earth science questions and enable an abundance of practical applications. NASA's Earth science program is an end-to-end one that encompasses the development of observational techniques and the instrument technology needed to implement them. This includes laboratory testing and demonstration from surface, airborne, or space-based platforms; research to increase basic process knowledge; incorporation of results into complex computational models to more fully characterize the present state and future evolution of the Earth system; and development of partnerships with national and international organizations that can use the generated information in environmental forecasting and in policy, business, and management decisions. Currently, NASA's Earth Science Division (ESD) has 14 operating Earth science space missions with 6 in development and 18 under study or in technology risk reduction. Two Tier 2 Decadal Survey climate-focused missions, Active Sensing of CO2 Emissions over Nights, Days and Seasons (ASCENDS) and Surface Water and Ocean Topography (SWOT), have been identified in conjunction with the U.S. Global Change Research Program and initiated for launch in the 2019

  20. Building Resilience After School for Early Adolescents in Urban Poverty: Open Trial of Leaders @ Play.

    PubMed

    Frazier, Stacy L; Dinizulu, Sonya Mathies; Rusch, Dana; Boustani, Maya M; Mehta, Tara G; Reitz, Kristin

    2015-11-01

    Leaders @ Play is a park after-school program for urban middle school youth designed to leverage recreational activities for social emotional learning. Mental health and park staff co-facilitated sports and games to teach and practice problem solving, emotion regulation, and effective communication. Additional practice occurred during multi-family groups and summer internships as junior camp counselors. We examined feasibility and promise via an open trial (n = 3 parks, 46 youth, 100 % African American, 100 % low-income, 59 % female, M = 13.09 years old). Improvements in social skills and reductions in problem behaviors lend support to after school programs as a space for mental health promotion. PMID:25425012

  1. The SIM PlanetQuest Science Program

    NASA Technical Reports Server (NTRS)

    Edberg, Stephen J.; Traub, Wesley A.; Unwin, Stephen C.; Marr, James C., IV

    2007-01-01

    SIM PlanetQuest (hereafter, just SIM) is a NASA mission to measure the angular positions of stars with unprecedented accuracy. We outline the main astrophysical science programs planned for SIM, and related opportunities for community participation. We focus especially on SIM's ability to detect exoplanets as small as the Earth around nearby stars. The planned synergy between SIM and other planet-finding missions including Kepler and GAIA, and planet-characterizing missions including the James Webb Space Telescope (JWST), Terrestrial Planet Finder--Coronagraph (TPF-C), and Terrestrial Planet Finder--Interferometer (TPF-I), is a key element in NASA's Navigator Program to find Earth-like planets, determine their habitability, and search for signs of life in the universe. SIM's technology development is now complete and the project is proceeding towards a launch in the next decade.

  2. A research program in empirical computer science

    NASA Technical Reports Server (NTRS)

    Knight, J. C.

    1991-01-01

    During the grant reporting period our primary activities have been to begin preparation for the establishment of a research program in experimental computer science. The focus of research in this program will be safety-critical systems. Many questions that arise in the effort to improve software dependability can only be addressed empirically. For example, there is no way to predict the performance of the various proposed approaches to building fault-tolerant software. Performance models, though valuable, are parameterized and cannot be used to make quantitative predictions without experimental determination of underlying distributions. In the past, experimentation has been able to shed some light on the practical benefits and limitations of software fault tolerance. It is common, also, for experimentation to reveal new questions or new aspects of problems that were previously unknown. A good example is the Consistent Comparison Problem that was revealed by experimentation and subsequently studied in depth. The result was a clear understanding of a previously unknown problem with software fault tolerance. The purpose of a research program in empirical computer science is to perform controlled experiments in the area of real-time, embedded control systems. The goal of the various experiments will be to determine better approaches to the construction of the software for computing systems that have to be relied upon. As such it will validate research concepts from other sources, provide new research results, and facilitate the transition of research results from concepts to practical procedures that can be applied with low risk to NASA flight projects. The target of experimentation will be the production software development activities undertaken by any organization prepared to contribute to the research program. Experimental goals, procedures, data analysis and result reporting will be performed for the most part by the University of Virginia.

  3. SMILE--Science and Mathematics Investigative Learning Experiences.

    ERIC Educational Resources Information Center

    Orzech, Miriam W.; Borden, Sue

    Oregon State University (OSU) designed and implemented the Science and Mathematics Investigative Learning Experiences Program (SMILE) to encourage minority students to pursue careers in science and engineering. SMILE offers an after-school enrichment program for middle-school Hispanic and Native American students in eight rural Oregon communities.…

  4. Computer programming: Science, art, or both?

    NASA Astrophysics Data System (ADS)

    Gum, Sandra Trent

    The purpose of this study was to determine if spatial intelligence contributes to a student's success in a computer science major or if mathematical-logical intelligence is sufficient data on which to base a prediction of success. The study was performed at a small university. The sample consisted of 15 computer science (CS) majors, enrolled in a computer science class, and 15 non-CS-majors, enrolled in a statistics class. Seven of the CS-majors were considered advanced and seven were considered less advanced. The independent measures were: the mathematics and the English scores from the ACT/SAT (CS-majors); a questionnaire to obtain personal information; the major area of study which compared CS-majors to all other majors; and the number of completed computer science classes (CS-majors) to determine advanced and less advanced CS-majors. The dependent measures were: a multiple intelligence inventory for adults to determine perception of intelligences; the GEFT to determine field independence independence; the Card Rotations Test to determine spatial orientation ability; the Maze Tracing Speed Test to determine spatial scanning ability; and the Surface Development test to determine visualization ability. The visualization measure correlated positively and significantly with the GEFT. The year in college correlated positively and significantly with the GEFT and visualization measure for CS-majors and correlated negatively for non-CS-majors. Although non-CS-majors scored higher on the spatial orientation measure, CS-majors scored significantly higher on the spatial scanning measure. The year in college correlated negatively with many of the measures and perceptions of intelligences among both groups; however, there were more significant negative correlations among non-CS-majors. Results indicated that experience in computer programming may increase field independence, visualization ability, and spatial scanning ability while decreasing spatial orientation ability. The

  5. Programs in Science for Minority Students, 1960-1975.

    ERIC Educational Resources Information Center

    Malcom, Shirley Mahaley, Comp.; And Others

    This document provides an alphabetical list of programs designed to improve the science education of minority groups and to increase their participation in science and science-related careers. Minority refers to such racial and/or ethnic groups as Blacks, Chicanos/Mexican Americans, Native Americans/American Indians, and Puerto Ricans. Programs in…

  6. The impact of an experiential science program on fourth-grade students' knowledge of and feelings about ecological science

    NASA Astrophysics Data System (ADS)

    Loman, Karen Lynn

    Problem. EarthWorks, an experiential science program of The Learning Exchange, is designed to place children in authentic, real-life situations within which they can engage in problem-solving situations utilizing critical thinking skills. The program consists of three components: a pre-visit curriculum, an on-site visit to the EarthWorks learning laboratory, and a follow-up curriculum. EarthWorks is a new program to The Learning Exchange. There are no baseline data available to determine the effectiveness of the program. Purpose. The present study was designed to evaluate the impact of an experiential science program, EarthWorks, on fourth-grade students' understanding of ecological science and feelings toward science. Participants in the study were fourth-grade students who participated in one of three intervention groups: students enrolled in the complete EarthWorks program, including curriculum and on-site experience; students completing the EarthWorks curriculum only; and students completing the traditional science program. Individual student feedback, gathered by a questionnaire, was analyzed for a test of differences at each phase of the intervention and for the degree of impact of each different intervention. Procedures. Fourth-grade students from three different schools in a large urban city in Missouri participated in the study. Elementary School A's fourth-grade level participated in the complete EarthWorks program. Elementary School B's fourth-grade level completed only the curriculum portion of the EarthWorks program. Elementary School C did not participate in any part of the EarthWorks program. Students were asked to complete questionnaires at four points during the study: (1) September, before Schools A and B began the EarthWorks curriculum; (2) late October, after Schools A and B completed the EarthWorks curriculum and before School A had the on-site experience; (3) mid November, Schools A and B completed the EarthWorks curriculum and School A had

  7. The Stanford Medical Youth Science Program: Educational and Science-Related Outcomes

    ERIC Educational Resources Information Center

    Crump, Casey; Ned, Judith; Winkleby, Marilyn A.

    2015-01-01

    Biomedical preparatory programs (pipeline programs) have been developed at colleges and universities to better prepare youth for entering science- and health-related careers, but outcomes of such programs have seldom been rigorously evaluated. We conducted a matched cohort study to evaluate the Stanford Medical Youth Science Program's Summer…

  8. Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

    ERIC Educational Resources Information Center

    Rhee, Hyang-yon; Choi, Kyunghee

    2014-01-01

    The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized…

  9. Learning from Failure: A Case Study of Where an Extracurricular Science Program Went Wrong

    NASA Astrophysics Data System (ADS)

    Ben Zvi Assaraf, Orit

    2011-10-01

    This article re-examines the learning environment in an after-school science program for socio-economically disadvantaged children, attempting to discover why the particular group we studied failed to make significant progress between pre and post program testing, while other groups undergoing the same program elsewhere succeeded. Data composed of in class observations, students' class workbooks and perceptive/cognitive interviews was analyzed qualitatively to construct a picture of the learning environment as experienced by both the students and their student teacher, Liora. Our primary finding revealed a striking dissonance between the program's student-centered theory (based on the tenets of social-constructivism) and the classroom reality enforced by Liora, who ran the lessons primarily as a monologue that left very little room for active student participation. This disparity was further complicated by an ambiguity in Liora's position as an authority figure, wherein she wavered between her predilection for a rigid, authoritative teaching environment and a desire to be her students' friend and confidante.

  10. Using the Earth as an Effective Model for Integrating Space Science Into Education Outreach Programs

    NASA Astrophysics Data System (ADS)

    Morris, P. A.; Allen, J.; Galindo, C.; McKay, G.; Obot, V.; Reiff, P.

    2005-05-01

    programs available via either the Internet or CD (e.g., those distributed by P. Reiff, Rice University) that provide inquiry-based activities for students. There is great potential to share the connections of Earth and space science by using NASA developed education materials. The materials can be adapted for the classroom, after school programs, family outreach events, and summer science enrichment programs.

  11. NASA Airborne Science Program: NASA Stratospheric Platforms

    NASA Technical Reports Server (NTRS)

    Curry, Robert E.

    2010-01-01

    The National Aeronautics and Space Administration conducts a wide variety of remote sensing projects using several unique aircraft platforms. These vehicles have been selected and modified to provide capabilities that are particularly important for geophysical research, in particular, routine access to very high altitudes, long range, long endurance, precise trajectory control, and the payload capacity to operate multiple, diverse instruments concurrently. While the NASA program has been in operation for over 30 years, new aircraft and technological advances that will expand the capabilities for airborne observation are continually being assessed and implemented. This presentation will review the current state of NASA's science platforms, recent improvements and new missions concepts as well as provide a survey of emerging technologies unmanned aerial vehicles for long duration observations (Global Hawk and Predator). Applications of information technology that allow more efficient use of flight time and the ability to rapidly reconfigure systems for different mission objectives are addressed.

  12. Microgravity science & applications. Program tasks and bibliography for FY 1995

    NASA Technical Reports Server (NTRS)

    1996-01-01

    This annual report includes research projects funded by the Office of Life and Microgravity Sciences and Applications, Microgravity Science and Applications Division, during FY 1994. It is a compilation of program tasks (objective, description, significance, progress, students funded under research, and bibliographic citations) for flight research and ground based research in five major scientific disciplines: benchmark science, biotechnology, combustion science, fluid physics, and materials science. Advanced technology development (ATD) program task descriptions are also included. The bibliography cites the related principle investigator (PI) publications and presentations for these program tasks in FY 1994. Three appendices include a Table of Acronyms, a Guest Investigator index and a Principle Investigator index.

  13. Elementary School Science: An Integrated Teacher Education Program.

    ERIC Educational Resources Information Center

    MacMahan, Horace; Stevens, Suzanne

    1993-01-01

    Reports on revisions to the teacher education program at Eastern Michigan University to improve teacher preparation for teaching science, especially physics and chemistry, in the elementary grades. (LZ)

  14. After-School Tutoring for Reading Achievement and Urban Middle School Students

    ERIC Educational Resources Information Center

    Nelson-Royes, Andrea M.; Reglin, Gary L.

    2011-01-01

    This research study's purpose or theme was to qualitatively investigate the reading component of a private after-school tutoring program that offered academic assistance to eighth-grade students. The problem with reading is many urban middle school students have poor reading skills and do not perform well on reading standardized tests. Relative to…

  15. Handbook of Policies and Procedures for Before-and-After-School Child Care Staff.

    ERIC Educational Resources Information Center

    1991

    This handbook, which is provided by the Adel-Desoto Community School District for new staff members, covers all aspects of the before-and-after-school child care program, including: (1) the school itself (facilities and equipment); (2) the staff (employment qualifications, requirements, and classifications; policies regarding conduct, appearance,…

  16. Making Games after School: Participatory Game Design in Non-Formal Learning Environments

    ERIC Educational Resources Information Center

    Clark, Kevin; Brandt, Jami; Hopkins, Rhonda; Wilhelm, Jason

    2009-01-01

    Participatory design principles were used with primarily African-American and Latino children in the Washington, DC area in the development of sports-themed digital game prototypes in an after-school program. The three stages in participatory design are the discovery stage, the evaluative stage, and prototyping. Within the participatory design…

  17. After-School Pursuits: An Examination of Outcomes in the San Francisco Beacon Initiative

    ERIC Educational Resources Information Center

    Walker, Karen E.; Arbreton, Amy J.A.

    2004-01-01

    The San Francisco Beacon Initiative (SFBI) has been in effect in the San Francisco Unified School District since 1996. A collaboration of public and private funders, SFBI operates comprehensive after-school programs in six middle schools, one elementary school and one high school. Public/Private Ventures' (P/PV's) evaluation found that SFBI…

  18. Investment in After-School Programs. Hearing before a Subcommittee of the Committee on Appropriations, United States Senate. One Hundred Eighth Congress, First Session, Special Hearing (May 13, 2003).

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. Senate Committee on Appropriations.

    This hearing considers the budget request by the Department of Education for fiscal year 2004 for the 21st Century Community Learning Centers Program. The request by the Department is for $600 million, a sharp reduction of last year's appropriation, which was $993 million. This is a program that serves approximately 1,300,000 students in 1,400…

  19. Learning from Science: Case Studies of Science Offerings in Afterschool Programs

    ERIC Educational Resources Information Center

    Lundh, Patrik; House, Ann; Means, Barbara; Harris, Christopher J.

    2013-01-01

    Afterschool programs have increasingly gained attention as settings that can help enrich students' science learning. Even though science is widely included in afterschool activities, sites often lack adequate materials and staff know-how to implement quality science. To address this need, this article examines afterschool science in light of…

  20. Laser Science and Technology Program Update 2001

    SciTech Connect

    Chen, H L; Hackel, L A

    2002-01-01

    The Laser Science and Technology (LS&T) Program's mission is to develop advanced solid-state lasers, optics, materials technologies, and applications to solve problems and create new capabilities of importance to the Nation and the Laboratory. A top, near-term priority is to provide technical support to the National Ignition Facility (NIF) to ensure activation success. LS&T provides the NIF Programs with core competencies and supports its economic viability. The primary objectives of LS&T activities in fiscal year (FY) 2001 have been threefold: (1) to support deployment of hardware and to enhance lasers and optics performance for NIF, (2) to develop advanced solid-state laser systems and optical components for the Department of Energy (DOE) and the Department of Defense (DoD), and (3) to invent, develop, and deliver improved concepts and hardware for other government agencies and U.S. industry. Special efforts have also been devoted to building and maintaining our capabilities in three technology areas: high-power solid-state lasers, high-power optical materials, and applications of advanced lasers.

  1. Staff Development Program in Science K-5.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    The need to reinforce the skills of science teachers and supervisors and the need to increase student performance in the sciences have become critical national concerns. The importance of quality science education grows as science and technology continue to be major factors in our daily lives. New York City has recognized the need to enhance…

  2. Students' Attitudes toward an After-School Physical Activity Programme

    ERIC Educational Resources Information Center

    Agbuga, Bulent; Xiang, Ping; McBride, Ron

    2013-01-01

    Though considerable research on student attitudes has been conducted in physical education, little information exists concerning student attitudes toward after-school physical activity programmes. This study assessed students' attitudes toward their after-school physical activity programme located in southwest Texas, USA. Participants included 158…

  3. After-School Tutoring and the Distribution of Student Performance

    ERIC Educational Resources Information Center

    Huang, Min-Hsiung

    2013-01-01

    As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school…

  4. Scholars Ponder Goals of Science, Technology and Society Programs.

    ERIC Educational Resources Information Center

    Lepkowski, Wil

    1989-01-01

    Discussed is the twentieth anniversary of Cornell's program on science, technology, and society (STS); one of the country's largest and most influential. Described is the current status of STS programs around the country. Surveys social problems affecting STS areas. (MVL)

  5. Atmospheric Radiation Measurement Program Science Plan. Current Status and Future Directions of the ARM Science Program

    SciTech Connect

    Ackerman, Thomas P.; Del Genio, Anthony D.; Ellingson, Robert G.; Ferrare, Richard A.; Klein, Steve A.; McFarquhar, Gregory M.; Lamb, Peter J.; Long, Charles M.; Verlinde, Johannes

    2004-10-30

    The Atmospheric Radiation Measurement (ARM) Program has matured into one of the key programs in the U.S. Climate Change Science Program. The ARM Program has achieved considerable scientific success in a broad range of activities, including site and instrument development, atmospheric radiative transfer, aerosol science, determination of cloud properties, cloud modeling, and cloud parameterization testing and development. The focus of ARM science has naturally shifted during the last few years to an increasing emphasis on modeling and parameterization studies to take advantage of the long time series of data now available. During the next 5 years, the principal focus of the ARM science program will be to: Maintain the data record at the fixed ARM sites for at least the next five years; Improve significantly our understanding of and ability to parameterize the 3-D cloud-radiation problem at scales from the local atmospheric column to the global climate model (GCM) grid square; Continue developing techniques to retrieve the properties of all clouds, with a special focus on ice clouds and mixed-phase clouds; Develop a focused research effort on the indirect aerosol problem that spans observations, physical models, and climate model parameterizations; Implement and evaluate an operational methodology to calculate broad-band heating rates in the atmospheric columns at the ARM sites; Develop and implement methodologies to use ARM data more effectively to test atmospheric models, both at the cloud-resolving model scale and the GCM scale; and, Use these methodologies to diagnose cloud parameterization performance and then refine these parameterizations to improve the accuracy of climate model simulations. In addition, the ARM Program is actively developing a new ARM Mobile Facility (AMF) that will be available for short deployments (several months to a year or more) in climatically important regions. The AMF will have much of the same instrumentation as the remote

  6. Beginning Science Curriculum for English Speaking Tropical Africa (African Primary Science Program). Final Report.

    ERIC Educational Resources Information Center

    Education Development Center, Inc., Newton, MA.

    The African Primary Science Program, which was established in 1960 as part of the African Education Program, has operated widely in English-speaking African countries. Science centers have been established with program assistance in seven of these: Ghana, Kenya, Malawi, Nigeria, Sierra Leone, Tanzania, and Uganda. Its goals have been centered on…

  7. Integrating Ethics in Science into a Summer Undergraduate Research Program

    NASA Astrophysics Data System (ADS)

    Shachter, Amy M.

    2003-05-01

    We describe the development, implementation, and assessment of an Ethics in Science program as a component of a summer undergraduate research site. The goals and course content of the program overlap with those outlined in the proposed Office of Research Integrity Public Health Service Policy on Instruction in the Responsible Conduct of Research (RCR). The Ethics in Science program provides a model for RCR instructional programs.

  8. Laser Science and Technology Program Update 2002

    SciTech Connect

    Hackel, L A; Chen, H L

    2003-03-01

    The Laser Science and Technology (LS&T) Program's mission is to develop advanced lasers, optics, materials technologies, and applications to solve problems and create new capabilities of importance to the nation and the Laboratory. A top, near-term priority is to provide technical support in the deployment and upgrade of the National Ignition Facility (NIF). Our other program activities synergistically develop technologies that are of interest to the NIF Directorate but outside the scope of the NIF funding. The primary objectives of LS&T activities in 2002 have been fourfold--(a) to support deployment of hardware and to enhance laser and optics performance for NIF, (b) to develop high-energy petawatt laser science and technology for the Department of Energy (DOE), (c) to develop advanced solid-state laser systems and optical components for the Department of Defense (DoD), and to invent develop, and deliver improved concepts and hardware for other government agencies and industry. Special efforts have been devoted to building and maintaining our capabilities in three technology areas: high-power short-pulse solid-state lasers, high-power optical materials, and applications of advanced lasers. LS&T activities during 2002 focused on seven major areas: (1) NIF Project--LS&T led major advances in the deployment of NIF Final Optics Assembly (FOA) and the development of 3{omega} optics processing and treatment technologies to enhance NIF's operations and performance capabilities. (2) Stockpile Stewardship Program (SSP)--LS&T personnel continued development of ultrashort-pulse lasers and high-power, large-aperture optics for applications in SSP, extreme-field science and national defense. To enhance the high-energy petawatt (HEPW) capability in NIF, LS&T continued development of advanced compressor-grating and front-end laser technologies utilizing optical-parametric chirped-pulse amplification (OPCPA). (3) High-energy-density physics and inertial fusion energy

  9. Diversifying Science: Underrepresented Student Experiences in Structured Research Programs

    ERIC Educational Resources Information Center

    Hurtado, Sylvia; Cabrera, Nolan L.; Lin, Monica H.; Arellano, Lucy; Espinosa, Lorelle L.

    2009-01-01

    Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma.…

  10. New Equations: The Urban Schools Science and Mathematics Program.

    ERIC Educational Resources Information Center

    Archer, Elayne

    This report describes the efforts of three urban school districts participating in the Urban Schools Science and Mathematics Program (USSAMP) to enhance mathematics and science education in the middle grades and to prepare more African-American, Latino, and female students for career opportunities in technology and science. In Atlanta (Georgia),…

  11. Diversifying Science: Underrepresented Student Experiences in Structured Research Programs

    PubMed Central

    Cabrera, Nolan L.; Lin, Monica H.; Arellano, Lucy; Espinosa, Lorelle L.

    2013-01-01

    Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of “doing science” in these programs. PMID:23503690

  12. Practices and Innovations in Australian Science Teacher Education Programs

    NASA Astrophysics Data System (ADS)

    Palmer, David

    2008-03-01

    This paper reports part of a larger study which was designed to investigate current practices in initial teacher education programs in Australia. The main data collection was by telephone interviews, which were carried out with science education specialists and program coordinators at all institutions which offer primary teacher education or secondary science teacher education. The interviews focused on practices in relation to program structures, science content studies, science methods studies and links to science-related school projects or to science business/industry. A large number of innovative practices were described. In addition, several case studies were carried out, which focused on particular innovations. The study identified several aspects of science teacher education which were of concern.

  13. Development and Evaluation of the Science Careers Program. Final Report.

    ERIC Educational Resources Information Center

    Weiss, Iris R.

    This report discusses the development of the Science Careers Program (SCP), describes the final product, presents the results of an evaluation study of the program, and discusses plans for dissemination. SCP is aimed at increasing the career relevance of science education for all students in grades 4-9, while at the same time particularly…

  14. Exemplary Programs in Physics, Chemistry, Biology, and Earth Science.

    ERIC Educational Resources Information Center

    Yager, Robert E., Ed.

    The 1982 Search for Excellence in Science Education project has identified 50 exemplary programs in physics, chemistry, biology, and earth science. Descriptions of four of these programs and the criteria used in their selection are presented. The first section reviews the direction established by Project Synthesis in searching for exemplary…

  15. 75 FR 22576 - Minority Science and Engineering Improvement Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-04-29

    ...: Background On April 1, 2009, we published a notice in the Federal Register (74 FR 14790) inviting... Minority Science and Engineering Improvement Program AGENCY: Office of Postsecondary Education, Department... Minority Science and Engineering Improvement Program. SUMMARY: The Secretary intends to use the grant...

  16. Program in Health and Medical Sciences, University of California, Berkeley.

    ERIC Educational Resources Information Center

    Rovnanek, Agnes

    In 1972, the development of a health sciences education program, oriented to health rather than medicine alone, was initiated at UCB. Summarized in this report are the major activities of the first three years in the areas of: an M.S. degree in health and medical sciences; a "medical option" program designed to prepare students for advanced…

  17. Asdeqwa Yoedza: The Outdoor Seneca Science Teaching Program.

    ERIC Educational Resources Information Center

    Dobey, Daniel C.; And Others

    1996-01-01

    A summer science enrichment program addressed the cultural and academic needs of middle school students living on the Cattaraugus and Allegany reservations of the Seneca Nation (New York). The program integrated language arts skills and science content with Seneca culture and language. Learning activities included vocabulary lessons, critical and…

  18. Case Studies of Liberal Arts Computer Science Programs

    ERIC Educational Resources Information Center

    Baldwin, D.; Brady, A.; Danyluk, A.; Adams, J.; Lawrence, A.

    2010-01-01

    Many undergraduate liberal arts institutions offer computer science majors. This article illustrates how quality computer science programs can be realized in a wide variety of liberal arts settings by describing and contrasting the actual programs at five liberal arts colleges: Williams College, Kalamazoo College, the State University of New York…

  19. Microgravity Combustion Science: 1995 Program Update

    NASA Technical Reports Server (NTRS)

    Ross, Howard D. (Editor); Gokoglu, Suleyman A. (Editor); Friedman, Robert (Editor)

    1995-01-01

    Microgravity greatly benefits the study of fundamental combustion processes. In this environment, buoyancy-induced flow is nearly eliminated, weak or normally obscured forces and flows can be isolated, gravitational settling or sedimentation is nearly eliminated, and temporal and spatial scales can be expanded. This document reviews the state of knowledge in microgravity combustion science with the emphasis on NASA-sponsored developments in the current period of 1992 to early 1995. The subjects cover basic research in gaseous premixed and diffusion-flame systems, flame structure and sooting, liquid droplets and pools, and solid-surface ignition and flame spread. They also cover applied research in combustion synthesis of ceramic-metal composites, advanced diagnostic instrumentation, and on-orbit fire safety. The review promotes continuing research by describing the opportunities for Principal Investigator participation through the NASA Research Announcement program and the available NASA Lewis Research Center ground-based facilities and spaceflight accommodations. This review is compiled by the members and associates of the NASA Lewis Microgravity Combustion Branch, and it serves as an update of two previous overview reports.

  20. Research Experiences in Community College Science Programs

    NASA Astrophysics Data System (ADS)

    Beauregard, A.

    2011-12-01

    research with my community college students by partnering with a research oceanographer. Through this partnership, students have had access to an active oceanographic researcher through classroom visits, use of data in curriculum, and research/cruise progress updates. With very little research activity currently going on at the community college, this "window" into scientific research is invaluable. Another important aspect of this project is the development of a summer internship program that has allowed four community college students to work directly with an oceanographer in her lab for ten weeks. This connection of community college students with world-class scientists in the field promotes better understanding of research and potentially may encourage more students to major in the sciences. In either approach, the interaction with scientists at different stages of their careers, from undergraduate and graduate students at universities to post docs and research scientists, also provides community college students with the opportunity to gain insight into possible career pathways. For both majors and non-majors, a key outcome of such experiences will be gaining experience in using inquiry and reasoning through the scientific method and becoming comfortable with data and technology.

  1. Jumpin' Jaguars: Encouraging Physical Activity After School

    ERIC Educational Resources Information Center

    Erwin, Heather E.; Rose, Stephanie A.; Small, Sarah R.; Perman, Jay

    2016-01-01

    Many afterschool physical activity programs and curricula are available, but evaluation of their effectiveness is needed. Well-marketed programs such as the Child and Adolescent Trial for Cardiovascular Health (CATCH) Kids Club have shown limited effectiveness in increasing physical activity for participants in comparison to control groups.…

  2. The Los Alamos Space Science Outreach (LASSO) Program

    NASA Astrophysics Data System (ADS)

    Barker, P. L.; Skoug, R. M.; Alexander, R. J.; Thomsen, M. F.; Gary, S. P.

    2002-12-01

    The Los Alamos Space Science Outreach (LASSO) program features summer workshops in which K-14 teachers spend several weeks at LANL learning space science from Los Alamos scientists and developing methods and materials for teaching this science to their students. The program is designed to provide hands-on space science training to teachers as well as assistance in developing lesson plans for use in their classrooms. The program supports an instructional model based on education research and cognitive theory. Students and teachers engage in activities that encourage critical thinking and a constructivist approach to learning. LASSO is run through the Los Alamos Science Education Team (SET). SET personnel have many years of experience in teaching, education research, and science education programs. Their involvement ensures that the teacher workshop program is grounded in sound pedagogical methods and meets current educational standards. Lesson plans focus on current LANL satellite projects to study the solar wind and the Earth's magnetosphere. LASSO is an umbrella program for space science education activities at Los Alamos National Laboratory (LANL) that was created to enhance the science and math interests and skills of students from New Mexico and the nation. The LASSO umbrella allows maximum leveraging of EPO funding from a number of projects (and thus maximum educational benefits to both students and teachers), while providing a format for the expression of the unique science perspective of each project.

  3. The science experience: The relationship between an inquiry-based science program and student outcomes

    NASA Astrophysics Data System (ADS)

    Poderoso, Charie

    Science education reforms in U.S. schools emphasize the importance of students' construction of knowledge through inquiry. Organizations such as the National Science Foundation (NSF), the National Research Council (NRC), and the American Association for the Advancement of Science (AAAS) have demonstrated a commitment to searching for solutions and renewed efforts to improve science education. One suggestion for science education reform in U.S. schools was a transition from traditional didactic, textbook-based to inquiry-based instructional programs. While inquiry has shown evidence for improved student learning in science, what is needed is empirical evidence of those inquiry-based practices that affect student outcomes in a local context. This study explores the relationship between instructional programs and curricular changes affecting student outcomes in the Santa Ana Unified District (SAUSD): It provides evidence related to achievement and attitudes. SAUSD employs two approaches to teaching in the middle school science classrooms: traditional and inquiry-based approaches. The Leadership and Assistance for Science Education Reform (LASER) program is an inquiry-based science program that utilizes resources for implementation of the University of California Berkeley's Lawrence Hall of Science Education for Public Understanding Program (SEPUP) to support inquiry-based teaching and learning. Findings in this study provide empirical support related to outcomes of seventh-grade students, N = 328, in the LASER and traditional science programs in SAUSD.

  4. Preparing Students for Middle School Through After-School STEM Activities

    NASA Astrophysics Data System (ADS)

    Moreno, Nancy P.; Tharp, Barbara Z.; Vogt, Gregory; Newell, Alana D.; Burnett, Christopher A.

    2016-09-01

    The middle school years are a crucial time for cultivating students' interest in and preparedness for future STEM careers. However, not all middle school children are provided opportunities to engage, learn and achieve in STEM subject areas. Engineering, in particular, is neglected in these grades because it usually is not part of science or mathematics curricula. This study investigates the effectiveness of an engineering-integrated STEM curriculum designed for use in an after-school environment. The inquiry-based activities comprising the unit, Think Like an Astronaut, were intended to introduce students to STEM careers—specifically engineering and aerospace engineering—and enhance their skills and knowledge applicable related to typical middle school science objectives. Results of a field test with a diverse population of 5th grade students in nine schools revealed that Think Like an Astronaut lessons are appropriate for an after-school environment, and may potentially help increase students' STEM-related content knowledge and skills.

  5. Science for the People: High School Students Investigate Community Air Quality

    ERIC Educational Resources Information Center

    Marks-Block, Tony

    2011-01-01

    Over a year, a small group of high school students risked their afternoons and summer to participate in a science program that was "much different from science class." This was one of several after-school programs in Oakland and Richmond that the author was leading as an instructor with the East Bay Academy for Young Scientists (EBAYS). Students…

  6. Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

    NASA Astrophysics Data System (ADS)

    Ajhar, Edward A.; Blackwell, E.; Quesada, D.

    2010-05-01

    In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

  7. Recent Initiatives from the Science Education Program at PPPL

    NASA Astrophysics Data System (ADS)

    Post-Zwicker, Andrew; Delooper, John

    2005-10-01

    In the past year, the Science Education Program (SEP) has initiated or enhanced several new collaborations for K-16 students and teachers as well as the general public. Most of these programs are housed in the Plasma Science Education Laboratory, whose upgraded facilities opened in September 2005. The Plasma Camp program was reconfigured for middle school teachers while the ``Energy in the 21st Century'' enrichment program for high school students was expanded. The new middle school Science Bowl was also improved. A collaboration with a ``special needs'' school now includes teacher training and curriculum development centered on energy-related topics. Finally, new programs with local science museums will include remote video conferencing from the NSTX control room for Master Teachers, a tabletop plasma experiment, and new plasma displays for the general public. Along with education programs, student research in the laboratory concentrates on an ECR sputter source and transport measurements in a dusty plasma.

  8. Impact of Informal Science Education on Children's Attitudes About Science

    NASA Astrophysics Data System (ADS)

    Wulf, Rosemary; Mayhew, Laurel M.; Finkelstein, Noah D.

    2010-10-01

    The JILA Physics Frontier Center Partnerships for Informal Science Education in the Community (PISEC) provides informal afterschool inquiry-based science teaching opportunities for university participants with children typically underrepresented in science. We focus on the potential for this program to help increase children's interest in science, mathematics, and engineering and their understanding of the nature of science by validating the Children's Attitude Survey, which is based on the Colorado Learning Attitudes about Science Survey [1] and designed to measure shifts in children's attitudes about science and the nature of science. We present pre- and post-semester results for several semesters of the PISEC program, and demonstrate that, unlike most introductory physics courses in college, our after-school informal science programs support and promote positive attitudes about science.

  9. After-School Spaces: Looking for Learning in All the Right Places

    NASA Astrophysics Data System (ADS)

    Schnittka, Christine G.; Evans, Michael A.; Won, Samantha G. L.; Drape, Tiffany A.

    2016-06-01

    After-school settings provide youth with homework support, social outlets and fun activities, and help build self-confidence. They are safe places for forming relationships with caring adults. More after-school settings are starting to integrate Science, Technology, Engineering, and Mathematics (STEM) topics. What science skills and concepts might youth learn in engineering design-based after-school settings? Traditional assessments often fail to capture the ways youth learn in informal settings, and deep science understandings are notoriously difficult to measure. In this study, we examined three after-school settings where 65 youth were learning science through engineering design challenges. In this informal setting, we examined storyboards, social networking forum (SNF) chat logs, videos of whole-class interactions, interviews with groups and single participants, and traditional multiple-choice pre- and posttest results. As we looked for evidence of learning, we found that the social networking forum was rich with data. Interviews were even more informative, much more so than traditional pencil and paper multiple-choice tests. We found that different kinds of elicitation strategies adopted by site leaders and facilitators played an important role in the ways youth constructed knowledge. These elicitation strategies also helped us find evidence of learning. Based on findings, future iterations of the curricula will involve tighter integration of social networking forums, continued use of videotaped interviews for data collection, an increased focus on training site leaders and facilitators in elicitation strategies, and more open-ended pencil and paper assessments in order to facilitate the process of looking for learning.

  10. The Quality of School-Age Child Care in After-School Settings. Research-to-Policy Connections No. 7

    ERIC Educational Resources Information Center

    Little, Priscilla M.

    2007-01-01

    This brief identifies the features of high-quality after-school settings that have emerged from the research and are reflected in program quality tools. It also examines key research linking program quality to positive developmental outcomes; it reviews current practice in program quality assessment; and it offers considerations for policymakers…

  11. NASA Information Sciences and Human Factors Program

    NASA Technical Reports Server (NTRS)

    Holcomb, Lee; Hood, Ray; Montemerlo, Melvin; Jenkins, James; Smith, Paul; Dibattista, John; Depaula, Ramon; Hunter, Paul

    1990-01-01

    Fiscal year 1989 descriptions of technical accomplishments in seven sections are presented: automation and robotics; communications; computer sciences; controls and guidance; data systems; human factors; and sensor technology.

  12. NASA information sciences and human factors program

    NASA Technical Reports Server (NTRS)

    Holcomb, Lee; Hood, Ray; Montemerlo, Melvin; Jenkins, James; Smith, Paul; Dibattista, John; Depaula, Ramon; Hunter, Paul; Lavery, David

    1991-01-01

    The FY-90 descriptions of technical accomplishments are contained in seven sections: Automation and Robotics, Communications, Computer Sciences, Controls and Guidance, Data Systems, Human Factors, and Sensor Technology.

  13. NASA Information Sciences and Human Factors Program

    NASA Technical Reports Server (NTRS)

    Holcomb, Lee B.; Mciver, Duncan E.; Dibattista, John D.; Larsen, Ronald L.; Montemerlo, Melvin D.; Wallgren, Ken; Sokoloski, Marty; Wasicko, Dick

    1985-01-01

    This report contains FY 1984/85 descriptions and accomplishments in six sections: Computer Science and Automation, Controls and Guidance, Data Systems, Human Factors, Sensor Technology, and Communications.

  14. Enfoque en las horas despues del dia en escuela para la prevencion de violencia (Focus on After-School Time for Violence Prevention). ERIC Digest.

    ERIC Educational Resources Information Center

    Patten, Peggy; Robertson, Anne S.

    Perhaps 8 million children spend the after-school hours at home alone. In the absence of adult supervision, many of these youth are likely to engage in delinquent or other high-risk activities. This Spanish-language digest reveals research that suggests after-school programs can help to prevent youths from engaging in these activities in two ways:…

  15. Effect of Teacher Education Program on Science Process Skills of Pre-Service Science Teachers

    ERIC Educational Resources Information Center

    Yakar, Zeha

    2014-01-01

    Over the past three or more decades, many studies have been written about teacher education and the preparation of science teachers. Presented here is one which investigated the effectiveness of scientific process skills on pre-service science teachers of Pamukkale University Primary Science Teacher Education Program for four years. This study…

  16. In-Service Training of Elementary School Science Teachers. Advancing Education Through Science-Oriented Programs.

    ERIC Educational Resources Information Center

    Thier, Herbert D.

    In-service training of elementary school science teachers, the topic of the United States-Japan Joint Science Seminar held in Kyoto and Tokyo, Japan in 1975, is presented. Program innovations and their relationship to in-service education in the United States and Japan are discussed. The role of Japanese science centers and schools is included in…

  17. FWP executive summaries: basic energy sciences materials sciences and engineering program (SNL/NM).

    SciTech Connect

    Samara, George A.; Simmons, Jerry A.

    2006-07-01

    This report presents an Executive Summary of the various elements of the Materials Sciences and Engineering Program which is funded by the Division of Materials Sciences and Engineering, Office of Basic Energy Sciences, U.S. Department of Energy at Sandia National Laboratories, New Mexico. A general programmatic overview is also presented.

  18. Hybrid-Mentoring Programs for Beginning Elementary Science Teachers

    ERIC Educational Resources Information Center

    Bang, EunJin

    2013-01-01

    This study examines four induction models and teacher changes in science teaching practices, as a result of several mentoring programs. It explores three different computer-mediated mentoring programs, and a traditional offline induction program--in terms of interactivity, inquiry-based teaching, and topics of knowledge. Fifteen elementary science…

  19. Induction Programs for Science Teachers: What the Research Says.

    ERIC Educational Resources Information Center

    Luft, Julie A.

    Induction programs play a critical role in the development of professional educators. These programs support beginning teachers as their preservice ideology is challenged and as they experience constraints in working in a new school climate. While induction programs are a necessity for all beginning teachers, science teachers need carefully…

  20. Information systems requirements for the microgravity science and applications program

    NASA Technical Reports Server (NTRS)

    Kicza, M. E.; Kreer, J. R.

    1990-01-01

    NASA's Microgravity Science and Applications (MSAD) Program is presented. Additionally, the types of information produced within the program and the anticipated growth in information system requirements as the program transitions to Space Station Freedom utilization are discussed. Plans for payload operations support in the Freedom era are addressed, as well as current activities to define research community requirements for data and sample archives.

  1. Information systems requirements for the Microgravity Science and Applications Program

    NASA Technical Reports Server (NTRS)

    Kicza, M. E.; Kreer, J. R.

    1991-01-01

    NASA's Microgravity Science and Applications (MSAD) Program is presented. Additionally, the types of information produced wiithin the program and the anticipated growth in information system requirements as the program transitions to Space Station Freedom utilization are discussed. Plans for payload operations support in the Freedom era are addressed, as well as current activities to define research community requirements for data and sample archives.

  2. Whales and Hermit Crabs: Integrated Programming and Science.

    ERIC Educational Resources Information Center

    Kataoka, Joy C.; Lock, Robin

    1995-01-01

    This article describes an integrated program in marine biology. The program was implemented in a nongraded inclusive setting with second- to fourth-grade students whose abilities ranged from gifted to learning disabled. The program integrated science, art, music, language arts, and research and computer skills. (DB)

  3. Learning to teach science in a professional development school program

    NASA Astrophysics Data System (ADS)

    Hildreth, David P.

    1997-09-01

    The purpose of this study was to determine the effects of learning to teach science in a Professional Development School (PDS) program on university elementary education preservice teachers' (1) attitudes toward science, (2) science process skills achievement, and (3) sense of science teaching efficacy. Data were collected and analyzed using both quantitative and qualitative methods. Quantitative data were collected using the Science Attitude Inventory (North Carolina Math and Science Education Network (1994), the Test of Integrated Process Skills, TIPS, (Dillashaw & Okey, 1980), and the Science Teaching Efficacy Belief Instrument, STEBI, form B (Enochs & Riggs, 1990). A pretest posttest research design was used for the attitude and process skills constructs. These results were analyzed using paired t test procedures. A pre-experimental group comparison group research design was used for the efficacy construct. Results from this comparison were analyzed using unpaired t test procedures. Qualitative data were collected through students' responses to open-ended questionnaires, narrative interviews, journal entries, small messages, and unsolicited conversations. These data were analyzed via pattern analysis. Posttest scores were significantly higher than pretests scores on both the Science Attitude Inventory and the TIPS. This indicated that students had improved attitudes toward science and science teaching and higher process skills achievement after three semesters in the science-focused PDS program. Scores on the STEBI were significantly higher for students in the pre-experimental group when compared to students in the comparison group. This indicates that students in the science-focused PDS program possessed more efficacious beliefs about science teaching than did the comparison group. Quantitative data were supported by analysis of qualitative data. Implications from this study point to the effectiveness of learning to teach science in a science-focused PDS

  4. Eisenhower Fund Leads Programs in Science, Math.

    ERIC Educational Resources Information Center

    Pennisi, Elizabeth

    1991-01-01

    Discussed is a program that awards money to institutions that want to develop teacher training programs with national significance. Information on how the funds can be used and how the funds are distributed is included. (KR)

  5. NASA Information Sciences and Human Factors Program

    NASA Technical Reports Server (NTRS)

    Holcomb, Lee (Editor); Hood, Ray (Editor); Montemerlo, Melvin (Editor); Sokoloski, Martin M. (Editor); Jenkins, James P. (Editor); Smith, Paul H. (Editor); Dibattista, John D. (Editor)

    1988-01-01

    The FY 1987 descriptions of technical accomplishments are contained for seven areas: automation and robotics, communications systems, computer sciences, controls and guidance, data systems, human factors, and sensor technology.

  6. Space life sciences: Programs and projects

    NASA Technical Reports Server (NTRS)

    1989-01-01

    NASA space life science activities are outlined. Brief, general descriptions are given of research in the areas of biomedical research, space biology, closed loop life support systems, exobiology, and biospherics.

  7. NASA information sciences and human factors program

    NASA Technical Reports Server (NTRS)

    Holcomb, Lee; Hood, Ray; Montemerlo, Melvin; Sokoloski, Martin; Jenkins, James; Smith, Paul; Dibattista, John

    1989-01-01

    The FY 1988 descriptions of technical accomplishments is presented in seven sections: Automation and Robotics, Communications Systems, Computer Sciences, Controls and Guidance, Data Systems, Human Factors, and Sensor Technology.

  8. A Research Program in Flight Sciences

    NASA Technical Reports Server (NTRS)

    Whitesides, John L.; Waggoner, Edgar G. (Technical Monitor)

    2005-01-01

    Since its inception in January 2003, thc program has provided support for 1 faculty and a total of 7 Graduate Research Scholar Assistants, of these all 7 have completed their MS degree program. The program has generated 5 MS thesis and 2 MS project reports. Attachment: Appendix A, B, C, and D.

  9. Science for Underachieving Youth Illustrated by the DISUS Program

    ERIC Educational Resources Information Center

    Bingham, N. Eldred; And Others

    1974-01-01

    Students participating in the DISCUS program achieved a better understanding of science and improved their attitudes toward themselves, their teachers and the school than did non-participating students. (PB)

  10. Direction Discovery: A Science Enrichment Program for High School Students

    ERIC Educational Resources Information Center

    Sikes, Suzanne S.; Schwartz-Bloom, Rochelle D.

    2009-01-01

    Launch into education about pharmacology (LEAP) is an inquiry-based science enrichment program designed to enhance competence in biology and chemistry and foster interest in science careers especially among under-represented minorities. The study of how drugs work, how they enter cells, alter body chemistry, and exit the body engages students to…

  11. Promoting Science via an Equipment Loan Outreach Program

    ERIC Educational Resources Information Center

    Krieble, Kelly; Salter, Carl

    2008-01-01

    An important component of many college and university science programs is that of community outreach. Some of the more typical kinds of outreach activities include teacher training workshops, public lectures, open house "science days," and school demonstration visits. The latter activity usually consists of students and faculty transporting…

  12. Marine Science Education in America: Its Status in Precollege Programs

    ERIC Educational Resources Information Center

    Schweitzer, James P.

    1973-01-01

    Examines the status of pre-college marine science programs and their rapid development during the past few years. Discusses the outcome of a survey designed to provide the information for a directory of marine science education (published in June, 1973). (JR)

  13. ESTD: A Program that Helps Earth Science Teachers.

    ERIC Educational Resources Information Center

    Bartholowmew, Rolland B.; Boyer, Robert E.

    1981-01-01

    Described is the annual Earth Science Teacher Day sponsored by the University of Texas. The purpose is to provide an attractive program combining both content enrichment and new classroom activities for earth science teachers. The format includes workshops, work sessions and field trips. (DS)

  14. Gender Digital Divide and Challenges in Undergraduate Computer Science Programs

    ERIC Educational Resources Information Center

    Stoilescu, Dorian; McDougall, Douglas

    2011-01-01

    Previous research revealed a reduced number of female students registered in computer science studies. In addition, the female students feel isolated, have reduced confidence, and underperform. This article explores differences between female and male students in undergraduate computer science programs in a mid-size university in Ontario. Based on…

  15. Spellbinding Science: An Interview With Charlene Haviland

    ERIC Educational Resources Information Center

    Curriculum Review, 2005

    2005-01-01

    With Harry Potter fever gripping the globe again this year, Charlene Haviland recently scored national media attention for a new after-school program which ties science experiments into a certain young wizard's adventures--as well as other children's literature. An 8th-grade teacher at Norfolk, Virginia's Northside Middle School, Haviland has had…

  16. A Study of Educational Opportunity Program (EOP) Students Within Health Science Career Preparation Programs.

    ERIC Educational Resources Information Center

    James, William H.; And Others

    Participation of minority students within health science career preparation programs is investigated in this study from the University of Washington. The history of minority admissions to medical and nursing schools throughout the country is reviewed. Health sciences programs for minorities at the university are discussed and the impact of the…

  17. Cognitive and Neural Sciences Division, 1988 Programs.

    ERIC Educational Resources Information Center

    Vaughan, Willard S., Ed.

    The research and development efforts performed by principal investigators under sponsorship of the Office of Naval Research Cognitive and Neural Sciences Division during 1988 are documented. The title, name and affiliation of the principal investigator, project code, contract number, current end date, technical objective, approach, and progress of…

  18. Education Department's Senese Outlines Science, Math Programs.

    ERIC Educational Resources Information Center

    Lepkowski, Wil

    1983-01-01

    Presented is an interview with Donald J. Senese (Department of Education Assistant Secretary) in which the department's functions, responsibilities, and philosophies in precollege science/mathematics education are outlined and discussed. Specific questions answered relate to curriculum development, creationism, copyright ownership of software,…

  19. The Transforming Earth System Science Education (TESSE) program

    NASA Astrophysics Data System (ADS)

    Graham, K. J.; Bryce, J. G.; Brown, D.; Darwish, A.; Finkel, L.; Froburg, E.; Furman, T.; Guertin, L.; Hale, S. R.; Johnson, J.; Porter, W.; Smith, M.; Varner, R.; von Damm, K.

    2007-12-01

    A partnership between the University of New Hampshire (UNH), Dillard University, Elizabeth City State University, and Pennsylvania State University has been established to prepare middle and high school teachers to teach Earth and environmental sciences from a processes and systems approach. Specific project goals include: providing Earth system science content instruction; assisting teachers in implementing Earth system science in their own classrooms; and creating opportunities for pre-service teachers to experience authentic research with Earth scientists. TESSE programmatic components comprise (1) a two-week intensive summer institutes for current and future teachers; (2) eight-week research immersion experiences that match preservice teachers with Earth science faculty mentors; and (3) a science liaison program involving the pairing of inservice teachers with graduate students or future teachers. The first year of the program supported a total of 49 participants (42 inservice and preservice teachers, as well as 7 graduate fellows). All participants in the program attended an intensive two-week summer workshop at UNH, and the academic-year science liaison program is underway. In future summers, all partnering institutions will hold similar two-week summer institutes. UNH will offer a more advanced course geared towards "hot topics" and research techniques in the Earth and environmental sciences.

  20. Earth system science: A program for global change

    NASA Technical Reports Server (NTRS)

    1989-01-01

    The Earth System Sciences Committee (ESSC) was appointed to consider directions for the NASA Earth-sciences program, with the following charge: review the science of the Earth as a system of interacting components; recommend an implementation strategy for Earth studies; and define the role of NASA in such a program. The challenge to the Earth system science is to develop the capability to predict those changes that will occur in the next decade to century, both naturally and in response to human activity. Sustained, long-term measurements of global variables; fundamental descriptions of the Earth and its history; research foci and process studies; development of Earth system models; an information system for Earth system science; coordination of Federal agencies; and international cooperation are examined.

  1. NASA'S Water Resources Element Within the Applied Sciences Program

    NASA Technical Reports Server (NTRS)

    Toll, David; Doorn, Bradley; Engman, Edwin

    2011-01-01

    The NASA Earth Systems Division has the primary responsibility for the Applied Science Program and the objective to accelerate the use of NASA science results in applications to help solve problems important to society and the economy. The primary goal of the NASA Applied Science Program is to improve future and current operational systems by infusing them with scientific knowledge of the Earth system gained through space-based observation, assimilation of new observations, and development and deployment of enabling technologies, systems, and capabilities. This paper discusses major problems facing water resources managers, including having timely and accurate data to drive their decision support tools. It then describes how NASA's science and space based satellites may be used to overcome this problem. Opportunities for the water resources community to participate in NASA's Water Resources Applications Program are described.

  2. Addressing the Nature of Science in Preservice Science Teacher Preparation Programs: Science Educator Perceptions

    ERIC Educational Resources Information Center

    Backhus, DeWayne A.; Thompson, Kenneth Wayne

    2006-01-01

    The nature of science (NOS) has a prominent role among the national science education content standards at all grade levels, K-12. Results from a national survey of collegiate science educators indicate the perception that the greatest contributors to preservice teachers' understanding of the nature of science were science methods courses,…

  3. Exercise Science Academic Programs and Research in the Philippines

    PubMed Central

    MADRIGAL, NORBERTO; REYES, JOSEPHINE JOY; PAGADUAN, JEFFREY; ESPINO, REIL VINARD

    2010-01-01

    In this invited editorial, professors from leading institutions in the Philippines, share information regarding their programs relating to Exercise Science. They have provided information on academic components such as entrance requirements, progression through programs, and professional opportunities available to students following completion; as well as details regarding funding available to students to participate in research, collaboration, and specific research interests. PMID:27182343

  4. MORE for Teachers: A Program for Science Teacher Preparation

    ERIC Educational Resources Information Center

    Miller, Matthew; Ohana, Chris; Hanley, Daniel

    2013-01-01

    This article summarizes how a group of undergraduate regional university faculty built a program for rigorous and research-based science teacher preparation at the elementary level--namely, the "Model of Research-Based Education for Teachers" (MORE for Teachers). First, we discuss the research upon which the program is built: (1) a…

  5. INSTITUTING A FIRE SCIENCE PROGRAM AT SHASTA COLLEGE.

    ERIC Educational Resources Information Center

    BROOKS, WALTER L.; KIELBART, RONALD F.

    A STRUCTURED INTERVIEW WAS USED AS THE INSTRUMENT IN A STUDY OF THE SHASTA COLLEGE SERVICE AREA TO DETERMINE THE NEED FOR ESTABLISHMENT OF A FIRE SCIENCE EDUCATION PROGRAM. THE RESEARCHERS IDENTIFIED SEVEN TYPES OF NONADMINISTRATIVE JOBS FOR WHICH SUCH A PROGRAM WOULD BE HELPFUL, BOTH AS PREPARATION FOR ENTRY AND AS A PART OF AN INSERVICE TRAINING…

  6. Earth-Like Exoplanets: The Science of NASA's Navigator Program

    NASA Technical Reports Server (NTRS)

    Lawson, Peter R. (Editor); Traub, Wesley A. (Editor)

    2006-01-01

    This book outlines the exoplanet science content of NASA's Navigator Program, and it identifies the exoplanet research priorities. The goal of Navigator Program missions is to detect and characterize Earth-like planets in the habitable zone of nearby stars and to search for signs of life on those planets.

  7. Family and Consumer Sciences Education. Vocational Education Program Courses Standards.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

    This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the family and consumer sciences component of Florida's comprehensive vocational…

  8. Development of an Actuarial Science Program at Salisbury University

    ERIC Educational Resources Information Center

    Wainwright, Barbara A.

    2014-01-01

    This paper focuses on the development of an actuarial science track for the mathematics major at Salisbury University (SU). A timeline from the initial investigation into such a program through the proposal and approval processes is shared for those who might be interested in developing a new actuarial program. It is wise to start small and take…

  9. Health Science Education. Vocational Education Program Courses Standards.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

    This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the health science education component of Florida's comprehensive vocational…

  10. "We Could Think of Things That Could Be Science": Girls' Re-Figuring of Science in an Out-Of-School-Time Club

    ERIC Educational Resources Information Center

    Gonsalves, Allison; Rahm, Jrène; Carvalho, Alice

    2013-01-01

    Grounded in sociocultural theory, this study explores how the figured world of science is reworked through a series of multi-media activities that were introduced into a girls-only conversation club in an after school program for Teens. The study is part of a multi-sited ethnography in which we explored youths' engagement with science within…

  11. NASA information sciences and human factors program

    NASA Technical Reports Server (NTRS)

    1991-01-01

    The Data Systems Program consists of research and technology devoted to controlling, processing, storing, manipulating, and analyzing space-derived data. The objectives of the program are to provide the technology advancements needed to enable affordable utilization of space-derived data, to increase substantially the capability for future missions of on-board processing and recording and to provide high-speed, high-volume computational systems that are anticipated for missions such as the evolutionary Space Station and Earth Observing System.

  12. Science Educational Outreach Programs That Benefit Students and Scientists.

    PubMed

    Clark, Greg; Russell, Josh; Enyeart, Peter; Gracia, Brant; Wessel, Aimee; Jarmoskaite, Inga; Polioudakis, Damon; Stuart, Yoel; Gonzalez, Tony; MacKrell, Al; Rodenbusch, Stacia; Stovall, Gwendolyn M; Beckham, Josh T; Montgomery, Michael; Tasneem, Tania; Jones, Jack; Simmons, Sarah; Roux, Stanley

    2016-02-01

    Both scientists and the public would benefit from improved communication of basic scientific research and from integrating scientists into education outreach, but opportunities to support these efforts are limited. We have developed two low-cost programs--"Present Your PhD Thesis to a 12-Year-Old" and "Shadow a Scientist"--that combine training in science communication with outreach to area middle schools. We assessed the outcomes of these programs and found a 2-fold benefit: scientists improve their communication skills by explaining basic science research to a general audience, and students' enthusiasm for science and their scientific knowledge are increased. Here we present details about both programs, along with our assessment of them, and discuss the feasibility of exporting these programs to other universities. PMID:26844991

  13. Science Educational Outreach Programs That Benefit Students and Scientists.

    PubMed

    Clark, Greg; Russell, Josh; Enyeart, Peter; Gracia, Brant; Wessel, Aimee; Jarmoskaite, Inga; Polioudakis, Damon; Stuart, Yoel; Gonzalez, Tony; MacKrell, Al; Rodenbusch, Stacia; Stovall, Gwendolyn M; Beckham, Josh T; Montgomery, Michael; Tasneem, Tania; Jones, Jack; Simmons, Sarah; Roux, Stanley

    2016-02-01

    Both scientists and the public would benefit from improved communication of basic scientific research and from integrating scientists into education outreach, but opportunities to support these efforts are limited. We have developed two low-cost programs--"Present Your PhD Thesis to a 12-Year-Old" and "Shadow a Scientist"--that combine training in science communication with outreach to area middle schools. We assessed the outcomes of these programs and found a 2-fold benefit: scientists improve their communication skills by explaining basic science research to a general audience, and students' enthusiasm for science and their scientific knowledge are increased. Here we present details about both programs, along with our assessment of them, and discuss the feasibility of exporting these programs to other universities.

  14. Engineering Efforts and Opportunities in the National Science Foundation's Math and Science Partnerships (MSP) Program

    ERIC Educational Resources Information Center

    Brown, Pamela; Borrego, Maura

    2013-01-01

    The National Science Foundation's Math and Science Partnership (MSP) program (NSF, 2012) supports partnerships between K-12 school districts and institutions of higher education (IHEs) and has been funding projects to improve STEM education in K-12 since 2002. As of 2011, a total of 178 MSP projects have received support as part of a STEM…

  15. The Impact of an Informal Science Program on Students' Science Knowledge and Interest

    ERIC Educational Resources Information Center

    Zandstra, Anne Maria

    2012-01-01

    In this sequential explanatory mixed methods study, quantitative and qualitative data were used to measure the impact of an informal science program on eleventh grade students' science knowledge and interest. The local GEAR UP project has been working for six years with a cohort of students who were in eleventh and twelfth grade during the…

  16. Building Alaska's Science and Engineering Pipeline: Evaluation of the Alaska Native Science & Engineering Program

    ERIC Educational Resources Information Center

    Bernstein, Hamutal; Martin, Carlos; Eyster, Lauren; Anderson, Theresa; Owen, Stephanie; Martin-Caughey, Amanda

    2015-01-01

    The Urban Institute conducted an implementation and participant-outcomes evaluation of the Alaska Native Science & Engineering Program (ANSEP). ANSEP is a multi-stage initiative designed to prepare and support Alaska Native students from middle school through graduate school to succeed in science, technology, engineering, and math (STEM)…

  17. The Graduate Program in Environmental Science and Forestry at SUNY College of Environmental Science and Forestry.

    ERIC Educational Resources Information Center

    Smardon, Richard C.

    1987-01-01

    Describes the development of the graduate program at the State University of New York College of Environmental Science and Forestry at Syracuse. Provides a student profile and outlines a new masters curriculum in environmental science. Explains the terminal options involving research, internship, and academic coursework. (TW)

  18. Ground-Based Research within NASA's Materials Science Program

    NASA Technical Reports Server (NTRS)

    Gillies, Donald C.; Curreri, Peter (Technical Monitor)

    2002-01-01

    Ground-based research in Materials Science for NASA's Microgravity program serves several purposes, and includes approximately four Principal Investigators for every one in the flight program. While exact classification is difficult. the ground program falls roughly into the following categories: (1) Intellectual Underpinning of the Flight Program - Theoretical Studies; (2) Intellectual Underpinning of the Flight Program - Bringing to Maturity New Research; (3) Intellectual Underpinning of the Flight Program - Enabling Characterization; (4) Intellectual Underpinning of the Flight Program - Thermophysical Property Determination; (5) Radiation Shielding; (6) Preliminary In Situ Resource Utilization; (7) Biomaterials; (8) Nanostructured Materials; (9) Materials Science for Advanced Space Propulsion. It must be noted that while the first four categories are aimed at using long duration low gravity conditions, the other categories pertain more to more recent NASA initiatives in materials science. These new initiatives address NASA's future materials science needs in the realms of crew health and safety, and exploration, and have been included in the most recent NASA Research Announcements (NRA). A description of each of these nine categories will be given together with examples of the kinds of research being undertaken.

  19. The Sombrero Marsh Education Program: Diverse partnerships building strong Earth System science programs

    NASA Astrophysics Data System (ADS)

    Smith, L. K.; Bierbaum, V.

    2003-12-01

    Broad-based science education partnerships can create exemplary education programs because each partner brings their particular expertise to the table. The Sombrero Marsh Education Program provides an example of such a program where a school district, a local government agency, a non-profit organization, and an institute of higher learning developed a field-based watershed curriculum for upper elementary students at Sombrero Marsh, a recently restored rare saline marsh located in Boulder Valley. The partners' expertise, ranging from wetland ecology and restoration to pedagogy, yielded a curriculum that includes many of the characteristics that are highlighted within the National Science Education Standards, such as inquiry-based, hands-on activities where students serve as scientists and collect real data that will be used to monitor the progress of marsh restoration. Once established, these diverse partnerships can attract further funding and expand their programs from the local to the national level, thus providing a successful model with a widespread impact. The Sombrero Marsh Program will soon be making this transition because the Cooperative Institute for Research in Environmental Science (CIRES), along with 4 other departments of the University of Colorado, was awarded a NSF GK-12 Grant to expand the marsh program to the secondary science level. Using the initial Sombrero Marsh Program as a guide, eight GK-12 Fellows from the departments of Chemistry and Biochemistry, Geological Sciences, Environmental and Evolutionary Biology, and Astrophysical and Planetary Sciences will develop a secondary science level program at Sombrero Marsh, which initially will be delivered to schools with a significant population of students from under-represented groups. Several dimensions of the marsh program, such as community-based research and ecological sterwardship, can serve as a national model for similar science education programs that aim to promote Earth System science.

  20. Addressing the Process Improvement Science Knowledge and Skills of Program Directors and Associate Program Directors

    PubMed Central

    Gravdal, Judith A.; Hyziak, Pamela; Belmonte, Frank; Clemens, Mary Ann; Sulo, Suela

    2015-01-01

    Background Process improvement (PI) science is relatively new to healthcare and has only recently been introduced to medical education. Most residency faculty lack training or experience in PI science activities. We assessed the impact of PI science education on the knowledge and attitudes of a group of residency and fellowship program directors and associate program directors using their respective Accreditation Council for Graduate Medical Education annual program evaluations (APEs) as an experiential object. Methods For this pre/post study, 16 program directors and 7 associate program directors were surveyed before and after 4 didactic modules. The APEs for the 2 years prior to the intervention and in the fall after the intervention were analyzed. Mentoring in the use of these skills in the preparation of the APEs was provided. Results The participants demonstrated improved knowledge in some areas and increased awareness of deficits in other areas. APE quality did not show consistent improvement following the intervention. Conclusion The PI science knowledge and skill gaps of program directors and associate program directors are likely to impact the content and success of residency curricula. The designed PI science curriculum was slightly effective. Using the APE as the experiential object was convenient, but the APE was not the best project for a PI exercise. New, effective strategies and interventions to develop expertise in PI science are important as programs grapple with meeting new requirements, ensuring quality programs, and preparing residents and fellows for practice. PMID:25829878

  1. Microgravity sciences application visiting scientist program

    NASA Technical Reports Server (NTRS)

    Glicksman, Martin; Vanalstine, James

    1995-01-01

    Marshall Space Flight Center pursues scientific research in the area of low-gravity effects on materials and processes. To facilitate these Government performed research responsibilities, a number of supplementary research tasks were accomplished by a group of specialized visiting scientists. They participated in work on contemporary research problems with specific objectives related to current or future space flight experiments and defined and established independent programs of research which were based on scientific peer review and the relevance of the defined research to NASA microgravity for implementing a portion of the national program. The programs included research in the following areas: protein crystal growth, X-ray crystallography and computer analysis of protein crystal structure, optimization and analysis of protein crystal growth techniques, and design and testing of flight hardware.

  2. Elements of Design-Based Science Activities That Affect Students' Motivation

    ERIC Educational Resources Information Center

    Jones, Brett D.; Chittum, Jessica R.; Akalin, Sehmuz; Schram, Asta B.; Fink, Jonathan; Schnittka, Christine; Evans, Michael A.; Brandt, Carol

    2015-01-01

    The primary purpose of this study was to examine the ways in which a 12-week after-school science and engineering program affected middle school students' motivation to engage in science and engineering activities. We used current motivation research and theory as a conceptual framework to assess 14 students' motivation through questionnaires,…

  3. Girls in Engineering, Mathematics and Science, GEMS: A Science Outreach Program for Middle-School Female Students

    ERIC Educational Resources Information Center

    Dubetz, Terry A.; Wilson, Jo Ann

    2013-01-01

    Girls in Engineering, Mathematics and Science (GEMS) is a science and math outreach program for middle-school female students. The program was developed to encourage interest in math and science in female students at an early age. Increased scientific familiarity may encourage girls to consider careers in science and mathematics and will also help…

  4. Data systems and computer science programs: Overview

    NASA Technical Reports Server (NTRS)

    Smith, Paul H.; Hunter, Paul

    1991-01-01

    An external review of the Integrated Technology Plan for the Civil Space Program is presented. The topics are presented in viewgraph form and include the following: onboard memory and storage technology; advanced flight computers; special purpose flight processors; onboard networking and testbeds; information archive, access, and retrieval; visualization; neural networks; software engineering; and flight control and operations.

  5. Environmental Science Education Programs: Opportunities for Geographers

    ERIC Educational Resources Information Center

    Earl, Richard A.; Montalvo, Edris J.; Ross, Amanda R.; Hefty, Eunice

    2009-01-01

    Environmental agencies in most states have an environmental education Web page that can point geography teachers to a variety of opportunities and resources to enhance their teaching. Most states provide linkages to local and national programs such as Project WET and Project WILD, and access to lesson plans and other teaching materials. A number…

  6. Polymer Science. Program CIP: 15.0607

    ERIC Educational Resources Information Center

    Research and Curriculum Unit, 2010

    2010-01-01

    Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

  7. Health Sciences. Program CIP: 51.0000

    ERIC Educational Resources Information Center

    Murdock, Ashleigh, Ed.

    2007-01-01

    Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

  8. Climate Science Program at California State University, Northridge

    NASA Astrophysics Data System (ADS)

    Steele Cox, H.; Klein, D.; Cadavid, A. C.; Foley, B.

    2012-12-01

    Due to its interdisciplinary nature, climate science poses wide-ranging challenges for science and mathematics students seeking careers in this field. There is a compelling need for universities to provide coherent programs in climate science in order to train future climate scientists. With funding from NASA Innovations in Climate Education (NICE), California State University, Northridge (CSUN), is creating the CSUN Climate Science Program. An interdisciplinary team of faculty members is working in collaboration with UCLA, Santa Monica College and NASA/JPL partners to create a new curriculum in climate science. The resulting sequence of climate science courses, or Pathway for studying the Mathematics of Climate Change (PMCC), is integrated into a Bachelor of Science degree program in the Applied Mathematical Sciences offered by the Mathematics Department at CSUN. The PMCC consists of courses offered by the departments of Mathematics, Physics, and Geography and is designed to prepare students for Ph.D. programs in technical fields relevant to global climate change and related careers. The students who choose to follow this program will be guided to enroll in the following sequence of courses for their 12 units of upper division electives: 1) A newly created course junior level course, Math 396CL, in applied mathematics which will introduce students to applications of vector calculus and differential equations to the study of thermodynamics and atmospheric dynamics. 2) An already existing course, Math 483, with new content on mathematical modeling specialized for this program; 3) An improved version of Phys 595CL on the mathematics and physics of climate change with emphasis on Radiative Transfer; 4) A choice of Geog 407 on Remote Sensing or Geog 416 on Climate Change with updated content to train the students in the analysis of satellite data obtained with the NASA Earth Observing System and instruction in the analysis of data obtained within a Geographical

  9. Evaluation of a Statewide Science Inservice and Outreach Program: Teacher and Student Outcomes.

    ERIC Educational Resources Information Center

    Lott, Kimberly H.

    2003-01-01

    Evaluates the Alabama Science in Motion (ASIM) program, which is a statewide program that addresses the problems Alabama science teachers must overcome in order to teach secondary science. (Contains 26 references.) (Author/YDS)

  10. A new program in earth system science education

    NASA Technical Reports Server (NTRS)

    Huntress, Wesley; Kalb, Michael W.; Johnson, Donald R.

    1990-01-01

    A program aimed at accelerating the development of earth system science curricula at the undergraduate level and at seeding the establishment of university-based mechanisms for cooperative research and education among universities and NASA has been initiated by the Universities Space Research Association (USRA) in conjunction with NASA. Proposals were submitted by 100 U.S. research universities which were selected as candidates to participate in a three-year pilot program to develop undergraduate curricula in earth system science. Universities were then selected based upon peer review and considerations of overall scientific balance among proposed programs. The program will also aim to integrate a number of universities with evolving earth system programs, linking them with a cooperative curriculum, shared faculty, and NASA scientists in order to establish a stronger base for earth systems related education and interdisciplinary research collaboration.

  11. The Glory Program: Global Science from a Unique Spacecraft Integration

    NASA Technical Reports Server (NTRS)

    Bajpayee Jaya; Durham, Darcie; Ichkawich, Thomas

    2006-01-01

    The Glory program is an Earth and Solar science mission designed to broaden science community knowledge of the environment. The causes and effects of global warming have become a concern in recent years and Glory aims to contribute to the knowledge base of the science community. Glory is designed for two functions: one is solar viewing to monitor the total solar irradiance and the other is observing the Earth s atmosphere for aerosol composition. The former is done with an active cavity radiometer, while the latter is accomplished with an aerosol polarimeter sensor to discern atmospheric particles. The Glory program is managed by NASA Goddard Space Flight Center (GSFC) with Orbital Sciences in Dulles, VA as the prime contractor for the spacecraft bus, mission operations, and ground system. This paper will describe some of the more unique features of the Glory program including the integration and testing of the satellite and instruments as well as the science data processing. The spacecraft integration and test approach requires extensive analysis and additional planning to ensure existing components are successfully functioning with the new Glory components. The science mission data analysis requires development of mission unique processing systems and algorithms. Science data analysis and distribution will utilize our national assets at the Goddard Institute for Space Studies (GISS) and the University of Colorado's Laboratory for Atmospheric and Space Physics (LASP). The Satellite was originally designed and built for the Vegetation Canopy Lidar (VCL) mission, which was terminated in the middle of integration and testing due to payload development issues. The bus was then placed in secure storage in 2001 and removed from an environmentally controlled container in late 2003 to be refurbished to meet the Glory program requirements. Functional testing of all the components was done as a system at the start of the program, very different from a traditional program

  12. The Stanford Medical Youth Science Program: educational and science-related outcomes.

    PubMed

    Crump, Casey; Ned, Judith; Winkleby, Marilyn A

    2015-05-01

    Biomedical preparatory programs (pipeline programs) have been developed at colleges and universities to better prepare youth for entering science- and health-related careers, but outcomes of such programs have seldom been rigorously evaluated. We conducted a matched cohort study to evaluate the Stanford Medical Youth Science Program's Summer Residential Program (SRP), a 25-year-old university-based biomedical pipeline program that reaches out to low-income and underrepresented ethnic minority high school students. Five annual surveys were used to assess educational outcomes and science-related experience among 96 SRP participants and a comparison group of 192 youth who applied but were not selected to participate in the SRP, using ~2:1 matching on sociodemographic and academic background to control for potential confounders. SRP participants were more likely than the comparison group to enter college (100.0 vs. 84.4 %, p = 0.002), and both of these matriculation rates were more than double the statewide average (40.8 %). In most areas of science-related experience, SRP participants reported significantly more experience (>twofold odds) than the comparison group at 1 year of follow-up, but these differences did not persist after 2-4 years. The comparison group reported substantially more participation in science or college preparatory programs, more academic role models, and less personal adversity than SRP participants, which likely influenced these findings toward the null hypothesis. SRP applicants, irrespective of whether selected for participation, had significantly better educational outcomes than population averages. Short-term science-related experience was better among SRP participants, although longer-term outcomes were similar, most likely due to college and science-related opportunities among the comparison group. We discuss implications for future evaluations of other biomedical pipeline programs.

  13. Development of a Science Research Program for Special Needs Students

    NASA Astrophysics Data System (ADS)

    Danch, J. M.

    2005-12-01

    Originally designed for students in the top 20 percent of the class who had a strong interest in science, the Science Research Program in Woodbridge Township was expanded to include special needs students and others who had not previously demonstrated success and/or interest in science. New techniques to prepare, engage, and motivate special needs students in performing original research were developed and field-tested. A cooperative learning system where experienced research students acted as project mentors for the new special needs population was utilized. The program was extended to additional instructors by a teacher-training workshop for both science and special education teachers wishing to incorporate student-facilitated original research into their classrooms.

  14. Case studies of fifth-grade student modeling in science through programming: Comparison of modeling practices and conversations

    NASA Astrophysics Data System (ADS)

    Louca, Loucas

    This is a descriptive case study investigating the use of two computer-based programming environments (CPEs), MicroWorlds(TM) (MW) and Stagecast Creator(TM) (SC), as modeling tools for collaborative fifth grade science learning. In this study I investigated how CPEs might support fifth grade student work and inquiry in science. There is a longstanding awareness of the need to help students learn about models and modeling in science, and CPEs are promising tools for this. A computer program can be a model of a physical system, and modeling through programming may make the process more tangible: Programming involves making decisions and assumptions; the code is used to express ideas; running the program shows the implications of those ideas. In this study I have analyzed and compared students' activities and conversations in two after-school clubs, one working with MW and the other with SC. The findings confirm the promise of CPEs as tools for teaching practices of modeling and science, and they suggest advantages and disadvantages to that purpose of particular aspects of CPE designs. MW is an open-ended, textual CPE that uses procedural programming. MW students focused on breaking down phenomena into small programmable pieces, which is useful for scientific modeling. Developing their programs, the students focused on writing, testing and debugging code, which are also useful for scientific modeling. SC is a non-linear, object-oriented CPE that uses visual program language. SC students saw their work as creating games. They were focused on the overall story which they then translated it into SC rules, which was in conflict with SC's object-oriented interface. However, telling the story of individual causal agents was useful for scientific modeling. Programming in SC was easier, whereas reading code in MW was more tangible. The latter helped MW students to use the code as the representation of the phenomenon rather than merely as a tool for creating a simulation. The

  15. Induction Programs for the Support and Development of Beginning Teachers of Science. National Science Teachers Association Position Statement

    ERIC Educational Resources Information Center

    National Science Teachers Association (NJ1), 2007

    2007-01-01

    The National Science Teachers Association (NSTA) recommends that schools and teacher preparation programs provide new teachers of science with comprehensive induction programs. Research suggests these programs should address specifics for teachers of science, involve trained mentors, provide adequate time to support continual learning of new…

  16. Students' and Teachers' Perceptions of after School Online Course

    ERIC Educational Resources Information Center

    Yalavaç, Gamze; Samur, Yavuz

    2016-01-01

    This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other…

  17. Towards a New Pedagogy in the After-School Setting

    ERIC Educational Resources Information Center

    Saar, Tomas

    2014-01-01

    The voluntary after-school setting is a significant part of the educational system in Sweden and includes about 80% of the children from 6- to 9-years-old. The national curriculum stipulates that the setting should not carry on teaching, but provide a stimulating and safe environment and offer activities that support the development of values,…

  18. Report of the Integrated Program Planning Activity for the DOE Fusion Energy Sciences Program

    SciTech Connect

    2000-12-01

    This report of the Integrated Program Planning Activity (IPPA) has been prepared in response to a recommendation by the Secretary of Energy Advisory Board that, ''Given the complex nature of the fusion effort, an integrated program planning process is an absolute necessity.'' We, therefore, undertook this activity in order to integrate the various elements of the program, to improve communication and performance accountability across the program, and to show the inter-connectedness and inter-dependency of the diverse parts of the national fusion energy sciences program. This report is based on the September 1999 Fusion Energy Sciences Advisory Committee's (FESAC) report ''Priorities and Balance within the Fusion Energy Sciences Program''. In its December 5,2000, letter to the Director of the Office of Science, the FESAC has reaffirmed the validity of the September 1999 report and stated that the IPPA presents a framework and process to guide the achievement of the 5-year goals listed in the 1999 report. The National Research Council's (NRC) Fusion Assessment Committee draft final report ''An Assessment of the Department of Energy's Office of Fusion Energy Sciences Program'', reviewing the quality of the science in the program, was made available after the IPPA report had been completed. The IPPA report is, nevertheless, consistent with the recommendations in the NRC report. In addition to program goals and the related 5-year, 10-year, and 15-year objectives, this report elaborates on the scientific issues associated with each of these objectives. The report also makes clear the relationships among the various program elements, and cites these relationships as the reason why integrated program planning is essential. In particular, while focusing on the science conducted by the program, the report addresses the important balances between the science and energy goals of the program, between the MFE and IFE approaches, and between the domestic and international aspects

  19. Microgravity science and applications program tasks, 1991 revision

    NASA Technical Reports Server (NTRS)

    1992-01-01

    Presented here is a compilation of the active research tasks for FY 1991 sponsored by the Microgravity Science and Applications Division of the NASA Office of Space Science and Applications. The purpose is to provide an overview of the program scope for managers and scientists in industry, university, and government communities. Included is an introductory description of the program, the strategy and overall goal, identification of the organizational structures and the people involved, and a description of each. The tasks are grouped into several categories: electronic materials; solidification of metals, alloys, and composites; fluids, interfaces, and transport; biotechnology; combustion science; glasses and ceramics; experimental technology, instrumentation, and facilities; and Physical and Chemistry Experiments (PACE). The tasks cover both the ground based and flight programs.

  20. Science Educational Outreach Programs That Benefit Students and Scientists

    PubMed Central

    Enyeart, Peter; Gracia, Brant; Wessel, Aimee; Jarmoskaite, Inga; Polioudakis, Damon; Stuart, Yoel; Gonzalez, Tony; MacKrell, Al; Rodenbusch, Stacia; Stovall, Gwendolyn M.; Beckham, Josh T.; Montgomery, Michael; Tasneem, Tania; Jones, Jack; Simmons, Sarah; Roux, Stanley

    2016-01-01

    Both scientists and the public would benefit from improved communication of basic scientific research and from integrating scientists into education outreach, but opportunities to support these efforts are limited. We have developed two low-cost programs—"Present Your PhD Thesis to a 12-Year-Old" and "Shadow a Scientist”—that combine training in science communication with outreach to area middle schools. We assessed the outcomes of these programs and found a 2-fold benefit: scientists improve their communication skills by explaining basic science research to a general audience, and students' enthusiasm for science and their scientific knowledge are increased. Here we present details about both programs, along with our assessment of them, and discuss the feasibility of exporting these programs to other universities. PMID:26844991

  1. Microgravity Science and Application Program tasks, 1989 revision

    NASA Technical Reports Server (NTRS)

    1990-01-01

    The active research tasks, as of the fiscal year 1989, of the Microgravity Science and Applications Program, NASA Office of Space Science and Applications, involving several NASA Centers and other organizations are compiled. The purpose is to provide an overview of the program scope for managers and scientists in industry, university, and government communities. The scientists in industry, university, and government communities. An introductory description of the program, the strategy and overall goal, identification of the organizational structures and people involved, and a description of each task are included. Also provided is a list of recent publications. The tasks are grouped into several major categories: electronic materials, solidification of metals, alloys, and composites; fluids, interfaces, and transport; biotechnology; glasses and ceramics; combustion science; physical and chemistry experiments (PACE); and experimental technology, facilities, and instrumentation.

  2. Integrated life sciences technology utilization development program

    NASA Technical Reports Server (NTRS)

    1975-01-01

    The goal of the TU program was to maximize the development of operable hardware and systems which will be of substantial benefit to the public. Five working prototypes were developed, and a meal system for the elderly is now undergoing evaluation. Manpower utilization is shown relative to the volume of requests in work for each month. The ASTP mobile laboratories and post Skylab bedrest study are also described.

  3. Smith college secondary math and science outreach program

    SciTech Connect

    Powell, J.A.; Clark, C.

    1994-12-31

    The Smith College Secondary Math and Science Outreach Program works collaboratively with front-line educators to encourage young women students of all abilities, especially underrepresented and underserved minorities, to continue studying math and science throughout high school. The program includes three main components: (1) Twenty-five to thirty teams of math/science teachers and guidance counselors participate in a year-long program which begins with a three-day Current Students/Future Scientists and Engineering Workshop. This event includes a keynote address, presentations and workshops by successful women in science and engineering, and hands-on laboratory sessions. Each participant receives a stipend and free room and board. Returning to their schools, the teacher-counselor teams implement ongoing plans designed to counteract gender bias in the sciences and to alert female students to the broad range of math, science, and engineering career choices open to them. A follow-up session in the spring allows the teams to present and discuss their year-long activities. (2) TRI-ON, a day of science for 120 ninth- and tenth- grade girls from schools with a large underserved and underrepresented population, is held in early spring. Girls discover the excitement of laboratory investigation and interact with female college science and math majors. (3) Teaching Internships, initiated in 1991, involve ten to fifteen Smith College math and science majors in teaching in public schools. The teaching interns experience the rewards and challenges of classroom teaching, and they also serve as role models for younger students.

  4. Microgravity sciences application visiting scientist program

    NASA Technical Reports Server (NTRS)

    1994-01-01

    Contract NAS8-38785, Microgravity Experimental and Theoretical Research, is a project involving a large number of individual research programs related to: determination of the structure of human serum albumin and other biomedically important proteins; analysis of thermodynamic properties of various proteins and models of protein nucleation; development of experimental techniques for the growth of protein crystals in space; study of the physics of electrical double layers in the mechanics of liquid interfaces; computational analysis of vapor crystal growth processes in microgravity; analysis of the influence of magnetic fields in damping residual flows in directional solidification processes; crystal growth and characterization of II-VI semiconductor alloys; and production of thin films for nonlinear optics. It is not intended that the programs will be necessarily limited to this set at any one time. The visiting scientists accomplishing these programs shall serve on-site at MSFC to take advantage of existing laboratory facilities and the daily opportunities for technical communications with various senior scientists.

  5. The Ridge 2000 Program: Promoting Earth Systems Science Literacy Through Science Education Partnerships

    NASA Astrophysics Data System (ADS)

    Simms, E.; Goehring, E.; Larsen, J.; Kusek, K.

    2007-12-01

    Sponsored by the National Science Foundation, Ridge 2000 (R2K) is a mid-ocean ridge and hydrothermal vent research program with a history of successful education and public outreach (EPO) programs and products. This presentation will share general science and education partnership strategies and best practices employed by the R2K program, with a particular emphasis on the innovative R2K project From Local to EXtreme Environments (FLEXE). As a new project of the international NSF and NASA sponsored GLOBE earth science education program, FLEXE involves middle and high school students in structured, guided analyses and comparisons of real environmental data. The science and education partnership model employed by FLEXE relies on experienced education coordinators within the R2K and international InterRidge and ChEss science research programs, who directly solicit and facilitate the involvement of an interdisciplinary community of scientists in the project based on their needs and interests. Concurrently, the model also relies on the GLOBE program to facilitate awareness and access to a large, established network of international educators who are interested in the process of science and interacting with the scientific community. The predominantly web-based interfaces that serve to effectively link together the FLEXE science and education communities have been developed by the Center for Science and the Schools at Penn State University, and are based on researched educational pedagogy, tools and techniques. The FLEXE partnership model will be discussed in the context of both broad and specific considerations of audience needs, scientist and educator recruitment, and the costs and benefits for those involved in the project.

  6. Computer Related Mathematics and Science Curriculum Materials - A National Science Foundation Cooperative College-School Science Program in Computing Science Education.

    ERIC Educational Resources Information Center

    Feng, Chuan C.

    Reported is the Cooperative College-School Science Program in Computing Science Education which was conducted by the University of Colorado Department of Civil Engineering in the summer of 1967. The program consisted of two five-week terms. The course work was composed of two formal lecture courses in Computer Related Mathematics and Computer…

  7. Initiating the 2002 Mars Science Laboratory (MSL) Technology Program

    NASA Technical Reports Server (NTRS)

    Caffrey, Robert T.; Udomkesmalee, Gabriel; Hayati, Samad A.; Henderson, Rebecca

    2004-01-01

    The Mars Science Laboratory (MSL) Project is an aggressive mission launching in 2009 to investigate the Martian environment and requires new capabilities that are currently are not available. The MSL Technology Program is developing a wide-range of technologies needed for this Mission and potentially other space missions. The MSL Technology Program reports to both the MSL Project and the Mars Technology Program (MTP). The dual reporting process creates a challenging management situation, but ensures the new technology meets both the specific MSL requirements and the broader Mars Program requirements. MTP is a NASA-wide technology development program managed by JPL and is divided into a Focused Program and a Base Program. The MSL Technology Program is under the focused program and is tightly coupled to MSL's mission milestones and deliverables. The technology budget is separate from the flight Project budget, but the technology's requirements and the development process are tightly coordinated with the Project. The MSL Technology Program combines the proven management techniques of flight projects with the commercial technology management strategies of industry and academia, to create a technology management program that meets the short-term requirements of MSL and the long-term requirements of MTP. This paper examines the initiation of 2002 MSL Technology program. Some of the areas discussed in this paper include technology definition, task selection, technology management, and technology assessment. This paper also provides an update of the 2003 MSL technology program and examines some of the drivers that changed the program from its initiation.

  8. Academic and Research Programs in Exercise Science, South Korea

    PubMed Central

    PARK, KYUNG-SHIN; SONG, WOOK

    2009-01-01

    We appreciate the opportunity to review academic curriculum and current research focus of Exercise Science programs in South Korea. The information of this paper was collected by several different methods, including e-mail and phone interviews, and a discussion with Korean professors who attended the 2009 ACSM annual conference. It was agreed that exercise science programming in South Korea has improved over the last 60 years since being implemented. One of distinguishable achievement is that exercise science programs after the 1980’s has been expanded to several different directions. It does not only produce physical education teachers but also attributes more to research, sports medicine, sports, leisure and recreation. Therefore, it has produced various jobs in exercise-related fields. Some of exercise science departments do not require teacher preparation course work in their curriculum which allows students to focus more on their specialty. Secondly, we believe we South Korea has caught up with advanced countries in terms of research quality. Many Korean researchers have recently published and presented their investigations in international journals and conferences. The quality and quantity of these studies introduced to international societies indicate that Exercise Science programs in South Korea is continuing to develop and plays an important part in the world. PMID:27182314

  9. Science education programs brief. No. 6, May 1995

    SciTech Connect

    1995-08-01

    The Student Research Participation (SRP) program sponsored by the US Department of Energy (DOE) is designed to provide ten-week summer research appointments to science and engineering undergraduate students. Profile data were collected at the time of participation for all 782 participants in the 1985 SRP program. In 1993, follow-up survey forms were mailed to former participants for whom addresses were available, and 279 former participants returned forms. In addition, a group of 14 former participants met as a special focus group to provide detailed information about their program experiences and the impact of program participation on their subsequent educational accomplishments and career aspirations.

  10. Strong, smart and bold strategies for improving attendance and retention in an after-school intervention.

    PubMed

    Markoe Hayes, Suzanne; Chapple, Sabrina; Ramirez, Cristina

    2014-03-01

    The Volunteers of America Greater Los Angeles (VOALA) Girls Inc. program is implementing and rigorously evaluating its Preventing Adolescent Pregnancy curriculum as part of a demonstration grant to identify effective teen pregnancy prevention programs sponsored by the U.S. Department of Health and Human Services Office of Adolescent Health (OAH). A total of 517 participants from Title I urban middle and high schools were randomly assigned to either Preventing Adolescent Pregnancy (treatment) or Economic Literacy (control) in two cohorts. Programming occurred after school weekly at middle and high schools. Low attendance and loss of sample (attrition) are common challenges in after-school programming, negatively affecting both the ability of a program to be successful and the integrity of a randomized controlled trial. The current article discusses challenges encountered with recruitment, incentives, and school factors during a first cohort of youth and innovative implementation changes during a second cohort that resulted in increased attendance rates and decreased attrition rates. Commentary is provided by the OAH Project Officer as well as lessons learned after 2 years of implementing the program.

  11. NASA Fundamental Remote Sensing Science Research Program

    NASA Technical Reports Server (NTRS)

    1984-01-01

    The NASA Fundamental Remote Sensing Research Program is described. The program provides a dynamic scientific base which is continually broadened and from which future applied research and development can draw support. In particular, the overall objectives and current studies of the scene radiation and atmospheric effect characterization (SRAEC) project are reviewed. The SRAEC research can be generically structured into four types of activities including observation of phenomena, empirical characterization, analytical modeling, and scene radiation analysis and synthesis. The first three activities are the means by which the goal of scene radiation analysis and synthesis is achieved, and thus are considered priority activities during the early phases of the current project. Scene radiation analysis refers to the extraction of information describing the biogeophysical attributes of the scene from the spectral, spatial, and temporal radiance characteristics of the scene including the atmosphere. Scene radiation synthesis is the generation of realistic spectral, spatial, and temporal radiance values for a scene with a given set of biogeophysical attributes and atmospheric conditions.

  12. FWP executive summaries, Basic Energy Sciences Materials Sciences Programs (SNL/NM)

    SciTech Connect

    Samara, G.A.

    1997-05-01

    The BES Materials Sciences Program has the central theme of Scientifically Tailored Materials. The major objective of this program is to combine Sandia`s expertise and capabilities in the areas of solid state sciences, advanced atomic-level diagnostics and materials synthesis and processing science to produce new classes of tailored materials as well as to enhance the properties of existing materials for US energy applications and for critical defense needs. Current core research in this program includes the physics and chemistry of ceramics synthesis and processing, the use of energetic particles for the synthesis and study of materials, tailored surfaces and interfaces for materials applications, chemical vapor deposition sciences, artificially-structured semiconductor materials science, advanced growth techniques for improved semiconductor structures, transport in unconventional solids, atomic-level science of interfacial adhesion, high-temperature superconductors, and the synthesis and processing of nano-size clusters for energy applications. In addition, the program includes the following three smaller efforts initiated in the past two years: (1) Wetting and Flow of Liquid Metals and Amorphous Ceramics at Solid Interfaces, (2) Field-Structured Anisotropic Composites, and (3) Composition-Modulated Semiconductor Structures for Photovoltaic and Optical Technologies. The latter is a joint effort with the National Renewable Energy Laboratory. Separate summaries are given of individual research areas.

  13. "Mao Might Cheat": The Interactional Construction of the Imaginary Situation in a Fifth Dimension After-School Setting

    ERIC Educational Resources Information Center

    Poole, Deborah

    2011-01-01

    This article explores Vygtosky's (1978) notion of the imaginary situation through analysis of interaction and activity in a Fifth Dimension after-school setting, one of a network of programs designed with an aim to realize developmental concepts proposed by Vygotsky and others in the cultural-historical tradition (see, e.g., Cole & the Distributed…

  14. NASA's Applied Sciences: Natural Disasters Program

    NASA Technical Reports Server (NTRS)

    Kessler, Jason L.

    2010-01-01

    Fully utilize current and near-term airborne and spaceborne assets and capabilities. NASA spaceborne instruments are for research but can be applied to natural disaster response as appropriate. NASA airborne instruments can be targeted specifically for disaster response. Could impact research programs. Better flow of information improves disaster response. Catalog capability, product, applicable disaster, points of contact. Ownership needs to come from the highest level of NASA - unpredictable and irregular nature of disasters requires contingency funding for disaster response. Build-in transfer of applicable natural disaster research capabilities to operational functionality at other agencies (e.g., USFS, NOAA, FEMA...) at the outset, whenever possible. For the Decadal Survey Missions, opportunities exist to identify needs and requirements early in the mission design process. Need to understand additional needs and commitments for meeting the needs of the disaster community. Opportunity to maximize disaster response and mitigation from the Decadal Survey Missions. Additional needs or capabilities may require agency contributions.

  15. Restructuring High School Science Curriculum: A Program Evaluation

    NASA Astrophysics Data System (ADS)

    Robertson, Cathy Jean

    One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.

  16. Workshop on the Suborbital Science Sounding Rocket Program, Volume 1

    NASA Technical Reports Server (NTRS)

    1991-01-01

    The unique characteristics of the sounding rocket program is described, with its importance to space science stressed, especially in providing UARS correlative measurements. The program provided opportunities to do innovative scientific studies in regions not other wise accessible; it was a testbed for developing new technologies; and its key attributes were flexibility, reliability, and economy. The proceedings of the workshop are presented in viewgraph form, including the objectives of the workshop and the workshop agenda.

  17. Evaluation to Improve a High School Summer Science Outreach Program.

    PubMed

    Chiappinelli, Katherine B; Moss, Britney L; Lenz, Devjanee Swain; Tonge, Natasha A; Joyce, Adam; Holt, Glen E; Holt, Leslie Edmonds; Woolsey, Thomas A

    2016-05-01

    The goal of the Young Scientist Program (YSP) at Washington University School of Medicine in St. Louis (WUSM) is to broaden science literacy and recruit talent for the scientific future. In particular, YSP seeks to expose underrepresented minority high school students from St. Louis public schools (SLPS) to a wide variety of careers in the sciences. The centerpiece of YSP, the Summer Focus Program (SFP), is a nine-week, intensive research experience for competitively chosen rising high school seniors (Scholars). Scholars are paired with volunteer graduate student, medical student, or postdoctoral fellow mentors who are active members of the practicing scientific community and serve as guides and exemplars of scientific careers. The SFP seeks to increase the number of underrepresented minority students pursuing STEM undergraduate degrees by making the Scholars more comfortable with science and science literacy. The data presented here provide results of the objective, quick, and simple methods developed by YSP to assess the efficacy of the SFP from 2006 to 2013. We demonstrate that the SFP successfully used formative evaluation to continuously improve the various activities within the SFP over the course of several years and in turn enhance student experiences within the SFP. Additionally we show that the SFP effectively broadened confidence in science literacy among participating high school students and successfully graduated a high percentage of students who went on to pursue science, technology, engineering, and mathematics (STEM) majors at the undergraduate level. PMID:27158303

  18. A Mentoring Program in Environmental Science for Underrepresented Groups

    NASA Astrophysics Data System (ADS)

    Stevens, L.; Rizzo, D. M.

    2009-12-01

    We developed a four-year program, combining educational and career support and research activities, to recruit and retain students from underrepresented groups in environmental sciences. Specifically, the program: ○ Assigns each student a faculty or graduate student mentor with whom the student conducts research activities. ○ Includes a weekly group meeting for team building and to review professional development and academic topics, such as time management and research ethics. ○ Requires students to make multiple formal presentations of their research proposals and results. ○ Provides scholarships and stipends for both the academic year and to engage students in summer research. The program seeks to achieve several goals including: ● Enhance academic performance. ● Encourage continued study in environmental science. ● Facilitate students completing their studies at UVM. ● Increase students’ interest in pursuing science careers. ● Create a more welcoming academic environment. To assess progress toward achievement of these goals, we conducted individual structured interviews with participating undergraduate students, graduate students, and faculty members at two points in time. First, interviews were conducted in the fall of 2007 after two years, and again in spring 2009, after four years. An independent research consultant, Dr. Livingston, conducted the interviews. In 2009, over the course of three days, the interviews included three graduate student and two faculty mentors, and six of the seven undergraduate students. Of the six students, three were juniors and three were graduating seniors. Results of the 2009 interviews echoed those of 2007. Both students and their mentors are quite satisfied with the program. The student presentations, weekly meetings, mentoring relationships, and summer research experiences all get high ratings from program participants. Students give high praise to their mentors and the program directors for providing

  19. San Diego High School Science Teacher Development Program.

    ERIC Educational Resources Information Center

    Ingmanson, Dale E.; Basile, Donald D.

    The San Diego High School Science Teacher Development Program was designed to address the lack of skills in communication and analytical reasoning and the need for increased scientific literacy at seven urban high schools in San Diego whose student populations from minority ethnic backgrounds exceed 50%. Among project objectives were: to improve…

  20. Handheld technology acceptance in radiologic science education and training programs

    NASA Astrophysics Data System (ADS)

    Powers, Kevin Jay

    The purpose of this study was to explore the behavioral intention of directors of educational programs in the radiologic sciences to adopt handheld devices to aid in managing student clinical data. Handheld devices were described to participants as a technology representing a class of mobile electronic devices including, but not limited to, personal digital assistants such as a Palm TX, Apple iPod Touch, Apple iPad or Hewlett Packard iPaq, and cellular or smartphones with third generation mobile capabilities such as an Apple iPhone, Blackberry or Android device. The study employed a non-experimental, cross-sectional survey design to determine the potential of adopting handheld technologies based on the constructs of Davis's (1989) Technology Acceptance Model. An online self-report questionnaire survey instrument was used to gather study data from 551 entry level radiologic science programs specializing in radiography, radiation therapy, nuclear medicine and medical sonography. The study design resulted in a single point in time assessment of the relationship between the primary constructs of the Technology Acceptance Model: perceived usefulness and perceived ease of use, and the behavioral intention of radiography program directors to adopt the information technology represented by hand held devices. Study results provide justification for investing resources to promote the adoption of mobile handheld devices in radiologic science programs and study findings serve as a foundation for further research involving technology adoption in the radiologic sciences.

  1. Research Informed Science Enrichment Programs at the Gravity Discovery Centre

    ERIC Educational Resources Information Center

    Venville, Grady; Blair, David; Coward, David; Deshon, Fred; Gargano, Mark; Gondwe, Mzamose; Heary, Auriol; Longnecker, Nancy; Pitts, Marina; Zadnik, Marjan

    2012-01-01

    Excursions to museums and science centres generally are great fun for students and teachers. The potential educational benefits beyond enjoyment, however, are rarely realised or analysed for their efficacy. The purpose of this paper is to describe four educational enrichment programs delivered at the Gravity Discovery Centre (GDC), near Gingin,…

  2. Eisenhower Program for Math and Science Gets Major Boost.

    ERIC Educational Resources Information Center

    Pennisi, Elizabeth

    1991-01-01

    A training program that allows scientists and educators to experiment with new ways to improve student performance in science and mathematics is described. Scientists and educators are encouraged to work together to develop projects for in-service education and projects that can be worked on by students in the laboratory. (KR)

  3. Biological and Earth Systems Science: A Program for the Future.

    ERIC Educational Resources Information Center

    Fortner, Rosanne; And Others

    1992-01-01

    Describes a school district's refocusing of lesson plans in the natural sciences to teach students about the structure and function of the earth--a focus all but abandoned in many school programs. Details of the curriculum; the resources used; leadership initiatives; and obstacles to implementation are discussed. (PR)

  4. Globalizing Agricultural Science and Education Programs for America.

    ERIC Educational Resources Information Center

    National Association of State Universities and Land Grant Colleges, Washington, DC.

    This document proposes an agenda for globalizing agricultural science and education which has implications for higher education, research, and extension programs at land-grant and similar universities. To enhance global competitiveness of U.S. agriculture through human resource development, institutions are urged to: globalize undergraduate and…

  5. Handheld Technology Acceptance in Radiologic Science Education and Training Programs

    ERIC Educational Resources Information Center

    Powers, Kevin Jay

    2012-01-01

    The purpose of this study was to explore the behavioral intention of directors of educational programs in the radiologic sciences to adopt handheld devices to aid in managing student clinical data. Handheld devices were described to participants as a technology representing a class of mobile electronic devices including, but not limited to,…

  6. Microanalytical Efforts in Support of NASA's Materials Science Programs

    NASA Technical Reports Server (NTRS)

    Gillies, Donald C.

    2004-01-01

    Following a brief overview of NASA s Microgravity Materials Science programs, specific examples will be given showing electron beam and optical microscopic applications to two-phase glass structures, dendrite tip radii, solid solution semiconductors, undercooled two-phase stainless steels and meteorites.

  7. A Primary Grade (K-3) Earth Science Program

    ERIC Educational Resources Information Center

    Schwartz, Maurice L.; Slesnick, Irwin L.

    1973-01-01

    Describes the rationale and structure of a newly developed earth science program for elementary school children (K-3). The activities involve pre-operational and concrete operational stages, progressing from one to the other. Children show sustained interest and enthusiasm as they investigate landforms, the moon, fossils, and weather phenomena.…

  8. Using Visual Feedback and Model Programs in Introductory Computer Science.

    ERIC Educational Resources Information Center

    Brown, Cynthia; And Others

    1992-01-01

    A teaching method for introductory computer science based on visualization and using extensive amounts of software is explained. Visualization is used to integrate other student activities, including reading algorithm and data structure descriptions, studying code for model programs and toolkits, designing software components, and building or…

  9. The Sisters in Science Program: A Three Year Analysis.

    ERIC Educational Resources Information Center

    Hammrich, Penny L.; Richardson, Greer; Livingston, Beverly

    In 1974, the Women's Educational Equity Act expanded math, science, and technology programs for all females. Current reform movements focus on providing more equitable education by changing the curriculum, teaching, and assessment. Research suggests that girls and boys currently receive different education and that girls have less exposure to…

  10. The National Research Program in the hydrological sciences

    USGS Publications Warehouse

    ,

    2005-01-01

    The National Research Program (NRP) in the hydrological sciences encompasses a broad spectrum of scientific investigations and focuses on long-term integrated studies related to water resource and environmental problems. The NRP provides an infrastructure within which the USGS can develop new information, theories, and techniques to understand, anticipate, and solve water-resource problems facing managers of Federal lands and the Nation.

  11. Animal Science Update Programs--The Role of Teacher Educators.

    ERIC Educational Resources Information Center

    Osborne, Ed; And Others

    1986-01-01

    Agricultural teachers must continually improve their knowledge and skills in animal science. Teacher educators can play a significant role in this process through the following channels: summer courses, teleconferencing, workshops, summer internships, technical update programs, field days, curriculum materials development and dissemination, and…

  12. THE EFFECTIVENESS OF FOUR VARIATIONS OF PROGRAMED SCIENCE MATERIALS.

    ERIC Educational Resources Information Center

    GORDON, JOHN M.

    INVESTIGATED WERE CHANGES IN THE PERFORMANCE OF SEVENTH GRADE STUDENTS AS A RESULT OF EXPOSURE TO A SYMBOLIC SCIENCE PROGRAM IN ELECTRICITY MODIFIED BY THE ADDITION OF SEVERAL TYPES OF CONCRETE EXPERIENCES. POSSIBLE RELATIONSHIPS BETWEEN THE DIFFERENT TYPES OF EXPERIENCES AND CHANGES IN HIGHER LEVELS OF COGNITIVE FUNCTIONING AND LINGUISTIC AND…

  13. An Analysis of the Demand for Postgraduate Educational Science Programs

    ERIC Educational Resources Information Center

    Aslan, Gulay

    2014-01-01

    This study, aimed to determine the variables that have a role in the emergence of individual demand for postgraduate educational sciences programs, is a descriptive one. The sample of the study consisted of 222 postgraduate students from Ankara University, a developed university, and Gaziosmanpasa University, a developing university. The data was…

  14. Promoting Science via an Equipment Loan Outreach Program

    NASA Astrophysics Data System (ADS)

    Krieble, Kelly; Salter, Carl

    2008-05-01

    An important component of many college and university science programs is that of community outreach. Some of the more typical kinds of outreach activities include teacher training workshops, public lectures, open house "science days," and school demonstration visits. The latter activity usually consists of students and faculty transporting equipment from their institution to a local secondary school to provide "hands-on" demonstrations or activities to a few science classes. One problem with such visits is the short interaction time (usually an hour or so), which often comes and goes and is soon forgotten by the participating students. We discuss in this paper the specifics of an outreach program that has been successful in addressing this and other issues.

  15. The Canadian Microgravity Sciences Program - Past present and future

    NASA Astrophysics Data System (ADS)

    Wetter, Barry; Saghir, Ziad; Mortimer, Alan

    1992-08-01

    An overview is given of the Canadian microgravity sciences program emphasizing the development and progress of microgravity-related research in the areas of materials and life sciences. Activities in the area of materials include: (1) materials processing by means of lasers; (2) crystal growth from melts solutions, and/or biological materials; (3) composite, glass, metal, and alloy materials research; and (4) combustion and fluid physics studies. The life-sciences segment incorporates studies of: cardiovascular/muscular acclimatization, radiation dosimetry, aquatic biology, bone decalcification, neurovestibular adaptations, cell cultures, and metabolism. Experimental payloads and processes are described for such infrastructures as the Mir space station, sounding rockets, drop towers, and the International Microgravity Laboratory. In addition to a significant body of useful scientific data the program contributes to the development of useful R&D hardware such as laser systems and a float-zone furnace.

  16. Effective Programs for Elementary Science: A Best-Evidence Synthesis. Educator's Summary

    ERIC Educational Resources Information Center

    Center for Research and Reform in Education, 2012

    2012-01-01

    Which science programs have been proven to help elementary students to succeed? To find out, this review summarizes evidence on three types of programs designed to improve the science achievement of students in grades K-6: (1) Inquiry-oriented programs without science kits, such as Increasing Conceptual Challenge, Science IDEAS, and Collaborative…

  17. Summer graduate research program for interns in science and engineering

    SciTech Connect

    Lee, C.B.

    1992-03-01

    The goal of the 10 week graduate intern program was to increase the source of candidates for positions in science and engineering at the Goddard Space Flight Center. Students participating in this program submitted papers on the work they performed over the 10 week period and also filled out questionnaires on the program's effectiveness, their own performance, and suggestions on improvements. The topics covered by the student's papers include: microsoft excel applications; fast aurora zone analysis; injection seeding of a Q-switched alexandrite laser; use of high temperature superconductors; modifications on a communication interface board; modeling of space network activities; prediction of atmospheric ozone content; and applications of industrial engineering.

  18. Summer graduate research program for interns in science and engineering

    NASA Technical Reports Server (NTRS)

    Lee, Clinton B.

    1992-01-01

    The goal of the 10 week graduate intern program was to increase the source of candidates for positions in science and engineering at the Goddard Space Flight Center. Students participating in this program submitted papers on the work they performed over the 10 week period and also filled out questionnaires on the program's effectiveness, their own performance, and suggestions on improvements. The topics covered by the student's papers include: microsoft excel applications; fast aurora zone analysis; injection seeding of a Q-switched alexandrite laser; use of high temperature superconductors; modifications on a communication interface board; modeling of space network activities; prediction of atmospheric ozone content; and applications of industrial engineering.

  19. The women in science and engineering scholars program

    NASA Technical Reports Server (NTRS)

    Falconer, Etta Z.; Guy, Lori Ann

    1989-01-01

    The Women in Science and Engineering Scholars Program provides scientifically talented women students, including those from groups underrepresented in the scientific and technical work force, with the opportunity to pursue undergraduate studies in science and engineering in the highly motivating and supportive environment of Spelman College. It also exposes students to research training at NASA Centers during the summer. The program provides an opportunity for students to increase their knowledge of career opportunities at NASA and to strengthen their motivation through exposure to NASA women scientists and engineers as role models. An extensive counseling and academic support component to maximize academic performance supplements the instructional and research components. The program is designed to increase the number of women scientists and engineers with graduate degrees, particularly those with an interest in a career with NASA.

  20. Microgravity Science and Applications Program Tasks, 1984 Revision

    NASA Technical Reports Server (NTRS)

    Pentecost, E. (Compiler)

    1985-01-01

    This report is a compilation of the active research tasks as of the end of the fiscal year 1984 of the Microgravity Science and Applications Program, NASA-Office of Space Science and Applications, involving several NASA centers and other organizations. The purpose of the document is to provide an overview of the program scope for managers and scientists in industry, university, and government communities. The report is structured to include an introductory description of the program, strategy and overall goal; identification of the organizational structures and people involved; and a description of each research task, together with a list of recent publications. The tasks are grouped into six categories: (1) electronic materials; (2) solidification of metals, alloys, and composites; (3) fluid dynamics and transports; (4) biotechnology; (5) glasses and ceramics; and (6) combustion.

  1. Microgravity Science and Applications Program tasks, 1988 revision

    NASA Technical Reports Server (NTRS)

    1989-01-01

    The active research tasks as of the end of the fiscal year 1988 of the Microgravity Science and Applications Program, NASA-Office of Space Science and Applications, involving several NASA centers and other organizations are compiled. The purpose is to provide an overview of the program scope for managers and scientists in industry, university, and government communities. Also included are an introductory description of the program, the strategy and overall goal, identification of the organizational structures and people involved, and a description of each task. A list of recent publications is provided. The tasks are grouped into six major categories: electronic materials; solidification of metals, alloys, and composites; fluid dynamics and transport phenomena; biotechnology; glasses and ceramics; and combustion. Other categories include experimental technology, general studies and surveys; foreign government affiliations; industrial affiliations; and Physics And Chemistry Experiments (PACE). The tasks are divided into ground-based and flight experiments.

  2. Microgravity Science and Applications Program tasks, 1987 revision

    NASA Technical Reports Server (NTRS)

    1988-01-01

    A compilation is presented of the active research tasks as of the end of the FY87 of the Microgravity Science and Applications Program, NASA-Office of Space Science and Applications, involving several NASA centers and other organizations. An overview is provided of the program scope for managers and scientists in industry, university, and government communities. An introductory description is provided of the program along with the strategy and overall goal, identification of the organizational structures and people involved, and a description of each task. A list of recent publications is also provided. The tasks are grouped into six major categories: Electronic Materials; Solidification of Metals, Alloys, and Composites; Fluid Dynamics and Transport Phenomena; Biotechnology; Glasses and Ceramics; and Combustion. Other categories include Experimental Technology, General Studies and Surveys; Foreign Government Affiliations; Industrial Affiliations; and Physics and Chemistry Experiments (PACE). The tasks are divided into ground based and flight experiments.

  3. Food, Environment, Engineering and Life Sciences Program (Invited)

    NASA Astrophysics Data System (ADS)

    Mohtar, R. H.; Whittaker, A.; Amar, N.; Burgess, W.

    2009-12-01

    Food, Environment, Engineering and Life Sciences Program Nadia Amar, Wiella Burgess, Rabi H. Mohtar, and Dale Whitaker Purdue University Correspondence: mohtar@purdue.edu FEELS, the Food, Environment, Engineering and Life Sciences Program is a grant of the National Science Foundation for the College of Agriculture at Purdue University. FEELS’ mission is to recruit, retain, and prepare high-achieving students with financial difficulties to pursue STEM (Science, Technology, Engineering, and Mathematics) careers. FEELS achieves its goals offering a scholarship of up to 10,000 per student each year, academic, research and industrial mentors, seminars, study tables, social and cultural activities, study abroad and community service projects. In year one, nine low-income, first generation and/or ethnic minority students joined the FEELS program. All 9 FEELS fellows were retained in Purdue’s College of Agriculture (100%) with 7 of 9 (77.7%) continuing to pursue STEM majors. FEELS fellows achieved an average GPA in their first year of 3.05, compared to the average GPA of 2.54 for low-income non- FEELS students in the College of Agriculture. A new cohort of 10 students joined the program in August 2009. FEELS fellows received total scholarships of nearly 50,000 for the 2008-2009 academic year. These scholarships were combined with a holistic program that included the following key elements: FEELS Freshman Seminars I and II, 2 study tables per week, integration activities and frequent meetings with FEELS academic mentors and directors. Formative assessments of all FEELS activities were used to enhance the first year curriculum for the second cohort. Cohort 1 will continue into their second year where the focus will be on undergraduate research. More on FEELS programs and activities: www.purdue.edu/feels.

  4. Undergraduates' Perceived Gains and Ideas about Teaching and Learning Science from Participating in Science Education Outreach Programs

    ERIC Educational Resources Information Center

    Carpenter, Stacey L.

    2015-01-01

    This study examined what undergraduate students gain and the ideas about science teaching and learning they develop from participating in K-12 science education outreach programs. Eleven undergraduates from seven outreach programs were interviewed individually about their experiences with outreach and what they learned about science teaching and…

  5. The Splashdown Effect: Measuring the Effect of Science Enrichment Programs on Science Attitudes of Gifted High School Girls and Boys

    ERIC Educational Resources Information Center

    Stake, Jayne E.; Mares, Kenneth R.

    2005-01-01

    The benefits of enrichment programs for the enhancement of students' science achievement are well established. However, little evidence is available on the value of these programs for increasing students' confidence and motivation for science. One problem in measuring changes in students' science attitudes is that students may suffer from a…

  6. Math and Science Scholars (MASS) Program: A Model Program for the Recruitment and Retention of Preservice Mathematics and Science Teachers

    ERIC Educational Resources Information Center

    Scott, Timothy P.; Milam, Jennifer L.; Stuessy, Carol L.; Blount, Kit Price; Bentz, Adrienne

    2006-01-01

    The shortage of certified teachers in mathematics and science in Texas classrooms is a major concern and mirrors national tends. Dramatic increases in shortages of teachers have stimulated the design of new certification programs that recruit and place teachers in classrooms as quickly as possible (Texas Center for Educational Research, 1999).…

  7. Searching for Good Science - The Cancellation of NASA's SETI Program

    NASA Astrophysics Data System (ADS)

    Garber, S. J.

    On Columbus Day, 1992, the National Aeronautics and Space Administration (NASA) formally initiated a radio astronomy program called SETI (Search for Extraterrestrial Intelligence). Less than a year later, Congress abruptly canceled the program. Why? While there was and still is a debate over the likelihood of finding intelligent extraterrestrial life, virtually all informed parties agreed that the SETI program constituted worthwhile, valid science. Yet, fervor over the federal budget deficit, lack of support from other scientists and aerospace contractors and a significant history of unfounded associations with nonscientific elements combined with bad timing in fall 1993 to make the program an easy target to eliminate. Thus SETI was a relative anomaly in terms of a small, scientifically valid program that was canceled for political expediency.

  8. The Science on Saturday Program at Princeton Plasma Physics Laboratory

    NASA Astrophysics Data System (ADS)

    Bretz, N.; Lamarche, P.; Lagin, L.; Ritter, C.; Carroll, D. L.

    1996-11-01

    The Science on Saturday Program at Princeton Plasma Physics Laboratory consists of a series of Saturday morning lectures on various topics in science by scientists, engineers, educators, and others with an interesting story. This program has been in existence for over twelve years and has been advertised to and primarily aimed at the high school level. Topics ranging from superconductivity to computer animation and gorilla conservation to pharmaceutical design have been covered. Lecturers from the staff of Princeton, Rutgers, AT and T, Bristol Meyers Squibb, and many others have participated. Speakers have ranged from Nobel prize winners, astronauts, industrialists, educators, engineers, and science writers. Typically, there are eight to ten lectures starting in January. A mailing list has been compiled for schools, science teachers, libraries, and museums in the Princeton area. For the past two years AT and T has sponsored buses for Trenton area students to come to these lectures and an effort has been made to publicize the program to these students. The series has been very popular, frequently overfilling the 300 seat PPPL auditorium. As a result, the lectures are videotaped and broadcast to a large screen TV for remote viewing. Lecturers are encouraged to interact with the audience and ample time is provided for questions.

  9. Distance Learning Programs to Inspire Students in the Sciences

    NASA Astrophysics Data System (ADS)

    Durham, Ian; Durham, Alyson

    2000-04-01

    Inspiring students to enter the sciences, in particular more traditional hard sciences and certain engineering disciplines, has become a greater challenge in the days of high tech computer jobs that pay far higher wages. In addition maintaining student interest in the classroom has also become more difficult with the increasing complexity and sophistication of home computer technology. Often students have better technology at home than they have in school. There is no substitute for actually being in an exciting location, but the cost of such elaborate field trips often outweighs the learning advantage. By developing state-of-the-art and inexpensive distance learning tools based on existing technology, Durham Research is bringing remote and exciting places and experiences live into the classroom as a way of inspiring students to eventually enter the sciences. In this presentation we will speak about our cornerstone distance learning program, the Space Experiment Education Kit, and how we hope it helps to inspire a future generation of scientists and people who appreciate science. We will also briefly talk about some of our other related programs. All programs are geared toward all grade levels from elementary through graduate school.

  10. Initiating the 2002 Mars Science Laboratory (MSL) Focused Technology Program

    NASA Technical Reports Server (NTRS)

    Caffrey, Robert T.; Udomkesmalee, Gabriel; Hayati, Samad A.

    2004-01-01

    The Mars Science Laboratory (MSL) Project is an aggressive mission launching in 2009 to deliver a new generation of rover safely to the surface of Mars and conduct comprehensive in situ investigations using a new generation of instruments. This system will be designed to land with precision and be capable of operating over a large percentage on the surface of Mars. It will have capabilities that will support NASA's scientific goals into the next decade of exphation. The MSL Technology program is developing a wide-range of technologies needed for this Mission and potentially other space missions. The MSL Technology Program reports to both the MSL Project and the Mars Technology Program (MTP). The dual reporting process creates a challenging management situation, but ensures the new technology meets both the specific MSL requirements and the broader Mars Program requirements. MTP is a NASA-wide technology development program managed by the Jet Propulsion Laboratory (JPL) and is divided into a Focused Program and a Base Program. The Focused Technology Program addresses technologies that are specific and critical to near-term missions, while the Base Technology Program addresses those technologies that are applicable to multiple missions and which can be characterized as longer term, higher risk, and high payoff technologies. The MSL Technology Program is under the Focused Program and is tightly coupled to MSL's mission milestones and deliverables. The technology budget is separate from the flight Project budget, but the technology s requirements and the development process are tightly coordinated with the Project. The Technology Program combines proven management techniques of flight projects with commercial and academic technology management strategies, to create a technology management program that meets the near-term requirements of MSL and the long-term requirements of MTP. This paper examines the initiation of 2002 MSL Technology program. Some of the areas

  11. Science Teaching Experiences in Informal Settings: One Way to Enrich the Preparation Program for Preservice Science Teachers

    ERIC Educational Resources Information Center

    Hsu, Pei-Ling

    2016-01-01

    The high attrition rate of new science teachers demonstrates the urgent need to incorporate effective practices in teacher preparation programs to better equip preservice science teachers. The purpose of the study is to demonstrate a way to enrich preservice science teachers' preparation by incorporating informal science teaching practice into…

  12. Learning To Communicate About Science In Everyday Language Through Informal Science Education

    NASA Astrophysics Data System (ADS)

    Mayhew, Laurel M.; Finkelstein, Noah D.

    2009-11-01

    The University of Colorado's Partnerships for Informal Science Education in the Community (PISEC) program, in which university students participate in classroom and after school science activities with local precollege children, seeks to develop children's interest, identity and abilities in science, while simultaneously developing university participant's interest and understanding in education and their abilities to communicate about science. The Communication in Everyday Language Assessment (CELA) component of our assessment suite has been used to evaluate university student teaching in these informal educational settings. We find significant positive gains a result of participating in the PISEC program.

  13. NASA'S Water Resources Element Within the Applied Sciences Program

    NASA Technical Reports Server (NTRS)

    Toll, David; Doorn, Bradley; Engman, Edwin

    2010-01-01

    The NASA Applied Sciences Program works within NASA Earth sciences to leverage investment of satellite and information systems to increase the benefits to society through the widest practical use of NASA research results. Such observations provide a huge volume of valuable data in both near-real-time and extended back nearly 50 years about the Earth's land surface conditions such as land cover type, vegetation type and health, precipitation, snow, soil moisture, and water levels and radiation. Observations of this type combined with models and analysis enable satellite-based assessment of numerous water resources management activities. The primary goal of the Earth Science Applied Science Program is to improve future and current operational systems by infusing them with scientific knowledge of the Earth system gained through space-based observation, model results, and development and deployment of enabling technologies, systems, and capabilities. Water resources is one of eight elements in the Applied Sciences Program and it addresses concerns and decision making related to water quantity and water quality. With increasing population pressure and water usage coupled with climate variability and change, water issues are being reported by numerous groups as the most critical environmental problems facing us in the 21st century. Competitive uses and the prevalence of river basins and aquifers that extend across boundaries engender political tensions between communities, stakeholders and countries. Mitigating these conflicts and meeting water demands requires using existing resources more efficiently. The potential crises and conflicts arise when water is competed among multiple uses. For example, urban areas, environmental and recreational uses, agriculture, and energy production compete for scarce resources, not only in the Western U.S. but throughout much of the U.S. but also in many parts of the world. In addition to water availability issues, water quality related

  14. Materials Sciences Programs. Fiscal Year 1980, Office of Basic Energy Sciences

    SciTech Connect

    Not Available

    1980-09-01

    This report provides a convenient compilation index of the DOE Materials Sciences Division programs. This compilation is intended for use by administrators, managers, and scientists to help coordinate research and as an aid in selecting new programs and is divided into Sections A and B, listing all the projects, Section C, a summary of funding levels, and Section D, an index (the investigator index is in two parts - laboratory and contract research).

  15. National Aeronautics and Space Administration Science and Engineering Apprentice Program

    NASA Technical Reports Server (NTRS)

    1997-01-01

    The National Aeronautics and Space Administration's Science and Engineering Apprentice Program for high school students is one of NASA's many efforts toward a goal of scientific literacy. It embraces science, mathematics, and technology as keys to purposeful and sustained progress and security for our nation and its people. It serves as a model for helping reform education by striving to address mechanisms to influence the knowledge, skills, and attitudes of our students. It focuses on what to do today to meet the challenges of tomorrow.

  16. Lessons Learned from NASA UAV Science Demonstration Program Missions

    NASA Technical Reports Server (NTRS)

    Wegener, Steven S.; Schoenung, Susan M.

    2003-01-01

    During the summer of 2002, two airborne missions were flown as part of a NASA Earth Science Enterprise program to demonstrate the use of uninhabited aerial vehicles (UAVs) to perform earth science. One mission, the Altus Cumulus Electrification Study (ACES), successfully measured lightning storms in the vicinity of Key West, Florida, during storm season using a high-altitude Altus(TM) UAV. In the other, a solar-powered UAV, the Pathfinder Plus, flew a high-resolution imaging mission over coffee fields in Kauai, Hawaii, to help guide the harvest.

  17. NASA's MEaSUREs Program Serving the Earth Science Community

    NASA Astrophysics Data System (ADS)

    Ramapriyan, H. K.; Tsaoussi, L.; Olding, S. W.

    2014-12-01

    A major need stated by the NASA Earth science research strategy is to develop long-term, consistent, and calibrated data and products that are valid across multiple missions and satellite sensors. NASA has invested in the creation of consistent time series satellite data sets over decades, through both mission science team-based and measurement-based data product reprocessing and through solicitations for merged data products. The NOAA/NASA Pathfinder Program, carried out in the mid-1990's, resulted in the reprocessing of four long time-series datasets from existing archives. The Research, Education and Applications Solutions Network (REASoN) Program, initiated in 2002, consisted of several projects that provided data products, information systems and services capabilities, and/or advanced data systems technologies, to address strategic needs in Earth science research, applications, and education. The Program named Making Earth System data records for Use in Research for Earth Science, or MEaSUREs has had two requests for proposals, the first in 2006 and the second in 2012. With this Program, the Earth Science Division has focused on generating datasets for particular Earth science research measurement needs, and refers to such datasets as Earth System Data Records (ESDRs). Climate Data Records (CDRs) are a particular case of ESDRs. An ESDR is defined as a unified and coherent set of observations of a given parameter of the Earth system, which is optimized to meet specific requirements in addressing science questions. Most of the MEaSUREs projects are five years long. They produce ESDRs using mature, peer-reviewed algorithms. The products are vetted by the user community in the respective scientific disciplines. They are made available publicly by the projects during their execution period. Before the projects end, the ESDRs are transferred to one of the NASA-assigned Distributed Active Archive Centers for longer-term archiving and distribution. Tens of millions of

  18. Lincoln Advanced Science and Engineering Reinforcement (LASER) program

    NASA Astrophysics Data System (ADS)

    Williams, Willie E.

    Lincoln University, under the Lincoln Advanced Science and Engineering Reinforcement (LASER) Program, has identified and successfully recruited over 100 students for majors in technical fields. To date, over 70 percent of these students have completed or will complete technical degrees in engineering, physics, chemistry, and computer science. Of those completing the undergraduate degree, over 40 percent have gone on to graduate and professional schools. This success is attributable to well planned approaches to student recruitment, training, personal motivation, retention, and program staff. Very closely coupled to the above factors is a focus designed to achieve excellence in program services and student performance. Future contributions by the LASER Program to the pool of technical minority graduates will have a significant impact. This is already evident from the success of the students that began the first year of the program. With program plans to refine many of the already successful techniques, follow-on activities are expected to make even greater contributions to the availability of technically trained minorities. For example, undergraduate research exposure, broadened summer, and co-op work experiences will be enhanced.

  19. Lincoln Advanced Science and Engineering Reinforcement (LASER) program

    NASA Technical Reports Server (NTRS)

    Williams, Willie E.

    1989-01-01

    Lincoln University, under the Lincoln Advanced Science and Engineering Reinforcement (LASER) Program, has identified and successfully recruited over 100 students for majors in technical fields. To date, over 70 percent of these students have completed or will complete technical degrees in engineering, physics, chemistry, and computer science. Of those completing the undergraduate degree, over 40 percent have gone on to graduate and professional schools. This success is attributable to well planned approaches to student recruitment, training, personal motivation, retention, and program staff. Very closely coupled to the above factors is a focus designed to achieve excellence in program services and student performance. Future contributions by the LASER Program to the pool of technical minority graduates will have a significant impact. This is already evident from the success of the students that began the first year of the program. With program plans to refine many of the already successful techniques, follow-on activities are expected to make even greater contributions to the availability of technically trained minorities. For example, undergraduate research exposure, broadened summer, and co-op work experiences will be enhanced.

  20. Bachelor of Science in Medical Physics Program at Ryerson University

    NASA Astrophysics Data System (ADS)

    Antimirova, Tetyana

    2006-12-01

    A new Bachelor of Science in Medical Physics program at Ryerson University, Toronto, Ontario was launched in Fall 2006. The program builds on Ryerson’s strong existing capabilities in biomedical physics research. The program’s point of entry is the common first year during which all students in Biology, Chemistry, Contemporary Science and Medical Physics programs complete the foundation courses that include physics, calculus, biology, chemistry, and introduction to computing. In addition to the foundation courses, the first-year studies include an orientation course that supports the students in making a successful transition to university studies. The courses beyond the first year include such topics as radiation therapy, image analysis, medical diagnostics and computer modeling techniques. In the final year the students will undertake an independent, faculty-supervised thesis project in an area of personal research interest. Co-op and industrial internship options are available. Our program promotes natural interaction between physics, life sciences, mathematics and computing. The flexibility built into our curriculum will open a variety of career options for our graduates.