Sample records for k-12 professional development

  1. The University Scientist's Role in Promoting Collaborative K-12 Professional Development

    NASA Astrophysics Data System (ADS)

    Schuster, D.; Brown, L. L.; Carlsen, W. S.

    2004-12-01

    Comprehensive K-12 science teacher professional development is dependent upon the successful interaction between the university and K-12 communities (National Research Council, 2001), which can be realized through partnerships between university scientists and K-12 science teachers. This paper will identify some best practices of university scientists in the professional development of science teachers, first by citing the professional development and science education literature (Loucks-Horsley, Hewson, Love, & Stiles, 1998; National Research Council, 1996a, 1996b), and then by highlighting how these best practices were actualized in summer workshops for science educators offered at Penn State. Each summer the Pennsylvania Space Grant Consortium supports seven one-week courses for secondary science teachers taught by university scientists from disciplines representative of NASA's research interests. Approximately 100 teachers enroll in these two-credit, graduate-level workshops from a variety of locations and contexts throughout the United States. These summer courses share a number of important features (duration, general format, teacher recruitment and admission, location, number of participants, etc.), making them a unique dataset for comparative research on science teacher professional development. By recognizing the role of university scientists relating to both practice and standards of professional development, we identify areas in which teachers could be empowered to lead and, alternatively, where scientists and administrators should improve and continue to direct-- both supporting a culture of collaboration that builds K-12 science teacher capacity (Fullan, 2001, 2003; Hawley & Valli, 1999). In our observations and analysis of the evaluations, three best practices, as defined by the literature, appeared to distinguish the exceptional workshops: First, teachers give high marks and make affirmative comments about workshops with clearly presented curricular

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

    NASA Astrophysics Data System (ADS)

    Borders, Kareen; Mendez, B. M.

    2010-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Spencer, Daniel

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

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

    NASA Astrophysics Data System (ADS)

    Charity Hudley, Anne H.; Mallinson, Christine

    2017-09-01

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

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

    NASA Astrophysics Data System (ADS)

    Bertram, K. B.

    2011-12-01

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

  6. The Effect of Professional Development on Teacher Attitudes toward Online Learning in K-12 Education

    ERIC Educational Resources Information Center

    Savakinas, Christy A.

    2012-01-01

    The purpose of this study was to examine how teacher attitudes toward online learning in K-12 education vary before, during, and after participation in a professional development program focused on ePedagogy and online course development. The study also examined which Key Design Factors, as identified by Wells (2007), influence teachers'…

  7. Sustaining K-12 professional development in geology: Recurrent participation in Rockcamp

    USGS Publications Warehouse

    Repine, T.E.; Hemler, D.A.; Behling, R.E.

    2004-01-01

    A reconnaissance study of the geology professional development program known as RockCamp was initiated to examine the sustained, or recurrent, participation of K-12 science teachers. Open-ended interviews, concept mapping, and creative writing assignments were used to explore the perceptions of six teachers possessing an exceptional record of participation. Efficacy, fun, right time of life, and support emerged as unanimous reasons for recurrent participation. Content, friendship, and methodology were very important. College credit was not critical. These teachers' perceptions suggest their sustained involvement in the RockCamp Program is stimulated by situated learning experiences stressing a compare, contrast, connect, and construct pedagogy within a supportive learning community.

  8. "It's Worth Our Time": A Model of Culturally and Linguistically Supportive Professional Development for K-12 STEM Educators

    ERIC Educational Resources Information Center

    Hudley, Anne H. Charity; Mallinson, Christine

    2017-01-01

    Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural…

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

    NASA Astrophysics Data System (ADS)

    Bennett, K.

    2012-12-01

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

  10. Offering a Geoscience Professional Development Program to Promote Science Education and Provide Hands-on Experiences for K-12 Science Educators

    ERIC Educational Resources Information Center

    Fakayode, Sayo O.; Pollard, David A.; Snipes, Vincent T.; Atkinson, Alvin

    2014-01-01

    Development of an effective strategy for promoting science education and professional development of K-12 science educators is a national priority to strengthen the quality of science, technology, engineering, and mathematics (STEM) education. This article reports the outcomes of a Geoscience Professional Development Program (GPDP) workshop…

  11. #TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers

    ERIC Educational Resources Information Center

    Visser, Ryan D.; Evering, Lea Calvert; Barrett, David E.

    2014-01-01

    This mixed-methods study explores how K-12 teachers use Twitter. An online survey was disseminated via Twitter to gauge their usage of, access to, and perceptions of Twitter. The results indicated that teachers highly value Twitter as a means of self-directed professional development. Respondents who reported using Twitter multiple times a day…

  12. CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

    NASA Astrophysics Data System (ADS)

    Hickman, Paul

    2002-04-01

    It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

  13. Engaging Scientists in K-12 Professional Development and Curriculum Development in the Context of Alaska's Large Marine Ecosystems

    NASA Astrophysics Data System (ADS)

    Sigman, M.; Anderson, A.; Deans, N. L.; Dublin, R.; Dugan, D.; Matsumoto, G. I.; Warburton, J.

    2012-12-01

    Alaska marine ecosystem-based professional development workshops have proven to be a robust context for engaging scientists from a variety of disciplines in overcoming barriers to communication and collaboration among scientists and educators. Scientists came away from scientist-teacher workshops with effective K-12 outreach strategies as well as a deeper understanding about how to contribute meaningfully to K-12 education. The establishment of the Alaskan Center for Ocean Sciences Education Excellence (COSEE-AK) in 2009 was the catalyst for a series of professional development workshops related to the North Pacific Research Board's (NPRB) marine focus areas (Bering Sea/Aleutian Islands, Gulf of Alaska, and Arctic Ocean) for Integrated Ecosystem Research Programs (IERPs). During 2010-2012, COSEE-AK and NPRB partnered with the Arctic Research Consortium of the U.S. (ARCUS), the Alaska Ocean Observing System (AOOS), and the Monterey Bay Aquarium Research Institute (MBARI) to support a five-day professional development workshop focused on each ecosystem. The workshops brought together three types of participants: 1) Alaska-focused marine ecosystem scientists; 2) rural Alaskan teachers living within each ecosystem; and 3) teachers from outside Alaska who had research experiences with scientists in the ecosystem. Over the course of the workshops, we developed a workshop model with four objectives: 1) to increase the science content knowledge of educators and their ability to teach ecosystem science; 2) to provide the scientists an opportunity to have broader impacts from their research on educators and Alaska Native and rural students; 3) to increase the knowledge and skills of educator and scientist participants to provide effective learning experiences for K-12 students; and 4) to facilitate the collaborative development of lesson plans. A total of 28 scientists and 41 educators participated in the three workshops. The success of the workshop for the educators was

  14. The Effect of Participation in Professional Development on Perceived Change in Teaching Practice by Minnesota K-12 Physical Education Teachers

    ERIC Educational Resources Information Center

    Sertich, Sally Krause

    2013-01-01

    This study used a conceptual framework of professional development theory to identify characteristics of effective learning activities specific to 259 Minnesota K-12 public school physical education and developmental adapted physical education (PE/DAPE) teachers during 2012-2013. Study results confirmed that as PE/DAPE teacher participation in…

  15. Studying Teachers' Degree of Classroom Implementation, Teachers' Implementation Practices, and Students' Learning as Outcomes of K-12 STEM Professional Development

    ERIC Educational Resources Information Center

    Lin, Peiyi

    2013-01-01

    With a growing demand for an enhanced K-12 education for strengthening students' conceptual learning, interest, and career awareness in science, technology, engineering, and mathematics, teacher professional development projects have been viewed as an efficient approach. However, a variety of external and teacher factors may prevent such projects…

  16. Professional development and teacher impacts: The NSF GK-12 experience

    NASA Astrophysics Data System (ADS)

    Camasta, Susan Fullett

    Professional development is a central piece in the continuing education of teachers. The purpose of this study was to examine professional development for teachers, in particular, the impact of one program that has the potential to positively influence educators as their careers evolve. Twenty-seven teachers who served as participants in the National Science Foundation (NSF) Graduate STEM (science, technology, engineering and mathematics) Fellows in K-12 Education Program (GK-12) volunteered to be interviewed about their experiences as teacher partners with graduate student Fellows who were considered experts in their content area and research methods. The teachers taught 1st through 12th grades in 22 different schools, and represented nine GK-12 programs in six states. The data collected in this qualitative study indicate enduring impacts on teachers and those included: affective impacts, as well as impacts on their practice, their colleagues and their professional involvement. In addition, Fellow and student impacts were reported. The teacher reports indicate that the design and goals of the GK-12 program---which is meant to impact graduate student Fellows, teachers and students---are consistent with the literature on best-practice professional development including facilitating teacher change. Thus, this program can serve as a model for designing effective professional development. A limitation of this study is that most of the data collected were from teacher reports.

  17. K-12 Teacher Participation in Online Professional Development

    ERIC Educational Resources Information Center

    McNamara, Catherine Louise

    2010-01-01

    Effectiveness in education is a national concern and reform efforts continue to be championed with the hope of stimulating improvement to more effectively meet the needs of all students. Many reform efforts include a focus on teacher professional development to strengthen teacher pedagogy and positively impact student achievement. Rapid expansion…

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

    ERIC Educational Resources Information Center

    Bakke, Christine K.

    2013-01-01

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

  19. Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

    NASA Astrophysics Data System (ADS)

    Tucker, Deborah L.

    Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction

  20. NASA Education Activity Training (NEAT): Professional Development for Montana K-12 Teachers

    NASA Astrophysics Data System (ADS)

    Williamson, Kathryn; McKenzie, D.; Des Jardins, A.; Key, J.; Kanode, C.; Willoughby, S.

    2012-05-01

    Piloted during the 2011-2012 academic year, the NASA Education Activity Training (NEAT) teacher workshop program has introduced five solar astronomy and space weather activities to over forty Montana K-12 teachers. Because many Montana schools are geographically isolated (40% of Montana students live more than 50 miles from a city) and/or serve traditionally underrepresented groups (primarily Native Americans), professional development for teachers can be costly and time consuming. However, with funding shared by the Atmospheric Imaging Assembly EPO team and the Montana Space Grant Consortium, graduate student specialists are able to host the two-hour NEAT workshops on-site at the schools free of charge, and participating teachers earn two continuing education credits. Leveraging the existing catalogue of research-based NASA activities, the featured NEAT activities were chosen for their ease-of-use and applicability to Montana science standards. These include three advanced activities for older students, such as a paper plate activity for the June 5th, 2012 Transit of Venus, Kinesthetic Astronomy, and the Herschel Infrared experiment, along with two simpler activities for the younger students, such as Solar Cookies and the Electromagnetic War card game. Feedback surveys show that NEAT workshop participants were interested and engaged in the activities and planned on using the activities in their classrooms. With such positive responses, the NEAT program has been a huge success and can serve as a model for other institutions looking to increase their space public outreach and education.

  1. An Investigation of the Factors That Motivate K-12 Christian School Teachers to Participate in Professional Development and the Relationship to Job Satisfaction and Retention

    ERIC Educational Resources Information Center

    Bailey, Bonita Wingfield

    2013-01-01

    This study was conducted to advance knowledge by examining the reasons that motivate teachers to participate in professional development and the relationship to teacher job satisfaction and retention in Christian-based K-12 Association of Christian Schools International (ACSI) member schools. The study contributes to the literature in the field…

  2. Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

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

    Anne Seifert; Louis Nadelson

    2011-06-01

    Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivationmore » for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a Materials World

  3. Professional Development Initiative. Proposal for Action

    ERIC Educational Resources Information Center

    Center for Child and Family Policy, Duke University (NJ1), 2004

    2004-01-01

    With the support of the Education Cabinet, the Z. Smith Reynolds Foundation launched the Professional Development Initiative in early 2004. The Initiative's Implementation Work Group focused on four key areas to enhance North Carolina's system of professional development for K-12 teachers. Those areas were: (1) Professional Development Online…

  4. The Effective Research-Based Characteristics of Professional Development of the National Science Foundation's GK-12 Program

    ERIC Educational Resources Information Center

    Cormas, Peter C.; Barufaldi, James P.

    2011-01-01

    This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National Science Foundation's GK-12 Program--a program which partners institutions of higher education with local school districts and places science, technology, engineering, and mathematics graduates in the K-12 classroom with…

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

    NASA Astrophysics Data System (ADS)

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

    2017-06-01

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

  6. Online Professional Development for K-12 Educators: Benefits for School Districts with Applications for Community College Faculty Professional Development

    ERIC Educational Resources Information Center

    Fenton, Celeste; Watkins, Brenda Ward

    2007-01-01

    Hillsborough Community College's IT3-Professional Development Services makes available to educators in the school district of Hillsborough County a series of online courses focused on professional development. The program boasts a retention rate exceeding 78%, with over 500 educators served. The program is self funded and pays for itself and an…

  7. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy

    ERIC Educational Resources Information Center

    Zintgraff, Alfred Clifton

    2016-01-01

    This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist…

  8. 3-D Teaching of Climate Change: An innovative professional learning model for K-12 teachers

    NASA Astrophysics Data System (ADS)

    Stapleton, M.; Wolfson, J.; Sezen-Barrie, A.

    2017-12-01

    In spite of the presumed controversy over the evidence for climate change, the recently released Next Generation Science Standards (NGSS) for K-12 include a focus on climate literacy and explicitly use the term `climate change.' In addition to the increased focus on climate change, the NGSS are also built upon a new three dimensional framework for teaching and learning science. Three dimensional learning has students engaging in scientific and engineering practices (Dimension 1), while using crosscutting concepts (Dimension 2) to explore and explain natural phenomena using disciplinary core ideas (Dimension 3). The adoption of these new standards in many states across the nation has created a critical need for on-going professional learning as in-service science educators begin to implement both climate change instruction and three dimensional teaching and learning in their classrooms. In response to this need, we developed an innovative professional learning model for preparing teachers to effectively integrate climate change into their new curriculum and engage students in three dimensional learning. Our professional learning model utilized ideas that have emerged from recent science education research and include: a) formative assessment probes for three dimensional learning that monitor students' progress; b) collaboration with scientists with expertise in climate science to understand the domain specific ways of doing science; and c) development of a community of practice for in-service teachers to provide feedback to each other on their implementation. In this poster presentation, we will provide details on the development of this professional learning model and discuss the affordances and challenges of implementing this type of professional learning experience.

  9. Mastering the Blend: A Professional Development Program for K-12 Teachers

    ERIC Educational Resources Information Center

    Moore, Michelle; Robinson, Heather A.; Sheffield, Anneliese; Phillips, Alana S.

    2017-01-01

    Blended learning is an instructional approach meant to enhance students' learning experiences by merging and deliberately integrating online technology into a face-to-face learning environment. With the increase in online instruction and blended learning comes the need for quality professional development programs that foster learning and…

  10. Georgia's Pre-K Professional Development Evaluation: Technical Appendix. Publication #2015-02B

    ERIC Educational Resources Information Center

    Early, Diane M.; Pan, Yi; Maxwell, Kelly L.

    2014-01-01

    The primary purpose of the accompanying final study was to evaluate the impact of two professional development models on teacher-child interactions in Georgia's Pre-K classrooms. Teachers were randomly selected to participate and were randomly assigned to one of the professional development conditions or to a control group. Because of this…

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

    ERIC Educational Resources Information Center

    Johnson, Marcus Lee; Bungum, Timothy

    2013-01-01

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

  12. Practical Application of Research in Science Education (PARSE) -- A New Collaboration for K-12 Science Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Zwicker, Andrew; Lopez, Jose; Clayton, James

    2008-11-01

    A new collaboration between PPPL, St. Peter's College, the Liberty Science Center, and the Jersey City Public School District was formed in order to create a unique K-12 teacher professional development program. St. Peter's College, located in Jersey City, NJ, is a liberal arts college in an urban setting. The Liberty Science Center (LSC) is the largest education resource in the New Jersey-New York City region. The Jersey City School District has 28,000 students of which approximately 90% are from populations traditionally under-represented in science. The new program is centered upon topics surrounding energy and the environment. In the first year, beginning in 2009, 15-20 teachers will participate in a pilot course that includes hands-on research at PPPL and St. Peter's, the creation of new curricular materials, and pedagogical techniques. Scientists, master teachers, and education professors will teach the course. In subsequent years, the number of participants will be significantly expanded and the curricular material disseminated to other school districts. In addition, an outside evaluator will measure the educational outcome throughout the project.

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

    NASA Astrophysics Data System (ADS)

    Robertson, Amy D.; Daane, Abigail R.

    2017-12-01

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

  14. Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development

    NASA Astrophysics Data System (ADS)

    Cullen, Theresa A.; Akerson, Valarie L.; Hanson, Deborah L.

    2010-12-01

    Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may not approach it as research. This paper presents a reflective discussion of how and when a professional development team used an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature of Science (NOS) teaching strategies in their classrooms. The team encouraged community development and provided “just in time” supports to scaffold the steps of the action research process for teachers. The discussion includes concerns they addressed and issues related to management and support of the professional development model. Evaluation results are shared to suggest how this approach can be improved in the future.

  15. Technology-Based Professional Development for Teaching and Learning in K-12 Classrooms

    ERIC Educational Resources Information Center

    Byrd, Nijia

    2017-01-01

    In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore teachers' experiences and perceptions of…

  16. Enhancing the Impact of Evidence-Based Publications on K-12 ESL Teacher Practices

    ERIC Educational Resources Information Center

    Abbott, Marilyn L.; Lee, Kent; Rossiter, Marian J.

    2017-01-01

    The reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related…

  17. Professional Development for Teachers of English Language Learners: Discursive Norms, Learning Processes, and Professional Communities

    ERIC Educational Resources Information Center

    Molle, Daniella

    2010-01-01

    The lack of empirical scholarship on professional development initiatives for teachers of English language learners (ELLs) in US schools has been repeatedly documented in educational research. The present dissertation project examines a professional development course specifically designed for K-12 teachers of ELLs. The course aims to foster the…

  18. K-4 Keepers Collection: A Service Learning Teacher Professional Development Program

    NASA Astrophysics Data System (ADS)

    Schwerin, T. G.; Blaney, L.; Myers, R. J.

    2011-12-01

    This poster focuses on the K-4 Keepers Collection, a service-learning program developed for the Earth System Science Education Alliance (ESSEA). ESSEA is a NOAA-, NASA- and NSF-supported program of teacher professional development that increases teachers' pedagogical content knowledge of climate-related Earth system science. The ESSEA program -- whether used in formal higher education courses or frequented by individual teachers who look for classroom activities in the environmental sciences -- provides a full suite of activities, lessons and units for teachers' use. The ESSEA network consists of 45 universities and education centers addressing climate and environment issues. K-4 Keepers Collection - ESSEA K-4 module collections focus on five specific themes of content development: spheres, Polar Regions, oceans, climate and service learning. The K-4 Keepers collection provides the opportunity for teachers to explore topics and learning projects promoting stewardship of the Earth's land, water, air and living things. Examination of the impacts of usage and pollution on water, air, land and living things through service-learning projects allows students to become informed stewards. All of the modules include short-term sample projects that either educate or initiate action involving caring for the environment. The K-4 Keepers course requires teachers to develop similar short or long-term projects for implementation in their classrooms. Objectives include: 1. Increase elementary teachers' environmental literacy addressing ocean, coastal, Great Lakes, stewardship, weather and climate science standards and using NOAA and NASA resources. 2. Develop elementary teachers' efficacy in employing service learning projects focused on conserving and preserving Earth's land, air, water and living things. 3. Prepare college faculty to incorporate service learning and environmental literacy into their courses through professional development and modules on the ESSEA website.

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

    ERIC Educational Resources Information Center

    Kimmons, Royce M.

    2014-01-01

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

  20. Facilitating Professional Development for Teachers of English Language Learners

    ERIC Educational Resources Information Center

    Molle, Daniella

    2013-01-01

    The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs).…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  2. Best Practices of Online Professional Development for K-12 Teachers: A Quantitative Study

    ERIC Educational Resources Information Center

    Smirniotis-Giambatista, Cynthia

    2017-01-01

    Online flipped professional development allows direct instruction to take place through an interactive learning setting and allows the face-to-face contact to provide guidance and apply the concept. As technology advances, education needs instruments and tools used for effectively teaching using the enhanced technology to increase student…

  3. 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…

  4. Developing an Environmental Education Program, K-12.

    ERIC Educational Resources Information Center

    Stapp, William B.; Visse, Ellen Vande

    Strategy for developing and implementing an environmental education program in grades K-12 is proposed in this booklet. Its goal is to help students become environmentally educated decision-makers; to understand the importance of relating ecological, economic, social, technological, and political information when working toward the solution of…

  5. Partners in Earth System Science: a Field, Laboratory and Classroom Based Professional Development Program for K-12 Teachers Designed to Build Scientific and Pedagogical Understandings of Teaching Climate Change.

    NASA Astrophysics Data System (ADS)

    Slattery, W.; Lunsford, S.; Diedrick, A.; Crane, C.

    2015-12-01

    The purpose of the Partners in Earth System Science summer and academic year professional development program for Ohio K-12 teachers is to build their understandings of the scientific observations, methods and resources that scientists use when studying past and present climate change. Participants then use these tools to develop inquiry-based activities to teach their K-12 students how the scientific method and data are used to understand the effects of global climate change. The summer portion of the program takes teachers from throughout Ohio to the Duke University Marine Laboratory in Beaufort, North Carolina. There they engage in a physical and biological exploration of the modern and ancient ocean. For example, they collect samples of sediment and test water samples collected from modern coastal environments and connect their findings with evidence of the fauna living in those environments. Then, using observations from the geological record of the Eocene through Pleistocene sediments exposed in eastern North Carolina and inferences from observations made from the modern ocean they seek to answer scientifically testable questions regarding the physical and biological characteristics of the ocean during Cenozoic climate change events. During the academic year participants connect with each other and project faculty online to support the development of inquiry based science activities for their K-12 students. These activities focus on how evidence and observations such as outcrop extent, sediment type and biological assemblages can be used to infer past climates. The activities are taught in participant's classrooms and discussed with other participants in an online discussion space. Assessment of both teachers and K-12 students document significant positive changes in science knowledge, their confidence in being able to do science and a clearer understanding of how oceans are impacted by global climate change.

  6. Professional Development Tools to Enhance the Abilities of Veteran Teachers in Pre-K through Eighth Grades

    ERIC Educational Resources Information Center

    Kuykendall, Salvatrice Domenica

    2017-01-01

    "Professional Development Tools to Enhance the Abilities of Veteran Teachers in Pre-K Through Eighth Grades" examined the variety of professional development tools available to veteran educators. The quasi-experimental study allowed veteran teachers to participate in a pretest survey consisting of questions about teachers' desire for…

  7. Learning about Makerspaces: Professional Development with K-12 Inservice Educators

    ERIC Educational Resources Information Center

    Peterson, Lana; Scharber, Cassandra

    2018-01-01

    Makerspaces are the latest educational movement that may disrupt the "grammar of schooling." Makerspaces may change the ways schools use technology; change the ways schools engage in learning and teaching; and change the forms of learning that count in schools. However, without deliberate professional learning and planning, the glamor of…

  8. Meaningful Professional Development: A Personal Journey

    ERIC Educational Resources Information Center

    Shore, Rebecca Ann

    2012-01-01

    This article shares a personal story of the evolution of professional development in practice in K-12 schools from three states over a 30 year period. The article begins with reference to general subject area life awarded teaching credentials and concludes with the addition of language addressing prekindergarten, specifically the inclusion of…

  9. Institutionalizing Professional Development Schools: Supporting the Principal.

    ERIC Educational Resources Information Center

    Bowen, Gail; Adkison, Judith

    Professional-development schools are collaborations between universities and public schools to improve the nation's teaching force. Prospective teachers are assigned to K-12 schools for formal instruction, planned experiences in classrooms, and mentoring from master teachers. This paper presents findings of a qualitative study that described the…

  10. Flipped Professional Development: An Innovation in Response to Teacher Insights

    ERIC Educational Resources Information Center

    Hardin, Brooke L.; Koppenhaver, David A.

    2016-01-01

    This article reports on a study of K-12 teachers' responses to an innovative flipped professional development series focused on literacy instruction. Thirty-six participants voluntarily enrolled in one or more of three professional development courses. Findings address teacher evaluation of the efficacy of both the structure and the content of the…

  11. Professional Development. The Evaluation Exchange. Volume 11, Number 4, Winter 2005-2006

    ERIC Educational Resources Information Center

    DeDeo, Carrie-Anne, Ed.

    2006-01-01

    This issue hones in on professional development in four key sectors affecting children, youth, and families--K-12 education, early childhood education, child welfare, and youth development. Though these sectors face many of the same professional development challenges, each has its own unique issues, strengths, and goals. The staffing shortage in…

  12. Professional Development Needs of Online Teachers

    ERIC Educational Resources Information Center

    Roy, Mamta; Boboc, Marius

    2016-01-01

    Keeping in mind the rising rate of K-12 enrollment, and the increased demand for online teachers, the need for professional development of online teachers is keenly felt. The skills needed for teaching in face-to-face environments are not always transferable to online settings. There is a pointed change in the way teaching takes place in an online…

  13. Engaging Scientists in NASA Education and Public Outreach: K - 12 Formal Education

    NASA Astrophysics Data System (ADS)

    Bartolone, Lindsay; Smith, D. A.; Eisenhamer, B.; Lawton, B. L.; Universe Professional Development Collaborative, Multiwavelength; NASA Data Collaborative, Use of; SEPOF K-12 Formal Education Working Group; E/PO Community, SMD

    2014-01-01

    The NASA Science Education and Public Outreach Forums support the NASA Science Mission Directorate (SMD) and its education and public outreach (E/PO) community through a coordinated effort to enhance the coherence and efficiency of SMD-funded E/PO programs. The Forums foster collaboration between scientists with content expertise and educators with pedagogy expertise. We present opportunities for the astronomy community to participate in collaborations supporting the NASA SMD efforts in the K - 12 Formal Education community. Members of the K - 12 Formal Education community include classroom educators, homeschool educators, students, and curriculum developers. The Forums’ efforts for the K - 12 Formal Education community include a literature review, appraisal of educators’ needs, coordination of audience-based NASA resources and opportunities, professional development, and support with the Next Generation Science Standards. Learn how to join in our collaborative efforts to support the K - 12 Formal Education community based upon mutual needs and interests.

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

    NASA Astrophysics Data System (ADS)

    Chapman, Susan; Lindbo, David; Robinson, Clay

    2014-05-01

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

  15. STEM and Model-Eliciting Activities: Responsive Professional Development for K-8 Mathematics Coaches

    ERIC Educational Resources Information Center

    Baker, Courtney; Galanti, Terrie; Birkhead, Sara

    2017-01-01

    This research highlights a university-school division collaboration to pilot a professional development framework for integrating STEM in K-8 mathematics classrooms. The university researchers worked with mathematics coaches to construct a realistic and reasonable vision of STEM integration built upon the design principles of model-eliciting…

  16. An Examination of the Factors That Influence the Transfer of Learning among K-12 Educators Participating in Professional Learning Communities

    ERIC Educational Resources Information Center

    McCullum, Charcelor Channing

    2017-01-01

    The purpose of this study was to investigate and identify the factors that either support or inhibit learning transfer among educators within K-12 professional learning communities (PLCs) as well as to obtain a better understanding of how adult education principles relate to teacher learning and job satisfaction within this environment. Although…

  17. Professional Development Settings: More than Time, Place, Activity

    ERIC Educational Resources Information Center

    Rosemary, Catherine A.; Feldman, Naomi

    2009-01-01

    Like authors who create settings as integral components of engaging narratives, thoughtful literacy coaches and other educators who plan and implement professional development consider elements of settings to engage teachers in continuous learning. Many teacher educators, researchers, administrators, literacy coaches, and K-12 teachers understand…

  18. The Viability of Online Education for Professional Development

    ERIC Educational Resources Information Center

    Carr, Vivienne B.

    2010-01-01

    Information technology is influencing continuing education for K-12 administrators and in-service teachers, especially with regard to asynchronous education for professional development. Implementation of instructional technology applications has required a major restructuring of the learning environment. The restructuring has included the use of…

  19. Preservice Teachers' Microblogging: Professional Development via Twitter

    ERIC Educational Resources Information Center

    Carpenter, Jeffrey

    2015-01-01

    Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators' use of the microblogging service Twitter to facilitate professional development appears to be on the rise. Research on microblogging as a part of teacher education is, however, limited. This paper investigates the use of Twitter by preservice…

  20. Scientists Involved in K-12 Education

    NASA Astrophysics Data System (ADS)

    Robigou, V.

    2004-12-01

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

  1. Middle School Educators' Perceptions of Online Professional Development

    ERIC Educational Resources Information Center

    Theodocion, Kelley E.

    2012-01-01

    Numerous researchers have investigated distance education in postsecondary settings, but there is a paucity of research regarding the design and delivery of online professional development for K-12 educators. The goal of this mixed methods sequential exploratory study was to examine attitudes of middle grades educators toward an online…

  2. Fostering Collaboration with Families of Children with Disabilities: Online Professional Development for K-12 Teachers

    ERIC Educational Resources Information Center

    Collier, Margo; Kingsley, Karla V.; Ovitt, Brigid; Lin, Yi-Ling; Romero Benavidez, Juliette

    2017-01-01

    Technology has reshaped conceptions of professional development by increasing access to information, enabling sustained follow-up efforts, and fostering teacher reflection and collaboration. Drawing on theoretical models of parent involvement and an ethic of caring, this study examined the perceptions and attitudes of educators toward…

  3. The USDA and K-12 Partnership: A Model Program for Federal Agencies

    ERIC Educational Resources Information Center

    Scott, Timothy P.; Wilson, Craig; Upchurch, Dan R.; Goldberg, Maria; Bentz, Adrienne

    2011-01-01

    The Future Scientists Program of Texas A&M University and the Agricultural Research Service branch of USDA serves as a model program of effective collaboration between a federal agency and K-12. It demonstrates true partnership that contextualizes learning of science and provides quality professional development, benefiting teachers and their…

  4. The Essence of the Principal's Role in a Professional Development School

    ERIC Educational Resources Information Center

    Tilford, Keith L.

    2007-01-01

    My research study explored how principals make sense of their role in a Professional Development School. Previous research related to Professional Development Schools has focused on teachers and university students, while few empirical studies have been focused on principals and the role they play in K-12 and university partnerships. This…

  5. STEM professional volunteers in K-12 competition programs: Educator practices and impact on pedagogy

    NASA Astrophysics Data System (ADS)

    Zintgraff, Alfred Clifton

    This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist approach sought new knowledge without pursuing generalized results. Review of the literature uncovered extensive anecdotal information about current practices, and suggested that large investments are made in engaging volunteers. One National Science Foundation-sponsored study was identified, and its recommendations for a sustained research agenda were advanced. Three study phases were performed, one to explore practices and operationalize definitions, a second to rate practice's importance and their relation to pedagogy, and a third to seek explanations. Educators preferred recruiting local, meaning recruiting parents and former students, versus from industry or other employers. Most educators preferred volunteers with mentoring skills, and placing them in direct contact with students, versus deploying volunteers to help with behind-the-scenes tasks supporting the educator. Relationships were identified between the highest-rated practices and constructivism in programs. In STEM professional volunteers, educators see affordances, in the same way a classroom tool opens affordances. A model is proposed which shows educators considering practicality, pedagogy, knowledge and skills, and rapport when accessing the affordances opened by STEM professional volunteers. Benefits are maximized when programs align with strong industry clusters in the community.

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

    PubMed Central

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

    2014-01-01

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

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

    PubMed

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

    2014-01-01

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

  8. The Next Generation Science Standards: An Historic Opportunity for K-12 Earth and Space Science Education

    NASA Astrophysics Data System (ADS)

    Johnson, R. M.; Passow, M. J.; Holzer, M. A.; Moore, J.

    2014-12-01

    The Next Generation Science Standards (NGSS) provide an historic opportunity to significantly improve Earth and space science (ESS) education nationally at the K-12 level. The increased emphasis on ESS related topics in the NGSS relative to previous standards provides a real opportunity for ensuring all K-12 students in adopting states learn about the ESS - allowing us to reach many more students than are currently are exposed to our discipline. The new standards are also exciting in that they explicitly couple science and engineering practice, cross-cutting concepts, and disciplinary core ideas in such a way that student must actively demonstrate their understanding through actions rather than through mere regurgitation of memorized responses. Achieving mastery of NGSS Performance Expectations will require practice with higher-order learning skills - with students engaging in the practices of scientists and engineers. Preparing students for this mastery will be a challenging task for teachers, since in many states professional development support is limited at best for the current curriculum - let alone the curricula that will be developed to address the NGSS. As adoption of the NGSS expands across the country, states will be at various levels of implementation of the new standards over the next several years - and there is real concern that teachers must have sufficient professional development to be able to be successful in preparing their students - particularly in view of likely coupled assessments and teacher evaluations. NESTA strongly supports implementation of the NGSS, and the rigorous and compelling ESS education it will engender, when coupled with a strong emphasis nationwide on teacher professional development. For the past two years, the National Earth Science Teachers Association (NESTA) has continued our leadership in K-12 ESS education through workshops, web seminars, events and publications that emphasize implementation of the NGSS in ESS

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

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

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

    2013-02-01

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

  10. Standards Based Design: Teaching K-12 Educators to Build Quality Online Courses

    ERIC Educational Resources Information Center

    Quiroz, René E.; Ritter, Nicola L.; Li, Yun; Newton, Rhonda C.; Palkar, Trupti

    2016-01-01

    The number of online courses, programs, and schools are growing exponentially in K-12 education. Given the unique nature of online courses and the distinct skills necessary to create a quality online course, it is essential that effective professional development be provided for teachers designing online courses. Online courses need to be of the…

  11. Game-Based Learning in Professional Development for Practicing Educators: A Review of the Literature

    ERIC Educational Resources Information Center

    Meredith, Tamara R.

    2016-01-01

    Many game-based learning (GBL) researchers working in K-12 educational settings have supported the incorporation of gaming technologies into classroom practice, but little has been communicated about the effect of incorporating GBL into practicing K-12 educators' professional development. This review is a critical appraisal of the quantity and…

  12. The Impact of a "Framework"-Aligned Science Professional Development Program on Literacy and Mathematics Achievement of K-3 Students

    ERIC Educational Resources Information Center

    Paprzycki, Peter; Tuttle, Nicole; Czerniak, Charlene M.; Molitor, Scott; Kadervaek, Joan; Mendenhall, Robert

    2017-01-01

    This study investigates the effect of a Framework-aligned professional development program at the PreK-3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around…

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

    NASA Astrophysics Data System (ADS)

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

    2012-12-01

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

  14. Re-Envisioning Professional Learning in Mathematics: Teachers' Performance, Perceptions, and Practices in Blended Professional Development

    ERIC Educational Resources Information Center

    Luebeck, Jennifer; Roscoe, Matt; Cobbs, Georgia; Diemert, Kacey; Scott, Lisa

    2017-01-01

    This paper reports findings from a study that followed K-12 mathematics teachers through the components of a blended professional development program, highlighting their engagement in a series of online modules that connect face-to-face gatherings across the school year. Data collected over four years illuminate the teachers' performance,…

  15. Experiences and Perceptions of Professional Development Facilitators in a Job-Embedded School Initiative

    ERIC Educational Resources Information Center

    Mashariki, Kaia Mariama

    2017-01-01

    Recent legislation and accountability efforts in K-12 schools have increased the need to support and maintain high-quality teachers through enhanced professional development and teacher training efforts. As districts and schools seek new and innovative ways to provide professional learning opportunities that are real-time and effective,…

  16. Preparing Teachers of Young Children: The Current State of Knowledge, and a Blueprint for the Future. Part 1: Teacher Preparation and Professional Development in Grades K-12 and in Early Care and Education: Differences and Similarities, and Implications for Research. Policy Report

    ERIC Educational Resources Information Center

    Whitebook, Marcy; Gomby, Deanna; Bellm, Dan; Sakai, Laura; Kipnis, Fran

    2009-01-01

    When it comes to teacher preparation, the support provided to new teachers, and ongoing professional development for working teachers, Grades K-12 and the field of early care and education (ECE) are two very different worlds. While both worlds assume that teachers' classroom skills and behavior can be influenced at multiple points in time (through…

  17. The Effects of Professional Development Schools: A Literature Review.

    ERIC Educational Resources Information Center

    Pritchard, Flynn; Ancess, Jacqueline

    This paper reviews research on the impact of Professional Development Schools (PDSs) on K-12 students, preservice teachers, inservice teachers, university faculty, school reform, and research. Section 1 examines what the research says about the impact of PDSs on these groups, using data from the ERIC database, and it discusses external support for…

  18. Partnerships Between K-12 Schools and Universities: Who Benefits?

    NASA Astrophysics Data System (ADS)

    Regens, N.; Hall-Wallace, M. K.

    2001-05-01

    Collaborations between K-12 schools and universities for the purpose of improving science education are growing in number, but many question their effectiveness. After many years of outreach to local teachers, schools and districts, we have developed a collaboration that more effectively addresses school district goals and needs while providing university faculty and graduate students with real opportunities to contribute to science education in the schools. Funded by the NSF GK-12 program, we are working directly with school district curriculum specialists and classroom teachers to implement inquiry-based science investigations. Projects range from developing long-term research projects in middle and high school classrooms to assisting K-6 teachers in using kit-based science curriculum. As part of our program, we have gathered several types of data to document the impact of our efforts. Using surveys of knowledge and attitudes, we measured significant improvements in college student's knowledge and attitudes about inquiry teaching methods and the K-12 education system. Through analysis of the college student's journals, we have also documented critical elements of an effective collaboration. These journals, combined with evaluations by classroom teachers, provide evidence of how the program impacts the graduate students professionally. We have also surveyed classroom teachers to measure the impact of the college students on their attitudes about teaching science and the long-term impact of the collaboration on their classroom teaching.

  19. The Internet Resource Directory for K-12 Teachers and Librarians. 97/98 Edition.

    ERIC Educational Resources Information Center

    Miller, Elizabeth B.

    This directory is the fourth in an annual series of Internet guides for educators, librarians, and school administrators, and provides tips on access to, as well as addresses for, online resources that support and enrich the K-12 curriculum and supplement the school library core collection. Sites that help educators develop professionally are also…

  20. Teachers Helping Teachers: A Professional Development Model That Promotes Teacher Leadership

    ERIC Educational Resources Information Center

    Ghamrawi, Norma

    2013-01-01

    This mixed methods study reports on the outcomes of a professional development model (PDM) developed by a K-12 private school in Beirut, Lebanon, after 3 years of its employment. Specifically, an evaluation of this PDM is provided with special emphasis on its potential of developing teacher leaders at school. The PDM embraces a constructivist…

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

    NASA Astrophysics Data System (ADS)

    Slattery, W.; Smith, T.

    2014-12-01

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

  2. Benefits and Pitfalls: Simple Guidelines for the Use of Social Networking Tools in K-12 Education

    ERIC Educational Resources Information Center

    Huffman, Stephanie

    2013-01-01

    The article will outline a framework for the use of social networking tools in K-12 education framed around four thought provoking questions: 1) what are the benefits and pitfalls of using social networking tools in P-12 education, 2) how do we plan effectively for the use of social networking tool, 3) what role does professional development play…

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

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia.

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

  4. iSTEM Summer Institute: An Integrated Approach to Teacher Professional Development inSTEM

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

    Anne Seifert; Louis Nadelson

    The importance of STEM education to our national prosperity and global competitiveness was recently reinforced by the Obama administration support for Change the Equation. Change the Equation is a multi-entity initiative formed in response to the rapidly increasing demand for STEM related careers and the potential lack of preparation by many Americans to be employed in these positions. To address the issue many are calling for increased emphasis on K-12 STEM education, as early preparation in STEM provides the foundation essential for further learning and competencies (National Research Council, 2007). Achieving and sustaining depth and breadth of K-12 STEM educationmore » is inextricably linked to ongoing professional development of K-12 educators. The need for teacher continuing education in STEM education and the link between teacher effectiveness and student preparation in STEM was the impetus behind our i- STEM professional development summer institute. The i-STEM initiative is a collaborative effort between business, industry, government, K-12, and higher education. Although the organization is working on a number of projects, including policy, research, communication, and collaborations, the i-STEM group has directed significant resources toward K-12 educator professional development opportunities in STEM. Our report focuses on the structure and impact of the intensive four-day i-STEM residential professional development institute which we designed to increase the capacity of grade 4-9 teachers to teach STEM content. We structured the summer institute using the outcome of a survey we conducted of grade 4-9 teachers’ to assess their STEM professional development needs, the extant literature on teacher development, the increasing need for a STEM informed society, and our desire to use evidence based practices to enhance teacher capacity to teach STEM content. We developed this investigation to determine if our summer institute influenced the participating

  5. First Steps Toward K-12 Teacher Professional Development Using Internet-based Telescopes

    NASA Astrophysics Data System (ADS)

    Berryhill, K. J.; Gershun, D.; Slater, T. F.; Armstrong, J. D.

    2012-12-01

    How can science teachers become more familiar with emerging technology, excite their students and give students a taste of astronomy research? Astronomy teachers do not always have research experience, so it is difficult for them to convey to students how researchers use telescopes. The nature of astronomical observation (e.g., remote sites, expensive equipment, and odd hours) has been a barrier to providing teachers with insight into the process. Robotic telescopes (operated automatically with queued observing schedules) and remotely controlled telescopes (controlled by the user via the Internet) allow scientists to conduct observing sessions on research-grade telescopes half a world away. The same technology can now be harnessed by STEM educators to engage students and reinforce what is being taught in the classroom, as seen in some early research in elementary schools (McKinnon and Mainwaring 2000 and McKinnon and Geissinger 2002), and middle/high schools (Sadler et al. 2001, 2007 and Gehret et al. 2005). However, teachers need to be trained to use these resources. Responding to this need, graduate students and faculty at the University of Wyoming and CAPER Center for Astronomy & Physics Education Research are developing teacher professional development programs using Internet-based telescopes. We conducted an online course in the science education graduate program at the University of Wyoming. This course was designed to sample different types of Internet-based telescopes to evaluate them as resources for teacher professional development. The 10 participants were surveyed at the end of the course to assess their experiences with each activity. In addition, pre-test/post-test data were collected focusing specifically on one of the telescopes (Gershun, Berryhill and Slater 2012). Throughout the course, the participants learned to use a variety of robotic and remote telescopes including SLOOH Space Camera (www.slooh.com), Sky Titan Observatory (www

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

    NASA Astrophysics Data System (ADS)

    Lan, Yu-Ling

    2012-05-01

    To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in nanotechnology. In the present study, the Nanotechnology Attitude Scale for K-12 teachers (NAS-T) was developed to assess K-12 teachers' attitudes toward nanotechnology. The NAS-T included 23 Likert-scale items that can be grouped into three components: importance of nanotechnology, affective tendencies in science teaching, and behavioural tendencies to teach nanotechnology. A sample of 233 K-12 teachers who have participated in the K-12 Nanotechnology Programme was included in the present study to investigate the psychometric properties of the NAS-T. The exploratory factor analysis of this teacher sample suggested that the NAS-T was a three-factor model that explained 64.11% of the total variances. This model was also confirmed by the confirmatory factor analysis to validate the factor structure of the NAS-T. The Cronbach's alpha values of three NAS-T subscales ranged from 0.89 to 0.95. Moderate to strong correlations among teachers' NAS-T domain scores, self-perception of own nanoscience knowledge, and their science-teaching efficacy demonstrated good convergent validity of the NAS-T. As a whole, psychometric properties of the NAS-T indicated that this instrument is an effective instrument for assessing K-12 teachers' attitudes toward nanotechnology. The NAS-T will serve as a valuable tool to evaluate teachers' attitude changes after participating in the K-12 Nanotechnology Programme.

  7. Evaluation of a District-wide Inservice Professional Development Program for Teaching Science: Challenges Faced and Lessons Learned.

    ERIC Educational Resources Information Center

    Dass, Pradeep Maxwell

    1999-01-01

    Nationwide dissemination of the Iowa Chautauqua Model for inservice professional development of K-12 science teachers has led to new professional development programs in many states. Discusses a formative evaluation of the implementation of the Collier Chautauqua Program (CCP) which focuses on teacher enhancement resulting from participation in…

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

    ERIC Educational Resources Information Center

    Cavanaugh, Cathy; Dawson, Kara; Ritzhaupt, Albert

    2011-01-01

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

  9. Standards for K-12 Engineering Education?

    ERIC Educational Resources Information Center

    National Academies Press, 2010

    2010-01-01

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

  10. Professional Development.

    ERIC Educational Resources Information Center

    Benson, Chris, Ed.

    2000-01-01

    This serial issue contains 12 articles on the theme of "Professional Development," specifically about how teachers in the Bread Loaf Rural Teacher Network (BLRTN) are fostering their own and each other's development as teachers. The BLRTN consists of approximately 260 rural teachers in Alaska, Arizona, Colorado, Georgia, Kentucky,…

  11. Professional Development Considerations for Makerspace Leaders, Part Two: Addressing "How?"

    ERIC Educational Resources Information Center

    Oliver, Kevin M.

    2016-01-01

    As makerspaces begin to move into school libraries and classrooms, there is a growing need for professional development to help K-12 educators answer common questions such as "what is a makerspace," "why should I bother with a makerspace," "how do I run a makerspace," and "how do I teach from a makerspace?"…

  12. Teachers' Perceptions of Digital Badges as Recognition of Professional Development

    ERIC Educational Resources Information Center

    Jones, W. Monty; Hope, Samantha; Adams, Brianne

    2018-01-01

    This mixed methods study examined teachers' perceptions and uses of digital badges received as recognition of participation in a professional development program. Quantitative and qualitative survey data was collected from 99 K-12 teachers who were awarded digital badges in Spring 2016. In addition, qualitative data was collected through…

  13. Evaluation of a District-Wide Inservice Professional Development Program for Science Teachers: Challenges Faced and Lessons Learned.

    ERIC Educational Resources Information Center

    Dass, Pradeep Maxwell

    Nation-wide dissemination of the Iowa Chautauqua Model for inservice professional development of K-12 science teachers has led to new professional development programs in many states. The Collier Chautauqua Program (CCP) implemented the Iowa Chautauqua model at the district level in Collier County, Florida. A formative evaluation of the…

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

    NASA Astrophysics Data System (ADS)

    Mayo, L. A.; Clark, G.

    2001-11-01

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

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

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

    Moore, P.

    1994-12-31

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

  16. The Arctic Climate Modeling Program: K-12 Geoscience Professional Development for Rural Educators

    NASA Astrophysics Data System (ADS)

    Bertram, K. B.

    2009-12-01

    Helping teachers and students connect with scientists is the heart of the Arctic Climate Modeling Program (ACMP), funded from 2005-09 by the National Science Foundation’s Innovative Technology Experience for Students and Teachers. ACMP offered progressive yearlong science, technology and math (STM) professional development that prepared teachers to train youth in workforce technologies used in Arctic research. ACMP was created for the Bering Strait School District, a geographically isolated area with low standardized test scores, high dropout rates, and poverty. Scientists from around the globe have converged in this region and other areas of the Arctic to observe and measure changes in climate that are significant, accelerating, and unlike any in recorded history. Climate literacy (the ability to understand Earth system science and to make scientifically informed decisions about climate changes) has become essential for this population. Program resources were designed in collaboration with scientists to mimic the processes used to study Arctic climate. Because the Bering Strait School District serves a 98 percent Alaska Native student population, ACMP focused on best practices shown to increase the success of minority students. Significant research indicates that Alaska Native students succeed academically at higher rates when instruction addresses topics of local interest, links education to the students’ physical and cultural environment, uses local knowledge and culture in the curriculum, and incorporates hands-on, inquiry-based lessons in the classroom. A seven-partner consortium of research institutes and Alaska Native corporations created ACMP to help teachers understand their role in nurturing STM talent and motivating students to explore geoscience careers. Research underscores the importance of increasing school emphasis in content areas, such as climate, that facilitate global awareness and civic responsibility, and that foster critical thinking and

  17. Measuring the utility of the Science, Technology, Engineering, Mathematics (STEM) Academy Measurement Tool in assessing the development of K-8 STEM academies as professional learning communities

    NASA Astrophysics Data System (ADS)

    Irish, Teresa J.

    The aim of this study was to provide insights addressing national concerns in Science, Technology, Engineering, and Mathematics (STEM) education by examining how a set of six perimeter urban K-12 schools were transformed into STEM-focused professional learning communities (PLC). The concept of a STEM Academy as a STEM-focused PLC emphasizes the development of a STEM culture where professional discourse and teaching are focused on STEM learning. The STEM Academies examined used the STEM Academy Measurement Tool and Rubric (Tool) as a catalyst for discussion and change. This Tool was developed with input from stakeholders and used for school-wide initiatives, teacher professional development and K-12 student engagement to improve STEM teaching and learning. Two primary goals of this study were to assess the levels of awareness and use of the tool by all stakeholders involved in the project and to determine how the Tool assisted in the development and advancement of these schools as STEM PLCs. Data from the STEM Academy Participant Survey was analyzed to determine stakeholders' perceptions of the Tool in terms of (i) how aware stakeholders were of the Tool, (ii) whether they participated in the use of the Tool, (iii) how the characteristics of PLCs were perceived in their schools, and finally (iv) how the awareness of the Tool influenced teachers' perceptions of the presence of PLC characteristics. Findings indicate that school faculty were aware of the Tool on a number of different levels and evidence exists that the use of the Tool assisted in the development of STEM Academies, however impact varied from school to school. Implications of this study suggest that the survey should be used for a longer period of time to gain more in-depth knowledge on teachers' perceptions of the Tool as a catalyst across time. Additional findings indicate that the process for using the Tool should be ongoing and involve the stakeholders to have the greatest impact on school culture

  18. Supporting Change in Teacher Practice: Examining Shifts of Teachers' Professional Development Preferences and Needs for Technology Integration

    ERIC Educational Resources Information Center

    Liao, Yin-Chan; Ottenbreit-Leftwich, Anne; Karlin, Michael; Glazewski, Krista; Brush, Thomas

    2017-01-01

    Studies have shown that when K-12 school districts implement a new technology initiative, it is not always accompanied by effective teacher professional development (PD). Many teachers have indicated that effective technology PD experiences should incorporate their individual PD needs. The authors surveyed technology-using K-12 teachers at two…

  19. High-Quality Music Teacher Professional Development: A Review of the Literature

    ERIC Educational Resources Information Center

    Bautista, Alfredo; Yau, Xenia; Wong, Joanne

    2017-01-01

    Most published journal articles describing professional development (PD) initiatives for K-12 music teachers have not explicitly alluded to the "features of high-quality PD", a solid theoretical framework arisen in content areas with more tradition in PD research (e.g. mathematics and science education). The goal of this review was to…

  20. PBS TeacherLine National Survey of Teacher Professional Development, 2005-2006

    ERIC Educational Resources Information Center

    Hezel Associates (NJ1), 2007

    2007-01-01

    PBS TeacherLine, an initiative funded under the U.S. Department of Education's Ready To Teach program, is designed to provide high-quality online professional development for K-12 teachers. Through the first five-year grant cycle, ending in 2005, PBS TeacherLine produced approximately 100 online facilitated courses in reading, mathematics,…

  1. i-STEM Summer Institute: An Integrated Approach to Teacher Professional Development in STEM

    ERIC Educational Resources Information Center

    Nadelson, Louis S.; Seifert, Anne; Moll, Amy J.; Coats, Bradley

    2012-01-01

    The importance of STEM education to societal developments provides justification for assuring K-12 teachers are prepared to teach the related content. Inservice teacher professional development is critical to achieving the goal of enhanced student knowledge of STEM. Combining the need for increased capacity to teach STEM and the extant literature…

  2. You Asked, We Answered! A Podcasting Series by Scientists for K-12 Teachers Through the Pennsylvania Earth Science Teachers Association (PAESTA)

    NASA Astrophysics Data System (ADS)

    Guertin, L. A.; Tait, K.

    2015-12-01

    The Pennsylvania Earth Science Teachers Association (PAESTA) recently initiated a podcasting series "You Asked, We Answered!" for K-12 teachers to increase their science content knowledge through short audio podcasts, supplemented with relevant resources. The 2015-2016 PAESTA President Kathy Tait generated the idea of tapping in to the content expertise of higher education faculty, post-doctoral researchers, and graduate students to assist K-12 teachers with increasing their own Earth and space content knowledge. As time and resources for professional development are decreasing for K-12 teachers, PAESTA is committed to not only providing curricular resources through our online database of inquiry-based exercises in the PAESTA Classroom, but providing an opportunity to learn science content from professionals in an audio format.Our goal at PAESTA has been to release at least one new podcast per month that answers the questions asked by PAESTA members. Each podcast is recorded by an Earth/space science professional with content expertise and placed online with supporting images, links, and relevant exercises found in the PAESTA Classroom. Each podcast is available through the PAESTA website (http://www.paesta.psu.edu/podcasts) and PAESTA iTunes channel (https://itunes.apple.com/us/podcast/paesta-podcasts/id1017828453). For ADA compliance, the PAESTA website has a transcript for each audio file. In order to provide these podcasts, we need the participation of both K-12 teachers and science professionals. On the PAESTA Podcast website, K-12 teachers can submit discipline questions for us to pass along to our content experts, questions relating to the "what" and "how" of the Earth and space sciences, as well as questions about Earth and space science careers. We ask science professionals for help in answering the questions posed by teachers. We include online instructions and tips to help scientists generate their podcast and supporting materials.

  3. Professional Development for Transformational Technology Integration: An Experimental Study of In-Service Teachers' Self-Perceptions of Technological Pedagogical and Content Knowledge

    ERIC Educational Resources Information Center

    Tachau, Elena M.

    2017-01-01

    Professional Development for Transformational Technology Integration: An Experimental Study of In-Service Teachers' Self-Perceptions of Technological Pedagogical and Content Knowledge Elena M. Tachau Drexel University Chairperson: Brian K. Smith, Ph.D. The rapid advancement of technology tasks K-12 schools with providing professional development…

  4. Online Teaching in K-12: Models, Methods, and Best Practices for Teachers and Administrators

    ERIC Educational Resources Information Center

    Bryans-Bongey, Sarah, Ed.; Graziano, Kevin J., Ed.

    2016-01-01

    "Online Teaching in K-12" is the essential hands-on reference and textbook for education professionals seeking success in the planning, design, and teaching of K-12 online courses and programs. This skillfully edited book brings together more than two dozen experts and practitioners to present an array of innovative models and methods,…

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

    NASA Astrophysics Data System (ADS)

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

    2015-01-01

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

  6. Engineering Professional Development Design for Secondary School Teachers: A Multiple Case Study

    ERIC Educational Resources Information Center

    Daugherty, Jenny Lynn

    2009-01-01

    The complexity of engineering and its integration into K-12 education have resulted in a variety of issues requiring sustained empirical research (Johnson, Burghardt, & Daugherty, 2008). One particular area of need, given the emphasis on teacher effects on student learning, is to research engineering-oriented teacher professional development. A…

  7. WestEd Eisenhower Regional Consortium: Helping to Build a Presence for Science With Online Professional Development Opportunities for K-12 Educators

    NASA Astrophysics Data System (ADS)

    Rognier, E.

    2002-12-01

    The WestEd Eisenhower Regional Consortium (WERC) is in its third year of offering two Earth Systems Science On-line Graduate courses from IGES - one for High School teachers, and one for Middle School teachers. These high-quality courses support WERC's commitment to "supporting increased scientific and mathematical literacy among our nation's youth through services and other support aimed at enhancing the efforts of those who provide K-12 science and mathematics education." These courses also support our NSTA-sponsored "Building a Presence for Science" program in California, providing professional development opportunities to help achieve our vision of increased quantity and quality of science education statewide. Our students have included classroom teachers from upper elementary through high school, community college science teachers, and environmental science center staff who provide inservice for teachers. Educators from Hawaii to New Jersey have provided diverse personal experiences of Earth Systems Science events, and add richness to the online discussions. Students have consistently embraced the concept of a systems-based approach to science instruction, commenting on how these courses have forever changed their teaching practices and provided a successful means for engaging and involving their students in scientific inquiry. Through offering these online courses, we have learned valuable lessons about recruitment, retention, team-building, and facilitating discussions for classes with no "face to face" component. This format is both rich and challenging, with teammates from diverse geographic regions and timezones, with a variety of connectivity and accessibility issues. In this third year of offering the courses, we are pleased to have students taking their second course with us, wanting to continue learning content and stragtegies to improve their skills as science teachers.

  8. Plickers: A Formative Assessment Tool for K-12 and PETE Professionals

    ERIC Educational Resources Information Center

    Krause, Jennifer M.; O'Neil, Kason; Dauenhauer, Brian

    2017-01-01

    Classroom response systems have become popular in K-12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system…

  9. "CLASS Professional Standards" for K-12 Chinese Language Teachers

    ERIC Educational Resources Information Center

    Lee, Lucy C.; Lin, Yu-Lan; Su, Chih-Wen

    2007-01-01

    "CLASS Professional Standards" is a resource for Chinese teachers, foreign language specialists, school administrators, parents, and policy makers who recognize the importance of Chinese cultures taught by professional teachers of Chinese. The release of the book also marks the celebration of the Chinese Language Association of…

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

    NASA Astrophysics Data System (ADS)

    Dunton, K.; Schonberg, S.

    2006-12-01

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

  11. Leveraging the Potential of Personal Learning Networks for Teacher Professional Development

    ERIC Educational Resources Information Center

    Maloney, Katherine J.

    2016-01-01

    In times of exponential change, high quality, cost-effective teacher professional development is an urgent need that personal learning networks (PLNs) promise to address. The purpose of the qualitative case study was to (a) explore, understand, and describe how PreK-12 educators, who are members of The Educator's PLN and Classroom 2.0 communities,…

  12. Escherichia coli K-12: a cooperatively developed annotation snapshot—2005

    PubMed Central

    Riley, Monica; Abe, Takashi; Arnaud, Martha B.; Berlyn, Mary K.B.; Blattner, Frederick R.; Chaudhuri, Roy R.; Glasner, Jeremy D.; Horiuchi, Takashi; Keseler, Ingrid M.; Kosuge, Takehide; Mori, Hirotada; Perna, Nicole T.; Plunkett, Guy; Rudd, Kenneth E.; Serres, Margrethe H.; Thomas, Gavin H.; Thomson, Nicholas R.; Wishart, David; Wanner, Barry L.

    2006-01-01

    The goal of this group project has been to coordinate and bring up-to-date information on all genes of Escherichia coli K-12. Annotation of the genome of an organism entails identification of genes, the boundaries of genes in terms of precise start and end sites, and description of the gene products. Known and predicted functions were assigned to each gene product on the basis of experimental evidence or sequence analysis. Since both kinds of evidence are constantly expanding, no annotation is complete at any moment in time. This is a snapshot analysis based on the most recent genome sequences of two E.coli K-12 bacteria. An accurate and up-to-date description of E.coli K-12 genes is of particular importance to the scientific community because experimentally determined properties of its gene products provide fundamental information for annotation of innumerable genes of other organisms. Availability of the complete genome sequence of two K-12 strains allows comparison of their genotypes and mutant status of alleles. PMID:16397293

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

    NASA Astrophysics Data System (ADS)

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

    2011-12-01

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

  14. Dance K-12 in the Vancouver Schools: Innovating, Advocating, Educating

    ERIC Educational Resources Information Center

    Gilsdorf, Rie Algeo

    2004-01-01

    A history of the outstanding K-12 dance program in Vancouver, Washington, is provided, including various strategies used to promote its growth from a few pilot elementary schools through middle schools to an arts magnet high school. Numerous changes have been weathered by the professional dance staff, including certification challenges instigated…

  15. The minor spliceosomal protein U11/U12-31K is an RNA chaperone crucial for U12 intron splicing and the development of dicot and monocot plants.

    PubMed

    Kwak, Kyung Jin; Jung, Hyun Ju; Lee, Kwang Ho; Kim, Young Soon; Kim, Won Yong; Ahn, Sung Ju; Kang, Hunseung

    2012-01-01

    U12 intron-specific spliceosomes contain U11 and U12 small nuclear ribonucleoproteins and mediate the removal of U12 introns from precursor-mRNAs. Among the several proteins unique to the U12-type spliceosomes, an Arabidopsis thaliana AtU11/U12-31K protein has been shown to be indispensible for proper U12 intron splicing and for normal growth and development of Arabidopsis plants. Here, we assessed the functional roles of the rice (Oryza sativa) OsU11/U12-31K protein in U12 intron splicing and development of plants. The U11/U12-31K transcripts were abundantly expressed in the shoot apical meristems (SAMs) of Arabidopsis and rice. Ectopic expression of OsU11/U12-31K in AtU11/U12-31K-defecient Arabidopsis mutant complemented the incorrect U12 intron splicing and abnormal development phenotypes of the Arabidopsis mutant plants. Impaired cell division activity in the SAMs and inflorescence stems observed in the AtU11/U12-31K-deficient mutant was completely recovered to normal by the expression of OsU11/U12-31K. Similar to Arabidopsis AtU11/U12-31K, rice OsU11/U12-31K was determined to harbor RNA chaperone activity. Collectively, the present findings provide evidence for the emerging idea that the U11/U12-31K protein is an indispensible RNA chaperone that functions in U12 intron splicing and is necessary for normal development of monocotyledonous plants as well as dicotyledonous plants.

  16. K-12 Art Guide.

    ERIC Educational Resources Information Center

    Furney, Trudy; And Others

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

  17. Fat Dogs and Coughing Horses: K-12 Programming for Veterinary Workforce Development

    PubMed Central

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

    2013-01-01

    Workforce development strategies to educate, inform, and diversify the veterinary profession of the future must begin with children in elementary school. This manuscript provides a description of the Fat Dogs and Coughing Horses program, which takes a multifaceted approach toward informing young students, beginning in first grade, about the interesting work and career opportunities available in the field of veterinary medicine. The program, a collaboration among Purdue University and Indiana public schools, is supported by a Science Education Partnership Award from the Office of Research Infrastructure Programs, a component of the National Institutes of Health. The overall goal of the program is to provide formal and informal educational opportunities for students, parents, teachers, and the public about the science involved in keeping people and their animals healthy. Examples of health concerns that impact both people and their pets are used to inform and excite children about careers in the health sciences. The program resulted in (1) curricula for students in grades 1–3, 6, and 9; (2) four children’s books and a set of collectible cards which highlight veterinarians, veterinary technicians, and research scientists who work with animals; and, (3) four traveling museum-grade exhibits. Preliminary assessment data has shown that the implementation of the curricula enhanced student science learning, and science attitudes and interests. The program provides evidence that partnerships among professionals in veterinary medicine and K-12 education can result in impactful workforce development programs. PMID:24052417

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

    PubMed

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

    2013-01-01

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

  19. When Professions Shape Politics: The Case of Accountability in K-12 and Higher Education

    ERIC Educational Resources Information Center

    Mehta, Jal

    2014-01-01

    Professionalization is an important but overlooked dimension in education politics, particularly the politics of accountability. To isolate the importance of professionalization, this article compares accountability movements in K-12 education with similar movements in higher education. I draw on three pairs of reports that have sought to impose…

  20. Professional Development Considerations for Makerspace Leaders, Part One: Addressing "What?" and "Why?"

    ERIC Educational Resources Information Center

    Oliver, Kevin M.

    2016-01-01

    As makerspaces begin to move into school libraries and classrooms, there is a growing need for professional development to help K-12 educators answer common questions such as "what is a makerspace," "why should I bother with a makerspace," "how do I run a makerspace," and "how do I teach from a makerspace?"…

  1. Development of K-12 Engineering Outreach Materials

    NASA Technical Reports Server (NTRS)

    Jordan, William

    2003-01-01

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

  2. Few and Far Between: Describing K-12 Online Teachers' Online Professional Development Opportunities for Students with Disabilities

    ERIC Educational Resources Information Center

    Rice, Mary F.

    2017-01-01

    Online teacher professional development (oTPD) researchers have been concerned with design features, teacher change in practice, and student learning, as well as establishing guidelines for directing funding support. Even so, previous work suggests that high-quality instructional support for all students with disabilities is still on the horizon.…

  3. Educating K-12 Professionals and Parents: Finding Health Information for Special Needs Children.

    PubMed

    Irish, D Elizabeth; Lyman, Deborah M; Squillace, Helen A; Geyer, Enid M; Cosgrove, Tammy D; Hagzan, Amanda; Leinung, Jill; Tosh, Traci

    2015-01-01

    A successful partnership model between an academic health sciences library and a K-12 school district to provide librarians, nurses, and special education staff with access to health information to support special needs children and their parents is presented. Train-the-trainer staff sessions and a parent session were collaboratively developed. Funding support was used to purchase iPads for librarians and nurses to deliver mobile support. The results indicate the resources taught are being used to find health information and the school librarians and nurses are being sought after to assist in finding health information. Positive feedback from the school district indicates this model could be replicated in similar settings.

  4. Twenty Years of One Astronomy Teacher Professional Development - The EXES Teacher Associate Program at UT Austin

    NASA Astrophysics Data System (ADS)

    Finkelstein, Keely; Hemenway, Mary Kay; Sneden, Chris; Lacy, John; Richter, Matthew J.; EXES Teacher Associates

    2018-01-01

    The Astronomy Department and McDonald Observatory at the University of Texas at Austin has and continues to offer a suite of different astronomy based K-12 teacher professional development programs. One of our longest running, and most successful programs, is reaching its 20th anniversary, the EXES Teacher Associate Program, which was started in 1998. The EXES Teacher Associate program features sustained and continued professional development opportunities for K-12 science and math educators. It consists of 6 times per year day-long meetings, coupled with other professional development opportunities provided at various times. In total, there are approximately 30 active members of the group currently, but more than 90 teachers have participated in this group over its 20 year history. The program has had astronomy education as its focus throughout its history, but different partnerships and collaborations with other programs have supported the group and have allowed for a variety of professional development opportunities and themes for educators to engage in. We will give an overview of this program, present evaluation data and teacher feedback related to program success and student impact, and highlight a few specific program opportunities that are unique and have been shown to be most impactful for participants.

  5. Temporary Fix or Lasting Solution? Investigating the Longitudinal Impact of Teacher Professional Development on K-2 Science Instruction

    ERIC Educational Resources Information Center

    Haymore Sandholtz, Judith; Ringstaff, Cathy; Matlen, Bryan

    2016-01-01

    This study investigated the extent to which a state-funded teacher professional development program designed to improve K-2 science education led to changes that persisted beyond the funding period. The study used a longitudinal, mixed-methods approach and examined persistence of changes in teachers' content knowledge, self-efficacy, instructional…

  6. Indiana K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 27

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2016-01-01

    The purpose of the "Indiana K-12 & School Choice Survey" is to measure public opinion on, and in some cases awareness or knowledge of, a range of K-12 education topics and school choice reforms. The Friedman Foundation for Educational Choice developed this project in partnership with Braun Research, Inc., who conducted the live phone…

  7. Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation

    ERIC Educational Resources Information Center

    Olson, Steve

    2017-01-01

    Engineering is a small but growing part of K-12 education. Curricula that use the principles and practices of engineering are providing opportunities for elementary, middle, and high school students to design solutions to problems of immediate practical and societal importance. Professional development programs are showing teachers how to use…

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

    ERIC Educational Resources Information Center

    Falkner, Katrina; Vivian, Rebecca

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  10. K12 Online School Practice in China

    ERIC Educational Resources Information Center

    Chen, Li; Wang, Nan; Qiao, Ailing

    2009-01-01

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

  11. Exemplar: A Model for Social Studies Curriculum Development in Delaware, K-12.

    ERIC Educational Resources Information Center

    Delaware State Dept. of Public Instruction, Dover.

    GRADES OR AGES: Grades K-12. SUBJECT MATTER: Social studies. ORGANIZATION AND PHYSICAL APPEARANCE: The subject matter is divided into the following five themes: 1) Man develops within his physical and cultural environment. 2) Man functions within an interdependent society. 3) Man seeks justice and order. 4) Man experiences conflict and change. 5)…

  12. Summary of Research on the Effectiveness of Math Professional Development Approaches. REL 2014-010

    ERIC Educational Resources Information Center

    Gersten, Russell; Taylor, Mary Jo; Keys, Tran D.; Rolfhus, Eric; Newman-Gonchar, Rebecca

    2014-01-01

    This study used a systematic process modeled after the What Works Clearinghouse (WWC) study review process to answer the question: What does the causal research say are effective math professional development interventions for K-12 teachers aimed at improving student achievement? The study identified and screened 910 research studies in a…

  13. Development of a simple 12-item theory-based instrument to assess the impact of continuing professional development on clinical behavioral intentions.

    PubMed

    Légaré, France; Borduas, Francine; Freitas, Adriana; Jacques, André; Godin, Gaston; Luconi, Francesca; Grimshaw, Jeremy

    2014-01-01

    Decision-makers in organizations providing continuing professional development (CPD) have identified the need for routine assessment of its impact on practice. We sought to develop a theory-based instrument for evaluating the impact of CPD activities on health professionals' clinical behavioral intentions. Our multipronged study had four phases. 1) We systematically reviewed the literature for instruments that used socio-cognitive theories to assess healthcare professionals' clinically-oriented behavioral intentions and/or behaviors; we extracted items relating to the theoretical constructs of an integrated model of healthcare professionals' behaviors and removed duplicates. 2) A committee of researchers and CPD decision-makers selected a pool of items relevant to CPD. 3) An international group of experts (n = 70) reached consensus on the most relevant items using electronic Delphi surveys. 4) We created a preliminary instrument with the items found most relevant and assessed its factorial validity, internal consistency and reliability (weighted kappa) over a two-week period among 138 physicians attending a CPD activity. Out of 72 potentially relevant instruments, 47 were analyzed. Of the 1218 items extracted from these, 16% were discarded as improperly phrased and 70% discarded as duplicates. Mapping the remaining items onto the constructs of the integrated model of healthcare professionals' behaviors yielded a minimum of 18 and a maximum of 275 items per construct. The partnership committee retained 61 items covering all seven constructs. Two iterations of the Delphi process produced consensus on a provisional 40-item questionnaire. Exploratory factorial analysis following test-retest resulted in a 12-item questionnaire. Cronbach's coefficients for the constructs varied from 0.77 to 0.85. A 12-item theory-based instrument for assessing the impact of CPD activities on health professionals' clinical behavioral intentions showed adequate validity and reliability

  14. The Arabidopsis homolog of human minor spliceosomal protein U11-48K plays a crucial role in U12 intron splicing and plant development

    PubMed Central

    Xu, Tao; Kim, Bo Mi; Kwak, Kyung Jin; Jung, Hyun Ju; Kang, Hunseung

    2016-01-01

    The minor U12 introns are removed from precursor mRNAs by the U12 intron-specific minor spliceosome. Among the seven ribonucleoproteins unique to the minor spliceosome, denoted as U11/U12-20K, U11/U12-25K, U11/U12-31K, U11/U12-65K, U11-35K, U11-48K, and U11-59K, the roles of only U11/U12-31K and U11/U12-65K have been demonstrated in U12 intron splicing and plant development. Here, the functional role of the Arabidopsis homolog of human U11-48K in U12 intron splicing and the development of Arabidopsis thaliana was examined using transgenic knockdown plants. The u11-48k mutants exhibited several defects in growth and development, such as severely arrested primary inflorescence stems, formation of serrated leaves, production of many rosette leaves after bolting, and delayed senescence. The splicing of most U12 introns analyzed was impaired in the u11-48k mutants. Comparative analysis of the splicing defects and phenotypes among the u11/u12-31k, u11-48k, and u11/12-65k mutants showed that the severity of abnormal development was closely correlated with the degree of impairment in U12 intron splicing. Taken together, these results provide compelling evidence that the Arabidopsis homolog of human U11-48K protein, as well as U11/U12-31K and U11/U12-65K proteins, is necessary for correct splicing of U12 introns and normal plant growth and development. PMID:27091878

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  16. The Role of University Science Faculty in Promoting Meaningful Educational Change Through Inservice Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Schuster, D. A.

    2005-12-01

    The role of university faculty in promoting meaningful educational change through inservice teacher professional development has long been theorized, but seldom modeled. Cordial relations and clear mutual goals shared between discipline specialists, such as university scientists and the K - 12 staff development communities, have not existed, and dysfunctional relationships between K-12 schools and the university over the past century have inhibited the solidification of these meaningful professional development partnerships. Our research suggest that inservice teachers tend to learn more about scientific processes in settings where they have the opportunity to interact and engage in an environment where opportunities for learning are promoted by participation and work with professionals in the sciences: University scientists that fostered collaborative flexible environments and treated teachers as professionals appear to have had greater impacts on teachers' learning about the creative, imaginative, social, and cultural aspect of science than the university scientists who treated teachers as technicians. Our work challenges many of the seminal studies and in-depth literature reviews of the last 15 years that assert that an explicit/reflective approach is most effective in promoting adequate conceptions of science among both prospective and practicing teachers. It should be noted, however, that all of these previous studies were conducted in the context of preservice elementary and secondary science methods courses and the process of generalizing these findings to practicing teachers appears to have occurred only in literature reviews and is not clearly substantiated in published research reports. Our study recommends that science teacher professional development should involve initiating inservice teachers into the ideas and practices of the scientific community. Teaching is a learning profession and professional development contexts need to assign teachers a

  17. The Effect of Professional Development on Teacher Efficacy and Teachers' Self-Analysis of Their Efficacy Change

    ERIC Educational Resources Information Center

    Yoo, Julia H.

    2016-01-01

    The current study examined the effect of an online professional development learning experience on teachers' self-efficacy through 148 (Male = 22; Female = 126) K-12 teachers and school educators. The Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was administered twice with a five-week gap. Additionally,…

  18. The Arabidopsis homolog of human minor spliceosomal protein U11-48K plays a crucial role in U12 intron splicing and plant development.

    PubMed

    Xu, Tao; Kim, Bo Mi; Kwak, Kyung Jin; Jung, Hyun Ju; Kang, Hunseung

    2016-05-01

    The minor U12 introns are removed from precursor mRNAs by the U12 intron-specific minor spliceosome. Among the seven ribonucleoproteins unique to the minor spliceosome, denoted as U11/U12-20K, U11/U12-25K, U11/U12-31K, U11/U12-65K, U11-35K, U11-48K, and U11-59K, the roles of only U11/U12-31K and U11/U12-65K have been demonstrated in U12 intron splicing and plant development. Here, the functional role of the Arabidopsis homolog of human U11-48K in U12 intron splicing and the development of Arabidopsis thaliana was examined using transgenic knockdown plants. The u11-48k mutants exhibited several defects in growth and development, such as severely arrested primary inflorescence stems, formation of serrated leaves, production of many rosette leaves after bolting, and delayed senescence. The splicing of most U12 introns analyzed was impaired in the u11-48k mutants. Comparative analysis of the splicing defects and phenotypes among the u11/u12-31k, u11-48k, and u11/12-65k mutants showed that the severity of abnormal development was closely correlated with the degree of impairment in U12 intron splicing. Taken together, these results provide compelling evidence that the Arabidopsis homolog of human U11-48K protein, as well as U11/U12-31K and U11/U12-65K proteins, is necessary for correct splicing of U12 introns and normal plant growth and development. © The Author 2016. Published by Oxford University Press on behalf of the Society for Experimental Biology.

  19. Online Professional Development for High-School Biology Teachers: Effects on Teachers' and Students' Knowledge

    ERIC Educational Resources Information Center

    Goldenberg, Lauren B.; Culp, Katherine McMillan; Clements, Margaret; Pasquale, Marian; Anderson, Alice

    2014-01-01

    One chronic challenge facing professional development providers is the need to convene and support groups of role-alike K-12 teachers who require similar kinds of discipline-and grade-level-specific training. Online courses have become an increasingly common way to meet this challenge. This article reports on a randomized control trial that tested…

  20. Situated Responses and Professional Development for Changing Student Demographics in the New Latino South

    ERIC Educational Resources Information Center

    Matthews, Paul H.; Portes, Pedro R.; Mellom, Paula J.

    2010-01-01

    This paper describes the outcomes and key elements of collaborative professional development on K-12 educators working to improve education of Latino and English learning students in a state with rapidly changing demographics. Across four years (2003-04 through 2006-07), 37 teams from 16 urban, suburban, and rural school districts in the state of…

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

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

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

  2. 21st Century Learning Skills Embedded in Climate Literacy Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Myers, R. J.; Schwerin, T. G.; Blaney, L.

    2011-12-01

    Trilling and Fadel's "21st Century Learning Skills" defines a vision of how to infuse an expanded set of skills, competencies and flexibilities into the classroom. Among these skills are global awareness, health and environmental literacy. The authors contend that in order for our students to compete, they will need critical thinking and problem solving skills, communication and collaboration, and creativity and innovation. Students will also need to be digital savvy. This poster outlines a program of preparing teachers to implement inquiry-based modules that allow students to exercise hypothetical deductive reasoning to address climate literacy issues such as: the Dust Bowl, thermohaline circulation, droughts, the North Atlantic Oscillation, climate variability and energy challenges. This program is implemented through the Earth System Science Education Alliance. ESSEA supports the educational goal of "attracting and retaining students in science careers" and the associated goal of "attracting and retaining students in science through a progression of educational opportunities for students, teachers and faculty." ESSEA provides long-duration educator professional development that results in deeper content understanding and confidence in teaching global climate change and science disciplines. The target audience for this effort is pre-service and in-service K-12 teachers. The ESSEA program develops shared educational resources - including modules and courses - that are based on NASA and NOAA climate science and data. The program is disseminated through the ESSEA Web site: http://essea.courses.strategies.org. ESSEA increases teachers' access to high-quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on online courses for K-12 teachers, ESSEA includes the participation of faculty at 45 universities and science centers. Over 3,500 pre- and in-service K-12 teachers have completed ESSEA courses. In addition to 21st

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

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

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

    2007-09-01

    This Technical Support Document describes the process and methodology for the development of the Advanced Energy Design Guide for K-12 School Buildings (K-12 AEDG), a design guidance document intended to provide recommendations for achieving 30% energy savings in K-12 Schools over levels contained in ANSI/ASHRAE/IESNA Standard 90.1-1999, Energy Standard for Buildings Except Low-Rise Residential Buildings. The 30% energy savings target is the first step toward achieving net-zero energy schools; schools that, on an annual basis, draw from outside sources less or equal energy than they generate on site from renewable energy sources.

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Spencer, Lisa A.

    2014-01-01

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

  6. Internal Revolutions: Auto-Ethnography as a Method for Faculty Who Prepare K-12 Educators and Leaders at Hispanic Serving Institutions

    ERIC Educational Resources Information Center

    Aguilar, Israel

    2017-01-01

    This article reinforces the use of research for faculty who prepare K-12 educators and leaders for social justice. The author conceptualizes auto-ethnography as a form of professional development and maintains that faculty must first experience an internal revolution before they can expect to model it, especially in a Hispanic Serving Institution…

  7. Frameworks Shaping an Online Professional Development Program for K-12 Teachers of ELLs: Toward Supporting the Sharing of Ideas for Empowering Classroom Teachers Online

    ERIC Educational Resources Information Center

    Smith, Sedef Uzuner

    2014-01-01

    In efforts to maintain America's global competitiveness in the knowledge-based economy, teacher professional development has moved to center stage. With increasing numbers of English language learners (ELLs) in U.S. schools, several states have adopted mandatory professional development for classroom teachers to equip them with the knowledge…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  9. Educating K-12 Professionals and Parents: Finding Health Information for Special Needs Children*, †

    PubMed Central

    Irish, D. Elizabeth; Lyman, Deborah M.; Squillace, Helen A.; Geyer, Enid M.; Cosgrove, Tammy D.; Hagzan, Amanda; Leinung, Jill; Tosh, Traci

    2014-01-01

    A successful partnership model between an academic health sciences library and a K-12 school district to provide librarians, nurses, and special education staff with access to health information to support special needs children and their parents is presented. Train-the-trainer staff sessions and a parent session were collaboratively developed. Funding support was used to purchase iPads for librarians and nurses to deliver mobile support. The results indicate the resources taught are being used to find health information and the school librarians and nurses are being sought after to assist in finding health information. Positive feedback from the school district indicates this model could be replicated in similar settings. PMID:25983666

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

    NASA Astrophysics Data System (ADS)

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

    2013-04-01

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

  11. Development of a Simple 12-Item Theory-Based Instrument to Assess the Impact of Continuing Professional Development on Clinical Behavioral Intentions

    PubMed Central

    Légaré, France; Borduas, Francine; Freitas, Adriana; Jacques, André; Godin, Gaston; Luconi, Francesca; Grimshaw, Jeremy

    2014-01-01

    Background Decision-makers in organizations providing continuing professional development (CPD) have identified the need for routine assessment of its impact on practice. We sought to develop a theory-based instrument for evaluating the impact of CPD activities on health professionals' clinical behavioral intentions. Methods and Findings Our multipronged study had four phases. 1) We systematically reviewed the literature for instruments that used socio-cognitive theories to assess healthcare professionals' clinically-oriented behavioral intentions and/or behaviors; we extracted items relating to the theoretical constructs of an integrated model of healthcare professionals' behaviors and removed duplicates. 2) A committee of researchers and CPD decision-makers selected a pool of items relevant to CPD. 3) An international group of experts (n = 70) reached consensus on the most relevant items using electronic Delphi surveys. 4) We created a preliminary instrument with the items found most relevant and assessed its factorial validity, internal consistency and reliability (weighted kappa) over a two-week period among 138 physicians attending a CPD activity. Out of 72 potentially relevant instruments, 47 were analyzed. Of the 1218 items extracted from these, 16% were discarded as improperly phrased and 70% discarded as duplicates. Mapping the remaining items onto the constructs of the integrated model of healthcare professionals' behaviors yielded a minimum of 18 and a maximum of 275 items per construct. The partnership committee retained 61 items covering all seven constructs. Two iterations of the Delphi process produced consensus on a provisional 40-item questionnaire. Exploratory factorial analysis following test-retest resulted in a 12-item questionnaire. Cronbach's coefficients for the constructs varied from 0.77 to 0.85. Conclusion A 12-item theory-based instrument for assessing the impact of CPD activities on health professionals' clinical behavioral

  12. Rethinking Museums' Adult Education for K-12 Teachers

    ERIC Educational Resources Information Center

    Marcus, Alan S.

    2008-01-01

    This article explores the importance of developing strong adult education programs within a broader collaborative effort between museum staff and K-12 teachers. Focusing on history museums, the first section discusses the importance of museum visits for K-12 history learning and how we need to reconsider some of the primary purposes for these…

  13. Effective Professional Development Planning: The Wisconsin PDP

    ERIC Educational Resources Information Center

    Fischer, John A.

    2010-01-01

    Designed to improve PK-12 professional learning and increase student achievement, Wisconsin's policymakers developed and implemented new educator licensing guidelines (PI 34) and a Professional Development Plan (PDP) system based on empirical research and national policy trends in 2004. As PI 34 and the PDP system are relatively new, the…

  14. School Counselor and School Nurse Collaboration: Partnering for K-12 Student Success

    ERIC Educational Resources Information Center

    Tuttle, Malti; Yordy, Morgan; Appling, Brandee; Hanley, Erika

    2018-01-01

    School counselors and school nurses strive to support the well-being of students in K-12 school settings. Both professionals often overlap and interact with the same students prompting the need for effective collaboration. The purpose of this article is to introduce a collaboration model to assist school counselors and school nurses in forming a…

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

    ERIC Educational Resources Information Center

    Barbour, Michael K.

    2009-01-01

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

  16. UTIG's Contributions to Seismology in K-12 Classrooms

    NASA Astrophysics Data System (ADS)

    Ellins, K. K.

    2004-12-01

    The University of Texas Institute for Geophysics (UTIG) conducts research in many areas of seismology, including the study of earthquakes, the structure of Earth's interior and targeted geologic settings, and the development of methods to monitor nuclear explosions. In addition, UTIG scientists engage in educational outreach that takes seismology and its applications into K-12 classrooms. Activities include (1) the development of standards-aligned, inquiry-based curriculum materials that use real seismic data to convey concepts in earthquake seismology and which introduce modern technologies based on the principles of seismology; (2) a year-long teacher professional development institute that incorporates seismology and teacher workshops at which scientists, GK-12 Fellows and teachers team up to deliver science content and learning activities; and (3) a "Teacher in the Field" program through which teachers have participated in marine geophysical cruises to study tectonic processes in the Bransfield Strait, Hess Deep, Terror Rift in the Ross Sea, the southeastern Caribbean, and the Blanco Fracture Zone. UTIG has supported these efforts through grants from the NSF and state agencies, and by partnering with other programs and organizations. For example, teacher workshops were organized around public lectures by IRIS/SSA Distinguished Speakers Roger Bilham (Global Death and Construction: Earthquakes on an Urban Planet) and David Wald (Rapid Earthquake Information: Citizen Science and New Tools for Emergency Response) and presented as part of The University of Texas Environmental Science Institute Outreach Lecture Series.

  17. Teacher Professional Development by Selected Teacher and School Characteristics: 2011-12. Stats in Brief. NCES 2017-200

    ERIC Educational Resources Information Center

    Rotermund, Susan; DeRoche, John; Ottem, Randolph

    2017-01-01

    This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011-12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire. This report relies on data provided by public school teachers about their professional…

  18. Expanding the Professional Development School Model: Developing Collaborative Partnerships with School Counselors

    ERIC Educational Resources Information Center

    Foust, Gretchen E.; Goslee, Patricia A.

    2014-01-01

    The Professional Development School (PDS) model, a successful collaborative partnership model between university teacher education programs and P-12 schools, focuses on ''preparing future educators, providing current educators with ongoing professional development, encouraging joint school-university faculty investigation of education-related…

  19. Physiotherapists' stories about professional development.

    PubMed

    Pettersson, Anna F; Bolander Laksov, Klara; Fjellström, Mona

    2015-01-01

    A professional career may extend over a period of 40 years. Although learning is a feature of professional competence, little is known about learning and development after professional entry education. Narrative inquiry was used to understand how physiotherapists learned and developed over time, and stories from a purposeful sample of 12 physiotherapists were collected. Stories were thematically analyzed with regard to key elements related to learning and development, and common themes were identified across stories. Four themes emerged from the analysis where physiotherapists learned and developed in working life: (1) facing challenges; (2) contrasting perspectives; (3) drawing on hundreds of educators; and (4) building on personal experience. Non-formal ways of learning in working life may help physiotherapists learn and develop confidence, communication strategies and different approaches to treatment. Besides reflection on personal experience and patient encounters, learning and development may be promoted and supported by taking on challenges and changing settings.

  20. Connecting K-12 Educators with Current Scientific Research Through the DataStreme Project

    NASA Astrophysics Data System (ADS)

    Brey, J. A.; Geer, I. W.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

    2016-02-01

    One of the greatest challenges in scientific education is finding ways to incorporate recent discoveries into a classroom setting to help students engage in the subject. The American Meteorological Society (AMS) responds to this challenge by connecting K-12 teachers to current Earth science research through the DataStreme Project. The DataStreme Project is a free professional development program for in-service K-12 teachers. DataStreme Atmosphere, Ocean, and Earth's Climate System are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with AMS Education Program scientists and educators who develop instructional materials, provide logistical support to the LITs, and administer the project. Teachers may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each DataStreme course and construction of a Plan of Action for educational peer-training. This plan is the first step for participants to become an Earth system science education resource teacher for their students, peers, and community. While each DataStreme course focuses on its respective topic, there are many sections that accentuate the many ways that atmosphere, ocean, and climate science interact; for example, the effects of climate change on the ocean system are covered at the end of the DataStreme Ocean course. DataStreme emphasizes investigation of real-word and current NASA and NOAA data and utilizes resources from respected organizations in activities and assignments for participants, such as the IPCC and U.S. Global Change Research Program. Since 1996, more than 19,000 teachers have completed a DataStreme course, directly impacting hundreds of thousands of additional teachers and more than 1 million students. As more extensive research is done in the field of environmental science, DataStreme courses will continue to be an excellent resource for teacher professional

  1. The Perceived Effectiveness of Christian School Professional Development

    ERIC Educational Resources Information Center

    Hicks, Kory G.

    2012-01-01

    The purpose of this study was to explore the effectiveness of professional development programs in Christian schools. This study compared the perceptions of Christian school and public schoolteachers towards their professional development to determine if any statistically significant differences existed among Learning Forward's 12 standards…

  2. Faculty Designers and Instructional Design Skills for Developing Learning Opportunities in K-12 Environments

    ERIC Educational Resources Information Center

    Nativio, Alaine

    2014-01-01

    As K-12 environments discover different avenues to offer the best learning experiences available to students, schools are utilizing existing staff members to develop and teach traditional face-to-face, blended and online courses. The purpose of the study was to discover similarities and differences in processes, principles and strategies for…

  3. Further Research on an Undergraduate Measure of Professional Development Engagement

    ERIC Educational Resources Information Center

    Blau, Gary; Pred, Robert; Andersson, Lynne; Lopez, Andrea B.

    2015-01-01

    Professional Development Engagement (PDE) refers to the level of undergraduate engagement in professional development. Professional Development (PD) involves activities designed to help students prepare for a successful college-to-work transition. This study tested a new 12-item measure of PDE for a complete-data sample of 246 undergraduate…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Lan, Yu-Ling

    2012-01-01

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

  6. Exploring Arizona K-12 Virtual Educator Experiences and Perspectives Developing Collaborative Learning Communities

    ERIC Educational Resources Information Center

    Cross, Deborah Iyron

    2015-01-01

    Arizona Online Instruction (AOI) provided an instructional alternative to nearly fifty thousand K-12 students in Arizona during the 2012-2013 school year. Growth in online education underscores the importance of evolving the role of the K-12 virtual teacher as the human agent (Turvey, 2008) demonstrating social learning theory (Bandura, 1977) by…

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

    NASA Astrophysics Data System (ADS)

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

    2012-12-01

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

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

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2013-01-01

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

  9. The Development of a Conceptual Framework for New K-12 Science Education Standards (Invited)

    NASA Astrophysics Data System (ADS)

    Keller, T.

    2010-12-01

    The National Academy of Sciences has created a committee of 18 National Academy of Science and Engineering members, academic scientists, cognitive and learning scientists, and educators, educational policymakers and researchers to develop a framework to guide new K-12 science education standards. The committee began its work in January, 2010, released a draft of the framework in July, 2010, and intends to have the final framework in the first quarter of 2011. The committee was helped in early phases of the work by consultant design teams. The framework is designed to help realize a vision for science and engineering education in which all students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school. These three dimensions - core disciplinary ideas, science and engineering practices, and cross-cutting elements - must blend together to build an exciting, relevant, and forward looking science education. The framework will be used as a base for development of next generation K-12 science education standards.

  10. Teaching Inquiry using NASA Earth-System Science: Lessons Learned for Blended, Scaffolded Professional Development

    NASA Astrophysics Data System (ADS)

    Ellis, T. D.; TeBockhorst, D.

    2013-12-01

    Teaching Inquiry using NASA Earth-System Science (TINES) is a NASA EPOESS funded program exploring blended professional development for pre- and in-service educators to learn how to conduct meaningful inquiry lessons and projects in the K-12 classroom. This project combines trainings in GLOBE observational protocols and training in the use of NASA Earth Science mission data in a backward-faded scaffolding approach to teaching and learning about scientific inquiry. It also features a unique partnership with the National Science Teachers Association Learning Center to promote cohort building and blended professional development with access to NSTA's collection of resources. In this presentation, we will discuss lessons learned in year one and two of this program and how we plan to further develop this program over the next two years.

  11. NASA Lewis' IITA K-12 Program

    NASA Technical Reports Server (NTRS)

    1996-01-01

    The NASA Lewis Research Center's Information Infrastructure Technology and Applications for Kindergarten to 12th Grade (IITA K-12) Program is designed to introduce into school systems computing and communications technology that benefits math and science studies. By incorporating this technology into K-12 curriculums, we hope to increase the proficiency and interest in math and science subjects by K-12 students so that they continue to study technical subjects after their high school careers are over.

  12. Developing a nationwide K-12 outreach model: Physiology Understanding (PhUn) Week 10 years later.

    PubMed

    Stieben, Margaret; Halpin, Patricia A; Matyas, Marsha Lakes

    2017-09-01

    Since 2005, nearly 600 Physiology Understanding Week (PhUn Week) events have taken place across the U.S., involving American Physiological Society (APS) members in K-12 outreach. The program seeks to build student understanding of physiology and physiology careers, assist teachers in recognizing physiology in their standards-based curriculum, and involve more physiologists in K-12 outreach. Formative goals included program growth (sites, participants, and leaders), diversification of program models, and development of a community of practice of physiologists and trainees involved in outreach. Eleven years of member-provided data indicate that the formative goals are being met. Nearly 100,000 K-12 students have been reached during the last decade as an increasing pool of physiologists took part in a growing number of events, including a number of international events. The number and types of PhUn Week events have steadily increased as a community of practice has formed to support the program. Future program goals include targeting regional areas for PhUn Week participation, establishing research collaboratives to further explore program impacts, and providing on-demand training for physiologists. Copyright © 2017 the American Physiological Society.

  13. Development of Design Guidance for K-12 Schools: From 30% to 50% Energy Savings

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

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

    2008-01-01

    This paper describes the development of energy efficiency recommendations for achieving 30% whole-building energy savings in K-12 Schools over levels achieved by following the ANSI/ASHRAE/IESNA Standard 90.1, Energy Standard for Buildings Except Low-Rise Residential Buildings (1999 and 2004 versions). Exhaustive simulations were run to create packages of energy design solutions available over a wide range of K-12 schools and climates. These design recommendations look at building envelope, fenestration, lighting systems (including electrical lights and daylighting), HVAC systems, building automation and controls, outside air treatment, and service water heating. We document and discuss the energy modeling performed to demonstrate that themore » recommendations will result in at least 30% energy savings over ASHRAE 90.1-1999 and ASHRAE 90.1-2004. Recommendations are evaluated based on the availability of daylighting for the school and by the type of HVAC system. Compared to the ASHRAE 90.1-1999 baseline, the recommendations result in more than 30% savings in all climate zones for both daylit and nondaylit elementary, middle, and high schools with a range of HVAC system types. These recommendations have been included in the Advanced Energy Design Guide for K-12 School Buildings. Compared to the more stringent ASHRAE 90.1-2004 baseline, the recommendations result in more than 30% savings in all climate zones, for only the daylit elementary, middle, and high schools, with a range of HVAC system types. To inform the future development of recommendations for higher level of energy savings, we analyzed a subset of recommendations to understand which energy efficiency technologies would be needed to achieve 50% energy savings.« less

  14. Noncommissioned Officer Education and Professional Development Study

    DTIC Science & Technology

    1971-01-01

    34 , _ L -I NOCMISSIO.-iED OFFICER EDUCATION K ND . PROFESSIONAL DEVELOPMENT S T U , P ’-) , !, HEIDQUARTE RS UNITED STATES CONTINENTAL ARMY...I Section C - Assumptions .............. .............. 2 PART II - NONCOMMISSIONED OFFICER EDUCATION SYSTEM . . . 5 Figures 1 - 3...48 Section L - Assignment Patterns ........... 42 Section M - NCOS Attendance. ............ 50 Section N - keneral Educational Development . ..... 52

  15. Professional development for primary science teaching in Thailand: Knowledge, orientations, and practices of professional developers and professional development participants

    NASA Astrophysics Data System (ADS)

    Musikul, Kusalin

    The purpose of this study was to examine an entire PD project as a case to understand the dynamic nature of science PD in a holistic manner. I used a pedagogical content knowledge model by Magnusson, Krajcik, and Borko (1999) as my theoretical framework in examining the professional developers' and teacher participants' knowledge, orientation, and practice for professional development and elementary science teaching. The case study is my research tradition; I used grounded theory for data analysis. The primary data sources were interview, card sort activity, and observation field notes collected during the PD and subsequently in teacher participants' classrooms. Secondary data sources were documents and artifacts that I collected from the professional developers and teachers. An analysis of the data led me to interpret the following findings: (a) the professional developers displayed multiple orientations. These orientations included activity-driven, didactic, discovery, and pedagogy-driven orientations. The orientations that were found among the professional developers deviated from the reformed Thai Science Education Standards; (b) the professional developers had limited PCK for PD, which were knowledge of teachers' learning, knowledge of PD strategies, knowledge of PD curriculum, and knowledge of assessment.; (c) the professional developers' knowledge and orientations influenced their decisions in selecting PD activities and teaching approaches; (d) their orientations and PCK as well as the time factor influenced the design and implementation of the professional development; (e) the elementary teachers displayed didactic, activity-driven, and academic rigor orientations. The orientations that the teachers displayed deviated from the reformed Thai Science Education Standards; and (f) the elementary teachers exhibited limited PCK. It is evident that the limitation of one type of knowledge resulted in an ineffective use of other components of PCK. This study

  16. 12 CFR 411.205 - Professional and technical services.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... advice and analysis directly applying any professional or technical discipline. For example, drafting of... their professional or technical expertise and unless the advice or analysis is rendered directly and... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Professional and technical services. 411.205...

  17. Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program delivers climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers.

    NASA Astrophysics Data System (ADS)

    Ostrom, T.

    2017-12-01

    This presentation will include a series of visuals that discuss how hands-on learning activities and field investigations from the the Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program deliver climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers. The GME program poster presentation will also show how teachers strengthen student preparation for Science, Technology, Engineering, Art and Mathematics (STEAM)-related careers while promoting diversity in the future STEM workforce. In addition to engaging students in scientific inquiry, the GME program poster will show how career exploration and preparation experiences is accomplished through direct connection to scientists and real science practices. The poster will show which hands-on learning activities that are being implemented in more than 30,000 schools worldwide, with over a million students, teachers, and scientists collecting environmental measurements using the GLOBE scientific protocols. This poster will also include how Next Generation Science Standards connect to GME learning progressions by grade strands. The poster will present the first year of results from the implementation of the GME program. Data is currently being agrigated by the east, midwest and westen regional operations.

  18. Earth Exploration Toolbook Workshops: Web-Conferencing and Teleconferencing Professional Development Bringing Earth Science Data Analysis and Visualization Tools to K-12 Teachers and Students

    NASA Astrophysics Data System (ADS)

    McAuliffe, C.; Ledley, T.

    2008-12-01

    The Earth Exploration Toolbook (EET) Workshops Project provides a mechanism for teachers and students to have successful data-using educational experiences. In this professional development project, teachers learn to use National Science Digital Library (NSDL), the Digital Library for Earth System Education (DLESE), and an Earth Exploration Toolbook (EET) chapter. In an EET Data Analysis Workshop, participants walk through an Earth Exploration Toolbook (EET) chapter, learning basic data analysis techniques and discussing ways to use Earth science datasets and analysis tools with their students. We have offered twenty-eight Data Analysis Workshops since the project began. The total number of participants in the twenty-eight workshops to date is three hundred eleven, which reflects one hundred eighty different teachers participating in one or more workshops. Our workshops reach middle and high school teachers across the United States at schools with lower socioeconomic levels and at schools with large numbers of minority students. Our participants come from thirty-eight different states including Alaska, Maine, Florida, Montana, and many others. Eighty-six percent of our participants are classroom teachers. The remaining fourteen percent are staff development specialists, university faculty, or outreach educators working with teachers. Of the classroom teachers, one third are middle school teachers (grades 6 to 8) and two thirds are high school teachers (grades 9 to 12.) Thirty-four percent of our participants come from schools where minority populations are the majority make up of the school. Twenty-five percent of our participants are at schools where the majority of the students receive free or reduced cost lunches. Our professional development workshops are helping to raise teachers' awareness of both the Digital Library for Earth System Education (DLESE) and the National Science Digital Library (NSDL). Prior to taking one of our workshops, forty-two percent of

  19. 12 CFR 411.300 - Professional and technical services.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... analysis directly applying any professional or technical discipline. For example, drafting or a legal... professional or technical expertise and unless the advice or analysis is rendered directly and solely in the... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Professional and technical services. 411.300...

  20. School Librarians Fully Online: Preparing the Twenty-First Century Professional

    ERIC Educational Resources Information Center

    Santos Green, Lucy; Jones, Stephanie A.; Burke, Panne Andrea

    2017-01-01

    Online learning, already an essential component of the higher-education and professional landscape, has now developed a more ubiquitous presence in K-12 learning due to educational trends such as flipped education and use of tools such as Google Classroom. Despite the increasingly important role of online learning in K-12 education, little…

  1. A network model for biofilm development in Escherichia coli K-12.

    PubMed

    Shalá, Andrew A; Restrepo, Silvia; González Barrios, Andrés F

    2011-09-22

    In nature, bacteria often exist as biofilms. Biofilms are communities of microorganisms attached to a surface. It is clear that biofilm-grown cells harbor properties remarkably distinct from planktonic cells. Biofilms frequently complicate treatments of infections by protecting bacteria from the immune system, decreasing antibiotic efficacy and dispersing planktonic cells to distant body sites. In this work, we employed enhanced Boolean algebra to model biofilm formation. The network obtained describes biofilm formation successfully, assuming - in accordance with the literature - that when the negative regulators (RscCD and EnvZ/OmpR) are off, the positive regulator (FlhDC) is on. The network was modeled under three different conditions through time with satisfactory outcomes. Each cluster was constructed using the K-means/medians Clustering Support algorithm on the basis of published Affymetrix microarray gene expression data from biofilm-forming bacteria and the planktonic state over four time points for Escherichia coli K-12. The different phenotypes obtained demonstrate that the network model of biofilm formation can simulate the formation or repression of biofilm efficiently in E. coli K-12.

  2. Using Large Marine Ecosystems and Cultural Responsiveness as the Context for Professional Development of Teachers and Scientists in Ocean Sciences

    ERIC Educational Resources Information Center

    Sigman, Marilyn; Dublin, Robin; Anderson, Andrea; Deans, Nora; Warburton, Janet; Matsumoto, George I.; Dugan, Darcy; Harcharek, Jana

    2014-01-01

    During 2010-2012, three professional development workshops brought together K-12 educators and scientists conducting research in the geographic and ecological context of Alaska's three large marine ecosystems (Bering Sea/Aleutians, Gulf of Alaska, and Arctic Ocean). Educators successfully applied new scientific knowledge gained from their…

  3. Language Arts Resource Guide K-12.

    ERIC Educational Resources Information Center

    Pitman, John C.

    One of a series designed to help districts refine and upgrade their current curricular offerings, this resource guide deals with the development of a unified K-12 language arts curriculum that combines the four major language arts components of listening, speaking, reading, and writing. Following a brief foreword and list of acknowledgments, the…

  4. Guidelines for Communication Arts: K-12.

    ERIC Educational Resources Information Center

    1971

    These guidelines are part of a total curricular program K-12 developed for use in the elementary and secondary schools of the Diocese of Cleveland. Objectives for the study of the communication arts in these grades are listed as follows: (1) Listening with attention, discrimination, and empathy, (2) Viewing with perception, discrimination, and…

  5. The Satellites, Weather and Climate (SWAC) Teacher Professional Development Program: Making the Case for Climate and Geospatial Literacy

    ERIC Educational Resources Information Center

    Dupigny-Giroux, Lesley-Ann; Toolin, Regina; Hogan, Stephen; Fortney, Michael D.

    2012-01-01

    In July 2008, a new professional development program called Satellites, Weather and Climate (SWAC) began at the University of Vermont. Its goal was to enhance the competency of in-service K-12 science and mathematics Vermont teachers in the atmospheric, climate, and geospatial sciences. The pilot program ran until 2010, during which time 14…

  6. Listening to the soloists in the choir: A study of the life experience of exemplary K--12 environmental educators

    NASA Astrophysics Data System (ADS)

    Carter, Robert L.

    Following the environmental awakening of the last third of the twentieth century, anchored by the enactment of the National Environmental Policy Act of 1969, education, and its frontline providers---teachers---were expected to become the dominant engines for realizing the new ideal of an environmentally literate populace. In reality, no such change has yet occurred despite continuous efforts from a variety of governmental and nongovernmental entities. A review of the literature revealed that there was something missing in research on the preparation of teachers for environmental education. There did not appear to be any research into why teachers who embrace the idea of environmental education as a fundamental part of education do so in the first place. In this study, described as basic qualitative research, I used a multiple-session interview technique to explore, in depth, the life experiences of the phenomenon I refer to as "an exemplary K-12 environmental educator." The pool of potential participants was composed of environmental education award winners from several states in the upper Midwest. Ten teachers were recruited from the available pool. Among these 10 were represented both genders, teaching in grades ranging from grade 2 through grade 12. The results of this study provide a look into a complex set of interactions which were eventually manifested as the phenomenon of interest. Highlights of the findings indicate that (1) a strong connection to the environment was developed early in life, (2) this connection was the result of experiences shared in the outdoors with significant others, (3) a love of learning and self-directedness are both integral to who these individuals are, (4) the study participants, as K-12 educators, draw heavily from the support of relevant professional associations. Implications for the continuing professional education of teachers in environmental education are that more emphasis is needed on awareness and affect as components

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  8. Imagining a Future in PreK: How Professional Identity Shapes Notions of Early Mathematics

    ERIC Educational Resources Information Center

    Graue, Elizabeth; Karabon, Anne; Delaney, Katherine Kresin; Whyte, Kristin; Kim, Jiwon; Wager, Anita

    2015-01-01

    This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We…

  9. Preschool Literacy and the Common Core: A Professional Development Model

    ERIC Educational Resources Information Center

    Wake, Donna G.; Benson, Tammy Rachelle

    2016-01-01

    Many states have adopted the Common Core Standards for literacy and math and have begun enacting these standards in school curriculum. In states where these standards have been adopted, professional educators working in K-12 contexts have been working to create transition plans from existing state-based standards to the Common Core standards. A…

  10. Copyright Updates for K-12 Librarians

    ERIC Educational Resources Information Center

    Johnson, Wendell G.

    2016-01-01

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

  11. K-12 Bolsters Ties to Engineering

    ERIC Educational Resources Information Center

    Robelen, Erik W.

    2013-01-01

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

  12. Teacher Research as Professional Development for P-12 Music Teachers

    ERIC Educational Resources Information Center

    Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael

    2014-01-01

    The purpose of this study was to examine the experiences of seven music educators who conducted teacher research in their classrooms and to document whether the teachers and the local school district considered the project as professional development. Research questions included: (1) How do these music educators describe the experience of planning…

  13. Colorado K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 26

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2015-01-01

    The purpose of the "Colorado K-12 & School Choice Survey" is to measure public opinion on, and in some cases awareness or knowledge of, a range of K-12 education topics and school choice reforms. A total of 601 telephone interviews were completed from August 29 to September 16, 2015, with questions on the direction of K-12 education,…

  14. Leading Professional Learning to Develop Professional Capital: The Saskatchewan Professional Development Unit's Facilitator Community

    ERIC Educational Resources Information Center

    Osmond-Johnson, Pamela

    2017-01-01

    Drawing on data from a mixed methods study of the Saskatchewan Professional Development Unit's (SPDU) Facilitator Community, this paper highlights the potential of teacher-led professional learning in developing professional capital through engagement in teacher leadership. Analysis of survey, interview, and observational data revealed the…

  15. Examining a math-science professional development program for teachers in grades 7-12 in an urban school district in New York State

    NASA Astrophysics Data System (ADS)

    Kaszczak, Lesia

    With the adoption of the Common Core State Standards in New York State and the Next Generation Science Standards, it is more important than ever for school districts to develop professional development programs to provide teachers with the resources that will assist them in incorporating the new standards into their classroom instruction. This study focused on a mathematics and science professional development program known as STEMtastic STEM. The two purposes of the study were: to determine if there is an increase in STEM content knowledge of the participants involved in year two of a three year professional development program and to examine the teachers' perceptions of the impact of the professional development program on classroom instruction. The sample included teachers of grades 7-12 from an urban school district in New York State. The scores of a content knowledge pre-test and post-test were analyzed using a paired sample t-test to determine any significant differences in scores. In order to determine mathematics and science teachers' perceptions of the impact of the professional development program, responses from a 22 item Likert-style survey were analyzed to establish patterns of responses and to determine positive and negative perceptions of participants of the professional development program. A single sample t-test was used to determine if the responses were significantly positive. The results of this study indicated that there was no significant increase in content knowledge as a result of participation in the STEMtastic STEM professional development program. Both mathematics and science teachers exhibited significant positive perceptions of items dealing with hands-on participation during the professional development; support provided by STEMtastic STEM specialists; and the support provided by the administration. It was concluded that both mathematics and science teachers responded positively to the training they received during the professional

  16. Nebraska Science Standards: Grades K-12

    ERIC Educational Resources Information Center

    Nebraska Department of Education, 2010

    2010-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2013-12-01

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

  18. A Survey of K-12 Teachers' Utilization of Social Networks as a Professional Resource

    ERIC Educational Resources Information Center

    Hunter, Leah J.; Hall, Cristin M.

    2018-01-01

    Teachers are increasingly using social networks, including social media and other Internet applications, to look for educational resources. This study shares results from a survey examining patterns of social network application use among K-12 teachers in the United States. A sample of 154 teachers (18 males, 136 females) in the United States…

  19. Professional Development Schools and Transformative Partnerships

    ERIC Educational Resources Information Center

    Polly, Drew, Ed.; Heafner, Tina, Ed.; Chapman, Marvin, Ed.; Spooner, Melba, Ed.

    2015-01-01

    School-university partnerships have the potential to greatly benefit teaching and learning in PK-12 environments, as well as educator preparation programs. This collaboration is advantageous to teachers, counselors, and administrators. "Professional Development Schools and Transformative Partnerships" provides a comprehensive look at the…

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

    ERIC Educational Resources Information Center

    Salmani-Nodoushan, Mohammad Ali

    2008-01-01

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

  1. Author Reply to K12 Inc. Response

    ERIC Educational Resources Information Center

    National Education Policy Center, 2012

    2012-01-01

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

  2. The Reported Experiences of Adult to Adult Bullying in K-12 New Jersey Public Schools

    ERIC Educational Resources Information Center

    Mazzarella, Julia R.

    2018-01-01

    This is a qualitative study which investigated the reported experiences of adult to adult bullying by other certified school professionals in a K-12 New Jersey public school setting. The study focused on: 1.) How bullies bully; 2.) The behavioral, psychological, somatic, and career manifestations for the targets of bullying; 3.) The support or…

  3. Rural outreach in Maine: A research-driven professional development teacher community

    NASA Astrophysics Data System (ADS)

    Wittmann, Michael

    2016-03-01

    In the Maine Physical Sciences Partnership (MainePSP), researchers at the University of Maine have joined together with the state's Department of Education, non-profits, and teachers in multiple school districts to create a dynamic and growing community dedicated to improving K12 education of the physical sciences. Through ongoing efforts to introduce and adapt instructional materials, guided by education research and research-guided professional development, we have built a community responsive to student and teacher needs. This work has fed back into the university setting, where teachers are playing a role in graduate courses taken by our Master of Science in Teaching students. In this talk, I will focus on the role of education research in the partnership, showing how we use research in professional development, the development of assessments, and the analysis of the resulting data. I will describe two projects, one to understand how teachers' content knowledge affects the development of items assessing knowledge of acceleration, the other to see how teachers use their content knowledge of systems and energy to make pedagogical choices based on students' incorrect ideas about conservation of energy. Sponsored in part by NSF Grants MSP-0962805, DRL-1222580, and DUE-1340033.

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

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

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

    2008-07-01

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

  5. Reflections on a Professional Development Course for Educational Developers

    ERIC Educational Resources Information Center

    Popovic, Celia; Fisher, Elaine

    2016-01-01

    Entry into the Fellowship of Staff and Educational Development Association is through the production of a professional portfolio which evidences the applicant's achievement of the Fellowship requirements. Supporting and Leading Educational Change takes participants through the Fellowship process. The 12-week online course combines theory of…

  6. 12 CFR 722.6 - Professional association membership; competency.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Professional association membership; competency... CREDIT UNIONS APPRAISALS § 722.6 Professional association membership; competency. (a) Membership in... membership in any particular appraisal organization. (b) Competency. All staff and fee appraisers performing...

  7. 12 CFR 564.6 - Professional association membership; competency.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 12 Banks and Banking 5 2010-01-01 2010-01-01 false Professional association membership; competency... APPRAISALS § 564.6 Professional association membership; competency. (a) Membership in appraisal organizations... membership in any particular appraisal organization. (b) Competency. All staff and fee appraisers performing...

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

    ERIC Educational Resources Information Center

    Morse, James E.; And Others

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

  9. Exploring Climate Science with WV Educators: A Regional Model for Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Ruberg, L. F.; Calinger, M.

    2014-12-01

    The National Research Council Framework for K-12 Science Literacy reports that children reared in rural agricultural communities, who experience regular interactions with plants and animals, develop more sophisticated understanding of ecology and biological systems than do urban and suburban children of the same age. West Virginia (WV) is a rural state. The majority of its residents live in communities of fewer than 2,500 people. Based on the features of the population being served and their unique strengths, this presentation focuses on a regional model for teacher professional development that addresses agricultural and energy vulnerabilities and adaptations to climate change in WV. The professional development model outlined shows how to guide teachers to use a problem-based learning approach to introduce climate data and analysis techniques within a scenario context that is locally meaningful. This strategy engages student interest by focusing on regional and community concerns. Climate science standards are emphasized in the Next Generation Science Standards, but WV has not provided its teachers with appropriate instructional resources to meet those standards. The authors addressed this need by offering a series of climate science education workshops followed by online webinars offered to WV science educators free of charge with funding by the West Virginia Space Grant Consortium. The authors report on findings from this series of professional development workshops conducted in partnership with the West Virginia Science Teachers Association. The goal was to enhance grades 5-12 teaching and learning about climate change through problem-based learning. Prior to offering the climate workshops, all WV science educators were asked to complete a short questionnaire. As Figure 1 shows, over 40% of the teacher respondents reported being confident in teaching climate science content. For comparison post workshops surveys measure teacher confidence in climate science

  10. Facilities as teaching tools: A transformative participatory professional development experience

    NASA Astrophysics Data System (ADS)

    Wilson, Eric A.

    Resource consumption continues to increase as the population grows. In order to secure a sustainable future, society must educate the next generation to become "sustainability natives." Schools play a pivotal role in educating a sustainability-literate society. However, a disconnect exists between the hidden curriculum of the built environment and the enacted curriculum. This study employs a transformative participatory professional development model to instruct teachers on how to use their school grounds as teaching tools for the purpose of helping students make explicit choices in energy consumption, materials use, and sustainable living. Incorporating a phenomenological perspective, this study considers the lived experience of two sustainability coordinators. Grounded theory provides an interpretational context for the participants' interactions with each other and the professional development process. Through a year long professional development experience - commencing with an intense, participatory two-day workshop -the participants discussed challenges they faced with integrating facilities into school curriculum and institutionalizing a culture of sustainability. Two major needs were identified in this study. For successful sustainability initiatives, a hybrid model that melds top-down and bottom-up approaches offers the requisite mix of administrative support, ground level buy-in, and excitement vis-a-vis sustainability. Second, related to this hybrid approach, K-12 sustainability coordinators ideally need administrative capabilities with access to decision making, while remaining connected to students in a meaningful way, either directly in the classroom, as a mentor, or through work with student groups and projects.

  11. Functional anatomy of the cardiovascular system: professional development for PreK-3 teachers using a "train and equip" method results in learning opportunities for students.

    PubMed

    Burns, E Robert

    2008-01-01

    Preadolescent students are interested in learning the structure and function of the human body. However, their teachers are not trained in this content. The purpose of this project was to expand a successful outreach effort in the health sciences for grade 7-12 teachers to include PreK-3 teachers. A "Healthy Hearts" workshop was offered to train the teachers in relevant content and also to give them a resource kit of supplies and equipment to facilitate the transference of the training into educational opportunities for their students. The workshop included many role-playing activities and use of all items in the resource kit. A total of 25 workshops were conducted in 14 different community locations with 716 PreK-3 teachers attending from 169 communities representing 59 (79%) of the state's 75 counties. African American (AA) teacher participation was 35%, twice the state AA population rate and 3.5x the AA public school teacher rate. Pre to Posttest scores increased an average of 15%. The results of the evaluation measures regarding the workshop and the transference of the training and use of resource kit items into learning opportunities for students were excellent. Universities have the capability, perhaps the responsibility, to provide the much-needed professional development training to PreK-12 teachers. Anatomists in medical and nonmedical school settings are well positioned to participate in this process and help close the gap between the interest young children have in learning about the human body and the lack of teacher training in this content. (c) 2008 American Association of Anatomists.

  12. 12 CFR 34.46 - Professional association membership; competency.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 12 Banks and Banking 1 2010-01-01 2010-01-01 false Professional association membership; competency... ESTATE LENDING AND APPRAISALS Appraisals § 34.46 Professional association membership; competency. (a... membership or lack of membership in any particular appraisal organization. (b) Competency. All staff and fee...

  13. 12 CFR 323.6 - Professional association membership; competency.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Professional association membership; competency... OF GENERAL POLICY APPRAISALS § 323.6 Professional association membership; competency. (a) Membership... membership or lack of membership in any particular appraisal organization. (b) Competency. All staff and fee...

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  15. Einstein Online: A Web-based Course for K-12 Teachers from the American Museum of Natural History

    NASA Astrophysics Data System (ADS)

    Steiner, Robert

    2004-05-01

    Einstein Online: A Web-based Course for K-12 Teachers from the American Museum of Natural History Robert V. Steiner, Ph.D. Project Director, Seminars on Science American Museum of Natural History The American Museum of Natural History, in collaboration with Hebrew University and the Skirball Cultural Center, has created a major exhibit on Albert Einstein, including extensive coverage of his contributions to relativity, quantum mechanics and unified field theories as well as the social and political dimensions of his life. Leveraging the assets of this exhibit as well as the expertise of the Museum's Department of Astrophysics and its Education Department, a six-week online professional development course for K-12 teachers has been created, providing inquires into some of the frontiers of physics through rich media resources, facilitated discussion forums and assignments. The course, which requires only minimal Web access, offers a unique opportunity for teachers across the United States to explore modern physics guided by a working scientist and a skilled online facilitator. The course includes original essays by Museum scientists, images, video, simulations, web links and digital resources for classroom use. The course design, development, implementation and evaluation are reviewed.

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

    ERIC Educational Resources Information Center

    Shyr, Wen-Jye

    2017-01-01

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

  17. Big Outcrops and Big Ideas in Earth Science K-8 Professional Development

    NASA Astrophysics Data System (ADS)

    Baldwin, K. A.; Cooper, C. M.; Cavagnetto, A.; Morrison, J.; Adesope, O.

    2014-12-01

    Washington State has recently adopted the Next Generation Science Standards (NGSS) and state leaders are now working toward supporting teachers' implementation of the new standards and the pedagogical practices that support them. This poster encompasses one of one such professional development (PD) effort. The Enhancing Understanding of Concepts and Processes of Science (EUCAPS) project serves 31 K-8 in-service teachers in two southeast Washington school districts. In year two of this three year PD project, in-service teachers explored the Earth sciences and pedagogical approaches such as the Science Writing Heuristic, concept mapping, and activities which emphasized the epistemic nature of science. The goals of the EUCAPS PD project are to increase in-service teachers' big ideas in science and to provide support to in-service teachers as they transition to the NGSS. Teachers used concepts maps to document their knowledge of Earth science processes before and after visiting a local field site in Lewiston, Idaho. In the context of immersive inquiries, teachers collected field-based evidence to support their claims about the geological history of the field site. Teachers presented their claims and evidence to their peers in the form a story about the local geologic history. This poster will present an overview of the PD as well as provide examples of teacher's work and alignment with the NGSS.

  18. Making a College Course Matter for Pre-K Professionals: Supports Needed for Success. Research Brief

    ERIC Educational Resources Information Center

    Hatfield, Bridget E.; LoCasale-Crouch, Jennifer

    2013-01-01

    Given the increased enrollment in pre-K programs coupled with a lack of teacher education that consistently links to child development, this study examines a new course developed to support early childhood professionals in implementing effective teacher-child interactions. Findings suggest that an effective course can be scaled-up and used in…

  19. Teaching Inquiry using NASA Earth-System Science: Preparing Pre- and Inservice K-12 Educators to Use Authentic Inquiry in the Classroom

    NASA Astrophysics Data System (ADS)

    Ellis, T. D.; Tebockhorst, D.

    2012-12-01

    Teaching Inquiry using NASA Earth-System Science (TINES) is a comprehensive program to train and support pre-service and in-service K-12 teachers, and to provide them with an opportunity to use NASA Earth Science mission data and Global Learning and Observations to Benefit the Environment (GLOBE) observations to incorporate scientific inquiry-based learning in the classroom. It uses an innovative blended-learning professional development approach that combines a peer-reviewed pedagogical technique called backward-faded scaffolding (BFS), which provides a more natural entry path to understanding the scientific process, with pre-workshop online content learning and in-situ and online data resources from NASA and GLOBE. This presentation will describe efforts to date, share our impressions and evaluations, and discuss the effectiveness of the BFS approach to both professional development and classroom pedagogy.

  20. Developing Authentic Research Experiences in the K-12 Classroom

    NASA Astrophysics Data System (ADS)

    Hall, M. K.

    2004-12-01

    The excitement of an authentic science experiment in one's own backyard piques interest, but teachers need resources and professional development experiences to capitalize upon this excitement and create opportunities for their students' learning. Three obstacles must be overcome for success in carrying out authentic research in the classroom. First, scientists and teachers must work together to identify relevant and developmentally appropriate research questions for the target audience. Second, teachers need professional development experiences that engage them in authentic research and that provide support for introducing a similar research experience in their own classroom. Third, the outcome of the research experience must have value to the scientist, teacher and student to motivate sustained participation by all. I have directed two projects that have opened the door for teachers to conduct authentic research with their students: monitoring earthquakes with educational seismometers and investigating local environmental problems with a GIS. Classroom seismometers permit students and the public to see first-hand Earth's dynamic response to both human and natural events in their hometown and around the country. From plotting earthquakes occurring throughout the school year to reveal plate tectonic relationships, or conducting seismic hazard analysis of the local region, to analyzing patterns of foreshocks and aftershocks of major earthquakes, students have been actively engaged and motivated in their learning. GIS opens the opportunity to investigate problems of land, water and other resource uses, but presents special problems in acquiring appropriate and useful data. I will discuss the lessons learned from working with teachers in educational seismology and GIS programs and how those lessons can be applied to developing research experiences for teachers and students.

  1. Art Education Curriculum Guide, K-12.

    ERIC Educational Resources Information Center

    Naperville Public Schools, IL.

    GRADES OR AGES: K-12. SUBJECT MATTER: Art. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into numerous sections, one each for grades K-8, and one section for grades 9-12. Each section is in list form. The guide is mimeographed and spiral-bound with a paper cover. OBJECTIVES AND ACTIVITIES: Each section contains four sample lessons…

  2. SENDIT: North Dakota's K-12 Telecommunications Network.

    ERIC Educational Resources Information Center

    Sackman, Gleason

    SENDIT is a telecommunications network for North Dakota educators and students in the K-12 environment. Through SENDIT, both teachers and students have access to the Internet, and some of the isolation associated with the rurality of North Dakota has been diminished. SENDIT was developed by the North Dakota State University School of Education and…

  3. Transforming Professional Development to Professional Learning

    ERIC Educational Resources Information Center

    Stewart, Chelsea

    2014-01-01

    This article reviews teacher professional development norms as they are shifting toward collaborative practice. It is posed that passive and individual practices are inadequate to prepare teachers to integrate the academic skills that learners need for both workforce and college readiness. Promising practices in professional development are…

  4. Scholarly productivity and professional advancement of junior researchers receiving KL2, K23, or K08 awards at a large public research institution.

    PubMed

    Amory, John K; Louden, Diana K N; McKinney, Christy; Rich, Joanne; Long-Genovese, Stacy; Disis, Mary L

    2017-04-01

    How the productivity and careers of KL2 scholars compare with scholars receiving individual K-awards is unknown. The productivity of KL2 scholars (n=21) at our institution was compared with that of K08 (n=34) and K23 (n=26) scholars. KL2 and K23 scholars had greater productivity than K08 scholars ( p =0.01). Professional advancement was similar among groups. At our institution, scholarly productivity and professional advancement did not differ by type of K-award.

  5. Professional Development of Academic Library Professionals in Kerala

    ERIC Educational Resources Information Center

    Mathew, K. Susan; Baby, M. D.; Pillai, S. Sreerekha

    2011-01-01

    The paper aims to bring out the problems and prospects of the professional development opportunities of academic library professionals in the Universities in Kerala. The study is a part of research undertaken to survey the professional development activities and educational needs of library professionals in the major Universities of Kerala in the…

  6. K-12 Education

    Science.gov Websites

    reached out to elementary and high school students to expose them to earthquakes in a hands-on products laboratories publications nisee b.i.p. members education FAQs links education Education Program Internships K-12 Education Contact the PEER Education Program PEER's Educational Affiliates Student Design

  7. NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

    NASA Astrophysics Data System (ADS)

    Ellins, K.; Perry, E.

    2005-12-01

    The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided

  8. Teacher Directed Design: Content Knowledge, Pedagogy and Assessment under the Nevada K-12 Real-Time Seismic Network

    NASA Astrophysics Data System (ADS)

    Cantrell, P.; Ewing-Taylor, J.; Crippen, K. J.; Smith, K. D.; Snelson, C. M.

    2004-12-01

    Education professionals and seismologists under the emerging SUN (Shaking Up Nevada) program are leveraging the existing infrastructure of the real-time Nevada K-12 Seismic Network to provide a unique inquiry based science experience for teachers. The concept and effort are driven by teacher needs and emphasize rigorous content knowledge acquisition coupled with the translation of that knowledge into an integrated seismology based earth sciences curriculum development process. We are developing a pedagogical framework, graduate level coursework, and materials to initiate the SUN model for teacher professional development in an effort to integrate the research benefits of real-time seismic data with science education needs in Nevada. A component of SUN is to evaluate teacher acquisition of qualified seismological and earth science information and pedagogy both in workshops and in the classroom and to assess the impact on student achievement. SUN's mission is to positively impact earth science education practices. With the upcoming EarthScope initiative, the program is timely and will incorporate EarthScope real-time seismic data (USArray) and educational materials in graduate course materials and teacher development programs. A number of schools in Nevada are contributing real-time data from both inexpensive and high-quality seismographs that are integrated with Nevada regional seismic network operations as well as the IRIS DMC. A powerful and unique component of the Nevada technology model is that schools can receive "stable" continuous live data feeds from 100's seismograph stations in Nevada, California and world (including live data from Earthworm systems and the IRIS DMC BUD - Buffer of Uniform Data). Students and teachers see their own networked seismograph station within a global context, as participants in regional and global monitoring. The robust real-time Internet communications protocols invoked in the Nevada network provide for local data acquisition

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

    ERIC Educational Resources Information Center

    Salmani Nodoushan, Mohammad Ali

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Covington, Julie Anne

    2012-01-01

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

  11. Professional Environment for Teacher Professional Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

    Introduction. Teaching and training are at the heart of the knowledge society where the continuing professional development of teachers and trainers provides the cornerstone for the development of a high quality education and training systems. The Aim of the Study. To identify a design of professional environment for teacher professional…

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

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2012-01-01

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

  13. What K-12 Leaders Can Learn from Accreditation

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2011-01-01

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

  17. HRD Professional Development.

    ERIC Educational Resources Information Center

    1998

    This document contains four papers from a symposium on professional development of human resource development (HRD) professionals. "Lifelong Learning and Performance: The Role of Key Qualifications in Human Resource Development" (Simone J. van Zolingen, Wim J. Nijhof) argues that, besides being of interest to employers, key…

  18. Delaware K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 21

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2014-01-01

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

  19. Nevada K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 22

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2013-01-01

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

  1. Missouri K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 19

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2012-01-01

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

  6. Advanced Energy Design Guide K-12: Next Generation of School Design and Operation

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

    Torcellini, Paul A; Pless, Shanti

    Driven by energy efficiency advances and renewable energy cost reductions, zero energy buildings are popping up all around the country. Although zero energy represents a bold paradigm shift - from buildings that consume energy to buildings that produce enough energy to meet their energy needs on an annual basis - it isn't a sudden shift. Zero energy buildings are the result of steady, incremental progress by researchers and building professionals working together to improve building energy performance. ASHRAE is taking the lead by publishing - in partnership with the American Institute of Architects (AIA), the Illuminating Engineering Society (IES), themore » U.S. Green Building Council (USGBC), and the U.S. Department of Energy (DOE) - a new series of advanced energy design guides (AEDGs) focused on zero energy buildings. The recently completed Advanced Energy Design Guide for K-12 School Buildings: Achieving Zero Energy (K-12 ZE AEDG) is the first in this series.« less

  7. Development of sucrose-utilizing Escherichia coli K-12 strain by cloning β-fructofuranosidases and its application for L-threonine production.

    PubMed

    Lee, Jeong Wook; Choi, Sol; Park, Jin Hwan; Vickers, Claudia E; Nielsen, Lars K; Lee, Sang Yup

    2010-10-01

    Sucrose is one of the most promising carbon sources for industrial fermentation. To achieve sucrose catabolism, the sucrose utilization operons have been introduced into microorganisms that are not able to utilize sucrose. However, the rates of growth and sucrose uptake of these engineered strains were relatively low to be successfully employed for industrial applications. Here, we report a practical example of developing sucrose-utilizing microorganisms using Escherichia coli K-12 as a model system. The sucrose utilizing ability was acquired by introducing only β-fructofuranosidase from three different sucrose-utilizing organisms (Mannheimia succiniciproducens, E. coli W, and Bacillus subtilis). Among them, the M. succiniciproducens β-fructofuranosidase was found to be the most effective for sucrose utilization. Analyses of the underlying mechanism revealed that sucrose was hydrolyzed into glucose and fructose in the extracellular space and both liberated hexoses could be transported by their respective uptake systems in E. coli K-12. To prove that this system can also be applied for the production of useful metabolites, the M. succiniciproducens β-fructofuranosidase was introduced into the engineered L-threonine production strain of E. coli K-12. This recombinant strain was able to produce 51.1 g/L L-threonine by fed-batch culture, resulting in an overall yield of 0.284 g L-threonine per g sucrose. This simple approach to make E. coli K-12 to acquire sucrose-utilizing ability and its successful biotechnological application can be employed to develop sustainable bioprocesses using renewable biomass.

  8. Professional Development. Issue Brief

    ERIC Educational Resources Information Center

    Keleher, Julia

    2017-01-01

    In this professional development research brief, the author sets forth the overarching considerations that should be kept in mind when conceptualizing professional development for educators working with neglected or delinquent youth (N or D). The brief begins by defining professional development and demonstrating why it is a critical support for…

  9. Seizing an Opportunity with Carefully Designed Geoscience Education Professional Development (Invited)

    NASA Astrophysics Data System (ADS)

    Holzer, M. A.

    2013-12-01

    The Next Generation Science Standards (NGSS) are providing science education with opportunities to improve classroom practice and student learning within the domain of Earth and space science education. However, accurate and precise interpretation and implementation are the keys to meeting the goals of NGSS. Through their networks, our national geoscience organizations, like National Earth Science Teachers Association, are well positioned to ensure accuracy and precision is achieved in the interpretation and implementation of the NGSS. Nevertheless there are numerous challenges in designing appropriate resources and professional development aligned with the NGSS. This presentation will highlight the challenges and offer solutions to ensuring NGSS specific professional development will assist teachers and increase student learning. In the race to "align" instructional materials with the NGSS a rubber stamp must be avoided, and instead, careful vetting is necessary. The Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2011) set the groundwork for the creation of the NGSS, which then melded the three dimensions (science and engineering practices, cross-cutting concepts, and disciplinary core ideas) into the performance expectations within the standards. When instructional materials are aligned, assessment for the explicit integration of all three dimensions must be included if the materials are to be truly aligned. The NGSS team is designing an instructional material alignment rubric to be used in the vetting process. Once the rubric has been created it will be a tool used by anyone creating instructional materials, and once an educator understands how to use the rubric and how to interpret the rubric score, it will increase the likelihood that the NGSS will be implemented with fidelity. As much as it is a challenge to identify instructional materials that "align" with the NGSS, it will be more of a challenge to design and

  10. Design and Delivery of Professional Development Through Partnerships: Long-Term, Short-Term, and Everything In-Between

    NASA Astrophysics Data System (ADS)

    Urquhart, M. L.; Curry, B.; Hairston, M. R.

    2009-12-01

    Professional development for teachers can take a variety of forms, each with unique challenges and needs. At the University of Texas at Dallas (UTD), we have leveraged partnerships between multiple groups including the Masters of Arts in Teaching program in Science Education, the joint US Air Force/NASA CINDI mission, an ionospheric explorer built at UTD, and the UTD Regional Collaborative for Excellence in Science Teaching. Each effort models, and in the case of the later two has created, inquiry-based lessons around Earth-systems science. A space science mission, currently in low Earth orbit aboard the Air Force satellite C/NOFS, provides real world connections to classroom science, scientific data and visualizations, and funding to support delivery of professional development in short courses and workshops at teacher conferences. Workshops and short course in turn often serve to recruit teachers into our longer-term programs. Long-term professional development programs such as the Collaborative provide opportunities to test curriculum and teacher learning, an interface to high-quality sustained efforts within talented communities of teachers, and much more. From the birth of our CINDI Educational Outreach program to the Collaborative project that produced geoscience kit-based modules and associated professional development adopted throughout the state of Texas, we will share highlights of our major professional development initiatives and how our partnerships have enabled us to better serve the needs of K-12 teachers expected to deliver geoscience and space science content in their classrooms.

  11. Planning Guide for Consumer Education...Grades K-12: A Pilot Program Developed in the Westborough Public Schools.

    ERIC Educational Resources Information Center

    Framingham State Coll., MA.

    Suggested learning activities for teaching consumer education to K-12 students which can be integrated into the regular curriculum are provided in the guide. The guide is divided into four areas which focus on the different roles of the consumer: (1) the consumer's values and goals--self-development, health and safety, decision making, and…

  12. Engagement through Microblogging: Educator Professional Development via Twitter

    ERIC Educational Resources Information Center

    Carpenter, Jeffrey P.; Krutka, Daniel G.

    2015-01-01

    Traditional, top-down professional development (PD) can render teachers mere implementers of the ideas of others, but there is some hope that the participatory nature of social media such as Twitter might support more grassroots PD. To better understand Twitter's role in education, we conducted a survey of K-16 educators regarding their use of the…

  13. K-12 Aerospace Education Programs

    NASA Technical Reports Server (NTRS)

    1999-01-01

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

  14. Nucleoli in human early erythroblasts (K2, K1, K1/2 cells).

    PubMed

    Smetana, K; Jirásková, I; Klamová, H

    2005-01-01

    Human early erythroid precursors classified according to the nuclear size were studied to provide information on nucleoli in these cells using simple cytochemical procedures for demonstration of RNA and proteins of silver-stained nucleolar organizers. K2 cells with nuclear diameter larger than 13 microm and K1 cells with nuclear diameter larger than 9 microm corresponding to proerythroblasts and macroblasts (large basophilic erythroblasts) mostly possessed large irregularly shaped nucleoli with multiple fibrillar centres representing "active nucleoli". K1/2 cells with nuclear diameter smaller than 9 microm corresponding to small basophilic erythroblasts were usually characterized by the presence of micronucleoli representing "inactive nucleolar types". On the other hand, a few K1/2 cells contained large nucleoli with multiple fibrillar centres similar to those present in K2 cells and thus appeared as "microproerythroblasts". The nucleolar asynchrony expressed by the presence of large irregularly shaped nucleoli with multiple nucleoli (active nucleoli) and ring-shaped nucleoli (resting nucleoli) in one and the same nucleus of K2 or K1 cells was not exceptional and might reflect a larger resistance of these cells to negative factors influencing the erythropoiesis. The intranucleolar translocation of silver-stained nucleolus organized regions was noted in K2 cells and might indicate the premature aging of these cells without further differentiation. More studies, however, are required in this direction.

  15. Lessons from a Train-the-Trainer Professional Development Program: The Sustainable Trainer Engagement Program (STEP)

    NASA Astrophysics Data System (ADS)

    Shupla, Christine; Gladney, Alicia; Dalton, Heather; LaConte, Keliann; Truxillo, Jeannette; Shipp, Stephanie

    2015-11-01

    The Sustainable Trainer Engagement Program (STEP) is a modified train-the-trainer professional development program being conducted by the Lunar and Planetary Institute (LPI). STEP has provided two cohorts of 6-8th grade science specialists and lead teachers in the Houston region with in-depth Earth and Space Science (ESS) content, activities, and pedagogy over 15 days each, aligned with Texas science standards. This project has two over-arching goals: to improve middle school ESS instruction, and to create and test an innovative model for Train-the-Trainer.This poster will share details regarding STEP’s activities and resources, program achievements, and its main findings to date. STEP is being evaluated by external evaluators at the Research Institute of Texas, part of the Harris County Department of Education. External evaluation shows an increase after one year in STEP participants’ knowledge (cohort 1 showed a 10% increase; cohort 2 showed a 20% increase), confidence in teaching Earth and Space Science effectively (cohort 1 demonstrated a 10% increase; cohort 2 showed a 20% increase), and confidence in preparing other teachers (cohort 1 demonstrated a 12% increase; cohort 2 showed a 20% increase). By September 2015, STEP participants led (or assisted in leading) approximately 40 workshops for about 1800 science teachers in Texas. Surveys of teachers attending professional development conducted by STEP participants show very positive responses, with averages for conference workshop evaluations ranging from 3.6 on a 4 point scale, and other evaluations averaging from 4.1 to 5.0 on a 5 point scale.Main lessons for the team on the train-the-trainer model include: a lack of confidence by leaders in K-12 science education in presenting ESS professional development, difficulties in arranging for school or district content-specific professional development, the minimal duration of most school and district professional development sessions, and uncertainties in

  16. The impact of Next Generation Science Standards (NGSS) professional development on the self-efficacy of science teachers

    NASA Astrophysics Data System (ADS)

    Akella, Somi Devi M.

    In 2012, the National Research Council introduced the Next Generation Science Standards (NGSS), which were created to improve the K-12 education in the U.S. and stress the importance of providing professional development (PD) to acquire the knowledge, skills, and self-efficacy to design lessons to meet high standards of teaching and learning. Bandura's (1977) theory of self-efficacy posits that people are motivated to perform an action if they are confident that they can perform the action successfully. The purpose of this survey research was to investigate the impact of professional development on the self-efficacy of science teachers with regard to the NGSS practice of Analyzing and Interpreting Data as well as to probe teachers' perceptions of barriers to their self-efficacy in applying this practice. The study found that focused and targeted PD helped improve participants' self-efficacy in incorporating the NGSS practices and addressed several barriers to teacher self-efficacy. In response to findings, Akella's Science Teaching Efficacy Professional Development (ASTEPD) model is proposed as a tool to guide PD practice and, thus, helps improve teacher self-efficacy.

  17. Gymnastics. A Supplement to the K-12 Physical Education Curriculum Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education, Winnipeg.

    Recreational gymnastics skills for kindergarten through 12th grade students are identified in this guide. An introduction states the rationale for gymnastics, clarifies terms, and supplies equipment and professional development information. The gymnastics skills are broken down into three levels. Skills decribed in the first level include 19…

  18. Conditions for Professional Development.

    ERIC Educational Resources Information Center

    Humes, Walter

    2001-01-01

    Examines aspects of initial teacher education and continuing professional development in Scotland against the backdrop of McCrone Report recommendations on teaching conditions. Discusses teachers' attitudes toward their own professional development; the nature of professional knowledge, skills, and values; and some principles to promote genuine…

  19. Developing Physically Literacy in K-12 Physical Education through Achievement Goal Theory

    ERIC Educational Resources Information Center

    Liu, Jiling; Xiang, Ping; Lee, Jihye; Li, Weidong

    2017-01-01

    The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students' cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education…

  20. K-12 Educational Outcomes of Immigrant Youth

    ERIC Educational Resources Information Center

    Crosnoe, Robert; Turley, Ruth N. Lopez

    2011-01-01

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

  1. Health Education Guide: A Design for Teaching K-12.

    ERIC Educational Resources Information Center

    Barrett, Morris

    This teaching guide to health education includes instruction units for grades K-12. Section 1 discusses the need for health education and includes a scope and sequence chart for each of the instruction units. Section 2 consists of instruction units in the areas of physical development, social and emotional development, chemicals and addiction, and…

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

    NASA Technical Reports Server (NTRS)

    2004-01-01

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

  3. Development of a Professional Certification in Cancer Patient Education.

    PubMed

    Papadakos, Janet; D'souza, Anna; Masse, Adeline; Boyko, Susan; Clarke, Susan; Giuliani, Meredith; MacKinnon, Keira; McBain, Sarah; McCallum, Meg; MacVinnie, Jan; Papadakos, Tina

    2018-04-19

    Patient educators come into the field from diverse professional backgrounds and often lack training in how to teach and develop patient education resources since no formal patient education professional certification program exists. A professional certification program for patient educators would further define the professional scope of practice and reduce variability in performance. The purpose of this study was to (1) determine the level of interest among Canadian cancer patient educators in a patient education professional certification program and (2) determine the competencies to be included in the professional certification program. A 12-item survey was designed by executive members of the Canadian Chapter of the Cancer Patient Education Network. The survey included a list of competencies associated with patient education, and a 4-point Likert scale ranging from "slightly important" to "very important" was used to determine the rank of each competency. The survey was sent to 53 patient educators across Canada. Ninety-two percent of the patient educators are interested in a professional certification program. Patient educators indicated that competencies related to developing patient resources, collaboration, plain language expertise, and health literacy were of most importance. Patient educators support the development of a patient education professional certification program and endorsed the competencies proposed. This information provides the foundation for the creation of a professional certification program for cancer patient educators.

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

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    DiPerna, Paul

    2011-01-01

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

  6. A Model of Professional Development: Teachers' Perceptions of Their Professional Development

    ERIC Educational Resources Information Center

    Avidov-Ungar, Orit

    2016-01-01

    This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that…

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

    NASA Astrophysics Data System (ADS)

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

    2011-12-01

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

  8. Authentic Professional Development

    ERIC Educational Resources Information Center

    Kenneson, Paula M.

    1999-01-01

    Choosing Higher Options in Community Education (CHOICE) Alternative School is devoted to professional development. This report documents the need for and planning of sustained and supported professional development for 4 staff members at the CHOICE Alternative School in Jamestown, New York. There was no focused plan or vision for staff development…

  9. Research-infused K-12 Science at the "Uttermost Part of the Earth:" An NSF GK-12 Fellow's Perspective

    NASA Astrophysics Data System (ADS)

    Perry, E.; Ellins, K.; Ormiston, C.; Dovzak, N.; Anderson, S.; Tingle, D.; Knettel, P.; Redding, S.; Odle, K.; Dalziel, I.

    2005-12-01

    In March 2005, four students and three teachers from Boerne High School in Texas accompanied UTIG GK-12 Co-PIs Katherine Ellins and Ian Dalziel, and NSF GK-12 Fellow Ethan Perry to Tierra del Fuego to join an international team of scientists studying the climate-tectonic history recorded in Lago Fagnano, Tierra del Fuego, Argentina. For two weeks, students and teachers engaged in authentic scientific research that included geologic field mapping and reconnaissance, and student/teacher developed water and soils sampling routines. The Lago Fagnano experience enabled: (1) the Boerne High School group to be integrated into an active field research program and to bring tangible experiences, knowledge and high-quality data back to the classroom; (2) participating research scientists to convey the importance of their science to a wider audience; and (3) the NSF GK-12 Fellow to gain valuable experience in communicating the essential scientific knowledge and field skills to high school participants before field deployment. The GK-12 Fellow's bridging role through the course of the project enhanced his scientific understanding of the climate-tectonic setting of Tierra del Fuego, fostered the development of new professional contacts with research scientists and led to a fresh perspective on how research science can be integrated in high school science curriculum. The GK-12 Fellow served as the primary mentor to the K-12 participants and the liaison between UTIG research scientists and the Boerne High School group. The Fellow helped prepare the Boerne group for the field research experience and to design a research project using water and soil analyses to assess chemical and isotopic trends within the lake's watershed. Preparatory activities began three months prior to field deployment and included workshops, classroom visits and teleconferences aimed at teaching field skills (reading and creating geologic maps, compass measurements, GPS, field notebooks) and increasing

  10. Engineering design skills coverage in K-12 engineering program curriculum materials in the USA

    NASA Astrophysics Data System (ADS)

    Chabalengula, Vivien M.; Mumba, Frackson

    2017-11-01

    The current K-12 Science Education framework and Next Generation Science Standards (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed curriculum materials that are being used in K-12 settings. However, little is known about the nature and extent to which engineering design skills outlined in NGSS are addressed in these K-12 engineering education programme curriculum materials. We analysed nine K-12 engineering education programmes for the nature and extent of engineering design skills coverage. Results show that developing possible solutions and actual designing of prototypes were the highly covered engineering design skills; specification of clear goals, criteria, and constraints received medium coverage; defining and identifying an engineering problem; optimising the design solution; and demonstrating how a prototype works, and making iterations to improve designs were lowly covered. These trends were similar across grade levels and across discipline-specific curriculum materials. These results have implications on engineering design-integrated science teaching and learning in K-12 settings.

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

    NASA Astrophysics Data System (ADS)

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

    2005-12-01

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

  12. Economics in the School Curriculum, K-12.

    ERIC Educational Resources Information Center

    Schug, Mark C., Ed.

    Intended to help economics educators in grades K-12 foster in students the thinking skills and substantive economic knowledge necessary to become effective and participating citizens, this book is organized around four themes. Part I presents an introduction by Mark C. Schug and a section on "The Current Status of Economics in the K-12 Curriculum"…

  13. The Impact of the Next Generation Science Standards on Future Professional Development and Astronomy Education Research

    NASA Astrophysics Data System (ADS)

    Buxner, Sanlyn

    2013-06-01

    The Next Generation Science Standards will have a profound impact on the future science education of students and professional development for teachers. The science and engineering practices, crosscutting concepts, and disciplinary core ideas laid out in the Framework for K-12 Science Education (NRC, 2011) will change the focus and methods of how we prepare teachers to meet these new standards. Extending beyond just the use of inquiry in the classroom, teachers will need support designing and implementing integrated experiences for students that require them to apply knowledge of content and practices. Integrating the three dimensions central to the new standards will pose curricular challenges and create opportunities for innovative space science projects and instruction. The science research and technology community will have an important role in supporting authentic classroom practices as well as training and support of teachers in these new ways of presenting science and technology. These changes will require a new focus for teacher professional development and new ways to research impacts of teacher training and changes in classroom practice. In addition, new and innovative tools will be needed to assess mastery of students’ knowledge of practices and the ways teachers effectively help students achieve these new goals. The astronomy education community has much to offer as K-12 and undergraduate level science educators rethink and redefine what it means to be scientifically literate and figure out how to truly measure the success of these new ways of teaching science.

  14. Career Guidance Lesson Plans for Grades K-12. Developed as Part of New Jersey Comprehensive Career Development Guidelines Program in Neptune Township Public Schools.

    ERIC Educational Resources Information Center

    Neptune Township Public Schools, NJ.

    This document contains the career development scope and sequence and 39 lesson plans for career guidance activities, for grades K-5, 6-8, and 9-12, developed for use in the Neptune Township Public Schools (New Jersey). Each one-to-two-page lesson plan includes information on subject area, competency, indicators, lesson objectives, resources, time…

  15. Structure and temperature-dependent phase transitions of lead-free Bi 1/2Na 1/2TiO 3-Bi 1/2K 1/2TiO 3-K 0.5Na 0.5NbO 3 piezoceramics

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

    Anton, Eva-Maria; Schmitt, Ljubomira Ana; Hinterstein, Manuel

    2014-05-28

    Structure and phase transitions of (1-y)((1-x)Bi 1/2Na 1/2TiO 3-xBi 1/2K 1/2TiO 3)-yK 0.5Na 0.5NbO 3 (x; y) piezoceramics (0.1 ≤ x ≤ 0.4; 0 ≤ y ≤ 0.05) were investigated by transmission electron microscopy, neutron diffraction, temperature-dependent x-ray diffraction, and Raman spectroscopy. The local crystallographic structure at room temperature (RT) does not change by adding K 0.5Na 0.5NbO 3 to Bi 1/2Na 1/2TiO 3-xBi 1/2K 1/2TiO 3 for x = 0.2 and 0.4. The average crystal structure and microstructure on the other hand develop from mainly long-range polar order with ferroelectric domains to short-range order with polar nanoregions displaying amore » more pronounced relaxor character. The (0.1; 0) and (0.1; 0.02) compositions exhibit monoclinic Cc space group symmetry, which transform into Cc + P4bm at 185 and 130 °C, respectively. This high temperature phase is stable at RT for the morphotropic phase boundary compositions of (0.1; 0.05) and all compositions with x = 0.2. For the compositions of (0.1; 0) and (0.1; 0.02), local structural changes on heating are evidenced by Raman; for all other compositions, changes in the long-range average crystal structure were observed.« less

  16. Linking ice core and climate research to the K-12 and broader community in Denali National Park, Alaska

    NASA Astrophysics Data System (ADS)

    Campbell, S. W.; Williams, K.; Marston, L.; Kreutz, K. J.; Osterberg, E. C.; Wake, C. P.

    2013-12-01

    For the past six years, a multi-institution effort has undertaken a broad glaciological and climate research project in Denali National Park. Most recently, two ~208 m long surface to bedrock ice cores were recovered from the Mt. Hunter plateau with supporting geophysical and weather data collected. Twenty two individuals have participated in the field program providing thousands of person-hours towards completing our research goals. Technical and scientific results have been disseminated to the broader scientific community through dozens of professional presentations and six peer-reviewed publications. In addition, we have pursued the development of interactive computer applications that use our results for educational purposes, publically available fact sheets through Denali National Park, and most recently, with assistance from PolarTREC and other affiliations, the development of a children's book and roll-out of K-8 science curriculum based on this project. The K-8 curriculum will provide students with an opportunity to use real scientific data to meet their educational requirements through alternative, interactive, and exciting methods relative to more standard educational programs. Herein, we present examples of this diverse approach towards incorporating polar research into K-12 STEM classrooms.

  17. Field-Based Professional Development of Teachers Engaged in Distance Education: Experiences from the Arctic

    ERIC Educational Resources Information Center

    Veletsianos, George; Doering, Aaron; Henrickson, Jeni

    2012-01-01

    We examine the experiences of five teachers who traveled with a team of educators, scientists, and explorers on circumpolar Arctic expeditions to deliver adventure learning (AL) programs to K-12 students at a distance. Results highlight the personal and professional impacts this opportunity had on teachers, including their empowering, fulfilling,…

  18. Quality Science Teacher Professional Development and Student Achievement

    NASA Astrophysics Data System (ADS)

    Dubner, J.

    2007-12-01

    Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  20. Understanding Teacher Perceptions in a Professional Development Program for a Middle Grade Science

    NASA Astrophysics Data System (ADS)

    Deloney, Dericka B.

    The standards-based framework requires teachers to evaluate and in some cases change their instructional approach to more student-centered and inquiry-based in an effort to help students meet the standards. The rationale for this study was to determine the skills needed for teachers to be effective in a standard-based, problem-based learning (PBL) constructivist classroom. Traditionally, teachers in this school district transitioning from teacher to student-centered classrooms need new skills when implementing this type of instruction. A qualitative case study design served to highlight the research questions for this project study. The participants in this study participated in data collection activities that include a multiple-choice survey, an interview, and the sharing of their PBL units. Artifacts, professional development teaching resources, from the workshop added credence to the survey and interview responses. The findings from each research question addressed the teachers' perception of their understanding and the obstacles of instructional design, development, and implementation the participants encountered. The results of this study indicated that teachers had problems with designing and implementing this instructional strategy due to lack of time and resources. This data assisted the development of district specific PBL sustainable professional development program that could be adaptable to other curriculums and school systems. Social change resulting from this study could include a framework for developing K-12 professional development as well as instructional programs that incorporates PBL curriculum design to enhance the student's inquiry, problem-solving, and decision-making skills that in turn should change their academic achievement and scores on high stakes test in science.

  1. Modern & Classical Languages: K-12 Program EValuation 1988-89.

    ERIC Educational Resources Information Center

    Martinez, Margaret Perea

    This evaluation of the modern and classical languages programs, K-12, in the Albuquerque (New Mexico) public school system provides general information on the program's history, philosophy, recognition, curriculum development, teachers, and activities. Specific information is offered on the different program components, namely, the elementary…

  2. Evaluation of History Interest Inventory--Development and Evaluation of a History Interest Inventory for Chinese K-12 Students

    ERIC Educational Resources Information Center

    Dan, Yongjun; Wei, Tianlan; Zhao, Wenjun

    2013-01-01

    The purpose of this study was to develop and evaluate a History Interest Inventory (HII) to measure Chinese K-12 students' history interest. In this study, data were drawn from two independent samples of a city in Eastern China, and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to reduce instrument size…

  3. The Windows to the Universe Project: Using the Internet to Support K-12 Science Education

    NASA Astrophysics Data System (ADS)

    Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.

    2003-12-01

    The World Wide Web can be a powerful tool for reaching the public as well as students and teachers around the world, supporting both formal and informal science education. The Windows to the Universe Project, initiated in 1995, provides a case study of approaches for the use of the web to support earth and space science education and literacy efforts. Through the use of innovative approaches such as easy to use design, multi-level content, and science concepts presented in a broader background context that includes connections to culture and the humanities, Windows to the Universe is an accessible format for individuals of various ages and learning styles. A large global audience regularly uses the web site to learn about earth and space science as well as related humanities content such as myths from around the world. User surveys show that the site has over 4 millions users per year, 65 percent of which are K-12 teachers and students. Approximately 46 percent of users access the site once per week or more. Recently, we have had the opportunity to expand our efforts while we continue to update existing content based on new scientific findings and events. Earth science content on Windows to the Universe is currently growing with a new geology section and development efforts are underway to expand our space weather content with a new curriculum. Educational games allow users to learn about space in a playful context, and an online journaling tool further integrates literacy into the learning experience. In addition, we are currently translating the entire Windows to the Universe web site into Spanish. We have included educators in the project as co-designers from its inception, and by aggressively utilizing and providing professional development opportunities for teachers, the web site is now used in thousands of classrooms around the world. In the past year we have continued to support K-12 educators by adding to our suite of classroom activities and leading

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

    ERIC Educational Resources Information Center

    Henry, Paul; Semple, Hugh

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Goldstein, Donna L.

    2010-01-01

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

  6. Redefining Professional Development. Newsletter

    ERIC Educational Resources Information Center

    Center for Comprehensive School Reform and Improvement, 2006

    2006-01-01

    The research on effective professional development is consistent across many studies. Researchers Willis Hawley and Linda Valli (Westchester Institute for Human Services Research, n.d.), in their synthesis of the professional development literature, find that high-quality teacher development is as follows: (1) Informed by research on teaching and…

  7. Predictors of Professional Identity Development for Student Affairs Professionals

    ERIC Educational Resources Information Center

    Pittman, Edward C.; Foubert, John D.

    2016-01-01

    This study examined whether professional involvement, supervision style, and mentoring predicted the professional identity of graduate students and new professionals in student affairs. Results of the study show that all three independent variables predicted the professional identity development of graduate students. Supervision style of a…

  8. The Influence of Contextual Factors on the Sustainability of Professional Development Outcomes

    NASA Astrophysics Data System (ADS)

    Sandholtz, Judith Haymore; Ringstaff, Cathy

    2016-03-01

    This study investigated how contextual factors influenced the sustainability of outcomes from a 3-year, state-funded professional development program that provided science assistance for K-2 teachers in small, rural school districts. The research used a case-study approach with a purposive sample of five elementary schools that varied in instructional time in science several years after the funding period. The primary data sources were teacher surveys and interviews conducted 2 and 3 years after the end of the professional development program. The findings highlight variations across schools and the influence of principal support, resources, collegial support, personal commitment, and external factors. The research holds practical implications for enhancing long-term sustainability of professional development outcomes in science education.

  9. Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy

    NASA Astrophysics Data System (ADS)

    Webb, Donna Louise

    Currently, STEM (science, technology, engineering, and mathematics) is a popular buzz word in P-12 education as it represents a means to advance American competitiveness in the global economy. Proponents of the engineering component of STEM advocate additional benefits in teaching engineering, such as its capacity to engage students in collaboration, and to apply critical thinking, systems thinking, negotiation, and communication skills to solve real-life contextual problems. Establishing a strong foundation of engineering knowledge at a young age will provide students with internal motivation as it taps into their curiosity toward how things work, and it also prepares them for secondary science courses. Successful STEM education is often constrained by elementary teachers' low perception of self-efficacy to teach science and engineering. Elementary teachers with low self-efficacy in science are more likely to spend less instructional time teaching science, which suggests that teachers with little to no training in engineering might avoid teaching this topic. Therefore, the purpose of this study was twofold: (a) to examine the effects of engineering professional development on elementary (K-6) teachers' content and pedagogical content knowledge (PCK) and perceptions of self-efficacy to teach engineering, and (b) to identify and explain sources influencing self-efficacy. Professional development was conducted in a metropolitan area in the Pacific Northwest. Results revealed that after the engineering professional development, teachers experienced statistically significant gains in content, PCK, and self-efficacy to teach engineering. Increases in self-efficacy were mainly attributed to mastery experiences and cultivation of a growth mindset by embracing the engineering design process.

  10. Ice, Ice, Baby: A Program for Sustained, Classroom-Based K-8 Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Hamilton, C.

    2009-12-01

    Ice, Ice, Baby is a K-8 science program created by the education team at the Center for the Remote Sensing of Ice Sheets (CReSIS), an NSF-funded science and technology center headquartered at the University of Kansas. The twenty-four hands-on activities, which constitute the Ice, Ice, Baby curriculum, were developed to help students understand the role of polar ice sheets in sea level rise. These activities, presented in classrooms by CReSIS' Educational Outreach Coordinator, demonstrate many of the scientific properties of ice, including displacement and density. Student journals are utilized with each lesson as a strategy for improving students' science process skills. Journals also help the instructor identify misconceptions, assess comprehension, and provide students with a year-long science reference log. Pre- and post- assessments are given to both teachers and students before and after the program, providing data for evaluation and improvement of the Ice, Ice, Baby program. While students are actively engaged in hands-on learning about the unusual topics of ice sheets, glaciers, icebergs and sea ice, the CReSIS' Educational Coordinator is able to model best practices in science education, such as questioning and inquiry-based methods of instruction. In this way, the Ice, Ice, Baby program also serves as ongoing, in-class, professional development for teachers. Teachers are also provided supplemental activities to do with their classes between CReSIS' visits to encourage additional science lessons, reinforce concepts taught in the Ice, Ice, Baby program, and to foster teachers' progression toward more reform-based science instruction.

  11. Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment

    NASA Astrophysics Data System (ADS)

    Paik, Sunhee; Zhang, Meilan; Lundeberg, Mary A.; Eberhardt, Jan; Shin, Tae Seob; Zhang, Tianyi

    2011-08-01

    Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much has been said about these new standards, less has been said about whether or how well professional development helps teachers link their instruction to these standards. This study examined the impact of a professional development program for K-12 science teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a 2-week summer workshop that used Problem-Based Learning for improving teachers' content knowledge and pedagogical content knowledge. Researchers surveyed participating teachers about the change of teachers' preparedness for standards-based teaching, their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating teachers expected to learn instructional strategies and enhance science content knowledge through professional development, and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve their goals in terms of teaching within state curriculum standards. These findings have important implications for designing professional development to help teachers align instruction with curriculum standards.

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  13. Keeping Pace with K-12 Online Learning, 2016

    ERIC Educational Resources Information Center

    Gemin, Butch; Pape, Larry

    2017-01-01

    "Keeping Pace with K-12 Online Learning 2016" marks the thirteenth consecutive year Evergreen has published its annual research of the K-12 education online learning market. The thirteen years of researching, writing and publishing this report represents a time of remarkable change. There has been a constant presence that has become the…

  14. Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover

    ERIC Educational Resources Information Center

    Larkin, Ingle M.; Lokey-Vega, Anissa; Brantley-Dias, Laurie

    2018-01-01

    The purpose of this study was to measure and explore factors influencing K-12 online teachers' turnover intentions, with job satisfaction and organizational commitment serving as moderating variables. Using Fishbein and Ajzen's Theory of Reasoned Action and Planned Behavior (1975), this study was conducted in public, private, charter, for-profit,…

  15. Space Science Field Workshops for K-12 Teacher-Scientist Teams

    NASA Technical Reports Server (NTRS)

    Thompson, P. B.; Kiefer, W. S.; Treiman, A. H.; Irving, A. J.; Johnson, K. M.

    2002-01-01

    In collaboration with NASA Space Grant Consortia and other partners, we developed workshops for K-12 teachers that involve intensive, direct interaction with scientists. Field trips allow informal and spontaneous interaction, encouraging active participation. Additional information is contained in the original extended abstract.

  16. Science identity construction through extraordinary professional development experiences

    NASA Astrophysics Data System (ADS)

    McLain, Bradley David

    Despite great efforts and expenditures to promote science literacy and STEM career choices, the U.S. continues to lag behind other countries in science education, diminishing our capacity for STEM leadership and our ability to make informed decisions in the face of multiple looming global issues. I suggest that positive science identity construction (the integration of science into one's sense of self so that it becomes a source of inspiration and contributes to lifelong learning) is critical for promoting durable science literacy and pro-science choices. Therefore, the focus of this study was extraordinary professional development experiences for science educators that may significantly impact their sense of self. My hypothesis was that such experiences could positively impact educators' science and science educator identities, and potentially enhance their capacities to impact student science identities. The first part of this hypothesis is examined in this study. Further, I suggest that first-person narratives play an important role in science identity construction. Presenting a new conceptual model that connects experiential learning theory to identity theory through the narrative study of lives, I explored the impacts of subjectively regarded extraordinary professional development experiences on the science identity and science educator identity construction processes for a cohort of fifteen K-12 science teachers during a science-learning-journey to explore the volcanoes of Hawaii. I used a case study research approach under the broader umbrella of a hermeneutic phenomenology to consider four individual cases as lived experiences and to consider the journey as a phenomenon unto itself. Findings suggest science and science educator identities are impacted by such an experience but with marked variability in magnitude and nature. Evidence also suggests important impacts on their other identities. In most instances, science-related impacts were secondary to and

  17. Temporal dissection of K-ras(G12D) mutant in vitro and in vivo using a regulatable K-ras(G12D) mouse allele.

    PubMed

    Wang, Zuoyun; Feng, Yan; Bardeesy, Nabeel; Bardessy, Nabeel; Wong, Kwok-Kin; Liu, Xin-Yuan; Ji, Hongbin

    2012-01-01

    Animal models which allow the temporal regulation of gene activities are valuable for dissecting gene function in tumorigenesis. Here we have constructed a conditional inducible estrogen receptor-K-ras(G12D) (ER-K-ras(G12D)) knock-in mice allele that allows us to temporally switch on or off the activity of K-ras oncogenic mutant through tamoxifen administration. In vitro studies using mice embryonic fibroblast (MEF) showed that a dose of tamoxifen at 0.05 µM works optimally for activation of ER-K-ras(G12D) independent of the gender status. Furthermore, tamoxifen-inducible activation of K-ras(G12D) promotes cell proliferation, anchor-independent growth, transformation as well as invasion, potentially via activation of downstream MAPK pathway and cell cycle progression. Continuous activation of K-ras(G12D) in vivo by tamoxifen treatment is sufficient to drive the neoplastic transformation of normal lung epithelial cells in mice. Tamoxifen withdrawal after the tumor formation results in apoptosis and tumor regression in mouse lungs. Taken together, these data have convincingly demonstrated that K-ras mutant is essential for neoplastic transformation and this animal model may provide an ideal platform for further detailed characterization of the role of K-ras oncogenic mutant during different stages of lung tumorigenesis.

  18. Who Provides Professional Development? A Study of Professional Development in Qatar

    ERIC Educational Resources Information Center

    Freeman, Donald; Reynolds, Dudley; Toledo, Will; Abu-Tineh, Abdullah Mohammad Hamdan

    2016-01-01

    This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The "Learning4Teaching" ("L4T") project…

  19. 12 CFR 225.66 - Professional association membership; competency.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 12 Banks and Banking 3 2010-01-01 2010-01-01 false Professional association membership; competency...; competency. (a) Membership in appraisal organizations. A State certified appraiser or a State licensed...) Competency. All staff and fee appraisers performing appraisals in connection with federally related...

  20. 12 CFR 614.4267 - Professional association membership; competency.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Professional association membership; competency...; competency. (a) Membership in appraisal organizations. A State certified appraiser or a State licensed...) Competency. All staff and fee evaluators, including appraisers, performing evaluations in connection with...

  1. An Environmental Education Program (K-12), Based on Environmental Encounters

    ERIC Educational Resources Information Center

    Stapp, William B.

    1971-01-01

    Describes a strategy for development and implementation of a comprehensive environmental education program (K-12) which can be integrated into existing curriculum of a school. Environmental encounters" stressed as meaningful approaches to goal achievement. Philosophy of spaceship earth" is fundamental to the program. (LK)

  2. Course Goals in Mathematics, Grades K-12. Critique Draft.

    ERIC Educational Resources Information Center

    Multnomah County Intermediate Education District, Portland, OR.

    This document is one part of a critique series that deals with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to curriculum planning and…

  3. K-5 mentor teachers' journeys toward reform-oriented science within a professional development school context

    NASA Astrophysics Data System (ADS)

    Manno, Jacqueline L.

    between mentor teachers' engagement in PDS activities and their thinking about classroom practice. The main focus of this research study was on change in science teaching within the context of a professional development school. PDS literature and current literature on the learning and teaching of science in grades K-8 provided a theoretical orientation to guide the research. Additionally, literature on the process of change in schools helped to narrow the focus of the study while using a lens of situated learning provided additional insight. Analysis of the interview data generated seven assertions that captured the nature of the change process of mentor teachers. Science-specific professional development as well as strong support and encouragement within an active community of learners played significant roles in the transformation of mentor teachers from traditional or activity-based science teachers into educators who use reform-oriented methods and a lens of evidence and explanation to guide their science teaching. Mentor teachers acknowledged an increase in student interest and excitement toward science as a result of these changes in science teaching practices. In addition, data revealed that mentor teachers remained committed to their changed practice after several years. By examining the change process of mentor teachers in a PDS environment, findings from this study are discussed based on implications regarding the factors that contribute to and affect change as reform-oriented practices are implemented in science, a curricular area that is often neglected by elementary teachers.

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

    ERIC Educational Resources Information Center

    Kim, Catherine Y.; Geronimo, India

    2010-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2010-12-01

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

  6. Scientists and K-12: Experience from The Science House

    NASA Astrophysics Data System (ADS)

    Haase, David G.

    2003-03-01

    In working with K-12 science and mathematics education, scientists may take on many different roles - from presenter to full-time partner. These roles are illustrated in the activities of The Science House, a K-12 education program of North Carolina State University, (www.science-house.org) which partners with teachers and students across the state to promote inquiry-based learning in mathematics and science. While it is important to involve scientists in K-12, most universities do not have effective means to make the connections. In our efforts to do so, which began with a few teacher workshops and now encompasses six offices across NC, we have sought to join the interests of the university (research, teaching, student recruiting) to the needs of K-12. Our programs now include teacher training workshops, student science camps and curriculum projects in several states. We are reminded that K-12 science education is interdisciplinary; local and political; and a process, not a problem to be solved and forgotten. Partially supported by NSF (CHE-9876674 and DBI-0115462), the Howard Hughes Medical Institute and the Burroughs Wellcome Fund.

  7. Reflecting on Progress in K-12 Dance Education

    ERIC Educational Resources Information Center

    Callahan-Russell, Colleen

    2004-01-01

    Dance as an art form is transformational to body, mind, and spirit. The author opines that public education would do just fine if dance was the "only" subject taught. This article presents the author's reflection on progress of dance in K-12 education. The author contends that progress in dance in K-12 education can perhaps be judged by the fact…

  8. Linking the watershed to the schoolshed: teaching sustainable development in K-12 with the Chester RIver Watershed Observatory

    NASA Astrophysics Data System (ADS)

    Trembanis, A. C.; Levin, D.; Seidel, J.

    2012-12-01

    (developed by Levin) engage students in the building and testing of buoys to monitor the environment. Additional hands on science activities include the Levin developed ROVs-in-a-bucket project that Trembanis has incorporated into the University of Delaware high school summer science camp TIDE (Teaching an Interest in Delaware's Estuary) http://www.ceoe.udel.edu/tide/ in which 12-15 high school students annually participate in groups working to design, build, and operate a simple remotely operated vehicle in a series of real work simulation activities such as responding to an oil spill. The new CRW network will be the focus for formal and informal learning partnerships between schools in the watershed. Professional development opportunities for Chester River watershed teachers focus on the use of sensors, utilization of GIS in the classroom, and other resources that become available as shared teaching resources. Federal, state, regional, and local users in government, private industry, and educational venues from grades k-16 will be able to observe the trends and learn together the most prudent ways to sustain and conserve natural resources.

  9. Analysis of a STEM Education Professional Development Conference for Pre-Service Educators

    NASA Astrophysics Data System (ADS)

    Young-El, Christopher M.

    Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM pedagogy and focused on innovative classroom resources, hands-on learning, and increasing content confidence when incorporating STEM into classroom instruction. iSTEM 2017 was held in February 2017 and offered twenty refereed presentations and workshop sessions, a keynote address, and a closing session to over 200 pre-service teachers. Conference participants chose sessions, participated in game-like experiences and shared their learning with each other as well as with conference organizers. Results from participant self-reported surveys were analyzed to measure the impact of the conference on improving participants' confidence in teaching STEM topics, and their attitudes about the instructional methods. These results were added to the conference proceedings, which also contain documentation of each iSTEM 2017 session. Findings suggest that the iSTEM 2017 conference had an overall positive impact on participants' familiarity with Academic Analysis of a STEM Education Professional Development Conference STEM education, their belief in the importance of STEM education, and their confidence to integrate STEM education into future instructional practices.

  10. Teaching GUI-Programming Concepts to Prospective K12 ICT Teachers: MIT App Inventor as an Alternative to Text-Based Languages

    ERIC Educational Resources Information Center

    Mihci, Can; Ozdener Donmez, Nesrin

    2017-01-01

    The purpose of this research is to investigate the short and long-term effects of using GUI-oriented visual Blocks-Based Programming languages (BBL) as a 2nd tier tool when teaching programming to prospective K12 ICT teachers. In a mixed-method approach, the effect on academic success as well as the impact on professional opinions and preferences…

  11. Standards and Professional Development

    ERIC Educational Resources Information Center

    Zengler, Cynthia J.

    2017-01-01

    The purpose of this paper is to describe the professional development that has taken place in conjunction with Ohio adopting the College and Career Readiness (CCR) Standards. The professional development (PD) has changed over time to include not only training on the new standards and lesson plans but training on the concepts defined in the…

  12. Integrating professional behavior development across a professional allied health curriculum.

    PubMed

    Tsoumas, Linda J; Pelletier, Deborah

    2007-01-01

    Professional behaviors are an integral part of clinical practice in all allied health and medical fields. A systematic process for instruction, the education, and development of professional behaviors, cannot be taught in the same way that memorization of human anatomy or medical terminology is taught. One cannot expect professional behaviors to just appear in an individual upon graduation and entry into a health care field. Professional behavior development is an essential component of physical therapy professional education and is clearly defined through the guiding documents of the American Physical Therapy Association, which include 'A Normative Model of Physical Therapist Professional Education,' 'Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists,' and the 'Guide to Physical Therapist Practice.' Building a comprehensive and progressive curricular thread for professional behaviors can pose a challenge for a professional program and the core faculty. This paper will present a curricular model of weaving professional behaviors into a core entry-level professional curriculum using a specific curricular thread, activities for different levels of students, and assessment at each point in the path. This paper will demonstrate the potential for universal application of a professional behaviors.

  13. Planning Considerations for Afterschool Professional Development

    ERIC Educational Resources Information Center

    Bradshaw, L. Daniele

    2015-01-01

    Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

  14. Netflixing Human Capital Development: Personalized Learning Technology and the Corporatization of K-12 Education

    ERIC Educational Resources Information Center

    Roberts-Mahoney, Heather; Means, Alexander J.; Garrison, Mark J.

    2016-01-01

    Advanced by powerful venture philanthropies, educational technology companies, and the US Department of Education, a growing movement to apply "big data" through "learning analytics" to create "personalized learning" is currently underway in K-12 education in the United States. While scholars have offered various…

  15. The Oligo-Acyl Lysyl Antimicrobial Peptide C12K-2β12 Exhibits a Dual Mechanism of Action and Demonstrates Strong In Vivo Efficacy against Helicobacter pylori

    PubMed Central

    Makobongo, Morris O.; Gancz, Hanan; Carpenter, Beth M.; McDaniel, Dennis P.

    2012-01-01

    Helicobacter pylori has developed antimicrobial resistance to virtually all current antibiotics. Thus, there is a pressing need to develop new anti-H. pylori therapies. We recently described a novel oligo-acyl-lysyl (OAK) antimicrobial peptidomimetic, C12K-2β12, that shows potent in vitro bactericidal activity against H. pylori. Herein, we define the mechanism of action and evaluate the in vivo efficacy of C12K-2β12 against H. pylori after experimental infection of Mongolian gerbils. We demonstrate using a 1-N-phenylnaphthylamine (fluorescent probe) uptake assay and electron microscopy that C12K-2β12 rapidly permeabilizes the bacterial membrane and creates pores that cause bacterial cell lysis. Furthermore, using nucleic acid binding assays, Western blots, and confocal microscopy, we show that C12K-2β12 can cross the bacterial membranes into the cytoplasm and tightly bind to bacterial DNA, RNA, and proteins, a property that may result in inhibition of enzymatic activities and macromolecule synthesis. To define the in vivo efficacy of C12K-2β12, H. pylori-infected gerbils were orogastrically treated with increasing doses and concentrations of C12K-2β12 1 day or 1 week postinfection. The efficacy of C12K-2β12 was strongest in animals that received the largest number of doses at the highest concentration, indicating dose-dependent activity of the peptide (P < 0.001 by analysis of variance [ANOVA]) regardless of the timing of the treatment with C12K-2β12. Overall, our results demonstrate a dual mode of action of C12K-2β12 against the H. pylori membrane and cytoplasmic components. Moreover, and consistent with the previously reported in vitro efficacy, C12K-2β12 shows significant in vivo efficacy against H. pylori when used as monotherapy. Therefore, OAK peptides may be a valuable resource for therapeutic treatment of H. pylori infection. PMID:22064541

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

    PubMed

    Stephens, Lacy; Byker Shanks, Carmen

    2015-12-01

    School food service professionals are vital to implementing national nutrition standards in school meal programs. Appropriate and effective training for these professionals may be one key to producing healthful meals that students are excited to eat and also meet United States Department of Agriculture (USDA) nutrient guidelines. A systematic literature review was conducted to understand the scope of interventions conducted with food service staff. PubMed, Web of Knowledge, and Science Direct databases were searched for articles detailing school food service training interventions in K-12 school settings within the United States. Of 2341 articles retrieved, 17 articles describing 14 food service training interventions met the inclusion criteria. While food service staff training was an important component of many comprehensive school health and school meal interventions, there were few studies that specifically addressed school food service staff trainings. Although some best practices can be concluded from the current literature, major gaps in knowledge about effective school food service training interventions and validated research tools remain. As new professional standards are mandated by the USDA, a more thorough evaluation and understanding of best practices is vital to maximize the effectiveness of food service staff training. © 2015, American School Health Association.

  17. Professional Competence and Continuing Professional Development in Accounting: Professional Practice vs. Non-Practice

    ERIC Educational Resources Information Center

    Murphy, Brid

    2017-01-01

    In 2004, the International Federation of Accountants introduced International Education Standard 7 (IES 7), requiring all member professional accounting bodies to adopt mandatory continuing professional development (CPD) schemes. IES 7 places responsibility on individual accounting practitioners to maintain, develop and certify appropriate…

  18. Mindset in the Classroom: A National Study of K-12 Teachers

    ERIC Educational Resources Information Center

    Yettick, Holly; Lloyd, Sterling; Harwin, Alexandra; Riemer, Andrew; Swanson, Christopher B.

    2016-01-01

    The concept of growth mindset--the belief that intelligence can be developed through effort--has gained considerable attention in K-12 education in recent years. To learn more about educators' experiences and views regarding growth mindset, the Education Week Research Center developed an original survey and administered it to a national sample of…

  19. Developing the Developers: Supporting and Researching the Learning of Professional Development Facilitators

    ERIC Educational Resources Information Center

    Perry, Emily; Boylan, Mark

    2018-01-01

    Research on teacher professional development is extensive but there are fewer studies about the practitioners who facilitate professional development. Here we report on a pilot programme for professional development facilitators rooted in a cycle of action research. Informed by a categorisation of professional knowledge and skills of facilitators,…

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

    ERIC Educational Resources Information Center

    Dickey, Michele D.

    2015-01-01

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

  1. Information Infrastructure Technology and Applications (IITA) Program: Annual K-12 Workshop

    NASA Technical Reports Server (NTRS)

    Hunter, Paul; Likens, William; Leon, Mark

    1995-01-01

    The purpose of the K-12 workshop is to stimulate a cross pollination of inter-center activity and introduce the regional centers to curing edge K-1 activities. The format of the workshop consists of project presentations, working groups, and working group reports, all contained in a three day period. The agenda is aggressive and demanding. The K-12 Education Project is a multi-center activity managed by the Information Infrastructure Technology and Applications (IITA)/K-12 Project Office at the NASA Ames Research Center (ARC). this workshop is conducted in support of executing the K-12 Education element of the IITA Project The IITA/K-12 Project funds activities that use the National Information Infrastructure (NII) (e.g., the Internet) to foster reform and restructuring in mathematics, science, computing, engineering, and technical education.

  2. An Examination of Effective Professional Development Characteristics in Professional Learning Communities

    ERIC Educational Resources Information Center

    Strickland, Crystal Y.

    2013-01-01

    The purpose of this quantitative study was to investigate the extent to which professional development practices in professional learning communities are consistent with research-based principles of effective professional development. Additionally, the study investigated potential differences in the content focus, active learning, coherence, and…

  3. Development of professional expertise in optometry.

    PubMed

    Faucher, Caroline

    2011-04-01

    Development of professional expertise is the gradual transition from novice to expert within a profession. Studies on expertise in the profession of optometry have never been published. However, many studies have been performed in other health professions (e.g., nursing, medicine, physical therapy, occupational therapy). This report is an overview of the development of professional expertise that will highlight some applications for optometry. A 5-level scale of professional expertise development, divided into 2 parts, is described. The first part is the progression of students during their professional studies (novice, intermediate, competent). The second part is the professional development occurring during the practice years (advanced, expert). Personal and collective efforts are required to foster the progression toward expertise. Great interest for the profession, motivation, and deliberate practice are individual attitudes that help this progression. The "optometric community of practice," by means of university (professional) training, continuing education, and collaboration between colleagues, also contributes to this process. Professional development is an integral part of the Optometric Oath. Each clinical case is a potential learning experience contributing to one's professional development. Optometrists' attitudes are predominant factors in the progression from one level to another. Copyright © 2011 American Optometric Association. Published by Elsevier Inc. All rights reserved.

  4. Teaching Motivations, Characteristics and Professional Growth: Results from the Great Expectations (GE) Programme in the United States

    ERIC Educational Resources Information Center

    Thomson, Margareta Maria; Turner, Jeannine

    2015-01-01

    This present study sought to explore reasons given by K-12 teachers about their motivation to remain in teaching, their motivation for engaging in professional development, and characteristics of their teaching. Participants (N = 151) were public teachers of different grade levels from the USA enrolled in a one-week professional development…

  5. The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices

    NASA Astrophysics Data System (ADS)

    Cavedon, Carolina Christmann

    With the new goal of K-12 education being to prepare students to be college and career ready at the end of high school, education needs to start changing at the elementary school level. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impacts of a reflective professional development (PD) in changing elementary school teachers' instructional practices. Teachers Instructional Portfolios (TIPs) were scored with a TIP rubric based on best practices in teaching mathematics problem-solving and science inquiry. The TIPs were also analyzed with a qualitative coding scheme. Case descriptions were written and all the collected data were used to explain the impacts of the reflective PD on changes in teachers' instructional practices. While we found no predictive patterns in relation to teachers changing their classroom practices based on the reflective PD, we claim that teachers' desire to change might contribute to improvements in instruction. We also observed that teachers' self-assessment scores tend to be higher than the actual TIP scores corroborating with the literature on the usage of self-assessment to evaluate teachers' instructional practices.

  6. CSPAP Professional Preparation: Takeaways from Pioneering Physical Education Teacher Education Programs

    ERIC Educational Resources Information Center

    Carson, Russell L.; Castelli, Darla M.; Kulinna, Pamela Hodges

    2017-01-01

    As comprehensive school physical activity program (CSPAP) professional development becomes increasingly available to current K-12 physical education teachers, this special feature shifts attention to the preparation of future PE teachers and teacher educators for CSPAP. The purpose of this concluding article is to summarize the undergraduate- and…

  7. Developing professionalism: dental students' perspective.

    PubMed

    Ashar, Abid; Ahmad, Amina

    2014-12-01

    To explore the undergraduate dental students' insight of their professionalism development through Focus Group Discussions (FGD). Constructivist approach using qualitative phenomenological design. Fatima Memorial Hospital, College of Dentistry, Lahore, from April to June 2011. Four FGDs of 1st year (8 students), 2nd year (6 students), 3rd year (6 students) and 4th year (6 students) enrolled in Bachelor of Dental Surgery (BDS) program were conducted to explore how they have developed various elements of professionalism namely altruism, accountability, excellence, duty and service, honor and integrity, and respect for all; and how professionalism can be further developed in them. The FGDs were audio taped, transcribed and analyzed through thematic analysis. Triangulation of themes and trends were done through content analysis by relating to their respective frequency of quotes. Data verification was done through audit by second author. Role models and social responsibility were the main reasons in the students' professionalism development thus far with personal virtues and reasons; religion; and punishment and reward contributing to a lesser degree. Training contributed least but was deemed most in furthering professionalism. Excessive workload (quota) and uncongenial educational environment were considered detrimental to the cause. Formal planning and implementation of professionalism curriculum; selection of students with appropriate attributes; control of hidden curriculum, including effective role models, good educational and working environments will foster professionalism among dental students maximally.

  8. Discovery of a Kojibiose Phosphorylase in Escherichia coli K-12.

    PubMed

    Mukherjee, Keya; Narindoshvili, Tamari; Raushel, Frank M

    2018-05-15

    The substrate profiles for three uncharacterized enzymes (YcjM, YcjT, and YcjU) that are expressed from a cluster of 12 genes ( ycjM-W and ompG) of unknown function in Escherichia coli K-12 were determined. Through a comprehensive bioinformatic and steady-state kinetic analysis, the catalytic function of YcjT was determined to be kojibiose phosphorylase. In the presence of saturating phosphate and kojibiose (α-(1,2)-d-glucose-d-glucose), this enzyme catalyzes the formation of d-glucose and β-d-glucose-1-phosphate ( k cat = 1.1 s -1 , K m = 1.05 mM, and k cat / K m = 1.12 × 10 3 M -1 s -1 ). Additionally, it was also shown that in the presence of β-d-glucose-1-phosphate, YcjT can catalyze the formation of other disaccharides using 1,5-anhydro-d-glucitol, l-sorbose, d-sorbitol, or l-iditol as a substitute for d-glucose. Kojibiose is a component of cell wall lipoteichoic acids in Gram-positive bacteria and is of interest as a potential low-calorie sweetener and prebiotic. YcjU was determined to be a β-phosphoglucomutase that catalyzes the isomerization of β-d-glucose-1-phosphate ( k cat = 21 s -1 , K m = 18 μM, and k cat / K m = 1.1 × 10 6 M -1 s -1 ) to d-glucose-6-phosphate. YcjU was also shown to exhibit catalytic activity with β-d-allose-1-phosphate, β-d-mannose-1-phosphate, and β-d-galactose-1-phosphate. YcjM catalyzes the phosphorolysis of α-(1,2)-d-glucose-d-glycerate with a k cat = 2.1 s -1 , K m = 69 μM, and k cat / K m = 3.1 × 10 4 M -1 s -1 .

  9. California's Future: K-12 Education

    ERIC Educational Resources Information Center

    Hill, Laura; Gao, Niu; Warren, Paul

    2015-01-01

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

  10. Classifying K-12 Blended Learning

    ERIC Educational Resources Information Center

    Staker, Heather; Horn, Michael B.

    2012-01-01

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

  11. Professional Development: Then and Now

    ERIC Educational Resources Information Center

    Bolt, Susan

    2012-01-01

    Technological developments have altered pedagogies in classroom teaching but approaches to teacher professional development have remained largely unchanged. The purpose of this paper is to describe an evolving learning process that spans the last decade and draws from three different investigations into professional development. The author…

  12. Pediatric Healthcare Professionals' Views on Autism Spectrum Disorder Screening at 12-18 Months

    ERIC Educational Resources Information Center

    Crais, Elizabeth R.; McComish, Cara S.; Humphreys, Betsy P.; Watson, Linda R.; Baranek, Grace T.; Reznick, J. Steven; Christian, Rob B.; Earls, Marian

    2014-01-01

    This study explored North Carolina pediatric healthcare professional's (PHP) perceptions of screening 12-18 month old infants for Autism Spectrum Disorder (ASD). Eight focus groups (66 PHPs) were conducted across practice settings. The purpose was to explore PHP's perspectives to: inform development of ASD screening tools and ultimately impact…

  13. Interstellar Molecules in K-12 Education

    NASA Astrophysics Data System (ADS)

    Kuiper, T. B. H.; Hofstadter, M. D.; Levin, S. M.; MacLaren, D.

    2006-12-01

    The Lewis Center for Educational Research (LCER) and the Jet Propulsion Laboratory (JPL) collaborate in a K-12 educational project in which students conduct observations for several research programs led by radio astronomers. The Goldstone-Apple Valley Radio Telescope (GAVRT) program provides participating teachers with curriculum elements, based on the students' observing experiences, which support national and state academic standards. The current program is based on 2.2-GHz and 8.4-GHz radiometric observations of variable sources. The research programs monitor Jupiter, Uranus, and a selected set of quasars. The telescope is a decommissioned NASA Deep Space Network antenna at Goldstone, California. In the next three years, a second telescope will be added. This telescope will at least operate at the above frequencies as well as 6 GHz and 12 GHz. Possibly, it will operate in a continuous band from 1.2 GHz to 14 GHz. In either case, the telescope will be able to observe at least the 6.6-GHz and 12.2-GHz methanol maser lines. The success of the GAVRT program depends critically on the participation of scientists committed to the research who have the ability and enthusiasm for interacting with K-12 students, typically through teleconferences. The scientists will initially work with the LCER staff to create curriculum elements around their observing program.

  14. The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

    NASA Astrophysics Data System (ADS)

    Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.

    2013-12-01

    activities and approaches that use maps as the basis of instruction for a wide range of topics commonly taught in K12 science courses such as natural hazards, urban development, plate tectonics, climate change, ocean science, and water resources; and (2) Providing easy access to a vast collection of materials specifically for teachers of AP and IB classes including collections of teaching activities for all science disciplines as well as pedagogic approaches that are appropriate for the lab-intensive nature of these classes. The contents of the K12 portal are drawn from a number of projects and collaborations, including CLEAN, Earth Exploration Toolbook, Minnesota Science Teachers Education Project, Pedagogy in Action, EarthLabs, NAGT and On the Cutting Edge. Teachers can add their own materials to the site by sharing lessons plans, activities, and labs. K12 educators of all levels will find a wide variety of resources to spark the curiosity and interest of students. Explore the SERC K12 Educators Portal at: http://serc.carleton.edu/k12/index.html

  15. K-12 Technology Accessibility: The Message from State Governments

    ERIC Educational Resources Information Center

    Shaheen, Natalie L.; Lazar, Jonathan

    2018-01-01

    This study examined state education technology plans and technology accessibility statutes to attempt to answer the question--is K-12 instructional technology accessibility discussed in state-level technology accessibility statutes and education technology plans across the 50 United States? When a K-12 school district is planning the construction…

  16. Novel taspine derivative 12k inhibits cell growth and induces apoptosis in lung cell carcinoma.

    PubMed

    Dai, Bingling; Wang, Wenjie; Liu, Rui; Wang, Hongying; Zhang, Yanmin

    2015-03-01

    Taspine is an active compound in anticancer agent development. 12k was synthesized with taspine as lead compound bearing biphenyl scaffold and showed potent anticancer activity. Here, we investigated the effect of taspine derivative 12k on A549 lung cells. We showed that 12k not only decreased significantly A549 cell viability, A549 cell colony formation but also impaired A549 cell migration. Moreover, 12k treatment blocked cell cycle progression by increasing cell number in S phase to 42.80% for 6 μmol/L vs. 28.86% for control while decreasing cell number in G1 phase. Accordingly, this was associated with an increase protein expression of cyclin E and a decrease protein expression of cyclin D1, cyclin B1 and its associated CDK1 (cdc2). Meanwhile, we found that 12k induced A549 cell apoptosis, which was closely associated with the effect of the Bcl-2 family. Increase of Bad, Bak and Bax expression levels, decrease of Bcl-2 and Mcl-1 expression levels were observed. SiRNA knockdown of c-myc in A549 cells significantly attenuated tumor inhibition effects of 12k. In conclusion, our results demonstrate that 12k has an inhibitory effect on growth of A549 cell by inducing cell cycle arrest and apoptosis. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

  17. Professional Development: Setting the Context.

    ERIC Educational Resources Information Center

    Watts, Gordon E.; Hammons, James O.

    2002-01-01

    States that professional development programs, though they run the gamut from fledgling to comprehensive, have developed over the last three decades as a result of the rapid growth of the community college. Examines some of the early struggles of the professional development movement and discusses future challenges. (AUTH/NB)

  18. Observation Tools for Professional Development

    ERIC Educational Resources Information Center

    Malu, Kathleen F.

    2015-01-01

    Professional development of teachers, including English language teachers, empowers them to change in ways that improve teaching and learning (Gall and Acheson 2011; Murray 2010). In their seminal research on staff development--professional development in today's terms--Joyce and Showers (2002) identify key factors that promote teacher change.…

  19. Teacher Experience, Learning, and Change: An Investigation of the Effects of Long-Term Professional Development

    ERIC Educational Resources Information Center

    Coffino, Kara Lee

    2012-01-01

    As US public schools become increasingly diverse and teachers are expected to teach across cultural differences, teacher educators must consider how different professional development models shape teacher learning and practice. This study explores how a cohort of 55 P-12 teachers experienced and perceived long-term professional development focused…

  20. K-12 Science Curriculum Guide.

    ERIC Educational Resources Information Center

    Reading Community Schools, OH.

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

  1. EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices

    ERIC Educational Resources Information Center

    Simegn, Birhanu

    2014-01-01

    This study assessed perceptions and practices of secondary schools (Grade 9-12) EFL teachers' self-initiated professional development. A questionnaire of likert scale items and open-ended questions was used to gather data from thirty-two teachers. The teachers were asked to fill out the questionnaire at Bahir Dar University during their…

  2. GeoGebra in Professional Development: The Experience of Rural Inservice Elementary School (K-8) Teachers

    ERIC Educational Resources Information Center

    Bu, Ligguo; Mumba, Frackson; Henson, Harvey; Wright, Mary

    2013-01-01

    GeoGebra is an emergent open-source Dynamic and Interactive Mathematics Learning Environment (DIMLE) (Martinovic & Karadag, 2012) that invites a modeling perspective in mathematics teaching and learning. In springs of 2010 and 2012, GeoGebra was integrated respectively into two online professional development courses on mathematical problem…

  3. Climate Literacy: Supporting Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

    2012-12-01

    Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation

  4. Inquiry based Teacher Professional development from a multidisciplinary perspective: The NEOGEO Lake Erie Earth Science Field Trip

    NASA Astrophysics Data System (ADS)

    Ortiz, J. D.; Munro-Stasiuk, M. J.; Hart, B. I.; Mokaren, D. M.; Arnold, B.; Chermansky, J. V.; Vlack, Y. A.

    2006-12-01

    State and national educational standards stress the need to incorporate inquiry-based approaches into the K- 12 science curriculum. However, many teachers either lack training in these pedagogical techniques or science content mastery. Both of these are needed to confidently approach science teaching in the less structured framework associated with a real world exploration of the natural environment. To overcome these barriers to implementation, we have developed an intensive, field-based professional development workshop which explores the connections between the bedrock geology, glacial geomorphology, ecology, and geography of the Lake Erie Islands and the shore of its western basin. This workshop is part of a series of three workshops that form the professional development activities of our NSF funded Graduate Teaching Fellows in K-12 Education (GK-12) project, the Northeast Ohio Geoscience Education Outreach (NEOGEO) Program which seeks to improve the quality of Earth Science education at the middle and high school levels in Northeast Ohio. During the workshop students explored the ecology and geomorphology of a series of coastal wetlands, collecting instrumental data and field observations to evaluate water quality and the forces that created these surface features. Exceptional exposure of glacial scours and striations at Kelleys Island and along the Marblehead Peninsula allowed the participants to reconstruct evolving ice flow paths to see how recent geological history shaped the landscape. Finally, stratigraphic observations in a local quarry enabled the students to understand why the observed glacial features varied as a function of bedrock type. Response to the workshop was overwhelming positive with participants commenting positively on quality and quantity of the material presented and the manner in which inquiry based teaching was modeled. End of term projects which included the conceptualization of a teaching plan to incorporate the approaches learned

  5. How to be a good professional: existentialist continuing professional development (CPD)

    PubMed Central

    Mulvey, Rachel

    2013-01-01

    This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing professional development. The tension between the practitioner's quest for lifelong learning is set against professional body demands, leading to the conclusion that these are not necessarily mutually exclusive. Consideration is given to propositional, practical and procedural knowledge, and to overall competence. The article explores an existentialist approach to professional learning, and concludes that, along with personal agency, this could usefully be adopted by career practitioners to weather turbulent times. PMID:24009404

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  7. Development of Constructivist-Based Distance Learning Environments: A Knowledge Base for K-12 Teachers

    ERIC Educational Resources Information Center

    Herring, Mary Corwin

    2004-01-01

    In response to societal shifts, K-12 teachers are struggling to design effective learning environments. The advent of increased access to world-linking technology has extended the use of distance education to enrich and expand the learning landscape for students. A number of individuals have suggested that a body of learning theory,…

  8. K-12 Education in the U.S. Economy: Its Impact on Economic Development, Earnings, and Housing Values. NEA Research Working Paper

    ERIC Educational Resources Information Center

    Hungerford, Thomas L.; Wassmer, Robert W.

    2004-01-01

    This report introduces, analyzes, and summarizes for policymakers an extensive and diverse economics literature on the effects of public K-12 education spending on local, regional, and state economies. The effects of education spending appear in indicators ranging from economic development to employment rates, small business starts, personal…

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

    ERIC Educational Resources Information Center

    Oickle, Eileen M., Ed.

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

  10. Professional Development Policies and Programs.

    ERIC Educational Resources Information Center

    Department of the Interior, Washington, DC.

    This memorandum sets forth policies, objectives, plans and programs for providing opportunities to professional staff for development of their technical and managerial skills. Section titles are: Policy and Objectives; Methods of Achieving Objectives; Cooperative Determination of Training Needs, Professional Development Plan; Agency Financial…

  11. Development of an Escherichia coli K12-specific quantitative polymerase chain reaction assay and DNA isolation suited to biofilms associated with iron drinking water pipe corrosion products.

    PubMed

    Lu, Jingrang; Gerke, Tammie L; Buse, Helen Y; Ashbolt, Nicholas J

    2014-12-01

    A quantitative polymerase chain reaction assay (115 bp amplicon) specific to Escherichia coli K12 with an ABI(TM) internal control was developed based on sequence data encoding the rfb gene cluster. Assay specificity was evaluated using three E. coli K12 strains (ATCC W3110, MG1655 & DH1), 24 non-K12 E. coli and 23 bacterial genera. The biofilm detection limit was 10(3) colony-forming units (CFU) E. coli K12 mL(-1), but required a modified protocol, which included a bio-blocker Pseudomonas aeruginosa with ethylenediaminetetraacetic acid buffered to pH 5 prior to cell lysis/DNA extraction. The novel protocol yielded the same sensitivity for drinking water biofilms associated with Fe3O4 (magnetite)-coated SiO2 (quartz) grains and biofilm-surface iron corrosion products from a drinking water distribution system. The novel DNA extraction protocol and specific E. coli K12 assay are sensitive and robust enough for detection and quantification within iron drinking water pipe biofilms, and are particularly well suited for studying enteric bacterial interactions within biofilms.

  12. Marshalling Corporate Resources for Public and K-12 Technical Education Outreach and Engagement

    NASA Astrophysics Data System (ADS)

    Wynne, James

    2011-03-01

    In 1988, the Education Task Force of the Business Roundtable recommended that American corporations invest in pre-college education. Prior to that date, corporate investment was targeted at higher education. IBM and other corporations responded by encouraging their employees and their corporate philanthropic organizations to develop programs aimed at enhancing pre-college education. The IBM TJ Watson Research Center initiated a Local Education Outreach program, active for these past 23 years, that marshals the resources of our science-rich institution to enhance STEM education in our local schools. We have broad and deep partnerships between the Research Center and local school districts, including New York City. We have just completed our 19th consecutive year of Family Science Saturdays, which brings 4th and 5th grade children, along with their parents, to our Research Center for hands-on workshops in topics like States of Matter, Polymer Science, Kitchen Chemistry, and Sound and Light. The workshops are staffed by IBM volunteers, assisted by local high school student ``Peer Teachers.'' Since 1990, the IBM Corporation has joined with a coalition of other companies, professional engineering societies, and government agencies to sponsor the annual Engineers Week (EWeek) campaign of technical education outreach, serving as Corporate Chair in 1992, 2001, and 2008. In recent years, we have annually recruited around 5000 IBM volunteers to reach out to more than 200,000 K-12 students in order to increase their awareness and appreciation of technical careers and encourage them to continue their studies of STEM (science, technology, engineering, and mathematics). The speaker, who helped found the APS Forum on Education (FED) and served as FED Councillor for 8 years, will review these and other programs for Public and K-12 Technical Education Outreach and Engagement.

  13. Career Mapping for Professional Development and Succession Planning.

    PubMed

    Webb, Tammy; Diamond-Wells, Tammy; Jeffs, Debra

    Career mapping facilitates professional development of nurses by education specialists and nurse managers. On the basis of national Nursing Professional Development Scope and Standards, our education and professional development framework supports the organization's professional practice model and provides a foundation for the professional career map. This article describes development, implementation, and evaluation of the professional career map for nurses at a large children's hospital to support achievement of the nursing strategic goals for succession planning and professional development.

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

    ERIC Educational Resources Information Center

    Chatterji, Aaron; Jones, Benjamin

    2012-01-01

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

  15. Identification of essential genes and synthetic lethal gene combinations in Escherichia coli K-12.

    PubMed

    Mori, Hirotada; Baba, Tomoya; Yokoyama, Katsushi; Takeuchi, Rikiya; Nomura, Wataru; Makishi, Kazuichi; Otsuka, Yuta; Dose, Hitomi; Wanner, Barry L

    2015-01-01

    Here we describe the systematic identification of single genes and gene pairs, whose knockout causes lethality in Escherichia coli K-12. During construction of precise single-gene knockout library of E. coli K-12, we identified 328 essential gene candidates for growth in complex (LB) medium. Upon establishment of the Keio single-gene deletion library, we undertook the development of the ASKA single-gene deletion library carrying a different antibiotic resistance. In addition, we developed tools for identification of synthetic lethal gene combinations by systematic construction of double-gene knockout mutants. We introduce these methods herein.

  16. K-Ras(G12D)-selective inhibitory peptides generated by random peptide T7 phage display technology

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

    Sakamoto, Kotaro; Kamada, Yusuke; Sameshima, Tomoya

    Amino-acid mutations of Gly{sup 12} (e.g. G12D, G12V, G12C) of V-Ki-ras2 Kirsten rat sarcoma viral oncogene homolog (K-Ras), the most promising drug target in cancer therapy, are major growth drivers in various cancers. Although over 30 years have passed since the discovery of these mutations in most cancer patients, effective mutated K-Ras inhibitors have not been marketed. Here, we report novel and selective inhibitory peptides to K-Ras(G12D). We screened random peptide libraries displayed on T7 phage against purified recombinant K-Ras(G12D), with thorough subtraction of phages bound to wild-type K-Ras, and obtained KRpep-2 (Ac-RRCPLYISYDPVCRR-NH{sub 2}) as a consensus sequence. KRpep-2 showedmore » more than 10-fold binding- and inhibition-selectivity to K-Ras(G12D), both in SPR analysis and GDP/GTP exchange enzyme assay. K{sub D} and IC{sub 50} values were 51 and 8.9 nM, respectively. After subsequent sequence optimization, we successfully generated KRpep-2d (Ac-RRRRCPLYISYDPVCRRRR-NH{sub 2}) that inhibited enzyme activity of K-Ras(G12D) with IC{sub 50} = 1.6 nM and significantly suppressed ERK-phosphorylation, downstream of K-Ras(G12D), along with A427 cancer cell proliferation at 30 μM peptide concentration. To our knowledge, this is the first report of a K-Ras(G12D)-selective inhibitor, contributing to the development and study of K-Ras(G12D)-targeting drugs. - Highlights: • The first K-Ras(G12D)-selective inhibitory peptides were generated. • These peptides showed more than 10-fold binding- and inhibition-selectivity to K-Ras(G12D) in compared to wild type K-Ras. • The peptide KRpep-2d suppressed downstream signal of K-Ras(G12D) and cell proliferations of cancer cell line A427.« less

  17. Missouri Professional Development Guidelines for Student Success.

    ERIC Educational Resources Information Center

    Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

    These guidelines help professional development chairs, administrators, and teachers collaboratively plan for the ongoing skill development and content acquisition of staff members. Section 1, "Missions, Mandates, and Regulations for Professional Development," describes the mission of professional development as supporting teachers in…

  18. Tailoring Professional Development for IT Staff

    ERIC Educational Resources Information Center

    Haile, Christine E.; Trubitt, Lisa

    2007-01-01

    Professional development has become an increasingly important topic among information technology (IT) professionals in higher education, but what does it mean to engage in professional development activities? How does an institution create an initiative that meets broad organizational goals while taking into account the specific needs of the…

  19. Teachers as Researchers: Supporting Professional Development.

    ERIC Educational Resources Information Center

    Gennaoui, Michele; Kretschmer, Robert E.

    1996-01-01

    Contrasts traditional professional development and a teacher-as-researcher project implemented at the Saint Francis de Sales School for the Deaf. Discusses ways the project influenced the professional development of teachers, the effects on the school community of group collaboration among diverse professional staff, support mechanisms required,…

  20. Teachers' Professional Development: The Case of WhatsApp

    ERIC Educational Resources Information Center

    Cansoy, Ramazan

    2017-01-01

    In this study, the kinds of shares made by science teachers in a WhatsApp group as an online community of practice to support professional development were examined. The netnographic research method, one of the qualitative research methods, was used in the study. The messages shared by 12 science teachers, who worked at a private school between…

  1. Designing Professional Development That Works.

    ERIC Educational Resources Information Center

    Birman, Beatrice F.; Desimone, Laura; Porter, Andrew C.; Garet, Michael S.

    2000-01-01

    By studying survey data from 1,000 teachers participating in a Title II workshop, researchers identified three structural features (form, duration, and collective participation) that set a proper context for professional development. Three core features of professional-development learning experience include content focus, active learning, and…

  2. Creating Professional Learning Communities: The Work of Professional Development Schools

    ERIC Educational Resources Information Center

    Doolittle, Gini; Sudeck, Maria; Rattigan, Peter

    2008-01-01

    If professional learning communities offer opportunities for improving the teaching and learning process, then developing strong professional development school (PDS) partnerships establish an appropriate framework for that purpose. PDS partnerships, however, can be less than effective without proper planning and discussion about the aims of those…

  3. The Influence of Contextual Factors on the Sustainability of Professional Development Outcomes

    ERIC Educational Resources Information Center

    Sandholtz, Judith Haymore; Ringstaff, Cathy

    2016-01-01

    This study investigated how contextual factors influenced the sustainability of outcomes from a 3-year, state-funded professional development program that provided science assistance for K-2 teachers in small, rural school districts. The research used a case-study approach with a purposive sample of five elementary schools that varied in…

  4. Earth Science Content Guidelines Grades K-12.

    ERIC Educational Resources Information Center

    American Geological Inst., Alexandria, VA.

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

  5. An Examination of the Relationship between Professional Development Providers' Epistemological and Nature of Science Beliefs and Their Professional Development Programs

    NASA Astrophysics Data System (ADS)

    Garcia Arriola, Alfonso

    In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences. Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a

  6. K-Ras(G12D)-selective inhibitory peptides generated by random peptide T7 phage display technology.

    PubMed

    Sakamoto, Kotaro; Kamada, Yusuke; Sameshima, Tomoya; Yaguchi, Masahiro; Niida, Ayumu; Sasaki, Shigekazu; Miwa, Masanori; Ohkubo, Shoichi; Sakamoto, Jun-Ichi; Kamaura, Masahiro; Cho, Nobuo; Tani, Akiyoshi

    2017-03-11

    Amino-acid mutations of Gly 12 (e.g. G12D, G12V, G12C) of V-Ki-ras2 Kirsten rat sarcoma viral oncogene homolog (K-Ras), the most promising drug target in cancer therapy, are major growth drivers in various cancers. Although over 30 years have passed since the discovery of these mutations in most cancer patients, effective mutated K-Ras inhibitors have not been marketed. Here, we report novel and selective inhibitory peptides to K-Ras(G12D). We screened random peptide libraries displayed on T7 phage against purified recombinant K-Ras(G12D), with thorough subtraction of phages bound to wild-type K-Ras, and obtained KRpep-2 (Ac-RRCPLYISYDPVCRR-NH 2 ) as a consensus sequence. KRpep-2 showed more than 10-fold binding- and inhibition-selectivity to K-Ras(G12D), both in SPR analysis and GDP/GTP exchange enzyme assay. K D and IC 50 values were 51 and 8.9 nM, respectively. After subsequent sequence optimization, we successfully generated KRpep-2d (Ac-RRRRCPLYISYDPVCRRRR-NH 2 ) that inhibited enzyme activity of K-Ras(G12D) with IC 50  = 1.6 nM and significantly suppressed ERK-phosphorylation, downstream of K-Ras(G12D), along with A427 cancer cell proliferation at 30 μM peptide concentration. To our knowledge, this is the first report of a K-Ras(G12D)-selective inhibitor, contributing to the development and study of K-Ras(G12D)-targeting drugs. Copyright © 2017 Elsevier Inc. All rights reserved.

  7. Raising Climate Literacy of K-12 Teachers with Datastreme Earth's Climate System

    NASA Astrophysics Data System (ADS)

    Brey, J. A.; Geer, I.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.

    2014-12-01

    The American Meteorological Society (AMS) DataStreme Project is a free professional development program for in-service K-12 teachers, in which they gain considerable subject matter content and confidence in Earth science instruction. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with a team of AMS Education Program scientists and educators who develop instructional materials, provide logistical support to the LITs, and administer the project. The 3-member LITs mentor about 8 teachers and in some instances an emergency manager, per semester through a given DataStreme course. Teachers may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each DataStreme course. DataStreme is in close alignment with A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). Investigating the scientific basis of the workings of Earth's atmosphere, ocean, and climate system follows the cross-cutting theme of the Framework and the NGSS and is the cornerstone of the DataStreme courses. In particular, DataStreme ECS explores the fundamental science of Earth's climate system and addresses the societal impacts relevant to today's teachers and students. The course utilizes resources from respected organizations, such as the IPCC and U.S. Global Change Research Program. Key to the NGSS is that students learn disciplinary core ideas in the context of science and engineering practices. In order for the students to learn in this way, the AMS believes that it is important to train the teachers in this context. DataStreme ECS emphasizes investigation of real-word and current NASA and NOAA data. Participants also are made aware of NASA's EdGCM, a research-grade Global Climate Model where they can explore various future climate scenarios in the same way that actual

  8. Partnering for Professional Development

    ERIC Educational Resources Information Center

    Davis-Duerr, Jennifer

    2017-01-01

    Literacy specialists are often overlooked when determining the professional development needs within a school, and yet they are arguably the school's best resource to empower teachers with professional growth to meet state mandates. How can literacy specialists be supported to increase their knowledge and skills so that all educators' and…

  9. Using Scientific Visualizations to Enhance Scientific Thinking In K-12 Geoscience Education

    NASA Astrophysics Data System (ADS)

    Robeck, E.

    2016-12-01

    The same scientific visualizations, animations, and images that are powerful tools for geoscientists can serve an important role in K-12 geoscience education by encouraging students to communicate in ways that help them develop habits of thought that are similar to those used by scientists. Resources such as those created by NASA's Scientific Visualization Studio (SVS), which are intended to inform researchers and the public about NASA missions, can be used in classrooms to promote thoughtful, engaged learning. Instructional materials that make use of those visualizations have been developed and are being used in K-12 classrooms in ways that demonstrate the vitality of the geosciences. For example, the Center for Geoscience and Society at the American Geosciences Institute (AGI) helped to develop a publication that outlines an inquiry-based approach to introducing students to the interpretation of scientific visualizations, even when they have had little to no prior experience with such media. To facilitate these uses, the SVS team worked with Center staff and others to adapt the visualizations, primarily by removing most of the labels and annotations. Engaging with these visually compelling resources serves as an invitation for students to ask questions, interpret data, draw conclusions, and make use of other processes that are key components of scientific thought. This presentation will share specific resources for K-12 teaching (all of which are available online, from NASA, and/or from AGI), as well as the instructional principles that they incorporate.

  10. Online Professional Development: A Primer

    ERIC Educational Resources Information Center

    Bates, Meg S.; Phalen, Lena; Moran, Cheryl

    2016-01-01

    Many teachers are turning to online professional development to meet their learning needs, but the vast array of available opportunities may be overwhelming. This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and…

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

    ERIC Educational Resources Information Center

    Bybee, Rodger W.

    2011-01-01

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

  12. Course Goals in Social Science, Grades K-12. Critique Draft.

    ERIC Educational Resources Information Center

    Multnomah County Intermediate Education District, Portland, OR.

    This document on course goals in the social sciences is one part of a critique series dealing with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to…

  13. Developing Professionalism in Business School Undergraduates

    ERIC Educational Resources Information Center

    Clark, Timothy S.; Amer, Tarek S.; Ng, Pin T.

    2014-01-01

    The authors explore the importance of developing professional behavior among business students and introduce a program designed to incentivize professionalism during undergraduate study. The Professionalism Recognition Program was established to promote, recognize, rate, and reward the students' professional conduct in a flexible and widely…

  14. Twitter and Physics Professional Development

    ERIC Educational Resources Information Center

    Nadji, Taoufik

    2016-01-01

    The advent of Twitter® and other social media services of its type ushered in a new era of professional development in education. This article addresses how a group of users have been employing Twitter to conduct professional development sessions that would benefit their participants by advancing their pedagogical approaches to learning and…

  15. Education for a New Era: Design and Implementation of K-12 Education Reform in Qatar. Monograph

    ERIC Educational Resources Information Center

    Brewer, Dominic J.; Augustine, Catherine H.; Zellman, Gail L.; Ryan, Gery; Goldman, Charles A.; Stasz, Cathleen; Constant, Louay

    2007-01-01

    The leadership of Qatar has a social and political vision that calls for improving the outcomes of the Qatari K-12 education system. With this vision in mind, the leadership asked RAND to examine Qatar's K-12 education system, to recommend options for building a world-class system, and, subsequently, to develop the chosen option and support its…

  16. Implementing School-Based Professional Development in Kentucky.

    ERIC Educational Resources Information Center

    Daniel, Patricia L.; Stallion, Brenda K.

    1996-01-01

    Data from elementary and secondary principals and teachers identified six recommendations for improving school based professional development: (preparing an articulated mission; planning for professional development at the school and practitioner level; implementing the plan; providing broad support for professional development; building and…

  17. Learning to Help Them Learn; An Evaluation of Professional Development Centers, 1969-70.

    ERIC Educational Resources Information Center

    Theimer, William C., Jr.; Locke, Marvin E.

    Professional Development Centers (PDC) were established to improve the instructional skills of classroom teachers in grades K-6 whose pupils from low socio-economic backgrounds were achieving below grade level in reading and mathematics. Additional personnel trained in the program included aides, student teachers, elementary administrators, and…

  18. Chapter 2: Effective Professional Development--What We Now Know Calls for Professional Development for Teachers

    ERIC Educational Resources Information Center

    Bechtel, Pamela A.; O'Sullivan, Mary

    2006-01-01

    There are many factors that affect the design of effective professional development (PD) programs. This review of literature focuses on some of the theoretical models used to explain teacher change, the contextual factors that impact teacher behaviors and curricular change, and the role of continuous professional development in changing teaching…

  19. Economics America: Content Statements for State Standards in Economics, K-12.

    ERIC Educational Resources Information Center

    National Council on Economic Education, New York, NY.

    This updated list of content standards covering economics is suggested for states developing their own economics standards. The list outlines the core requirements for basic literacy in economics for grades K-12. The statements are similar to designated content standards from other core subject areas. Key economic concepts describing their basic…

  20. A 12-month prospective cohort study of symptoms of common mental disorders among professional rugby players.

    PubMed

    Gouttebarge, Vincent; Hopley, Philip; Kerkhoffs, Gino; Verhagen, Evert; Viljoen, Wayne; Wylleman, Paul; Lambert, Mike

    2018-04-26

    The primary aims were to determine the 12-month incidence (and comorbidity) of symptoms of common mental disorders (CMD) among male professional rugby players and to explore their association with potential stressors. A secondary aim was to explore the view of male professional rugby players about the consequences of symptoms of CMD and related medical support/needs. An observational prospective cohort study with three measurements over a 12-month period was conducted among male professional rugby players from several countries. Symptoms of CMD (distress, anxiety/depression, sleep disturbance, eating disorders and adverse alcohol use) and stressors (adverse life events, rugby career dissatisfaction) were assessed through validated questionnaires. A total of 595 players (mean age of 26 years; mean career duration of 6 years) were enrolled, of which 333 completed the follow-up period. The incidence of symptoms of CMD were: 11% for distress, 28% for anxiety/depression, 12% for sleep disturbance, 11% for eating disorders and 22% for adverse alcohol use (13% for two simultaneous symptoms of CMD). Professional rugby players reporting recent adverse life events or career dissatisfaction were more likely to report symptoms of CMD but statistically significant associations were not found. Around 95% of the participants stated that symptoms of CMD can negatively influence rugby performances, while 46% mentioned that specific support measures for players were not available in professional rugby. Supportive and preventive measures directed towards symptoms of CMD should be developed to improve not only awareness and psychological resilience of rugby players but also their rugby performance and quality-of-life.

  1. Noncommissioned Officer Professional Development Study (NCOPDS). Volume 1

    DTIC Science & Technology

    1986-02-14

    materialism by purchasing more consumer goods. 11. People were on the move - the country "shrank." 12. Traditional sex roles began to change. 13...Who should be responsible for NCODP at the various levels? -- How can NCOES be made more effective ? -- What should be the role of ITEP in...various levels? -- How can NCOES be made more effective ? -- What should be the role of ITEP in professional development? -- how can NCODP be

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

    ERIC Educational Resources Information Center

    Lemon, Narelle, Ed.

    2015-01-01

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

  3. Literacy-Related Professional Development Preferences of Secondary Teachers

    ERIC Educational Resources Information Center

    Jones, Shara L.; Lee, Elizabeth A.

    2014-01-01

    A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared…

  4. An Investigation of University Student and K-12 Teacher Reasoning about Key Ideas in the Development of the Particulate Nature of Matter

    ERIC Educational Resources Information Center

    Robertson, Amy D.

    2011-01-01

    This dissertation describes a systematic investigation of university student and K-12 teacher reasoning about key ideas relevant to the development of a particulate model for matter. Written assessments and individual demonstration interviews have been used to study the reasoning of introductory and sophomore-level physics students, introductory…

  5. Engaging Science Faculty in Teacher Professional Development: Renewable Energy

    NASA Astrophysics Data System (ADS)

    Czajkowski, K. P.; Czerniak, C.; Struble, J.; Mentzer, G.; Brooks, L.; Hedley, M.

    2011-12-01

    The LEADERS Program (Leadership for Educators: Academy for Driving Economic Revitalization in Science) is an NSF funded Math and Science Partnership program that aims to link economic revitalization in the Great Lakes region with K-12 education through renewable energy technology using a project-based learning approach. The LEADERS Program brings teacher leaders together with science and education faculty from the University of Toledo. Teacher leaders, from Toledo Public and Catholic Schools, attended a six week long institute in the summers of 2010 and 2011 and offered professional development for their colleagues during the school year. The teacher leaders took two science courses during the summer of 2010 in Physics and Chemistry of Renewable Energy as well as classes in Project-Based Science and Leadership and three courses in the summer of 2011, Earth Technologies, Climate Change and Biofuels. In addition, teachers were introduced to industry leaders in renewable energies as well as conservation. This presentation will discuss the implementation of the program and focus on the involvement of science faculty. We will discuss the challenges and successes in bringing together science faculty with teachers including how the experience has changed the teaching style of the scientists.

  6. Professional Development in Adult Basic Education.

    ERIC Educational Resources Information Center

    Marceau, Georges

    2003-01-01

    Addresses the professional development needs of adult basic education instructors. Describes federal and state resources for professional development. Recommends field-based research, reflective practice, and learner-centered instruction. (Contains 15 references.) (SK)

  7. More Alike than Different: Early Childhood Professional Development in Guatemala

    ERIC Educational Resources Information Center

    Hardin, Belinda J.; Vardell, Rosemarie; de Castaneda, Albertina

    2008-01-01

    This article describes an early childhood professional development project that took place in the summer of 2005 in Guatemala City. Located in Central America, Guatemala has a population of approximately 12.3 million people, including more than two million children under the age of 5 (UNESCO Institute for Statistics, 2007; UNICEF, 2004). Events…

  8. Georgia's Pre-K Professional Development Evaluation: Final Report. Publication #2015-02

    ERIC Educational Resources Information Center

    Early, Diane M.; Maxwell, Kelly L.; Skinner, Debra; Kraus, Syndee; Hume, Katie; Pan, Yi

    2014-01-01

    Georgia has been at the forefront of the pre-kindergarten movement since implementing its pre-k program in 1992 and creating the nation's first state-funded universal pre-k program in 1995. Georgia's Pre-K, administered by "Bright from the Start: Georgia Department of Early Care and Learning" (DECAL), aims to provide high-quality…

  9. Conceptualizing and Evaluating Professional Development for School Leaders

    ERIC Educational Resources Information Center

    Goldring, Ellen B.; Preston, Courtney; Huff, Jason

    2012-01-01

    In this paper, we present a review of the field of professional development for school leaders. The paper sets out a framework for defining what professional development is, articulates criteria to define "high quality" professional development, and describes goals for professional development. It then critiques the research on…

  10. Designing and Implementing Online Professional Development Workshops

    ERIC Educational Resources Information Center

    Kleiman, Glenn; Dash, Terry; Ethier, Denise; Johnson, Kirsten; Metrick, Susan; Treacy, Barbara

    2000-01-01

    This report provides useful information for those who are planning to incorporate online learning into professional development programs, as well as those who will design and implement online professional development activities. The Education Development center, Inc. (EDC) Center for Online Professional Education is continuing to explore this new…

  11. Assessment of healthcare professionals' knowledge about warfarin-vitamin K drug-nutrient interactions.

    PubMed

    Couris, R R; Tataronis, G R; Dallal, G E; Blumberg, J B; Dwyer, J T

    2000-08-01

    Dietary vitamin K can interact with oral anticoagulant drugs and interfere with their therapeutic safety and efficacy. Therefore, knowledge about drug-nutrient interactions involving vitamin K possessed by physicians, pharmacists, dietitians and nurses practicing anticoagulant therapy was assessed. Healthcare practitioners were surveyed using a 30-question, 98-item questionnaire on the most common and/or important food interactions with warfarin, drug interactions with warfarin and general drug-nutrient interactions involving vitamin K. The study sample included 160 randomly selected healthcare providers (40 physicians, pharmacists, dietitians and nurses) from 10 hospitals with 200 to 1000 beds from six Massachusetts regions. Random selection was conducted from a pool of selected healthcare providers practicing anticoagulant therapy who counsel patients receiving warfarin. All surveys were completed within three months of the start of the study, and all participants provided usable data for statistical analysis. The mean scores (+/- SD) on the overall test were 72.5+/-9.0 for pharmacists, 62.51+/-10.6 for physicians, 56.9+/-8.8 for dietitians and 50.2+/-9.3 for nurses, with 100 being a perfect score. Pharmacists scored significantly higher in the area of drug interactions (75.9+/-11.3, p<0.05). Dietitians scored higher in the area of food interactions (73.0+/-10.3). No significant differences between physicians and pharmacists were evident on general drug-nutrient interactions. While over 87% of the healthcare professionals correctly identified some common foods containing large amounts of vitamin K, such as broccoli and spinach, fewer than 25% were able to identify others such as pea soup, coleslaw and dill pickles. Although the healthcare professionals surveyed in this study appear to have demonstrated some proficiency in their respective areas of expertise, they exhibited less knowledge in others. Therefore, additional training and integration of knowledge and

  12. The Platte River Corridor Project: A University/K-12 Collaboration to Meet the Needs of Latino Students

    ERIC Educational Resources Information Center

    Hof, David D.; Lopez, Samuel T.; Dinsmore, Julie A.; Baker, Jessica; McCarty, Wendy L.; Tracy, Glenn

    2007-01-01

    This article discusses the development and impact of the Platte River Corridor Project, a successful university/K-12 partnership designed to address the inequality in learning outcomes for Latino students by increasing the effectiveness of K-12 classroom teachers in educating Latino English Language Learner (ELL) students and by facilitating…

  13. 12 CFR 211.11 - Advisory opinions under Regulation K.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 12 Banks and Banking 2 2013-01-01 2013-01-01 false Advisory opinions under Regulation K. 211.11... INTERNATIONAL BANKING OPERATIONS (REGULATION K) International Operations of U.S. Banking Organizations § 211.11 Advisory opinions under Regulation K. (a) Request for advisory opinion. Any person may submit a request to...

  14. 12 CFR 211.11 - Advisory opinions under Regulation K.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 12 Banks and Banking 2 2010-01-01 2010-01-01 false Advisory opinions under Regulation K. 211.11... INTERNATIONAL BANKING OPERATIONS (REGULATION K) International Operations of U.S. Banking Organizations § 211.11 Advisory opinions under Regulation K. (a) Request for advisory opinion. Any person may submit a request to...

  15. 12 CFR 211.11 - Advisory opinions under Regulation K.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 12 Banks and Banking 2 2014-01-01 2014-01-01 false Advisory opinions under Regulation K. 211.11... INTERNATIONAL BANKING OPERATIONS (REGULATION K) International Operations of U.S. Banking Organizations § 211.11 Advisory opinions under Regulation K. (a) Request for advisory opinion. Any person may submit a request to...

  16. 12 CFR 211.11 - Advisory opinions under Regulation K.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 12 Banks and Banking 2 2011-01-01 2011-01-01 false Advisory opinions under Regulation K. 211.11... INTERNATIONAL BANKING OPERATIONS (REGULATION K) International Operations of U.S. Banking Organizations § 211.11 Advisory opinions under Regulation K. (a) Request for advisory opinion. Any person may submit a request to...

  17. 12 CFR 211.11 - Advisory opinions under Regulation K.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 12 Banks and Banking 2 2012-01-01 2012-01-01 false Advisory opinions under Regulation K. 211.11... INTERNATIONAL BANKING OPERATIONS (REGULATION K) International Operations of U.S. Banking Organizations § 211.11 Advisory opinions under Regulation K. (a) Request for advisory opinion. Any person may submit a request to...

  18. Personal, Professional Coaching: Transforming Professional Development for Teacher and Administrative Leaders

    ERIC Educational Resources Information Center

    Patti, Janet; Holzer, Allison A.; Stern, Robin; Brackett, Marc A.

    2012-01-01

    This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two…

  19. Newborn vitamin K prophylaxis: an analysis of information resources for parents and professionals.

    PubMed

    Miller, Hayleigh; Wheeler, Benjamin; Kerruish, Nikki

    2016-12-02

    Vitamin K prophylaxis represents one of the first healthcare decisions families make for their newborn. Information resources are an important component of this process. This study aimed to identify and analyse written information about vitamin K. Resources concerning vitamin K prophylaxis for both parents and health professionals were accessed through tertiary hospitals in New Zealand and Australia, midwives associated with Queen Mary Maternity Centre (Dunedin, New Zealand), antenatal class providers in the Dunedin, New Zealand area, and an online search of Australian and New Zealand government and hospital websites, as well as the Centre for Disease Control (CDC) in the US. These materials were assessed with regard to coverage of information relevant to vitamin K prophylaxis, whether a statement of the recommended option was included, and information concerning parental choice. In Australia, the majority of centres use the Australian Government National Health and Medical Research Council (NHMRC) resource. In New Zealand, eight different resources are in use. There was variation between resources in all aspects, including use of different incidence rates for vitamin K deficiency bleeding (VKDB). No New Zealand resources were available in languages other than English. The resources for health professionals also varied, and the two available New Zealand consensus statements (Ministry of Health and College of Midwives) differed in terms of their main recommendation. Many different information resources are available regarding vitamin K prophylaxis in New Zealand. Standardisation of such information would be more equitable and would facilitate easier review of content and translation into multiple languages.

  20. Developing a Nationwide K-12 Outreach Model: Physiology Understanding (PhUn) Week 10 Years Later

    ERIC Educational Resources Information Center

    Stieben, Margaret; Halpin, Patricia A.; Matyas, Marsha Lakes

    2017-01-01

    Since 2005, nearly 600 Physiology Understanding Week (PhUn Week) events have taken place across the U.S., involving American Physiological Society (APS) members in K-12 outreach. The program seeks to build student understanding of physiology and physiology careers, assist teachers in recognizing physiology in their standards-based curriculum, and…

  1. Framework for the Social Studies in Wyoming, Grades K-12. A Guide for Curriculum Development.

    ERIC Educational Resources Information Center

    Wyoming State Dept. of Education, Cheyenne.

    GRADES OR AGES: K-12. SUBJECT MATTER: Social studies. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes sections on curriculum improvement, new social studies, and scope and sequence. A suggested conceptual framework for the program is presented in the form of a chart, with columns for history, anthropology-sociology,…

  2. Engineering Education in K-12 Schools

    NASA Astrophysics Data System (ADS)

    Spence, Anne

    2013-03-01

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

  3. Rewriting Professional Development: Professional Learning Communities in an Urban Charter School

    ERIC Educational Resources Information Center

    Glasheen, Gregory J.

    2017-01-01

    This study challenges traditional professional development models, in which teachers are positioned as receptacles for knowledge and "best practices". This type of professional development devalues the local knowledge teachers possess, their theories of practice (Lytle & Cochran-Smith, 1994), and their ability to reflect on their…

  4. On Teacher Professional Development: Improving Professional Qualifications and Membership in Professional Teacher Communities

    ERIC Educational Resources Information Center

    Sobkin, V. S.; Adamchuk, D. V.

    2015-01-01

    The article examines issues related to the professional development of teachers. The presented material is structured according to four main themes: teacher self-assessment of their professional competence; their attitude toward traditional forms of training; their participation in events organized by the educational community and associations;…

  5. Transportation safety professional development clearinghouse

    DOT National Transportation Integrated Search

    2007-02-01

    Throughout private and public work settings, employee professional development is regarded as critical to grooming future leaders and to attract and retain talented employees who will enable the company or agency to achieve its goals. Professional de...

  6. Professional Development Opportunities for Early Childhood Educators in Community-Based Child Care Centers

    ERIC Educational Resources Information Center

    Vesay, Joanne Palermo

    2008-01-01

    In this study, the staff development opportunities among early childhood educators in community-based, nonprofit child care centers were investigated. The trends for professional development and implications for future staff development were determined from data gathered from surveys completed by 12 lead teachers, 5 paraprofessionals, and 5…

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

    ERIC Educational Resources Information Center

    Gao, Niu

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Good, Dixie Griffin

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

  10. Considering Professional Identity to Enhance Agriculture Teacher Development

    ERIC Educational Resources Information Center

    Shoulders, Catherine W.; Myers, Brian E.

    2011-01-01

    The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009).…

  11. Using Mixed Methods to Analyze Video Data: A Mathematics Teacher Professional Development Example

    ERIC Educational Resources Information Center

    DeCuir-Gunby, Jessica T.; Marshall, Patricia L.; McCulloch, Allison W.

    2012-01-01

    This article uses data from 65 teachers participating in a K-2 mathematics professional development research project as an example of how to analyze video recordings of teachers' classroom lessons using mixed methods. Through their discussion, the authors demonstrate how using a mixed methods approach to classroom video analysis allows researchers…

  12. Improving Young English Learners' Language and Literacy Skills through Teacher Professional Development: A Randomized Controlled Trial

    ERIC Educational Resources Information Center

    Babinski, Leslie M.; Amendum, Steven J.; Knotek, Steven E.; Sánchez, Marta; Malone, Patrick

    2018-01-01

    Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural…

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

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

    Not Available

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

  14. A Measure of Professional Identity Development for Professional Education

    ERIC Educational Resources Information Center

    Tan, Chin Pei; Van der Molen, H. T.; Schmidt, H. G.

    2017-01-01

    The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new survey instrument (named the Professional Identity Five-Factor Scale), data were collected from a polytechnic with students enrolled in a wide range of…

  15. Development and validation of a professionalism assessment scale for medical students

    PubMed Central

    Klemenc-Ketis, Zalika; Vrecko, Helena

    2014-01-01

    Objectives To develop and validate a scale for the assess-ment of professionalism in medical students based on students' perceptions of and attitudes towards professional-ism in medicine. Methods This was a mixed methods study with under-graduate medical students. Two focus groups were carried out with 12 students, followed by a transcript analysis (grounded theory method with open coding). Then, a 3-round Delphi with 20 family medicine experts was carried out. A psychometric assessment of the scale was performed with a group of 449 students. The items of the Professional-ism Assessment Scale could be answered on a five-point Likert scale. Results After the focus groups, the first version of the PAS consisted of 56 items and after the Delphi study, 30 items remained. The final sample for quantitative study consisted of 122 students (27.2% response rate). There were 95 (77.9%) female students in the sample. The mean age of the sample was 22.1 ± 2.1 years. After the principal component analysis, we removed 8 items and produced the final version of the PAS (22 items). The Cronbach's alpha of the scale was 0.88. Factor analysis revealed three factors: empathy and humanism, professional relationships and development and responsibility. Conclusions The new Professionalism Assessment Scale proved to be valid and reliable. It can be used for the assessment of professionalism in undergraduate medical students. PMID:25382090

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

    ERIC Educational Resources Information Center

    Barbour, Michael K.

    2010-01-01

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

  17. ISOLEUCINE AND VALINE METABOLISM IN ESCHERICHIA COLI XI. K-12

    PubMed Central

    Leavitt, Richard I.; Umbarger, H. E.

    1962-01-01

    Leavitt, Richard I. (Harvard Medical School, Boston, Mass.) and H. E. Umbarger. Isoleucine and valine metabolism in Escherichia coli. XI. Valine inhibition of the growth of Escherichia coli strain K-12. J. Bacteriol. 83:624–630. 1962.—The inhibition of the growth of Escherichia coli strain K-12 by valine was shown to be due to the sensitivity of the acetohydroxybutyrate-forming system to valine. It was demonstrated that both E. coli strain W, a strain whose growth is unaffected by valine, and a valine-resistant mutant of strain K-12 have acetolactate- and acetohydroxybutyrate-forming systems which are less sensitive to valine than that of strain K-12. It was further shown that α-aminobutyrate accumulates in the culture fluid of the valine-sensitive strain when incubated in the presence of valine. The levels of valine in the “free amino acid pool” were examined and found to be related to the differences in valine sensitivity of the acetolactate-forming systems of the three strains. PMID:14463257

  18. Promoting Success: A Professional Development Coaching Program for Interns in Medicine.

    PubMed

    Palamara, Kerri; Kauffman, Carol; Stone, Valerie E; Bazari, Hasan; Donelan, Karen

    2015-12-01

    Residency is an intense period. Challenges, including burnout, arise as new physicians develop their professional identities. Residency programs provide remediation, but emotional support for interns is often limited. Professional development coaching of interns, regardless of their performance, has not been reported. Design, implement, and evaluate a program to support intern professional development through positive psychology coaching. We implemented a professional development coaching program in a large residency program. The program included curriculum development, coach-intern interactions, and evaluative metrics. A total of 72 internal medicine interns and 26 internal medicine faculty participated in the first year. Interns and coaches were expected to meet quarterly; expected time commitments per year were 9 hours (per individual coached) for coaches, 5 1/2 hours for each individual coachee, and 70 hours for the director of the coaching program. Coaches and interns were asked to complete 2 surveys in the first year and to participate in qualitative interviews. Eighty-two percent of interns met with their coaches 3 or more times. Coaches and their interns assessed the program in multiple dimensions (participation, program and professional activities, burnout, coping, and coach-intern communication). Most of the interns (94%) rated the coaching program as good or excellent, and 96% would recommend this program to other residency programs. The experience of burnout was lower in this cohort compared with a prior cohort. There is early evidence that a coaching program of interactions with faculty trained in positive psychology may advance intern development and partially address burnout.

  19. Promoting Success: A Professional Development Coaching Program for Interns in Medicine

    PubMed Central

    Palamara, Kerri; Kauffman, Carol; Stone, Valerie E.; Bazari, Hasan; Donelan, Karen

    2015-01-01

    Background Residency is an intense period. Challenges, including burnout, arise as new physicians develop their professional identities. Residency programs provide remediation, but emotional support for interns is often limited. Professional development coaching of interns, regardless of their performance, has not been reported. Objective Design, implement, and evaluate a program to support intern professional development through positive psychology coaching. Methods We implemented a professional development coaching program in a large residency program. The program included curriculum development, coach-intern interactions, and evaluative metrics. A total of 72 internal medicine interns and 26 internal medicine faculty participated in the first year. Interns and coaches were expected to meet quarterly; expected time commitments per year were 9 hours (per individual coached) for coaches, 5 1/2 hours for each individual coachee, and 70 hours for the director of the coaching program. Coaches and interns were asked to complete 2 surveys in the first year and to participate in qualitative interviews. Results Eighty-two percent of interns met with their coaches 3 or more times. Coaches and their interns assessed the program in multiple dimensions (participation, program and professional activities, burnout, coping, and coach-intern communication). Most of the interns (94%) rated the coaching program as good or excellent, and 96% would recommend this program to other residency programs. The experience of burnout was lower in this cohort compared with a prior cohort. Conclusions There is early evidence that a coaching program of interactions with faculty trained in positive psychology may advance intern development and partially address burnout. PMID:26692977

  20. Continuing professional development and the charity paradigm: interrelated individual, collective and organisational issues about continuing professional development.

    PubMed

    Munro, Kathleen M

    2008-11-01

    This paper aims to highlight some issues and tensions that currently challenge the profession, individual nurses and their employers when considering the need for continuing professional development. The Nursing and Midwifery Council states the professional requirements for continuing professional development. However the nature and type required seems to be determined by the individual on the one hand and the organisation on the other, rather than an integral part of professional activity within the context of work. This can lead to a mismatch between personal and organisational goals. Views emerged from participants in a previous case study that focused on learning through work, about support available to nurses for professional development. The perceptions of nurses and their managers about learning through work were explored, using semi structured interviews, picture mapping and structured interviews. The 'Charity Paradigm' is presented as an outcome of major issues within an organisation. It underpins negative perceptions of individuals about employer support of continuing professional development. It is suggested that there is a need for collaborative collective approaches to structured development in order to meet both individual and organisational needs. This is also advocated in order to achieve life long learning and transformational learning within an organisation. The tension between individual personal ambitions and employer demands can adversely affect the professional development of the practitioner and the organisation that employs them. The personal perspectives of nurses and managers about learning within their organisation are therefore important to acknowledge in terms of positive and negative influences. It is also necessary to recognise the contribution of the employer as well as the identifiable charitable contribution of individual practitioners and the input from external contributors to the organisation.

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  2. Problem-Based Learning in the Life Science Classroom, K-12

    ERIC Educational Resources Information Center

    McConnell, Tom; Parker, Joyce; Eberhardt, Janet

    2016-01-01

    "Problem-Based Learning in the Life Science Classroom, K-12" offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K-12 learners to immerse…

  3. K-12 Issues Will Await President

    ERIC Educational Resources Information Center

    Hoff, David J.; Klein, Alyson

    2008-01-01

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

  4. THE HUMAN BEHAVIOR RATING SCALE-BRIEF: A TOOL TO MEASURE 21ST CENTURY SKILLS OF K-12 LEARNERS.

    PubMed

    Woods-Groves, Suzanne

    2015-06-01

    Currently there is a call for brief concise measurements to appraise relevant 21st century college readiness skills in K-12 learners. This study employed K-12 teachers' ratings for over 3,000 students for an existing 91-item rating scale, the Human Behavior Rating Scale, that measured the 21st century skills of persistence, curiosity, externalizing affect, internalizing affect, and cognition. Teachers' ratings for K-12 learners were used to develop a brief, concise, and manageable 30-item tool, the Human Behavior Rating Scale-Brief. Results yielded high internal consistency coefficients and inter-item correlations. The items were not biased with regard to student sex or race, and were supported through confirmatory factor analyses. In addition, when teachers' ratings were compared with students' academic and behavioral performance data, moderate to strong relationships were revealed. This study provided an essential first step in the development of a psychometrically sound, manageable, and brief tool to appraise 21st century skills in K-12 learners.

  5. A Grounded Theory of Professional Learning in an Authentic Online Professional Development Program

    ERIC Educational Resources Information Center

    Teräs, Hanna; Kartoglu, Umit

    2017-01-01

    Online professional development (OPD) programs have become increasingly popular. However, participating in professional development does not always lead to profound professional learning. Previous research endeavours have often focussed on measuring user acceptance or on comparing the effectiveness of OPD with a face-to-face delivery, but there is…

  6. Loss of protein phosphatase 6 in mouse keratinocytes enhances K-rasG12D -driven tumor promotion.

    PubMed

    Kurosawa, Koreyuki; Inoue, Yui; Kakugawa, Yoichiro; Yamashita, Yoji; Kanazawa, Kosuke; Kishimoto, Kazuhiro; Nomura, Miyuki; Momoi, Yuki; Sato, Ikuro; Chiba, Natsuko; Suzuki, Mai; Ogoh, Honami; Yamada, Hidekazu; Miura, Koh; Watanabe, Toshio; Tanuma, Nobuhiro; Tachi, Masahiro; Shima, Hiroshi

    2018-05-14

    Here, we address the function of protein phosphatase 6 (PP6) loss on K-ras-initiated tumorigenesis in keratinocytes. To do so, we developed tamoxifen-inducible double mutant (K-ras G12D -expressing and Ppp6c-deficient) mice in which K-ras G12D expression is driven by the cytokeratin 14 (K14) promoter. Doubly-mutant mice showed early onset tumor formation in lip, nipples, external genitalia, anus and palms, and had to be sacrificed by three weeks after induction by tamoxifen, while comparably-treated K-ras G12D -expressing mice did not. HE-staining of lip tumors before euthanasia revealed that all were papillomas, some containing focal squamous cell carcinoma. Immunohistochemical analysis of lip of doubly-mutant versus K-ras G12D mice revealed that cell proliferation and cell size increased approximately two-fold relative to K-ras G12D -expressing mutants, and epidermal thickness of lip tissue greatly increased relative to that seen in K-ras G12D only mice. Moreover, AKT phosphorylation increased in K-ras G12D -expressing/Ppp6c-deficient cells, as did phosphorylation of the downstream effectors 4EBP1, S6, and GSK3, suggesting that protein synthesis and survival signals are enhanced in lip tissues of doubly-mutant mice. Finally, increased numbers of K14-positive cells were present in the suprabasal layer of doubly-mutant mice, indicating abnormal keratinocyte differentiation, and γH2AX-positive cells accumulated, indicating perturbed DNA repair. Taken together, Ppp6c deficiency enhances K-ras G12D -dependent tumor promotion. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

  7. Teachers' Experience from a School-Based Collaborative Teacher Professional Development Programme: Reported Impact on Professional Development

    ERIC Educational Resources Information Center

    Svendsen, Bodil

    2016-01-01

    The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…

  8. Improving Teachers' Assessment Literacy through Professional Development

    ERIC Educational Resources Information Center

    Koh, Kim H.

    2011-01-01

    This study examined the effects of professional development on teachers' assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development…

  9. Continuity of Operations Plans: Policy and Strategy for K-12 Schools in the State of Florida

    DTIC Science & Technology

    2011-12-01

    issue that has emerged, as it concerns COOP, involves the need for Florida K-12 school systems to develop these plans. Florida neither requires, as is...test COOPs to ensure functional and recovery capabilities. Issues , such as alternate facilities, computer and informational services, as well as human...policy and strategy components for K-12 schools. D. HYPOTHESIS Within the communities of government, universities and businesses , a COOP has

  10. K-65-12.8 condensing steam turbine

    NASA Astrophysics Data System (ADS)

    Valamin, A. E.; Kultyshev, A. Yu.; Gol'dberg, A. A.; Sakhnin, Yu. A.; Bilan, V. N.; Stepanov, M. Yu.; Polyaeva, E. N.; Shekhter, M. V.; Shibaev, T. L.

    2016-11-01

    A new condensing steam turbine K-65-12.8 is considered, which is the continuation of the development of the steam turbine family of 50-70 MW and the fresh steam pressure of 12.8 MPa, such as twocylinder T-50-12.8 and T-60/65-12.8 turbines. The turbine was developed using the modular design. The design and the main distinctive features of the turbine are described, such as a single two-housing cylinder with the steam flow loop; the extraction from the blading section for the regeneration, the inner needs, and heating; and the unification of some assemblies of serial turbines with shorter time of manufacture. The turbine uses the throttling steam distribution; steam from a boiler is supplied to a turbine through a separate valve block consisting of a central shut-off valve and two side control valves. The blading section of a turbine consists of 23 stages: the left flow contains ten stages installed in the inner housing and the right flow contains 13 stages with diaphragm placed in holders installed in the outer housing. The disks of the first 16 stages are forged together with a rotor, and the disks of the rest stages are mounted. Before the two last stages, the uncontrolled steam extraction is performed for the heating of a plant with the heat output of 38-75 GJ/h. Also, a turbine has five regenerative extraction points for feed water heating and the additional steam extraction to a collector for the inner needs with the consumption of up to 10 t/h. The feasibility parameters of a turbine plant are given. The main solutions for the heat flow diagram and the layout of a turbine plant are presented. The main principles and features of the microprocessor electro hydraulic control and protection system are formulated.

  11. Surveying Chinese In-Service K12 Teachers' Technology, Pedagogy, and Content Knowledge

    ERIC Educational Resources Information Center

    Liu, Qingtang; Zhang, Si; Wang, Qiyun

    2015-01-01

    Technology, pedagogy, and content knowledge (TPACK) has been considered as a promising theoretical framework to guide teacher educators in designing and developing in-service K12 teacher education programs. However, it seems unclear whether in-service teachers have different TPACK perceptions when entering the education programs. This study…

  12. An Innovative Model for Professional Development

    ERIC Educational Resources Information Center

    McMurray, Sharon; O'Neill, Susan; Thompson, Ross

    2016-01-01

    This paper considers an innovative model of continuing professional development in addressing the needs of children with literacy difficulties, namely the Special Educational Needs Continuing Professional Development Literacy Project. Stranmillis University College, in partnership with St Mary's University College, Belfast secured £4.06 million…

  13. Taiwanese Early Childhood Educators' Professional Development

    ERIC Educational Resources Information Center

    Hsu, Ching-Yun

    2008-01-01

    This study was designed based on a qualitative paradigm to explore the professional development of Taiwanese early childhood educators. The method of phenomenology was employed. The main research question addressed was "How do early childhood educators construe their professional development experience?" Seven Taiwanese early childhood…

  14. Professional Development Opportunities for Two-Year College Geoscience Faculty: Issues, Opportunities, and Successes

    NASA Astrophysics Data System (ADS)

    Baer, E. M.; Macdonald, H.; McDaris, J. R.; Granshaw, F. D.; Wenner, J. M.; Hodder, J.; van der Hoeven Kraft, K.; Filson, R. H.; Guertin, L. A.; Wiese, K.

    2011-12-01

    materials aimed at K-12 or at faculty teaching geoscience majors tend not to attract 2YC faculty. Conducting a needs assessment and including 2YC faculty in workshop planning helps ensure that the outcomes of professional development opportunities for 2YC faculty are achieved. Financial support for travel seems to be important, although typically it is not necessary to compensate 2YC faculty beyond expenses. 2YC faculty availability varies significantly during the summer as well as during the academic year, so offering multiple opportunities throughout the year and/or virtual events is important. The Geo2YC website at SERC is a resource for geoscience education at two-year colleges and the associated Geo2YC mailing has facilitated the targeted marketing of opportunities for this important group of educators.

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

    NASA Technical Reports Server (NTRS)

    1997-01-01

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

  16. Professional Development: Are We Meeting the Needs of State EHDI Programs?

    ERIC Educational Resources Information Center

    Houston, K. Todd; Munoz, Karen F.; Bradham, Tamala S.

    2011-01-01

    State coordinators of early hearing detection and intervention (EHDI) programs completed a strengths, weaknesses, opportunities, and threats, or SWOT, analysis that consisted of 12 evaluative areas of EHDI programs. For the professional development area, 47 coordinators responded with a total of 223 items, and themes were identified in each SWOT…

  17. The Use of Micro-Blogging for Teacher Professional Development Support and Personalized Professional Development

    ERIC Educational Resources Information Center

    Smith, Saress Ellerbe

    2016-01-01

    The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential…

  18. Professional Learning Communities: Assessment--Development--Effects.

    ERIC Educational Resources Information Center

    Hipp, Kristine Kiefer; Huffman, Jane Bumpers

    This presentation addresses three topics: (1) the assessment of professional learning communities in schools; (2) the design and development of professional learning communities in schools; and (3) the effects of professional learning communities in schools. The purpose of this brief document is to share descriptions, processes, and materials…

  19. Kepler Mission IYA Teacher Professional Development Workshops

    NASA Astrophysics Data System (ADS)

    Devore, E. K.; Harman, P.; Gould, A. D.; Koch, D.

    2009-12-01

    NASA's Kepler Mission conducted six teacher professional development workshops on the search for Earth-size in the habitable zone of Sun-like stars. The Kepler Mission launched in March, 2009. As a part of International Year of Astronomy 2009, this series of one-day workshops were designed and presented for middle and high school teachers, and science center and planetarium educators prior to and after the launch. The professional development workshops were designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar trainings. Each event was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. The workshops combined a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis was on inquiry-based instruction and supported science education standards in grades 7-12. Participants’ kit included an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. Kepler's Education and Public Outreach program is jointly conducted by the SETI Institute and Lawrence Hall of Science at UC Berkeley in close coordination with the Kepler Mission at NASA Ames Research Center. The IYA Kepler Teacher Professional Development workshops were supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops. Teachers participate in human orrery.

  20. Action Research Supporting Students' Oral Language in Northern Canadian Schools: A Professional Development Initiative

    ERIC Educational Resources Information Center

    Peterson, Shelley Stagg

    2012-01-01

    Interview, document, and observational data were used to examine grade K-2 teachers' and literacy coaches' perceptions of the benefits and challenges of collaborative action research as a professional development initiative in rural schools. Eleven teachers and five literacy coaches in five northern Ontario school districts participated in…

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

    ERIC Educational Resources Information Center

    Cheek, Dennis W., Ed.; And Others

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

  2. Providing Effective Professional Development for Teachers through the Lunar Workshops for Educators

    NASA Astrophysics Data System (ADS)

    Canipe, Marti; Buxner, Sanlyn; Jones, Andrea; Hsu, Brooke; Shaner, Andy; Bleacher, Lora

    2014-11-01

    In order to integrate current scientific discoveries in the classroom, K-12 teachers benefit from professional development and support. The Lunar Workshops for Educators is a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO) and conducted by the LRO Education and Public Outreach (E/PO) Team. The Lunar Workshops for Educators, have provided this professional development for teachers for the last five years. Program evaluation includes pre- and post- content tests and surveys related to classroom practice, daily surveys, and follow-up surveys conducted during the academic year following the summer workshops to assess how the knowledge and skills learned at the workshop are being used in the classroom. The evaluation of the workshop shows that the participants increased their overall knowledge of lunar science and exploration. Additionally, they gained knowledge about student misconceptions related to the Moon and ways to address those misconceptions. The workshops impacted the ways teachers taught about the Moon by providing them with resources to teach about the Moon and increased confidence in teaching about these topics. Participants reported ways that the workshop impacted their teaching practices beyond teaching about the Moon, encouraging them to include more inquiry and other teaching techniques demonstrated in the workshops in their science classes. Overall, the program evaluation has shown the Lunar Workshops for Educators are effective at increasing teachers’ knowledge about the Moon and use of inquiry-based teaching into their classrooms. Additionally, the program supports participant teachers in integrating current scientific discoveries into their classrooms.

  3. Take Charge of Your Personal and Professional Development

    ERIC Educational Resources Information Center

    Goble, Carla B.; Horm, Diane M.

    2010-01-01

    The need for professional development is universal, whatever a person's profession. Professionals must continually enrich their knowledge and increase their sense of professionalism over the course of their careers so as to implement current research-based practice. Early childhood professional development brings to the forefront the significance…

  4. High-Performance Schools: Affordable Green Design for K-12 Schools; Preprint

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

    Plympton, P.; Brown, J.; Stevens, K.

    2004-08-01

    Schools in the United States spend $7.8 billion on energy each year-more than the cost of computers and textbooks combined, according to a 2003 report from the National Center for Education Statistics. The U.S. Department of Energy (DOE) estimates that these high utility bills could be reduced as much as 25% if schools adopt readily available high performance design principles and technologies. Accordingly, hundreds of K-12 schools across the country have made a commitment to improve the learning and teaching environment of schools while saving money and energy and protecting the environment. DOE and its public- and private-sector partners havemore » developed Energy Design Guidelines for High Performance Schools, customized for nine climate zones in U.S. states and territories. These design guidelines provide information for school decision makers and design professionals on the advantages of energy efficiency and renewable energy designs and technologies. With such features as natural day lighting, efficient electric lights, water conservation, and renewable energy, schools in all types of climates are proving that school buildings, and the students and teachers who occupy them, are indeed high performers. This paper describes high performance schools from each of the nine climate zones associated with the Energy Design Guidelines. The nine case studies focus on the high performance design strategies implemented in each school, as well as the cost savings and benefits realized by students, faculty, the community, and the environment.« less

  5. Managing School-Based Professional Development Activities

    ERIC Educational Resources Information Center

    Cheng, Eric C. K.

    2017-01-01

    Purpose: The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy.…

  6. Personal Professional Development

    NASA Astrophysics Data System (ADS)

    Rao, Sumathi; Gledhill, Igle; Hartline, Beverly K.; Lakhdar, Zohra Ben; MacLachlan, Anne J.; Mack, Kelly; Mehta, Anita; Wu, Ling-An; Zhang, Hong

    2009-04-01

    Three workshop sessions on personal professional development were held during the Third IUPAP Women in Physics Conference. These were designed to teach participants about planning for career success, "survival skills," negotiation, and ways to transition into scientific leadership positions in their own countries.

  7. Continuing professional development: best practices.

    PubMed

    Filipe, Helena P; Silva, Eduardo D; Stulting, Andries A; Golnik, Karl C

    2014-01-01

    Continuing professional development (CPD) involves not only educational activities to enhance medical competence in medical knowledge and skills, but also in management, team building, professionalism, interpersonal communication, technology, teaching, and accountability. This paper aims at reviewing best practices to promote effective CPD. Principles and guidelines, as already defined by some professional societies and world organizations, are emphasized as core actions to best enhance an effective lifelong learning after residency. The personal learning plan (PLP) is discussed as the core of a well-structured CPD and we describe how it should be created. Fundamental CPD principles and how they are integrated in the framework of every physician's professional life will be described. The value of systematic and comprehensive CPD documentation and assessment is emphasized. Accreditation requirements and professional relationships with commercial sponsors are discussed.

  8. Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

    NASA Astrophysics Data System (ADS)

    Burrell, S.

    2012-12-01

    Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

  9. "Out of the box" professional development

    NASA Astrophysics Data System (ADS)

    2015-04-01

    At a recent AAPT meeting, I was part of a conversation about professional development that focused on conferences. We discussed the current meeting structure used by AAPT and some alternative formats. This discussion added greatly to my own understanding of new ways for teachers to receive their professional development. This conversation also began my friendship with Kelly O'Shea, a physics teacher from New York. She is also a blogger (check her out at https://kellyoshea.wordpress.com) and an innovative educator. Through my relationship with Kelly, I have grown in my own knowledge of two "out of the box" ways teachers are getting their professional development.

  10. The King-Devick (K-D) test and concussion diagnosis in semi-professional rugby union players.

    PubMed

    Molloy, John H; Murphy, Ian; Gissane, Conor

    2017-08-01

    To determine the utility of the King-Devick (K-D) test in identifying sports-related concussion in semi-professional rugby players. Descriptive cohort study. 176 male players were recruited from a semi-professional rugby union competition in New Zealand (NZ). Baseline K-D scores were obtained in the pre-season. Post-match K-D and Pitch Side Concussion Assessment Version 2 (PSCA2) scores were obtained in those with suspected concussion. Post-match K-D scores were also administered to selected control players. 19 concussions in 18 players were analysed. In addition, 33 controls were used for analysis. A positive K-D test was identified in 53% of players with concussion post-match. Conversely, a positive test was identified in 33% of controls. The sensitivity and specificity of the K-D test was calculated as 53% and 69% respectively. The positive predictive value and negative predictive value was 48% and 73% respectively. The PSCA2 correctly identified 74% of concussions. The K-D test identified 3 cases not identified by the PSCA2. When the PSCA2 and K-D were combined, 89% of concussions were correctly identified. The K-D test does not appear to be effective if used as a stand-alone test for the diagnosis of concussion. However, if used alongside current side-line cognitive and balance tests, it may assist in more accurately diagnosing sports-related concussion. Further research should look to utilise the K-D test in in-match protocols to establish if this improves the diagnostic accuracy of in-match protocols for sports-related concussion. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  11. Twitter and Physics Professional Development

    NASA Astrophysics Data System (ADS)

    Nadji, Taoufik

    2016-11-01

    The advent of Twitter® and other social media services of its type ushered in a new era of professional development in education. This article addresses how a group of users have been employing Twitter to conduct professional development sessions that would benefit their participants by advancing their pedagogical approaches to learning and teaching physics. The diversity within this group is something to both note and celebrate because it includes minorities, women, and physics educators the world over.

  12. Grounding our practice in nursing professional development.

    PubMed

    Dickerson, Pamela S

    2014-07-01

    The Nursing Professional Development: Scope and Standards of Practice is foundational to the work of nurses in a continuing professional development role. Use of the practice and professional performance aspects of the standards supports both quality of learning activities and the continuous growth process of nurses engaged in this area of practice. Copyright 2014, SLACK Incorporated.

  13. Professional Development: What Works. Second Edition

    ERIC Educational Resources Information Center

    Zepeda, Sally J.

    2012-01-01

    This top-selling book will serve as the compass and road map to your school's professional development journey. A comprehensive and authoritative resource you will go to again and again, this book helps guide principals, directors of professional development, school/district committees, and other leaders in creating an effective professional…

  14. Teachers' Professional Development: A Theoretical Review

    ERIC Educational Resources Information Center

    Postholm, May Britt

    2012-01-01

    Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers' learning: how they learn to learn and how they apply their knowledge in practice to support pupils' learning. The research…

  15. The Principal as Professional Development Leader

    ERIC Educational Resources Information Center

    Lindstrom, Phyllis H.; Speck, Marsha

    2004-01-01

    Individual teachers have the greatest effect on student performance. Principals, as professional development leaders, are in the best position to provide teachers with the professional development strategies they need to improve skills and raise student achievement. This book guides readers through a step-by-step process to formulate, implement,…

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

    ERIC Educational Resources Information Center

    Dolson, Jimmy L.

    2013-01-01

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

  17. Professional Development in Technology at High Achieving Schools

    ERIC Educational Resources Information Center

    Ryan, Kevin D.

    2017-01-01

    This study analyzed educators' perception of professional development offered through schools in the area of technology implementation and tried to define its perceived effectiveness in meeting the professional development conceptual framework defined by Gardner, Baker, Vogt, and Hodel in "Four Approaches to Professional Development".…

  18. Mathematics. Exceptional Child Education Curriculum K-12.

    ERIC Educational Resources Information Center

    Jordon, Thelma; And Others

    The mathematics curriculum provides a framework of instruction for exceptional child education in grades K-12. Content areas include: numeration, whole numbers, rational numbers, real/complex numbers, calculator literacy, measurement, geometry, statistics, functions/relations, computer literacy, and pre-algebra. The guide is organized by content…

  19. Preparing culturally responsive teachers of science, technology, engineering, and math using the Geophysical Institute Framework for Professional Development in Alaska

    NASA Astrophysics Data System (ADS)

    Berry Bertram, Kathryn

    2011-12-01

    The Geophysical Institute (GI) Framework for Professional Development was designed to prepare culturally responsive teachers of science, technology, engineering, and math (STEM). Professional development programs based on the framework are created for rural Alaskan teachers who instruct diverse classrooms that include indigenous students. This dissertation was written in response to the question, "Under what circumstances is the GI Framework for Professional Development effective in preparing culturally responsive teachers of science, technology, engineering, and math?" Research was conducted on two professional development programs based on the GI Framework: the Arctic Climate Modeling Program (ACMP) and the Science Teacher Education Program (STEP). Both programs were created by backward design to student learning goals aligned with Alaska standards and rooted in principles of indigenous ideology. Both were created with input from Alaska Native cultural knowledge bearers, Arctic scientists, education researchers, school administrators, and master teachers with extensive instructional experience. Both provide integrated instruction reflective of authentic Arctic research practices, and training in diverse methods shown to increase indigenous student STEM engagement. While based on the same framework, these programs were chosen for research because they offer distinctly different training venues for K-12 teachers. STEP offered two-week summer institutes on the UAF campus for more than 175 teachers from 33 Alaska school districts. By contrast, ACMP served 165 teachers from one rural Alaska school district along the Bering Strait. Due to challenges in making professional development opportunities accessible to all teachers in this geographically isolated district, ACMP offered a year-round mix of in-person, long-distance, online, and local training. Discussion centers on a comparison of the strategies used by each program to address GI Framework cornerstones, on

  20. Addressing the NETS*S in K-12 Classrooms: Implications for Teacher Education

    ERIC Educational Resources Information Center

    Niederhauser, Dale S.; Lindstrom, Denise L.; Strobel, Johannes

    2007-01-01

    The National Educational Technology Standards for Students (NETS*S) were developed to provide guidelines for effective and meaningful technology use with K-12 students. In the present study we used the NETS*S as a framework to analyze ways that teachers integrated instructional technology use and provided opportunities for their students to…

  1. Improving Professional Development Systems: Recommendations from the Pennsylvania Adult Basic and Literacy Education Professional Development System Evaluation

    ERIC Educational Resources Information Center

    Belzer, Alisa

    2005-01-01

    The recommendations from a two-part, formative evaluation of Pennsylvania's Bureau of Adult Basic and Literacy Education professional development system are reported here. The first phase of the evaluation studied the relationships between the vision for professional development held by planners and facilitators and the ways in which participants…

  2. Teachers' Professional Lives and Continuing Professional Development in Changing Times

    ERIC Educational Resources Information Center

    Tang, Sylvia Yee Fan; Choi, Pik Lin

    2009-01-01

    This paper presents a qualitative study about how teachers entering the profession at different times over the last five decades made sense of their professional lives and continuing professional development (CPD) experiences against the backdrop of the CPD policy infrastructure and wider educational context in Hong Kong. The life history method…

  3. 34 CFR 200.60 - Expenditures for professional development.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph (a)(2... professional development activities to ensure that teachers and paraprofessionals meet the requirements of...

  4. 34 CFR 200.60 - Expenditures for professional development.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph (a)(2... professional development activities to ensure that teachers and paraprofessionals meet the requirements of...

  5. Teachers' Self-Directed Professional Development: Science and Mathematics Teachers' Adoption of ICT as a Professional Development Strategy

    ERIC Educational Resources Information Center

    Mushayikwa, Emmanuel

    2013-01-01

    This paper is part of a larger study that was carried out to investigate the use of Information and Communication Technology (ICT) in the self-directed professional development on the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers…

  6. Social Networking for the K-12 Set

    ERIC Educational Resources Information Center

    Klein, Jim

    2008-01-01

    Education technology leaders are ever seeking new ways to eliminate the traditional social and geographic boundaries that hinder communication and collaboration for both K-12 students and educators. Larger districts with geographically dispersed schools often find that innovative ideas for technology use and integration are balkanized into…

  7. Learning, Motivation, and Transfer: Successful Teacher Professional Development

    ERIC Educational Resources Information Center

    McDonald, Lex

    2012-01-01

    In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

  8. Professional Development For Community College Faculty: Lessons Learned From Intentional Mentoring Workshops

    NASA Astrophysics Data System (ADS)

    Morris, A. R.; Charlevoix, D. J.

    2016-12-01

    The Geoscience Workforce Development Initiative at UNAVCO supports attracting, training, and professionally developing students, educators, and professionals in the geosciences. For the past 12 years, UNAVCO has managed the highly successful Research Experiences in Solid Earth Science for Students (RESESS) program, with the goal of increasing the diversity of students entering the geosciences. Beginning in 2015, UNAVCO added Geo-Launchpad (GLP), a summer research preparation internship for Colorado community college students to prepare them for independent research opportunities, facilitate career exploration in the geosciences, and provide community college faculty with professional development to facilitate effective mentoring of students. One core element of the Geo-Launchpad program is UNAVCO support for GLP faculty mentors. Each intern applies to the program with a faculty representative (mentor) from his or her home institution. This faculty mentor is engaged with the student throughout the summer via telephone, video chat, text message, or email. At the end of each of the past two summers, UNAVCO has hosted four GLP faculty mentors in Boulder for two days of professional development focused on intentional mentoring of students. Discussions focused on the distinction between mentoring and advising, and the array of career and professional opportunities available to students. Faculty mentors also met with the external evaluator during the mentor training and provided feedback on both their observations of their intern as well as the impact on their own professional experience. Initial outcomes include re-energizing the faculty mentors' commitment to teaching, as well as the opportunity for valuable networking activities. This presentation will focus on the ongoing efforts and outcomes of the novel faculty mentor professional development activities, and the impact these activities have on community college student engagement in the geosciences.

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  10. Framing K-12 partnerships in order to make a difference.

    PubMed

    Hamos, James E

    2006-06-01

    The Health Professions Partnership Initiative (HPPI) furthered the establishment of partnerships between academic health centers and K-12 school systems. The present article contends that partnerships in efforts such as the HPPI exist in varying degrees of depth with deeper partnerships being those based in a concept of mutuality even as partners continue to maintain institutional identity. In the context of K-12 schools, the article reinforces the view that K-12 students, teachers, and administrators can benefit through partnership contexts, but also suggests that institutions of higher education-including academic health centers-should enter into partnerships because they benefit when they commit as stakeholders in the outcomes, not principally as altruistic good neighbors to the schools. Partnerships can continue to grow when multiple stakeholders accept mutual dependence as a norm, with goals, processes, and outcomes impacting each partner.

  11. Evaluating PK-12 Professional Learning Communities: An Improvement Science Perspective

    ERIC Educational Resources Information Center

    Woodland, Rebecca H.

    2016-01-01

    Professional learning communities (PLCs) have emerged as one of the nation's most widely implemented strategies for improving instruction and PK-12 student learning outcomes. PLCs are predicated on the principles of improvement science, a type of evidenced-based collective inquiry that aims to bridge the research-practice divide and increase…

  12. Neutron study of B 12 coenzyme at 15 K

    NASA Astrophysics Data System (ADS)

    Bouquiere, J. P.

    1992-06-01

    This high resolution and low temperature study, at 15 K, of the vitamin B 12 coenzyme ( C72H100N18O17PCo) was undertaken to confirm and clarify the water networks identified at 279 K by Savage [1]. Details of the data collection and refinement of the low temperature structure are described, a comparison of the coenzyme molecule structures at 15 and 279 K is made, and that of solvent structures outlined.

  13. Legitimizing Community Engagement with K-12 Schools

    ERIC Educational Resources Information Center

    Furco, Andrew

    2013-01-01

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

  14. Distance learning: the future of continuing professional development.

    PubMed

    Southernwood, Julie

    2008-10-01

    The recent development of a market economy in higher education has resulted in the need to tailor the product to the customers, namely students, employers and commissioning bodies. Distance learning is an opportunity for nurse educators and institutions to address marketing initiatives and develop a learning environment in order to enhance continuing professional development. It provides options for lifelong learning for healthcare professionals--including those working in community settings--that is effective and cost efficient. Development of continuing professional development programmes can contribute to widening the participation of community practitioners in lifelong learning, practice and role development. This paper considers the opportunities that web-based and online education programmes can provide community practitioners to promote professional skills while maintaining a work-life balance, and the role of the lecturer in successfully supporting professionals on web-based learning programmes.

  15. The development of integrated service centre system for professional teachers empowerment in North Sumatera

    NASA Astrophysics Data System (ADS)

    Gultom, S.; Simanjorang, M. M.; Muchtar, Z.; Mansyur, A.

    2018-03-01

    Based on Act number 12 in year 2012 the function of higher education is related to individual, social community, knowledge and technology development. Hence, higher education providers need to think and develop policies in order to improve their service and fulfil the higher education function. As part of the effort to fulfil its function Universitas Negeri Medan (Unimed), which historically was a pre-service teacher training institute, should has a special interest on improving teachers’ professionalism. The Act number 14 in year 2005 described requirements for professional teacher, including academic qualification and set of competencies possessed by the teacher. The Act also guaranties teachers’ right to have opportunities for improving their competencies and academic qualification through training and other professionalism development programme. The question is how this guarantee can be implemented. In order to answer this question a developmental study has been done which aimed on developing an integrated service centre system for professional teachers empowerment. As the name implies, this integrated service centre system is expected to be a real manifestation of Unimed’s support towards the improvement of professional teachers quality, which in the end will boils down to the improvement of national education services quality. The result of this study is an integrated service centre system for professional teachers empowerment that fulfils the professionalism principles described in the Act number 14 in year 2005, which has been developed by considering problems faced by and also supports needed by teachers post certification programme.

  16. Development of analytical competencies and professional identities through school-based learning in Denmark

    NASA Astrophysics Data System (ADS)

    Andresen, Bent B.

    2015-12-01

    This article presents the main results of a case study on teachers' professional development in terms of competence and identity. The teachers involved in the study are allocated time by their schools to participate in professional "affinity group" meetings. During these meetings, the teachers gather and analyse school-based data about factors which persistently create and sustain challenges in effective student education (grade K-10). This process improves their understanding and undertaking of job-related tasks. The affinity group meetings also influence the teachers' professional identity. The research findings thus illustrate the fact that the analytical approach of affinity groups, based on the analysis of the difficulties in their daily job, provides good results in terms of competencies and identity perception. In general, as a result of meeting in affinity groups, adult learners develop professional competencies and identities which are considered crucial in rapidly changing schools characterised by an increased focus on, among other things, lifelong learning, social inclusion, school digitalisation, and information literacy. The research findings are thus relevant for ministries and school owners, teacher-trainers and supervisors, schools and other educational institutions, as well as teachers and their organisations worldwide.

  17. Supporting Children's Mathematical Understanding: Professional Development Focused on Out-of-School Practices

    ERIC Educational Resources Information Center

    Taylor, Edd V.

    2012-01-01

    This study describes the Reflection Connection Cycle professional development designed to support teachers' use and appreciation of students' out-of-school practices related to school mathematics. The year-long program incorporated group lesson design, readings, and video analysis for 14 elementary school (ages 5-12) teachers. Analysis of lesson…

  18. Interview with Joe Freidhoff: A Bird's-Eye View of K-12 Online Learning

    ERIC Educational Resources Information Center

    Pourreau, Leslie

    2015-01-01

    The intent of this article is to introduce long-time "Online Learning" readership to the field of K-12 online learning while also providing direction for the K-12 online learning scholars about where the field is going or should be going in terms of meeting the needs of K-12 stakeholders. Recently an interview was conducted with Dr. Joe…

  19. A Teaching Guide and Experience Units K-12. Social Studies. Grade One.

    ERIC Educational Resources Information Center

    Arapahoe County School District 6, Littleton, CO.

    The unit experiences for the K-12 curriculum, including these for grade 1, were designed by the district staff to achieve a more comprehensive knowledge of the world in which we live; to develop the ability to think critically and creatively; to use inquiry and problem solving skills in human relations situations; to understand major social…

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

    ERIC Educational Resources Information Center

    Science Teacher, 2003

    2003-01-01

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

  1. The Taxonomy of Professionalism: Reframing the Academic Pursuit of Professional Development

    PubMed Central

    Ferrill, Mary J.

    2009-01-01

    Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character. PMID:19657501

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

    ERIC Educational Resources Information Center

    Carver, Lin B.

    2016-01-01

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

  3. Energy Retrofit for Aging K-12 Schools.

    ERIC Educational Resources Information Center

    3D/International, Houston, TX.

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

  4. Student Success in Online K-12 Education

    ERIC Educational Resources Information Center

    Ronsisvalle, Tammy; Watkins, Ryan

    2005-01-01

    While online education has made great strides in recent years to become an accepted component of higher education, with many colleges now offering accredited online degree programs, the current opportunities and challenges of online K-12 education are still awash in the turbulent waters of regional politics, temperamental technologies, changing…

  5. Inquiry identity and science teacher professional development

    NASA Astrophysics Data System (ADS)

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-06-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

  6. Examining Mathematics Mentor Teachers' Practices in Professional Development Courses on Teaching Data Analysis: Implications for Mentor Teachers' Programs

    ERIC Educational Resources Information Center

    Kuzle, Ana; Biehler, Rolf

    2015-01-01

    In this paper, we report on the training practices of 12 mathematics mentor teachers who developed and implemented five short professional development courses after participating in a 5-month continuous professional development course "Competence-oriented teaching and learning of data analysis." The intention of this course was to deepen…

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

    EPA Science Inventory

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

  8. Examining Professional Development at the Organizational Level through the Lens of Teachers and Administrators

    ERIC Educational Resources Information Center

    Kelsey, Lori

    2010-01-01

    The purpose of this evaluative case study was to explore teachers' and administrators' perceptions of the organizational capacity during an initial implementation of a systemic change in professional development at a K-8 school. Educational reform acts such as the No Child Left Behind Act of 2002 pressure public school systems to increase student…

  9. Profiles of Selected Promising Professional Development Initiatives.

    ERIC Educational Resources Information Center

    Cohen, Carol; Gerber, Peter; Handley, Claire; Kronley, Robert; Parry, Megan

    In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report represents efforts to identify and develop a database on promising new approaches to professional development in education, profiling 16 initiatives recommended by knowledge experts and representing a…

  10. A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study

    NASA Astrophysics Data System (ADS)

    Falkner, Katrina; Vivian, Rebecca

    2015-10-01

    To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.

  11. Professional career development for male nurses.

    PubMed

    Yang, Cheng-I; Gau, Meei-Ling; Shiau, Shu-Jen; Hu, Wei-Herng; Shih, Fu-Jin

    2004-12-01

    The aim of this paper is to report a study to: (a) explore Taiwanese male nurses' motivations for becoming a nurse; (b) reveal their professional developmental process in nursing; (c) understand the difficulties hindering their professional development from both professional and gender aspects; and (d) identify the strategies they use to cope with these difficulties. Hindered by historical, cultural, economic and warfare factors, the proportion of male nurses in Taiwan remains low. Taiwanese male nurses' career development process has not been well investigated yet. A descriptive qualitative research design was used, with a convenience sample of 15 male nurses (mean age 30.8 years) with a Bachelor's degree in Nursing Science. Data were collected by semi-structured interviews and analysed by content analysis. Taiwanese male nurses' entrance into the nursing profession involved three phases: pre-study, study and employment. The difficulties encountered during career development were related to the gender expectations of patients and the general public. The nurses received support more from superiors than from colleagues. The strategies they used included (a) improving their professional knowledge and skills to obtain higher levels of satisfaction and better opportunities for promotion; (b) thinking aggressively about job promotion; (c) choosing specialist departments as appropriate environments for graduate study and personal growth; and (d) changing their professional track for personal growth. Based on the nature of nursing work and clinical experiences, Taiwanese male nurses believed that nursing was a profession suitable for both men and women. Their preparation for career development started at the pre-study phase. The major strategies they used were related to a strong desire for personal growth and professional promotion. Finally, a conceptual framework was developed to depict this complex phenomenon.

  12. Understanding Mathematics Teachers' Beliefs about Professional Learning Communities and Professional Development

    ERIC Educational Resources Information Center

    Garner, Arthur L., Jr.

    2011-01-01

    This ethnographic study utilized the theoretical frameworks of constructivism, cognitivism, and socio-cultural theories to examine how professional learning communities influenced the professional development of mathematics teacher knowledge and student achievement. This study sought to comprehend and interpret the behaviors, beliefs and values of…

  13. Review of "Overcoming the Governance Challenge in K-12 Online Learning"

    ERIC Educational Resources Information Center

    Barbour, Michael

    2012-01-01

    This fifth and final paper in the Fordham Institute's series examining digital learning policy is "Overcoming the Governance Challenge in K-12 Online Learning". The purpose of this report is to outline the steps required to move the governance of K-12 online learning from the local district level to the less restrictive state level and to create a…

  14. Professional Development and TransLink[R]. Final Report.

    ERIC Educational Resources Information Center

    Kuhn, Beverly T.; Jasek, Deborah

    This report covers one segment of a larger professional development program for transportation professionals that addresses the need to develop a larger cadre of transportation professionals capable of designing, planning, managing, operating, and maintaining the transportation infrastructure nationwide. Three specific tasks were undertaken and…

  15. An Investigation of Traditional Professional Development versus Reform Professional Development and the Implementation of Strategies, Curriculum and Classroom Environment by Prekindergarten Teachers

    ERIC Educational Resources Information Center

    Oliver-Brooks, Helen

    2013-01-01

    The purpose of this study is to investigate differences between traditional conventional professional development and high quality reflective professional development and curriculum implementation of classroom practices. This study examined the extent to which professional development activities were associated with increased levels of curriculum…

  16. Policy Shop Casts Long K-12 Shadow

    ERIC Educational Resources Information Center

    Ujifusa, Andrew

    2012-01-01

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

  17. What Matters to Career K-12 Educators

    ERIC Educational Resources Information Center

    Harris, Mary M.

    2014-01-01

    Case studies about issues arising from education policy were written between 2003 and 2011 by doctoral candidates in Curriculum and Instruction who were career K-12 educators. Literary analysis was employed in grouping 57 case studies, which described primarily situations that occurred in school districts in one large metropolitan area, by topic…

  18. Industrial Education Guide for Elementary and Secondary Program Development and Improvement in Industrial Arts, K-12.

    ERIC Educational Resources Information Center

    South Dakota State Div. of Elementary and Secondary Education, Pierre.

    This guide for a model industrial arts curriculum for state and local planning has been designed for public school administrators and teachers who wish to establish an industrial arts curriculum in their school or would like to expand an existing one. Covering levels K-12, the guide first suggests a program by operational levels. It then outlines…

  19. Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

    ERIC Educational Resources Information Center

    Kostina, Ludmyla

    2015-01-01

    Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve…

  20. Measuring Professional Identity Development among Counselor Trainees

    ERIC Educational Resources Information Center

    Prosek, Elizabeth A.; Hurt, Kara M.

    2014-01-01

    This study examined the differences in professional identity development between novice and advanced counselor trainees (N = 161). Multivariate analyses of variance indicated significant differences between groups. Specifically, advanced counselor trainees demonstrated greater professional development compared with novice counselor trainees. No…