A Linear Programming Model to Optimize Various Objective Functions of a Foundation Type State Support Program.

ERIC Educational Resources Information Center

Matzke, Orville R.

The purpose of this study was to formulate a linear programming model to simulate a foundation type support program and to apply this model to a state support program for the public elementary and secondary school districts in the State of Iowa. The model was successful in producing optimal solutions to five objective functions proposed for…

Assessment! The Foundation to This Performance/Field-Based Teacher Preparation Program.

ERIC Educational Resources Information Center

Schmitz, Steve; Veilbig, Cindy; Fitch, Lanny; Alawiye, Osman

This report describes the assessment practices of the undergraduate performance and field-based teacher preparation programs of Central Washington University. The undergraduate program involves 2-year programs for elementary school teacher candidates in 3 school districts. Portfolios are used in this program as a means of authentic assessment and…

ANSWERS TO QUESTIONS MOST FREQUENTLY ASKED BY VISITORS TO FLINT'S COMMUNITY SCHOOLS.

ERIC Educational Resources Information Center

Flint Board of Education, MI.

QUESTIONS ARE RAISED CONCERNING THE RELATIONSHIP BETWEEN THE MOTT FOUNDATION PROGRAM, THE FLINT BOARD OF EDUCATION, THE COST OF THE PROGRAM, AND THE ADMINISTRATION OF THE COMMUNITY SCHOOL PROGRAM. QUESTIONS PERTAINING TO THE COMMUNITY SCHOOL DIRECTOR RANGE FROM HIS ROLE TO HIS ON-THE-JOB TRAINING. QUESTIONS PERTAINING TO ADULT EDUCATION AND THE…

Experts in the Classroom: Fellows Program Connects Teacher Learning to Student Outcomes

ERIC Educational Resources Information Center

Pett, Kate; Strahan, David; Gates, Carlye

2014-01-01

This article provides snapshots of teacher leadership in action as one result of the Asheville (N.C.) City Schools Foundation Innovation Fellows program, an approach to providing high quality professional learning for the district's best teachers. With start-up funding from the Z. Smith Reynolds Foundation, this program was created to retain great…

The Measure of a Good School. A Guide to Evaluation of School Systems Adapted Particularly for Use in Kentucky School Districts.

ERIC Educational Resources Information Center

Kentucky Univ., Lexington. Coll. of Education.

Comments on school evaluation are divided into the following categories--(1) program goals and objectives of the schools, (2) staff--age, sex, experience, preparation, and problem of retaining good teachers, (3) administration and their application to district organization, (4) finance--an outline of how a foundation program operates, and comments…

Learning by Doing: Panasonic Partnerships and Systemic School Reform.

ERIC Educational Resources Information Center

Clark, Terry A.; Lacey, Richard A.

A diverse and growing body of research points to the need for an overhaul of America's public education systems. The Panasonic Foundation created its Partnership Program for systemic educational reform in 1987. Since then, the foundation has collaborated with 16 school districts and 3 state departments of education. This book informs others…

Preparing School Leaders: What Works?

ERIC Educational Resources Information Center

Leithwood, Kenneth; And Others

1995-01-01

This paper describes the results of a study that investigated the nature and consequences of a unique set of university-sponsored school leadership preparation programs. Begun in 1987, the Danforth Foundation Program for the Preparation of School Principals (DPPSP) was part of a two-pronged effort to more fully develop the potential of school…

Schools Attuned. Program Evaluation 2003: The Report Card Study

ERIC Educational Resources Information Center

Ort, Suzanne Wichterle

2003-01-01

This document reports on a study funded by the Nash Family Foundation designed to assess the impact of participation in the Schools Attuned professional development program on Jewish Day School educators. Participants in this study took part in a 35 hour course and 10 hours of post course follow up, related to the Schools Attuned approach to…

The Impact of a School-Based Cultural Awareness Program on Students Ethnic Identity and Self-Esteem

ERIC Educational Resources Information Center

Braswell, Charley Alexandria

2011-01-01

The purpose of this quantitative study was to examine the influences of a school-based cultural awareness program on ethnic identity and self-esteem in fifth grade early adolescents. The development and implementation of a school-based cultural awareness program was intended to offer students a basic foundation for the development and/or…

Evaluation of the DC Opportunity Scholarship Program: Features of Schools in DC. NCEE Evaluation Brief. Third Report in a Series for the Evaluation of the DC Opportunity Scholarship Program. NCEE 2016-4007

ERIC Educational Resources Information Center

Betts, Julian; Dynarski, Mark; Feldman, Jill

2016-01-01

The foundation of school choice is offering families a variety of schools and letting them choose one they believe is most suitable for their child. For school choice to matter, schools need to have different features that parents are seeking. The District of Columbia Opportunity Scholarship Program was created by Congress to provide tuition…

A Potpourri of Pascal Programs.

ERIC Educational Resources Information Center

Gimmestad, Beverly; And Others

This is a collection of Pascal programs that were developed for a 1986 National Science Foundation-sponsored high school teachers' summer workshop. The programs can be used as a means of extending or enriching textbook material in either high school mathematics or Pascal courses. Some suggested uses are: (1) teacher demonstrations in mathematics…

Foundations in Science and Mathematics Program for Middle School and High School Students

NASA Astrophysics Data System (ADS)

Desai, Karna Mahadev; Yang, Jing; Hemann, Jason

2016-01-01

The Foundations in Science and Mathematics (FSM) is a graduate student led summer program designed to help middle school and high school students strengthen their knowledge and skills in mathematics and science. FSM provides two-week-long courses over a broad spectrum of disciplines including astronomy, biology, chemistry, computer programming, geology, mathematics, and physics. Students can chose two types of courses: (1) courses that help students learn the fundamental concepts in basic sciences and mathematics (e.g., "Precalculus"); and (2) knowledge courses that might be excluded from formal schooling (e.g., "Introduction to Universe"). FSM has served over 500 students in the Bloomington, IN, community over six years by acquiring funding from Indiana University and the Indiana Space Grant Consortium. FSM offers graduate students the opportunity to obtain first hand experience through independent teaching and curriculum design as well as leadership experience.We present the design of the program, review the achievements, and explore the challenges we face. We are open to collaboration with similar educational outreach programs. For more information, please visit http://www.indiana.edu/~fsm/ .

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…

Finding the Funds for Health Resources.

ERIC Educational Resources Information Center

Osorio, Jenny; Marx, Eva; Bauer, Louise

2000-01-01

Identifying, securing, and sustaining funding are the greatest challenges to establishing and maintaining school health programs. A federal/state government alliance (the School Health Program Finance Project) provides funding information; foundations and businesses provide substantial financial support. Districts should employ resource mapping to…

Certified Staffing: A Formula for Success

ERIC Educational Resources Information Center

Thompson, Martina M.

2005-01-01

For the past three years, five Topeka-area schools have participated in the Topeka Academy for Leading Learners program, or TALL. A 21st Century Community Learning Center Project funded by the U.S. Department of Education and the Mott Foundation, TALL serves approximately 300 students through an after-school program in four elementary schools and…

Interpersonal Process Group Counseling for Educationally Marginalized Youth: The MAGNIFY Program

ERIC Educational Resources Information Center

Slaten, Christopher D.; Elison, Zachary M.

2015-01-01

Youth mental health is an area of profound disparity between the demand and supply of services, particularly in schools that serve students at risk of school dropout. This article describes the conceptual foundations and implementation of "MAGNIFY", a program that provides free group counseling to small alternative schools with students…

Review of "Promising Start: An Empirical Analysis of How EdChoice Vouchers Affect Ohio Public Schools"

ERIC Educational Resources Information Center

Lubienski, Christopher

2008-01-01

A Friedman Foundation report attempts to find empirical support for the contention that competition from private schools, through voucher programs, improves the effectiveness of public schools. In the first year of Ohio's new EdChoice voucher program, the report claims to have found substantial academic gains at public schools exposed to the…

Boot Camp for Education CEOs: The Broad Foundation Superintendents Academy

ERIC Educational Resources Information Center

Jehlen, Alain

2012-01-01

The Broad Foundation Superintendents Academy is the most prominent and most controversial training institute for school chiefs. The Academy is the flagship program of the Eli and Edythe Broad Foundation, the smallest of a triumvirate of corporate foundations that are at the heart of the billionaire campaign to remake public education in the image…

Fermilab Friends for Science Education | Programs | Past Donors

Science.gov Websites

the U.S. Trust Company of New York AT&T Bell Laboratories Aurora Foundation, The Batavia Schools Teachers of Mathematics Illinois Department of Natural Resources Illinois State Board of Education Science Literacy Program Joyce Foundation, The Kane County Board of Education Kane County Riverboat Fund Marmon

Win the Funding Game.

ERIC Educational Resources Information Center

Young, Amanda

1981-01-01

Discusses five possible alternative funding sources for the school music program: local businesses, corporate foundations, private foundations, wealthy individuals, and state arts councils. (Part of a theme issue on the crisis in music education.) (Author/SJL)

Interview: Bryce Hach--High School Chemistry Teaching Gets a Boost

ERIC Educational Resources Information Center

Carr, Kate

2009-01-01

Science education reached the headlines of the local newspaper: "Foundation donates $33M! American Chemical Society gets support for chemistry teaching." This windfall came from the Hach Scientific Foundation in Fort Collins, Colorado. The $33 million will go to continue three programs initiated by the Hach Scientific Foundation. One…

Building District Capacity for System-Wide Instructional Improvement in Stamford Public Schools. Working Paper. GE Foundation "Developing Futures"™ in Education Evaluation Series

ERIC Educational Resources Information Center

Fink, Ryan; Riggan, Matt

2013-01-01

This report summarizes findings from one component of the Consortium for Policy Research in Education's (CPRE) evaluation of the General Electric Foundation's (GEF) "Developing Futures"™ in Education program in Stamford Public Schools (SPS). The purpose was to closely analyze district capacity to support system-wide instructional…

Building District Capacity for System-Wide Instructional Improvement in Cincinnati Public Schools. Working Paper. GE Foundation "Developing Futures"™ in Education Evaluation Series

ERIC Educational Resources Information Center

Sam, Cecile; Riggan, Matt

2013-01-01

This report summarizes findings from one component of the Consortium for Policy Research in Education's (CPRE) evaluation of the General Electric Foundation's (GEF) "Developing Futures"™ in Education program in Cincinnati Public Schools (CPS). The purpose was to closely analyze district capacity to support system-wide instructional…

A Web-Based Genetic Polymorphism Learning Approach for High School Students and Science Teachers

ERIC Educational Resources Information Center

Amenkhienan, Ehichoya; Smith, Edward J.

2006-01-01

Variation and polymorphism are concepts that are central to genetics and genomics, primary biological disciplines in which high school students and undergraduates require a solid foundation. From 1998 through 2002, a web-based genetics education program was developed for high school teachers and students. The program included an exercise on using…

Teacher Candidates' Perceptions of the Emphasis on Stewardship in Their Initial Teacher Licensure Program

ERIC Educational Resources Information Center

Yontz, Brian David

2010-01-01

The stewardship of schools is central to the renewal and preservation of that which is precious in our nation's schools. This study examined perceptions of future teachers as to the degree to which their teacher preparation program emphasized the idea of stewarding schools. With a theoretical foundation that initial teacher preparation provides…

Creating Original Opera at Lake Agassiz Elementary School.

ERIC Educational Resources Information Center

Sherwood, Connie; And Others

1994-01-01

In 1993 Lake Agassiz School in North Dakota received a Knight Foundation grant so teachers and students could participate in a program to learn how to create an opera. The program instructed teachers on how students could maximize their understanding about producing an opera. The school formed a partnership with the Metropolitan Opera Guild of New…

Technology Education. A Maryland Curricular Framework.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore.

This document is designed to help administrators and teachers plan, develop, and implement technology education (TE) programs. It provides a philosophical foundation and broad outline for constructing comprehensive TE programs that develop middle school and high school students' technological literacy by focusing on the ways in which ingenuity,…

A Model of Economics Learning in the High Schools.

ERIC Educational Resources Information Center

Walstad, William B.; Soper, John C.

1982-01-01

Evaluates the effectiveness of the Developmental Economic Education Project (DEEP) of the Joint Council of Economic Education and the awards program of the International Paper Company Foundation (IPCF). DEEP schools had a positive effect on students. The results of the IPCF program are less encouraging. (RM)

Leadership Development: An Assessment of the Aspiring Leaders Program in Seven Delaware School Districts and One Charter

ERIC Educational Resources Information Center

Brittingham, Sharon

2009-01-01

Since 2000, The Wallace Foundation, nationally recognized for its involvement in educational programs, has supported efforts to improve the training and conditions of school leaders to better enable them to improve student achievement. One of these efforts in Delaware was the development of district level aspiring leadership development programs.…

Building District Capacity for System-Wide Instructional Improvement in Erie Public Schools. Working Paper. GE Foundation "Developing Futures"™ in Education Evaluation Series

ERIC Educational Resources Information Center

Riggan, Matt; Fink, Ryan; Sam, Cecile; Darfler, Anne

2013-01-01

This report summarizes findings from one component of the Consortium for Policy Research in Education's (CPRE) evaluation of the General Electric Foundation's (GEF) "Developing Futures" ™ in Education program in Erie Public Schools (EPS). As described in the CPRE proposal and research design, the purpose was to closely analyze district…

Building District Capacity for System-Wide Instructional Improvement in Jefferson County Public Schools. Working Paper. GE Foundation "Developing Futures"™ in Education Evaluation Series

ERIC Educational Resources Information Center

Darfler, Anne; Riggan, Matt

2013-01-01

This report summarizes findings from one component of the Consortium for Policy Research in Education's (CPRE) evaluation of the General Electric Foundation's (GEF) "Developing Futures"™ in Education program in Jefferson County Public Schools (JCPS). As described in the CPRE proposal and research design, the purpose was to closely…

Afterschool: A Strategy for Addressing and Preventing Middle School Bullying. MetLife Foundation Afterschool Alert. Issue Brief No. 51

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on bullying awareness and prevention. Bullying is a dangerous behavior…

Keeping Kids Safe and Supported in the Hours After School. MetLife Foundation Afterschool Alert. Issue Brief No. 65

ERIC Educational Resources Information Center

Afterschool Alliance, 2014

2014-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third issue brief in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards,…

A Framework for School Change--The School Portfolio.

ERIC Educational Resources Information Center

Bernhardt, Victoria L.

The "Education for the Future Initiative" is a national, privately-funded program initially sponsored by the Telesis Foundation and recently joined by Arthur Andersen & Co. to help schools undertake continuous improvement. The Initiative has pioneered a framework for school improvement in the form of a school portfolio. This document offers a…

A Comparative Study of Government and Non-Government Ethics Programs, Practices, and Policies

DTIC Science & Technology

1992-06-01

felt to be a foundation for answering the survey questions. The Ethics Resource Center conducted a survey of American business schools and...and under- graduate business school programs. Although ninety percent of the business schools responding indicated that ethics is included in their...there is already some impetus towards standardization. 2. Emphasis« formal ethics training in all undergraduate and graduate business schools . Core

In-Depth Science Research Experiences for Teens: The AMNH-ITEST High School Science Research Program. Summative Evaluation Report

ERIC Educational Resources Information Center

Smith, Anita

2008-01-01

In January 2005, the American Museum of Natural History (AMNH) was awarded a three-year ITEST grant (Innovative Technology Experiences for Students and Teachers) through the National Science Foundation (award #04-23417). This "AMNH-ITEST High School Science Research Program" aimed to target 120 urban high school youth, grades 10-12, from…

A Study of the Influence of the New Careers in Nursing Program on the Culture of Participating Schools of Nursing. New Careers in Nursing. Research Report. ETS RR-15-28

ERIC Educational Resources Information Center

Millett, Catherine M.; Kevelson, Marisol J. C.

2015-01-01

In 2014, ETS conducted a study investigating how the New Careers in Nursing (NCIN) program may have influenced the culture of participating schools of nursing. Select schools of nursing received grants from the Robert Wood Johnson Foundation to provide scholarships and support services for students in accelerated nursing programs. Case studies…

Open Wide the Schoolhouse Doors.

ERIC Educational Resources Information Center

Booth, Charlene Warren

A program for bringing information about the schools to the members of the community in the Columbia-Brazoria Independent School District (Texas) is described in this book. Funding was provided by the Texas Education Agency through its Elementary and Secondary Education Act and by the Hogg Foundation. Details of the program are described,…

Game Design through Mentoring and Collaboration

ERIC Educational Resources Information Center

Clark, Kevin; Sheridan, Kimberly

2010-01-01

The findings from an after-school program entitled Game Design through Mentoring and Collaboration (GDMC) funded by the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program. A total of 139 middle and high schools students in the Washington, D.C. metropolitan area to learn the basics of…

Peace Works: A Program Evaluation Model

ERIC Educational Resources Information Center

LeBlanc, Patrice; Lacey, Candace

2002-01-01

The purpose of this paper is to describe the model used to evaluate the two-year Allegany Grant between the Peace Education Foundation and the Miami-Dade County Public Schools that focused on reducing school violence through implementing the "Peace Works" program. A mixed method design using simultaneous methodologies was employed. For…

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…

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…

The Effect of Private School Vouchers on Political Participation: Experimental Evidence from New York City. Program on Education Policy and Governance Working Paper Series. PEPG 16-01

ERIC Educational Resources Information Center

Carlson, Deven; Chingos, Matthew M.; Campbell, David E.

2016-01-01

In 1997, the New York School Choice Scholarships Foundation Program (SCSF) randomly offered three-year scholarships to attend private schools to approximately 1,000 low-income families in New York City. In this paper we leverage exogenous variation generated by the SCSF to estimate the causal effect of the private school voucher offer--and the…

Double TNT: Targeting New Teachers and Teaching by Novel Techniques.

ERIC Educational Resources Information Center

Williams-Robertson, Lydia

A program developed by the Austin (Texas) Independent School District under a 2-year grant from the National Science Foundation is described and evaluated. The primary objectives of the program were to: interest minority and female students in science; attract these groups to the teaching of science; enrich the elementary school science…

From Research to Practice: Strategies for Supporting School Readiness in Programs Serving Infants and Toddlers

ERIC Educational Resources Information Center

Powers, Stefanie

2012-01-01

Fostering healthy social and emotional development provides the foundation for school readiness in programs serving infants, toddlers, and their families. In this article, the author explores four key concepts that make the link between social and emotional development and early learning: 1) Cognitive and social-emotional development are…

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…

Chapter 7: Engaging Young People--Learning in Informal Contexts

ERIC Educational Resources Information Center

Vadeboncoeur, Jennifer A.

2006-01-01

Over the past decade, "out-of-school time" and "after-school programs" have been identified as objects of research, funding, and policy initiatives across federal and state agencies as well as public, private, and nonprofit foundations. The increasing attention to and funding of programs that engage youth outside of the formal…

A Proposal for the Entrepreneurial Awareness Program: The Options and Opportunities of Entrepreneurship.

ERIC Educational Resources Information Center

Bristow, Clinton, Jr.

Chicago State University's College of Business and Administration, through a grant from the Coleman/Fannie May Candies Foundation, has established an Entrepreneurial Awareness Program for vocational high school students and teachers. Vocational high schools were the first to be targeted because their students are enrolled in courses providing…

House Bill 5 Evaluation. Revised

ERIC Educational Resources Information Center

Mellor, Lynn; Stoker, Ginger; Reese, Kelly

2015-01-01

In June 2013, former Texas Governor Rick Perry signed into law House Bill (HB) 5, 83rd Texas Legislature, Regular Session, which established a new high school graduation program--the Foundation High School Program--for students entering Grade 9 in 2014-15 and reduced the number of state assessments required for graduation. The legislation gave the…

Hot spots enriched plasmonic nanostructure-induced random lasing of quantum dots thin film

NASA Astrophysics Data System (ADS)

Shan, Feng; Zhang, Xiao-Yang; Wu, Jing-Yuan; Zhang, Tong

2018-04-01

Not Available Project supported by the National Key Research and Development Program of China (Grant No. 2017YFA0205800), the National Natural Science Foundation of China (Grant Nos. 11734005, 61307066, and 61450110442), the Natural Science Foundation of Jiangsu Province, China (Grant No. BK20130630), the Doctoral Fund of Ministry of Education of China (Grant No. 20130092120024), the Innovation Fund of School of Electronic Science and Engineering, Southeast University, China (Grant No. 2242015KD006), and the Scientific Research Foundation of Graduate School of Southeast University, China (Grant Nos. YBJJ1513 and YBJJ1613).

45 CFR 602.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

45 CFR 602.4 - Applicability.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

45 CFR 602.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

45 CFR 602.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

45 CFR 602.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-10-01

... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

Encouraging the Development of Key Life Skills in Elementary School-Age Children: A Literature Review and Recommendations to the Tauck Family Foundation. Working Paper. Publication #2012-28

ERIC Educational Resources Information Center

Chien, Nina; Harbin, Vanessa; Goldhagen, Samantha; Lippman, Laura; Walker, Karen E.

2012-01-01

Child Trends is pleased to support the Tauck Family Foundation in its efforts to focus on programs that help build skills that are important to success in the elementary school years and beyond. This report addresses three key questions: (1) What life skills have been identified in the research literature as contributing to success for elementary…

1986 Annual Report to the Ford Foundation: The Urban Mathematics Collaborative Project. Program Report 87-4.

ERIC Educational Resources Information Center

Romberg, Thomas A.; And Others

In 1984, the Ford Foundation initiated the Urban Mathematics Collaborative (UMC) project to contribute to the improvement of mathematics education in inner-city schools, and more generally, to enhance the professional life of teachers. By 1986, the Ford Foundation had funded collaboratives in 11 urban areas. This document describes the overall UMC…

Transforming School Leadership and Management to Support Student Learning and Development: The Field Guide to Comer Schools in Action

ERIC Educational Resources Information Center

Joyner, Edward T., Ed.; Ben-Avie, Michael, Ed.; Comer, James P., Ed.

2004-01-01

For more than 35 years, the Yale School Development Program (SDP) has been pioneering the Comer Process for planned change in schools. From initial planning and preparation, through foundation building, transformation, institutionalization, and renewal, the Comer Process provides school leaders with a comprehensive and effective framework for…

The Center for Informal Learning and Schools' Informal Learning Certificate (ILC) Program: Professional Development and Community for Informal Science Educators Working with Schools. An Evaluation Report

ERIC Educational Resources Information Center

Smith, Anita; Helms, Jenifer V.; St. John, Mark

2007-01-01

Inverness Research Associates served as external evaluators for the Center for Informal Learning and Schools (CILS) from its inception in 2002 as a National Science Foundation (NSF)-funded Center for Learning and Teaching. One of the programs that CILS developed was the Informal Learning Certificate (ILC) for informal science educators (mostly…

Sustainable Schools Program and Practice: Partnership Building with the Tempe Union High School District

ERIC Educational Resources Information Center

Koster, Auriane; Denker, Brendan

2012-01-01

Arizona State University's (ASU) Global Institute of Sustainability (GIOS) was awarded a five-year National Science Foundation (NSF) GK-12 grant in 2009 entitled "Sustainability Science for Sustainable Schools." The general focus of the grant is on science, technology, engineering, and math (STEM) education in K-12 schools. The…

Master's Degree Programs for the Preparation of Secondary Earth Science Teachers.

ERIC Educational Resources Information Center

Passero, Richard Nicholas

Investigated were master's degree programs for the preparation of secondary school earth science teachers. Programs studied were classified as: (1) noninstitute college programs, and (2) National Science Foundation (NSF) institute programs. A total of 289 students enrolled in noninstitute programs contributed data by personal visits and…

Mondelēz Hope Kitchen Program, China: a Program Impact Pathways (PIP) analysis.

PubMed

Li, Yanran; Yao, Xiaoxun; Gu, Lan

2014-09-01

Mondelēz Hope Kitchen is a community program initiated jointly in 2009 by Mondelēz International and the China Youth Development Foundation (CYDF). In response to the urgent needs of students, parents, and teachers at primary and middle schools in poverty-stricken rural areas of China, the program addresses the complex and intertwined issues of undernutrition and obesity. By funding both kitchen equipment and teacher training in health and nutrition, the Mondelēz Hope Kitchen Program improves the capacity of schools to supply healthy meals, helping students to access safe and nutritious foods and, ultimately, to improve their nutritional status and health. In 2011, the Mondelēz International Foundation awarded CYDF a grant to formally assess the impact of the original program design. The Mondelēz International Foundation encouraged CYDF and six other healthy lifestyles-focused community partners around the world to participate in this program evaluation workshop. The goals of this study were to describe the logic model of the Mondelēz Hope Kitchen Program, summarize a recent evaluation of the Mondelēz Hope Kitchen Program, and conduct a Program Impact Pathways (PIP) analysis to identify Critical Quality Control Points (CCPs) and a suite of impact indicators. The findings were presented at the Healthy Lifestyles Program Evaluation Workshop held in Granada, Spain, 13-14 September 2013, under the auspices of the Mondelēz International Foundation. The authors developed the program's PIP diagram based on deliberations involving the program managers and Director and consulting the "Hope Kitchen Management Rules "and "Hope Kitchen Inspection and Acceptance Report". The PIP analyses identified three CCPs: buy-in from schools, kitchen infrastructure, and changes in teachers' knowledge of nutrition after training. In addition, changes in children's knowledge of nutrition will be added to the core suite of impact evaluation indicators that also includes children's dietary behaviors. Participation in this program evaluation workshop provided the Mondelēz Hope Kitchen team with the tools to improve the program using a sound monitoring system.

Seven Things a Principal Should Know about School Finance.

ERIC Educational Resources Information Center

Sharp, William L.

1994-01-01

Secondary school principals should understand school finance basics, including property tax components (tax base, assessment practice, and tax rate); allowable tax reductions and exemptions; common arguments against the property tax; cost and valuation per pupil formulas; educational equity arguments; state foundation programs; and various types…

Why the American public supports twenty-first century learning.

PubMed

Sacconaghi, Michele

2006-01-01

Aware that constituent support is essential to any educational endeavor, the AOL Time Warner Foundation (now the Time Warner Foundation), in conjunction with two respected national research firms, measured Americans' attitudes toward the implementation of twenty-first century skills. The foundation's national research survey was intended to explore public perceptions of the need for changes in the educational system, in school and after school, with respect to the teaching of twenty-first century skills. The author summarizes the findings of the survey, which were released by the foundation in June 2003. One thousand adults were surveyed by telephone, including African Americans, Latinos, teachers, and business executives. In general, the survey found that Americans believe today's students need a "basics-plus" education, meaning communication, technology, and critical thinking skills in addition to the traditional basics of reading, writing, and math. In fact, 92 percent of respondents stated that students today need different skills from those of ten to twenty years ago. Also, after-school programs were found to be an appropriate vehicle to teach these skills. Furthermore, the survey explored how well the public perceives schools to be preparing youth for the workforce and postsecondary education, which twenty-first century skills are seen as being taught effectively, and the level of need for after-school and summer programs. The survey results provide conclusive evidence of national support for basics-plus education. Thus, a clear opportunity exists to build momentum for a new model of education for the twenty-first century.

More than Money: We Profile Three Corporate Foundations Bringing Technology-Based Programs Directly to Schools' Doorsteps

ERIC Educational Resources Information Center

Technology & Learning, 2005

2005-01-01

Philanthropy provides billions of dollars to schools and educational programs each year. Much of this cash comes from corporate America, who views contributing to education as an important way to give back to the community. While many companies support education directly via equipment, money grants, and professional development, other companies…

AACJC/Metropolitan Life Foundation Registered Nurse Shortage Project: Final Report.

ERIC Educational Resources Information Center

Hawaii Univ., Lihue. Kauai Community Coll.

In an effort to increase the number of graduating Kauai High School (KHS) seniors prepared to enter the Kauai Community College (KCC) Career Ladder Nursing Program, a special 2 + 2 program was initiated involving college/high school curriculum articulation, academic and career counseling, and early admission to KCC. At the outset of the project,…

BeHealthy Charities Aid Foundation Program, Russia: a Program Impact Pathways (PIP) analysis.

PubMed

Mukhina, Marina; Novikova, Irina

2014-09-01

In 2007, the Charities Aid Foundation Branch in Russia, under the initiative of and with financial support from the Mondelēz International Foundation and Mondelēz International, launched the charitable BeHealthy Program. The program's main focus is the implementation of four interrelated activities: conducting lessons for schoolchildren on healthy nutrition, with an emphasis on breakfast; healthy cooking lessons with children; cultivating nutritional plants; and providing conditions to encourage children to engage in more physical activity. The program serves more than 13,000 children attending public schools in the Leningrad (Lomonosovskii District), Vladimir, and Novgorod regions. BeHealthy provides funding for schools and comprehensive educational materials to help schoolchildren develop habits of healthy nutrition and physical activity, as well as consulting and expert support for school staff and other key stakeholders. The program brings in experts on program implementation and training for teachers. Curriculum support also includes printed and Web-based healthy lifestyle educational materials on best practices and positive experience, as well as meetings and conferences with school representatives and local authorities. One of the biggest challenges for program managers is to fully understand the complexities of the program, and why and how it is expected to induce changes in healthy lifestyle behaviors of the schoolchildren. For more comprehensive understanding, we performed a Program Impact Pathways (PIP) analysis to identify Critical Quality Control Points (CCPs) and a suite of core indicators of the program's impact on healthy lifestyles. The findings were presented at the Healthy Life-styles Program Evaluation Workshop held in Granada, Spain, 13-14 September 2013, under the auspices of the Mondelēz International Foundation. First, we developed an updated logic model based on how the program was executed. We then translated the logic model into a PIP diagram, where pathways that lead from one activity to the next were defined as the program processes. The PIP diagram is a road map to help ensure that the program inputs and activities lead to expected outcomes. Based on this road map, the program identifies and tracks its CCPs. Ensuring implementation of program activities and evaluating pre-post knowledge and behavior of participants were identified as CCPs. The PIP analysis was very useful for understanding realistic expectations for the potential of BeHealthy and its inputs. As a result, we now plan to evaluate the impact of the program and, on this basis, further improve the program's implementation and dissemination to other locations.

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,…

The Impact of the GE Foundation "Developing Futures"™ in Education Program on Mathematics Performance Trends in Four Districts. Research Report # RR-74

ERIC Educational Resources Information Center

Sirinides, Philip; Supovitz, Jonathan; Tognatta, Namrata; May, Henry

2013-01-01

Beginning in 2005, the GE Foundation initiated a commitment of expertise and financial resources to a set of urban school districts to improve public education and enhance student achievement in mathematics and science. This report analyzes the impacts of the GE Foundation commitment to the partner districts by examining trends in student…

Sustaining Breakthrough Schools

ERIC Educational Resources Information Center

Franklin, Josephine

2013-01-01

This article tells the story of MetLife Foundation-NASSP Breakthrough Schools. The program's goals are to identify, recognize, and showcase the leadership and successful practices of middle level and high schools that serve large numbers of students living in poverty and that have high levels of student achievement or show evidence of dramatically…

Indiana's Foundation Program: A Conceptual Introduction

ERIC Educational Resources Information Center

Toutkoushian, Robert K.; Michael, Robert S.

2004-01-01

Individual states have a long tradition of providing financial support for their public K-12 schools. This support reflects the state's constitutional requirement to educate its citizens. However, states vary widely in both the amount of funding provided to public schools, and the distribution of funding among schools. The fundamental observation…

REPORT ON THE EVALUATION OF THE INTERAGENCY SCHOOL PROJECT'S COUNSELING PROGRAM AT ELEMENTARY AND JUNIOR HIGH SCHOOL.

ERIC Educational Resources Information Center

1964

AUGMENTING THE ADJUSTMENT OF NEW PUPILS TO NEW SCHOOL SITUATIONS WAS A MAJOR CONCERN OF THE ORIGINAL PROPOSAL TO THE FORD FOUNDATION. SCHOOL COUNSELING SERVICES WERE PROVIDED AT DESIGNATED ELEMENTARY AND JUNIOR HIGH SCHOOLS TO RECEIVE, STUDY, COUNSEL, AND PLACE STUDENTS. THE RESOURCES WERE MADE AVAILABLE TO OTHERS ALSO. COUNSELORS AT ALL THREE…

Early College High School Initiative. Evaluation Year End Report: 2003?2004

ERIC Educational Resources Information Center

Berger, Andrea R.; Cole, Susan; Melton, Janet; Safran, Stephanie; Vogel, Tyler; Walton, Laura; Adelman, Nancy; Hall, Catherine; Keating, Kaelie Knowles; Murray, Samantha; Nielsen, Natalie; Schaffner, Monika

2005-01-01

This is the first year-end report produced as part of the on-going evaluation of the Bill & Melinda Gates Foundation's Early College High School Initiative. The program provides funding and support for the establishment of Early College High Schools, which are organized to allow all enrolled students the opportunity to earn a high school diploma…

Parent Volunteer Program. School of the Future: San Antonio.

ERIC Educational Resources Information Center

Iscoe, Louise

The Hogg Foundation for Mental Health created the School of the Future (SoF) project to enable selected Texas schools to coordinate and implement school-based social and health services on their campuses and to demonstrate the effectiveness of this method of service delivery by evaluating the project. This booklet focuses on the Parent Volunteer…

Grow Your Own School Leaders: A Case Study of Principal Development in Philadelphia Schools

ERIC Educational Resources Information Center

Urban Education Collaborative, 2010

2010-01-01

In 2004-05, the School District of Philadelphia (SDP) began a groundbreaking partnership with the Eli Broad Foundation to develop the Academy for Leadership in Philadelphia Schools (ALPS), one of several Broad-funded, alternative principal development programs initiated across the country. The ALPS effort was designed to respond to two challenges:…

Conflicts in Chemistry: The Case of Plastics, a Role-Playing Game for High School Chemistry Students

ERIC Educational Resources Information Center

Cook, Deborah H.

2014-01-01

Conflicts in Chemistry: The Case of Plastics, an innovative role-playing activity for high school students, was developed by the Chemical Heritage Foundation to promote increased public understanding of chemistry. The pilot program included three high school teachers and their students at three different schools and documented implementation and…

School-Based Mental Health Services: Service System Reform in South Carolina.

ERIC Educational Resources Information Center

Motes, Patricia Stone; Pumariega, Andres; Simpson, Mary Ann; Sanderson, Jennifer

This paper reports on the University of South Carolina School-Based Mental Health Project, a program which provides mental health services within a public school setting in an effort to maximize the preventive and educational effects of mental health services within schools. The project is also developing a model to serve as a foundation for a…

SPARK RttT: Year One Fidelity and Implementation

ERIC Educational Resources Information Center

Rochford, Joseph A.; O'Neill, Adrienne; Gelb, Adele; Ross, Kimberly

2014-01-01

Developed in 2003 by the Sisters of Charity Foundation of Canton with a grant from the Kellogg Foundation, "Supporting Partnerships to Assure Ready Kids" ("SPARK Ohio") is a family-centered kindergarten readiness program that works with families, schools, and the community. From its initial sites in Stark County, "SPARK…

Reaching Teachers and Students: Stargazing on the Lake

ERIC Educational Resources Information Center

Dowling, Julie; Thomas, Jay

2006-01-01

With support from the Alfred P. Sloan Foundation, Siemens Foundation, and the Associated Colleges of Illinois (ACI), National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology (NCSSSMST) hosted its third summer science program in June 2006 at Aurora (IL) University's Lake Geneva, Wisconsin, campus. This program…

Effective Dropout Prevention Strategies Developed by the High/Scope Educational Research Foundation.

ERIC Educational Resources Information Center

Stellar, Arthur

2002-01-01

Introduces a collection of papers that address the High/Scope Foundation's approach to risk reduction and dropout prevention. Examines High/Scope's history and describes various High/Scope efforts (e.g., the Michigan School Readiness Program Evaluation, preschool and elementary curriculum development and training, movement and music curriculum…

Evaluating a Systemic Reform Project at the School District Level. Interim Report for the Fresno Systemic Program.

ERIC Educational Resources Information Center

Calhoun, Dave

Systemic reform of mathematics and science education in K-12 schools, sponsored by the National Science Foundation (NSF), was instituted in 1991. Built into the initiatives were guidelines for local (internal) evaluation of programs. This paper is a summary of the evaluation conceptualizations and efforts of one evaluator at the Fresno Unified…

Focus on Results: An Academic Impact Analysis of the Knowledge Is Power Program (KIPP)

ERIC Educational Resources Information Center

Online Submission, 2005

2005-01-01

The Education Policy Institute (EPI) conducted an analysis of recent academic data collected from 24 KIPP (Knowledge is Power Program) schools on behalf of the KIPP Foundation. The purpose of this study was to evaluate these data to determine whether KIPP schools have had a positive impact on the student learning of 5th-grade students as…

General Atomics Sciences Education Foundation Outreach Programs

NASA Astrophysics Data System (ADS)

Winter, Patricia S.

1997-11-01

Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].

Validation of Quality Rating and Improvement Systems for Early Care and Education and School-Age Care. Research-to-Policy, Research-to-Practice Brief. OPRE 2012-29

ERIC Educational Resources Information Center

Zellman, Gail L.; Fiene, Richard

2012-01-01

Quality Rating and Improvement Systems (QRIS) for early care and education and school age care programs are designed to collect information about quality and to use that information to produce program-level ratings, which are the foundation of a QRIS. The ratings are intended to make program quality transparent for parents and other stakeholders…

High School Astronomical Research at the Army and Navy Academy

NASA Astrophysics Data System (ADS)

Boyce, Pat; Boyce, Grady

2016-06-01

Establishment of a high school astronomy and research program is a difficult task to accomplish in an environment of state mandated high school educational curricula and the task saturation for many teachers today created by their class room and administrative requirements. This environment is most challenging for public schools. The astronomy program we will describe seems to be better suited at least at the present time for private or specialized schools. We will outline how a broad astronomy program was developed over two years at the Army and Navy Academy (ANA), a private boarding school in Carlsbad, California. Starting with no astronomy program in 2013, the Academy now has an astronomy club, a University of California a-g certified two semester high school course, and a college accredited astronomy research seminar with over 20 published high school authors.At ANA the development followed this path: finding a strong proponent at the school who can make actionable decisions; building interest and perceived value to other staff and faculty members; establishing an astronomy club to generate student interest and future student leaders; and designing the a-g certified high school course including the course length, structure and balance of teaching elements. Building on these foundations, the college level astronomy research seminar was then added to provide an avenue for inspired students to undertake actual research and publication of their work in scientific journals in their free time for college credit.Creating a sustainable program with supporting infrastructure comes next. Success with the three foundation steps builds confidence in the program with faculty and staff. Published, tangible successes highlight the value and enable advanced placement and scholarship opportunities for graduates. These successes build enthusiasm. The further keys to sustainability include addressing course credit, instructor compensation and rewards, and integration into the school counseling and curricula. Active assistance from amateur astronomers and parental engagement are critical to sustainability, growth, and outreach. Possibly most important is the continuing leadership of strong advocates at the school.

Sparking Innovation in U.S. Communities and School Districts

ERIC Educational Resources Information Center

Berkley, Tony

2010-01-01

In 2001, the W.K. Kellogg Foundation launched the SPARK initiative to improve early learning and transitions into elementary school for vulnerable children. Eight programs were funded, each of which anchored their work in their local communities by forming partnerships with parents, schools and a variety of local organizations. Seven of the eight…

Connecting Research to Teaching: Integrated Curricula and Preparation for College Mathematics

ERIC Educational Resources Information Center

Post, Thomas R.; Monson, Debra S.; Andersen, Edwin; Harwell, Michael R.

2012-01-01

In the early 1990s, after a long series of disappointing results on national and international mathematics achievement tests the National Science Foundation (NSF) funded the development of thirteen complete mathematics programs at the elementary school, middle school, and secondary school levels. Many teachers were quite happy with the new…

A Time for Priorities: Financing the Schools for the 70's.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

This document contains papers on: (1) proposals for national foundation programs; (2) state support of education; (3) tax reform at Federal, state, and local levels; and (4) contemporary problems in school finance, including equal educational opportunity, urban school finance, grants-in-aid, Federal income tax rebates to the States, voter behavior…

Legal Issues and Small High Schools: Strategies to Support Innovation in Washington State

ERIC Educational Resources Information Center

Warner-King, Kelly; Price, Mitch

2004-01-01

In 2003, education program officials at the Bill & Melinda Gates Foundation asked attorneys at the University of Washington's Center on Reinventing Public Education to explore legal issues affecting the establishment and operation of small high schools in Washington State. Although this guide will be of interest to small school advocates…

The Effect of Private School Vouchers on Political Participation: Experimental Evidence from New York City

ERIC Educational Resources Information Center

Carlson, Deven; Chingos, Matthew M.; Campbell, David E.

2017-01-01

In 1997, the New York School Choice Scholarships Foundation Program (SCSF) randomly offered three-year scholarships to attend private schools to approximately 1,000 low-income families in New York City. In this paper we leverage exogenous variation generated by the SCSF to estimate the causal effect of the private school voucher offer--and the…

Review of "School Choice by the Numbers: The Fiscal Effect of School Choice Programs 1990-2006"

ERIC Educational Resources Information Center

Baker, Bruce

2007-01-01

This review considers the recently released study by Susan Aud of the Milton & Rose D. Friedman Foundation, concerning the fiscal effects of school vouchers policies. Aud calculates the simple difference between, on the one hand, state and local government spending on students attending traditional public schools, and, on the other, the government…

Forming Linkages and Private Sector Partnerships. The National Science Foundation Grant to the Science Academy of Austin 1991-92.

ERIC Educational Resources Information Center

Williams-Robertson, Lydia

This document describes Project A+, a cooperative school and privately funded program designed to assist the Austin Independent School District (AISD) in becoming an exemplary school district by the year 2000. The project is divided into four components. The curriculum development component presents three new curricula piloted in AISD schools in…

Strong and healthy in Primary School Klasse2000 Program, Germany: a Program Impact Pathways (PIP) analysis.

PubMed

Dokter, Andrea; Horst, Brigitte

2014-09-01

Developing a Program Impact Pathways (PIP) diagram helps identify and clarify the key objectives, processes, activities, and evaluation indicators of school-based nutrition programs. The Mondelēz International Foundation has recently supported the development of PIP analyses for programs in seven countries around the world. The results were shared with other project organizers at a Healthy Lifestyles Program Evaluation Workshop held in Granada, Spain, 13-14 September 2013, under the auspices of the Mondelēz International Foundation. The objectives were to develop the PIP assessment of the Strong and Healthy in Primary School Klasse2000 Program in order to refine the primary, secondary, and tertiary objectives of the program; identify Critical Quality Control Points (CCPs); and identify core indicators of the program's impact on healthy lifestyles. The PIP report was developed based on detailed instructions provided prior to the workshop, taking into account the Klasse2000 Program evaluation reports. The following CCPs were identified: monitoring the qualifications and motivation of teaching staff (external health promoters and schoolteachers); assessing involvement of the students' environmental influences, including families, schools, and sponsors; and assessing the children's healthy lifestyle knowledge, attitudes, and behaviors before and after program exposure. The healthy lifestyle indicators identified were children's knowledge of healthy diets and health-enhancing physical activities; the availability of healthy breakfast and snacks; the frequency of consumption of fruits, vegetables, sweetened and unsweetened drinks,fast food, and sweets, as well as attitudes toward physical activity; and the frequency and extent of physical activity in school and during free time. Body mass index (BMI) was identified as the final outcome indicator. Developing a PIP report helped to focus the objectives of the program. Identifying CCPs helped draw attention to the processes linking critical program activities. As a result, plans for the upcoming school year include conducting a PIP-informed survey of participating parents and children to gauge their satisfaction with the program.

...And Gladly Teach: A Ford Foundation Report on the Urban Mathematics Collaboratives.

ERIC Educational Resources Information Center

Ford Foundation, New York, NY.

In February, 1985, the Ford Foundation launched an experimental program to strengthen mathematics education in inner-city high schools. Five grants helped establish urban mathematics collaboratives (UMC) in Cleveland, Minneapolis-St. Paul, Los Angeles, Philadelphia, and San Francisco. Later, additional UMCs were set up in Durham, Memphis, New…

Training Master's-Level Graduate Students to Use Inquiry Instruction to Teach Middle-Level and High-School Science Concepts

ERIC Educational Resources Information Center

Gilman, Sharon Larimer; Hitt, Austin M.; Gilman, Craig

2015-01-01

Through the GK-12 program of the National Science Foundation, graduate student fellows in a coastal marine and wetland studies program were trained to present targeted science concepts to middle- and high-school classes through their own research-based lessons. Initially, they were taught to follow the 5-E learning cycle in lesson plan…

A Summer Math and Physics Program for High School Students: Student Performance and Lessons Learned in the Second Year

ERIC Educational Resources Information Center

Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam

2013-01-01

For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses.…

Preparing School Leaders for a Changing World: Case Studies of Exemplary Programs. School Leadership Study. Case Study Summaries

ERIC Educational Resources Information Center

LaPointe, Michelle, Ed.; Darling-Hammond, Linda, Ed.; Meyerson, Debra, Ed.

2007-01-01

In 2003, with funding from The Wallace Foundation, a national team of researchers organized by Stanford University and The Finance Project set out to find and examine a set of exemplary pre- and in-service professional development programs for principals, along with the policy contexts in which they operate. The purpose of the study was to…

Cardiovascular health promotion for elementary school children. The Heart Smart Program.

PubMed

Berenson, G S; Arbeit, M L; Hunter, S M; Johnson, C C; Nicklas, T A

1991-01-01

Models of health promotion directed to cardiovascular disease prevention are becoming increasingly important, based on the wealth of behavioral and physiologic data that examine the determinants, distributions, and interrelationships and trends over time of cardiovascular risk factors in children. The epidemiologic studies of children of cardiovascular risk factors and of life-styles provide the foundation to address intervention strategies beginning at the school age. Cardiovascular health promotion programs in elementary schools have tremendous potential for the prevention of adult cardiovascular diseases in our nation.

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

ERIC Educational Resources Information Center

Butler, Shannon K.; And Others

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

Characteristics of health professions schools, public school systems, and community-based organizations in successful partnerships to increase the numbers of underrepresented minority students entering health professions education.

PubMed

Carline, Jan D; Patterson, Davis G

2003-05-01

To identify characteristics of health professions schools, public schools, and community-based organizations in successful partnerships to increase the number of underrepresented minority students entering health professions. The Robert Wood Johnson Foundation and the W. K. Kellogg Foundation funded the Health Professions Partnership Initiative program developed from Project 3000 by 2000 of the Association of American Medical Colleges. Semi-structured interviews were completed with awardees and representatives of the funding agencies, the national program office, and the national advisory committee between the fall of 2000 and the summer of 2002. Site visits were conducted at ten sites, with representatives of partner institutions, teachers, parents, and children. Characteristics that supported and hindered development of successful partnerships were identified using an iterative qualitative approach. Successful partnerships included professional schools that had a commitment to community service. Successful leaders could work in both cultures of the professional and public schools. Attitudes of respect and listening to the needs of partners were essential. Public school governance supported innovation. Happenstance and convergence of interests played significant roles in partnership development. The most telling statement was "We did it, together." This study identifies characteristics associated with smoothly working partnerships, and barriers to successful program development. Successful partnerships can form the basis on which educational interventions are built. The study is limited by the definition of success used, and its focus on one funded program. The authors were unable to identify outcomes in terms of numbers of children influenced by programs or instances in which lasting changes in health professions schools had occurred.

Second Year Site Visits to Milwaukee Urban Systemic Initiative Schools. Report for the Milwaukee Public Schools.

ERIC Educational Resources Information Center

Huinker, DeAnn; Coan, Cheryl

The Urban Systemic Initiatives (USI) program is an effort sponsored by the National Science Foundation (NSF) that targets large urban school systems with the goal of sustainable implementation of high-quality, standards-based teaching for the purpose of attaining system-wide increases in students' learning of challenging mathematics and science.…

From School House to Hay Barn to Museum: The Columbia Rosenwald School in Brazoria County, Texas

ERIC Educational Resources Information Center

Bauml, Michelle; Davis, O. L., Jr.

2008-01-01

The first two decades of the 20th century breathed a spirit of progressivism into American life. This freshened sense of possibility extended few social and political benefits to Southern African Americans and their impoverished schools. Several Northern influential philanthropists and their foundations initiated and funded multi-year programs in…

Top-Down, Routinized Reform in Low-Income, Rural Schools: NSF's Appalachian Rural Systemic Initiative.

ERIC Educational Resources Information Center

Bickel, Robert; Tomasek, Terry; Eagle, Teresa Hardman

2000-01-01

Describes and evaluates the Appalachian Rural Systemic Initiative, a six-state consortium for academic improvement supported by the National Science Foundation (NSF), that focuses on low-income rural schools. The 1-day, one-school site visits that constitute program reviews in this initiative are unlikely to enhance achievement in either science…

Progress on School Choice in the States. The Heritage Foundation Backgrounder.

ERIC Educational Resources Information Center

Kafer, Krista

Progress on school choice in the statehouse and courtroom during 2002 set the stage for ambitious 2003 legislative agendas in many states and the U.S. Congress. The U.S. Supreme Court ruled that voucher programs do not violate the Constitution, even when participating schools are overwhelmingly religious. Research supporting choice has grown…

Yoga as a School-Wide Positive Behavior Support

ERIC Educational Resources Information Center

Accardo, Amy L.

2017-01-01

A yoga-based school-wide positive behavior support (SWPBS) may provide a foundation for teaching mindfulness and self-regulation in K-12 schools. Here, the use of yoga as a SWPBS was examined through a review of existing literature and interviews of yoga program facilitators. Yoga was reported to be effective as a pedagogical approach, and found…

When What You Know Ain't Necessarily So: A Comparative Analysis of the Texas School Foundation School Program Revenues for Independent and Charter School Districts

ERIC Educational Resources Information Center

Rolle, R. Anthony; Wood, R. Craig

2012-01-01

Texas charter school districts (CSDs) are accredited and monitored by the Texas Education Agency (TEA) utilizing the various components within the state accountability systems for both state and federal requirements. Yet, Texas CSDs are believed to operate with few regulatory restrictions on administrative, instructional, and pedagogical methods.…

The Recreational Sports Program: Schools...Colleges...Communities.

ERIC Educational Resources Information Center

Kleindienst, Viola K.; Weston, Arthur

This book is designed for those wishing to acquire a specific and comprehensive knowledge of the recreational sports program and an understanding of its place and value in education and society. Part one describes the recreational sports program in education with stress on its historical evolution and philosophical foundations. Special attention…

How Is Diabetes Treated in Children?

MedlinePlus

... Teens National Diabetes Education Program (NDEP) Information for Schools National Diabetes Information Clearinghouse Juvenile Diabetes Research Foundation International American Diabetes Association: Planet D for Kids and ...

Providing Transparency and Credibility: The Selection of International Students for Australian Universities. An Examination of the Relationship between Scores in the International Student Admissions Test (ISAT), Final Year Academic Programs and an Australian University's Foundation Program

ERIC Educational Resources Information Center

Lai, Kelvin; Nankervis, Susan; Story, Margot; Hodgson, Wayne; Lewenberg, Michael; Ball, Marita MacMahon

2008-01-01

Throughout 2003-04 five cohorts of students in their final year of school studies in various Malaysian colleges and a group of students completing an Australian university foundation year in Malaysia sat the International Student Admissions Test (ISAT). The ISAT is a multiple-choice test of general academic abilities developed for students whose…

ITU e-health training program for pacific island community with the support of the Sasakawa peace foundation.

PubMed

Ishibashi, Yuichi; Juzoji, Hiroshi; Kitano, Toshihiko; Nakajima, Isao

2011-06-01

Tokai University School of Medicine provided a short-term e-Health training program for persons from Pacific Island Nations from 2006 until 2008 supported by funds from the Sasakawa Peace Foundation. There were lectures on software, hardware and topics relating to e-Health. We could assess the current medical situation in the Pacific Islands through this training course, and also obtain relevant material to analyze appropriate measures deemed necessary to improve the situation.

Arts Enrichment in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 56

ERIC Educational Resources Information Center

Afterschool Alliance, 2012

2012-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and arts enrichment. The arts have the remarkable…

Schooling in the "Iron Cage" and the Crucial Role of Interpretive, Normative, and Critical Perspectives in Social Foundations Studies

ERIC Educational Resources Information Center

Dotts, Brian

2013-01-01

This article addresses the unique role performed by social foundations programs in colleges of education and in addressing broader issues facing education today, which fundamentally include the development of interpretive, normative, and critical perspectives in academia. All three perspectives serve to create a scholarly framework within which…

Guide to Marketing Course Competencies.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum and Resource Center.

This curriculum guide was developed as a model for schools in Virginia to prepare local programs of studies for the marketing program. In addition to marketing competencies for developing occupational expertise, this curriculum includes foundational competencies important for successful performance in marketing. These baseline competencies address…

ihear[R] Internet Therapy Program: A Program by St. Joseph Institute for the Deaf

ERIC Educational Resources Information Center

Broekelmann, Cheryl

2012-01-01

The ihear[R] Internet Therapy Program (ihear) provides effective, individualized, and interactive therapy that is tailored to each child's specific needs through a secure, high-quality Internet connection. The program brings listening and spoken language services directly to schools and families. The foundation for ihear is based on the St. Joseph…

"Far Horizons" -- Near-space Exploration At The Adler Planetarium

NASA Astrophysics Data System (ADS)

Hammergren, Mark; Gyuk, G.; Friedman, R. B.

2011-01-01

Over the past four years, the Adler Planetarium has developed a diverse suite of educational activities involving hands-on scientific exploration via our "Far Horizons" high-altitude ballooning program. These efforts largely have been focused on increasing excitement and motivation for learning outside of school time, and include middle school summer camps, a high school summer program (the Astro-Science Workshop), school-year internships for high school students, summer internships for undergraduates, a NSF-funded graduate fellowship, and an active public volunteer program. In 2010, our programs were dedicated to the memory of renowned Chicago adventurer and explorer Steve Fossett. In 2011, in continued tribute to Steve Fossett, we further expand our out-of-school time programs with a summer workshop designed to enable high school teachers to form and advise student high-altitude ballooning clubs. This model program will be developed as one element of our ongoing partnership with the Air Force Academy High School in Chicago. This material is based in part upon work supported by the National Science Foundation under Grant No. 0525995.

A Program Evaluation Comparison of a Head Start and Public School Kindergarten Reading Curriculum

ERIC Educational Resources Information Center

Jennings, Tanesha

2014-01-01

In order for students to be successful in school, strong foundations are needed at the earliest grades. In a district in central Mississippi, many students entering public school from Head Start were not able to identify alphabet letters or produce letter sounds, based on results of the 2011 Standardized Test for the Assessment of Reading (STAR).…

Connecting Best Practices: An Examination of Public School Principals' Knowledge and Perceptions of Their School Library Media Programs

ERIC Educational Resources Information Center

Blakeney, Allison Black

2014-01-01

Assuming the responsibility of ensuring that hundreds or thousands of students obtain the instruction and knowledge that they will need to be successful in life is a serious undertaking. Courageous school principals who accept this challenge are held responsible for providing the organization and leadership that provides the foundation for an…

Exploring Enrollment Management for an Independent, Faith-Based, Secondary School: A Case Study

ERIC Educational Resources Information Center

McMaster, Jason Andrew

2017-01-01

This single site case study looked specifically at the foundation and the structure of an independent school in California with respect to how it managed its enrollment and retention rates. For context, the institution being studied utilized a high-tuition strategy combined with a strong financial aid program. In 2012, the school peaked in its…

The Role of a School Library in a School's Reading Program

ERIC Educational Resources Information Center

Marcoux, Elizabeth; Loertscher, David V.

2009-01-01

As a foundational element of schooling, learning to read and reading to learn is every bit as important in the 21st century as it has ever been. Whether interacting online, doing assignments, taking tests, or social networking, the ability to read and read well affects every part of one's existence and often predicts success throughout life. In…

AED in the United States of America

ERIC Educational Resources Information Center

Academy for Educational Development, 2007

2007-01-01

The Academy for Educational Development's (AED's) work in the United States includes programs with many of the nation's major foundations on issues of education reform, parental involvement in the schools, youth development and bridging the distance between school, work, and successful university education. The projects described here cover a wide…

Medical School Programs Resources and Financing.

ERIC Educational Resources Information Center

Rosenthal, Joseph

The current efforts of the Association of American Medical Colleges to test the feasibility of broadening the application, utility, and scope of the cost-finding studies conducted by many academic health centers and individual schools of the health professions are examined. The current effort is an outgrowth of the existing foundations of cost…

Finding Funds to Move Summer Learning Forward

ERIC Educational Resources Information Center

Seidel, Bob

2015-01-01

Summer learning loss creates a permanent drag on the US education system. With the generous support of the Charles Stewart Mott Foundation, the National Summer Learning Association (NSLA) developed "Moving Summer Learning Forward: A Strategic Roadmap for Funding in Tough Times" to provide out-of-school time programs, school districts,…

RACIAL IMBALANCE AND EDUCATIONAL PLANNING.

ERIC Educational Resources Information Center

CONROY, VINCENT F.

HARVARD'S ADMINISTRATIVE CAREER PROGRAM FACED THE GROWING PROBLEM OF NEGRO ENROLLMENT IN THE PUBLIC SCHOOLS. NOTING THE FREQUENCY AND INTENSITY WITH WHICH THE PROBLEM WAS ARISING AT THE NATIONAL LEVEL, A GROUP OF LAWYERS AND EDUCATORS CONVENED TO WORK OUT THE LEGAL ASPECTS OF SCHOOL INTEGRATION. FUNDS FROM THE FORD FOUNDATION INITIATED THE…

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…

Beyond the Revitalizing High School Libraries Initiative

ERIC Educational Resources Information Center

Marczynski, Paula Townsend

2009-01-01

In 2003 the Public Education Network developed the pilot Revitalizing High School Libraries (RHSL) initiative, funded by The New York Life Foundation. Based on the Library Power Program, it included many of the same features--collaborative planning, flexible scheduling, collection development, and facility renovation--with a focus on how this…

Post-Evaluation of an Entrepreneurship Program for Inner-City Youth

ERIC Educational Resources Information Center

Doucet, LaRon

2010-01-01

This study evaluated program graduates of National Foundation for Teaching Entrepreneurship 1 to years after completing the program in inner city schools of Los Angeles, California. Twenty-seven out of 150 graduates participated in 2 semi-structured interviews in Northern and Southern California, or long semi-structured telephone interviews for…

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.…

45 CFR 618.420 - Access to schools operated by LEAs.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Section 618.420 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618...

45 CFR 618.420 - Access to schools operated by LEAs.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Section 618.420 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618...

45 CFR 618.420 - Access to schools operated by LEAs.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Section 618.420 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618...

45 CFR 618.420 - Access to schools operated by LEAs.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Section 618.420 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618...

Essential Self Management Skills: Summary of Research. Working Paper. Publication #2012-27

ERIC Educational Resources Information Center

Delale-O'Connor, Lori; Farley, Chelsea; Lippman, Laura; Walker, Karen E.

2012-01-01

Child Trends is pleased to assist the Tauck Family Foundation as it sharpens its focus on programs that help children build the skills they need to succeed in the elementary school years and beyond. Through the course of our work together, four particular skills have emerged as potential areas of focus for the Foundation: self-control,…

An Empirical Study: To What Extent and in What Ways Does Social Foundations of Education Inform Four Teachers' Educational Beliefs and Classroom Practices?

ERIC Educational Resources Information Center

Benchik-Osborne, Jacquelyn R.

2013-01-01

Within the state selected for this study, teacher preparation programs and state certification criterion require that educators examine the relationship between school and society within social foundations of education (SFE) coursework. Using observations and interviews, this study examines to what extent four experienced, urban classroom teachers…

Digital Media & Learning in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 58

ERIC Educational Resources Information Center

Afterschool Alliance, 2013

2013-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the final issue brief in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and digital learning. At the core of…

Afterschool and the Common Core State Standards. MetLife Foundation Afterschool Alert. Issue Brief No. 63

ERIC Educational Resources Information Center

Afterschool Alliance, 2014

2014-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the first in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students…

Afterschool Supporting Students with Disabilities and Other Special Needs. MetLife Foundation Afterschool Alert. Issue Brief No. 64

ERIC Educational Resources Information Center

Afterschool Alliance, 2014

2014-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students…

Service-Learning in Afterschool: Helping Students Grow and Communities Prosper. MetLife Foundation Afterschool Alert. Issue Brief No. 52

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on service-learning opportunities for middle schoolers. Pairing service…

Afterschool: A Key to Successful Parent Engagement. MetLife Foundation Afterschool Alert. Issue Brief No. 57

ERIC Educational Resources Information Center

Afterschool Alliance, 2012

2012-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and parent engagement. There is little dispute…

The U.S. Constitution. A Teacher's Guide. Six 30-Minute Video Programs for Junior High and High School Students.

ERIC Educational Resources Information Center

Patrick, John J.

This teacher's guide was designed to accompany six 30-minute video programs on the fundamental constitutional principles that form this nation's foundation. Each lesson in the guide contains an introduction to the main ideas of the program, a program summary, and suggested activities to carry out before and after the program. The topics emphasized…

All Children Deserve Uninterrupted Learning!

ERIC Educational Resources Information Center

Brown, Fred

2015-01-01

Teachers often start a new school year working extremely hard to reteach last year's content, particularly for their lower income students. According to "Making Summer Count," a report commissioned by The Wallace Foundation and written by researchers at Rand, rigorous studies of voluntary summer programs, mandatory summer programs, and…

First Year Site Visits to Milwaukee Urban Systemic Initiative Schools. A Report on the Milwaukee Public Schools Milwaukee Urban Systemic Initiative.

ERIC Educational Resources Information Center

Huinker, DeAnn; Pearson, Gretchen; Posnanski, Tracy; Coan, Cheryl; Porter, Corrie

The Urban Systemic Initiatives (USI) program is an effort sponsored by the National Science Foundation (NSF) that targets large urban school systems with the goal of sustainable implementation of high-quality, standards-based teaching for the purpose of attaining system-wide increases in students' learning of challenging mathematics and science.…

Survey Results for First Wave Schools of the Milwaukee Urban Systemic Initiative. Report on Milwaukee Public Schools Milwaukee Urban Systemic Initiative.

ERIC Educational Resources Information Center

Huinker, DeAnn; Coan, Cheryl; Mueller, Leah

The Urban Systemic Initiatives (USI) program is an effort sponsored by the National Science Foundation (NSF) that targets large urban school systems with the goal of sustainable implementation of high-quality, standards-based teaching for the purpose of attaining system-wide increases in students' learning of challenging mathematics and science.…

IPM Standards for Schools: A Program for Reducing Pest and Pesticide Risks in Schools and Other Sensitive Environments. Version 2.0.

ERIC Educational Resources Information Center

Green, Thomas A., Ed.

This guide presents Integrated Pest Management (IPM) practice standards for educational facilities to help schools become certified in providing effective and safe pest control. The guide is divided into two parts with three modules each for both buildings and grounds. The first module addresses building the IPM foundation to meet all legal…

Every Student Matters: Enhancing Strengths-Based School Counseling through the Application of Mattering

ERIC Educational Resources Information Center

Dixon, Andrea L.; Tucker, Catherine

2008-01-01

Mattering to others involves individuals' perceptions that they are important and are valued by other people in interpersonal relationships and within systems. Mattering is a foundational concept that can inform the implementation of comprehensive, K-12 Strengths-Based School Counseling (SBSC; Galassi & Akos, 2007) programs and can allow…

Findings from a Randomized Experiment of Playworks: Selected Results from Cohort 1

ERIC Educational Resources Information Center

Bleeker, Martha; James-Burdumy, Susanne; Beyler, Nicholas; Dodd, Allison Hedley; London, Rebecca A.; Westrich, Lisa; Stokes-Guinan, Katie; Castrechini, Sebastian

2012-01-01

Recess periods often lack the structure needed to support physical activity and positive social development (Robert Wood Johnson Foundation 2010). The Playworks program places full-time coaches in low-income schools to provide opportunities for organized play during recess and throughout the school day. Playworks activities are designed to engage…

Urban Education: Past, Present and Future.

ERIC Educational Resources Information Center

Watson, Bernard C.

In spite of the efforts of the Ford Foundation's Great Cities School Improvement Program in ten large city school systems to provide quality education to children and youth from the ghettos of America's cities, this problem remains unsolved. Cities have never been able to do an adequate job of educating the poor, the immigrants, and the…

Working with What They Have: Professional Development as a Reform Strategy in Rural Schools

ERIC Educational Resources Information Center

Barrett, Nathan; Cowen, Joshua; Toma, Eugenia; Troske, Suzanne

2015-01-01

In-service teacher professional development has been used to improve teacher effectiveness. In Kentucky, the National Science Foundation funded a large professional development program called the Appalachian Math and Science Partnership (AMSP) to provide content-based professional development to teachers in rural schools. We show that students…

Excellence: An Immodest Proposal. Carnegie Perspectives

ERIC Educational Resources Information Center

Shulman, Lee S.

2005-01-01

The writer describes a site visit to the teaching hospital of a major American medical school, part of the Carnegie Foundation's ten-year program of research on how lawyers, engineers, clergy, school teachers, nurses, and physicians are taught and how they learn. Of particular note to Schulman was an exercise known as "M&M" (Morbidity and…

California's New School Finance Law.

ERIC Educational Resources Information Center

Lindman, Erick L.

Following a touch-and-go struggle in the California legislature, a school finance reform law, known as the Property Tax Relief Act of 1972, was passed. The contents of this act were affected in part by the California Supreme Court decision--Serrano vs Priest. The new law includes boosts in foundation programs, expressed in dollar amounts per pupil…

Launching Literacy in After-School Programs: Early Lessons from the CORAL Initiative

ERIC Educational Resources Information Center

Arbreton, Amy J. A.; Goldsmith, Julie; Sheldon, Jessica

2005-01-01

The James Irvine Foundation launched the Communities Organizing Resources to Advance Learning (CORAL) initiative in 1999 with the goal of improving the academic achievement of children in the lowest-performing schools in five California cities. In 2004, CORAL adopted a more targeted approach toward reaching this goal by integrating a regular…

Mall Schools: A New Era for Cutting Edge Alternative Education

ERIC Educational Resources Information Center

Chalker, Christopher Scott; Stelsel, Kirk

2008-01-01

Education Resource Centers (ERCs) were established by the Simon Youth Foundation (SYF) as a means of providing economic opportunities and life choices for youth considered at risk through focused programs and initiatives with public school partners. In the current academic year there are 21 ERCs operating primarily in Simon Property Group (SPG)…

School Technology Funding Directory: The K-12 Decision Maker's Guide to Federal and Private Funds, 1999-2000. First Edition.

ERIC Educational Resources Information Center

Flowers, Rebecca, Ed.

This sourcebook provides educators with a comprehensive desktop reference to everything they need to identify and acquire funding for school technology programs. It documents hundreds of technology funding sources--federal, state, and local government agencies, corporate foundations, private endowments, and charitable organizations--all concisely…

School-Based Management and Accountability Procedures Manual

ERIC Educational Resources Information Center

North Carolina Department of Public Instruction, 2004

2004-01-01

From the mission, several principles were developed to guide the School-Based Management and Accountability Program (the ABCs). (1) The ABCs sets standards for student performance and growth in the basics that are the foundation for further learning and achievement; (2) The accountability system in the ABCs plan is designed to result in improved…

Fostering Character Education in an Urban Early Childhood Setting

ERIC Educational Resources Information Center

Kokoszka, Carla; Smith, Juliette

2016-01-01

This article describes the character education program in Donald Stewart School No. 51, in Elizabeth, NJ, a dual-language preschool serving 300 students that first opened its doors in 2004. Over the years this school has been committed to laying the foundation of character development with its preschoolers. Their pillar "Friends Care, Friends…

Children's Tumor Foundation

MedlinePlus

... CURE DO-IT-YOURSELF Upcoming Events Latest News Pig Models and NF1: The New Research Frontier Nov ... Sanford School of Medicine. Dr. Weimer discussed the swine model program currently underway, which we hope will ...

Indian Education; State of Idaho Johnson-O'Malley Program. Annual Report, 1971-1972.

ERIC Educational Resources Information Center

Snow, Max

In compliance with Federal regulations, the State of Idaho submitted this 1971-72 annual report to the Bureau of Indian Affairs regarding their educational funds under the Johnson-O'Malley (JOM) program. Support for the education of public school students is provided by the State Foundation Program. JOM funds and the Indian Education Program…

Desert Survivors: The Design and Implementation of a Television Program to Enhance Local Scientific Literacy

ERIC Educational Resources Information Center

Utz, Jenifer C.; Rausch, Candice M.; Fruth, Laurie; Thomas, Megan E.; van Breukelen, Frank

2007-01-01

Outreach efforts by faculty members are oftentimes limited in scope due to hectic schedules. We developed a program to enhance science literacy in elementary school children that allows experts to reach a tremendous audience while minimizing their time commitment. The foundation of the program is a television series entitled "Desert Survivors."…

Literacy in Afterschool: An Essential Building Block for Learning and Development. MetLife Foundation Afterschool Alert. Issue Brief No. 53

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the fourth in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on literacy education. While literacy's definition continues to expand to…

Learning to Be Multimedia Teaching Artists: Apprenticeship in Multimedia Arts Education

ERIC Educational Resources Information Center

Betts, J. David

2008-01-01

The Multimedia Arts Education Program (MAEP) was an innovative initiative for middle school students that used teaching artists as leaders in an apprenticeship-like teaching context. This article is about a second apprenticeship program supported by a University/Community Partnership grant from the Kellogg Foundation that engaged university…

45 CFR 618.420 - Access to schools operated by LEAs.

Code of Federal Regulations, 2014 CFR

2014-10-01

... FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618... the basis of sex, exclude any person from admission to: (a) Any institution of vocational education...

Auto Body Repair 103, 203, 303.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

As part of the high school vocational industrial program in Manitoba, this course has been designed to provide students with the foundation for a career in auto-body repair. The program introduces and provides opportunities for student skill development in the theories and techniques of tool and equipment operation, metallurgy and welding, damage…

E-Democracy and E-Government: How Will These Affect Libraries?

ERIC Educational Resources Information Center

Pare, Richard

In the late 1980s, when few Canadian citizens had Internet access, federal departments and agencies in Canada were already preparing for the future by putting information and documentation online. This paper outlines several government-sponsored programs--SchoolNet, the Canadian Investment Fund, Community Access Program, Canada Foundation for…

Commercial Art 103, 203, 303.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

As part of the high school vocational industrial program in Manitoba, this course has been designed to provide students with the foundation for a career in commercial art. The program introduces and provides opportunities for student skill development in the theories and techniques of drawing, lettering, composition and design, graphics,…

Seeking Teachers for Underwater Robotics PD Program

ERIC Educational Resources Information Center

McGrath, Beth; Sayres, Jason

2012-01-01

With funding from the National Science Foundation (NSF), ITEEA members will contribute to the development of a hybrid professional development program designed to facilitate the scale-up of an innovative underwater robotics curriculum. WaterBotics[TM] is an underwater robotics curriculum that targets students in middle and high school classrooms…

Advanced Technological Education: An Overview and Profile of 11 National Centers.

ERIC Educational Resources Information Center

Maricopa County Community Coll. District, Phoenix, AZ.

This booklet describes the Advanced Technological Education (ATE) program sponsored by the National Science Foundation (NSF). The ATE encourages improvements in advanced technological education at the national and regional levels using curriculum development and program improvement at the undergraduate and secondary school levels. The ATE not only…

Competency-Based Education in Three Pilot Programs: Examining Implementation and Outcomes

ERIC Educational Resources Information Center

Steele, Jennifer L.; Lewis, Matthew W.; Santibanez, Lucrecia; Faxon-Mills, Susannah; Rudnick, Mollie; Stecher, Brian M.; Hamilton, Laura S.

2014-01-01

In 2011, the Bill & Melinda Gates Foundation created the Project Mastery grant program to support competency-based education initiatives in large school systems that serve a high proportion of disadvantaged youth. Competency-based education meets students where they are academically, provides students with opportunities for choice, and awards…

Los Alamos National Laboratory Science Education Program. Annual progress report, October 1, 1995--September 30, 1996

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gill, D.H.

1997-01-01

The National Teacher Enhancement program (NTEP) is a three-year, multi-laboratory effort funded by the National Science Foundation and the Department of Energy to improve elementary school science programs. The Los Alamos National Laboratory targets teachers in northern New Mexico. FY96, the third year of the program, involved 11 teams of elementary school teachers (grades 4-6) in a three-week summer session, four two-day workshops during the school year and an on-going planning and implementation process. The teams included twenty-one teachers from 11 schools. Participants earned a possible six semester hours of graduate credit for the summer institute and two hours formore » the academic year workshops from the University of New Mexico. The Laboratory expertise in the earth and environmental science provided the tie between the Laboratory initiatives and program content, and allowed for the design of real world problems.« less

Position of the American Dietetic Association: local support for nutrition integrity in schools.

PubMed

Bergman, Ethan A; Gordon, Ruth W

2010-08-01

It is the position of the American Dietetic Association (ADA) that schools and communities have a shared responsibility to provide students with access to high-quality, affordable, nutritious foods and beverages. School-based nutrition services, including the provision of meals through the National School Lunch Program and the School Breakfast Program, are an integral part of the total education program. Strong wellness policies promote environments that enhance nutrition integrity and help students to develop lifelong healthy behaviors. ADA actively supported the 2004 and proposed 2010 Child Nutrition reauthorization which determines school nutrition policy. ADA believes that the Dietary Guidelines for Americans should serve as the foundation for all food and nutrition assistance programs and should apply to all foods and beverages sold or served to students during the school day. Local wellness policies are mandated by federal legislation for all school districts participating in the National School Lunch Program. These policies support nutrition integrity,including a healthy school environment. Nutrition integrity also requires coordinating nutrition education and promotion and funding research on program outcomes. Registered dietitians and dietetic technicians, registered, and other credentialed staff, are essential for nutrition integrity in schools to perform in policy-making, management, education, and community building roles. A healthy school environment can be achieved through adequate funding of school meals programs and through implementation and evaluation of strong local wellness policies.

Lessons for Establishing a Foundation for Data Use in DC Public Schools. The Senior Urban Education Research Fellowship Series. Volume I

ERIC Educational Resources Information Center

Smerdon, Becky; Evan, Aimee

2010-01-01

With a grant from the Council of the Great City Schools' Senior Urban Education Research Fellowship Program, the authors began a project designed to identify the roots of the dropout problem in the District of Columbia by identifying middle grades students' exhibiting behaviors associated with dropping out of high school. Their plan was to use DC…

Building a Foundation for Success: How Authorizers Can Help Schools with the Facilities Challenge. Authorizer Issue Brief. Number 2

ERIC Educational Resources Information Center

Halsband, Robin; Hassel, Bryan C.

2004-01-01

One of the single biggest challenges for a charter school is securing financing for an adequate facility. While a stellar building provides no guarantee that a school will be a success, having adequate facilities that at least meet the needs of an academic program without robbing the budget can go a long way toward creating an environment…

Logic Modeling as a Tool to Prepare to Evaluate Disaster and Emergency Preparedness, Response, and Recovery in Schools

ERIC Educational Resources Information Center

Zantal-Wiener, Kathy; Horwood, Thomas J.

2010-01-01

The authors propose a comprehensive evaluation framework to prepare for evaluating school emergency management programs. This framework involves a logic model that incorporates Government Performance and Results Act (GPRA) measures as a foundation for comprehensive evaluation that complements performance monitoring used by the U.S. Department of…

Joining Forces: Communities and Schools Working Together for a Change. A Special Report.

ERIC Educational Resources Information Center

Rugg, Carol D.

School and community partnerships form the very core of the Mott Foundation, as seen in its founding principles and its varied Civil Society, Flint, and Poverty programs. Although community education has evolved over the years to address increasingly serious problems, the work of today's community organizers is deeply rooted in past theories:…

Rural Hispanic Community. Community Education Proven Practices II. Federally Funded Local Community Education Projects.

ERIC Educational Resources Information Center

Barros, Ricardo

Focusing on the Chama Valley School District's attempt to plan and implement a community council as a foundation for community education efforts in the rural Hispanic community of Chama, this publication offers "hands-on" suggestions in methods of implementing a community education program. Following a description of the school district…

Effects of Social Story Interventions on Preschool Age Children with and without Disabilities

ERIC Educational Resources Information Center

More, Cori Michelle

2010-01-01

More children are receiving care outside of their home under the age of six (Childstats.gov, 2007). The quality of these programs has a direct impact on student's readiness for school (Burchinal, Roberts, Nabors, & Bryant, 1996). Social readiness is the foundation for school readiness and academic achievement (Blair, 2002; Brigman, Lane, Lane,…

"I Want To Be like...": Middle School Students' Identification with Scientists on Television

ERIC Educational Resources Information Center

Ryan, Lisa; Steinke, Jocelyn

2010-01-01

This article describes a study funded by the Research on Gender in Science and Engineering (GSE) Program of the National Science Foundation (NSF). The study focused on gaining a better understanding of how middle school students perceive television depictions of scientists. This study involved collaboration between a major research university and…

Play-Building: Creating a Documentary Theatre Performance in a High School Setting

ERIC Educational Resources Information Center

van Eyck, Philip

2013-01-01

This paper describes a high school theatre program's project in which Anna Deavere Smith's documentary theatre work serves as the foundation for play-building for students. Research in theatre arts supports the use of play-building as a way to explore major themes of relevance to students. However, there is little research addressing documentary…

Making Space for Collaboration and Leadership: The Role of Program Staff in Successful Family Engagement Initiatives

ERIC Educational Resources Information Center

Fletcher, Monique

2016-01-01

Parent engagement coordinators provide the foundation for family engagement by modeling shared leadership, facilitating trust, and creating space to build partnerships with parents and schools. The Children's Aid Society (CAS) partnered with the New York City Department of Education, schools, and the community to provide resources and supports to…

School Board Advocacy: Ready, Aim, Inspire!

ERIC Educational Resources Information Center

Dowd, Karen

2010-01-01

It is said that "all politics are local," and the same can be said about advocacy and school boards. Advocacy is essential for retaining the progress that's been made in the past, and for building a foundation and network for the future. Advocating for preferred programs, curricula and initiatives has always been important. As a starting point,…

First-Year Urban Mathematics and Science Middle School Teachers: Classroom Challenges and Reflective Solutions

ERIC Educational Resources Information Center

Kelly, Angela M.; Gningue, Serigne M.; Qian, Gaoyin

2015-01-01

This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in a National Science Foundation (NSF)-funded Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in…

School Leaders Building Capacity from Within: Resolving Competing Agendas Creatively

ERIC Educational Resources Information Center

Burrello, Leonard C.; Hoffman, Lauren; Murray, Lynn

2004-01-01

Anything built to last needs a clear plan, a solid foundation, the right tools, and strong structural integrity to withstand threatening elements that arise. Unfortunately, most school reform programs do not meet these basic requirements and crumble as quickly as they appear. To offset such mishaps, this guide empowers the reader to be an…

The Great String Revival: For Decades, School String Programs Have Been Overshadowed by Bands and Choirs. Many Teachers Say It's Time to Change that--And They've Got Lots of Ideas about What You Can Do to Help

ERIC Educational Resources Information Center

Simons, Dave

2008-01-01

According to the Austin-based Amati Foundation (a nonprofit group that supports programs for the stringed arts), over the past several decades the number of public school districts offering instruction for violin, viola, and cello has plummeted, from as high as 80 percent in 1960 to less than 19 percent today. Lack of public funding for stringed…

Chemically Initiated Electron-Exchange Luminescence.

DTIC Science & Technology

1980-11-14

CONTROLLING OFFICE NAME AND ADDRESS IQ. REPORT DATE Chemistry Program, raterials Science Division, November 14, 1980 Office of Naval Research, 800 N. Quincy...A./IHorn Prepared for Publication in9 z Chemi- and Bio-Energized Processes School of Chemical Sciences University of Illinois Urbana, Illinois 61801...National Science Foundation and in part by the Office of Naval Research. GBS is a Fellow of the Alfred P. Sloan Foundation (1977-79) and The Dreyfus

Education through the prism of computation

NASA Astrophysics Data System (ADS)

Kaurov, Vitaliy

2014-03-01

With the rapid development of technology, computation claims its irrevocable place among research components of modern science. Thus to foster a successful future scientist, engineer or educator we need to add computation to the foundations of scientific education. We will discuss what type of paradigm shifts it brings to these foundations on the example of Wolfram Science Summer School. It is one of the most advanced computational outreach programs run by Wolfram Foundation, welcoming participants of almost all ages and backgrounds. Centered on complexity science and physics, it also covers numerous adjacent and interdisciplinary fields such as finance, biology, medicine and even music. We will talk about educational and research experiences in this program during the 12 years of its existence. We will review statistics and outputs the program has produced. Among these are interactive electronic publications at the Wolfram Demonstrations Project and contributions to the computational knowledge engine Wolfram|Alpa.

The Quantum Opportunity Program Demonstration: Final Impacts

ERIC Educational Resources Information Center

Schirm, Allen; Stuart, Elizabeth; McKie, Allison

2006-01-01

From July 1995 through September 2001, the U.S. Department of Labor (DOL) and the Ford Foundation (Ford) operated a demonstration of the Quantum Opportunity Program (QOP). QOP offered intensive and comprehensive services to help at-risk youth graduate from high school and enroll in postsecondary education or training. QOP was mainly an…

Launching a Wireless Laptop Program

ERIC Educational Resources Information Center

Grignano, Domenic

2007-01-01

In this article, the author, as a technology director for East Rock Magnet School in New Haven, Connecticut, a federal government test site for laptop learning, shares his secrets to a successful implementation of a wireless laptop program: (1) Build a wireless foundation; (2) Do not choose the cheapest model just because of budget; (3) A sturdy…

An Intercultural Community - Input Process for Curriculum Development.

ERIC Educational Resources Information Center

Leonard, Deni

A program to bring about community involvement in the development of curriculum for public schools was implemented in Seattle in 1974-75 by the United Indians of All Tribes Foundation. The program follows a 12-step procedure that begins with selecting community representatives who will learn curriculum planning skills enabling them to make…

K-20 Partnerships: Literature Review and Recommendations for Research. WCER Working Paper No. 2008-3

ERIC Educational Resources Information Center

Clifford, Matthew; Millar, Susan B.

2008-01-01

Federal programs, such as the National Science Foundation's Math and Science Partnership program, are promoting partnerships between K-12 school districts and higher education institutions (K-20 partnerships) in hopes of fostering greater alignment and cooperation among participating institutions and pooling resources to address persistent…

Exploring the Effectiveness of a Curricular Choice Majors Program on Teacher Motivation

ERIC Educational Resources Information Center

VanDeusen Gaddis, Linda Marie

2014-01-01

The purpose of this qualitative case study was to explore how a curricular choice majors program influenced teacher motivation and student performance at a charter high school in Pennsylvania from the perception of the administration and teachers. The theoretical foundation for this study was the attribution motivation theory. This theory…

Industry Immersion for Reading and Mathematics Improvement. Valley Products Company.

ERIC Educational Resources Information Center

Jones, Paul L.; And Others

An intensive industry immersion program of reading and mathematics was conducted in Spring 1989 for employees at Valley Products, Inc., in a cooperative venture by the Literacy Foundation, Memphis, the Memphis City Schools Adult Education Program, and the company. Employee participants were assessed with the San Diego Quick Assessment Test to…

Evidence Based Education Request Desk. EBE #755

ERIC Educational Resources Information Center

Regional Educational Laboratory Southeast, 2010

2010-01-01

The Bill and Melinda Gates Foundation created the Early College High School Initiative in 2002, opening more than 200 hundred early college programs across the nation and every year a new report is created to evaluate the progress of the program (Berger, Adelman, & Cole, 2010). Staff at the Regional Educational Laboratory Southeast (REL-SE)…

Transforming Equity-Oriented Leaders: Principal Residency Network Program Evaluation

ERIC Educational Resources Information Center

Braun, Donna; Billups, Felice D.; Gable, Robert K.

2013-01-01

After 12 years focused on developing school leaders who act as change agents for educational equity, the Principal Residency Network (PRN) partnered with Johnson and Wales University's Center for Research and Evaluation to conduct a utilization-focused (Patton, 2002) program evaluation funded by a grant from the Rhode Island Foundation. The PRN…

Corporate and Higher Education Collaboration to Improve Teaching: A Case Study.

ERIC Educational Resources Information Center

Bloom, Darrell; Koenig, Pam

This paper explores an innovative approach to funding school improvement programs. It looks at a series of programs initiated by the National College of Education in collaboration with several corporations and foundations in the Chicago metropolitan area. The evolution of the College's participation in these endeavors is reported as well as the…

Philosophy in the School Music Program

ERIC Educational Resources Information Center

Reimer, Bennett

2005-01-01

Seldom has it been argued that philosophical issues should be addressed in all programs of music education intended to produce people who are, in any convincing sense, musically educated. In this article, the author argues that philosophical reflection relating to music and to the teaching and learning of music should be foundational in school…

Building a Foundation against Violence: Impact of a School-Based Prevention Program on Elementary Students

ERIC Educational Resources Information Center

Hall, Bruce W.; Bacon, Tina P.

2005-01-01

This study examined the effectiveness of the Too Good for Violence Prevention Program (TGFV), a multifaceted interactive intervention. Grounded in Bandura's Social Learning Theory, the TGFV curricula focus on developing personal and interpersonal skills to solve conflict non-violently and resist social influences that lead to violence.…

A POSITION PAPER ON THE TEACHING OF READING, DEVELOPMENTAL AND CORRECTIVE.

ERIC Educational Resources Information Center

HODDER, VELMA; AND OTHERS

THE BASIC DEVELOPMENTAL READING PROGRAM IS REVIEWED AS A FOUNDATION FOR SOUND REMEDIAL OR CORRECTIVE PROGRAMS IN A GUIDE FOR THE IMPROVEMENT OF ELEMENTARY AND SECONDARY READING IN NEBRASKA SCHOOLS. THE PRESENTATION IS DEVELOPED AROUND FOUR TOPICS--(1) DEVELOPMENTAL READING (CHILDREN'S GROWTH CHARACTERISTICS AND NEEDS, INSTRUCTIONAL READING LEVEL,…

Collaboration at the Nanoscale: Exploring Viral Genetics with Electron Microscopy

ERIC Educational Resources Information Center

Duboise, S. Monroe; Moulton, Karen D.; Jamison, Jennifer L.

2009-01-01

The Maine Science Corps is a project sponsored by the National Science Foundation's (NSF) Graduate Teaching Fellows in K-12 Education (GK-12 ) program. Through this program, the University of Southern Maine's (USM) virology and transmission electron microscopy (TEM) research group provides high school teachers and students in rural areas with…

Current trends in community-based clinical teaching programs in U.K.and Ireland dental schools.

PubMed

Lynch, Christopher D; Ash, Peter J; Chadwick, Barbara L

2013-05-01

Community-based clinical teaching/outreach programs using a variety of approaches have been established in many predoctoral dental schools around the world. The aim of this article is to report current trends in the teaching of community-based clinical teaching/outreach teaching in dental schools in the United Kingdom and Ireland. In late 2010-early 2011, a questionnaire was distributed by e-mail to deans of the eighteen established dental schools in the United Kingdom and Ireland. The questionnaire included both open and closed questions relating to current and anticipated trends in community-based clinical teaching. Fourteen responses were received (response rate=78 percent). All fourteen responding schools reported inclusion of a community-based clinical teaching program. Ten schools indicated that their program was based on total patient (comprehensive) care including the treatment of child patients. In nine schools, the program is directed by a senior clinical academic in restorative dentistry. As well as student dentists, ten schools and seven schools include teaching of student dental therapists and student dental hygienists, respectively. There is a varied experience within the schools surveyed in terms of the extent, nature, and content of these programs. Overall, however, community-based clinical teaching was seen as part of the future of dental school education in many schools as an ideal way of preparing graduates for Dental Foundation Training and subsequent independent practice.

Reaching kids: partnering with preschools and schools to improve children's health.

PubMed

2009-11-01

As part of its continuing mission to serve trustees and staff of health foundations and corporate giving programs, Grantmakers In Health (GIH) convened a group of grantmakers and education experts on May 27, 2009, for an informative discussion about ways in which preschools and schools are working to improve outcomes related to children's health. The Issue Dialogue Reaching Kids: Partnering with Preschools and Schools to Improve Children's Health synthesized the latest research on health-related issues affecting children's educational outcomes. It also provided illustrative examples of foundation-driven initiatives aimed at promoting collaborations between the health and education sectors to improve children's health and development outcomes. This Issue Brief summarizes background materials compiled for the meeting and highlights key themes and findings that emerged from the day's discussion among meeting participants.

Lessons Learned: Implementation of the Milwaukee Urban Systemic Initiative in Years One and Two. Report for the Milwaukee Public Schools.

ERIC Educational Resources Information Center

Doyle, Lynn H.; Huinker, DeAnn

The Urban Systemic Initiatives (USI) program is an effort sponsored by the National Science Foundation (NSF) that targets large urban school systems with the goal of sustainable implementation of high-quality, standards-based teaching for the purpose of attaining system-wide increases in students' learning of challenging mathematics and science.…

Focus on Families! How to Build and Support Family-Centered Practices in After School

ERIC Educational Resources Information Center

Kakli, Zenub; Kreider, Holly; Little, Priscilla; Buck, Tania; Coffey, Maryellen

2006-01-01

Children benefit when their parents or caregivers are actively involved in their out-of-school learning. Yet a new report by the Harvard Family Research Project and United Way of Massachusetts Bay finds that only a quarter of programs surveyed had effectively incorporated families. This guide, funded by the Wallace Foundation under its Parents and…

The Elizabeth Towns Incident: An Inquiry-Based Approach to Learning Anatomy Developed through High School-University Collaboration

ERIC Educational Resources Information Center

Marx, Joseph G.; Honeycutt, Kimberly A.; Clayton, Sonia Rahmati; Moreno, Nancy P.

2006-01-01

The Elizabeth Towns Incident (ETI), a set of inquiry lessons on human anatomy, was developed as part of a partnership between the Houston Independent School District (HISD) and Baylor College of Medicine. This collaboration was funded by the National Science Foundation's program, Graduate Teaching Fellowship in K-12 Education. The Houston-based…

Afterschool: Key to Health and Wellness for Pre-Teens and Teens. MetLife Foundation Afterschool Alert. Issue Brief No. 45

ERIC Educational Resources Information Center

Afterschool Alliance, 2010

2010-01-01

With a growing number of school hours devoted to increased instructional time and physical education programs being scaled back in many schools, the afterschool hours are becoming increasingly crucial to ensuring the healthy development of the nation's youth. Additionally, with students spending the majority of their waking hours and consuming the…

Junior Reserve Officer Training Corps Career Academies and Their Impact on Academic Achievement in Urban Public Schools

ERIC Educational Resources Information Center

Neely, Sheryl Austin

2012-01-01

Low attendance, poor behavior, low test scores, and low graduation rates among at-risk students have created a concern in urban school districts. The purpose of this study was to illuminate the impact of Junior Reserve Officer Training Corps (JROTC) Academy programs on students' academic performance. The theoretical foundation of the research…

Exploring the Hidden Structure of Astronomical Images: A "Pixelated" View of Solar System and Deep Space Features!

ERIC Educational Resources Information Center

Ward, R. Bruce; Sienkiewicz, Frank; Sadler, Philip; Antonucci, Paul; Miller, Jaimie

2013-01-01

We describe activities created to help student participants in Project ITEAMS (Innovative Technology-Enabled Astronomy for Middle Schools) develop a deeper understanding of picture elements (pixels), image creation, and analysis of the recorded data. ITEAMS is an out-of-school time (OST) program funded by the National Science Foundation (NSF) with…

A Resource Cost Model: Implications for Local School District Planning in Comprehensive School Finance Reform Efforts.

ERIC Educational Resources Information Center

Lows, Raymond L.

This paper describes the current and proposed systems for state and local financing of public education in Illinois and discusses the ramifications for local educational planners of a change from a foundation level program to a resource cost model approach. The paper begins with a brief historical overview of the finance reform effort that began…

Exploring the Nature of High School Student Engagement with Science and Technology as an Outcome of Participation in Science Journalism

ERIC Educational Resources Information Center

Hope, Jennifer Michelle Gauble

2012-01-01

In a mixed-methods study of high school student participants in the National Science Foundation-funded Science Literacy through Science Journalism (SciJourn) project, the new Youth Engagement with Science & Technology (YEST) Survey and classroom case studies were used to determine program impact on participant engagement with science and…

Culturally Relevant Pedagogy Twenty-Plus Years Later: How an Arts Approach to Teaching and Learning Can Keep the Dream Alive

ERIC Educational Resources Information Center

McCarther, Shirley Marie; Davis, Donna M.

2017-01-01

Gloria Ladson-Billings' (1995) ground-breaking work around the theory of culturally relevant pedagogy has shaped the discourse in schools and education programs for over twenty years. Her belief that schools should be places where students and teachers come together to have meaningful educational experiences has provided a foundation for…

The Urban Mathematics Collaborative Project: Report to the Ford Foundation on the 1986-87 School Year. Program Report 88-1.

ERIC Educational Resources Information Center

Webb, Norman L.; And Others

In 1984 the Urban Mathematics Collaborative (UMC) project was initiated to improve mathematics education in inner-city schools and to identify new models for meeting the ongoing professional needs of teachers. UMCs are located in Cleveland, Minneapolis-St. Paul, Los Angeles, Philadelphia, San Francisco, Durham, Pittsburgh, San Diego, St. Louis,…

Student Science Training Program in Mathematics, Physics and Computer Science. Final Report to the National Science Foundation. Artificial Intelligence Memo No. 393.

ERIC Educational Resources Information Center

Abelson, Harold; diSessa, Andy

During the summer of 1976, the MIT Artificial Intelligence Laboratory sponsored a Student Science Training Program in Mathematics, Physics, and Computer Science for high ability secondary school students. This report describes, in some detail, the style of the program, the curriculum and the projects the students under-took. It is hoped that this…

Resolved, That the Federal Government Should Fully Finance a Defensible Minimum Education for All Children in the Public Schools. An Affirmative Position.

ERIC Educational Resources Information Center

Hack, Walter G.

This report discusses several kinds of Federal aid to education and decides that a Federal foundation program is the best type. Arguments in favor of such a program are that (1) contemporary societal problems require a national policy (including a federally financed education program), (2) equity of financial responsibility for the educational…

The Model U.N. Program: Teaching Unreality. A United Nations Assessment Project Study. The Heritage Foundation Backgrounder No. 282.

ERIC Educational Resources Information Center

Gulick, Thomas G.; Merkle, Melanie L.

An evaluation of the instructional materials used by high school and college students who participated in the Model United Nations Program showed that the program is uncritical of the United Nations (U.N.) and biased against the United States and the West in general. These materials are strongly promoted by many prominent educational professional…

Kentucky's Public Schools: Status Report; Program for Exceptional Children.

ERIC Educational Resources Information Center

Kentucky State Dept. of Education, Frankfort. Div. of Special Education.

Under Kentucky's Foundation Program Law of 1954 as amended, which provides for classroom units for exceptional children, the number of such units has increased from 99.3 to 29 districts in the Program's first year to 1,060 in 148 of the state's 193 districts in 1969-70. Units for the mentally retarded increased most, from 22.5 to 732.3, in 130…

Community-based dental education: history, current status, and future.

PubMed

Formicola, Allan J; Bailit, Howard L

2012-01-01

This article examines the history, current status, and future direction of community-based dental education (CBDE). The key issues addressed include the reasons that dentistry developed a different clinical education model than the other health professions; how government programs, private medical foundations, and early adopter schools influenced the development of CBDE; the societal and financial factors that are leading more schools to increase the time that senior dental students spend in community programs; the impact of CBDE on school finances and faculty and student perceptions; and the reasons that CBDE is likely to become a core part of the clinical education of all dental graduates.

Promotores Comunitarios: sus aportes y difficultades (Community Facilitators: Their Contributions and Difficulties.) Occasional Paper No. 4.

ERIC Educational Resources Information Center

Brouwer, Jani; Martinic, Sergio

The Bernard van Leer Foundation sponsors nontraditional, nonschool programs designed to improve the chances that preschoolers will enroll in school. In these programs and other informal education efforts, the community facilitator plays an important role. Typically, the facilitator is a member of the community who works without remuneration as a…

Outcomes of a Scientific Nonformal Educational Initiative for Youth in Rio de Janeiro

ERIC Educational Resources Information Center

de Sousa, Isabela Cabral Felix

2013-01-01

The aim of this research is to understand how former students view their professional and academic paths after taking part in a specific scientific nonformal educational initiative during high school. This program is called Vocational Scientific Program (Provoc) and is carried out in the Oswald Cruz Foundation (Fiocruz), Rio de Janeiro, Brazil.…

An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) after Four Years. Final Report

ERIC Educational Resources Information Center

Glazerman, Steven; Seifullah, Allison

2012-01-01

In 2007, using funds from the federal Teacher Incentive Fund (TIF) and private foundations, the Chicago Public Schools (CPS) began piloting its version of a schoolwide reform model called the Teacher Advancement Program (TAP). Under the TAP model, teachers can earn extra pay and take on increased responsibilities through promotion (to mentor…

An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year Two Impact Report

ERIC Educational Resources Information Center

Glazerman, Steven; Seifullah, Allison

2010-01-01

In 2007, the Chicago Public Schools (CPS) began implementing a schoolwide reform called the Teacher Advancement Program (TAP) using funds from the federal Teacher Incentive Fund (TIF) and private foundations. Under the TAP model, teachers can earn extra pay and responsibilities through promotion to mentor or master teacher as well as annual…

The Exploratorium's XTech Program: Engaging STEM Experiences for Middle-School Youth. Summative Evaluation Report

ERIC Educational Resources Information Center

Carroll, Becky; Smith, Anita; Castori, Pam

2009-01-01

The Exploratorium is home to XTech, a science education program which began in 2006 and was primarily funded by a three-year National Science Foundation grant (Award # 05-25217) through its ITEST (Innovative Technology Experiences for Students and Teachers) initiative. XTech provided project-based afterschool activities in science, engineering,…

A Unique Delivery System to Rural Schools: The NMSU-Space Center Microcomputer Van Program.

ERIC Educational Resources Information Center

Amodeo, Luiza B.; And Others

Collaboration between New Mexico State University's College of Education and three other entities has led to the computer experience microvan program, implemented in 1983, a unique system for bringing microcomputers into rural New Mexico K-12 classrooms. The International Space Hall of Fame Foundation provides the van, International Space Center…

Challenges of Integrating Environmental Sustainability Issues into Business School Curriculum: A Case Study from the University of Jyvaskyla, Finland.

ERIC Educational Resources Information Center

Pesonen, Hanna-Leena

2003-01-01

Reviews the history and foundations of a master's program in corporate environmental management at a Finnish university. Provides insights for program development: (1) clear commitment from administrators; (2) content based on environmental science and technology; (3) interdisciplinary approach; (4) diverse approaches to sustainability; and (5)…

Set for Success: Building a Strong Foundation for School Readiness Based on the Social-Emotional Development of Young Children. The Kauffman Early Education Exchange (1st, Kansas City, Missouri, November 12, 2001).

ERIC Educational Resources Information Center

Ewing Marion Kauffman Foundation, Kansas City, MO.

This report compiles 6 of the 12 papers commissioned for the first Kauffman Early Education Exchange Conference in November 2001 that present the latest findings on the importance of social and emotional aspects of school readiness. The papers also provide evidence of programs that help to prepare young children for early school success. An…

An Exercise Using Lichens as Indicators of Air Quality

ERIC Educational Resources Information Center

Gottfried, Jeffry

1978-01-01

High school students learned to monitor air quality using lichens in a National Science Foundation sponsored program. In this article, monitoring procedures are discussed briefly along with means to adapt the exercise to your own area. (MA)

Project Northland and the Power of Preventing Underage Drinking.

ERIC Educational Resources Information Center

Orange, Cynthia

2002-01-01

Project Northland is an alcohol use prevention program developed by the Hazelden foundation. Middle-school students are taught skills for communicating with parents, dealing with peers, and fostering changes in how communities respond to alcohol use. (Author)

Health for Life in Primary Schools Program, United Kingdom: a Program Impact Pathways (PIP) analysis.

PubMed

Passmore, Sandra; Donovan, Martin

2014-09-01

The Health for Life in Primary Schools Program helps schools promote healthy, active lifestyles through curriculum support related to healthy eating and cooking, growing food, physical activity, and family involvement. These interrelated strands are shown to have the greatest impact on healthy lifestyles, and the Health for Life in Primary Schools Program seeks to make these not one-off lessons, but a sustainable part of a school's culture. Each school involved with the program develops its own Action Plan in order to achieve program goals. Each school is assessed by an audit of facilities, skills, and curriculum at baseline and follow-up, and the pupils complete an on-line questionnaire at baseline and follow-up. Other impact measures are individual to the school and relate to its own Action Plan. Health for Life in Primary Schools sought to assess the cohesiveness and strength of the program using the Program Impact Pathways (PIP) model. The program was deconstructed to its individual parts, with each part assessed in terms of its contribution to the overall program and constraints upon its effectiveness. The PIP analysis helped clarify the logic and structure of the program, whether its objectives can be achieved, the Critical Quality Control Points (CCPs), and the impact measures required to demonstrate success. The core indicators identified for impact evaluation were knowledge, attitudes, and behaviors of pupils around healthy eating cooking, growing food, and physical activity. The PIP model confirmed that the Health for Life in Primary Schools Program is well structured and is well suited to achieve its goals. The findings were presented at the Healthy Lifestyles Program Evaluation Workshop held in Granada, Spain, 13-14 September 2013, under the auspices of the Mondelēz International Foundation.

Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention.

PubMed

Mendelson, Tamar; Tandon, S Darius; O'Brennan, Lindsey; Leaf, Philip J; Ialongo, Nicholas S

2015-08-01

Adolescents in disadvantaged communities have high rates of exposure to stress and trauma, which can negatively impact emotion regulation and executive functioning, increasing likelihood of school problems. This pilot study evaluated RAP Club, a 12-session school-based trauma-informed group intervention co-facilitated by a mental health counselor and young adult community member that utilizes evidence-based cognitive-behavioral and mindfulness strategies. Seventh and eighth graders at two urban public schools serving low-income communities were assigned to receive RAP Club (n = 29) or regular school programming (n = 20). RAP Club improved teacher-rated emotion regulation, social and academic competence, classroom behavior, and discipline. Higher program dose predicted improvements in several teacher-rated outcomes. Student self-report outcomes, however, did not vary by study group or dose. Even students with low baseline depression showed improvement in teacher-rated outcomes following program participation, supporting a model of universal program delivery to all students. Findings suggest RAP Club merits further study. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Health Optimizing Physical Education (HOPE): A New Curriculum for School Programs--Part 2: Teacher Knowledge and Collaboration

ERIC Educational Resources Information Center

Metzler, Michael W.; McKenzie, Thomas L.; van der Mars, Hans; Barrett-Williams, Shannon L.; Ellis, Rebecca

2013-01-01

Part 1 of this article, which appeared in the April 2013 of JOPERD, presented the theoretical foundation and evidence-based needs for a main-theme curriculum model called Health Optimizing Physical Education (HOPE) for schools. It also described eight strands that could be used to plan, implement, and assess this version of a comprehensive school…

Investments in Building Citywide Out-of-School-Time Systems: A Six-City Study

ERIC Educational Resources Information Center

Hayes, Cheryl; Lind, Christianne; Grossman, Jean Baldwin; Stewart, Nichole; Deich, Sharon; Gersick, Andrew; McMaken, Jennifer; Campbell, Margo

2009-01-01

This report is the last in a series funded by The Wallace Foundation and developed by Public/Private Ventures (P/PV) and The Finance Project to document the costs of out-of-school-time (OST) programs and the city-level systems that support them. The report examines the development of OST systems in six cities across the country and summarizes the…

A Science Summer Camp as an Effective Way to Recruit High School Students to Major in the Physical Sciences and Science Education

ERIC Educational Resources Information Center

Bischoff, Paul J.; Castendyk, Devin; Gallagher, Hugh; Schaumloffel, John; Labroo, Sunil

2008-01-01

Now in its fifth year, PR[superscript 2]EPS is a National Science Foundation funded initiative designed to recruit high school students to attend college majoring in the physical sciences, including engineering and secondary science education, and to help ensure their retention within these programs until graduation. A central feature of the…

Swiss Life Sciences - a science communication project for both schools and the wider public led by the foundation Science et Cité.

PubMed

Röthlisberger, Michael

2012-01-01

The foundation Science et Cité was founded 1998 with the aim to inform the wider Swiss public about current scientific topics and to generate a dialogue between science and society. Initiated as an independent foundation by the former State Secretary for Science and Research, Dr. Charles Kleiber, Science et Cité is now attached to the Swiss Academies of Arts and Sciences as a competence center for dialogue with the public. Due to its branches in all language regions of the country, the foundation is ideally suited to initiate and implement communication projects on a nationwide scale. These projects are subdivided into three categories: i) science communication for children/adolescents, ii) establishing a dialogue between science and the wider public, and iii) conducting the role of a national center of competence and networking in science communication. Swiss Life Sciences is a project that fits into all of these categories: a year-round program for schools is complemented with an annual event for the wider public. With the involvement of most of the major Swiss universities, the Swiss National Science Foundation, the foundation Gen Suisse and many other partners, Swiss Life Sciences also sets an example of national networking within the science communication community.

Parenting as a Teenager

ERIC Educational Resources Information Center

Cobe, Patricia

1976-01-01

Today, many government and private agencies, clinics, foundations, and schools are sponsoring programs and literature for teen-age parents. These range in scope from fetal and maternal nutrition, to family planning counseling, to informal rap sessions on parenthood, to workshops on child care. (Author)

Opportunity in Hard Times: Building Out-of-School Time Learning Systems that Last. Report on The Wallace Foundation Conference on Out-of-School Time Learning Washington, D.C.--February 2-4, 2009

ERIC Educational Resources Information Center

Mendels, Pamela

2009-01-01

A number of U.S. cities, including five supported by Wallace, have been building new systems of high-quality out-of-school time programming citywide. But what should supporters do to ensure that these young systems endure, during the immediate economic crisis and for the long term? This report on a recent Wallace-sponsored conference that gathered…

In Brief: Legislation proposed to enhance high school science labs

NASA Astrophysics Data System (ADS)

Zielinski, Sarah

2007-03-01

At an 8 March hearing, the U.S. House of Representatives Science and Technology Subcommittee on Research and Education began consideration of new legislation intended to improve high school science laboratories. The bill, H.R. 524, would create a $5 million program at the U.S. National Science Foundation that would provide grants to improve high school science laboratories. The grants could be used to purchase or rent equipment and instrumentation, maintain or renovate facilities, train teachers, or design hands-on laboratory experiences.

The Impact of a Funded Research Program on Music Education Policy

ERIC Educational Resources Information Center

Hodges, Donald A.; Luehrsen, Mary

2010-01-01

"Sounds of Learning: The Impact of Music Education" is a research program designed to allow researchers to examine the roles of music education in the lives of school-aged children to expand the understanding of music's role in a quality education. The NAMM Foundation, the sponsoring organization, has provided more than $1,000,000 to fund research…

Connected Code: Why Children Need to Learn Programming. MacArthur Foundation Series on Digital Media and Learning

ERIC Educational Resources Information Center

Kafai, Yasmin B.; Burke, Quinn

2014-01-01

Coding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage "computational thinking"--which has now become the umbrella term for understanding what computer…

Assessing the Impact of a K-12 Engagement Program on Graduate Learning Outcomes for Communicating with Diverse Audiences, Pedagogy, and Community Engagement

ERIC Educational Resources Information Center

Weeks, Faith; Harbor, Jon

2014-01-01

A large midwestern university has developed a program that places graduate students in middle school classrooms to enhance the graduate students' communication skills with diverse audiences, develop pedagogical knowledge, and provide a foundation for effective future K-12 engagement. After observing and co-teaching, participants develop and…

Basic Education for Adults: Pathways to College and Careers for Washington's Emerging Workforce. Washington's Community and Technical Colleges

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2015

2015-01-01

This brief describes the Basic Education for Adults (BEdA) programs that bridge the gap between school and work, thereby creating pathways to college and careers for Washington's emerging workforce. BEdA programs teach foundational skills--reading, writing, math, technology and English language--so adults can move through college and into…

PRE-KINDERGARTEN CURRICULUM.

ERIC Educational Resources Information Center

BAYLOR, RUTH M.; AND OTHERS

IN THE PREKINDERGARTEN CLASSROOM, THE YOUNG CHILD DEVELOPS POSITIVE ATTITUDES TOWARD SCHOOL, ADULTS, AND FELLOW CLASSMATES. THESE ARE THE FOUNDATIONAL LEARNINGS UPON WHICH REST HIS FUTURE ATTITUDES TOWARD EDUCATION AND SOCIETY. AMONG THE IMPORTANT GOALS OF A PREKINDERGARTEN PROGRAM ARE THE BROADENING OF INTELLECTUAL HORIZONS, THE STIMULATION OF…

On-Campus Projects: Inventing a Microchip.

ERIC Educational Resources Information Center

Basta, Nicholas

1985-01-01

In response to growth of microelectronics and changes in microchip design/manufacturing technology, universities are supporting class projects for students. Approximately 50 schools now conduct such programs which have resulted from earlier National Science Foundation sponsorship. Major advantages for the students include designing experience,…

Theory and Creativity Woven Together: An Interview with Dr. LeoNora Cohen

ERIC Educational Resources Information Center

Austin, Kathy D.

2013-01-01

Education at Oregon State University. She began the Mentally Gifted Program for Philadelphia Schools, founded the Conceptual Foundations Network of the National Association for Gifted Children (NAGC), and initiated theory summits to bring together theorists from around the world…

Get Your Wishes Granted: Supplementary Funds for School Music Programs Are Available from a Wide Array of Sources, but Tapping into Them Requires Time, Effort, and Savvy

ERIC Educational Resources Information Center

Randall, Mac

2009-01-01

Music teachers across the country are taking advantage of a wide range of grants from any number of sources--cities and towns, states, the federal government, nonprofit foundations, businesses, even generous individuals--to lend extra strength to their programs. Finding the right grantor for one's program is a major part of the equation. Before…

Engineering for All: A Middle School Program to Introduce Students to Engineering as a Potential Social Good

ERIC Educational Resources Information Center

Hacker, Michael; Crismond, David; Hecht, Deborah; Lomask, Michal

2017-01-01

This article is the first of a two-part series about Engineering for All (EfA), a $1.7M National Science Foundation-funded project, which introduces middle school students to engineering, not only as a career path, but as an endeavor with potential for doing social good. Engineering for All opens students' eyes to the role engineers play in…

STEM integration in middle school career and technical education programs: A Delphi design study

NASA Astrophysics Data System (ADS)

Wu-Rorrer, Billy Ray

The purpose of this qualitative method study with a Delphi research design sought to determine how STEM programs can be effectively integrated into middle school career and technical education programs by local, state, and national educators, administrators, directors, specialists, and curriculum writers. The significance of the study is to provide leaders in CTE with a greater awareness, insight, and strategies about how CTE programs can more effectively integrate academics into career and technical education programs through STEM-related programming. The findings will increase the limited amount of available literature providing best practice strategies for the integration of STEM curriculum into middle school CTE programs. One basic question has guided this research: How can STEM programs be effectively integrated into middle school career and technical education programs? A total of twelve strategies were identified. The strategies of real-world applications and administrative buy-in were the two predominant strategies consistently addressed throughout the review of literature and all three sub-questions in the research study. The Delphi design study consisted of pilot round and three rounds of data collection on barriers, strategies, and professional development for STEM integration in middle school career and technical education programs. Four panelists participated in the pilot round, and 16 panel members not involved in the pilot round participated in the three rounds of questioning and consensus building. In the future, more comprehensive studies can build upon this foundational investigation of middle school CTE programs.

How to Create an Educational Foundation in Your School District: A Handbook for Public and Private Schools Administrators for Developing and Operating a Non-Profit Education Foundation.

ERIC Educational Resources Information Center

Hodgson, Frank M.

This handbook provides public and private school administrators with guidelines for developing a nonprofit educational foundation. Following an introduction, a statement of rationale describes fundamental approaches and activities. The foundation's primary purpose is aiding schools with additional funding and community service support. Section 2…

Future Foundations: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Gorard, Stephen; Siddiqui, Nadia; See, Beng Huat

2014-01-01

This report documents the results of an evaluation of the Future Foundations Society CIC (Future Foundations) academic summer school which took place in August 2013. The Future Foundations summer school programme is a literacy and numeracy catch-up intervention which provided extra schooling in the summer holidays. Pupils attending the four-week…

An Analysis of Local Education Foundations as Alternative Revenue Streams for Public School Districts

ERIC Educational Resources Information Center

Busch, Douglas M.

2012-01-01

As school district revenues are reduced by state allocating agencies, local school district administrators and school boards frequently evaluate alternative sources of possible revenue. One emerging source of revenue that many school districts explore is a local education foundation. Local education foundations are 501(c)(3) nonprofit…

Building the Minority Faculty Development Pipeline.

ERIC Educational Resources Information Center

Gates, Paul E.; Ganey, James H.; Brown, Marc D.

2003-01-01

Describes efforts toward minority faculty development in dentistry, including those of Harlem Hospital-Columbia University School of Dentistry and Oral Surgery, the National Dental Association Foundation, and Bronx Lebanon Hospital Center. Explains that critical elements in the success of these programs are environment, selection criteria,…

Making the Connection.

ERIC Educational Resources Information Center

Renyi, Judith

1997-01-01

Designed by the National Foundation for the Improvement of education, Bill Gates's The Road Ahead Program features extensive Internet access for all students and teacher opportunities to work with networks and multimedia technologies. Each school in the 22 participating communities is paired with a community organization. Staff development should…

Classroom Antarctica

ERIC Educational Resources Information Center

Gozzard, David

2017-01-01

Australian company Antarctica Flights runs summer sightseeing trips out of Australian capital cities to tour the Antarctic coast. The Laby Foundation of the University of Melbourne, through its "Classroom Antarctica" program, sponsored Kent Street High School science teacher, Ms Suzy Urbaniak and 18 of her students to take the trip, to…

Leveraging Standards to Promote Program Quality

ERIC Educational Resources Information Center

Young, Michelle D.; Mawhinney, Hanna; Reed, Cynthia J.

2016-01-01

Standards provide a foundation for thinking about leadership development and practice. This article explores three sets of standards that impact educational leadership preparation: (a) the recently revised Interstate School Leaders Licensure Consortium (ISLLC) standards, which are now known as the Practice Standards for Educational Leaders (PSEL);…

Preparing Prospective Physical Educators in Exercise Physiology.

ERIC Educational Resources Information Center

Bulger, Sean M.; Mohr, Derek J.; Carson, Linda M.; Robert, Darren L.; Wiegand, Robert L.

2000-01-01

Addresses the need for continued assessment of course content and instructional methods employed within physical education teacher education programs to deliver theoretical and applied information from the foundational subdiscipline of exercise physiology, describing an innovative course at one university (Exercise for School-Aged Children) which…

Development and Assessment of a Horizontally Integrated Biological Sciences Course Sequence for Pharmacy Education

PubMed Central

Wright, Nicholas J.D.; Alston, Gregory L.

2015-01-01

Objective. To design and assess a horizontally integrated biological sciences course sequence and to determine its effectiveness in imparting the foundational science knowledge necessary to successfully progress through the pharmacy school curriculum and produce competent pharmacy school graduates. Design. A 2-semester course sequence integrated principles from several basic science disciplines: biochemistry, molecular biology, cellular biology, anatomy, physiology, and pathophysiology. Each is a 5-credit course taught 5 days per week, with 50-minute class periods. Assessment. Achievement of outcomes was determined with course examinations, student lecture, and an annual skills mastery assessment. The North American Pharmacist Licensure Examination (NAPLEX) results were used as an indicator of competency to practice pharmacy. Conclusion. Students achieved course objectives and program level outcomes. The biological sciences integrated course sequence was successful in providing students with foundational basic science knowledge required to progress through the pharmacy program and to pass the NAPLEX. The percentage of the school’s students who passed the NAPLEX was not statistically different from the national percentage. PMID:26430276

Unique educational opportunities at the Missouri University research reactor

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ketring, A.R.; Ross, F.K.; Spate, V.

1997-12-01

Since the Missouri University Research Reactor (MURR) went critical in 1966, it has been a center where students from many departments conduct their graduate research. In the past three decades, hundreds of graduate students from the MU departments of chemistry, physics, anthropology, nuclear engineering, etc., have received masters and doctoral degrees based on research using neutrons produced at MURR. More recently, the educational opportunities at MURR have been expanded to include undergraduate students and local high school students. Since 1989 MURR has participated in the National Science Foundation-funded Research Experience for Undergraduates (REU) program. As part of this program, undergraduatemore » students from universities and colleges throughout the United States come to MURR and get hands-on research experience during the summer. Another program, started in 1994 by the Nuclear Analysis Program at MURR, allows students from a local high school to conduct a neutron activation analysis (NAA) experiment. We also conduct tours of the center, where we describe the research and educational programs at MURR to groups of elementary school children, high school science teachers, state legislators, professional organizations, and many other groups.« less

[The Foundation and youth programs in Latin America and the Caribbean. Thinking about tomorrow].

PubMed

Pezzullo, S

1994-01-01

Children under 18 in Latin America and the Caribbean are confronting deteriorating standards of living in terms of education, health care, and employment prospects. 78 million children under 18, nearly half, live in poverty. Around half leave school with no more than a primary education. Poverty and difficult educational, housing, and health conditions do not have to preclude future contributions by these children as parents, workers, and citizens, if they receive adequate assistance in preparing for adult roles. Nongovernmental organizations (NGOs) throughout the hemisphere have been successfully demonstrating how to assist children in low income families to become healthy, responsible, and productive adults. The Interamerican Foundation has invested 5% of its total budget on over 200 programs for youth during its 25 years of existence. Challenges for NGOs working with youth include defining their target populations and required interventions, and understanding the development needs of the children and the factors impeding or promoting their development. Programs that are beneficial for children clearly identify their needs and assure that assignment of resources, technology, and activities will not be detrimental to their health or school attendance. Programs assisting children should not impose unrealistic criteria for participation. Donor organizations should be flexible and should be receptive to programs in which young people themselves develop leadership aptitudes, participate in decision making, and have opportunities to serve others. Another challenge for donors is to extract the maximum benefit from limited resources. It is crucial that information on innovative projects be shared. Greater international concern over the conditions of children and youth may open the way to a broadened role for the NGOs. The Interamerican Foundation and other NGOs may be able to coordinate their actions and maintain communication with governments, acting as pressure groups in the interest of children and youth.

Dallas's Nonprofit Foundation Founders.

ERIC Educational Resources Information Center

Levin, Dan

1979-01-01

Describes the scandals that have destroyed the Foundation for Quality Education, the foundation the Dallas (Texas) school district created to raise money for the schools through real estate management and the marketing of school-system-developed curriculum materials. (Author/IRT)

The Fu Foundation School of Engineering & Applied Science - Columbia

Science.gov Websites

Room Reservation Contact Us Admissions - Undergraduate Admissions - Graduate Office of the Dean Alumni Partnerships Distance Learning (CVN) Current Students Undergraduate Graduate Career Development Distance GradZone Faculty Search Alumni Programs and Events Benefits & Services Get Involved Giving to Columbia

Curriculum Innovation: Difference and Resemblance

ERIC Educational Resources Information Center

Hanley, Una; Torrance, Harry

2011-01-01

How do teachers respond to a mathematics curriculum innovation? This paper reports some of the findings from a UK Research Council (ESRC)-funded project investigating how teachers in English secondary schools (students aged 12-16 years) responded to innovation. A Gatsby Foundation funded program implemented new materials; the project investigated…

Apprenticeship: A Partnership Project. Final Report.

ERIC Educational Resources Information Center

Lawton, Marcy F.

An 18-month demonstration program was conducted by the Northern Virginia Cooperative Vocational Education Department of the Fairfax County Public Schools, in partnership with the Virginia Merit Shop Foundation, to recruit and train apprentices for eight construction trades. Emphasis was placed on recruiting women, members of minority groups, and…

Resistance Training for Elementary School Age Children

ERIC Educational Resources Information Center

Langford, George A.; McCurdy, Kevin W.

2005-01-01

It is essential for physical education teachers to utilize a foundation of physiological principles to design and monitor appropriate, safe, and effective exercise for their students. Adult training programs are not appropriate for children. Teachers should consider individual levels of maturation, motor skill ability, and affective needs when…

Faulty Engineering

ERIC Educational Resources Information Center

Finn, Chester E., Jr.

2004-01-01

Innumerable foundations, commissions, state initiatives, and federal programs are now seeking to renew civic education in American schools. But solutions run headlong into a series of barriers. Four of these seem especially troublesome: (1) Efforts to develop a civics curriculum are snagged by a basic truth about America: beyond a narrow core of…

Work and Organizational Life in the Year 2000.

DTIC Science & Technology

1972-12-01

information, processing data, and making decisions partkcularly, as every high school student is introduced to programming as he now is to biology or...Hamilton, New York: American Foundation for Managemnt Researh , 1968. Roszak, T. The making of a counterculture. New York: Doubleday, 1968. Schoin, E.11

Overview of the Robert Wood Johnson Foundation Nurse Faculty Scholars program.

PubMed

Campbell, Jacquelyn; Ladden, Maryjoan D; McBride, Angela Barron; Cimino, Andrea; Kostas-Polston, Elizabeth; Deming, Katie

The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing faculty shortage and thereby decrease the nursing shortage. The purpose of the study was to describe the program development, implementation, and ongoing outcome evaluation. Data on scholarly productivity, impact of research, research funding, and leadership positions were compiled, including an h-index (impact of publications) comparison with a comparison group of other interdisciplinary faculty at the same institutions of the 90 current and alumni scholars. There is evidence of the achievements of the individual scholars; however, the effect of the synergy of the multiple components of the program is difficult to capture in traditional evaluation strategies. The sense of possibility and responsibility (to the profession, to improving the health of all Americans, and to one's school of nursing and university) was a significant outcome of the program. Lessons learned from the program are important for the leadership development and retention of nursing faculty. Copyright © 2017 Elsevier Inc. All rights reserved.

The Emmanuel Schools Foundation: Sponsoring and Leading Transformation at England's Most Improved Academy

ERIC Educational Resources Information Center

Pike, Mark A.

2009-01-01

The Emmanuel Schools Foundation (ESF) has so far sponsored four schools in England. Beginning with Emmanuel College in Gateshead in 1990 (which remains a City Technology College) the Foundation sponsors the King's Academy in Middlesbrough, which opened in 2003, and Trinity Academy in Thorne near Doncaster, which opened in 2005. The Foundation's…

Report Concerning the Activities Involved in the Development of a Rural Regional Skill Center Reported to the Grantor Partnership Development Fund of the Sears-Roebuck Foundation.

ERIC Educational Resources Information Center

Powell, Roger B.; Kelly, Michael G.

The Regional Skills Program at Big Bend Community College (BBCC) was developed to offer vocational skills training to high school students within BBCC's 5,000 square miles district. The objectives of the program were to identify training needs and priorities, determine the availability of transportation to BBCC, survey college and district…

East Chicago Junior Police: An Effective Project in the Non-Academic Area of the School's Total Educational Attack on the Disadvantagement of Youth.

ERIC Educational Resources Information Center

East Chicago City School District, IN.

The Junior Police program utilized non-academic youth interests as its foundation. The project filled the need for a youth organization, a youth clearinghouse, and more aid to delinquent and predelinquent youth to redirect them into ways of thinking and acting beneficial both to themselves and to the community. The objectives of the program were…

A Coordinated Development Program for K-12 Schools.

ERIC Educational Resources Information Center

White, George; Morgan, Nicholas

1992-01-01

Given the lean times in education today, a coordinated fund-raising effort could highly benefit public K-12 education. An office of development could coordinate grant writing, interaction with foundations, corporate partnerships, the development of endowed chairs, and individual fund raising and manage local fund raisers. Development follows three…

Constructivism and Jewish Early Childhood Education

ERIC Educational Resources Information Center

Muller, Meir

2013-01-01

Having an educational theory as a school's foundation is a key component in successful educational endeavors. However, many Jewish early childhood programs do not commonly use educational theory to support methods of instruction. In this study 14 children from a constructivist-based Jewish kindergarten class are interviewed to determine how they…

Building a Sustainable Future: Ecological Design in Schools

ERIC Educational Resources Information Center

Trudeau, Miho

2011-01-01

It is no surprise that many environmental education programs include outdoor experiences as a foundational part of their curriculum; after all, who better to teach ecological lessons than nature itself? In contrast, there are inherent challenges to teaching environmental education while restricted inside a classroom. The average student currently…

We All Want the Same Thing

ERIC Educational Resources Information Center

Rambo, Karen E.; Boazman, Janette

2012-01-01

Researchers, parents, counselors, and teachers share a common desire to ensure personal growth and academic development for children. At a very foundational level, they desire health and happiness for all children, as well as an education with quality schools and good teachers. They want all children to be in programs that appropriately address…

True Stem Education

ERIC Educational Resources Information Center

Gomez, Alan; Albrecht, Bryan

2014-01-01

The authors argue that the ongoing research by the National Academies, the National Research Council, and the National Science Foundation are imperative. The findings and recommendations on what the school systems of America must do to develop specific educational programming will position the U.S. at the forefront of the world's economies if…

Thermal Paper Exposed: The Secret of "Smart Paper"

ERIC Educational Resources Information Center

Diener, Lynn; McCall, Brian; Gimm, J. A.

2010-01-01

This article discusses how, as part of a National Science Foundation-funded internship program, the authors translated smart papers into an exciting and informative activity for the middle school classroom. This activity opens students' eyes to an everyday technology and inspires them to ask questions about other hidden technologies that they…

A History of Instructional Technology.

ERIC Educational Resources Information Center

Saettler, Paul

Theoretical and methodological foundations of the modern audiovisual/radio/television/programed instruction complex have been provided by educational theorists from the Elder Sophists of the fifth century B.C., to the medieval scholars who taught in the monastic or cathedral schools, to the reformers of 1700-1900, to the psychologists of the 20th…

AACJC/Metropolitan Life Foundation Registered Nurse Shortage Project: Status Report.

ERIC Educational Resources Information Center

McKenney, James F.

The American Association of Community and Junior Colleges's Nurse Shortage Project was designed to alleviate the nurse shortage by helping community colleges improve recruitment, retention, and graduation in nursing programs through direct mini-grants, with a special emphasis on Tech Prep/Associate Degree initiatives between secondary schools and…

Trying Out Genes for Size: Experiential Learning in the High School Classroom

ERIC Educational Resources Information Center

Blazek, Joshua D.; Cooper, Gary L.; Judd, Mariah V.; Roper, Randall J.; Marrs, Kathleen A.

2013-01-01

The National Science Foundation's GK-12 program provides a unique opportunity for STEM collaboration between the K-12 classroom and university research. This partnership benefits students through experiential learning, exposure to research, exceptional mentorship, and preparation for postsecondary education. Additionally, researchers gain…

Teaching corner: raising the bar: ethical considerations of medical student preparation for short-term immersion experiences.

PubMed

Kittle, Nathan; McCarthy, Virginia

2015-03-01

Short-term international medical outreach experiences are becoming more popular among medical students. As the popularity of these trips grows, participants, scholars, and institutions have become more aware of the potential pitfalls of such experiences. Loyola University Chicago Stritch School of Medicine (SSOM) has an approximately 20-year international service immersion (ISI) program that has sent more than 1,400 participants to more than 30 countries. Recently, ISI programming has been adjusted to provide students more formal sessions exploring the ethics of the ISI trips. Students are required to attend both pre- and post-trip educational sessions covering a wide range of relevant global health topics as well as participating in in-country reflections and post-trip debriefings. This recent adjustment has evolved further to become the foundation for the SSOM's four-year Global Health Honors program that not only encourages an ethical foundation for the student's ISI experience but also hopes to provide a foundation for students as they look toward a future career in global health.

French immersion in Canada: Theory and practice

NASA Astrophysics Data System (ADS)

Safty, Adel

1991-12-01

French immersion programs are rapidly becoming an integral part of the Canadian education system. Its educational and linguistic achievements have been the subject of an abundant literature that continues to grow. The popularity of the program has helped it expand at a phenomenal rate. From one school and a handful of students in the experimental classes 25 years ago, there are now more than 17,000 schools offering French immersion instruction to close to 250,000 students in all major Canadian cities. The major theoretical foundations on which French immersion was explicitly and sometimes implicitly based may be summarized as follows: Early exposure to a second language is better than late exposure.

The Image of the Month

NASA Astrophysics Data System (ADS)

Salgado, J. F.; Bernstein, G.

1999-09-01

The Image of the Month program (IOTM) is intended to help secondary school educators enhance their curricula by offering eye-catching pictures from the forefront of astronomical research, along with explanations aimed at those students. The pictures on the monthly bulletins are usually taken by University of Michigan (UM) astronomers, using telescopes from all over the world, from Dexter, Michigan to the Chilean Andes---or orbiting telescopes, such as the Hubble Space Telescope. We try to convey not only the scientific interest of each image, but also a sense of what it is like to be a practicing scientist. The program was created by the faculty of the Department of Astronomy at UM after consultation with secondary school science educators. This year over 700 teachers subscribed to the program, which continues to be funded by the National Science Foundation so that it is free of charge to teachers and schools.

Preparing future faculty and professionals for public health careers.

PubMed

Koblinsky, Sally A; Hrapczynski, Katie M; Clark, Jane E

2015-03-01

Recent years have brought rapid growth in schools of public health and an increasing demand for public health practitioners. These trends highlight the need for innovative approaches to prepare doctoral graduates for academic and high-level practice positions. The University of Maryland's School of Public Health developed a "Preparing Future Faculty and Professionals" program to enrich the graduate education and professional development of its doctoral students. We describe the program's key elements, including foundational seminars to enhance students' knowledge and skills related to teaching, research, and service; activities designed to foster career exploration and increase competitiveness in the job market; and independent, faculty-mentored teaching and research experiences. We present a model for replicating the program and share student outcomes of participation.

Establishing a School Foundation.

ERIC Educational Resources Information Center

Erickson, Juanita; Stewart, G. Kent

2002-01-01

A school foundation is a nonprofit, tax-exempt organization that finances school projects not covered by the district budget. Legal requirements and accounting procedures; the board of trustees and fund manager; use of volunteers; capitalization and sources of capital (gifts, bequests, fundraising activities); marketing the foundation; examples of…

Development and outcomes of an online-onsite hybrid dental admissions enhancement pilot program.

PubMed

Hanson, Carrie L; Van Ness, Chris; Gadbury-Amyot, Cynthia C; Crain, Geralyn

2014-10-01

The University of Missouri-Kansas City (UMKC) School of Dentistry has piloted two years of an Admissions Enhancement Program (AEP) with students from underrepresented minority groups and/or economically disadvantaged areas of Missouri interested in applying to dental school. The AEP utilizes an innovative online-onsite hybrid format to elevate students' foundational knowledge in biology, chemistry, organic chemistry, and quantitative reasoning. The online component includes interaction with UMKC instructors using tablet technology and Wimba virtual classroom sessions. The onsite component engages students in academic and professional development, enrichment activities targeting skills training, experience in dental labs and clinics, and mentoring in preparing the dental school application, essay writing, and interviewing. Results to date indicate overall program satisfaction among AEP participants and a dental school acceptance rate of 73.7 percent (14/19 students). Participants reported the mock interviews and essay-writing portions contributed to their becoming competitive candidates for the admission process, and the online material enhanced their preparation for the Dental Admission Test (DAT). Pre- and post-AEP data show participant DAT Academic Average scores increased by two points. The school will continue to monitor program participants in subsequent years.

Health science learning academy: a successful "pipeline" educational program for high school students.

PubMed

Fincher, Ruth-Marie E; Sykes-Brown, Wilma; Allen-Noble, Rosie

2002-07-01

The objective of the Health Professions Partnership Initiative is to increase the number of underrepresented minority Georgia residents who become health care professionals by (1) creating a pipeline of well-qualified high school and college students interested in health care careers, (2) increasing the number of well-qualified applicants to medical and other health professions schools, and (3) increasing the number of underrepresented minority students at the Medical College of Georgia (MCG). The Health Professions Partnership Initiative at MCG was created in 1996 by collaboration among the MCG Schools of Medicine and Nursing, two Augusta high schools attended primarily by underrepresented minority students, three historically black colleges and universities, the Fort Discovery National Science Center of Augusta, community service organizations, and MCG student organizations. The project was funded by the Association of American Medical Colleges and The Robert Wood Johnson Foundation. The high school component, the Health Science Learning Academy (HSLA), was designed to strengthen the students' educational backgrounds and interest in professional careers as evidenced by increased standardized test scores and numbers of students entering college and health professions schools. Additional goals included a system to track students' progress throughout the pipeline as well as professional development sessions to enrich faculty members' knowledge and enhance their teaching expertise. The HSLA began with ninth-grade students from the two high schools. During its second year, funding from the Health 1st Foundation allowed inclusion of another high school and expansion to ninth grade through twelfth grade. The HSLA's enrichment classes meet for three hours on 18 Saturday mornings during the academic year and include computer-interactive SAT preparation and English composition (tenth grade); biology, algebra, calculus, and English composition (eleventh grade); and advanced mathematics and biology (twelfth grade). The ultimate solution to the paucity of underrepresented minority physicians resides largely in successful pipeline programs that expand the pool of well-qualified applicants, matriculants, and graduates from medical schools. Intermediate results of the HSLA support the success of the program. Since its creation in the 1996-1997 academic year, 203 students have participated in the HSLA and all 38 (from the original two schools) who completed the four-year program have enrolled in college. The mean SAT score for students who completed the HSLA program was 1,066, compared with a mean of 923 for all college-bound students in the participating schools. The mean increases in SAT scores for students who completed the four-year program were.5% (1,100 to 1,105) for students attending a magnet high school and 18% (929 to 1,130) for students attending the comprehensive high school. The mean overall increases in SAT scores for students in the two high schools were 1% (1,044 to 1,048) and 9.1% (765 to 834), respectively. The HSLA is accomplishing its goals and, while it is too early to know if these students will participate in MCAT preparatory programs and apply to medical and other health professions schools, their sustained commitment and enthusiasm bode well for continued success.

The role of school engagement in preventing adolescent delinquency and substance use: a survival analysis.

PubMed

Li, Yibing; Zhang, Wei; Liu, Jianjun; Arbeit, Miriam R; Schwartz, Seth J; Bowers, Edmond P; Lerner, Richard M

2011-12-01

The present study was designed to examine the effects of school engagement on risky behavior in adolescence. Using data from the 4-H Study of Positive Youth Development (PYD), a longitudinal study of U.S. adolescents, discrete-time survival analyses were conducted to assess the effect of behavioral and emotional school engagement on the initiation of drug use and delinquency. The current analyses used seven years of longitudinal data collected from youth and their parents. Results of discrete-time survival analysis indicated that, controlling for demographic variables, higher degrees of behavioral and emotional school engagement predicted a significantly lower risk of substance use and involvement in delinquency. Substance use prevention programs and other health-risk reduction programs should include components (i.e., adolescents' participation in and emotional attachment to school) to capitalize on the protective role of the school context against youth risk behavior. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Teaching Early College High School at LaGuardia Community College. Early College High School Initiative

ERIC Educational Resources Information Center

Glick, Marcia

2006-01-01

The Bill & Melinda Gates Foundation, along with Carnegie Corporation of New York, the Ford Foundation, and the W.K. Kellogg Foundation, is funding the Early College High School Initiative. The 13 partner organizations are creating or redesigning more than 250 pioneering small high schools. Jobs for the Future coordinates the Early College High…

Economic Education Experiences of Enterprising Teachers. Volume 17. A Report Developed from the 1978-79 Entries in the International Paper Company Foundation Awards Program for the Teaching of Economics.

ERIC Educational Resources Information Center

Nappi, Andrew T., Ed.; Suglia, Anthony F., Ed.

Sixteen award-winning teacher-developed programs, projects, courses, and materials in economics education are presented. The projects are designed for use in primary, intermediate, junior high, and senior high schools and are organized into four chapters. Chapter I suggests ways to teach economic concepts in grades K-3. Projects include an auction…

The effects of school physical education grants on obesity, fitness, and academic achievement.

PubMed

von Hippel, Paul T; Bradbury, W Kyle

2015-09-01

Foundations and governments fund a number of programs that provide grants to improve school physical education or other forms of school-based physical activity. The effects of these grant programs are unknown. We evaluate the effects of Texas Fitness Now, a program in which the state of Texas granted $37 million to improve physical education in high-poverty middle schools over the 4 school years from 2007-08 to 2010-11. The stated goals of Texas Fitness Now were to reduce obesity, increase fitness, and raise academic achievement. We summarize how Texas Fitness Now funds were spent and estimate the impact of Texas Fitness Now using a fixed-effects longitudinal model that exploits changes in schools' eligibility over time. Changes in eligibility occurred when eligibility expanded to new schools after year 2 and when the program was terminated after year 4. Most Texas Fitness Now funds were spent on sports and fitness equipment. Smaller amounts were spent on anti-obesity curricula. Texas Fitness Now improved strength and flexibility, especially among girls, but it did not improve BMI or academic achievement, and it had mixed effects on aerobic capacity. The fitness benefits were not lost in the year after the program ended, perhaps because schools kept the equipment that they had bought during their years of eligibility. The results of Texas Fitness Now were typical for an intervention that relied almost exclusively on physical activity. Programs that improve BMI as well as fitness tend to have a more fully developed nutrition component. Copyright © 2015 Elsevier Inc. All rights reserved.

Costs of California Multiple Pathway Programs. Policy Report

ERIC Educational Resources Information Center

Parsi, Ace; Plank, David; Stern, David

2010-01-01

There is widespread agreement that many of California's high schools are doing a poor job of preparing their students for college and careers. The James Irvine Foundation is sponsoring a major initiative to develop "Multiple Pathways"--now called the Linked Learning approach--as a strategy for improving the performance of California high…

Math Science Partnership of Southwest Pennsylvania: Measuring Progress toward Goals. Monograph

ERIC Educational Resources Information Center

Pane, John F.; Williams, Valerie L.; Olmsted, Stuart S.; Yuan, Kun; Spindler, Eleanor; Slaughter, Mary Ellen

2009-01-01

In 2003, the Allegheny Intermediate Unit received a grant under the National Science Foundation's Math and Science Partnership program to establish the Math Science Partnership of Southwest Pennsylvania (MSP). The MSP brings together regional K-12 school districts, institutions of higher education, and intermediate units with the goals of…

Competency-Based Education in Three Pilot Programs: What It Is, How It's Implemented, and How It's Working. Brief

ERIC Educational Resources Information Center

Steele, Jennifer L.; Lewis, Matthew W.; Santibanez, Lucrecia; Faxon-Mills, Susannah; Rudnick, Mollie; Stecher, Brian M.; Hamilton, Laura S.

2014-01-01

In 2011, the Bill & Melinda Gates Foundation extended grants to three educational organizations working to develop or enhance competency-based approaches in large, urbanized school systems. The grant initiative, called Project Mastery, funded the development of technology-enhanced tools, including curriculum materials and online learning…

An Overview: Purposes and Programs.

ERIC Educational Resources Information Center

Hickey, Howard W.

The Mott Foundation has over the years devoted most of its considerable resources to joining together the school and community in the solution of educational problems facing society, but it is only within the last 20 years that it has enlisted the support of colleges and universities. The Mott Institute at Michigan State University focused its…

Higher Education in Rural Communities: System Reform in Indigenous Schools.

ERIC Educational Resources Information Center

Warner, Linda Sue; Deaton, Brady J.; Briscoe, G. S.

This paper addresses the role of Rural Systemic Initiatives (RSIs) in linking tribally controlled colleges to systemic reform efforts in rural communities. RSI is a program implemented in 1994 by the National Science Foundation to improve science and mathematics education in rural areas. RSIs were established in regions with low population density…

Technology to Advance High School and Undergraduate Students with Disabilities in Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Leddy, Mark H.

2010-01-01

Americans with disabilities are underemployed in science, technology, engineering and mathematics (STEM) at higher rates than their nondisabled peers. This article provides an overview of the National science Foundation's Research in Disabilities Education (RDE) program, of technology use by students with disabilities (SWD) in STEM, and of…

Ayuda economica: Guia para estudiantes, 2001-2002 (Financial Aid: Student Guide, 2001-2002).

ERIC Educational Resources Information Center

Office of Student Financial Assistance (ED), Washington, DC.

This guide, written in Spanish, describes federal student aid programs for postsecondary education and how to apply for them. It begins by outlining sources for learning about student aid, such as school financial aid administrators, state higher education agencies, foundations, organizations related to particular fields of interest and toll-free…

Urban Youth with Disabilities: Factors Affecting Transition Employment

ERIC Educational Resources Information Center

Fabian, Ellen S.

2007-01-01

Although postsecondary employment outcomes for transition-age youth with disabilities have improved over the past decade, minority youth with disabilities continue to lag behind their peers in achieving a job. This study of predominantly minority youth participating in the Marriott Foundation's Bridges From School to Work Program from 2000 to 2005…

Opportunities for Extending Museum Contributions to Pre-College Science Education.

ERIC Educational Resources Information Center

Goldman, Katherine J., Ed.

Papers were given at a conference sponsored by the National Science Foundation on present and future use of the museum as an educational resource. Science education, media use, museum-community relationships, and museum-school relationships engaged the attention of the speakers. The educational programs of particular museums were reported on by…

Negotiating Software Agreements: Avoid Contractual Mishaps and Get the Biggest Bang for Your Buck

ERIC Educational Resources Information Center

Riley, Sheila

2006-01-01

Purchasing software license and service agreements can be daunting for any district. Greg Lindner, director of information and technology services for the Elk Grove Unified School District in California, and Steve Midgley, program manager at the Stupski Foundation, provided several tips on contract negotiation. This article presents the tips…

The Prospect of Motorcycle Safety Education in Secondary Schools.

ERIC Educational Resources Information Center

King, Alfred S.

Motorcycle safety education will become a necessity in the near future due to the growing demands of secondary students for education in this area. The Motorcycle Safety Foundation is sponsored by major motorcycle industries and is involved with developing programs and materials to promote motorcycle safety education. The high rate of motorcycle…

FOCUS OF TRAINING IN CHILD PSYCHIATRY--THE INDIVIDUAL, THE FAMILY, AND THE COMMUNITY.

ERIC Educational Resources Information Center

KOLANSKY, HAROLD; STENNIS, WILLIAM

THIS TRAINING PROGRAM FOR CHILD PSYCHIATRISTS DEPARTS FROM TRADITIONAL APPROACHES BY EMPHASIZING THE USE OF ALLIED MENTAL HEALTH DISCIPLINES, EXPERIENCE WITH FAMILY CHILD RELATIONSHIPS, AND A THOROUGH FOUNDATION IN NORMAL CHILD DEVELOPMENT. RESIDENTS BEGIN BY OBSERVING CHILDREN IN NURSERY SCHOOLS, DAY CAMPS, HOSPITAL NURSERIES, PEDIATRIC WARDS,…

Leadership 101: Developing Leadership Skills for Resilient Youth. Facilitator's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

MacGregor, Mariam

This facilitator's guide and student workbook package includes a high school curriculum designed to establish a foundation for adolescent/young adult leadership education programs. It targets diverse, at-risk teenagers, presenting an adaptable and broad-based perspective of leadership. The facilitator's guide takes instructors and students through…

Teaching Technology with Technology. An Off-the-Shelf Robotics Course Builds Technical Center Enrollment.

ERIC Educational Resources Information Center

Hannemann, Jim; Rice, Thomas R.

1991-01-01

At the Oakland Technical Center, which provides vocational programs for nine Michigan high schools, a one-semester course in Foundations of Technology Systems uses a computer-simulated manufacturing environment to teach applied math, science, language arts, communication skills, problem solving, and teamwork in the context of technology education.…

Strengthening Low-Income Families: A Research Agenda for Parenting, Relationship, and Fatherhood Programs

ERIC Educational Resources Information Center

MDRC, 2013

2013-01-01

Policymakers need to decide how to invest in strengthening the most basic foundation for early childhood development: family relationships. The challenges: (1) help parents provide the responsive and stimulating environments that will prepare young children for school; and (2) support fathers' engagement with their children regardless of whether…

Innovative Uses of IT Applications in STEM Classrooms: A Preliminary Review of ITEST Teacher Professional Development

ERIC Educational Resources Information Center

Parker, Caroline E.; Stylinski, Cathlyn; Darrah, Marjorie; McAuliffe, Carla; Gupta, Preeti

2010-01-01

The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) program provides a unique opportunity to assess a broad spectrum of professional development projects that share key characteristics but were designed to meet distinct local school and community contexts. To better understand how innovative…

Questioning: A Reading/Thinking Foundation for the Gifted.

ERIC Educational Resources Information Center

Batson, Amanda Davis

A study to determine the effects of higher level interactive questioning procedures on the cognitive abilities of gifted students was conducted with 14 gifted sixth grade students. The students were selected from a public school enrichment program and randomly assigned to one of two groups that met for five weekly sessions. The control group was…

The earthquake educational institute at San Francisco State University

USGS Publications Warehouse

Sullivan, R.; Pestrong, R.; Strongin, H.

1980-01-01

The Earthquake Educational Institute was established in 1978 at San Francisco State University under a grant from the U.S National Science Foundation. The goal of the Institute is to develop earthquake-related curricula for use in elementary and secondary schools in the hope that, by educating students about earthquakes, they will be better prepared for the disruptions associated with a major quake. To date, about 140 elementary and secondary school teachers and administrators have enrolled in the program. 

Hands-On Optics: An Informal Education Program for Exploring Light and Color

NASA Astrophysics Data System (ADS)

Pompea, S. M.; Walker, C. E.; Peruta, C. C.; Kinder, B. A.; Aceituno, J. C.; Pena, M. A.

2005-05-01

Hands-On Optics (HOO) is a collaborative four-year program to create and sustain a unique, national, informal science education program to excite students about science by actively engaging them in optics activities. It will reach underrepresented middle school students in after-school programs and at hands-on science centers nationwide. Project partners with NOAO are SPIE-The International Society for Optical Engineering, the Optical Society of America (OSA), and the Mathematics, Engineering, Science Achievement Program (MESA) of California. This program builds on the 2001 National Science Foundation planning grant (number ESI-0136024), Optics Education - A Blueprint for the 21st Century, undertaken to address the disconnect between the ubiquity of optics in everyday life and the noticeable absence of optics education in K-12 curricula and in informal science education. NOAO - with expertise in teaching optics, developing optics kits, and in science-educator partnerships is designing the HOO instructional materials by adapting well-tested formal education activities on light, color, and optical technology for the informal setting. These hands-on, high-interest, standards-connected activities and materials serve as the basis for 6, three-hour-long optics activity modules that will be used in informal education programs at 23 HOO host sites. NOAO also will train the educators, parents, and optics professionals who will work in teams to lead the HOO activities. A key component of the project will be the optics professionals from the two optical societies who currently are engaged in outreach activities and programs. Optics professionals will serve as resource agents teamed with science center and MESA educators, a model very successfully used by the Astronomical Society of the Pacific's Project ASTRO. The six modules and associated challenges and contests address reflection from one or many mirrors, image formation, colors and polarization, ultraviolet and infrared phenomena, and communication over a beam of light. Challenges and contests have also been created to augment the six modules. The Hands On Optics Project is funded by the National Science Foundation ISE program. NOAO is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with the National Science Foundation.

Approaches of Bill & Melinda Gates Foundation-Funded Intermediary Organizations to Structuring and Supporting Small High Schools in New York City

ERIC Educational Resources Information Center

Foley, Eileen

2010-01-01

In 2003, a few years after the Bill & Melinda Gates Foundation began implementing its small schools reform agenda, the Chancellor of the New York City Department of Education (DOE) announced a plan to replace large failing high schools in New York City with 200 small schools. In short order, the foundation and the Chancellor became partners…

Approaches of Bill & Melinda Gates Foundation-Funded Intermediary Organizations to Structuring and Supporting Small High Schools in New York City. Executive Summary

ERIC Educational Resources Information Center

Foley, Eileen

2010-01-01

In 2003, a few years after the Bill & Melinda Gates Foundation began implementing its small schools reform agenda, the Chancellor of the New York City Department of Education (DOE) announced a plan to replace large failing high schools in New York City with 200 small schools. In short order, the foundation and the Chancellor became partners with…

Maintaining and Expanding the Hands-On Optics Program

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Sparks, R. T.; Walker, C. E.

2008-05-01

Hands-On Optics (HOO) was funded by the National Science Foundation Informal Science Education program to bring optics education to traditionally underserved middle school students. We developed a series of six optics modules each covering a different topic in optics. During the four-year grant, we brought the program to the Mathematics, Science and Engineering Achievement (MESA) programs in seven states as well as 8 major science centers. We continue to support our established sites as well as expand our program. One of our expansion efforts involves continuing our partnership with the International Society for Optical Engineering (SPIE). We have been working closely with SPIE to present workshops for student chapter leaders at SPIE meetings. The student chapter leaders use HOO materials in their outreach activities. SPIE has teamed with us to bring HOO to Europe. We have received a grant from the Science Foundation of Arizona to expand HOO in Arizona. This program builds on our successful programs at the South Tucson Boys and Girls Club as well as the Sells Boys and Girls Club by expanding HOO to other sites around the state with an emphasis on rural locations such as Bisbee, Safford, Prescott Valley and the Tohon O'odham Nation. We have been working with a variety of Boys and Girls Clubs around the state. Several programs are underway and we hope to add more sites in the coming year. We continue to host local events at Kitt Peak National Observatory as well as special events for the community and students in the Tucson area. Our events include science nights at local schools, optics festivals and competitions, career days and teacher fairs. We will describe the current state of the program as well as lessons learned as we expand the program in a variety of settings.

Increasing Epilepsy Awareness in Schools: A Seizure Smart Schools Project.

PubMed

Brook, Heather A; Hiltz, Cynthia M; Kopplin, Vicki L; Lindeke, Linda L

2015-08-01

A high prevalence of epilepsy diagnoses and seizure events among students was identified at a large Midwestern school district. In partnership with the Epilepsy Foundation of Minnesota (EFMN), a quality improvement project was conducted to provide education and resources to staff caring for school children with seizures. School nurses (N = 26) were trained as seizure management educators and instructed staff in 21 schools on seizure awareness and response. School nurses utilized new seizure management resources, a procedural guideline, and care plan updates. The majority of school nurses rated the resources and training interventions as "very helpful." School nurse confidence in managing students with seizures increased, seizure action plan use increased, and 88% of children's records with new seizure diagnoses had completed documentation. School nurses played vital roles in increasing seizure awareness as educators and care managers. EFMN is using this project as an exemplar for expanding its Seizure Smart Schools program. © The Author(s) 2015.

Does early mentorship in child and adolescent psychiatry make a difference? The Klingenstein Third-Generation Foundation Medical Student Fellowship Program.

PubMed

Stein, Joshua A; Althoff, Robert; Anders, Thomas; Davison, Yoshie; Edwards, Sarah; Frosch, Emily; Horst, Robert; Hudziak, James J; Hunt, Jeffrey; Joshi, Shashank V; Kitts, Robert Li; Larson, Justine; Leckman, James; O'Brien, John; Lowenhaupt, Elizabeth; Pruitt, David; Malloy, Erin; Martin, Andres; Partner, Ashley; Sarles, Richard; Sikich, Linmarie; Wells, Lloyd; Kolevzon, Alexander

2013-09-01

There is a critical shortage of child and adolescent psychiatrists in the United States. Increased exposure, through mentorship, clinical experiences, and research opportunities, may increase the number of medical students selecting child and adolescent psychiatry (CAP) as a career choice. Between 2008 and 2011, 241 first-year participants of a program to increase exposure to CAP, funded by the Klingenstein Third-Generation Foundation (KTGF) at 10 medical schools completed baseline surveys assessing their opinions of and experiences in CAP, and 115 second-year participants completed follow-up surveys to reflect 1 year of experience in the KTGF Program. Students reported significantly increased positive perception of mentorship for career and research guidance, along with perceived increased knowledge and understanding of CAP. Results suggest that the KTGF Program positively influenced participating medical students, although future studies are needed to determine whether these changes will translate into more medical students entering the field of CAP.

School and the Concussed Youth – Recommendations for Concussion Education and Management

PubMed Central

Sady, Maegan D.; Vaughan, Christopher G.; Gioia, Gerard A.

2011-01-01

Synopsis School learning and performance is arguably the critical centerpiece of child and adolescent development, and there can be significant temporary upset in cognitive processing after a mild traumatic brain injury, also called a concussion. This injury results in a cascade of neurochemical abnormalities, and in the wake of this dysfunction, both physical activity and cognitive activity become sources of additional neurometabolic demand on the brain and may cause symptoms to re-emerge or worsen. This paper provides a foundation for post-injury management of cognitive activity, particularly in the school setting, including design and implementation of school-wide concussion education and management programs. Definitions of cognitive over-exertion and cognitive rest are provided, with guidelines for managing cognitive load in individuals based on their symptom profile and neurocognitive performance. On a broader scale, guidance for the development of comprehensive concussion education and management programs in schools is provided. Proactive management could facilitate recovery by ensuring less cognitive exertion and stress during the recovery period. PMID:22050944

Changed Lives: The Effects of the Perry Preschool Program on Youths through Age 19. Monographs of the High/Scope Educational Research Foundation, Number Eight.

ERIC Educational Resources Information Center

Berrueta-Clement, John R.; And Others

This study is the eighth in a series of reports of longitudinal research on the long-term effects of participation versus nonparticipation in a program of high quality early childhood education, on 123 black youths from families of low socioeconomic status, who were at risk of failing in school. The study finds that young people up to 19 years of…

A Summer Math and Physics Program for High School Students: Student Performance and Lessons Learned in the Second Year

NASA Astrophysics Data System (ADS)

Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam

2013-05-01

For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses. In this paper we will detail changes made to the program for its second year and the motivation for these changes, as well as implications for future iterations of the program. We gauge the impact of the changes on student performance using pre-/post-test scores, student evaluations, and anecdotal evidence. These data show that the program has a positive impact on student knowledge and this impact was greater in magnitude in the second year of the program. We attribute this improvement primarily to the inclusion of more inquiry-driven activities. All activities, worksheets, and lesson plans used in the program are available online.

Ocean Sciences as a Foundation for Curriculum Design

NASA Astrophysics Data System (ADS)

Rakhmenkulova, I.; Gorshkalev, S.; Odriozola, A.; Dominguez, A.; Greely, T.; Pyrtle, A.; Keiper, T.; Watkins, J.

2005-05-01

The GK-12 OCEANS program is an initiative of the National Science Foundation (NSF). This program provides marine science graduate students within the College of Marine Science, USF, weekly interactions with K-12 teachers and students in Pinellas County schools with the overall purpose of enhancing the quality and effectiveness of science teaching. The GK-12 OCEANS program provides hands-on and minds-on ocean science learning inquiries. Campbell Park Elementary is a Marine Science attractor school designed to provide a child-centered approach to learning that integrates marine science activities into the daily curriculum while meeting the required state education standards. In 2003-04 a GK-12 Fellow helped third and fourth grade teachers design new teaching curricula that integrated ocean sciences. The current 2004-04 Fellow and teachers are implementing the new curriculum, assessing feasibility and impact on students' learning. One characteristic of the new curriculum includes several field trips to local natural settings during which students have the opportunity to collect data the way scientists do, and use real scientific instruments and approaches. The information collected is then used in different activities within the classroom. These activities encourage the students to use inquiry as the basis of their learning experience, in which the application of scientific thinking and methods are keys. This process also requires the students to apply skills from other disciplines such as writing, reading, and math. Towards the end of the school year the students have the opportunity to highlight their accomplishments through two projects, 1) a hall display of different ocean zones, which includes habitat characteristics and species adaptations, and 2) a marine science experiment presented at the school science fair. The results and accomplishments from the implementation of these new curricula will be presented at the conference.

The Lone Liberal Artists in the Ed School: Reconnecting Foundations Scholars with the Liberal Arts

ERIC Educational Resources Information Center

Mackler, Stephanie

2014-01-01

This article begins from the premise that foundations scholars occupy an awkward place in the education school, because our work is predominantly grounded in the liberal arts but the work of other education scholars is predominantly preprofessional. To create a more meaningful place for foundations in the education school will require better…

Private Funding of Public Schools: Local Education Foundations in Michigan. Working Paper Series.

ERIC Educational Resources Information Center

Addonizio, Michael F.

This study examines the organization and operations of local education foundations in Michigan and the fiscal programmatic impact of nonprofit education foundations on Michigan public schools. It also compares the socioeconomic characteristics of foundation and nonfoundation districts and tests the hypothesis that residents of local districts with…

Venture Philanthropy's Market Strategies Fail Urban Kids

ERIC Educational Resources Information Center

Shiller, Jessica

2012-01-01

The latest wave of reform in urban schools, led by the venture philanthropists, has made a great deal of change, without much progress. Foundations with a venture philanthropy bent, like the Walton Family Foundation, the Gates Foundation, and the Broad Foundation, say market principles, such as choice and competition, will improve schools. If…

Celebrating 30 Years of K-12 Educational Programming at Fermilab

DOE Office of Scientific and Technical Information (OSTI.GOV)

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

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

Hands-On Optics science camps and clubs

NASA Astrophysics Data System (ADS)

Walker, Constance E.; Sparks, Robert T.; Pompea, Stephen M.

2007-06-01

Hands-On Optics (HOO) is a National Science Foundation funded program to bring optics education to traditionally underserved middle school students. We have developed six modules that teach students optics concepts through hands-on, inquiry-based activities. The modules have been used extensively in after-school and non-school settings such as in the Boys and Girls Clubs in South Tucson, Arizona and the Boys and Girls Club in Sells, Arizona on the Tohono O'odham reservation. We will describe these programs and the lessons learned in these settings. These modules also form the basis for a week-long optics camp that provides students with approximately 40 hours of instruction time in optics. We will provide an outline of the activities and concepts covered in the camp. These camps provide an ideal way to encourage interest in optics before career choices are developed.

Marketing, Investment, and Institutional Renewal in the Academic Research Sector. AIR 1986 Annual Forum Paper.

ERIC Educational Resources Information Center

Kutina, Kenneth L.; And Others

The problem of selective renewal of basic research capability within a professional (medical) school of a major research university is addressed. Attention is directed to a strategy and process for conducting such a revitalization that includes marketing the program in a partnership modality to a local foundation. Reasons that the foundation…

Immigrants and Disadvantaged in Israel and England: A Report to the New World Foundation.

ERIC Educational Resources Information Center

Passow, A. Harry

The educational situation of disadvantaged groups in Israel and England is reviewed. The nature of the immigrant and disadvantaged populations, the kind and extent of schooling available, and the positions of local educational authorities and of the two governments are discussed. Also included are descriptions of various programs for disadvantaged…

Physics, The Nuffield Foundation Science Teaching Project.

ERIC Educational Resources Information Center

Nuffield Foundation, London (England).

A description of the Nuffield approach to Physics for students 11-16 years of age, a discussion of the possible entry points to the program provided for the five years of British secondary schools before the "O"-level examination, an account of the type of examination to be expected, and estimates of the cost of introducing the program…

Community Engagement in K-12 Tutoring Programs: A Research-Based Guide for Best Practices

ERIC Educational Resources Information Center

Mozolic, Jennifer; Shuster, Julia

2016-01-01

This report on historical trends and recent findings in the literature on academic tutoring is the first step in a community-based research collaboration between faculty and students at a small liberal arts college, the local public school district, and a nonprofit foundation that supports public K-12 education. Each year, this nonprofit…

A Qualitative Investigation of Mentor Experiences in a Service Learning Course

ERIC Educational Resources Information Center

Banks, Kira Hudson

2010-01-01

Mentoring is often considered a gift of time and resources that a mentor gives to a mentee. However, research suggests that mentoring has benefits specifically for the mentor. This study analyzes written reflections of twenty-five mentors who took part in a National Science Foundation-funded program that encouraged middle-school girls to engage in…

Communicative Alternatives to Challenging Behavior: Integrating Functional Assessment and Intervention Strategies. Volume 3. Communication and Language Intervention Series.

ERIC Educational Resources Information Center

Reichle, Joe, Ed.; Wacker, David P., Ed.

Emphasizing the use of communication training as the foundation for effective behavioral programming, this book explains how challenging behavior can be redirected into socially acceptable behavior through functional communication intervention. The book offers hands-on assessment and intervention strategies that can be used in school, home, work,…

Aspen Handbook on the Media, 1975-76 Edition. Research, Publications, Organizations, Foundation Support, Government Review, International Communication Agencies.

ERIC Educational Resources Information Center

Rivers, William L., Ed.; Slater, William T., Ed.

The second edition of this guide to media organization and media research doubles previous listings and includes new sections on international organizations, law school programs dealing with the media, and an expanded section on government activities. Basic listings include universities and other institutions conducting major media research,…

THE NEW YORK STATE ASSOCIATE DEGREE NURSING PROJECT--A FINAL REPORT TO THE W.K. KELLOGG FOUNDATION.

ERIC Educational Resources Information Center

KINSINGER, ROBERT E.

FROM DETAILED ANALYSES OF 16 ASSOCIATE DEGREE NURSING PROGRAMS, EFFORTS WERE MADE TO COORDINATE THE DEVELOPMENT AND IMPROVEMENT OF A.A. DEGREE NURSING EDUCATION. NO ATTEMPT WAS MADE TO RELATE THE INFORMATION TO BACCALAUREATE AND DIPLOMA SCHOOLS OF NURSING. FROM QUESTIONNAIRES, INTERVIEWS, AND COLLEGE CATALOG DATA, SIMILARITIES AND DIFFERENCES IN…

Using Constructivist Career Development to Improve Career Decision Self-Efficacy in TRiO Students

ERIC Educational Resources Information Center

Grier-Reed, Tabitha; Ganuza, Zoila

2012-01-01

Although more high school graduates are attending college, many are not graduating (The Bill and Melinda Gates Foundation, 2004). First-generation, low-income, and underrepresented students are especially at risk for falling through the cracks. To help address this issue, programs such as TRiO Student Support Services (SSS) assist…

75 FR 62838 - Award of a Single-Source Expansion Supplement to the Research Foundation of CUNY on Behalf of...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-13

... Social Work AGENCY: Children's Bureau, ACYF, ACF, HHS. ACTION: Notice. CFDA Number: 93.556. Legislative... School of Social Work, New York, NY, to provide expanded technical assistance to address continuing challenges in the field as child welfare programs work to implement the requirements of new legislation. The...

Observing Preschoolers' Social-Emotional Behavior: Structure, Foundations, and Prediction of Early School Success

ERIC Educational Resources Information Center

Denham, Susanne A.; Bassett, Hideko Hamada; Thayer, Sara K.; Mincic, Melissa S.; Sirotkin, Yana S.; Zinsser, Katherine

2012-01-01

Social-emotional behavior of 352 3- and 4-year-olds attending private childcare and Head Start programs was observed using the Minnesota Preschool Affect Checklist, Revised (MPAC-R). Goals of the investigation included (a) using MPAC-R data to extract a shortened version, MPAC-R/S, comparing structure, internal consistency, test-retest…

Impact of Sustainable Agriculture on Secondary School Agricultural Education Teachers and Programs in the North Central Region.

ERIC Educational Resources Information Center

Agbaje, Kehinde Aderemi Ajaiyeoba; Martin, Robert A.; Williams, David L.

2001-01-01

Responses from 298 of 600 secondary agriculture teachers in north central United States revealed limited impact of sustainable agriculture. Most teachers had neutral perceptions; a moderate number taught it, but not from a systems perspective. However, related agronomy topics were taught, providing a possible foundation for future inclusion of…

The Dynamics of Learning Science in Everyday Contexts: A Case Study of Everyday Science Class in Korea

ERIC Educational Resources Information Center

Kim, Mijung; Yoon, Heesook; Ji, Young Rae; Song, Jinwoong

2012-01-01

With recognition of the importance of scientific literacy for the nation and yet the increasing students' disinterest in science through school science curriculum, the Korea Science Foundation launched an innovative program called "Everyday Science Class (ESC)" in partnership with universities and local government offices in 2003. In…

Child Development under Three: The Foundations of the Personality, the Family, and the Montessori Method.

ERIC Educational Resources Information Center

Orion, Judi

2002-01-01

Characterizes the Montessori work serving the first 3 years by recounting its genesis; describes early Montessori toddler programs, and the emergence of infant communities internationally in the early 1970s. Highlights ways parents can be supportive of the "spiritual embryo" in cooperation with the school. Suggests how parent education invites…

Comparision of Alternatively Certified and Traditionally Certified Missouri High School Science Teachers' Perceptions of Self-Efficacy during the Induction Period

ERIC Educational Resources Information Center

Gaither, Linda

2013-01-01

Sixty percent of America's teachers choose traditional baccalaureate programs while the remaining choose one of several alternative pathways. While certification/training is certainly important to preparing effective teachers, other research indicates that teacher efficacy serves as the foundation of teacher behaviors and classroom practice. The…

Diaspirin Cross-Linked Hemoglobin Infusion Did Not Influence Base Deficit and Lactic Acid Levels in Two Clinical Trials of Traumatic Hemorrhagic Shock Patient Resuscitation

DTIC Science & Technology

2010-05-01

Program, University of Illinois School of Public Health (W.G.), Chicago, Illinois. Supported by a contract with the Henry M. Jackson Foundation...fessor Payen (Principal Investigator, Hopiatl Lariboisiere, Paris Cedex 1 0); Docteur Rouvier, MD (Principal Investiga- tor, Hopital Percy , Clamart

Astronomy Education through the NSF GK-12 Program

NASA Astrophysics Data System (ADS)

Jensen, A. G.

2004-05-01

The National Science Foundation's GK-12 program encourages graduate students in science to be active in public education at the middle school and high school levels. As a GK-12 fellow at the University of Colorado-Boulder (CU), I worked with a local 8th-grade science teacher and his students during the 2003-2004 school year. In the Boulder Valley School District, 8th-grade science covers Earth history, meteorology, astronomy, and oceanography. There are many special challenges for this school district and 8th-grade education in Colorado, including a large number of English as a second language (ESL) students and the administration of standardized tests during March, before students have completed much of the relevant material. As a GK-12 Fellow, my responsibilities included work with the Earth history Full Option Science System (FOSS) kit, guest lecturing, aid in hands-on exercises, and the creation of new activities and assignments. Astronomy activities accomplished through this program include sunspot viewing and a field trip to the Colorado Scale Model Solar System on the CU campus. The GK-12 program at CU will continue for at least two more years, possibly placing future GK-12 fellows who are astronomy grad students into classes that are astronomy- or physics-specific.

The moderating effects of school climate on bullying prevention efforts.

PubMed

Low, Sabina; Van Ryzin, Mark

2014-09-01

Bullying prevention efforts have yielded mixed effects over the last 20 years. Program effectiveness is driven by a number of factors (e.g., program elements and implementation), but there remains a dearth of understanding regarding the role of school climate on the impact of bullying prevention programs. This gap is surprising, given research suggesting that bullying problems and climate are strongly related. The current study examines the moderating role of school climate on the impacts of a stand-alone bullying prevention curriculum. In addition, the current study examined 2 different dimensions of school climate across both student and staff perceptions. Data for this study were derived from a Steps to Respect (STR) randomized efficacy trial that was conducted in 33 elementary schools over a 1-year period. Schools were randomly assigned to intervention or wait-listed control condition. Outcome measures (pre-to-post) were obtained from (a) all school staff, (b) a randomly selected subset of 3rd-5th grade teachers in each school, and (c) all students in classrooms of selected teachers. Multilevel analyses revealed that psychosocial climate was strongly related to reductions in bullying-related attitudes and behaviors. Intervention status yielded only 1 significant main effect, although, STR schools with positive psychosocial climate at baseline had less victimization at posttest. Policies/administrative commitment to bullying were related to reduced perpetration among all schools. Findings suggest positive psychosocial climate (from both staff and student perspective) plays a foundational role in bullying prevention, and can optimize effects of stand-alone programs. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Promoting life skills and preventing tobacco use among low-income Mumbai youth: effects of Salaam Bombay Foundation intervention.

PubMed

Sorensen, Glorian; Gupta, Prakash C; Nagler, Eve; Viswanath, Kasisomayajula

2012-01-01

In response to India's growing tobacco epidemic, strategies are needed to decrease tobacco use among Indian youth, particularly among those who are economically disadvantaged. The objective of this study was to assess the effectiveness of a school-based life-skills tobacco control program for youth of low socio-economic status in Mumbai and the surrounding state of Maharashtra. We hypothesized that compared to youth in control schools, youth exposed to the program would have greater knowledge of effects of tobacco use; be more likely to take action to prevent others from using tobacco; demonstrate more positive life skills and attitudes; and be less likely to report tobacco use. Using a quasi-experimental design, we assessed program effectiveness by comparing 8(th) and 9(th) grade students in intervention schools to 8(th) grade students in comparable schools that did not receive the program. Across all schools, 1851 students completed a survey that assessed core program components in early 2010. The program consisted of activities focused on building awareness about the hazards of tobacco, developing life skills, and advocacy development. The primary outcome measure was self-reported tobacco use in the last 30 days. Findings indicate that 4.1% of 8(th) grade intervention students (OR = 0.51) and 3.6% of 9(th) grade intervention students (OR = 0.33) reported using tobacco at least once in the last 30 days, compared to 8.7% of students in the control schools. Intervention group students were also significantly more knowledgeable about tobacco and related legislation, reported more efforts to prevent tobacco use among others, and reported stronger life skills and self-efficacy than students in control schools. Limitations to the study include schools not being randomly assigned to condition and tobacco use being measured by self-report. This program represents an effective model of school-based tobacco use prevention that low-income schools in India and other low- and middle-income countries can replicate.

In Brief: Revitalizing Earth science education

NASA Astrophysics Data System (ADS)

Showstack, Randy

2008-12-01

A 5-year, $3.9-million U.S. National Science Foundation Math Science Partnership grant to Michigan Technological University (MTU), in Houghton, aims to improve instruction in middle-school Earth and space science courses. The program will enable geoscience and education researchers to work with middle-school science teachers to test strategies designed to reform science, technology, engineering, and math (STEM) education. Project lead researcher Bill Rose said the project could be a template for improvement in STEM throughout the United States. Rose, one of seven MTU faculty members involved with the Michigan Institute for Teaching Excellence Program (MITEP), said the project is ``trying to do something constructive to attract more talented young people to advanced science, math, and technology.'' The project includes data collection and analysis overseen by an evaluation team from the Colorado School of Mines. Also participating in the project are scientists from Grand Valley State University, Allendale, Mich.; the Grand Rapids (Mich.) Area Pre-College Engineering Program; the American Geological Institute; and the U.S. National Park Service.

Teachers' professional development needs and current practices at the Alexander Science Center School

NASA Astrophysics Data System (ADS)

Gargus, Gerald Vincent

This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support meetings, classroom coaching/Big Lab co-teaching, summer institutes, and off-campus conferences and seminars. Results indicated that the effectiveness of the six venues was closely tied to the level of collaborative planning that took place between the Alexander Science Center School and the associated California Science Center. Examination of teachers' and stakeholders opinions reflect that after a year-and-a-half of operations, the school's professional development program is perceived as disjointed and ineffective, but that the foundation of a sound program has been established.

State Education Finance and Governance Profile: Arkansas

ERIC Educational Resources Information Center

Zhang, Chi

2010-01-01

This article presents the state education finance and governance profile of Arkansas. Arkansas has 254 school districts, which operate 1,114 schools. More than two thirds (68.4%) of all schools are Title I schools. All school districts in Arkansas receive foundation funding--a set amount of money per student. In addition to the foundation funding…

Did we get our money's worth? Bridging economic and behavioral measures of program success in adolescent drug prevention.

PubMed

Griffith, Kevin N; Scheier, Lawrence M

2013-11-08

The recent U.S. Congressional mandate for creating drug-free learning environments in elementary and secondary schools stipulates that education reform rely on accountability, parental and community involvement, local decision making, and use of evidence-based drug prevention programs. By necessity, this charge has been paralleled by increased interest in demonstrating that drug prevention programs net tangible benefits to society. One pressing concern is precisely how to integrate traditional scientific methods of program evaluation with economic measures of "cost efficiency". The languages and methods of each respective discipline don't necessarily converge on how to establish the true benefits of drug prevention. This article serves as a primer for conducting economic analyses of school-based drug prevention programs. The article provides the reader with a foundation in the relevant principles, methodologies, and benefits related to conducting economic analysis. Discussion revolves around how economists value the potential costs and benefits, both financial and personal, from implementing school-based drug prevention programs targeting youth. Application of heterogeneous costing methods coupled with widely divergent program evaluation findings influences the feasibility of these techniques and may hinder utilization of these practices. Determination of cost-efficiency should undoubtedly become one of several markers of program success and contribute to the ongoing debate over health policy.

Outreach and education in urban Los Angeles Schools: integration of research into middle and high school science curriculum through the NSF GK-12 SEE-LA program

NASA Astrophysics Data System (ADS)

Daniel, J. C.; Hogue, T. S.; Moldwin, M. B.; Nonacs, P.

2012-12-01

A National Science Foundation Graduate Teaching Fellows in K- 12 Education program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/ ) partners UCLA faculty and graduate students (fellows) with urban middle and high school science teachers and their students to foster programs of science and engineering exploration that bring the environment of Los Angeles into the classroom. UCLA science and engineering graduate fellows serve as scientists-in-residence at four partner schools to integrate inquiry-based science lessons, facilitate advancements in science content teaching, and ultimately, to improve their own science communication skills. As part of their fellowship, graduate students are required to develop three "major" lessons, including one based on their PhD research at UCLA. During the first four years of the project, the SEE-LA fellows have developed a range of research-based activities, including lessons on sustainable fisheries, ecosystems and remote sensing, earthquakes, urban water quality including invertebrate observations, and post-fire soil chemistry, among others. This presentation will provide an overview of the SEE-LA GK-12 program and development of research lessons that also address California State Science Standards. We also discuss potential sustainability of GK-12 type outreach and education programs. The SEE-LA program has provided development of graduate student communication and teaching skills while also contributing significantly to the integration of science education into K-12 curriculum in Los Angeles schools.

Focusing Resources on Effective School Health: A FRESH Start to Enhancing the Quality and Equity of Education. World Education Forum 2000. Final Report = Accorder la priorite a un programme efficace de sante scolaire: Une maniere FRAICHE (FRESH) d'aneliorer la qualite et d'accroitre l'equite dans le domaine de l'education. Forum mondial 2000 sur l'education. Rapport final = Recursos efectivos en salud escolar: Un enfogue NUEVO para mejorar la calidad y la equidad educativa. Foro Mundial par la educacion 2000. Informe final.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

This booklet, written in English, Spanish, and French, describes the foundation and reasoning behind the partnership to Focus on Resources on Effective School Health (FRESH), making the case that an effective school health program: responds to the greater number of school-age children and the greater proportion of those children attending school;…

Educating Young People about Environmental Health for Informed Social Action.

PubMed

Keselman, Alla; Levin, Daniel M; Kramer, Judy F; Matzkin, Karen; Dutcher, Gale

2011-01-01

Whereas environmental health education is rapidly becoming a global priority, it still receives little attention in schools. This paper describes a U.S. National Library of Medicine program, aiming to support environmental health education in grades 6-12 in U.S. schools. The program has four components: (1) developing reliable online resources that provide quality environmental health information; (2) creating lesson plans that integrate our resources into the classroom and extracurricular activities; (3) engaging teachers by inviting collaborations and promoting our resources and activities; and (4) conducting educational research that provides a foundation for the other components. The paper describes specific educational resources and activities and grounds them in learning theories from the fields of cognitive psychology and science education.

Educating Young People about Environmental Health for Informed Social Action

PubMed Central

Keselman, Alla; Levin, Daniel M.; Kramer, Judy F.; Matzkin, Karen; Dutcher, Gale

2013-01-01

Whereas environmental health education is rapidly becoming a global priority, it still receives little attention in schools. This paper describes a U.S. National Library of Medicine program, aiming to support environmental health education in grades 6-12 in U.S. schools. The program has four components: (1) developing reliable online resources that provide quality environmental health information; (2) creating lesson plans that integrate our resources into the classroom and extracurricular activities; (3) engaging teachers by inviting collaborations and promoting our resources and activities; and (4) conducting educational research that provides a foundation for the other components. The paper describes specific educational resources and activities and grounds them in learning theories from the fields of cognitive psychology and science education. PMID:24383062

Art School Consequential: Teaching and Learning in the First Year of Art School

ERIC Educational Resources Information Center

McKenna, Stacey Redford

2011-01-01

In order to understand better the dimensions of education in the foundation year of contemporary art school, this study explores teaching and learning through the lenses of art school freshmen and foundation studio art professors. Since scholarly study of art school education is limited, the author begins with a survey of related fields of…

Student Observers at the Central Foundation Girls' School

ERIC Educational Resources Information Center

Morgan, Joy

2008-01-01

In this article, the author describes the outcomes of a student voice project she introduced at her school, the Central Foundation Girls' School. This project, which involved students with trainee teachers, was adapted from the City of Portsmouth Girls' School. The students would, after comprehensive training, observe trainee teachers in the…

Exploring Arkansas's Private Education Sector. School Survey Series #6

ERIC Educational Resources Information Center

Catt, Andrew D.

2016-01-01

This report synthesizes information about Arkansas's private schools from two separate surveys conducted by the Friedman Foundation and the U.S. Department of Education (USDOE). If the Friedman Foundation survey data are representative of the state's private schools, then Arkansas's private schools have enough empty seats to increase current…

Disruptive Behaviour in the Foundation Phase of Schooling

ERIC Educational Resources Information Center

Marais, Petro; Meier, Corinne

2010-01-01

Since the passage of legislation banning corporal punishment in South African schools, disruptive behaviour in schools has become an issue of national concern. Against this background a research project was undertaken in which the types and causes of disruptive behaviour occurring most frequently in the Foundation Phase of schooling were…

"Breaking Ranks" in Action: Collaboration Is the Foundation

ERIC Educational Resources Information Center

Mero, Dianne; Hartzman, Marlene

2012-01-01

The 2012 MetLife Foundation-NASSP Breakthrough Schools are outstanding examples of how determined and focused leaders create and sustain school improvement. The schools are places of strategic decision making where dedicated adults demonstrate their conviction that every student can and will achieve. Each of the schools demonstrates the efficacy…

The Teacher Educator's Handbook: Building a Knowledge Base for the Preparation of Teachers. The Jossey-Bass Education Series.

ERIC Educational Resources Information Center

Murray, Frank B., Ed.

In this book, leading scholars address a range of issues, ideas, and research findings in the field of teacher education, examining specific disciplines, social foundations, and program structures, as well as school reform and diversity. Part One: The Need for a Knowledge Base contains five chapters: "Beyond Natural Teaching: The Case for…

The Effect of a Community College Promise Scholarship on Access and Success

ERIC Educational Resources Information Center

Pluhta, Elizabeth A.; Penny, G. Richard

2013-01-01

Based on a mixed methods case study design, the current study reports on a Promise Scholarship program offered by a community college and its affiliated foundation to graduating students at a nearby high school located in a low-income neighborhood of a large city and with a high proportion of African American and other students of color. Using a…

Effective Professional Development for Teacher Leaders: Lessons Learned from K-6 Mathematics Teacher Enhancement Program.

ERIC Educational Resources Information Center

Friel, Susan N.; Bright, George W.

The National Science Foundation (NSF) has supported a wide variety of teacher enhancement projects in order to identify and explore strategies that are effective in bringing genuine, long-term teacher change, and, ultimately, long-term systemic change in schools. In November 1994, with funding provided from NSF (Grant Number ESI-9452859), a small,…

Best Policies and Practices in Urban Educational Reform: A Summary of Empirical Analysis Focusing on Student Achievements and Equity.

ERIC Educational Resources Information Center

Kim, Jason J.; Crasco, Linda M.

Under the sponsorship of the National Science Foundation, 22 urban school districts have been involved in a long-term educational reform through the Urban Systemic Initiative (USI) program since 1994. This paper presents a brief summary of findings regarding best policies and practices in the educational reform effort focusing on student…

Rising with De Colores: Tapping into the Resources of la Comunidad to Assist Under-Performing Chicano-Latino Students

ERIC Educational Resources Information Center

Ordonez-Jasis, Rosario; Jasis, Pablo

2004-01-01

This article explores the dynamics and educational potential of De Colores Community Learning Center, an after-school program serving low-performing Chicano-Latino children. The article discusses the foundational characteristics of De Colores and its quest to become a model of empowerment, instead of a more traditional model of service. Finally,…

Possible Effects of Professional Development on Turkish Teachers' Self-Efficacy and Classroom Practice

ERIC Educational Resources Information Center

Bumen, Nilay T.

2009-01-01

The purpose of this study was to analyze the impact of a professional development (PD) program on teacher self-efficacy and classroom practice. Thirty-eight in-service teachers from a foundation school in Izmir participated in this study. Multiple sets of data for this study came from the Turkish teachers' sense of efficacy scale, classroom…

Educational Outreach at CASPER

NASA Astrophysics Data System (ADS)

Hyde, Truell; Smith, Bernard; Carmona-Reyes, Jorge

2007-11-01

The CASPER Educational Outreach program with support from the Department of Education, the Department of Labor and the National Science Foundation advances physics education through a variety of avenues including CASPER's REU / RET program, High School Scholars Program, spiral curriculum development program and the CASPER Physics Circus. These programs impact K-12 teachers and students providing teachers with curriculum, supporting hands-on material and support for introducing plasma and basic physical science into the classroom. The most visible of the CASPER outreach programs is the Physics Circus, created during the 1999-2000 school year and funded since that time through two large grants from the Department of Education. The Physics Circus is part of GEAR UP Waco (Gaining Early Awareness and Readiness for Undergraduate Programs) and was originally one of 185 grants awarded nationwide by the U. S. Department of Education in 1999 to help 200,000 disadvantaged children prepare for and gain a pathway to undergraduate programs. The CASPER Physics Circus is composed of intense science explorations, physics demonstrations, hands-on interactive displays, theatrical performances, and excellent teaching experiences. Examples and efficacy data from the above will be discussed.

A study of the latent effects of family learning courses in science

NASA Astrophysics Data System (ADS)

Gennaro, Eugene D.; Hereid, Nancy; Ostlund, Karen

It is well documented that students' exposure to science in the middle school is critical for their later selection of science courses, yet instruction time and course offerings in science during the middle school years are often limited. Out-of-School Science Experiences with funds from the National Science Foundation (DISE No. 07872) produced five short science courses intended for children in middle school grades (6, 7, and 8) and their parents that supplement normal science instruction based on topics that are integral to traditional science teaching. The courses were offered through Community Education programs and through informal science learning centers (e.g., zoos, museums, and planetariums). An added strength of the program is that it employs the family as a motivator and reinforcer in a cooperative learning venture. The study reported here is an attempt to determine participant reaction two to three years after having taken the courses, to the course experience, the influence that the courses had on subsequent learning behavior, and the relationship between parents and children.

A social and academic enrichment program promotes medical school matriculation and graduation for disadvantaged students.

PubMed

Keith, L; Hollar, D

2012-07-01

This study assessed the impact of a pre-medical pipeline program on successful completion of medical school and the capacity of this program to address achievement gaps experienced by disadvantaged students. The University of North Carolina (USA) Medical Education Development (MED) program provides intensive academic and test skills preparation for admission to medical, dental, and other allied health professions schools. This retrospective study evaluated the academic progress of a longitudinal sample of 1738 disadvantaged college students who completed MED between 1974 and 2001. Data sources included MED participant data, medical school admissions data for the host school, aggregate data from the Association of American Medical Colleges (AAMC), and individual MED participant data from AAMC. Methods of analysis utilized Chi-square, independent samples t test, and logistic regression to examine associations between factors. Of the 935 students in MED from 1974 to 2001, who had indicated an interest in medical school, 887 (94.9%) successfully matriculated and 801 (85.7%) successfully earned the MD degree. Using logistic regression, factors that were significantly correlated with earning the medical degree included the student's race, college undergraduate total and science grade point averages, with Hispanic, African American, and Native American participants earning the medical degree at rates comparable to Caucasian participants. MED students successfully earned the MD degree despite having significantly lower Medical College Admissions Test (MCAT) scores and undergraduate grade point averages compared to all United States medical school applicants: MCAT scores had little relationship with student's success. These findings suggest that an intensive, nine-week, pre-medical academic enrichment program that incorporates confidence-building and small-group tutoring and peer support activities can build a foundation on which disadvantaged students can successfully earn matriculation to and graduation from medical school.

Preparing Postbaccalaureates for Entry and Success in Biomedical PhD Programs

PubMed Central

Hall, Joshua D.; Harrell, Jessica R.; Cohen, Kimberley W.; Miller, Virginia L.; Phelps, Patricia V.; Cook, Jeanette G.

2016-01-01

Certain racial and ethnic groups, individuals with disabilities, and those from low socioeconomic backgrounds remain underrepresented (UR) in the biomedical sciences. This underrepresentation becomes more extreme at each higher education stage. To support UR scholars during the critical transition from baccalaureate to PhD, we established an intensive, 1-yr postbaccalaureate training program. We hypothesized that this intervention would strengthen each participant’s competitiveness for leading PhD programs and build a foundation of skills and self-efficacy important for success during and after graduate school. Scholar critical analysis skills, lab technique knowledge, and Graduate Record Examination scores all improved significantly during the program. Scholars reported significant confidence growth in 21 of 24 categories related to success in research careers. In 5 yr, 91% (41/45) of scholars transitioned directly into PhD programs. Importantly, 40% (18/45) of participating postbaccalaureate scholars had previously been declined acceptance into graduate school; however, 17/18 of these scholars directly entered competitive PhD programs following our training program. Alumni reported they were “extremely well” prepared for graduate school, and 95% (39/41) are currently making progress to graduation with a PhD. In conclusion, we report a model for postbaccalaureate training that could be replicated to increase participation and success among UR scholars in the biomedical sciences. PMID:27496358

The Education and Public Outreach Program at the University of Virginia

NASA Astrophysics Data System (ADS)

Murphy, E. M.; Rood, R. T.; Patterson, R. J.

2003-12-01

The Department of Astronomy at the University of Virginia has embarked on an ambitious program to expand their education and public outreach (E/PO) program. The comprehensive program addresses undergraduate education for non-science majors, teacher professional development, outreach programs for local schools, informal science education through collaborations with museums, and outreach through the public night program at McCormick Observatory. This poster presents example programs and their outcomes, including funding and staffing strategies. We believe that this E/PO program could serve as a model for other departments wishing to begin, or expand, an E/PO program. The E/PO program has been supported by funding from the Celerity Foundation, the University of Virginia, and NASA E/PO supplements to Chandra, HST, SIM, and FUSE science programs.

A Student Orientation Program to Build a Community of Learners

PubMed Central

Santanello, Cathy R.; Gupchup, Gireesh V.

2007-01-01

Objectives To describe and evaluate a new student orientation program designed to lay the foundations for a community of learners. Design A weeklong orientation program structured as the first week of an 18-week fall semester was held for the first-professional year class. Each of the activities supported program objectives and developed elements of a community of learners. Assessment Students' reflective portfolios, daily evaluations and final program evaluations provided evidence of development of a community of learners. Positive student observations included the use of technology, a discussion of the curriculum and experiential education, the use of reflective portfolios, and presentations from pharmacy practitioners. Students also appreciated becoming acquainted with the faculty, staff, and their peers in a non-threatening atmosphere. Some of the aspects rated as least helpful were the learning styles exercise, library tour, history of pharmacy session, and the overall length of the orientation. Summary A model for a new student orientation program that builds the foundations for the development of a community of learning, which is vital to preparing students to provide pharmaceutical care in interdisciplinary teams and become critical thinkers, was successfully established. This model could be implemented at other schools of pharmacy. PMID:17429513

Parental Perceptions of Body Mass Index Notification: A Qualitative Study.

PubMed

Schwartz, Misty

2015-10-01

There is a worldwide epidemic of obesity in children. To address obesity in children, emphasis must be on factors within family, school, and community environments. Although most parents and school officials are aware of the problem of overweight children, there are few data available to guide decision making about the acceptability of school-based body mass index (BMI) screening and referral programs. Parental insight is essential to determine the efficiency and effectiveness of BMI notification. The purpose of this qualitative study was to explore the perceptions of parents whose school-age children received a BMI referral letter stating their child is overweight. Purposeful convenience sampling was used to obtain 21 parents. Semistructured interviews were used to collect the data. Eight themes and corresponding subthemes emerged. The themes regarding parental perceptions were feelings about receiving the letter, causes of obesity, capabilities, barriers, role modeling, primary care provider response, school's role, and health screening process. The findings of this study can serve as the foundation and provide guidance for parents, schools, healthcare professionals, and communities when attempting to implement changes and programs to combat the epidemic of childhood obesity. © 2015, American School Health Association.

Participating in a policy debate program and academic achievement among at-risk adolescents in an urban public school district: 1997-2007.

PubMed

Anderson, Susannah; Mezuk, Briana

2012-10-01

This study investigates the relationship between participating in a high school debate program on college-readiness in the Chicago Public School district over a 10-year period. At-risk school students were identified using an index including 8th grade achievement, poverty status, and enrollment in special education. Regression analyses were used to assess the association between debate participation and graduation and ACT performance. Overall, debaters were 3.1 times more likely to graduate from high school (95% confidence interval: 2.7-3.5) than non-debaters, and more likely to reach the college-readiness benchmarks on the English, Reading, and Science portions of the ACT. This association was similar for both low-risk and at-risk students. Debate intensity was positively related to higher scores on all sections of the ACT. Findings indicate that debate participation is associated with improved academic performance for at-risk adolescents. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Baltimore and the Portfolio School District Strategy. Portfolio School Districts Project

ERIC Educational Resources Information Center

Yatsko, Sarah

2012-01-01

In November 2010, Baltimore's Fund for Education Excellence and the Annie E. Casey Foundation approached the Center on Reinventing Public Education (CRPE) and requested a case study of the implementation of Baltimore City Public Schools' (City Schools) portfolio strategy. These local foundations were interested in understanding how the district…

SUNY Oneonta Earth Sciences Outreach Program (ESOP) - Generating New Drilling Prospects for Geoscience Programs

NASA Astrophysics Data System (ADS)

Ellis, T. D.; Ebert, J. R.

2010-12-01

The SUNY Oneonta ESOP is a National Science Foundation-funded program that, since 2005, has striven to address the dearth of students graduating with baccalaureate degrees in geoscience disciplines. In large part, its goal has been to provide talented STEM-oriented students with dual-enrollment college-level geoscience programs run by their local teachers for college credit. These high-school upperclassman experiences have been shown to be effective in recruiting talented students to geoscience fields, and we believe that this program is a model by which more baccalaureate programs can locate "new drilling prospects" to keep the pipeline of talented and trained geoscientists flowing into the workforce. In this presentation, we will highlight the current efforts to expand ESOP to other high schools around the country and in recruiting other colleges and universities to create their own dual-enrollment programs. We will also highlight how a senior-level geoscience course is ideal for providing students with meaningful geoscience inquiry experiences, and how we plan to support such efforts through the online teaching and learning cohorts designed to foster collaborative inquiry activities.

Building on the Success of Increasing Diversity in the Geosciences: A Bridging Program From Middle School to College

NASA Astrophysics Data System (ADS)

Kovacs, T.; Robinson, D.; Suleiman, A.; Maggi, B.

2004-12-01

A bridging program to increase the diversity in the geosciences was created at Hampton University (HU) to inspire underrepresented minorities to pursue an educational path that advances them towards careers in the geosciences. Three objectives were met to achieve this goal. First, we inspired a diverse population of middle and high school students outside of the classroom by providing an after school geoscience club, a middle school geoscience summer enrichment camp, and a research/mentorship program for high school students. Second, we helped fill the need for geoscience curriculum content requested of science teachers who work primarily with underrepresented middle school populations by providing a professional development workshop at HU led by geoscience professors, teachers, and science educators. Third, we built on the successful atmospheric sciences research and active Ph.D. program by developing our geoscience curriculum including the formation of a new space, earth, and atmospheric sciences minor. All workshops, camps, and clubs have been full or nearly full each year despite restrictions on participants repeating any of the programs. The new minor has 11 registered undergraduates and the total number of students in these classes has been increasing. Participants of all programs gave the quality of the program good ratings and participant perceptions and knowledge improved throughout the programs based on pre-, formative, and summative assessments. The ultimate goal is to increase the number of degrees granted to underrepresented minorities in the geosciences. We have built a solid foundation with our minor that prepares students for graduate degrees in the geosciences and offer a graduate degree in physics with a concentration in the atmospheric sciences. However, it's from the geoscience pipeline that students will come into our academic programs. We expect to continue to develop these formal and informal education programs to increase our reputation and utilize the network of schools with which we have built relationships to recruit underrepresented minority students into our academic programs. We also plan to continue to enhance our undergraduate minor and graduate degree programs to build a self-sustaining graduate degree-granting program in the geosciences.

Scaling up a tobacco control intervention in low resource settings: a case example for school teachers in India.

PubMed

Pednekar, M S; Nagler, E M; Gupta, P C; Pawar, P S; Mathur, N; Adhikari, K; Codeira, L S; Stoddard, A M; Sorensen, G

2018-06-01

Research on processes of bringing effective tobacco control interventions to scale to increase quit rates among tobacco users is uncommon. This study examines processes to bring to scale one such intervention for school teachers, i.e. Tobacco Free Teacher-Tobacco Free Society (TFT-TFS). This intervention provides a foundation for an effective and low cost approach to promote cessation through schools. The present study was conducted in the states of Bihar and Maharashtra in 2014 using quantitative and qualitative methods. Focus group discussions (FGDs) were analysed using immersion crystallization method. The data presented are from a survey of 291 principals and seven FGDs. This study examined characteristics of principals and teachers, organizational environment, external environmental factors and program characteristics to determine facilitators and barriers for successful dissemination and implementation of the TFT-TFS program. Some facilitators were, incorporation of the program in existing channels like staff meetings and trainings, certification and recognition by the department of education; while some barriers were routine time bound duties (mainly teaching) of teachers and prevalence of tobacco use among teachers and administrators. Principals and teachers expressed a need and high level of interest in the adoption and implementation of the TFT-TFS program in their schools.

Cherishing the past: 100 years of nursing education at the American University of Beirut.

PubMed

Huijer, Huda Abu-Saad; Balian, Sossy A; Arevian, Mary

2006-10-01

This article describes the foundation and the development of nursing education at the American University of Beirut, the first professional school in the country and the region, across 100 years (1905-2005). It talks about the early years, pioneering achievements (1905-1940), the school's leadership in nursing from 1940 to 1976, the war years from 1976 to 1993, and postwar global vision (1993-2005). Furthermore, it gives special tribute to the dedication and hard work of the founders, Ms. Jane Elizabeth Van Zandt and Ms. Mary Bliss Dale, and all the directors whose endeavors and wisdom have helped the development of the school from diploma to bachelor and master's programs.

"Cooking and Active Leisure" TAS Program, Spain: a Program Impact Pathways (PIP) analysis.

PubMed

Roura, Elena; Pareja, Sara Lucía; Milá, Raimon; Cinca, Núria

2014-09-01

The "Cooking and Active Leisure" Tu y Alícia por la Salud (CAL-TAS) Program is a school-based pilot that addresses healthy lifestyle needs of Spanish secondary school students with initiatives that research has proven to improve dietary and physical activity behaviors. The objectives were to perform a Program Impact Pathways (PIP) analysis to describe key activities and processes of the CAL-TAS Program, identify Critical Quality Control Points (CCPs), and identify a suite of common indicators of healthy lifestyles to be applied across participant schools. The CAL-TAS Program designers and implementation team developed this PIP analysis through an iterative process and presented the results for feedback at the seven-country Healthy Lifestyles Program Evaluation Workshop held in Granada, Spain, 13-14 September 2013, under the auspices of the Mondelēz International Foundation. The team identified three PIP CCPs: teachers' motivation and training, changes in students' knowledge of healthy lifestyles, and changes in students' healthy lifestyle behavior. The selected indicators of the program's impact on healthy lifestyles are adequacy of food intake, level of knowledge of healthy lifestyles gained, and adequacy of physical activity level according to World Health Organization recommendations. A clear definition of impact indicators, as well as collection of accurate data on healthy lifestyle behaviors and knowledge, is essential to understanding the effectiveness of this program before it can be scaled up. CAL-TAS is an effective secondary school-based program encouraging healthy lifestyles. The PIP analysis was instrumental in identifying CCPs to sustain and improve the quality of the program. The team hopes to sustain and improve the program through these program evaluation recommendations.

A qualitative study of staff's perspectives on implementing an after school program promoting youth physical activity.

PubMed

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

2012-08-01

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 youth interventions. The purpose of this study is to address this knowledge gap by conducting a qualitative assessment of school staff perspectives on the positive aspects and challenges of implementing the 17-week ACT program, an after-school intervention that integrated motivational and behavioral components to promote PA in underserved adolescents. Interviews were conducted with one school staff member from each participating school for all four trial cohorts (N=12). Transcripts were coded by independent coders (r=.84) and content analyses of themes was performed using QSR NVivo. Themes were organized into five meta-themes: (1) Logistics; (2) Essential Elements; (3) Staff and Child Challenges; (4) Staff Comprehension, Value, and Enjoyment; (5) Spill-Over Effects. Findings indicate that staff can be successful at understanding, valuing, and reaching fidelity in implementing climate-based mediation components. The insight gained from this study lays the foundation for understanding the components needed for establishing well-implemented, effective, and generalizable interventions for increasing youth PA. Copyright © 2012 Elsevier Ltd. All rights reserved.

Foundations of Algebra: 2009-10. Implementation Insights. E&R Report No. 10.28

ERIC Educational Resources Information Center

Paeplow, Colleen

2010-01-01

This report examined the implementation of Foundations of Algebra, a course designed to provide high school students with low mathematics performance an extra opportunity to review and study foundational mathematics concepts prior to enrolling in Introductory Mathematics and subsequently Algebra I. In the fall of 2009, 877 high school students…

Foundations Invest Cautiously in Public Education Innovations

ERIC Educational Resources Information Center

Lewington, Jennifer

2009-01-01

Like many grant-making philanthropies in Canada, the Winnipeg Foundation for years had no history of giving directly to schools, fearing that could let governments off the hook for public education. In 2003, the Winnipeg Foundation invested $3 million over five years in one of the city's most impoverished neighbourhoods, with a local school as the…

The Journey Begins: First Year Activities of the MUSI Mathematics/Science Resource Teachers. A Report on the Milwaukee Urban Systemic Initiative.

ERIC Educational Resources Information Center

Huinker, DeAnn; Pearson, Gretchen

The Urban Systemic Initiatives (USI) program is an effort sponsored by the National Science Foundation (NSF) that targets large urban school systems with the goal of sustainable implementation of high-quality, standards-based teaching for the purpose of attaining system-wide increases in students' learning of challenging mathematics and science.…

Read Today, Lead Tomorrow: How Corporate Grants, Volunteers, and Community Leadership Can Bring About Student Success. The Story of the GE Early Years Initiative.

ERIC Educational Resources Information Center

Burr, Tim; Tatarian, Lois

The General Electric (GE) Early Years Initiative, a grant-funded GE Fund, GE's corporate Foundation and GE Elfun, GE's international program created by volunteer organization, has helped elementary school students improve their reading skills through the use of volunteers since 1994. This publication describes Early Years projects, provides…

Trends in the Distribution of Teacher Effectiveness in the Intensive Partnerships for Effective Teaching: Progress Report. Working Paper WR-1036-BMGF

ERIC Educational Resources Information Center

Steele, Jennifer L.; Baird, Matthew; Engberg, John; Hunter, Gerald Paul

2014-01-01

As part of its effective teaching initiative, the Bill & Melinda Gates Foundation partnered with three urban school districts across the U.S. and a group of four charter management organizations to undertake a strategic set of human capital reforms. A key objective of the "Intensive Partnerships for Effective Teaching" program was to…

Connecting the Dots: Raising a Reader Builds Evidence Base for Its Parent Engagement and Early Literacy Program. Research Report. Publication #2014-60

ERIC Educational Resources Information Center

Walker, Karen; Gooze, Rachel A.; Torres, Alicia

2014-01-01

Early literacy skills are the foundation for school success. This is particularly important for groups of children at heightened risk of poor educational outcomes, such as English language learners and children from low-income families. Informed by a growing body of research and evaluation studies that point to the importance of home literacy…

Equity for Rural School Districts: The Final Report of the Countryside Council's School Finance Task Force.

ERIC Educational Resources Information Center

Wiener, Steve

Soaring values of agricultural land have created inequities in funding between urban and rural school districts in Minnesota. The state's Foundation Aid to school districts is formulated so that districts of high property valuation receive less Foundation Aid than those districts with low property valuation. In recent years inflation has had…

Solar For Schools: A Case Study in Identifying and Implementing Solar Photovoltaic (PV) Projects in Three California School Districts

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kandt, A.

2011-01-01

The Department of Energy's (DOE) Solar America Showcase program seeks to accelerate demand for solar technologies among key end use market sectors. As part of this activity, DOE provides technical assistance through its national laboratories to large-scale, high-visibility solar installation projects. The Solar Schools Assessment and Implementation Project (SSAIP) in the San Francisco Bay Area was selected for a 2009 DOE Solar America Showcase award. SSAIP was formed through the efforts of the nonprofit Sequoia Foundation and includes three school districts: Berkeley, West Contra Costa, and Oakland Unified School Districts. This paper summarizes the technical assistance efforts that resulted frommore » this technical assistance support. It serves as a case study and reference document detailing the steps and processes that could be used to successfully identify, fund, and implement solar photovoltaics (PV) projects in school districts across the country.« less

Did We Get Our Money’s Worth? Bridging Economic and Behavioral Measures of Program Success in Adolescent Drug Prevention

PubMed Central

Griffith, Kevin N.; Scheier, Lawrence M.

2013-01-01

The recent U.S. Congressional mandate for creating drug-free learning environments in elementary and secondary schools stipulates that education reform rely on accountability, parental and community involvement, local decision making, and use of evidence-based drug prevention programs. By necessity, this charge has been paralleled by increased interest in demonstrating that drug prevention programs net tangible benefits to society. One pressing concern is precisely how to integrate traditional scientific methods of program evaluation with economic measures of “cost efficiency”. The languages and methods of each respective discipline don’t necessarily converge on how to establish the true benefits of drug prevention. This article serves as a primer for conducting economic analyses of school-based drug prevention programs. The article provides the reader with a foundation in the relevant principles, methodologies, and benefits related to conducting economic analysis. Discussion revolves around how economists value the potential costs and benefits, both financial and personal, from implementing school-based drug prevention programs targeting youth. Application of heterogeneous costing methods coupled with widely divergent program evaluation findings influences the feasibility of these techniques and may hinder utilization of these practices. Determination of cost-efficiency should undoubtedly become one of several markers of program success and contribute to the ongoing debate over health policy. PMID:24217178

Random Assignment of Schools to Groups in the Drug Resistance Strategies Rural Project: Some New Methodological Twists

PubMed Central

Pettigrew, Jonathan; Miller-Day, Michelle; Krieger, Janice L.; Zhou, Jiangxiu; Hecht, Michael L.

2014-01-01

Random assignment to groups is the foundation for scientifically rigorous clinical trials. But assignment is challenging in group randomized trials when only a few units (schools) are assigned to each condition. In the DRSR project, we assigned 39 rural Pennsylvania and Ohio schools to three conditions (rural, classic, control). But even with 13 schools per condition, achieving pretest equivalence on important variables is not guaranteed. We collected data on six important school-level variables: rurality, number of grades in the school, enrollment per grade, percent white, percent receiving free/assisted lunch, and test scores. Key to our procedure was the inclusion of school-level drug use data, available for a subset of the schools. Also, key was that we handled the partial data with modern missing data techniques. We chose to create one composite stratifying variable based on the seven school-level variables available. Principal components analysis with the seven variables yielded two factors, which were averaged to form the composite inflate-suppress (CIS) score which was the basis of stratification. The CIS score was broken into three strata within each state; schools were assigned at random to the three program conditions from within each stratum, within each state. Results showed that program group membership was unrelated to the CIS score, the two factors making up the CIS score, and the seven items making up the factors. Program group membership was not significantly related to pretest measures of drug use (alcohol, cigarettes, marijuana, chewing tobacco; smallest p>.15), thus verifying that pretest equivalence was achieved. PMID:23722619

Promoting Life Skills and Preventing Tobacco Use among Low-Income Mumbai Youth: Effects of Salaam Bombay Foundation Intervention

PubMed Central

Sorensen, Glorian; Gupta, Prakash C.; Nagler, Eve; Viswanath, Kasisomayajula

2012-01-01

Background In response to India's growing tobacco epidemic, strategies are needed to decrease tobacco use among Indian youth, particularly among those who are economically disadvantaged. The objective of this study was to assess the effectiveness of a school-based life-skills tobacco control program for youth of low socio-economic status in Mumbai and the surrounding state of Maharashtra. We hypothesized that compared to youth in control schools, youth exposed to the program would have greater knowledge of effects of tobacco use; be more likely to take action to prevent others from using tobacco; demonstrate more positive life skills and attitudes; and be less likely to report tobacco use. Methods/Findings Using a quasi-experimental design, we assessed program effectiveness by comparing 8th and 9th grade students in intervention schools to 8th grade students in comparable schools that did not receive the program. Across all schools, 1851 students completed a survey that assessed core program components in early 2010. The program consisted of activities focused on building awareness about the hazards of tobacco, developing life skills, and advocacy development. The primary outcome measure was self-reported tobacco use in the last 30 days. Findings indicate that 4.1% of 8th grade intervention students (OR = 0.51) and 3.6% of 9th grade intervention students (OR = 0.33) reported using tobacco at least once in the last 30 days, compared to 8.7% of students in the control schools. Intervention group students were also significantly more knowledgeable about tobacco and related legislation, reported more efforts to prevent tobacco use among others, and reported stronger life skills and self-efficacy than students in control schools. Limitations to the study include schools not being randomly assigned to condition and tobacco use being measured by self-report. Conclusions This program represents an effective model of school-based tobacco use prevention that low-income schools in India and other low- and middle-income countries can replicate. PMID:22523567

Preparing Future Faculty and Professionals for Public Health Careers

PubMed Central

Hrapczynski, Katie M.; Clark, Jane E.

2015-01-01

Recent years have brought rapid growth in schools of public health and an increasing demand for public health practitioners. These trends highlight the need for innovative approaches to prepare doctoral graduates for academic and high-level practice positions. The University of Maryland’s School of Public Health developed a “Preparing Future Faculty and Professionals” program to enrich the graduate education and professional development of its doctoral students. We describe the program’s key elements, including foundational seminars to enhance students’ knowledge and skills related to teaching, research, and service; activities designed to foster career exploration and increase competitiveness in the job market; and independent, faculty-mentored teaching and research experiences. We present a model for replicating the program and share student outcomes of participation. PMID:25706007

Small High Schools at Work: A Case Study of Six Gates-Funded Schools in New York City. A Report to the Bill & Melinda Gates Foundation

ERIC Educational Resources Information Center

Fancsali, Cheri; Jaffe-Walter, Reva; Mitchell-McKnight, Vernay; Nevarez, Nancy; Orellana, Eliana, Williams Rose, Lea

2010-01-01

The Academy for Educational Development (AED) conducted a case study of six public high schools in New York City as part of a multifaceted evaluation of a small schools initiative funded by the Bill & Melinda Gates Foundation. Through surveys, interviews, and focus groups, the authors gathered information and opinions from the schools'…

Tuning in to teens: Improving parental responses to anger and reducing youth externalizing behavior problems.

PubMed

Havighurst, Sophie S; Kehoe, Christiane E; Harley, Ann E

2015-07-01

Parent emotion socialization plays an important role in shaping emotional and behavioral development during adolescence. The Tuning in to Teens (TINT) program aims to improve parents' responses to young people's emotions with a focus on teaching emotion coaching. This study examined the efficacy of the TINT program in improving emotion socialization practices in parents and whether this reduced family conflict and youth externalizing difficulties. Schools were randomized into intervention and control conditions and 225 primary caregiving parents and 224 youth took part in the study. Self-report data was collected from parents and youth during the young person's final year of elementary school and again in their first year of secondary school. Multilevel analyses showed significant improvements in parent's impulse control difficulties and emotion socialization, as well as significant reductions in family conflict and youth externalizing difficulties. This study provides support for the TINT program in reducing youth externalizing behavior problems. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The views of heads of schools of nursing about mental health nursing content in undergraduate programs.

PubMed

Happell, Brenda; McAllister, Margaret

2014-05-01

Criticisms about the mental health nursing content of Bachelor of Nursing programs have been common since the introduction of comprehensive nursing education in Australia. Most criticism has come from the mental health nursing sector and the views of key stakeholders have not been systematically reported. Heads of Schools of Nursing have considerable influence over the content of nursing programs, and their perspectives must be part of ongoing discussions about the educational preparation of nurses. This article reports the findings of a qualitative exploratory study, involving in-depth interviews with Heads of Schools of Nursing from Queensland, Australia. Thematic data analysis revealed two main themes: Realising the Goal? and Influencing Factors. Overall, participants did not believe current programs were preparing graduates for beginning level practice in mental health settings. In particular, participants believed that the quality of mental health content was influenced by the overcrowded curriculum, the availability of quality clinical placements, the strength of the mental health team, and the degree of consumer focus. The findings suggest the current model of nursing education in Australia does not provide an adequate foundation for mental health nursing practice and alternative approaches should be pursued as a matter of urgency.

Minority undergraduate programs intended to increase participation in biomedical careers.

PubMed

MacLachlan, Anne J

2012-01-01

This article reviews a selection of undergraduate programs intended to increase successful minority participation in science, technology, engineering, and mathematics majors, potentially leading to biomedical careers. The object is to examine their structure, consider how well they address the issues of the target population, and assess the extent to which they have met/meet their goals. As a means of conducting this review, the first step is to examine the concepts used as the building blocks for program design. These concepts are found in a shared, yet often undefined, vocabulary used in most undergraduate programs for minority students. The hypothesis is that a shared vocabulary obscures a broad range of meaning and interpretation that has serious ramifications affecting student success. How these building blocks are understood and implemented strongly reflects the institution where the program is housed. The discussion further considers the nature of a number of programs created by the National Science Foundation and the National Institutes of Health specifically for underrepresented minority students and examines one program in detail, the University of California Berkeley's National Science Foundation Research Experience for Undergraduates Program in Molecular, Cell, and Evolutionary Biology. The characteristics of federally organized programs and the Research Experience for Undergraduates are contrasted with 2 very successful student-centered local programs based on a different conceptual model. © 2012 Mount Sinai School of Medicine.

Choice Grants: Foundations and the School Choice Movement. Edited Transcript

ERIC Educational Resources Information Center

Shaffer, Krista, Ed.

2007-01-01

A National Committee for Responsive Philanthropy (NCRP) report addresses the questions "What have conservative foundations done with their grant dollars to promote concepts of privatizing public education through "school choice," primarily linked to school vouchers? What were their strategies in providing resources to an array of conservative…

Hidalgo School District Supports All Students

ERIC Educational Resources Information Center

Nodine, Thad R.

2012-01-01

In 2005, the Hildago (Texas) Independent School District, in partnership with the University of Texas-Pan American, the University of Texas System, the Communities Foundation of Texas/Texas High School Project, and the Bill & Melinda Gates Foundation, promised that all of its students would earn college credits before graduating from high…

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.

A comparative study of selected Georgia elementary principals' perceptions of environmental knowledge

NASA Astrophysics Data System (ADS)

Campbell, Joyce League

This study sought to establish baseline data on environmental knowledge, opinions, and perceptions of elementary principals and to make comparisons based on academic success rankings of schools and to national results. The self-reported study looked at 200 elementary principals in the state of Georgia. The population selected for the study included principals from the 100 top and 100 bottom academically ranked elementary schools as reported in the Georgia Public Policy Foundation Report Card for Parents. Their scores on the NEETF/Roper Environmental Knowledge Survey were compared between these two Georgia groups and to a national sample. Georgia elementary principals' scores were compared to environmental programs evident in their schools. The two Georgia groups were also compared on environmental opinion and perception responses on mandates, programs in schools and time devoted to these, environmental education as a priority, and the impact of various factors on the strength of environmental studies in schools. Georgia elementary principals leading schools at the bottom of the academic performance scale achieved environmental knowledge scores comparable to the national sample. However, principals of academically successful schools scored significantly higher on environmental knowledge than their colleagues from low performing schools (p < .05) and higher than the national sample (p < .001). Both Georgia principal groups strongly support a mandated environmental education curriculum for Georgia. The two groups were comparable on distributions of time devoted to environmental education across grade levels; however, principals from the more successful schools reported significantly (p < .01) greater amounts of time allotted to environmental studies. Both groups reported the same variety of environmental programs and practices evident in their schools and similar participation in these activities at various grade levels. Most significant (p < .01) was the comparison of ratings each group gave to environmental education as an instructional priority in their schools; principals supervising successful school programs viewed environmental education as a higher priority. These successful principals also recognized the importance of both administrator and staff interest as influencing factors and ranked these two variables as strongly impacting the success or failure of environmental initiatives in schools. Comparison of principals' environmental knowledge scores to numbers of programs shown no significant relationship. (Abstract shortened by UMI.)

Economic Education Experiences of Enterprising Teachers. Volume 19. A Report Developed from the 1980-81 Entries in the International Paper Company Foundation Awards Program for the Teaching of Economics.

ERIC Educational Resources Information Center

Nappi, Andrew T., Ed.; Suglia, Anthony F., Ed.

Twenty-five award winning teacher developed projects and courses in economics are described. The projects are designed for use in primary, intermediate, junior high, and senior high schools. Descriptions indicate grade level, project background, time allotment, objectives, activities, and evaluation. The publication consists of five chapters.…

People v. Rose: Issues of Poisoning, Assault with a Deadly Weapon and Search and Seizure. Official Materials for the California Mock Trial Program.

ERIC Educational Resources Information Center

Constitutional Rights Foundation, Los Angeles, CA.

Each year the Constitutional Rights Foundation (CRF) seeks to create a mock trial that addresses serious matters facing young people today. In recent times, the actions and behaviors of student groups on high school and college campuses have become major stories in the national media. Incidents of hazing and peer pressure have raised questions…

Los Elefantes Rosas en las Cupulas en la Legislatura: An Empirical Analysis of the Texas Education Finance Mechanism with Special Emphasis on Bilingual Education

ERIC Educational Resources Information Center

Rolle, Anthony; Torres, Mario; Eason, Noelle

2010-01-01

The State of Texas' education finance mechanism--known as the Foundation School Program (FSP)--was challenged in a series of litigation known as "Edgewood v. Kirby I-IV" and "West Orange Cove I-II". Though the state Supreme Court's holding ultimately moved the Texas Assembly to make changes in the funding mechanism, not since…

PR[superscript 2]EPS: Preparation, Recruitment, Retention and Excellence in the Physical Sciences, Including Engineering. A Report on the 2004, 2005 and 2006 Science Summer Camps

ERIC Educational Resources Information Center

Bachman, Nancy J.; Bischoff, Paul J.; Gallagher, Hugh; Labroo, Sunil; Schaumloffel, John C.

2008-01-01

Now in its fourth year, PR[superscript 2]EPS is a National Science Foundation funded initiative designed to recruit high school students to attend college majoring in the physical sciences, including engineering and secondary science education, and to help ensure their retention within the program until graduation. A central feature of the…

Exploring Learning Progressions of New Science Teachers

NASA Astrophysics Data System (ADS)

Krise, Kelsy Marie

First-, second- and third-year teachers can be considered novice teachers with a solid foundation. The beginning years of teaching are intense times for learning, in which teachers can build upon their foundational knowledge. However, traditional mentoring programs often focus on technical advice and emotional support to help teachers survive the first years. This study set out to understand new science teachers' pedagogical content knowledge (PCK) in order to identify how their learning progresses. Understanding teachers' ideas will allow one to think about the development of educative mentoring practices that promote the advancement of teachers' knowledge. To investigate teachers' learning progressions, the following research questions guided this study: What is the nature of pedagogical content knowledge of first-, second- and third-year science teachers at various points across the school year? To which aspects of pedagogical content knowledge do first-, second- and third-year teachers pay attention at various points across the school year? Which aspects of pedagogical content knowledge are challenging for first-, second- and third-year teachers at various points across the school year? First-, second- and third-year teachers were interviewed, observed, and their teaching artifacts were collected across the school year. Data were examined to uncover learning progressions, when ideas became more sophisticated across first-, second-, and third-year teachers. The findings of this study contribute to an understanding of how teachers' learning progresses and allows for a trajectory of learning to be described. The trajectory can be used to inform the design of university-based mentoring programs for new teachers. The descriptions of the nature of teachers' PCK and the aspects of PCK to which teachers pay attention and find challenging shed light on the support necessary to promote continued teacher learning.

Mathematics Education in Secondary Schools and Two-Year Colleges. A Sourcebook.

ERIC Educational Resources Information Center

Campbell, Paul J.; Grinstein, Louise S.

The changing role of mathematics in society may require a different mathematics curriculum in the schools. Curriculum builders work constructing pieces of the new mathematics curriculum. To last, this new curriculum must be based on a foundation of experience and research. This book provides access to that foundation for secondary schools and…

Students as Policy Actors: The TDSB Equity Foundation Statement and Commitments to Equity Policy

ERIC Educational Resources Information Center

Ferfolja, Tania

2013-01-01

Discrimination on the basis of homophobia/transphobia in many schools is an internationally recognised problem. The Toronto District School Board's (TDSB) Equity Foundation Statement and Commitments to Equity Policy (EFS) provides an explicit mandate to schools in its jurisdiction to address such discrimination and educate about sexual and…

Building Strong Rural Schools in South Carolina: The Foundations We Need.

ERIC Educational Resources Information Center

Rural School and Community Trust, Washington, DC.

During 2001, rural people from across South Carolina met to discuss how their schools are faring in the new environment of increased accountability and testing. This report identifies six foundations that are essential for building stronger rural schools. Eliminating poverty and improving the health and overall well-being of rural residents could…

INSPIRE: Initiating New Science Partnerships in Rural Education

NASA Astrophysics Data System (ADS)

Pierce, Donna M.; McNeal, K. S.; Bruce, L. M.; Harpole, S. H.; Schmitz, D. W.

2010-10-01

INSPIRE, Initiating New Science Partnerships in Rural Education, is a partnership between Mississippi State University and three school districts in Mississippi's Golden Triangle (Starkville, Columbus, West Point). This program recruits ten graduate fellows each year from geosciences, physics, astronomy, and engineering and pairs them with a participating middle school or high school teacher. The graduate fellows provide technology-supported inquiry-based learning in the earth and space sciences by incorporating their research into classroom instruction and using multiple resources such as Google Earth, geographic information systems (GIS), Celestia, and others. In addition to strengthening the communication skills of the graduate fellows, INSPIRE will increase the content knowledge of participating teachers, provide high-quality instruction using multiple technologies, promote higher education to area high-school students, and provide fellows and teachers with international research experience through our partners in Australia, The Bahamas, England, and Poland. INSPIRE is funded by the Graduate STEM Fellows in K-12 Education Program (GK-12; Award No. DGE-0947419), which is part of the Division for Graduate Education of the National Science Foundation.

Life after National Science Foundation fellowships: The implications for a graduate student's professional endeavors

NASA Astrophysics Data System (ADS)

Obarski, Kelly Josephine

Each year, hundreds of graduate and undergraduate students, participate as Fellows in National Science Foundation GK-12 Grants throughout the U.S. These Fellowships create opportunities for university students to improve their communication skills, teaching proficiencies, and team-building skills, in addition to expanding their interest in educational endeavors in their respective communities while pursuing their college degrees. STEP (Science and Technology Enhancement Project) is one such project. University faculty, public school teachers, and community leaders collaborated together in order to bring scientists into middle and secondary classrooms to focus on increasing student interest and proficiency in science, technology, engineering, and mathematics (STEM) skills. Seventeen Fellows, in the previous four years, designed, developed, and implemented innovative, hands-on lessons in seven local schools. The evaluation team collected a tremendous amount of research evidence focused on the effect of the program on the Fellows while they were participants in the study, but there has been very little data collected about the Fellows after leaving the program. This research study, consisting of two-hour interviews, qualitatively explores how the skills learned while participating in the STEP program affected the Fellows' career and educational choices once leaving the project. This data was analyzed along with historical attitude surveys and yearly tracking documents to determine the effect that participation in the program had on their choices post-STEP. An extensive literature review has been conducted focusing on other GK-12 programs throughout the country, K-16 collaboration, Preparing Future Faculty Programs, as well as on teaching and learning literature. These bodies of literature provide the theoretical basis in which the research is framed in order to assess the impact on Fellow educational and professional choices since leaving the STEP program. This research project sheds new light on how participation in a GK-12 Fellowship impacts career and educational choices after the Fellow leaves the program.

Qualities of the medical school dean: insights from the literature.

PubMed

Rich, Eugene C; Magrane, Diane; Kirch, Darrell G

2008-05-01

To review the literature and resources for professional development of medical school executives in order to identify the characteristics proposed as relevant to medical school deanship. In 2006, the authors conducted a PubMed search using the key words leadership, dean, medical school, and academic medical center to identify relevant publications since 1995. Articles were excluded that that did not address the roles and responsibilities of the North American medical school dean. Articles gleaned through review of materials from relevant executive development programs and interviews with leaders involved in these programs were added. Both management skills (e.g., institutional assessment, strategic planning, financial stewardship, recruitment and retention of talent) and leadership skills (e.g., visioning, maximizing values, building constituency) are commonly cited as important deans of contemporary medical schools. Key content knowledge (e.g., academic medical center governance, expectations of clinicians and scientists, process of medical education) and certain attitudes (e.g., commitment to the success of others, appreciation of institutional culture) are also noted to be valuable qualities for medical school deans. The literature review identifies a number of areas of knowledge and skill consistently affirmed by scholars as important to success for medical school deans. These characteristics can provide a basic foundation for needs assessment and professional development activities of academic medical executives preparing for and entering medical school deanships, and they can also provide insight to those charged with selecting their next dean.

Long-Term Effects of the keepin’ it REAL Model Program in Mexico: Substance Use Trajectories of Guadalajara Middle School Students

PubMed Central

Marsiglia, Flavio F.; Booth, Jaime M.; Nuño-Gutierrez, Bertha L.; Robbins, Danielle E.

2015-01-01

In the face of rising rates of substance use among Mexican youth and rapidly narrowing gender differences in use, substance use prevention is an increasingly urgent priority for Mexico. Prevention interventions have been implemented in Mexico but few have been rigorously evaluated for effectiveness. This article presents the long term effects of a Mexico-based pilot study to test the feasibility of a linguistically specific (Mexican Spanish) adapted version of keepin’ it REAL, a school-based substance abuse prevention model program. University affiliated researchers from Mexico and the US collaborated on the study design, program implementation, data collection, and analysis. Students and their teachers from two middle schools (secundarias) in Guadalajara participated in this field trial of Mantente REAL (translated to Spanish). The schools were randomly assigned to treatment and control conditions. The sample of 431 students reported last 30 day substance use at three times (one pretest and two posttests). Changes in substance use behaviors over time were examined using growth curve models. Long term desired intervention effects were found for alcohol and marijuana use but not for cigarettes. The intervention effects were greater for girls than for boys in slowing the typical developmental increase over time in alcohol use. Marijuana effects were based on small numbers of users and indicate a need for larger scale studies. These findings suggest that keepin’ it REAL is a promising foundation for cultural program adaptation efforts to create efficacious school-based universal prevention interventions for middle school students in Mexico. PMID:25416154

Developing dental faculty for the future: ADEA/AAL Institute for Teaching and Learning, 2006-09.

PubMed

Haden, N Karl; Hendricson, William D; Killip, John W; O'Neill, Paula N; Reed, Michael J; Weinstein, George; Williams, John N; Valachovic, Richard W

2009-11-01

This report summarizes the history and curriculum of the American Dental Education Association/Academy for Academic Leadership Institute for Teaching and Learning (ADEA/AAL ITL) Program for Dental School Faculty, describes participant feedback, and reviews how the program serves the faculty development initiatives of the American Dental Education Association. The fifty-hour program (6.5 days), conducted in two phases at collaborating dental schools, enhances core academic competencies of new and transitional faculty, including faculty members whose responsibilities include predoctoral, allied, and postdoctoral dental education. The program's mission is to prepare participants to become more effective teachers and develop other skills that will facilitate confidence, job satisfaction, and professional growth in the academic environment. From 2005 to 2009, 174 individuals graduated from the program, representing forty-three schools of dentistry in the United States and Canada and twenty-nine private practices. A total of forty scholarships have been awarded to participants by the American Academy of Periodontology Foundation, the American Academy of Pediatric Dentistry, and the American Association of Orthodontists. In an online survey completed by 75 percent of ADEA/AAL ITL participants, 99 percent indicated they were positive or highly positive about their learning experience in this faculty development program. Ninety-six percent stated that the program had been important or very important in their effectiveness as a teacher. In 2010, the program will be held at the University of North Carolina at Chapel Hill School of Dentistry, with phase I occurring on August 19-22, 2010, and phase II on October 22-24, 2010. In summary, the ADEA/AAL ITL is addressing an unmet need through a formal professional development program designed to help new and potential faculty members thrive as educators and become future leaders in academic health care.

[Education for future agricultural workers: role of schools and other public and private agencies].

PubMed

Candura, F; Candura, S M

1999-01-01

The authors report their health education experience in the high schools of Pavia, emphasizing the responsibility of the public school in promoting a rational behaviour of the youth aimed at health maintenance, and illustrating the role recently played in this regard by a private institution (linked to the University of Pavia and several other Universities): the Salvatori Maugeri Foundation. Since the authors' experience also encompasses the prevention of work-related injuries and diseases, the article presents a didactic plan specifically aimed at the education of future agriculture workers. The program starts from the fundamental principle that considers risk not as something fatally ineluctable but as probabilty of damage, and then dwells on the consequent predictive meaning of a series of notions which allow interventions useful to minimize the various occupational risk factors (or "causes of damage"). The teaching program is composed by educational steps which gradually becomes more complete and specific according to the advancement of learning.

Solar-system Education for the 2017 Total Solar Eclipse

NASA Astrophysics Data System (ADS)

Pasachoff, Jay M.

2017-10-01

I describe an extensive outreach program about the Sun, the silhouette of the Moon, and the circumstances both celestial and terrestrial of the August 21, 2017, total solar eclipse. Publications included a summary of the last decade of solar-eclipse research for Nature Astronomy, a Resource Letter on Observing Solar Eclipses for the American Journal of Physics, and book reviews for Nature and for Phi Beta Kappa's Key Reporter. Symposia arranged include sessions at AAS, APS, AGU, and AAAS. Lectures include all ages from pre-school through elementary school to high school to senior-citizen residences. The work, including the scientific research about the solar corona that is not part of this abstract, was supported by grants from the Solar Terrestrial Program of the Atmospheric and Geospace Sciences Division of NSF and from the Committee for Research and Exploration of the National Geographic Society. Additional student support was received from NSF, NASA's Massachusetts Space Grant Consortium, the Honorary Research Society Sigma Xi, the Clare Booth Luce Foundation, and funds at Williams College.

Women geoscientists select officers

NASA Astrophysics Data System (ADS)

1984-04-01

The Association for Women Geoscientists Foundation has selected a board of directors to spearhead the development of educational and community programs geared to the earth sciences. The foundation, established in 1983, plans to provide grants to women studying the geosciences, to support a geology field program in cooperation with the Girl Scouts of America, and to undertake development of career guidance programs targeting junior and senior high school girls.Lois K. Ongley, an independent geologist in Houston, Tex., is president. Gwenn M. Jensen, an exploration geologist for Cities Service Oil & Gas Corp. in Denver, Colo., is vice president. Constance A. Sancetta, associate research scientist at the Lamont-Doherty Geological Observatory, is secretary. Susan J. Mara, resource analyst for the Pacific Gas & Electric Co. in San Francisco, Calif., is treasurer. The board of directors' three advisors are Maria Luisa Crawford, department chairman and professor at the geology department, Bryn Mawr College, Bryn Mawr, Pa.; Judith B. Mooney, project manager in the office of nuclear waste isolation of Battelle Memorial Institute in Columbus, Ohio; and A.F. Spilhaus, Jr., AGU executive director and Eos editor-in-chief.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kandt, A.

The Department of Energy's (DOE) Solar America Showcase program seeks to accelerate demand for solar technologies among key end use market sectors. As part of this activity the DOE provides Technical Assistance through its national laboratories to large-scale, high-visibility solar installation projects. The Solar Schools Assessment and Implementation Project (SSAIP) in the San Francisco Bay area was selected for a 2009 DOE Solar American Showcase award. SSAIP was formed through the efforts of the nonprofit Sequoia Foundation and includes three school districts: Berkeley, West Contra Costa, and Oakland Unified School Districts. This paper summarizes the technical assistance efforts that resultedmore » from this technical assistance support. It serves as a case study and reference document detailing the steps and processes that could be used to successfully identify, fund, and implement solar PV projects in school districts across the country.« less

Blending public health into dental education: A.T. Still university's D.M.D./M.P.H. program.

PubMed

Altman, Donald S; Shantinath, Shachi D; Presley, Marsha A; Turner, Aesha C

2014-08-01

As dental education across the United States undergoes growth and change in an effort to improve access to dental care, one dental school, the Arizona School of Dentistry & Oral Health, established in 2003, designed its initial curriculum with innovation in mind. One of those innovations was the introduction of an online certificate in public health that can be used as the foundation for a Master's in Public Health (M.P.H.) degree with a dental emphasis, which students may complete concurrent with their dental education. This article discusses the educational intersection between dentistry and public health and describes how this dental school uses an online public health curriculum to accomplish this integration. It also presents the potential advantages and disadvantages of obtaining the M.P.H. degree concurrent with the dental school training.

Quarked! - Adventures in Particle Physics Education

NASA Astrophysics Data System (ADS)

MacDonald, Teresa; Bean, Alice

2009-01-01

Particle physics is a subject that can send shivers down the spines of students and educators alike-with visions of long mathematical equations and inscrutable ideas. This perception, along with a full curriculum, often leaves this topic the road less traveled until the latter years of school. Particle physics, including quarks, is typically not introduced until high school or university.1,2 Many of these concepts can be made accessible to younger students when presented in a fun and engaging way. Informal science institutions are in an ideal position to communicate new and challenging science topics in engaging and innovative ways and offer a variety of educational enrichment experiences for students that support and enhance science learning.3 Quarked!™ Adventures in the Subatomic Universe, a National Science Foundation EPSCoR-funded particle physics education program, provides classroom programs and online educational resources.

Strengthening "the Foundations" of the Primary School Curriculum

ERIC Educational Resources Information Center

Duncombe, Rebecca; Cale, Lorraine; Harris, Jo

2018-01-01

The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students' assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g.…

Hidalgo Sets Sail: A School District Supports All Students in Earning College Credits

ERIC Educational Resources Information Center

Nodine, Thad R.

2011-01-01

In 2005, the Hidalgo Independent School District made an ambitious commitment. In partnership with nearby University of Texas-Pan American, the University of Texas System, the Communities Foundation of Texas/Texas High School Project, and the Bill & Melinda Gates Foundation, the district promised that all of its students, not just a select…

Optics professional development in North Carolina

NASA Astrophysics Data System (ADS)

Gilchrist, Pamela O.; Hilliard-Clark, Joyce; Bowles, Tuere

2010-08-01

Using the Photonics Leaders (PL2) program model of recruitment and retention, photonics content, parental engagement, internship, and a hybrid virtual format, the session's goal is to inform outreach coordinators and scientists of strategies used to develop teachers' awareness and skills in teaching Optics to ethnically diverse students who lack traditional experiences in the discipline. The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) funded program highlights initial findings of a pilot study with middle and high school teachers from The Science House at North Carolina State University sharing lessons learned and future scale-up plans.

Overview of nuclear education and outreach program among Malaysian school students

NASA Astrophysics Data System (ADS)

Sahar, Haizum Ruzanna; Masngut, Nasaai; Yusof, Mohd Hafizal; Ngadiron, Norzehan; Adnan, Habibah

2017-01-01

This paper gives an overview of nuclear education and outreach program conducted by Agensi Nuklear Malaysia (Nuklear Malaysia) throughout its operation and establishment. Since its foundation in 1972, Nuklear Malaysia has been the pioneer and is competent in the application of nuclear science and technology. Today, Nuklear Malaysia has ventured and eventually contributed into the development of various socio-economic sectors which include but not limited to medical, industry, manufacturing, agriculture, health, radiation safety and environment. This paper accentuates on the history of education and outreach program by Nuklear Malaysia, which include its timeline and evolution; as well as a brief on education and outreach program management, involvement of knowledge management as part of its approach and later the future of Nuklear Malaysia education and outreach program.

Truckee Meadows (Reno-Sparks Metropolitan Area) Nevada: Feasibility Report and Environmental Impact Statement

DTIC Science & Technology

1985-02-01

of Art and the Community Concert Association. 6. Education. Washoe County is served by 42 elementary schools , 9 middle schools (grades 6 through 8...Cultural Opportunities. Cultural opportunities have expanded since formation of the Sierra Nevada Arts Foundation. Organized in 1971, the foundation...serves as the headquarters for development and promotion of the arts . Cultural groups associated with the foundation include the Sierra Nevada Museum

Overview of Project REAL and the Conceptual Foundations of the SEALS Model

ERIC Educational Resources Information Center

Farmer, Thomas W.

2011-01-01

The early adolescent period and the transition to middle school is a foundational period that is as important to the outcomes of students' educational careers as is the transition into school. For many early adolescents, the changing contexts and demands of school are just as novel, the stresses are just as great, and the developmental stakes are…

The First Weeks of School: Laying a Quality Foundation.

ERIC Educational Resources Information Center

Perlmutter, Jane; Burrell, Louise

Based on the view that the first weeks of school lay the foundation for the remainder of the year, this book uses an ethnographic approach to present the story of one teacher and the classroom she constructed during the first weeks of school. The book's introduction explores beliefs about children and teaching and a view of theory and practice…

Ready To Read: Laying the Foundation for School Success. Satellite Town Meeting #77: March 20, 2001. Spanish Language Version. [Videotape].

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

This interactive teleconference (in VHS format, Spanish language version) presents renowned national experts, local educators, and community leaders who share ideas on how to improve schools and reach the National Educational Goals. The 60-minute Satellite Town Meeting focuses on laying the foundation for school success through readiness to read.…

Ready To Read: Laying the Foundation for School Success. Satellite Town Meeting #77 (March 20, 2001). [Videotape].

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

This videotape (in either VHS of 3/4 inch format) presents an interactive teleconference where renowned national experts, local educators, and community leaders share ideas on how to improve schools and reach the National Educational Goals. This 60-minute Satellite Town Meeting focuses on laying the foundation for school success through readiness…

Learning together for effective collaboration in school-based occupational therapy practice.

PubMed

Villeneuve, Michelle A; Shulha, Lyn M

2012-12-01

School-based occupational therapy (SBOT) practice takes place within a complex system that includes service recipients, service providers, and program decision makers across health and education sectors. Despite the promotion of collaborative consultation at a policy level, there is little practical guidance about how to coordinate multi-agency service and interprofessional collaboration among these stakeholders. This paper reports on a process used to engage program administrators in an examination of SBOT collaborative consultation practice in one region of Ontario to provide an evidence-informed foundation for decision making about implementation of these services. Within an appreciative inquiry framework (Cooperrider, Whitney, & Stavros, 2008), Developmental Work Research methods (Engeström, 2000) were used to facilitate shared learning for improved SBOT collaborative consultation. Program administrators participated alongside program providers and service recipients in a series of facilitated workshops to develop principles that will guide future planning and decision making about the delivery of SBOT services. Facilitated discussion among stakeholders led to the articulation of 12 principles for effective collaborative practice. Program administrators used their shared understanding to propose a new model for delivering SBOT services. Horizontal and vertical learning across agency and professional boundaries led to the development of powerful solutions for program improvement.

Self-definition of women experiencing a nontraditional graduate fellowship program

NASA Astrophysics Data System (ADS)

Buck, Gayle A.; Leslie-Pelecky, Diandra L.; Lu, Yun; Plano Clark, Vicki L.; Creswell, John W.

2006-10-01

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K-12 Education (GK-12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self-definition of 8 women graduate students who participated in a GK-12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self-definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields.

The Physics Entrepreneurship Program at Case Western Reserve University

NASA Astrophysics Data System (ADS)

Taylor, Cyrus

2001-10-01

The Physics Entrepreneurship Program is a new, two-year Master's Program designed to empower physicists as entrepreneurs. Launched by the Dept. of Physics at Case Western Reserve University in close cooperation with the Weatherhead School of Management, the program is now in its second year. This innovative new program has already attracted important attention from the business community, including seed funding of a student launched venture, international press coverage, including an article in Business Week, and government interest, including an invitation to brief the Advisory Board of the Mathematical and Physical Sciences Division of the National Science Foundation. This talk will discuss the structure and content of the program, the lessons we are learning, and early indicators of success including a student-launched new business venture that has already secured more than $ 250,000 in seed funding.

Violence in Brazilian schools: Analysis of the effect of the #Tamojunto prevention program for bullying and physical violence.

PubMed

Gusmões, Júlia D S P; Sañudo, Adriana; Valente, Juliana Y; Sanchez, Zila M

2018-02-01

A randomized controlled trial was conducted with 6637 7th- and 8th-grade students in 72 public schools in 6 Brazilian cities to evaluate the effects of the European drug prevention program Unplugged, called #Tamojunto in Brazil. This article evaluates the effects of #Tamojunto on the prevention of bullying and physical violence. Baseline data were collected from both intervention and control groups prior to program implementation. Follow-up data collection was performed 9 and 21 months later. Generalized estimating equations were used to evaluate changes in the reporting of receiving or practicing bullying and physical violence over time. The program was found to reduce the likelihood of receiving bullying, particularly in the stratum of girls aged 13-15 years at the 9-month follow-up time point. The effect was not sustained at 21 months. There was no significant effect for practicing bullying and for receiving or practicing physical violence. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Strengthening Communication and Scientific Reasoning Skills of Graduate Students Through the INSPIRE Program

NASA Astrophysics Data System (ADS)

Pierce, Donna M.; McNeal, K. S.; Radencic, S. P.; Schmitz, D. W.; Cartwright, J.; Hare, D.; Bruce, L. M.

2012-10-01

Initiating New Science Partnerships in Rural Education (INSPIRE) is a five-year partnership between Mississippi State University and three nearby school districts. The primary goal of the program is to strengthen the communication and scientific reasoning skills of graduate students in geosciences, physics, chemistry, and engineering by placing them in area middle school and high school science and mathematics classrooms for ten hours a week for an entire academic year as they continue to conduct their thesis or dissertation research. Additional impacts include increased content knowledge for our partner teachers and improvement in the quality of classroom instruction using hands-on inquiry-based activities that incorporate ideas used in the research conducted by the graduate students. Current technologies, such as Google Earth, GIS, Celestia, benchtop SEM and GCMS, are incorporated into many of the lessons. Now in the third year of our program, we will present the results of our program to date, including an overview of documented graduate student, teacher, and secondary student achievements, the kinds of activities the graduate students and participating teachers have developed for classroom instruction, and the accomplishments resulting from our four international partnerships. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program (Award No. DGE-0947419), which is part of the Division for Graduate Education of the National Science Foundation.

Changing the course of geriatrics education: an evaluation of the first cohort of Reynolds geriatrics education programs.

PubMed

Reuben, David B; Bachrach, Peter S; McCreath, Heather; Simpson, Deborah; Bragg, Elizabeth J; Warshaw, Gregg A; Snyder, Rani; Frank, Janet C

2009-05-01

To describe geriatric training initiatives implemented as a result of Reynolds Foundation grants awarded in 2001 (and concluding in 2005) and evaluate the resulting structure, process, and outcome changes. Cross-sectional survey of program directors at 10 academic institutions augmented by review of reports and secondary analyses of existing databases to identify structural and process measures of curriculum implementation, participation rates, and students' responses to Association of American Medical Colleges Medical School Graduation Questionnaires about geriatrics training. All 10 institutions reported structural changes, including newly developed or revised geriatric rotations or courses for their trainees. Most used online Internet educational materials, sent students to new training venues, incorporated geriatric case discussions, implemented standardized patients, and used digital media. On average, each institution trained more than 1,000 medical students, 500 residents, 100 faculty, and 700 nonfaculty community physicians during the award period. Reynolds institutions also provided geriatrics training across 22 non-primary-care disciplines. Eight schools implemented formal faculty development programs. By 2005, students at Reynolds-supported schools reported higher levels of geriatrics/gerontology education and more exposure to expert geriatric care by the attending faculty compared with students at non-Reynolds schools. Innovations and products were disseminated via journal publications, conference presentations, and the Portal of Geriatric Online Education. The investment of extramural and institutional funds in geriatrics education has substantially influenced undergraduate, graduate, and practicing physician education at Reynolds-supported schools. The full impact of these programs on care of older persons will not be known until these trainees enter practice and educational careers.

Education and Public Outreach Programs at Columbus State University's Mead Observatory

NASA Astrophysics Data System (ADS)

Cruzen, S.; Rutland, C.; Carr, D.; Seckinger, M.

2003-12-01

Columbus State University (CSU) has made a substantial commitment to community education in astronomy and space science. Through the programs of the Mead Observatory at CSU's Coca-Cola Space Science Center, students, staff and faculty have been providing public outreach programs in astronomy for more than seven years. Recently, a generous grant from a private foundation has facilitated an astounding growth in the observatory's astronomy outreach activities. The grant made possible the purchase of a van, a portable planetarium, and additional telescope and computer equipment. It also funded a two-year scholarship that has supported a pair of CSU's science education majors who have staffed the program and made it a success. NASA, through the Georgia Space Grant Consortium, has provided additional funding for scholarships for 2003-2004. Prior to receiving these funds, the observatory program consisted of monthly open houses, occasional public observing nights at remote locations and approximately 6 to 8 school visits per year. Annually, these programs served approximately 3500 people. Since beginning the new phase of this program in October of 2001, the number of people served has soared to more than 23,000 in only 24 months. Over 60 schools have been visited, increasing our previous annual rate by nearly five times. Additional groups served include boys and girls scouting groups, state parks and other community organizations. School presentations have been designed to assist K-12 teachers in meeting science education standards. More than 200 teachers were asked to assess the program, and their responses were quite positive. More information about the program is available at our website (http://www.ccssc.org).

An Analysis of the Relationship between Elementary Principal Self-Efficacy and 5th Grade Reading Achievement

ERIC Educational Resources Information Center

Lockard, Steven A.

2013-01-01

Preparing students to be college or career ready in the 21st Century starts with the foundational skills they acquire in elementary school. Elementary school principals must work to ensure that, not only do they have a belief in their own abilities to provide this foundation, but that their school improvement efforts are reflected in the results…

Developing and teaching the virtue-ethics foundations of healthcare whistle blowing.

PubMed

Faunce, Thomas

2004-10-01

Healthcare whistle blowing, despite the benefits it has brought to healthcare systems in many developed countries, remains generally regarded as a pariah activity by many of the most influential healthcare professionals and regulatory institutions. Few if any medical schools or law department health law and bioethics classes, teach whistle blowing in a formal sense. Yet without exception, public inquiries initiated by healthcare whistle blowers have validated their central allegations and demonstrated that the whistle blowers themselves were sincere in their desire to implement the fundamental virtues and principles of medical ethics, bioethics and public health law. In many jurisdictions, the law, this time remarkably in advance of professional opinion, has offered legislative protection for reasonable allegations of whistleblowers made in good faith and in the public interest concerning a substantial and imminent threat to public safety. One reason for this paradoxical position, explored here, is that healthcare whistle blowing lacks a firm virtue-based theoretical bioethical and jurisprudential foundation. The hypothesis discussed is that the lack of this bioethical and jurisprudential substrate has contributed to a situation where healthcare whistle blowing suffers in terms of institutional support due to its lack of academic legitimacy. This article commences the process of redressing this imbalance by attempting to lay the theoretical foundations for healthcare whistle blowing. As a case study, this article concludes by discussing the Personal and Professional Development course at the ANU Medical School where healthcare whistle blowing is a formal part of a virtue-based curriculum that emphasises the foundational importance of conscience. Illustrative elements of that program are discussed.

In Brief: Funding authorized for U.S. science and technology education

NASA Astrophysics Data System (ADS)

Kumar, Mohi

2007-08-01

The ``America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science Act,'' a bill that authorizes $33.6 billion for science, technology, engineering, and math education, was signed into law by U.S President George W. Bush on 9 August. The bill, sponsored by the U.S. House Science and Technology Committee, will distribute these funds to programs supported by the federal government over the next three fiscal years. Aimed at strengthening teacher preparedness in primary and secondary schools, equipping high school students for technologically oriented jobs, and enhancing higher-level academic research programs, the bill sets the budgets at the National Institute of Standards and Technology, the National Science Foundation, and the Department of Energy on a path toward doubling within the next decade. For more information, see http://science.house.gov/legislation/leg_highlights_detail.aspx?NewsID=1938.

[Acupuncture schools in the Republic of China].

PubMed

Zhao, Jing; Zhang, Shujian

2017-04-12

The materials of 48 acupuncture schools in the Republic of China were collected. Their features were analyzed in terms of school running, students enrolling, curriculum setting and course contents, etc. The acupuncture schools at that time were established by private organizations, and opened up correspondence education. These schools mainly relied on advertisements to enroll students, and partially got government supports. The students were on different levels. They emphasized systematic acupuncture curriculum and clinical practice. Most schools absorbed western contents into courses, while few schools taught traditional acupuncture theories. The education model of acupuncture school during the Republic of China was continued after the foundation of the nation, especially laying the foundation for the establishment of department of acupuncture.

Review These Essential Steps before Starting a Foundation.

ERIC Educational Resources Information Center

Executive Educator, 1983

1983-01-01

Outlines the legal status of nonprofit foundations as fund-raising entities for public schools (including information on tax deductions), offers four steps for planning such foundations, presents possible objections to foundation funding, and gives the addresses of three organizations to write for further information. (JBM)

45 CFR 660.3 - What programs and activities of the Foundation are subject to these regulations?

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 3 2012-10-01 2012-10-01 false What programs and activities of the Foundation are subject to these regulations? 660.3 Section 660.3 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION INTERGOVERNMENTAL REVIEW OF THE NATIONAL SCIENCE FOUNDATION PROGRAMS...

45 CFR 660.3 - What programs and activities of the Foundation are subject to these regulations?

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 3 2014-10-01 2014-10-01 false What programs and activities of the Foundation are subject to these regulations? 660.3 Section 660.3 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION INTERGOVERNMENTAL REVIEW OF THE NATIONAL SCIENCE FOUNDATION PROGRAMS...

45 CFR 660.3 - What programs and activities of the Foundation are subject to these regulations?

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 3 2013-10-01 2013-10-01 false What programs and activities of the Foundation are subject to these regulations? 660.3 Section 660.3 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION INTERGOVERNMENTAL REVIEW OF THE NATIONAL SCIENCE FOUNDATION PROGRAMS...

45 CFR 660.3 - What programs and activities of the Foundation are subject to these regulations?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 3 2011-10-01 2011-10-01 false What programs and activities of the Foundation are subject to these regulations? 660.3 Section 660.3 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION INTERGOVERNMENTAL REVIEW OF THE NATIONAL SCIENCE FOUNDATION PROGRAMS...

45 CFR 660.3 - What programs and activities of the Foundation are subject to these regulations?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false What programs and activities of the Foundation are subject to these regulations? 660.3 Section 660.3 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION INTERGOVERNMENTAL REVIEW OF THE NATIONAL SCIENCE FOUNDATION PROGRAMS...

The Power of PreK-3rd: How a Small Foundation Helped Push Washington State to the Forefront of the PreK-3rd Movement. FCD Case Study

ERIC Educational Resources Information Center

Nyhan, Paul

2011-01-01

The New School Foundation was not born from a commission, legislative mandate, research project, think tank, or even the mind of a leading education scholar. One of Washington state's pioneering PreK-3rd initiatives began as the brainchild of a wealthy Seattle businessman, Stuart Sloan, 20 years ago. The New School Foundation and its ideas were…

A Radio Astronomy Curriculum for the Middle School Classroom

NASA Astrophysics Data System (ADS)

Davis, J.; Finley, D. G.

2000-12-01

In the summer of 2000, two teachers working on a Masters of Science Teaching program at New Mexico Institute of Mining and Technology, spent eight weeks as interns at the Array Operations Center for the National Radio Astronomy Observatory (NRAO) in Socorro, New Mexico, under the auspices of the National Science Foundation's (NSF) Research Experience for Teachers (RET) program. The resulting projects will directly benefit students in the indvidual classrooms, as well as provide an easy-to-access resource for other educators. One of the products is a Radio Astronomy Curriculum for upper middle school classes. Radio astronomy images, based on scientific research results using NRAO's Very Large Array, are featured on trading cards which include an explanation, a ``web challenge'', and in some cases, a comparison of radio and optical images. Each trading card has corresponding lesson plans with background information about the images and astronomy concepts needed to do the lessons. Comparison of optical and radio astronomy is used as much as possible to explain the information from research using visible and radio wavelengths. New Mexico's Content Standards and Benchmarks (developed using national standards) for science education was used as a guide for the activities. The three strands of science listed in the standards, Unifying Concepts and Processes, Science as Inquiry, and Science Content are addressed in the lessons. Higher level thinking and problem solving skills are featured throughout the curriculum. The National Radio Astronomy Observatory is a facility of the National Science Foundation, operated under cooperative agreement by Associated Universities, Inc. The NSF's RET program is gratefully acknowledged.

Young Engineers and Scientists (YES) 2010 - Engaging Teachers in Space Research

NASA Astrophysics Data System (ADS)

Boice, D. C.; Reiff, P. H.

2010-12-01

During the past 18 years, Young Engineers and Scientists (YES) has been a community partnership between local high schools in San Antonio, Texas (USA), and Southwest Research Institute (SwRI). The goals of YES are to increase the number of high school students, especially those from underrepresented groups, seeking careers in science and engineering, to enhance their success in entering the college and major of their choice, and to promote teacher development in STEM fields. This is accomplished by allowing students and teachers to interact on a continuing basis with role models at SwRI in real-world research experiences in physical sciences (including space science), information sciences, and a variety of engineering fields. A total of 239 students have completed YES or are currently enrolled. Of these students, 38% are females and 56% are ethnic minorities, reflecting the local ethnic diversity, and 67% represent underserved groups. Presently, there are 21 students and 9 secondary school teachers enrolled in the YES 2010/2011 Program. YES consists of an intensive three-week summer workshop held at SwRI where students and teachers experience the research environment and a collegial mentorship where they complete individual research projects under the guidance of SwRI mentors during the academic year. YES students develop a website (yesserver.space.swri.edu) for topics in space science (this year was ESA's Rosetta Mission) and high school STEM teachers develop space-related lessons for classroom presentation. Teachers participate in an in-service workshop to share their developed classroom materials and spread awareness of space-related research. At the end of the school year, students publicly present and display their work, spreading career awareness to other students and teachers. Partnerships between research institutes, local high schools, and community foundations, like the YES Program, can positively affect students’ preparation for STEM careers via real-world research experiences with mentorship teams consisting of professional staff and qualified teachers. Acknowledgements: We acknowledge support from the NASA MMS Mission, Texas Space Grant Consortium, SwRI, and local charitable foundations.

The effect of nurse education on the self-esteem and assertiveness of nursing students: A four-year longitudinal study.

PubMed

İlhan, Nesrin; Sukut, Özge; Akhan, Latife Utaş; Batmaz, Makbule

2016-04-01

The nurse education program affects many aspects of personal development. Nursing students gain skills in critical thinking and analysis and also develop communication and management skills. The four-year program may also have an effect on students' assertiveness and self-esteem. This study was conducted to determine the impact of the four-year higher nursing school educational program on students' self-esteem and assertiveness. Descriptive longitudinal design. The study took place at a Foundation University in Istanbul, Turkey over the period 2006-2010. The students' levels of self-esteem and assertiveness were assessed at the beginning and end of the first, second, third and fourth years of the program. Copyright © 2016 Elsevier Ltd. All rights reserved.

Bridging Differences -- how Social Relationships and Racial Diversity Matter in a Girls' Technology Program

NASA Astrophysics Data System (ADS)

Kekelis, Linda S.; Ancheta, Rebecca Wepsic; Heber, Etta; Countryman, Jeri

In this article, we explore an understudied dimension of girls' single-sex education - how social relationships and racial diversity impact the educational environment for girls, and how teachers may best address these concerns. Findings are presented from a 3-year qualitative study of girls' experiences in a single-sex technology program. Girls valued the all-girls aspect of the programs, and friendships formed the foundation of their social experiences. Girls' friendship groups influenced their experiences and eventually their success in the after school technology programs. When friendship groups were observed to be racially homogeneous, they created challenges for including and supporting a racially diverse student membership. Our responses to the challenges that cultural differences and tensions present are outlined, along with recommendations for helping girls bridge these differences.

Project ASTRO NOVA brings Standard Based Astronomy to New Jersey Schools.

NASA Astrophysics Data System (ADS)

van der Veen, W.; Vinski, J.; Gallagher, A. C.

2000-12-01

Begun in 1998, Project ASTRO NOVA is hosted by the Planetarium at Raritan Valley Community College in Somerville, New Jersey. It is part of a National Network of eleven Project ASTRO sites created by the Astronomical Society of the Pacific with financial support of the National Science Foundation (see other papers at this meeting). Our goal is to bring hands-on inquiry based astronomy into classrooms and help teachers meet the New Jersey Science Standards. New Jersey mandates the teaching of astronomy in grades K-12 and statewide assessment takes place in grades 4 and 8. Capitalizing on New Jersey's record number of amateur astronomers per capita our site has trained 75 astronomers (including 21 professional astronomers) over the last three years. Before the start of each school year a new group of astronomers is trained together with their partner teacher(s) in the use of hands-on and age-appropriate astronomy activities that support the New Jersey Science Standards. Astronomers adopt a classroom and visit the same students at least four times during the year. Currently 53 astronomers are participating during the 2000-2001 school year. The program in New Jersey targets teachers in grades 3-9. A total of 114 teachers have been training at our annual workshops and 75 of them are participating during the 2000-2001 school year. Satisfaction with the program has been high with students, teachers and astronomers. When students meet scientists as role models and experience that doing science can be a lot of fun they become more interested. At the same time teachers are re-energized and gain a better understanding of how to teach science and astronomy. Finally, astronomers have the satisfaction of making a real difference in the lives of thousands of children, gain a better understanding of the issues in K-12 education and learn new teaching strategies for use in their college classes or astronomy clubs. In general we find that students and teachers are becoming better astronomers and scientists and that astronomers are becoming better teachers. Project ASTRO NOVA acknowledges support from the National Science Foundation, the 3M Corporation, the New York Mercantile Exchange Charitable Foundation and the New Jersey Space Grant Consortium.

Redesigning the MCAT exam: balancing multiple perspectives.

PubMed

Schwartzstein, Richard M; Rosenfeld, Gary C; Hilborn, Robert; Oyewole, Saundra Herndon; Mitchell, Karen

2013-05-01

The authors of this commentary discuss the recently completed review of the current Medical College Admission Test (MCAT), which has been used since 1991, and describe the blueprint for the new test that will be introduced in 2015. The design of the MCAT exam reflects changes in medical education, medical science, health care delivery, and the needs of the populations served by graduates of U.S. and Canadian medical schools. The authors describe how balancing the ambitious goals for the new exam and the varying priorities of the testing program's many stakeholders made blueprint design complex. They discuss the tensions and trade-offs that characterized the design process as well as the deliberations and data that shaped the blueprint.The blueprint for the MCAT exam balances the assessment of a broad range of competencies in the natural, social, and behavioral sciences and critical analysis and reasoning skills that are essential to entering students' success in medical school. The exam will include four sections: Biological and Biochemical Foundations of Living Systems; Chemical and Physical Foundations of Biological Systems; Psychological, Social, and Biological Foundations of Behavior; and Critical Analysis and Reasoning Skills.The authors also offer recommendations for admission committees, advising them to review applicants' test scores, course work, and other academic, personal, and experiential credentials as part of a holistic admission process and in relation to their institutions' educational, scientific, clinical, and service-oriented goals.

Effectiveness of the Size Matters Handwriting Program.

PubMed

Pfeiffer, Beth; Rai, Gillian; Murray, Tammy; Brusilovskiy, Eugene

2015-04-01

The purpose of the research was to study changes in handwriting legibility among kindergarten, first- and second-grade students in response to the Size Matters curricular-based handwriting program. A two-group pre-post-test design was implemented at two public schools with half of the classrooms assigned to receive the Size Matters program and the other continuing to receive standard instruction. All participants completed two standardized handwriting measures at pre-test and after 40 instructional sessions were completed with the classes receiving the handwriting program. Results identified significant changes in legibility in the handwriting intervention group for all three grades when compared with the standard instruction group. The results of this study support the use of a curricular-embedded handwriting program and provide the foundation for future research examining the impact of handwriting legibility on learning outcomes.

Undergraduates study climate change science, philosophy, and public policy

NASA Astrophysics Data System (ADS)

Bullock, Mark A.; Frodeman, Robert L.

The National Science Foundation's (NSF) Research Experience for Undergraduates (REU) program provides undergraduate students with the opportunity to participate in ongoing scientific research. Existing either as stand-alone summer programs or as supplementary components to existing NSF research grants, the REU program focuses on introducing aspiring young scientists to the delights and complexities of science. Global Climate Change and Society (GCCS) is an intensive, 8-week REU program that began a 3-year run in the summer of 2001.Developed by a philosopher at the Colorado School of Mines, and a planetary scientist at Southwest Research Institute in Boulder, Colrado, GCCS is a unique experiment in research and pedagogy that introduces students to science by using a distinctive approach. Choosing as its topic the questions surrounding global climate change, the program explores the interwoven scientific, philosophical, and public policy issues that make the climate change debate such a volatile topic in contemporary society. Last summer, the program selected 12 undergraduates through a nationally advertised competition. Student interns came from diverse academic and cultural backgrounds and included physics, philosophy and public policy majors from elite liberal arts schools, major research institutions, and mainstream state universities. The program was held at the University of Colorado and the National Center for Atmospheric Research (NCAR), in Boulder, Colorado (Figure 1).

Skynet Junior Scholars: From Idea to Enactment--Tales from the Trenches II Implementation with Blind and Low Vision Youth

NASA Astrophysics Data System (ADS)

Beasley, Jeremiah; Fahlberg, Tim; Hoette, Vivian L.; Mekeel, Tina; Meredith, Kate; Williamson, Kathryn; Hoette, B. Charles; Skynet Robotic Telescope Network, University of North Carolina

2016-01-01

Skynet Junior Scholars is an ambitious program that aims to:--Develop online tools that enable middle school and high school aged youth to use robotic optical and radio telescopes to do astronomy--Create an inquiry-based curriculum that promotes critical thinking and scientific habits of mind--Proactively incorporate Principles of Universal Design in all SJS development tasks to ensure access by blind/low vision and deaf/hard of hearing youth--Prepare 180 adult youth leaders from diverse backgrounds including 4-H leaders, museum educators, amateur astronomers and teachers to facilitate SJS activities in a variety of settings.In this paper we describe the work of staff and volunteers at the Wisconsin School for the Blind and Visually Impaired who have implemented SJS activities in school and camp environments, as well as ways in which they have empowered their students to take on leadership roles. Students from the Wisconsin School for the Blind and Visually Impaired planned and co-hosted a Magic of Astronomy (Harry Potter Themed) star party that incorporated topics learned as part of the SJS program; filters, exposure time, locating objects in the sky, as well as, how to make an image request from the Skynet network. Their experiences in successfully doing active astronomy will provide insight into how anyone can engage everyone in programs like Skynet Junior Scholars.Skynet Junior Scholars is supported by the National Science Foundation under Grant Numbers 1223687, 1223235 and 1223345.

Forward the Foundation: Local Education Foundations Offer an Alternative Source for School Funding

ERIC Educational Resources Information Center

Brooks-Young, Susan

2007-01-01

February's column "Going Corporate" discussed ideas for approaching private foundations for funding. Some districts take this idea several steps further by partnering with the community and local businesses to establish a not-for-profit foundation, or local education foundation (LEF). It probably comes as no surprise that the idea of forming a LEF…

Five for Sydney 2009

ERIC Educational Resources Information Center

Education in Science, 2009

2009-01-01

The Professor Harry Messel International Science School is organised by the Science Foundation for Physics within the University of Sydney. In 1968, the Foundation extended the participation to the UK and Japan and each country sends five scholars to the Science Schools, which are held every second year. Nowadays, scholars from Singapore,…

Effective Practices for Training and Inspiring High School Physics Teachers

NASA Astrophysics Data System (ADS)

Magee-Sauer, Karen

It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

The chapter breeding program of the American Chestnut Foundation

Treesearch

Sara Fitzsimmons; Kendra Gurney; William White; Katy McCune

2012-01-01

A unique feature of the American Chestnut Foundation breeding program is the use of volunteers to conduct most of the regional breeding that will help increase genetic diversity and preserve local adaptation in the products of our program. This effort is coordinated by the four authors of this abstract, who are employees of the Foundation. The Foundation has...

Latin America looks to adolescent needs.

PubMed

1999-01-01

64 representatives of UNFPA, Pathfinder, and the Johns Hopkins University, together with high-level representatives of Ministries of Health and nongovernmental organizations (NGOs) from the Bahamas, Brazil, Colombia, Costa Rica, Cuba, the Dominican Republic, Ecuador, Guatemala, Mexico, Nicaragua, and Peru attended a conference on advocating sexuality education in school programs in the region. The conference, held October 22-26, 1998, was organized by JOICFP and the Mexican Foundation for Family Planning (MEXFAM) in collaboration with UNFPA and IPPF. Conference participants exchanged experiences upon sexuality education in school programs through group discussions and panel and country presentations. One goal of the conference was to strengthen the links between the various Ministries of Education and NGOs in the field of human sexuality. Recommendations for promoting adolescent reproductive health from Latin America and the Caribbean Region to ICPD+5 were made by 3 work groups and accepted by all participants as the outcome of the conference. Steps are currently being taken to develop and implement school curricula designed to raise the levels of awareness among youths of the important relationship between population and sustainable growth, as well as health issues and sexual equality.

Recovery Act - Sustainable Transportation: Advanced Electric Drive Vehicle Education Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Caille, Gary

The collective goals of this effort include: 1) reach all facets of this society with education regarding electric vehicles (EV) and plug–in hybrid electric vehicles (PHEV), 2) prepare a workforce to service these advanced vehicles, 3) create web–based learning at an unparalleled level, 4) educate secondary school students to prepare for their future and 5) train the next generation of professional engineers regarding electric vehicles. The Team provided an integrated approach combining secondary schools, community colleges, four–year colleges and community outreach to provide a consistent message (Figure 1). Colorado State University Ventures (CSUV), as the prime contractor, plays a keymore » program management and co–ordination role. CSUV is an affiliate of Colorado State University (CSU) and is a separate 501(c)(3) company. The Team consists of CSUV acting as the prime contractor subcontracted to Arapahoe Community College (ACC), CSU, Motion Reality Inc. (MRI), Georgia Institute of Technology (Georgia Tech) and Ricardo. Collaborators are Douglas County Educational Foundation/School District and Gooru (www.goorulearning.org), a nonprofit web–based learning resource and Google spin–off.« less

Social comparison, competition and teacher-student relationships in junior high school classrooms predicts bullying and victimization.

PubMed

Di Stasio, Maria Rosaria; Savage, Robert; Burgos, Giovani

2016-12-01

This cross-sectional research examines how social comparison, competition and teacher-student relationships as classroom characteristics are associated with bullying and victimization among junior high school students in grades 7 and 8 in Canada. The study tests a conceptual model of youth outcomes that highlights the importance of modeling the effects of teaching practices as proximal structural conditions at the classroom level (N = 38) that affect bullying outcomes at the individual level (N = 687). Results of Hierarchal linear modeling (HLM) revealed significant classroom-level effects in that increased social comparison, competition and teacher-student relationships were related to bullying and victimization. An interaction for teacher-student relationships and gender also emerged. These findings may guide future intervention programs for junior high schools that focus on enhancing cooperation and pro-social behavior in classrooms. The findings could also inform programs that focus on building strong relationships between students and teachers to help prevent bullying and victimization, particularly among boys. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. All rights reserved.

Storm Peak Laboratory 5th-6th Grade Climate and Weather Program

NASA Astrophysics Data System (ADS)

McCubbin, I. B.; Hallar, A. G.

2008-12-01

Storm Peak Laboratory (SPL) has created a place-based elementary school program, which has been implemented at five elementary schools in Northwest Colorado. Real understanding, not factual recall, is the primary goal and developing a desire to be lifelong learners in science is a secondary goal. The specific objectives of the program include the following: 1) Develop a weather and climate curriculum that teaches skills required by Colorado Student Assessment Program (CSAP). 2) Provide a hands-on place-based educational experience where students have an opportunity to use scientific equipment. 3) Provide students a three-day program that consists of an introduction, field program, and follow-up to help students grasp concepts and apply them to other school studies. 4) Provide all participating students with understanding of climate and weather 5) Build foundations for students to understand climate change. 6) Disseminate to alpine regions across the Western US, potentially impacting thousands of students that will experience the impacts of climate change during their lifetime. The SPL program spans three days for each school and includes five elementary schools. During the first day, a scientist and educators from SPL visit each classroom for two hours to introduce the concepts of climate and weather as well as teach students how to use scientific equipment. During the field program on the second day, students measure and record information about temperature, pressure, relative humidity, wind speed, and particle concentration while they travel to SPL via the gondola and chair lifts (in winter) or 4WD Suburbans (in fall). Once at the laboratory, students will meet with both SPL scientists and educators to tour the facility, discuss SPL research activities, and explore application of these activities to their curriculum. An alternative winter snowshoe program at the top of the gondola is offered to students who do not ski, where students have a program on snow science. At the end of the day each student has a data sheet with measurements recorded from 5 locations of different elevations to take back to the classroom. Following the field trip, SPL scientists and educators visit the school for a follow-up to help children grasp concepts, represent their data set collected in graphical formats, answer questions, and evaluate students" learning. Currently, approximately 250 students annually participate in the SPL 5th and 6th grade climate education program.

GE STEM Teacher's Conference

NASA Image and Video Library

2017-07-13

Teachers participate in the Rocketry Engineering Design Challenge during the 2017 GE Foundation High School STEM Integration Conference at the Center for Space Education at NASA's Kennedy Space Center. High school teachers from across the country took part in the week-long conference, which is designed to explore effective ways for teachers, schools and districts from across the country to integrate STEM throughout the curriculum. The conference is a partnership between GE Foundation and the National Science Teachers Association.

Attrition among Women and Minorities in Earth and Space Science (ESS) Graduate Programs

NASA Astrophysics Data System (ADS)

Alexander, C. J.; Hawthorne, C.; Allen, W. R.; Alvarez, R.; Geisler, J.

2001-05-01

Recent data collected by the American Geological Institute (AGI) indicates that the rate of enrollment of ethnic minorities in the geosciences has steadily declined since the 1980's, and in that time the number of geoscience degrees awarded to ethnic minorities has been fairly steady at less than 1%. Data from the National Science Foundation suggests that only 43 of 186 Universities offering an ESS program have ever graduated an ethnic minority in the history of their program. Factors contributing to these abysmal figures differ for different ethnic-minority groups. We will address institutional obstacles to graduate learning which result in above-normal attrition of ethnic-minorities in ESS graduate programs. The recent studies show an attrition rate of 70% among African American males in ESS graduate programs, while among Hispanic females the attrition rate is only 3%. Studies by sociologists have recently shown that some law schools and medical schools have traits in common with these geoscience departments in the rates at which degrees are awarded to ethnic minorities. Institutional barriers encountered by ethnic minorities in graduate schools may take many forms, but can also be as simple as a lack of community support. In the 1990's the California Institute of Technology (Caltech) made a commitment to the retention of women in their graduate and undergraduate schools. Their program included mentoring, focussed tutoring, self-esteem support groups, and other retention efforts. Under this program, the attrition rate of women has dramatically slowed. In this paper, we will discuss the AGI data, the program instituted by Caltech, possible causes of attrition among populations of Hispanic, and African American males and females, as well as potential programs to address these problems. We will also present, from the nationwide study, data on geoscience departments which have been relatively successful at retaining and graduating ethnic minorities in Earth and Space Sciences. The AGI Report on the Status of [U.S.] Academic Geoscience Departments is available online at the URL listed below.

[In Memory of a Master: Professor Ernesto L. Medina, M.D. (1925-2013)].

PubMed

Radrigán K, María Eugenia

2015-09-01

Seldom, in the history of Chilean medicine, there has been such a unique parallelism between the professional development of a person and that of a discipline as it has been the case of Professor Ernesto L. Medina and Public Health in Chile. Dr. Medina's undergraduate (University of Chile) and postgraduate (Harvard School of Public Health) studies coincided with the foundation of the University of Chile School of Public Health by an agreement among the University and two governmental health care providers, and also with the foundation of the Chilean National Health Service. His research covered the epidemiology of non- infectious diseases in the adult, such as cancer, their socio economic impact, the importance of early detection, treatment and surveillance, as well as the epidemiology of other chronic diseases, accidents and new epidemics. As Director of the School of Public Health for 25 years, he promoted the development of disciplines and courses addressed to health and other care-providers in order to improve their knowledge and expertise as statisticians, epidemiologists, administrators, budget officers. An example of his innovative look at medical education was the creation of post graduate training in the basic clinical specialties combined with public health, in order to have specialists able to undertake both the clinical and administrative duties at the primary care clinics. These programs ran in parallel with the rural internships financed by the Kellogg Foundation at the School of Medicine. Enumerating the distinctions and prizes awarded to Professor Medina would be too long for the purpose of this tribute, and selecting just a few would run the risk of being unfair. Still, there is one: the "Orden de la Cruz del Sur" that deserves the exception given its long existence and the fact that it was awarded to a physician "for distinguished achievements in Public Health".

Bike, walk, and wheel: a way of life in Columbia, Missouri.

PubMed

Thomas, Ian M; Sayers, Stephen P; Godon, Janet L; Reilly, Stacia R

2009-12-01

With funding support from the Robert Wood Johnson Foundation, the Active Living Partnership of Columbia, Missouri, sought to make routine physical activity more commonplace in the community through behavioral and environmental change strategies. The Active Living by Design 5P model (partnerships, promotions, programs, policy changes, and physical projects) was modified to create two mutually reinforcing components. Programs and promotions (e.g., Walking School Bus) were implemented to influence individual behaviors and generate public policy advocates. Policy changes, such as activity-friendly street design standards, created safe and attractive places for physical activity programs. A strong, diverse community partnership supported all efforts. Key project successes were a citywide social marketing program; the Walking School Bus program, which grew rapidly; and policy campaigns resulting in improved street design standards and a voter-approved $3.5 million sales tax for sidewalks around schools. Notable challenges included programs targeting teenagers and efforts to increase physical activity through self-reported activity logging. The most important lesson was to implement multiple strategies because programs can leverage policy successes, and new policies often lead to more funding for infrastructure. Other lessons learned were to build early successes by reaching first for the "low-hanging fruit" (e.g., elementary-age children rather than teenagers) and to have a flexible plan to take advantage of unexpected opportunities (e.g., a new, influential partner with a specific interest). A modified 5P model was tested and found to be an effective framework for achieving behavioral and environmental changes that promote healthy, active lifestyles in the community.

Superintendent's Advisory Committee on School Finance. Final Report.

ERIC Educational Resources Information Center

Illinois State Office of the Superintendent of Public Instruction, Springfield. Advisory Committee on School Finance.

This report concentrates on the equity problem in Illinois public school finance. Central to this report is the thesis that there are three basic strategies for attacking the equity problem: make adjustments in the existing "foundation level" grant-in-aid system, abandon the "foundation" idea for a grant-in-aid system, and…

Graduates of Denver Public Schools: College Access and Success

ERIC Educational Resources Information Center

Buckley, Pamela; Muraskin, Lana

2009-01-01

Denver Public Schools (DPS), the Denver Scholarship Foundation, The Piton Foundation, and the Pell Institute for the Study of Opportunity in Higher Education undertook a study to learn how DPS graduates perform in college. The report describes who enrolls in college, and who persists and earns a college certificate or degree. In addition, the…

Collaborative Student Leadership Conference.

PubMed

Ward, Susan L; LaFramboise, Louise M; Cosimano, Amy J

2016-01-01

In April 2008, the New Careers in Nursing (NCIN) Program launched a collaborative initiative between the American Association of Colleges of Nursing and the Robert Wood Johnson Foundation. One of the main goals of this initiative was to provide leadership development through structured activities for NCIN scholars. In order to meet this goal, 3 participating NCIN schools came together to plan and conduct a collaborative student-focused, scholar-led leadership conference for accelerated nursing students. Admittedly, collaboration among institutions of higher education is sometimes not a standard practice. Although sharing the common goal of preparing future nurses to provide high-quality care, many schools of nursing often compete for scarce resources including recruitment of faculty and students, securing clinical placements, and new graduates and alumni compete for jobs. However, there are advantages to sharing financial and intellectual resources in order to ensure a richer educational experience for NCIN scholars and for all accelerated nursing students. Using the Robert Wood Johnson Foundation monies awarded for our Legacy Project, 3 NCIN program liaisons overseeing accelerated nursing programs in Nebraska met to discuss the advantages and disadvantages related to planning and conducting a collaborative student leadership activity for NCIN scholars and their peer-accelerated nursing students. The program liaisons wanted to establish common goals for the endeavor and ensure the use of approaches that would foster leadership development of the NCIN scholars and establish mechanisms by which the group would create a collaborative environment. Although the 3 collaborating colleges were and continue to be competitors for prospective accelerated students, the benefit of collaborating on a joint leadership development project for the NCIN scholars and their peers was clear. Program liaisons recognized that this opportunity would strengthen leadership development and provide relevant experience for the NCIN scholars and result in a conference for other accelerated nursing students. Copyright © 2016. Published by Elsevier Inc.

Core curricula for postdoctoral dental students: recent problems, potential solutions, and a model for the future.

PubMed

Iacopino, Anthony M; Taft, Thomas B

2007-11-01

Development of common core curricula for the graduate advanced education/specialty programs in dental schools presents significant challenges. Similarities in graduate education accreditation standards justify such an approach, yet a core curriculum is difficult to achieve for a variety of reasons including scheduling constraints and the capacity of a common, single pathway curriculum to address the specific educational needs of postgraduate students in different disciplines. Additionally, many dental schools are experiencing severe shortages of qualified faculty to provide graduate program instruction. There are no previous reports regarding graduate core curricula and the definition/delivery of such core curricula in advanced education programs in dentistry although there are several reports in the medical literature that support the educational value of a unified core curriculum implemented in a modular format. Graduate curricula are typically designed to provide residents with advanced education/training beyond what is acquired during their predoctoral dental school experience. Advanced education programs must emphasize knowledge and skills that are discipline-specific; however, there is a large amount of common foundational material within the early phases of these programs. Dental schools have attempted to identify and present this common material within the context of an organized shared set of courses/seminars where residents from each advanced education program are scheduled simultaneously. However, there have been problems with the implementation of a shared core curricula including the following: 1) dissimilar educational backgrounds/abilities among residents; 2) relevance of material to all residents; 3) lack of central management; 4) scheduling conflicts; and 5) lack of adequate and consistent program evaluation. In an attempt to resolve these problems, a new comprehensive graduate core curriculum was implemented at the Marquette University School of Dentistry in 2000. This core curriculum was designed to 1) be user-friendly; 2) allow flexibility; 3) meet specific programmatic/accreditation needs for each advanced education program; and 4) provide assessment tools for continuous resident feedback and curriculum improvement. Assessment data obtained from residents, faculty, and program directors indicate that this approach has been successful and has transformed graduate education at Marquette. Thus, this model may prove useful for other institutions seeking to refine or develop graduate core curricula.

Changing the Course of Geriatrics Education: An Evaluation of the First Cohort of Reynolds Geriatrics Education Programs

PubMed Central

Reuben, David B.; Bachrach, Peter S.; McCreath, Heather; Simpson, Deborah; Bragg, Elizabeth J.; Warshaw, Gregg A.; Snyder, Rani; Frank, Janet C.

2013-01-01

Background/Purpose To describe geriatric training initiatives implemented as a result of Reynolds Foundation grants awarded in 2001 (and concluding in 2005) and evaluate the resulting structure, process, and outcome changes Methods Cross-sectional survey of program directors at 10 academic institutions augmented by review of reports and secondary analyses of existing databases to identify structural and process measures of curriculum implementation, participation rates, and students’ responses to Association of American Medical Colleges Medical School Graduation Questionnaires about geriatrics training. Results All 10 institutions reported structural changes including newly developed or revised geriatric rotations or courses for their trainees. Most used online internet educational materials, sent students to new training venues, incorporated geriatric case discussions, implemented standardized patients, and utilized digital media. On average, each institution trained over 1,000 medical students, 500 residents, 100 faculty, and 700 non-faculty community physicians during the award period. Reynolds institutions also provided geriatrics training across 22 non-primary care disciplines. Eight schools implemented formal faculty development programs. By 2005, students at Reynolds-supported schools reported higher levels of geriatrics/gerontology education and more exposure to expert geriatric care by the attending faculty compared to students at non-Reynolds schools. Innovations and products were disseminated via journal publications, conference presentations, and POGOe (Portal of Geriatric Online Education). Conclusions The investment of extramural and institutional funds in geriatrics education has substantially influenced undergraduate, graduate, and practicing physician education at Reynolds-supported schools. The full impact of these programs on care of older persons will not be known until these trainees enter practice and educational careers. PMID:19704195

Youth Social Action Trials: Youth United. Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Gorard, Stephen; See, Beng Huat; Siddiqui, Nadia; Smith, Emma; White, Patrick

2016-01-01

The intervention evaluated here is one of two "youth social action" projects jointly funded by the Education Endowment Foundation, the U.K. Cabinet Office, the Pears Foundation and the Stone Family Foundation. It was delivered by the Youth United Foundation (YUF) and involved uniformed youth organisations being established in schools in…

Medical education resources initiative for teens program in baltimore: A model pipeline program built on four pillars.

PubMed

Mains, Tyler E; Wilcox, Mark V; Wright, Scott M

2016-01-01

Less than 6% of U.S. medical school applicants are African-American. The lack of diversity among physicians, by race as well as other measures, confers a negative impact on the American healthcare system because underrepresented minority (URM) physicians are more likely to practice in underserved communities and deliver more equitable, culturally competent care. MERIT (Medical Education Resources Initiative for Teens) is a nonprofit organization based in Baltimore, Maryland, USA. MERIT prepares URM high school students for health careers by providing a holistic support system for seven consecutive years. The program model, which utilizes weekly Saturday sessions, summer internships, and longitudinal mentoring, is built on four foundational pillars: (1) Ignite the Fire, (2) Illuminate the Path, (3) Create the Toolkit, and (4) Sustain the Desire. Since 2011, MERIT has supported 51 students in the Baltimore City Public School System. For the past two years, 100% (n = 14) of MERIT seniors enrolled in universities, compared to only 20.2% of Baltimore City students overall. While it is too early to know whether MERIT alumni will realize their goals of becoming healthcare professionals, they are currently excelling in universities and over 75% (n = 17) are still planning to pursue graduate degrees in health-related fields. After piloting an effective program model, MERIT now has three key priorities moving forward: (1) Creating a sustainable and thriving organization, (2) increasing the number of scholars the program supports in Baltimore, and (3) expanding MERIT to other cities.

Outcomes of a scientific nonformal educational initiative for youth in Rio de Janeiro

NASA Astrophysics Data System (ADS)

Cabral Félix de Sousa, Isabela

2013-03-01

The aim of this research is to understand how former students view their professional and academic paths after taking part in a specific scientific nonformal educational initiative during high school. This program is called Vocational Scientific Program (Provoc) and is carried out in the Oswald Cruz Foundation (Fiocruz), Rio de Janeiro, Brazil. This institution has for over 100 years played a pioneer role in public health research in the country. This institution has many graduate programs and a high school dedicated to training students in health issues. Provoc was originated in this school and has been part of it for the last 25 years. Since its beginning, this program has been characterized by a significant predominance of women which relates to the female predominance of professionals in this institution working in the traditional areas of Fiocruz, which are Biology, Medicine, Public Health, Humanities and Social Sciences. This study was qualitative in nature and involved observations and 34 individual interviews, which followed a semi structured questionnaire, designed for this research. The results indicate that the majority of participants see their program participation experiences as an asset in their academic and professional careers. Many describe feeling empowered by presenting their work in seminars and a few by writing a research article. Many former students also testified to the establishment of social long lasting relationships in the research work environment. And finally, the interviews reveal a few moments and the factors involved in the selection of a profession by youth.

The Young Engineers and Scientists Mentorship Program

NASA Astrophysics Data System (ADS)

Boice, D. C.; Lin, C.; Clarac, T.

2004-12-01

The Young Engineers and Scientists (YES) Program is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA). It provides talented high school juniors and seniors a bridge between classroom instruction and real-world, research experiences in physical sciences (including space science and astronomy) and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. YES has been highly successful during the past 12 years. All YES graduates have entered college, several have worked for SwRI, and three scientific publications have resulted. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. We acknowledge funding from local charitable foundations and the NASA E/PO program.

Helping Scientists Become Effective Partners in Education and Outreach

NASA Astrophysics Data System (ADS)

Laursen, Sandra L.; Smith, Lesley K.

2009-01-01

How does a scientist find herself standing before a group of lively third-graders? She may be personally motivated-seeking to improve public understanding of scientific issues and the nature of science, or to see her own children receive a good science education-or perhaps she simply enjoys this kind of work [Andrews et al., 2005; Kim and Fortner, 2008]. In addition to internal motivating factors, federal funding agencies have begun to encourage scientists to participate in education and outreach (E/O) related to their research, through NASA program requirements for such activities (see ``Implementing the Office of Space Science Education/Public Outreach Strategy,'' at http://spacescience.nasa.gov/admin/pubs/edu/imp_plan.htm) and the U.S. National Science Foundation's increased emphasis on ``broader impacts'' in merit review of research proposals (see http://www.nsf.gov/pubs/2003/nsf032/bicexamples.pdf). Universities, laboratories, and large collaboratives have responded by developing E/O programs that include interaction between students, teachers, and the public in schools; after-school and summer programs; and work through science centers, planetaria, aquaria, and museums.

Nursing Students' Use of Electronic and Social Media: Law, Ethics, and E-Professionalism.

PubMed

Westrick, Susan J

2016-01-01

This article discusses the promotion of professionalism in nursing students with regard to the use of electronic and social media. Misuse of social media can lead to disciplinary actions and program dismissal for students and to legal actions and lawsuits for nursing programs. Programs are concemed about breaches of patient confidentiality and release of private or inappropriate information that jeopardizes clinical placements and relationships. The American Nurses Association Code of Ethics and National Council of State Boards of Nursing social media guidelines provide a foundation for promoting e-professionalism in students. Recent law cases involving students who were dismissed from nursing programs due to social media misuse are analyzed. Schools need policies that clearly establish expectations and the consequences of misuse of social media platforms. Lessons learned from the legal cases presented provide further guidance for both nursing students and nursing programs.

Henry Carmichael [1796 to 1862]: Australia's Pioneer Adult Educator

ERIC Educational Resources Information Center

Morris, Roger K.

2016-01-01

This paper outlines the important role that Henry Carmichael played in the foundation of adult education in Australia. He was the driving force in the foundation and early success of the Sydney Mechanics' School of Arts. He also played a very significant role in the establishment of public schooling. His wide interest in educational thought is…

Leader Voices: Principals Reflect on the Evolution of Their Leadership

ERIC Educational Resources Information Center

Marcellus, Angela; Flores, Matt; Craig, Anthony

2012-01-01

More than a decade of school leadership research from The Wallace Foundation highlights not only the critical role of the principal but also the practices that effective school leaders undertake. A recent brief (The Wallace Foundation, 2011) distills these practices into five key functions: (1) Shape a vision of academic success for all students;…

The Foundations of Learning Framework: A Model for School Readiness

ERIC Educational Resources Information Center

Sorrels, Barbara

2012-01-01

Since the National Education Goals Panel was convened in 1991, school readiness for all children has remained a high priority across our nation. The Foundations of Learning Framework is a tool to understand what it means for a child to be "ready." Preparation for educational success requires two key ingredients--relationships and play. In the…

"Foundations for Literacy": An Early Literacy Intervention for Deaf and Hard-of-Hearing Children

ERIC Educational Resources Information Center

Lederberg, Amy R.; Miller, Elizabeth M.; Easterbrooks, Susan R.; Connor, Carol McDonald

2014-01-01

The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented "Foundations for Literacy" with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used…

Broadening Educational Horizons: The National Science Foundation GK-12 Teaching Fellowship Program at the University of Maine, Orono, ME, USA.

NASA Astrophysics Data System (ADS)

Wilson, K. R.; Kelley, J. T.

2005-12-01

The future of meaningful scientific research in the United States depends heavily upon the quality of the science and mathematics education received by students in our grade K-12 education system. The National Science Foundation's GK-12 Teaching Fellowship Program provides opportunities for scientific enrichment for students and their teachers at the K-12 level. Currently in its fifth year at the University of Maine, Orono, the program is one of over 100 such programs in the country. Last year, the program was honored by the New England Board of Higher Education with a Regional Award for Excellence in Project Achievement. The program has three broad goals: to enrich the scientific education of students by providing equipment, role models, and expertise that they may not otherwise be exposed; to provide professional development for teachers through curriculum enrichment and participation at scientific conferences; and to improve the teaching and communication skills of fellows. Fellows represent a broad spectrum of research interests at the University of Maine, including Biology, Chemistry, Engineering, Forestry, Geological Sciences, and Marine Science. This past year, 13 graduate students and 1 undergraduate student worked with 52 teachers and 2300 students in 26 schools across the state of Maine. The benefits of this program are tangible and substantial. New awareness of the innovative ways that K-12 and University education systems can work together to promote hands-on science and the scientific method, is one of the major contributions of the NSF GK-12 Teaching Fellowship Program.

Broadening Pathways to Geosciences with an Integrated Program at The University of Michigan

NASA Astrophysics Data System (ADS)

Dick, G.; Munson, J.

2017-12-01

Low participation of under-represented minorities (URM) in the geosciences is an acute issue at the University of Michigan (U-M), where the number of undergraduate URM students majoring in the Department of Earth and Environmental Sciences (EES) is typically 5% of total majors. The goal of our project is to substantially increase the number and success rate of underrepresented minorities majoring in EES at U-M. We are pursuing this goal with five primary objectives: (i) inspire and recruit high schools seniors to pursue geoscience at U-M, especially through hands-on experiences including field trips; (ii) establish infrastructure to support students interested in geosciences through the critical juncture between high school and college; (iii) increase the number of URM students transferring from community college; (iv) develop student interest in geosciences through research and field experiences; (v) expose students to career opportunities in the geosciences. To accomplish these objectives we are leveraging existing programs, including Earth Camp, Foundations for Undergraduate Teaching: Uniting Research and Education (FUTURE), M-Sci, and college academic advisors. Throughout our interactions with students from high-school through college, we expose them to career opportunities in the geosciences, including private industry, academia, and government agencies. Evaluation of the program revealed three main conclusions: (i) the program increased student interest in pursuing an earth science degree; (ii) participating students showed a marked increase in awareness about the various opportunities that are available with an earth science degree including pathways to graduate school and earth science careers; (iii) field trips were the most effective route for achieving outcomes (i) and (ii).

Risk Factors of Voice Disorders and Impact of Vocal Hygiene Awareness Program Among Teachers in Public Schools in Egypt.

PubMed

Bolbol, Sarah A; Zalat, Marwa M; Hammam, Rehab A M; Elnakeb, Nasser L

2017-03-01

Even though many studies have explored the problem of voice disorders among teachers worldwide, this problem is still not adequately studied in Egypt. The following study was conducted to investigate the risk factors of voice disorders among an Egyptian sample of school teachers, to measure the effect of a vocal hygiene awareness program on them, and to investigate their vocal cord lesions. One hundred fifty-six teachers working in public schools and 180 administrative workers in the Faculty of Medicine in the same city participated in this study. They completed a self-administered questionnaire investigating voice disorders, and were subjected to a voice awareness program and a clinical examination. Voice-related symptoms and Voice Handicap Index were statistically significantly higher among teachers compared with the control subjects. Work duration and high frequency of classes per week of ≥15 were the most statistically significant indicators influencing a teacher's voice. Three months after application of vocal hygiene awareness program, the teachers who were studied showed a statistically significant increase in their awareness about vocal hygiene tips. Egyptian teachers working in public schools are dealing with classes that include a great number of students per class. They also have to deal with unprofessional facilities and limited assisting resources. Therefore, they are highly exposed to the risk of voice-related disorders. Increasing awareness about healthy behavior with the voice in their occupations will help in improving their quality of work and in minimizing any permanent impairments and/or disability. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

New Careers in Nursing: An Effective Model for Increasing Nursing Workforce Diversity.

PubMed

Craft-Blacksheare, Melva

2018-03-01

The Robert Wood Johnson Foundation and the American Association of Colleges of Nursing developed the New Careers in Nursing (NCIN) program to address the nursing shortage, increase workforce diversity, and raise the profession's educational level. The program provided scholarships to second-degree underrepresented or economically disadvantaged (UED) students attending an accelerated nursing program to earn a Bachelor of Science in Nursing degree. A midwestern university received three academic-year cycles of NCIN funding. The program's model, resources, and functioning are described. The NCIN provided exceptional financial and program support that received high marks from participants. During the three award cycles, 20 UED scholars graduated with a Bachelor of Science in Nursing degree. Nineteen of the 20 scholars passed the NCLEX-RN on the first attempt. While the NCIN program has ended, nursing school administrators and faculty wishing to promote UED student success should consider using the program's model and resources as the basis for their own program. [J Nurs Educ. 2018;57(3):178-183.]. Copyright 2018, SLACK Incorporated.

Young Engineers and Scientists (YES) 2009 - Engaging Students and Teachers in Space Research

NASA Astrophysics Data System (ADS)

Boice, D. C.; Reiff, P. H.

2009-12-01

During the past 17 years, Young Engineers and Scientists (YES) has been a community partnership between local high schools in San Antonio, Texas (USA), and Southwest Research Institute (SwRI). The goals of YES are to increase the number of high school students, especially those from underrepresented groups, seeking careers in science and engineering, to enhance their success in entering the college and major of their choice, and to promote teacher development in STEM fields. This is accomplished by allowing students and teachers to interact on a continuing basis with role models at SwRI in real-world research experiences in physical sciences (including space science), information sciences, and a variety of engineering fields. A total of 218 students have completed YES or are currently enrolled. Of these students, 37% are females and 56% are ethnic minorities, reflecting the local ethnic diversity, and 67% represent underserved groups. Presently, there are 20 students and 3 teachers enrolled in the YES 2009/2010 Program. YES consists of an intensive three-week summer workshop held at SwRI where students and teachers experience the research environment and a collegial mentorship where they complete individual research projects under the guidance of SwRI mentors during the academic year. At the end of the school year, students publicly present and display their work, spreading career awareness to other students and teachers. Teachers participate in an in-service workshop to share classroom materials and spread awareness of space-related research. YES students develop a website (yesserver.space.swri.edu) for topics in space science (this year was NASA's MMS Mission) and high school science teachers develop space-related lessons for classroom presentation. Partnerships between research institutes, local high schools, and community foundations, like the YES Program, can positively affect students’ preparation for STEM careers via real-world research experiences with mentorship teams consisting of professional staff and qualified teachers. Acknowledgements. We acknowledge support from the NASA MMS Mission, Texas Space Grant Consortium, SwRI, and local charitable foundations.

Glaucoma Symptoms

MedlinePlus

... Alzheimer’s Disease Research Program Macular Degeneration Research Program National Glaucoma Research Program Molecular Neurodegeneration ... Foundation BrightFocus Foundation 22512 Gateway Center Drive Clarksburg, MD ...

GE STEM Teacher's Conference

NASA Image and Video Library

2017-07-13

Teachers prepare to demonstrate the projects they built for the Rocketry Engineering Design Challenge during the 2017 GE Foundation High School STEM Integration Conference at the Center for Space Education at NASA's Kennedy Space Center. High school teachers from across the country took part in the week-long conference, which is designed to explore effective ways for teachers, schools and districts from across the country to integrate STEM throughout the curriculum. The conference is a partnership between GE Foundation and the National Science Teachers Association.

Lab-in-a-box @ school: Exiting hands-on experiments in soft matter physics

NASA Astrophysics Data System (ADS)

Jacobs, Karin; Brinkmann, Martin; Müller, Frank

2015-03-01

Soft materials like liquids and polymers are part of everyday life, yet at school, this topic is rarely touched. Within the priority program SPP 1064 'Nano- and Microfluidics' of the German Science Foundation, we designed an outreach project that allows pupils (age 14 to 18) to perform hands-on experiments (www.labinabox.de). The experiments allow them e.g. to feel viscosity and viscoelasticity, experience surface tension or see structure formation. We call the modus operandi 'subjective experiments' to contrast them with the scientifically objective experiments, which pupils often describe as being boring. Over a dozen different experiments under the topic 'physics of fluids' are collected in a big box that travels to the school. Three other topics of boxes are available, 'physics of light, 'physics of liquid crystals', and 'physics of adhesion and friction'. Each experiment can be performed by 1-3 pupils within 10 - 20 min. That way, each scholar can perform 6 to 8 different small experiments within one topic. 'Subjective experiments' especially catch the attention of girls without disadvantaging boys. Both are fascinated by the hands-on physics experience and are therefore eager to perform also 'boring' objective experiments. Morover, before/after polls reveal that their interest in physics has greatly advanced. The project can easily be taken over and/or adapted to other topics in the natural sciences. Financial support of the German Science Foundation DFG is acknowledged.