Home Economics Education Handbook. Teacher Trainee Program.

ERIC Educational Resources Information Center

Jax, Judy A., Comp.

Developed for cooperating teachers and teacher trainees working with the University of Wisconsin-Stout's Home Economics Education Program, this handbook is intended as a reference which may supplement the guidance given by the cooperating teacher, principal, college supervisor or other personnel involved in the guidance and evaluation of teacher…

What Will Teachers Do to Involve Parents in Education?: Using a Theory of Reasoned Action

ERIC Educational Resources Information Center

Pryor, Brandt W.; Pryor, Caroline R.

2009-01-01

Parents' involvement in their children's education is associated with a variety of benefits, including higher achievement, yet teachers are not uniformly supportive and encouraging. Teacher attitudes and beliefs about parental involvement are a predictive factor which schools, and preservice programs, could influence, yet little is known about how…

Science Teacher Leadership: Learning from a Three-Year Leadership Program

ERIC Educational Resources Information Center

Luft, Julie A.; Dubois, Shannon L.; Kaufmann, Janey; Plank, Larry

2016-01-01

Teachers are professional learners and leaders. They seek to understand how their students learn, and they participate in programs that provide new instructional skills, curricular materials, and ways to become involved in their community. This study follows a science teacher leadership program over a three-year period of time. There were…

Teachers-as-Learners: The Role of a Multimedia Professional Development Program in Changing Classroom Practice.

ERIC Educational Resources Information Center

Maor, Dorit

1999-01-01

Describes a professional development program that involved the use of a multimedia package called "Birds of Antarctica" to develop teachers' understanding of a constructivist epistemology in science education. Argues that teachers who engage themselves as learners in a professional development program have greater opportunities to…

Quality Characteristics of a Graduate Teacher Education Program in Graphic Communications: Results from a Delphi Research Study.

ERIC Educational Resources Information Center

Clark, Aaron C.; Scales, Alice Y.

2000-01-01

Investigates characteristics of a quality program in graphic communications teacher education with involvement of professionals in the field. Uses the Delphi technique to achieve consensus on the characteristics that they felt compromised a good educational program for future graphics teachers. (Contains 27 references.) (Author/YDS)

The Evolution of Preservice Science Teachers' Concerns about Teaching.

ERIC Educational Resources Information Center

Zielinski, Edward J.; Preston, Denise D.

As primary agents involved in reform and innovation in preparation programs, teacher educators require ongoing evaluation of the impacts of change. This paper reports a study to determine preservice teachers' concerns as they progressed through a traditional teacher preparation program and changes in their concerns that may have been attributed to…

Harvard, Wisconsin Programs Aim to Improve Science Education.

ERIC Educational Resources Information Center

Krieger, James

1983-01-01

Describes two programs to improve science education. Harvard University will provide a teacher training program for mid- to late-career mathematicians/scientists in industry and will provide inservice programs for current science/mathematics teachers. University of Wisconsin's program involves a national institute to foster research in chemical…

Final Year Faculty of Education Students' Views Concerning Parent Involvement

ERIC Educational Resources Information Center

Lindberg, E. Nihal

2014-01-01

This study has aimed to determine the knowledge, skills, and views held by pre-service teachers attending different teacher training programs about parent involvement. A total of 520 4th year students receiving education in primary school teaching and in branch teaching programs participated in the study. Data were collected by the "Parent…

Communication Barriers: A Study of Eastern Mediterranean University Students' and Teachers' of Online Program and Courses

ERIC Educational Resources Information Center

Isman, Aytekin; Altinay, Fahriye

2005-01-01

This research study defines communication barriers in online programs and courses by determining the perceptions of students and teachers at Eastern Mediterranean University. It aims to get the answers to the questions of what sorts of problems students and teachers face while being involved in online courses and online programs. Distance…

Cooperation: A Key to Urban Teacher Education. Cooperative Urban Teacher Education Program, No. 2.

ERIC Educational Resources Information Center

Clothier, Grant; Swick, James

The Laboratory's Cooperative Urban Teacher Education Program (CUTE), presently involving 23 Midwest liberal arts colleges plus four public and two parochial school systems in Oklahoma City, Wichita, and Kansas City, was organized in 1966 to develop and implement practical plans for cooperation in the preparing of teachers for inner-city schools. A…

Computer Literacy for Student Teachers and Elementary Children through Programming.

ERIC Educational Resources Information Center

Elliott, John D.

This paper argues that teachers and students should be creators as well as consumers of computer software, not only so that they might better appreciate the skills involved, but also to improve teacher effectiveness in the classroom. As part of their own class work, 13 second-year student teachers developed a branching program using simple basic…

Getting Parents Involved: A Handbook of Ideas for Teachers, Schools and Communities. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Wittreich, Yvonne M.; Jacobi, Evelyn F.; Hogue, Iris E.

Intended as a guide for all educators associated with parent involvement--especially classroom teachers--this resource handbook addresses the issues and concerns of parents in school programs. Following an Introduction, chapters in the handbook are: (1) Why We Need Parent Involvement in Our Schools; (2) Diversity in Schools; (3) The ABC's of…

Personality Characteristics and Teaching Behavior.

ERIC Educational Resources Information Center

Kurtz, Chaya; Kremer, Lya

1982-01-01

Investigates relationship between degree of dogmatism of 200 students from 4 Israeli teacher training programs and their behavior in educational situations and simulated situations involving discipline, program planning, and educational goals. Discusses differential perception and implementation of teaching programs by teachers of differing…

Three Cases of Teachers' Collaborative Design: Perspectives from Those Involved

ERIC Educational Resources Information Center

Preciado-Babb, Armando Paulino; Liljedahl, Peter

2012-01-01

We present the perspectives of teachers and others involved in the collaborative design of teaching and learning artifacts across three cases: (a) an independent group participating in lesson study; (b) teachers participating in professional development programs; and (c) a district initiative for producing numeracy tasks. Among the results we…

Helping Teachers Use Research Findings: The Consumer-Validation Process.

ERIC Educational Resources Information Center

Eaker, Robert E.; Huffman, James O.

A program stressing teacher involvement and classroom implementation of educational research findings is described. The program was designed to familiarize teachers with current findings, have them apply the findings in their classrooms, analyze their own teaching behavior, and critically evaluate the findings in terms of their applicability to…

Encouraging Family Involvement through Culturally Relevant Pedagogy

ERIC Educational Resources Information Center

Goodman, Kela; Hooks, Laura

2016-01-01

The purpose of this article is to describe one teacher education program's experience using an integrated approach to provide preservice teachers with both knowledge of and experience with diverse cultures. Included are three important components within this program that strive to assist preservice teachers as they develop an understanding of…

Parity in Designing, Conducting, and Evaluating Teacher Education Programs: A Conceptual Definition.

ERIC Educational Resources Information Center

Caruso, Joseph J.

Individuals, agencies, and institutions involved in the education and employment of teachers conceptually defined parity relevant to the decision-making process in planning, conducting, and evaluating teacher education programs and translated the conceptual definition into an instrument for describing parity in consortium-centered teacher…

Teachers' Perceptions of Georgia's Early Reading Intervention Program: A Qualitative Study

ERIC Educational Resources Information Center

Hobby, Patti Tennant

2012-01-01

This qualitative study used an ethnographic method to investigate teachers' perceptions of reading interventions delivered in a state-funded early intervention program (EIP). Academically at-risk students struggle to meet grade-level standards year after year, even with interventions involving small group, targeted assistance. Teacher perceptions…

Involving Building Administrators in Planning for Inclusive Educational Programs.

ERIC Educational Resources Information Center

Morgan, Carl R.; Demchak, Mary Ann

1998-01-01

School administrators must provide leadership in implementing inclusive education by taking ownership of inclusive programs; becoming informed; and promoting open communication between parents, teachers, and board members. Strategies for implementing inclusive programs must consider roles of general- and special-education teachers, administrators,…

The Charlotte-Mecklenburg Teacher Career Development Program.

ERIC Educational Resources Information Center

Schlechty, Phillip C.; And Others

1985-01-01

Effective training, evaluation, and incentives are key aspects of this school system's six-level career ladder program for teacher development. The three-pronged committee structure for planning and communication and the program's ownership by everyone involved have been vital to its successful planning and development. (DCS)

Improving teacher perceptions of parent involvement patterns: Findings from a group randomized trial.

PubMed

Herman, Keith C; Reinke, Wendy M

2017-03-01

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few experimental studies have evaluated programs and practices to promote it. In this group randomized trial, we examined the effects of the Incredible Years Teacher Classroom Management program (IY TCM) on teacher perceptions of contact and comfort with parents. One hundred five classrooms with 1818 students were randomly assigned to an IY TCM or to a control, business as usual condition. Measures of key constructs included teacher ratings of parent and student behaviors, direct observations in the classroom, and a standardized academic achievement test. Latent transition analysis (LTA) was used to identify patterns of involvement over time and to determine if intervention condition predicted postintervention patterns and transitions. Four patterns of involvement were identified at baseline and at follow-up; parents of students with academic and behavior problems were most likely to be in classes with the least adaptive involvement patterns. Intervention status predicted group membership at follow-up. Specifically, intervention classroom parents were significantly more likely to transition to more adaptive teacher-rated parenting profiles at follow-up compared to control classroom parents. This is the first randomized trial we are aware of that has found that teacher training can alter teacher perceptions of parent involvement patterns. Clinical implications for students with behavior and academic problems are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Teacher Advisor Program: An Innovative Approach to School Guidance.

ERIC Educational Resources Information Center

Myrick, Robert D.; And Others

The Teacher Advisor Program (TAP) is an innovative developmental approach to counseling that directly involves teachers as advisors to 18 to 20 students, with whom they meet both individually and in group sessions. An introductory chapter that cites the need for a developmental approach to counseling in contemporary schools and the potential role…

The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program

ERIC Educational Resources Information Center

Jordan, Michelle E.; Lorenz, Kent; Stylianou, Michalis; Kulinna, Pamela Hodges

2018-01-01

This study examined classroom teachers' involvement in a yearlong Comprehensive School Physical Activity Programs (CSPAP) implemented in one K-8 rural U.S. school district. Its purpose was to describe patterns of social interaction among teachers, administrators, and families associated with the intervention (i.e., social capital) and whether…

The Benefits and Limitations of Online Group Work in a Teacher Education Program

ERIC Educational Resources Information Center

An, Heejung; Kim, Sangkyung

2009-01-01

This study examined the benefits and difficulties that graduate student teachers perceived while participating in online collaborative group activities during their first year of a masters program. Overall, it was discovered that the three most prominent perceived learning outcomes involved 1) the teachers' recognition of the value of a supportive…

What's New in...Science Teacher Preparation.

ERIC Educational Resources Information Center

Borowiec, Jonathan B., James, Robert K.

2000-01-01

Argues that NASA's 20-year research effort which will culminate with a manned flight to Mars is an opportunity to involve students in the science of that effort. Describes the National Space Biomedical Research Institute (NSBRI) Teacher Academy Program, a program designed to reach science teachers so that they can prepare their students to…

Using Accountability Measures in the Preparation of Preservice Teachers To Make a Difference in the Learning of All Students.

ERIC Educational Resources Information Center

Harris, Larry B.; Salzman, Stephanie; Frantz, Alan; Newsome, Jack; Martin, Martha

This paper describes the transformation of Idaho State University's teacher education program in response to various initiatives regarding educational change. The transformation process involved framing a standards-based preparation program. Developers created a Core Standards for Beginning Teachers that established exit outcomes for prospective…

Fernbank Science Center Forest Teacher's Guide-1967.

ERIC Educational Resources Information Center

Cherry, Jim; And Others

This guide is designed primarily to familiarize teachers with the types of programs available through the Fernback Science Center. Instructional programs involving the use of the Fernbank Forest are outlined. Programs for secondary students include Plant Taxonomy, Field Ecology, Winter Taxonomy of Plants, and Climax Forest Succession. Elementary…

This Straightforward Program Can Improve Student Writing Skills.

ERIC Educational Resources Information Center

Terrill, Robert E.

1983-01-01

Working with teachers, parents, and the school board, the East Hampton (Connecticut) Public Schools developed a program that improved students' paragraph writing within one year. The program involved setting objectives on paragraph construction and use of supporting information, giving teachers inservice training, specifying students' problems,…

Effects of the learning assistant experience on in-service teachers' practices

NASA Astrophysics Data System (ADS)

Gray, Kara E.; Webb, David C.; Otero, Valerie K.

2012-02-01

The Colorado Learning Assistant (LA) Program serves as a content-specific supplement to standard teacher preparation programs. In addition to transforming undergraduate STEM courses, it recruits and prepares math and science majors for teaching careers by involving university STEM faculty. The research reported here compares the teaching practices of in-service teachers who participated in the LA experience as undergraduates to a comparison group of teachers who did not participate in the LA program as undergraduates but were certified to teach through the same program. We report on teachers' views of assessments and differences in their teaching practices. This analysis is based on interviews with approximately 30 teachers and observations of their classrooms throughout their induction years of teaching. This work considers how the LA program may help improve current teacher preparation models.

Preservice Teachers as Change Agents: Going the Extra Mile in Service-Learning Experiences

ERIC Educational Resources Information Center

Marchel, Carol A.; Shields, Carol; Winter, Linda

2011-01-01

Educational psychologists involved in teacher education are expected to develop professional teacher dispositions of preservice students. The professional disposition "teacher as change agent" is used to frame actions in service-learning field experiences in a teacher preparation program. Preservice teacher service-learning journals, self-ratings,…

Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum

NASA Astrophysics Data System (ADS)

Akura, Okong'o. Gabriel

This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

Three Teacher-Initiated Programs (Middle Ground).

ERIC Educational Resources Information Center

Southard, Deborah Dressell; Looman, Glenn; Schreiber, Susie

1997-01-01

Offers three brief articles on three teacher-initiated programs that involve collaboration with colleagues and students: in music/arts production by fourth and fifth graders; an independent study program in which middle school students wrote grant proposals; and an activity in which seventh graders mapped a timeline of Earth history and geologic…

MTU-pre-service teacher enhancement program. Final report, September 1992--May 1995

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

Anderson, C.S.; Yarroch, W.J.

1996-01-01

The MTU Pre-Service Teacher Enhancement Program was a two year extended project designed to introduce a select group of science and engineering undergraduate students, with good {open_quotes}people skills,{close_quotes} to the teaching profession. Participants were paid for their time spent with area teacher/mentors and were involved in a variety of in school activities, projects and observations to illustrate the teaching profession. They were encouraged to consider the teaching profession as a future career option. The student participants, however, were under no obligation to enter the Teacher Education Program at the conclusion of the program.

The "Generacion Diez" after-school program and Latino parent involvement with schools.

PubMed

Riggs, Nathaniel R; Medina, Carmen

2005-11-01

The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context. Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.

Andreas Goes to Africa: A Comparative Historical Study of the Teachers for East Africa Programs

ERIC Educational Resources Information Center

Vavrus, Frances

2018-01-01

This article uses a comparative historical approach to examine the Teachers for East Africa (TEA) and the Teacher Education in East Africa (TEEA) programs, an influential educational development effort that involved U.S. and British college graduates in East African schools and colleges during the decade of 1961-1971. Drawing on postcolonial…

Regular Classroom Teachers' Attitudes toward Mainstreaming the Emotionally Disturbed: Can They Be Changed?

ERIC Educational Resources Information Center

Beare, Paul L.

This study reviews the effects of training and service in a student advocacy program for Emotionally Disturbed (ED) children on attitudes of 16 secondary teachers toward ED children in the regular class. The intervention program involved 6 days of inservice training on working with ED students, delivered concurrent with the teachers' serving in an…

Under Pressure: Controlling Factors Faced by Classroom Literacy Teachers as They Work through a Professional Development Program

ERIC Educational Resources Information Center

Wallace, Faith H.

2006-01-01

This critical constructivist inquiry was designed to understand controlling factors faced by classroom literacy teachers involved in a professional development program. Two guiding questions framed this critical inquiry: (1) how can I describe controlling factors faced by teachers in their respective school cultures; and (2) what is the resultant…

Beyond the Equity Rhetoric in America's Teacher Education Programs: An African Immigrant Voice

ERIC Educational Resources Information Center

Obiakor, Festus E.

2010-01-01

Teacher education programs (TEPs) are consistently challenged to respond to individual and collective growth. In addition, current demographic changes have forced these programs to address issues of quality and equity in measurable ways. As an African immigrant to the United States, I have been fortunate to be involved in these programs,…

Beginning Teacher Success: An Investigation into the Feedback from Mentors of Formal Mentoring Programs

ERIC Educational Resources Information Center

Barrera, Arnold; Braley, Richard T.; Slate, John R.

2010-01-01

Teacher mentors of first-year teachers provided insight into those practices they viewed as essential for their success in the mentoring role. Specifically, they were queried about teacher involvement/support, staff development, administrative support and resource materials. Almost all of the mentor teachers believed a teacher mentoring program…

Using the Project Approach in a Teacher Education Practicum

ERIC Educational Resources Information Center

Vasconcelos, Teresa

2007-01-01

This paper describes the early childhood teacher training program and the role of the Project Approach in the final practicum for student teachers in the Lisbon School of Education, Portugal. Student teachers, cooperating teachers, university supervisors, and instructors of teaching methods worked together to involve young children in interesting…

Chapter 7: Influences on Cooperating Teachers' Adoption of Model-Based Instruction

ERIC Educational Resources Information Center

Lund, Jacalyn L.; Gurvitch, Rachel; Metzler, Michael W.

2008-01-01

This article considers another group of educators involved with the adoption of model-based instruction (MBI)--the cooperating teachers, who supervise physical education teacher education (PETE) student teachers in the Georgia State University (GSU) program. The university spends several semesters educating preservice teachers about the skills and…

[Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers].

PubMed

Park, Shin Jeong; Park, Wan Ju

2017-06-01

The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers. Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20. The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, p<.001). In addition, teacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD. The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class. © 2017 Korean Society of Nursing Science

Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module

ERIC Educational Resources Information Center

Visser, Talitha C.; Coenders, Fer G. M.; Terlouw, Cees; Pieters, Jules M.

2010-01-01

Teachers involved in the implementation of a curriculum innovation can be prepared for this task through a professional development program. In this paper, we describe essential characteristics (identified empirically and theoretically) for such a professional development program that promotes the acquisition of competences by these teachers. The…

Inspiring Students to be Scientists: Oceanographic Research Journeys of a Middle School Teacher

NASA Astrophysics Data System (ADS)

Paulishak, E.

2006-12-01

I will present my research and educational experiences with two professional development programs in which I practiced scientific research. Real world applications of scientific principles cause science to be less abstract and allow the students to be involved in genuine science in the field. Students view teachers differently as a teacher brings her/his experience and enthusiasm for learning into the classroom environment. Furthermore, by developing activities around those experiences, the teacher may permit the students to have some direct involvement with scientific research. One of the common goals of these programs is for teachers to understand the research process and the science involved with it. My goal is to remain a teacher and use these valuable experiences to inspire my students. My job, after completing the research experience and doing investigations in the field, becomes one of "translator" taking the content and process knowledge and making it understandable and authentic for the advancement of my students. It also becomes one of "mentor" when helping to develop the skills of new teachers. Both of my experiences included seagoing expeditions. The REVEL program was my first experience in the summer of 2000. It gave me an immense opportunity to become part of a research team studying the underwater volcanic environment of the Juan de Fuca Ridge in the Northeast Pacific Ocean. With the ARMADA project (2006), I learned about SONAR as we traveled via NOAA ship along the Aleutian Islands of Alaska. Using examples from both of these highly valuable programs, I will be presenting my ideas about how to prepare teachers for their research experience, how to make the transition from research experience to practical classroom application, and how these experiences play a role in retaining the best science teachers and developing new science teachers for the future. Research programs such as these, furnish me with an added sense of confidence as I facilitate student learning. Both programs also enhance my credibility in the eyes of my students who ask: "Are you a scientist, too?"

The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-Service Teachers' EFL Reading Accuracy and Phonemic Awareness

ERIC Educational Resources Information Center

Ghoneim, Nahed Mohammed Mahmoud; Elghotmy, Heba Elsayed Abdelsalam

2015-01-01

The current study investigates the effect of a suggested multisensory phonics program on developing kindergarten pre-service teachers' EFL reading accuracy and phonemic awareness. A total of 40 fourth year kindergarten pre-service teachers, Faculty of Education, participated in the study that involved one group experimental design. Pre-post tests…

Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education: From Compliance to Inquiry

ERIC Educational Resources Information Center

Peck, Charles A.; Gallucci, Chrysan; Sloan, Tine

2010-01-01

Teacher education programs in the United States face a variety of new accountability policies at both the federal and the state level. Many of these policies carry high-stakes implications for students and programs and involve some of the same challenges for implementation as they have in the P-12 arena. Serious dilemmas for teacher educators…

Shaping Tennessee's Career Ladder Program--1985. Part 2: Improving Teacher Quality through Incentives Project.

ERIC Educational Resources Information Center

Hadler, Janet R.; Carlson, Deborah L.

Outcomes of Tennessee's Career Ladder Program are presented in this report, with a focus on the early implementation stage and perceptions of teachers and administrators. Methodology involved two sets of interviews with participating teachers and administrators from 18 schools and a statewide survey of 1,039 out of 2,105 faculty from 54 schools.…

Communication Competence among Teachers: The Ohio Solution.

ERIC Educational Resources Information Center

DeWine, Sue; Pearson, Judy C.

1989-01-01

Describes a summer instructional program for elementary and secondary teachers involving a set of workshops on basic communication concepts, nonverbal communication, organizational communication, listening, and small group communication. Discusses issues of marketing the program, defending its academic validity, and decreasing the gap between the…

Appendix B: Methodology. [2014 Teacher Prep Review

ERIC Educational Resources Information Center

Greenberg, Julie; Walsh, Kate; McKee, Arthur

2014-01-01

The "NCTQ Teacher Prep Review" evaluates the quality of programs that provide preservice preparation of public school teachers. This appendix describes the scope, methodology, timeline, staff, and standards involved in the production of "Teacher Prep Review 2014." Data collection, validation, and analysis for the report are…

Teacher Testing: I'm O.K., You're O.K., But Somebody's Not!

ERIC Educational Resources Information Center

Martin, Dawn Vincent

Concern about the preparation and competence of teachers has brought about a rapid spread of teacher competency assessment programs. Currently, 36 states test or plan to test teachers prior to certification. Two states, Arkansas and Texas, are already involved with testing teachers in service. Teacher competency testing has become embroiled in…

Appreciating the Wobble: Teacher Research, Professional Development, and Figured Worlds

ERIC Educational Resources Information Center

Fecho, Bob; Graham, Peg; Hudson-Ross, Sally

2005-01-01

In this article, the authors--the teacher educators who obtained a grant from the Arthur Vining Davis Foundations (AVD)--explore what it meant for teachers and teacher educators involved in the PorTRAIT (Practitioner or Teacher Researchers As Inquiring Travelers) program to enlarge their views of teacher research and their own classrooms by being…

Curriculum Development: Teacher Involvement in Curriculum Development

ERIC Educational Resources Information Center

Alsubaie, Merfat Ayesh

2016-01-01

In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program ("Guide to curriculum…

The QuarkNet Collaboration: How "Doing Science" is Changing Science Education

NASA Astrophysics Data System (ADS)

Whelan, K.

2004-12-01

QuarkNet is a national initiative to involve high-school teachers and their students in real scientific research. Students and teachers assist in seeking to resolve some of the mysteries about the structure of matter and the fundamental forces of nature It is supported by the Department and Energy and the National Science Foundation. This long-term project, beginning its sixth year of implementation, has provided a successful framework that might be adapted to similar endeavors. It is an international collaboration of universities, high schools and research centers including CERN in Switzerland, and Fermilab, LBNL, and SLAC in the United States. The goals of this program include the involvement of students and teachers in authentic scientific research projects. By actually "doing science", they gain first hand knowledge of the research procedure and the inquiry method of learning. Teachers increase their content knowledge and enhance their teaching skills by solving scientific research problems through the inquiry method of learning. Students involved in this program learn fundamental physics and research-based skills through the analysis of real data. Particle physicists also benefit by being exposed to some of the current issues in science education. Through an understanding of National Science Education Standards, physicist-mentors are made aware of the needs of local science education and gain a better grasp of age appropriate content. The QuarkNet program was developed while consulting with research physicists throughout the United States. There are three main program areas that have been established-teacher research experiences, teacher development programs, and an online resource that makes available numerous inquiry-based activities. Select teachers are given eight-week appointments allowing them to gain first hand experience as a part of a scientific research team. Those teachers become lead teachers during the following summer and, along with physicist mentors, work with other teachers on a short research scenario or activity over a period of several weeks. The scenarios can then be adapted for classroom use at virtually any level. The QuarkNet website provides a wide variety of resources for teacher and student use including- samples of experimental data for use in inquiry based activities, venues for communication and collaboration between students, teachers and physicists, student publication areas where ideas can be exchanged, and numerous other resources, activities, and simulations. Currently, the QuarkNet program involves over 50 research institutions and hundreds of teachers. This year, we have also added a student research component at several of the centers. This component will be expanded in the coming years so that many more students will have the opportunity to become an active part and contributing member of a scientific research team.

Grow Your Own Teachers: Grassroots Change for Teacher Education. Teaching for Social Justice

ERIC Educational Resources Information Center

Skinner, Elizabeth A., Ed.; Garreton, Maria Teresa, Ed.; Schultz, Brian D., Ed.

2011-01-01

"Grow Your Own Teachers" describes the evolution of a local school reform movement in Chicago that now serves as a model for change in schools and teacher preparation programs across the country. Grounded in the grassroots organizing tradition, the Grow Your Own (GYO) teacher initiative involves collaboration between community-based…

Learning as Students to become Better Teachers: Pre-Service Teachers' IWB Learning Experience

ERIC Educational Resources Information Center

Divaharan, Shanti; Koh, Joyce Hwee Ling

2010-01-01

The study presented in this paper involved 124 Singaporean pre-service teachers who were attending a core information and communications technology (ICT) module, which is a component of their teacher education program. During this module, the pre-service teachers were introduced to the interactive whiteboard (IWB) through an instructional approach…

Connecting to the Community: A Model for Caregiver-Teacher Conference Instruction

ERIC Educational Resources Information Center

Maher, Michael J.; Reiman, Alan J.

2009-01-01

Professionals throughout the field of education agree on the importance of teacher-caregiver communication. Yet teacher education programs still do very little to prepare future teachers for these interactions. This exploratory study investigated the use of a standardized caregiver model, with 12 teacher education students involved in a simulated…

Spanish Teacher Education Programs and Community Engagement

ERIC Educational Resources Information Center

Jovanovi, Ana; Filipovi, Jelena

2013-01-01

Theories of situated knowledge support that knowledge involves experience of practices rather than just accumulated information. While an important segment of foreign language teacher education programs focuses on the theoretical component of second/foreign language acquisition theories and relevant methodological concerns, it is mainly through…

Involvement: A Practical Handbook for Teachers on Law-Related Methodologies. Law Related Education Program for the Schools of Maryland. Secondary Level.

ERIC Educational Resources Information Center

Vetter, Donald P.; Paradis, Gerard W.

The teacher's handbook provides goals, objectives, and teaching strategies helpful to secondary teachers in supplementing existing law-related curriculum materials in the social studies classroom. Intended as a means of actively involving students in a study of law, the first section presents 19 lesson plans and selected student resources for use…

Involving scientists in public and pre-college education at Princeton University

NASA Astrophysics Data System (ADS)

Steinberg, D. J.

2011-12-01

The Princeton Center for Complex Materials (PCCM) is a National Science Foundation (NSF) funded Materials Research Science and Engineering Center (MRSEC). As a MRSEC, it is part of the PCCM's mission to inspire and educate school children, teachers and the public about STEM and materials science. Research shows that it is critical to excite students at a young age and maintain that excitement, and without that these students are two to three times less likely to have any interest in science and engineering and pursue science careers as adults. We conduct over a dozen different education programs at Princeton University, in which scientists and engineers are directly involved with students, teachers and the public. As an ongoing MRSEC education and outreach program, we have developed many successful educational partnerships to increase our impact. The scientists and engineers who participate in our programs are leading experts in their research field and excellent communicators to their peers. They are not experts in precollege pedagogy or in communication to the public. Scientists often require some preparation in order to have the greatest chance of success. The amount and type of professional development required for these scientists to succeed in education programs depends on many factors. These include the age of the audience, the type of interaction, and the time involved. Also different researchers require different amount of help, advice, and training. Multiple education programs that involve Princeton University researchers will be discussed here. We will focus on what has worked best when preparing scientists and engineers for involvement in education programs. The Princeton University Materials Academy (PUMA) is a three week total immersion in science for minority high school students involving many faculty and their research groups. Our Making Stuff day reaches 100's of middle school students in which faculty interact directly with students and teachers at activity tables give auditorium presentations. Teacher development programs and holiday lectures will be highlighted as well.

One-to-One Laptop Teacher Education: Does Involvement Affect Candidate Technology Skills and Dispositions?

ERIC Educational Resources Information Center

Donovan, Loretta; Green, Tim; Hansen, Laurie E.

2012-01-01

This study compares teacher candidates' initial and changed beliefs, dispositions, and uses of technology in two credential program models: a one-to-one laptop program with ubiquitous technology use and a traditional credential program in which students are expected to have specific technology experiences and requirements in each course (a model…

Community Involvement Components in Culturally-Oriented Teacher Preparation.

ERIC Educational Resources Information Center

Mahan, James M.

At Indiana University, preservice teachers participate in required community-based multicultural programs that allow them to become directly involved with community characteristics, values, needs, and achievements. It is hoped that this experience will help them to adapt curriculum and instructional techniques to fit community realities and…

Supervisor Involvement and Professional Development Needs Associated with SAE Programming and Safety

ERIC Educational Resources Information Center

Lawver, Rebecca G.; Pate, Michael L.; Sorensen, Tyson J.

2016-01-01

This descriptive survey research study sought to gather evidence of school-based agriculture teachers' perceptions of community supervisor involvement with supervision and planning of students' Supervised Agricultural Experience (SAE) work activities and safety training professional development needs. Responding teachers indicated they agreed to…

Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools

PubMed Central

Webster-Stratton, Carolyn; Reid, M. Jamila; Stoolmiller, Mike

2009-01-01

Background School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children’s future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent—school involvement would seem to be a strategic strategy for improving young children’s school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homewrok to encourage parents’ involvement. Part of the curriculum involved promotion of lesson objectives through the teachers’ continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the begining and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels. Conclusions These findings provide support for the efficacy of this universal preventive curriculum for enhancing school protective factors and reducing child and classroom risk factors faced by socio-economically disadvantaged children. PMID:18221346

An Exploration of EFL Teachers' Awareness of the Sources of Pedagogical Knowledge in a Teacher Education Program (Una exploración del nivel de conciencia de docentes de inglés como lengua extranjera respecto a las fuentes del conocimiento pedagógico en un programa de formación de docentes)

ERIC Educational Resources Information Center

Macías, Diego Fernando

2013-01-01

This project set out to investigate the extent to which the sources of English as a foreign language teachers' pedagogical knowledge are acknowledged and addressed in a teacher education program in a public university in Colombia. It involved the participation of teacher educators and novice teachers as well as the analysis of documents. This…

Flight Opportunities for Science Teacher EnRichment

NASA Astrophysics Data System (ADS)

Koch, D.; Devore, E.; Gillespie, C., Jr.; Hull, G.

1994-12-01

The Kuiper Airborne Observatory (KAO) is NASA's unique stratospheric infrared observatory. Science on board the KAO involves many disciplines and technologies. NASA Astrophysics Division supports a pre-college teacher program to provide Flight Opportunities for Science Teacher EnRichment (FOSTER). To date, forty-five teachers are participating, and the program is designed to nation-wide to serve fifty teachers per year on board the KAO. FOSTER is a pilot program for K-12 educational outreach for NASA's future Stratospheric Observatory for Infrared Astronomy (SOFIA) which will directly involve more than one-hundred teachers each year in airborne astronomical research missions. FOSTER aims to enrich precollege teachers' experiences and understanding of science, mathematics and technology. Teachers meet at NASA Ames Research Center for summer workshops on astronomy and contemporary astrophysics, and to prepare for flights. Further, teachers receive Internet training and support to create a FOSTER teacher network across the country, and to sustain communication with the airborne astronomy community. Each research flight of the KAO is a microcosm of the scientific method. Flying teachers obtain first-hand, real-time experiences of the scientific process: its excitement, hardships, challenges, discoveries, teamwork, and educational value. The FOSTER experience gives teachers pride and a sense of special achievement. They bring the excitement and adventure of doing first-class science to their students and communities. Flight Opportunities for Science Teacher EnRichment is funded by a NASA's Astrophysics Division grant, NAGW 3291, and supported by the SETI Institute and NASA Ames Research Center.

Teaching Explicitly and Reflecting on Elements of Nature of Science: a Discourse-Focused Professional Development Program with Four Fifth-Grade Teachers

NASA Astrophysics Data System (ADS)

Piliouras, Panagiotis; Plakitsi, Katerina; Seroglou, Fanny; Papantoniou, Georgia

2017-06-01

The nature of science (NOS) has become a central goal of science education in many countries. This study refers to a developmental work research program, in which four fifth-grade elementary in-service teachers participated. It aimed to improve their understandings of NOS and their abilities to teach it effectively to their students. The 1-year-long, 2012-2013, program consisted of a series of activities to support teachers to develop their pedagogical content knowledge of NOS. In order to accomplish our goal, we enabled teacher-researchers to analyze their own discourse practices and to trace evidence of effective NOS teaching. Many studies indicate the importance of examining teachers' discussions about science in the classroom, since it is teachers' understanding of NOS reflected in these discussions that will have a vital impact on students' learning. Our proposal is based on the assumption that reflecting on the ways people form meanings enables us to examine and seek alternative ways to communicate aspects of NOS during science lessons. The analysis of discourse data, which has been carried out with the teacher-researchers' active participation, indicated that initially only a few aspects of NOS were implicitly incorporated in teacher-researchers' instruction. As the program evolved, all teacher-researchers presented more informed views on targeted NOS aspects. On the whole, our discourse-focused professional development program with its participatory, explicit, and reflective character indicated the importance of involving teacher-researchers in analyzing their own talk. It is this involvement that results in obtaining a valuable awareness of aspects concerning pedagogical content knowledge of NOS teaching.

Dropout Prevention: An Intervention Model for Today's High Schools.

ERIC Educational Resources Information Center

Maurer, Richard D.

1982-01-01

Describes Project Intercept in Ossining (New York), which cut the high school's dropout, absence, and failure rates by involving teachers, students, and families. The program uses four major strategies--teacher/staff inservice training, alternative academic programs, student training in social and interpersonal skills, and family intervention…

An Instrument Development Study for Determining Prospective Science Teachers' Science-Specific Epistemological Beliefs

ERIC Educational Resources Information Center

Koksal, Mustafa Serdar; Ertekin, Pelin

2016-01-01

The study is focusing on development of an instrument to determine science-specific epistemological beliefs of prospective science teachers. The study involved 364 (male = 82, female = 282) prospective science teachers enrolled in a science teacher education program. The confirmatory factor analysis, reliability analysis and correlation analysis…

Creation of a Teachers and Writers Center. Final Report.

ERIC Educational Resources Information Center

Kohl, Herbert R.; Wirtschafter, Zelda Dana

The Teachers and Writers Collaborative at Teachers College, Columbia University, was established in 1967 to involve teachers, children, and writers in the creation of an English curriculum stimulating to the students. Three interrelated programs were developed: (1) the presence of professional writers in the public school classrooms, (2)…

Student-Teacher Linkage Verification: Model Process and Recommendations

ERIC Educational Resources Information Center

Watson, Jeffery; Graham, Matthew; Thorn, Christopher A.

2012-01-01

As momentum grows for tracking the role of individual educators in student performance, school districts across the country are implementing projects that involve linking teachers to their students. Programs that link teachers to student outcomes require a verification process for student-teacher linkages. Linkage verification improves accuracy by…

Science Teacher Education Partnerships with Schools (STEPS): Partnerships in Science Teacher Education

ERIC Educational Resources Information Center

Kenny, John Daniel; Hobbs, Linda; Herbert, Sandra; Chittleborough, Gail; Campbell, Coral; Jones, Mellita; Gilbert, Andrew; Redman, Christine

2014-01-01

This paper reports on the STEPS project which addressed international concerns about primary teachers' lack of confidence to teach science, and on-going questions about the effectiveness of teacher education. The five universities involved had each independently established a science education program incorporating school-based partnerships…

Considerations for Pursuing a Doctoral Degree in PETE

ERIC Educational Resources Information Center

Jones, Emily; Lux, Karen

2012-01-01

The path to becoming a physical education teacher traditionally involves a university-based teacher education program. It is here that aspiring teachers learn basic skills, gain the fundamental knowledge, and experience teaching for the first time. None of this is possible without quality physical education teacher education (PETE) faculty--those…

Practices of Cooperating Teachers Contributing to a High Quality Field Experience

ERIC Educational Resources Information Center

Lafferty, Karen Elizabeth

2015-01-01

This mixed methods study framed in cognitive apprenticeship theory involved cooperating and preservice teachers from 10 university-based credentialing programs in California. It examined the connection between cooperating teacher practices and preservice teachers' perceptions of a high quality field experience. Survey responses from 146…

Using Wiki to Create a Learning Community for Chemistry Teacher Leaders

ERIC Educational Resources Information Center

Shwartz, Y.; Katchevitch, D.

2013-01-01

This study focuses on using wikis as a learning environment, as part of a professional development program for chemistry teacher leaders. The study was performed in Israel and involved 20 chemistry teachers. One goal was to investigate how using wiki may promote effective science teacher professional development. Various aspects of the teachers'…

Attitudes toward Family Life Education: A Survey of Israeli Arab Teachers.

ERIC Educational Resources Information Center

Oz, Sheri

1991-01-01

Investigated Israeli Arab teachers' attitudes toward inclusion of family life education program in schools, possible subject areas for instruction, and parent involvement. Results indicated high degree of support for family life education and narrow range of subject areas considered appropriate for Arab classes. Parent involvement was considered…

Online Collaborative Communities of Learning for Pre-Service Teachers of Languages

ERIC Educational Resources Information Center

Morgan, Anne-Marie

2015-01-01

University programs for preparing preservice teachers of languages for teaching in schools generally involve generic pedagogy, methodology, curriculum, programming and issues foci, that provide a bridge between the study of languages (or recognition of existing language proficiency) and the teaching of languages. There is much territory to cover…

Community Involvement in a Place-Based Program for Hawaiian High School Students

ERIC Educational Resources Information Center

Yamauchi, Lois A.; Purcell, Andrea K.

2009-01-01

This study examined the development of community involvement in a place-based high school program for at-risk youth. Teachers and community members founded the program to address concerns about low achievement and high dropout rates among Native Hawaiians. In addition to funding, community members provided program development, supervision of…

The NASA "Why?" Files: The Case of the Barking Dogs. Program 2 in the 2000-2001 Series.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

The National Aeronautics and Space Administration (NASA) has produced a distance learning series of four 60-minute video programs with an accompanying Web site and companion teacher guide. This teacher guide accompanies the second video in the series. The story line of each program involves six ethnically diverse, inquisitive schoolchildren who…

Using Appreciative Inquiry to Frame the Appraisal of an Australian Initial Teacher Education Program

ERIC Educational Resources Information Center

Allen, Jeanne M.; Innes, Maureen

2013-01-01

This paper reports on a study that investigated the process and outcomes of using "Appreciative Inquiry" (AI) in an Australian initial teacher education (ITE) program review. The aim of the study, which drew on a sample of teaching staff involved in this Master of Teaching program, was to gain an understanding of the extent to which the…

An Evaluation of the National Teachers' Institute's Manpower Training Program for Teaching Personnel in Mid-Western Nigeria

ERIC Educational Resources Information Center

Osunde, A. U.; Omoruyi, F. E. O.

2004-01-01

This study evaluated the manpower-training program for teaching personnel in mid-western Nigeria by the National Teachers' Institute. Overall, 240 participants involved in the training program who were randomly selected from the area constituted the sample for the study. A questionnaire designed by the authors was the major instrument used for…

The NASA "Why?" Files: The Case of the Challenging Flight. Program 4 in the 2000-2001 Series.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

The National Aeronautics and Space Administration (NASA) has produced a distance learning series of four 60-minute video programs with an accompanying Web site and companion teacher guides. This teacher guide accompanies the fourth video in the series. The story lines of each program involve six ethnically diverse, inquisitive schoolchildren who…

Using Interdisciplinary research to enrich teachers and classrooms

NASA Astrophysics Data System (ADS)

Warburton, J.; Timm, K.; Huffman, L. T.; Peart, L. W.; Hammond, J.; McMahon, E.

2011-12-01

Imagine being on the stern of a ship in the Atlantic Ocean off the coast of New England as the crew dumps thousands of scallops on the deck, searching the Greenland ice sheet for a remote weather station, or uncovering secrets to past climates as you join an ocean sediment drilling team in Antarctica. So you ask yourself, what would you be doing in all of these places? What you would be doing is what hundreds of educators from around the world have done for over 20 years, participating in field-based Teacher Research Experience (TRE) programs. Teacher Research Experiences involve educators from varying grade levels and backgrounds in hands-on research as a member of a scientific research team. The teacher works side by side with actual research scientists, often on tasks similar to a field assistant or graduate student. As an important member of the research team teachers learn more about science content and the process of science. Subsequently, the educators play a key role in digesting and communicating the science to their students and the general public. TRE programs vary in many ways. Programs take place in a variety of settings-from laboratories to field camps, and from university campuses to aircraft or ships. The primary commonality of the TRE programs in this presentation-PolarTREC (Teachers and Researchers Exploring and Collaborating), ANDRILL (ANtarctic geological DRILLing) Research Immersion for Science Educators (ARISE); Integrated Ocean Drilling Program (IODP) School of Rock (SOR); and the National Oceanic and Atmospheric Administration Teacher at Sea (TAS) program-is that these programs provide an authentic field-based research experience for teachers outside of a laboratory setting, frequently in harsh, remote, or unusual settings. In addition, each of these programs is federally funded, possess dedicated program management staff, leverage existing scientific and programmatic resources, and are usually national, and sometimes international, in scope. Sharing their unique lessons learned and program results, authors will describe how TRE's improve and enrich interdisciplinary science education by connecting teachers, researchers, students, and the public around the globe for involvement in scientific research and global issues.

The 1992 catalog of space science and applications education programs and activities

NASA Technical Reports Server (NTRS)

1992-01-01

This catalog provides information on current, ongoing and pilot programs conducted at precollege through postdoctoral levels which are primarily funded or managed by the Office of Space Science Applications (OSSA). The directory of programs section includes teacher and faculty preparation and enhancement, student enrichment opportunities, student research opportunities, postdoctoral and advanced research opportunities, initiatives to strengthen educational institution involvement in research and initiatives to strengthen research community involvement in education. The Educational Products appendices include tabular data of OSSA activities, NASA Spacelink, NASA education satellites videoconferences, the Teacher Resource Center Network, and a form for requesting further information.

Opening Real Science: Evaluation of an Online Module on Statistical Literacy for Pre-Service Primary Teachers

ERIC Educational Resources Information Center

Bilgin, Ayse Aysin Bombaci; Date-Huxtable, Elizabeth; Coady, Carmel; Geiger, Vincent; Cavanagh, Michael; Mulligan, Joanne; Petocz, Peter

2017-01-01

Opening Real Science (ORS) is a three-year government initiative developed as part of the Mathematics and Science Teachers program. It is a collaboration across universities involving teacher educators, scientists, mathematicians, statisticians and educational designers aimed at improving primary and secondary pre-service teachers' competence and…

A Study of the Perceptions of First-Year Teachers as Prepared Classroom Teachers

ERIC Educational Resources Information Center

Ward, Vida Jane

2015-01-01

The quality of teacher education allows first-year teachers to meet mandates at federal and state levels (Darling-Hammond, 2010a). The teaching profession is complex and requires new and innovative quality preparation programs (Wei, Andree, & Darling-Hammond, 2009). This study involved examination of the perceptions of 17 building principals…

Mentoring Novice Teachers: Motives, Process, and Outcomes from the Mentor's Point of View

ERIC Educational Resources Information Center

Iancu-Haddad, Debbie; Oplatka, Izhar

2009-01-01

The purpose of this paper is to present the major motives leading senior teachers to be involved in a mentoring process of newly appointed teachers and its benefits for the mentor teacher. Based on semi-structured interviews with 12 experienced teachers who participated in a university-based mentoring program in Israel, the current study found a…

Further Insight into the Effectiveness of a Behavioral Teacher Program Targeting ADHD Symptoms Using Actigraphy, Classroom Observations and Peer Ratings.

PubMed

Veenman, Betty; Luman, Marjolein; Oosterlaan, Jaap

2017-01-01

Objective: The Positivity and Rules program (PR program), a low-level behavioral teacher program targeting symptoms of attention-deficit/hyperactivity disorder (ADHD), has shown positive effects on teacher-rated ADHD symptoms and social functioning. This study aimed to assess whether program effects could be confirmed by instruments assessing classroom behavior other than teacher-ratings, given teachers' involvement with the training. Methods: Participants were 114 primary school children (age = 6-13) displaying ADHD symptoms in the classroom, who were randomly assigned to the treatment ( n = 58) or control group ( n = 65). ADHD symptoms were measured using classroom observations and actigraphy, and peer acceptance was measured using peer ratings. Intention-to-treat multilevel analyses were conducted to assess program effects. Results: No beneficial program effects were found for any of the measures. Conclusion: The earlier beneficial program effects on both ADHD symptoms and social functioning reported by teachers, may be explained by a change in the perception of teachers rather than changes in the child's behavior. Other methodological explanations are also discussed, such as differences between instruments in the sensitivity to program-related changes. The current study underlines the importance of using different measures of classroom behavior to study program effects. ClinicalTrials.gov registration number: NCT02518711.

The NASA/IPAC Teacher Archive Research Program (NITARP): Lessons Learned

NASA Astrophysics Data System (ADS)

Rebull, Luisa M.; Gorjian, Varoujan; Squires, Gordon K.

2017-01-01

NITARP, the NASA/IPAC Teacher Archive Research Program, gets teachers involved in authentic astronomical research. We partner small groups of educators with a professional astronomer mentor for a year-long original research project. The teams echo the entire research process, from writing a proposal, to doing the research, to presenting the results at an American Astronomical Society (AAS) meeting. The program runs from January through January. Applications are available annually in May and are due in September. The educators’ experiences color their teaching for years to come, influencing hundreds of students per teacher. In support of other teams planning programs similar to NITARP, in this poster we present our top lessons learned from running NITARP for more than 10 years. Support is provided for NITARP by the NASA ADP program.

Compulsory Project-Level Involvement and the Use of Program-Level Evaluations: Evaluating the Local Systemic Change for Teacher Enhancement Program

ERIC Educational Resources Information Center

Johnson, Kelli; Weiss, Iris R.

2011-01-01

In 1995, the National Science Foundation (NSF) contracted with principal investigator Iris Weiss and an evaluation team at Horizon Research, Inc. (HRI) to conduct a national evaluation of the Local Systemic Change for Teacher Enhancement program (LSC). HRI conducted the core evaluation under a $6.25 million contract with NSF. This program…

An Evaluation of In-School Suspension Programs.

ERIC Educational Resources Information Center

Siskind, Theresa G.; And Others

Findings of a study that determined the effectiveness of the Berkeley County (South Carolina) in-school suspension (ISS) program are presented in this paper. Methodology involved personal interviews conducted with the ISS director and ISS teacher in 8 middle and 8 high schools in the county, a total of 16 principals and 16 teachers. Findings…

A meta-analysis of pedagogical tools used in introductory programming courses

NASA Astrophysics Data System (ADS)

Trees, Frances P.

Programming is recognized as being challenging for teachers to teach and difficult for students to learn. For decades, computer science educators have looked at innovative approaches by creating pedagogical software tools that attempt to facilitate both the teaching of and the learning of programming. This dissertation investigates the motivations for the integration of pedagogical tools in introductory programming courses and the characteristics that are perceived to contribute to the effectiveness of these tools. The study employs three research stages that examine the tool characteristics and their use. The first stage surveys teachers who use pedagogical tools in an introductory programming course. The second interviews teachers to explore the survey results in more detail and to add greater depth into the choice and use of pedagogical tools in the introductory programming class. The third interviews tool developers to provide an explanatory insight of the tool and the motivation for its creation. The results indicate that the pedagogical tools perceived to be effective share common characteristics: They provide an environment that is manageable, flexible and visual; they provide for active engagement in learning activities and support programming in small pieces; they allow for an easy transition to subsequent courses and more robust environments; they provide technical support and resource materials. The results of this study also indicate that recommendations from other computer science educators have a strong impact on a teacher's initial tool choice for an introductory programming course. This study informs present and future tool developers of the characteristics that the teachers perceive to contribute to the effectiveness of a pedagogical tool and how to present their tools to encourage a more efficient and more effective widespread adoption of the tool into the teacher's curriculum. The teachers involved in this study are actively involved in the computer science education community. The results of this study, based on the perceptions of these computer science educators, provide guidance to those educators choosing to introduce a new pedagogical tool into their programming course.

Developing a Successful High School Science Research Program via Teacher Training, Student Internships, and Community Support

NASA Astrophysics Data System (ADS)

Danch, J. M.; Darytichen, F.

2004-12-01

The purpose of the Science Research Program is to allow students to perform authentic scientific research in disciplines of their choosing over a period of 3 years. The success of the program has allowed for expansion including community involvement, student mentorship, and a series of professional development programs. Through state and national competition and community symposia, student research is evaluated, showcased, and subsequently supported both idealistically and financially by local government and industrial partnerships. Student internships and university/industrial mentorship programs allow students to pursue research topics and utilize equipment exceeding the scope of the secondary science classroom. Involved teachers have developed and delivered professional development workshops to foster the successful implementation of scientific research programs at additional high schools throughout the state.

A Structured Professional Development Approach to Unit Study: The Experiences of 200 Teachers in a National Teacher Development Project.

ERIC Educational Resources Information Center

McColskey, Wendy; Parke, Helen; Furtak, Erin; Butler, Susan

This article addresses what was learned through the National Computational Science Leadership Program about involving teachers in planning high quality units of instruction around computational science investigations. Two cohorts of roughly 25 teacher teams nationwide were given opportunities to develop "replacement units." The goal was to support…

Factors Affecting Participation of Preservice Teachers in E-Democracy

ERIC Educational Resources Information Center

Sendag, Serkan; Toker, Sacip

2016-01-01

This study aimed to reveal the factors associated with the participation of preservice teachers in e-democracy. It was designed as a correlational study and 1,519 preservice teachers from a teacher preparation program in Turkey participated in it by completing a 54-item questionnaire. As a result, three major factors for involvement in e-democracy…

The Present Status and Problems of Pre- and In-Service Training of Science Teachers in Japan.

ERIC Educational Resources Information Center

Nagasu, Namio

This document describes some of the variables influencing the education of science teachers in Japan. One consideration involving the preservice education of science teachers relates to the type of undergraduate program. Both the Teacher Training System (TTS), in which the undergraduate students are based within the college of education, and the…

Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

ERIC Educational Resources Information Center

Burns, Anne; Westmacott, Anne

2018-01-01

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for…

Educating Linguistically Diverse Students: A Mixed Methods Study of Elementary Teachers' Coursework, Attitudes, and Practice

ERIC Educational Resources Information Center

Greenfield, Renée A.

2016-01-01

This study followed a mixed-methods sequential explanatory design. Phase I involved the collection of quantitative data to examine inservice teachers' (N = 69) attitudes about language and linguistic diversity as well as their teacher education coursework. All participants were graduates from the same teacher education program. Phase II included…

Collaborative Professional Development and Curriculum Enactment: Teacher Reflection to Inform Inquiry-Based Discussions in High School Science Classrooms

ERIC Educational Resources Information Center

Alozie, Nonyelum M.

2010-01-01

Professional development for practicing science teachers has been a goal in education for the last two decades. Studies have shown that the quality of teacher instruction may be linked to teacher participation and involvement in professional development programs (Fishman, Marx, Best, & Tal, 2003). Furthermore, reflection during professional…

Introducing Teacher Mentoring in Kosovo Schools--Potential and Challenges for Sustainability

ERIC Educational Resources Information Center

Vula, Eda; Berisha, Fatlume; Saqipi, Blerim

2015-01-01

This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a…

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

NASA Astrophysics Data System (ADS)

Crowley, S.; Warburton, J.

2012-12-01

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

Safety & Health. Resource Guide for Occupational/Technology Education.

ERIC Educational Resources Information Center

Kirk, Albert S., Ed.

This guide is intended to alert occupational/technology teachers, teacher educators, school administrators, and industrial education supervisors to the need and importance of a strong and active safety program. Responsibilities are detailed for all individuals involved. Teacher liability is addressed. A section on emergency procedures covers…

Employee Participation Programs: Considerations for the School Site. Studies in Collective Bargaining.

ERIC Educational Resources Information Center

National Education Association, Washington, DC. Research Div.

Site-based decisionmaking programs offer important opportunities for school systems; however, the risks involved are significant and the decision to embrace the concept at the local level is a highly complex one. With site-based decisionmaking programs, teachers are directly involved in making decisions that affect the whole school, not merely…

A Whole-School Approach to Adolescent Peer-Leader Development for Affective Learning in Health-Related Curricula.

ERIC Educational Resources Information Center

Carter, D. S. G.

1999-01-01

Examined a comprehensive program that used a whole-school approach to prepare high school students for making healthy lifestyle choices, particularly related to sexuality/sexual risk taking. The program involved teacher development, parent involvement, and peer leadership development. Survey data indicated that the program influenced the whole…

Waco Head Start Program.

ERIC Educational Resources Information Center

Porter, Para

The Economic Opportunity Act of 1964 led to the formation of three separate Head Start Programs in Waco, Texas. The first year, 1,500 children were involved. Of these, 40 percent were Negro, 30 percent Latin American, and 30 percent white. All teachers received a week of preparatory study at the University of Texas. The program involved four areas…

Pages from Life: Families Write Together = Paginas de la Vida: Familias Escriben Juntas.

ERIC Educational Resources Information Center

Lukes, Marguerite, Ed.; Rawson, Katherine, Ed.

On Saturdays, neighbors in the Mount Pleasant area of the District of Columbia come together to participate in the family involvement component of The Books Project, a teacher education program that trains teachers to implement writing workshops in language diverse classrooms. The Family Involvement Project expands The Books Project to include…

An Evaluation Model Applied to a Mathematics-Methods Program Involving Three Characteristics of Teaching Style and Their Relationship to Pupil Achievement. Teacher Education Forum; Volume 3, Number 4.

ERIC Educational Resources Information Center

Dodd, Carol Ann

This study explores a technique for evaluating teacher education programs in terms of teaching competencies, as applied to the Indiana University Mathematics Methods Program (MMP). The evaluation procedures formulated for the study include a process product design in combination with a modification of Pophan's performance test paradigm and Gage's…

Discussing Teacher Induction in China and Relevant Debates in the United States with a Chinese Teacher: A Conversation with Yu Yi. Craft Paper 92-2.

ERIC Educational Resources Information Center

Ma, Liping

This paper introduces a Chinese teacher induction program. In China it is believed that formal teacher education constitutes only half of teacher preparation; the other half has to be accomplished on the job with the active support and involvement of the teaching community. The voice of teachers is introduced to the field of educational research…

Rational Numbers in Content and Methods Courses for Teacher Preparation.

ERIC Educational Resources Information Center

Pesek, Dolores D.; Gray, Elizabeth D.; Golding, Tena L.

Over the past five years, Pesek (Simoneaux), Gray and Golding have been actively involved in the Louisiana Systemic Initiative Program (LaSIP) and the Louisiana Collaborative for Excellence in the Preparation of Teachers (LACEPT) grants through Southeastern Louisiana University. Through these grants teachers from the region are inserviced on…

The Importance of Action Research in Teacher Education Programs

ERIC Educational Resources Information Center

Hine, Gregory S. C.

2013-01-01

Following entry into the workforce, there are limited opportunities for new graduate teachers to engage in critically reflective activities about their educative practice. In an increasingly complex and challenging profession, the need for teachers, administrators and school systems to become involved in professional development activities is ever…

Experiential Education in the English Classroom.

ERIC Educational Resources Information Center

Simmons, Gail C.

In this chapter, a Canadian high school teacher describes a senior English independent study program requiring that each student become involved in a topic through experience. From previous teaching experiences, the teacher realized that the curriculum was secondary to the method of delivery, that learning happened when a teacher instilled in…

Ways That Preservice Teachers Integrate Children's Literature into Mathematics Lessons

ERIC Educational Resources Information Center

Rogers, Rachelle Meyer; Cooper, Sandi; Nesmith, Suzanne M.; Purdum-Cassidy, Barbara

2015-01-01

Children's literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included children's literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program.…

Preschool Teacher Survey, 1999-2000: A Report of the Detroit Public Schools.

ERIC Educational Resources Information Center

Washington, Joyce A.

The Preschool Teacher Survey was designed to gather information on the experience of preschool teachers in the Detroit Public Schools (DPS) and their perceptions of program effectiveness regarding student cognitive development, school readiness, parent involvement, and stability of classroom enrollment. The 12-item survey was distributed,…

The Efficacy of Institutionally Dispensed Rewards in Elementary School Teaching.

ERIC Educational Resources Information Center

Kasten, Katherine Lewellyn

1984-01-01

Teachers' attitudes towards incentives should be analyzed before programs involving such incentives as merit pay or master teachers are implemented. Elementary school teachers were interviewed to help identify the value and effectiveness of institutional rewards. The interaction between personal life events and career choices was also examined.…

Teacher Corps Networking: Purpose and Potential.

ERIC Educational Resources Information Center

Ford, Paul; And Others

An overview is presented of the objectives of the Far West Teacher Corps Network. A description is given of the development of the network and achievements in the areas of community involvement, inservice teacher education, exceptional child programs, management information systems, and project management and evaluation. Chapters are included on…

A Study of the Generalizability of Teacher Change Quasi-Experiments

ERIC Educational Resources Information Center

Stringfield, Samuel; Schaffer, Eugene; Devlin-Scherer, Roberta

2017-01-01

Quasi-experimental teacher effectiveness studies have indicated that properly designed staff development programs can lead to changes in teacher and student behavior and to gains in student achievement. Those studies involved workshop series led by nationally known scholars. Using instructors from varied backgrounds, the current study examined the…

American Indian Education Option in the Elementary Teacher Training Program at Montana State University at Bozeman.

ERIC Educational Resources Information Center

Old Coyote, Elnora A.; Chesarek, John Stephen

A description of the history and development of the University of Montana's American Indian education option in elementary teacher education is presented. Objectives and goals for the federally funded project are given, and the core personnel involved in the program are introduced. Budgeting procedures for the implementation of the option are…

Investigating the Effects of Professional Practice Program on Teacher Education Students' Ability to Articulate Educational Philosophy

ERIC Educational Resources Information Center

Weshah, Hani A.

2013-01-01

The purpose of this study was to investigate the changes in pre-service student teachers' ability to articulate a philosophy education during the field experience. Educational philosophy change for the participants (77) was measured by using Jersin's scale. Evaluations of scores involved comparison of pre and post the training program. Descriptive…

Cultural Applications: Ideas for Teacher Education Programs

ERIC Educational Resources Information Center

Bartone, Michael

2010-01-01

Going to where students and their families live, play, and socialize is one way of creating personalized relationships. In the author's years of teaching he has always found it is the little things that make a huge impact on all the lives of people involved. By incorporating a real life cultural application piece, teacher education programs can…

Project SETT-UP: Special Education via Telecommunications, Teacher Upgrade. Five Year Report, June 1, 1976-August 31, 1981.

ERIC Educational Resources Information Center

Curtis, John A.

The 5 year report on Project SETT-UP (Special Education via Telecommunications--Teacher Upgrade), a two way telecommunications inservice training project in southeastern Virginia, is presented. The report is organized into three sections concerned with personnel involved in the program, achievement of program objectives, and special program…

Mental Health Awareness and Services in Armenian-American Schools: A Grant Proposal for a Teacher Training Program

ERIC Educational Resources Information Center

Tanielian, Aline Zarig

2012-01-01

School-based mental health programs in America provide students with psychological services that have been found to increase students' academic and social success and overall well-being. Furthermore, teacher involvement in students' psychological well-being via awareness, psychoeducation, and/or rendering help and resources has been found to be a…

Report: Immersion French at Meriden Junior School

ERIC Educational Resources Information Center

Esposito, Marie-Josee

2006-01-01

In this article, the author describes the French immersion program at Meriden Junior School, an Anglican school for girls from pre-Kindergarten to Year 12 in Sydney. Four teachers (one of whom is the coordinator) and three assistants are involved in the program. They include six French native speakers and one non-French-born teacher who speaks…

The Transforming Earth System Science Education (TESSE) program

NASA Astrophysics Data System (ADS)

Graham, K. J.; Bryce, J. G.; Brown, D.; Darwish, A.; Finkel, L.; Froburg, E.; Furman, T.; Guertin, L.; Hale, S. R.; Johnson, J.; Porter, W.; Smith, M.; Varner, R.; von Damm, K.

2007-12-01

A partnership between the University of New Hampshire (UNH), Dillard University, Elizabeth City State University, and Pennsylvania State University has been established to prepare middle and high school teachers to teach Earth and environmental sciences from a processes and systems approach. Specific project goals include: providing Earth system science content instruction; assisting teachers in implementing Earth system science in their own classrooms; and creating opportunities for pre-service teachers to experience authentic research with Earth scientists. TESSE programmatic components comprise (1) a two-week intensive summer institutes for current and future teachers; (2) eight-week research immersion experiences that match preservice teachers with Earth science faculty mentors; and (3) a science liaison program involving the pairing of inservice teachers with graduate students or future teachers. The first year of the program supported a total of 49 participants (42 inservice and preservice teachers, as well as 7 graduate fellows). All participants in the program attended an intensive two-week summer workshop at UNH, and the academic-year science liaison program is underway. In future summers, all partnering institutions will hold similar two-week summer institutes. UNH will offer a more advanced course geared towards "hot topics" and research techniques in the Earth and environmental sciences.

School Science Comes Alive. Phase Three

NASA Technical Reports Server (NTRS)

Hartline, Frederick F.

1997-01-01

Phase 3 of the School Science Comes Alive Program (S(sup 2)CAP) created an exciting, science - enrichment experience for third, fourth and fifth graders and their teachers and enhanced the science-teaching skills of teacher teams at each of four participating elementary schools on Virginia's Peninsula. The schools involved enroll a majority of Black students, many of whom are from economically disadvantaged households. Designed to build on the highly successful S(sup 2)CAP program of the preceding two years, this project brought college faculty together with classroom teachers and trained volunteers in a cooperative effort to make a lasting difference in the quality of science education at the four schools. In total, this program touched approximately 1000 the school children, more than half of whom are black, giving them direct and indirect exposure to the spirit of inquiry and adventure of the world-wide science community. In S(sup 2)CAP Phase 3, a large measure of responsibility was placed on the classroom teachers, thus creating a more sustainable partnership between college faculty and grade school teacher. Our college physics professors coached and supported teams of teachers from each school at intensive training workshops. A volunteer program provided each teacher with one or more trained volunteers to assist in class with the hands-on activities that have been central to the S2CAP program. Most of the equipment for these activities was constructed during the workshops by the teachers and volunteers from low cost materials provided by the program. Two types of volunteers were enlisted: science smart black college students and technically trained retirees (many of whom are ex-NASA employees). One goal of this program was to increase the numbers of minority students who see science as an interesting and exciting subject, to make the science period a time which students look forward to in the school day. Such an attitude is expected to translate naturally into a higher interest in science and engineering as a career for these students. A second goal was to create a sustainable improvement in the way science is taught at the elementary level. By the end of the program we expected that our teachers would be significantly more self reliant in using hands-on-activities as a part of their science curricula than they were prior to their involvement with S2CAP. In summary, S2CAP Phase 3 offered intensive training workshops for teachers and supporting volunteers followed by stimulating hands-on activities in the classroom for the children. These components combined to amplify the experience, enthusiasm, and ideas of our scientists in a way that complements the normal elementary school curriculum in each of the two school systems involved.

Further Insight into the Effectiveness of a Behavioral Teacher Program Targeting ADHD Symptoms Using Actigraphy, Classroom Observations and Peer Ratings

PubMed Central

Veenman, Betty; Luman, Marjolein; Oosterlaan, Jaap

2017-01-01

Objective: The Positivity and Rules program (PR program), a low-level behavioral teacher program targeting symptoms of attention-deficit/hyperactivity disorder (ADHD), has shown positive effects on teacher-rated ADHD symptoms and social functioning. This study aimed to assess whether program effects could be confirmed by instruments assessing classroom behavior other than teacher-ratings, given teachers’ involvement with the training. Methods: Participants were 114 primary school children (age = 6–13) displaying ADHD symptoms in the classroom, who were randomly assigned to the treatment (n = 58) or control group (n = 65). ADHD symptoms were measured using classroom observations and actigraphy, and peer acceptance was measured using peer ratings. Intention-to-treat multilevel analyses were conducted to assess program effects. Results: No beneficial program effects were found for any of the measures. Conclusion: The earlier beneficial program effects on both ADHD symptoms and social functioning reported by teachers, may be explained by a change in the perception of teachers rather than changes in the child’s behavior. Other methodological explanations are also discussed, such as differences between instruments in the sensitivity to program-related changes. The current study underlines the importance of using different measures of classroom behavior to study program effects. ClinicalTrials.gov registration number: NCT02518711 PMID:28744244

Effective Schools. What Makes a Public School Work Well?

ERIC Educational Resources Information Center

Our Children, 1998

1998-01-01

Most effective schools share a number of key characteristics, including clear-cut goals and objectives, adequate funding and financial management, quality academic programs, valid assessment programs, parent and family involvement, teacher and staff development, high expectations for students, community involvement, comprehensive support services,…

The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers' Professional Growth: A Case Study

ERIC Educational Resources Information Center

Coenders, Fer; Terlouw, Cees; Dijkstra, Sanne; Pieters, Jules

2010-01-01

A curriculum innovation requires new learning material for students and a preparation program for teachers, in which teacher learning is a key ingredient. In this paper we describe how three experienced teachers, involved in the development and subsequent classroom enactment of student learning material for context-based chemistry education,…

Negotiating Teacher Identity: Exploring the Use of Electronic Teaching Portfolios with Preservice English Teachers

ERIC Educational Resources Information Center

Hallman, Heidi L.

2007-01-01

Electronic portfolio use within the context of a teacher education program is explored in this article. Although the use of e-portfolios has emerged as a topic that integrates new technologies and the education of preservice teachers, little work thus far has documented the complexities involved in the authoring process of e-portfolios. To address…

Scientists' Participation in Teacher Professional Development: The Impact on Fourth to Eighth Grade Teachers' Understanding and Implementation of Inquiry Science

ERIC Educational Resources Information Center

Morrison, Judith A.

2014-01-01

The impact of a professional development experience involving scientists and fourth to eighth grade teachers of science was explored. Teachers attended a summer program at a research facility where they had various experiences such as job shadowing and interviewing scientists. They also participated in authentic inquiry investigations and planned…

A Phenomenological Exploration of Mandatory Parental or Guardian Involvement with an At-Risk Student Intervention Program

ERIC Educational Resources Information Center

Mason, Julia Christina

2010-01-01

The purpose of the qualitative phenomenological study was to explore the perception of parent or guardian involvement from a constructivist viewpoint during intervention programs located in Hampton 2 and Pickens counties. The current study involved 15 interviews via three sets of participants, six parents, five teachers and four administrators.…

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.

The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics.

PubMed

2010-04-01

This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. The longitudinal analysis involved 2,937 children of multiple ethnicities who remained in the same intervention or control schools for Grades 1, 2, and 3. The study involved a clustered randomized controlled trial involving sets of schools randomized within 3 U.S. locations. Measures assessed teacher and peer reports of aggression, hyperactive-disruptive behaviors, and social competence. Beginning in first grade and through 3 successive years, teachers received training and support and implemented the PATHS curriculum in their classrooms. The study examined the main effects of intervention as well as how outcomes were affected by characteristics of the child (baseline level of problem behavior, gender) and by the school environment (student poverty). Modest positive effects of sustained program exposure included reduced aggression and increased prosocial behavior (according to both teacher and peer report) and improved academic engagement (according to teacher report). Peer report effects were moderated by gender, with significant effects only for boys. Most intervention effects were moderated by school environment, with effects stronger in less disadvantaged schools, and effects on aggression were larger in students who showed higher baseline levels of aggression. A major implication of the findings is that well-implemented multiyear social-emotional learning programs can have significant and meaningful preventive effects on the population-level rates of aggression, social competence, and academic engagement in the elementary school years. (c) 2010 APA, all rights reserved.

The FOSTER Project: Teacher Enrichment Through Participation in NASA's Airborne Astronomy Program

NASA Technical Reports Server (NTRS)

Koch, David; Hull, G.; Gillespie, C., Jr.; DeVore, E.; Witteborn, Fred C. (Technical Monitor)

1995-01-01

NASA's airborne astronomy program offers a unique opportunity for K-12 science teacher enrichment and for NASA to reach out and serve the educational community. Learning from a combination of summer workshops, curriculum supplement materials, training in Internet skills and ultimately flying on NASA's C-141 airborne observatory, the teachers are able to share the excitement of scientific discovery with their students and convey that excitement from first hand experience rather than just from reading about science in a textbook. This year the program has expanded to include teachers from the eleven western states served by NASA Ames Research Center's Educational Programs Office as well as teachers from communities from around the country where the scientist who fly on the observatory reside. Through teacher workshops and inservice presentations, the FOSTER (Flight Opportunities for Science Teacher EnRichment) teachers are sharing the resources and experiences with many hundreds of other teachers. Ultimately, the students are learning first hand about the excitement of science, the scientific method in practice, the team work involved, the relevance of science to their daily lives and the importance of a firm foundation in math and science in today's technologically oriented world.

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 focus on the benefits scientists received from networking with K-12 teachers. The classroom lessons resulting from STEP have been so popular among teachers, the Alaska Department of Education and Early Development recently contracted with the PI to create a website that will make the STEP database open to teachers across Alaska. When the Alaska Department of Education and Early Development launched the new website in August 2011, the name of the STEP program was changed to the Alaska K-12 Science Curricular Initiative (AKSCI). The STEP courses serving as the foundation to the new AKSCI site are located under the "History" tab of the new website.

STEM High School Teaching Enhancement through Collaborative Engineering Research on Extreme Winds

ERIC Educational Resources Information Center

Reynolds, Danielle; Yazdani, Nur; Manzur, Tanvir

2013-01-01

The Research Experiences for Teachers (RET) program on Hazard Mitigation at the University of Texas at Arlington (UT Arlington) involved area high school STEM teachers in engineering research with faculty and graduate students. The primary objective of the project was to train participating teachers in inquiry based research learning, research…

Prospective Teachers' Beliefs about Problem Solving in Multiple Ways

ERIC Educational Resources Information Center

Arikan, Elif Esra

2016-01-01

The purpose of this study is to analyze whether prospective teachers believe solving a mathematics problem involves in using different solution methods. 60 mathematics prospective teachers who take the pedagogic training program in a state university were participated in this study. Five open-ended questions were asked. The study was carried out…

Creating Nongraded K-3 Classrooms: Teachers' Stories and Lessons Learned.

ERIC Educational Resources Information Center

Hovda, Ric A., Ed.; And Others

Based on the experiences of teachers, principals, and parents involved in the Kentucky Education Reform Act (KERA), this book is a collection of accounts and reflections by teachers or administrators who have engaged in developing and implementing nongraded primary education programs. The articles in this book are: (1) "Reforming the…

Innovations: The Comprehensive Toddler Curriculum. A Self-Directed Teacher's Guide.

ERIC Educational Resources Information Center

Miller, Linda G.; Albrecht, Kay

This self-directed teacher's guide accompanies "Innovations," a comprehensive, interactive curriculum for toddlers from 18 to 36 months. The "Innovations" program is based on the view that curricula for young children should involve thinking and planning for everything that can contribute to child development as well as the teacher's relationship…

Innovations: The Comprehensive Infant Curriculum. A Self-Directed Teacher's Guide.

ERIC Educational Resources Information Center

Miller, Linda G.; Albrecht, Kay

This teacher's guide accompanies "Innovations," a comprehensive, interactive curriculum for infants from birth to 18 months. The "Innovations" program is based on the view that curricula for young children should involve thinking and planning for everything that can contribute to child development as well as the teacher's relationship with the…

Literacy Coaching: The Role of Reflective Thought in Teacher Decision Making

ERIC Educational Resources Information Center

May, Patricia Jane

2010-01-01

Qualitative studies of classroom teachers involved in literacy coaching are crucial to provide direction for future literacy coaching practice and research. Using a grounded theory design, this study examined the experience of four elementary level classroom teachers and one coach as they engaged in a year-long literacy coaching program. Teachers…

Ace: Action-Communication-Expression. IMPACT II: Houston's Teacher-to-Teacher Network.

ERIC Educational Resources Information Center

McIntyre, Margie

The Action-Communication-Expression program, an extension of a speech communication class in a Houston (Texas) high school, involves visual and concrete communication, such as photography, script writing, and filmmaking. Students in two speech classes work in small groups of four or five, independently of the teacher, after receiving initial…

Towards the Future: Teachers' Vision of Professional Development in the Arts

ERIC Educational Resources Information Center

Andrews, B. W.

2016-01-01

Teachers enrolled in a professional development program involving artists on site at cultural institutions participated in a study in which they expressed their views on upgrading in the arts. Findings indicate that they were influenced in their own schooling by passionate teachers who conveyed the importance of the arts. Their progress was…

International Education: Values and Perspectives on...Four Human Rights. Teacher Edition.

ERIC Educational Resources Information Center

American Federation of Teachers, Washington, DC.

This handbook is for use in teacher center or school district inservice programs designed to raise the levels of teacher interest, understanding, and involvement in incorporating international education into the curricula of the public schools. The introduction in the first section provides background information on the use of the guide and…

"I Thought I Was Prepared!" Meeting the Challenges of Diversity in High-Need, High-Potential Schools

ERIC Educational Resources Information Center

Jung, Eunjoo; Angell, Maureen E.; Moore, Marilyn K.; Lippert, Lance R.; Hunt, Stephen K.; Simonds, Brent

2010-01-01

This article reports descriptive findings of a qualitative investigation of early-career teachers' perceptions of their preparedness to teach diverse learners in high-need, high-potential urban schools. Interviews revealed new teachers' insights into their teacher preparation programs and the challenging expectations involved in teaching diverse…

Real Stories, Extraordinary People: Preliminary Findings from an Aboriginal Community-Controlled Cultural Immersion Program for Local Teachers

ERIC Educational Resources Information Center

Burgess, Cathie; Cavanagh, Pat

2012-01-01

This paper reports on effective strategies for developing the cultural competence of teachers involved in Aboriginal education and presents the preliminary findings of a review into the Connecting to Country Program (CTC), a joint venture of the NSW Aboriginal Education Consultative Group (AECG) and the NSW Department of Education and Communities…

The Impact of Partner Training on the Communicative Involvement of Students with Multiple and Severe Disability in Special Schools

ERIC Educational Resources Information Center

Foreman, Phil; Arthur-Kelly, Michael; Pascoe, Sue

2007-01-01

Background: The outcomes of a pilot program of staff development in communication support in the context of observed changes in student behaviour states and interactive abilities are reported. Participant reports about the impact of the program on their professional practices are included. Method: Six teachers and six teacher aides in special…

CORBEH CLASS [Contingencies for Learning Academic and Social Skills] Program for Acting-Out Children. Manual for Teachers. First Edition.

ERIC Educational Resources Information Center

Hops, Hyman; And Others

A program which describes contingencies for learning academic and social skills (CLASS) is explained to involve an educational consultant training teachers of acting-out first and second graders to reinforce desired academic and social behaviors. Examined are the pre-intervention procedures of initial identification of acting-out students,…

International Student Mobility Programs and Effects on Student Teachers' Perceptions and Beliefs about Education and Their Role as Future Educators

ERIC Educational Resources Information Center

Richardson, Rachel; Munday, Jennifer

2013-01-01

The aim of this study was to examine the value and benefits obtained from a semester length academic exchange for Australian early childhood teacher education students in equivalent programs in selected European sites. The data obtained from interviews conducted in this qualitative study indicate that students involved in the international…

Replicating the Effects of a Teacher-Scaffolded Voluntary Summer Reading Program: The Role of Poverty

ERIC Educational Resources Information Center

White, Thomas G.; Kim, James S.; Kingston, Helen Chen; Foster, Lisa

2014-01-01

A randomized trial involving 19 elementary schools (K-5) was conducted to replicate and extend two previous experimental studies of the effects of a voluntary summer reading program that provided (a) books matched to students' reading levels and interests and (b) teacher scaffolding in the form of end-of-year comprehension lessons. Matched…

Enhancing literacy practices in science classrooms through a professional development program for Canadian minority-language teachers

NASA Astrophysics Data System (ADS)

Rivard, Léonard P.; Gueye, Ndeye R.

2016-05-01

Literacy in the Science Classroom Project was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study.

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

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

Gill, D.H.

1997-01-01

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

Creating Authentic Research Centers In Secondary Classrooms And Retaining The Best Science Teachers

NASA Astrophysics Data System (ADS)

Rodriguez, D.; McHenry, R. M.

2006-12-01

My name is David Rodriguez. I am a middle school science teacher with 18 years of teaching experience both in Leon County, Florida and in Guinea West Africa, and South Africa. I am a National Board Certified Teacher. Richard McHenry is a high school Chemistry Advance Placement teacher with over 25 years of teaching experience, also in Leon County, Florida. Rich is a National Board Certified Teacher as well. We participated in a Research Experience For Teachers (RET) program at the National High Magnetic Field Lab in Tallahassee, Florida in 2001 and 2002. This experience has had a profound impact on our teaching, and on our student's learning. During our experience, it became clear to us that there is great importance in how scientists approach their research. We discussed this approach with teams of scientists, and asked them how they thought it could be modeled in classrooms. As teachers, we have been convinced of the value of cooperative learning for years, but to assign roles in cooperative groups similar to the roles that are created in a research science setting has improved student learning. Each team of students is assigned a project manager, data analyst, engineer, and principal investigator. The role of each scientist is specific. As a result of our RET experience, Rich also created a new program in his high school class in which students write scientific papers at the end of each grading period that outline the achievements and lab experiences completed during that period. The importance of publishing research and communicating with the greater scientific community are highlighted through this unique experience. These papers go through a peer review process within the school, and are then sent to the National High Magnetic Field Lab for further review provided by scientists and educators. I was also involved in an atmospheric research project during my RET program that utilized teachers and students throughout the state in the collection of data. Elementary through high school teachers in the state of Florida were contacted and asked to collect a sample of Spanish Moss from trees near their schools. These samples were sent to scientists and educators involved in the RET program at the National High Magnetic Field Lab who examined and compared the concentrations of a number of pollutants. When presented with a an opportunity leave the classroom two years ago to take on a new position, I decided to continue teaching middle school science, in large part due to my continued involvement in the research programs available at the the National High Magnetic Field Lab. Programs such as the RET program are essential to retaining the best science teachers in our schools.

Transforming Sustainability Development Education in Malaysian Schools through Greening Activities

ERIC Educational Resources Information Center

Hanifah, Mahat; Shaharudin, Idrus; Mohmadisa, Hashim; Nasir, Nayan; Yazid, Saleh

2015-01-01

This article aims to evaluate the practice of sustainability among Malaysian Secondary Schools involved in the Sustainable Schools Program Environmental Award (SLAAS). The research attempts to identify the SLAAS effects on teachers' and students' behaviors after direct involvement with the activities of the program. The cluster sampling technique…

Design of a Pictorial Program Reference Language.

DTIC Science & Technology

1984-08-01

be fixed during the typing process. If the manuscript is given to an English teacher moonlighting as a typist, the IThe effort and expense involved in...objects with stereotyped pur- these programming cliches automatically. In the poses. These are called typical programming pat- second method, the user uses...fixed. If you gave it to alm options found in many tools today. Modeling large 0 K.glmi m teacher moonlighting as a typiA, you bodies of facts and

Promoting principals' managerial involvement in instructional improvement

PubMed Central

Gillat, Alex; Sulzer-Azaroff, Beth

1994-01-01

Studies of school leadership suggest that visiting classrooms, emphasizing achievement and training, and supporting teachers are important indicators of the effectiveness of school principals. The utility of a behavior-analytic program to support the enhancement of these behaviors in 2 school principals and the impact of their involvement upon teachers' and students' performances in three classes were examined in two experiments, one at an elementary school and another at a secondary school. Treatment conditions consisted of helping the principal or teacher to schedule his or her time and to use goal setting, feedback, and praise. A withdrawal design (Experiment 1) and a multiple baseline across classrooms (Experiment 2) showed that the principal's and teacher's rates of praise, feedback, and goal setting increased during the intervention, and were associated with improvements in the academic performance of the students. In the future, school psychologists might analyze the impact of involving themselves in supporting the principal's involvement in improving students' and teachers' performances or in playing a similar leadership role themselves. PMID:16795819

Promoting principals' managerial involvement in instructional improvement.

PubMed

Gillat, A

1994-01-01

Studies of school leadership suggest that visiting classrooms, emphasizing achievement and training, and supporting teachers are important indicators of the effectiveness of school principals. The utility of a behavior-analytic program to support the enhancement of these behaviors in 2 school principals and the impact of their involvement upon teachers' and students' performances in three classes were examined in two experiments, one at an elementary school and another at a secondary school. Treatment conditions consisted of helping the principal or teacher to schedule his or her time and to use goal setting, feedback, and praise. A withdrawal design (Experiment 1) and a multiple baseline across classrooms (Experiment 2) showed that the principal's and teacher's rates of praise, feedback, and goal setting increased during the intervention, and were associated with improvements in the academic performance of the students. In the future, school psychologists might analyze the impact of involving themselves in supporting the principal's involvement in improving students' and teachers' performances or in playing a similar leadership role themselves.

Any Letter for Me? Relationships between an Elementary School Letter Writing Program and Student Attitudes, Literacy Achievement, and Friendship Culture

ERIC Educational Resources Information Center

Chohan, Sukhdeep Kaur

2011-01-01

This study involved the development, implementation, and assessment of a comprehensive schoolwide mailing program as a practical tool to communicate enthusiasm towards writing to children and actively engage them in letter writing. The author played the dual role of teacher-researcher and worked for one school year with one teacher from each grade…

Renegotiating Relations among Teacher, Community, and Students: A Case Study of Teaching Roma Students in a Second Chance Program

ERIC Educational Resources Information Center

Stoilescu, Dorian; Carapanait, Greta

2011-01-01

Prejudice and systematic discrimination have often been mentioned as major causes for the chronic underachievement of Roma students. In this paper we present a case study of a Romanian teacher involved in Second Chance, an educational program implemented in Romania in 2004 for the benefit of disadvantaged groups such as the Roma population. Since…

On the Use of Spreadsheet Algebra Programs in the Professional Development of Teachers from Selected Township High Schools

ERIC Educational Resources Information Center

Gierdien, M. Faaiz

2014-01-01

This paper reports on the initial stages of a small-scale project involving the use of "spreadsheet algebra programs" in the professional development of eight teachers from three township high schools. In terms of the education context, the paper draws on social practice theory. It then details what is meant by spreadsheet algebra. An…

Supporting Bilingual Learners and Their Families: Key Understandings for Pre-Service Teachers and the Institutions That Prepare Them

ERIC Educational Resources Information Center

Commins, Nancy L.

2014-01-01

An essential component of successful schooling in linguistically and culturally diverse settings is the active involvement of parents and community members. This is made possible when teachers honor families' languages and cultural traditions and build upon them. Teacher preparation programs play a critical role in helping preservice teachers…

Module Cluster: RTE-001.00 (GSC) Advanced Teaching of Reading.

ERIC Educational Resources Information Center

Brown, Estelle

Several module clusters were developed at Glassboro State College as the result of involvement in the Camden Teacher Corps project. The clusters are the primary mode of instruction in this competency-based teacher education program. Many of these modules are based on a list of teacher competencies developed by members of the Elementary Education…

Computational Thinking in Mathematics Teacher Education

ERIC Educational Resources Information Center

Gadanidis, George; Cendros, Rosa; Floyd, Lisa; Namukasa, Immaculate

2017-01-01

As computational thinking (CT) is increasing in focus in K-12 education, it is important to consider how teacher education programs may better prepare teacher candidates (TCs). Previous studies have found that TCs do not always have a firm understanding of what CT involves, and they might not have clear ideas about how to develop CT in their…

Improving Teacher Candidates' Lesson Planning Competencies through Peer Review in a Wiki Environment

ERIC Educational Resources Information Center

Salajan, Florin D.; Nyachwaya, James M.; Hoffman, Jeanette G.; Hill, Brent D.

2016-01-01

This article examines the implementation of a wiki-type platform for lesson planning for teacher candidates in an undergraduate general instructional methods course in the teacher education program of a Midwestern university in the United States. The study draws on the results of two separate sets of analysis involving 159 participants. Teacher…

Navigating Teacher Leaders' Complex Relationships Using a Distributed Leadership Framework

ERIC Educational Resources Information Center

Klein, Emily J.; Taylor, Monica; Munakata, Mika; Trabona, Kristen; Rahman, Zareen; McManus, Jason

2018-01-01

This article presents findings from a multi-year, qualitative study of K-12 science teacher fellows involved in a grant-funded professional development program. This research hones in on Year 2 where we examine the actions our fellows have taken in their districts as science teacher leaders and their sense of agency. The following main themes…

Empowerment through Risk: Unpacking an Approach to Working in Dance with Pre-Service Primary Teachers in New Zealand

ERIC Educational Resources Information Center

Cheesman, Sue

2016-01-01

This article, through interrogating, exploring, and probing my pedagogical practice, aims to probe the issues and complexities involved in teaching dance education with university students studying to be primary classroom teachers in New Zealand. Drawing on two decades of experience, working with students in initial teacher education programs,…

A Measured Approach to Improving Teacher Preparation. Education Sector Policy Briefs

ERIC Educational Resources Information Center

Aldeman, Chad; Carey, Kevin; Dillon, Erin; Miller, Ben; Silva, Elena

2011-01-01

Over the next five years, more than a million new teachers will enter public school classrooms. But the system in place to produce these teachers--supported by an ever-expanding set of federal financial aid programs and multimillion-dollar federal grants--offers no guarantees of quality for anyone involved, from the college students who often…

Reflection: A Renewed and Practical Focus for an Existing Problem in Teacher Education

ERIC Educational Resources Information Center

Roberts, Pauline

2016-01-01

Reflection has been a component of teacher education programs for many years. The introduction of the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) into Western Australian schools appear to have brought a renewed focus to this. For universities involved in teacher education, reflection remains a complex construct…

Teachers Make the Critical Difference in Dropout Prevention.

ERIC Educational Resources Information Center

Bucci, John A.; Reitzammer, Ann F.

1992-01-01

Teachers' daily interaction is a powerful influence on at-risk students. Effective dropout prevention components include positive instructional environment, enhancement of self-esteem, alternative education, absence monitoring, mentoring, parent involvement, social and health services, teen parent programs, and transition strategies. (SK)

Re-training High School Teachers of English in Brazil: The Experience of the Instituto de Idiomas Yazigi.

ERIC Educational Resources Information Center

Gomes de Matos, Francisco

The Yazigi Project for the Teaching of English in Brazilian High Schools, a 2-year, nationwide program for the retraining of high school teachers of English as a foreign language, involved 2,210 teachers and a team of 60 teacher trainers and retrainers. Each training session lasted 6 days and totalled a minimum of 30 hours, with a maximum of 50…

Improving Science Teacher Preparation through the APS PhysTEC and NSF Noyce Programs

NASA Astrophysics Data System (ADS)

Williams, Tasha; Tyler, Micheal; van Duzor, Andrea; Sabella, Mel

2013-03-01

Central to the recruitment of students into science teaching at a school like CSU, is a focus on the professional nature of teaching. The purpose of this focus is twofold: it serves to change student perceptions about teaching and it prepares students to become teachers who value continued professional development and value the science education research literature. The Noyce and PhysTEC programs at CSU place the professional nature of teaching front and center by involving students in education research projects, paid internships, attendance at conferences, and participation in a new Teacher Immersion Institute and a Science Education Journal Reading Class. This poster will focus on specific components of our teacher preparation program that were developed through these two programs. In addition we will describe how these new components provide students with diverse experiences in the teaching of science to students in the urban school district. Supported by the NSF Noyce Program (0833251) and the APS PhysTEC Program.

The Role of the National Laboratory in Improving Secondary Science Education

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

White,K.; Morris, M.; Stegman, M.

While the role of science, technology, engineering, and mathematics (STEM) teachers in our education system is obvious, their role in our economic and national security system is less so. Our nation relies upon innovation and creativity applied in a way that generates new technologies for industry, health care, and the protection of our national assets and citizens. Often, it is our science teachers who generate the excitement that leads students to pursue science careers. While academia provides these teachers with the tools to educate, the rigors of a science and technology curriculum, coupled with the requisite teaching courses, often limitmore » teacher exposure to an authentic research environment. As the single largest funding agency for the physical sciences, the US Department of Energy's (DOE) Office of Science plays an important role in filling this void. For STEM teachers, the DOE Academies Creating Teacher Scientists program (ACTS) bridges the worlds of research and education. The ACTS program at Brookhaven National Laboratory (BNL), one of several across the country, exemplifies the value of this program for participating teachers. Outcomes of the work at BNL as evidenced by the balance of this report, include the following: (1) Teachers have developed long-term relationships with the Laboratory through participation in ongoing research, and this experience has both built enthusiasm for and enriched the content knowledge of the participants. (2) Teachers have modified the way they teach and are more likely to engage students in authentic research and include more inquiry-based activities. (3) Teachers have reported their students are more interested in becoming involved in science through classes, extra-curricular clubs, and community involvement. (4) Teachers have established leadership roles within their peer groups, both in their own districts and in the broader teaching community. National laboratories are making an important contribution to the science education system by engaging teachers in authentic research activities, maintaining durable relationships with the teachers, sharing the tools and intellectual capabilities of a federal research agency, and taking the added step of engaging their students as well. These experiences, set in a scientifically rich environment, distinguish the DOE ACTS program.« less

Targeting students, teachers and parents in a wellness-based prevention program in schools.

PubMed

Russell-Mayhew, Shelly; Arthur, Nancy; Ewashen, Carol

2007-01-01

This study examines the effectiveness of a wellness-based prevention program on elementary and junior high students' body image, personal attitudes, and eating behaviors. Group differences in measures of student attitudes and eating behaviors are examined to determine the effect of targeting different participant combinations (students, parents, and teachers) in 10 groups. For elementary schools, student participants consisted of control (no intervention) (n = 36), student only (n = 81), student/parent (n = 124), student/parent/teacher (n = 103), and parent/teacher (n = 149). For junior high schools, student participants consisted of control (n = 143), student only (n=215), student/parent (n=65), student/parent/teacher (n = 14), and parent/teacher (n = 177). Overall, complete data was available for 1,095 students, 114 parents and 92 teachers. Results indicate that self-concept and eating attitudes and behaviors were positively affected by participation in the program. For example, in elementary schools posttest scores on the behavior subscale of the self-concept measure are significantly higher for the student/parent/teacher group than for the control group. Results indicate that a one-time wellness-based eating disorder prevention program with students, which have in the past shown to be minimally effective, may be more effective in changing attitudes and behaviors when teachers and parents are involved.

Weight Control in Adolescents: Focus Groups With Korean Adolescents and Their Teachers.

PubMed

Chae, Sun-Mi; Yeo, Ji-Young; Hwang, Ji-Hye; Lee, Ji-Hye; Lim, Jiyoung; Kwon, Insook

This qualitative descriptive study sought to identify perceptions about and status of weight control in adolescents from the perspective of adolescents and their teachers. Focus groups were used with six separate groups, 20 adolescents divided into four groups and 14 teachers divided into two groups. The qualitative data were analyzed using a thematic analysis in NVivo 11.0. Consolidated criteria for reporting qualitative studies (COREQ) were followed. We extracted three themes and 12 sub-themes with 52 meaningful codes. Both adolescents and teachers stated that perceptions about weight control in adolescents were overly weighted toward management of one's appearance. The adolescents reported an increase in weight gained during adolescence, especially after entering high school, and they noted a lack of participation in physical activities and the presence of unhealthy dietary behaviors. However, adolescents perceived excessive weight gain during adolescence as natural, as long as they studied hard. Their teachers and parents were also permissive about weight gain resulted from study. The participants suggested that a weight control program for adolescents should be conducted in schools and should include every student in order to avoid discrimination. In addition, teacher involvement was emphasized to promote participation of adolescents in a school program. Our findings indicate that adolescents, especially those in a society emphasizing academics, need to practice healthy weight control behaviors. A school-based weight control program involving teachers and peers would be suitable and should be provided to all students regardless of weight classification. Copyright © 2016 Elsevier Inc. All rights reserved.

Accomplishing the Visions for Teacher Education Programs Advocated in the National Science Education Standards

NASA Astrophysics Data System (ADS)

Akcay, Hakan; Yager, Robert

2010-10-01

The purpose of this study was to investigate the advantages of an approach to instruction using current problems and issues as curriculum organizers and illustrating how teaching must change to accomplish real learning. The study sample consisted of 41 preservice science teachers (13 males and 28 females) in a model science teacher education program. Both qualitative and quantitative research methods were used to determine success with science discipline-specific “Societal and Educational Applications” courses as one part of a total science teacher education program at a large Midwestern university. Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving. All of these factors promoted grounded instruction using constructivist perspectives that situated science with actual experiences in the lives of students.

Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

NASA Astrophysics Data System (ADS)

Scantlebury, Kathryn

2008-10-01

Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

Bilingual Bicultural Teacher Competencies: A Vehicle for Quality Education

ERIC Educational Resources Information Center

Carlisle-Zepeda, Veronica; Saldate, Marcario, IV

1977-01-01

Teachers should be required to have certain competencies before being accepted as the educators to implement a program aimed at cultural pluralism. Discusses the teaching procedures involved in bilingual bicultural education and recommendations for the training of bilingual educators. (Author/RK)

Emergency Teacher Certification. ERIC Digest.

ERIC Educational Resources Information Center

Ashburn, Elizabeth A.

Emergency certification involves the issuance of teaching licenses to individuals who have not completed a traditional college or university teacher education program. This two-page information review examines the problems arising from emergency certification and its relationship to student achievement. Some alternatives to emergency certification…

Teaching in Overseas Military Settings.

ERIC Educational Resources Information Center

McKinney, Fred

1980-01-01

Reveals strengths and weaknesses encountered by a psychology teacher involved in the overseas graduate counseling program for Ball State University. Problems included lack of proper teaching and counseling facilities, long teaching hours, and civilian teachers' ignorance of military protocol. Advantages included helping military personnel obtain a…

Rewarding the Resident Teacher

ERIC Educational Resources Information Center

McBride, Jennifer M.; Drake, Richard L.

2011-01-01

Residents routinely make significant contributions to the education of medical students. However, little attention has been paid to rewarding these individuals for their involvement in these academic activities. This report describes a program that rewards resident teachers with an academic appointment as a Clinical Instructor. The residents…

The MarsQuest Education Project

NASA Astrophysics Data System (ADS)

Dusenbery, P. B.; Lee, S. W.

1998-09-01

The upcoming decade of Mars exploration will provide numerous opportunities for a variety of educational efforts. One of these, MarsQuest, is a travelling exhibition being developed by the Space Science Institute with partial funding from NSF and NASA. MarsQuest's Education and Outreach Program will take advantage of the many Mars-related educational resources currently available, as well as those in the planning stages. Materials reflecting the exhibit content will be disseminated to teachers at sites where the exhibit is visiting and via presentations at annual and regional meetings of the National Science Teachers Association, and via a web site containing interactive educational resources. The goals of the MarsQuest Education Program are to: 1) Make use of the rich educational resources and coincident occurrence of ongoing Mars missions; 2) Captivate broad public interest in Mars exploration and use it to promote scientific literacy; 3) Provide opportunities for teachers, students, and families to connect in real-time to the Mars missions, the people involved, and the science experiments underway; 4) Enhance the overall education experience of the MarsQuest exhibition. The MarsQuest Education Program is focused on teacher training/enhancement and parental involvement. The main mechanism for teacher enhancement and encouragement of parental participation will be through two education workshops organized by MarsQuest personnel at each host site. The first will target museum staff and "master" K-12 teachers. The second will target local K-12 teachers. The MarsQuest Education Program will also provide museum staff, exhibit liaisons, and astronomy volunteers information on offering one-day workshops designed for family groups. The MarsQuest project will provide a wide ranging dissemination effort, ultimately reaching an estimated two to three million people during its three-year tour.

Plans for Action.

ERIC Educational Resources Information Center

National Restaurant Association/American Vocational Association Advisory Council.

This document contains transcripts of nine speeches presented at a panel discussion. During the panel presentations, speakers, who are restauranteurs, food service vocational teachers, food service program coordinators, and industry association representatives, described the programs with which they are involved. The programs range from having…

Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences

NASA Astrophysics Data System (ADS)

Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.

2015-12-01

A consortium of two and four year Washington State Colleges and Universities in partnership with Washington's Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.

"That Didn't Work, Did It? I Need to Know How to Do that!" Delivering Classroom Activities to Maximise Language Learning

ERIC Educational Resources Information Center

Conway, Clare; Richards, Heather; Harvey, Sharon; Roskvist, Annelies

2011-01-01

Many novice language teachers have difficulty putting into practice their developing knowledge of language teaching. This article focuses on one of seven case study teachers as an exemplar of those involved in a New Zealand in-service professional development program for teachers of languages (Chinese, French, German, Japanese, Spanish) in…

Some Learning Outcomes from a Science Programme for Pre-service Primary Teachers Undertaken in the Context of a Developing Country.

ERIC Educational Resources Information Center

Taylor, Neil; Lucas, Keith B.

2001-01-01

Studied the learning outcomes of a science teaching program for preservice teachers in Fiji using quantitative and qualitative techniques. Results for 24 teachers show that students involved in the constructivist pedagogy generally developed a deeper conceptual understanding of the topic, and in some cases these learning outcomes could be linked…

Using Testbanking To Implement Classroom Management/Extension through the Use of Computers.

ERIC Educational Resources Information Center

Thommen, John D.

Testbanking provides teachers with an effective, low-cost, time-saving opportunity to improve the testing aspect of their classes. Testbanking, which involves the use of a testbank program and a computer, allows teachers to develop and generate tests and test-forms with a minimum of effort. Teachers who test using true and false, multiple choice,…

Effects of a Science Content Course on Elementary Preservice Teachers' Self-Efficacy of Teaching Science

ERIC Educational Resources Information Center

Bergman, Daniel J.; Morphew, Jason

2015-01-01

The preparation of elementary teachers to successfully teach science in their classrooms is a central issue in science education. The teacher preparation program at a large Midwestern university was modified to include a new science content course aimed at this need. A pre-/postassessment research model involved participants (N = 154) completing a…

What's Inside?

ERIC Educational Resources Information Center

Sigford, Ann; Nelson, Nancy

1998-01-01

Presents a program for elementary teachers to learn how to use hand tools and household appliances to teach the principles of physics. The lesson helps teachers become familiar with simple hand tools, combat the apprehension of mechanical devices, and develop an interest in tools and technology. Session involves disassembling appliances to…

Analysis of an inquiry-oriented inservice program in affecting science teaching practices

NASA Astrophysics Data System (ADS)

Santamaria Makang, Doris

This study was an examination of how science teachers' teaching abilities---content and pedagogical knowledge and skills---were affected by an inquiry-oriented science education professional development program. The study researched the characteristics of an inservice program, Microcosmos, designed to equip teachers with new perspectives on how to stimulate students' learning and to promote a self-reflective approach for the implementation of instructional practices leading to improving teachers' and students' roles in the science classroom. The Microcosmos Inservice Program, which focused on the use of microorganisms as a vehicle to teach science for middle and high school grades, was funded by the National Science Foundation and developed by the Microcosmos Project based at the School of Education, Boston University. The teacher-training program had as its main objective to show teachers and other educators how the smallest life forms---the microbes---can be a usable and dynamic way to stimulate science interest in students of all ages. It combines and integrates a number of training components that appear to be consistent with the recommendations listed in the major reform initiatives. The goal of the study was to explore weather the program provoked any change(s) in the pedagogical practices of teachers over time, and if these changes fostered inquiry-based practices in the classroom. The exploratory analysis used a qualitative methodology that followed a longitudinal design for the collection of the data gathered from a sample of 31 participants. The data was collected in two phases. Phase One - The Case History group, involved 5 science teachers over a period of seven years. Phase Two - The Expanded Teacher sample, involved 26 teachers---22 new teachers plus four teachers from Phase One---contacted at two different points on time during the study. Multiple data sources allowed for the collection of a varied and rigorous set of data for each individual in the sample. The primary data source was semi-structured interviews. Secondary data sources included pre- and post- on-site visits, classroom observations, teacher's self-report protocols and questionnaires, and documents and examples of teacher-work developed during the inservice training. The data was examined for evidence of change on: teachers' self-reported content-specific gains, teachers'self-reported and observed changes in their teaching methods and approach to curriculum, and the teachers' self-reported and observed changes in classroom practices as a result of the content and the pedagogy acting together and supplementing each other. A major finding of the study confirmed the benefits of inservice activities with an integral focus of science content and pedagogy on enhancing teachers' approach to instruction. The findings give renewed emphasis to the importance that inquiry-based practices for working with teachers, combined with a specific subject-matter focus, have in designing effective professional development. This combined approach, in some instances, contributed to important gains in the pedagogical content knowledge that teachers needed in order to effectively implement the Microcosmos learning experiences.

Solar System Educators Program

NASA Astrophysics Data System (ADS)

Knudsen, R.

2004-11-01

The Solar System Educators Program is a nationwide network of highly motivated teachers who lead workshops that show other teachers in their local communities how to successfully incorporate NASA materials and research into their classes. Currently there are 57 Solar System Educators in 37 states whose workshops are designed to assist their fellow teachers in understanding and including standards-based NASA materials into their classroom activities. Solar System Educators attend a training institute during their first year in the program and have the option of attending subsequent annual institutes. The volunteers in this program receive additional web-based mission-specific telecon trainings in conjunction with the Solar System Ambassadors. Resource and handout materials in the form of DVDs, posters, pamphlets, fact sheets, postcards and bookmarks are also provided. Scientists can get involved with this program by partnering with the Solar System Educators in their regions, presenting at their workshops and mentoring these outstanding volunteers. This formal education program helps optimize project funding set aside for education through the efforts of these volunteer master teachers. At the same time, teachers become familiar with NASA's educational materials with which to inspire students into pursuing careers in science, technology, engineering and math.

DOING Astronomy Research in High Schools.

NASA Astrophysics Data System (ADS)

Nook, M. A.; Williams, D. L.

2000-12-01

A collaboration between six science teachers at five central Minnesota high schools and astronomers at St. Cloud State University designed and implemented a program to involve high school students in active observational astronomy research. The emphasis of the program is to engage students and teachers in a research project that allows them to better understand the nature of scientific endeavor. Small, computerized telescopes and CCD cameras make it possible for high schools to develop astronomical research programs where the process of science can be experienced first hand. Each school obtained an 8-inch or 10-inch computerized SCT and a CCD camera or SLR. Astronomers from St. Cloud State University (SCSU) trained the teachers in proper astronomical techniques, as well as helping to establish the goals and objectives of the research projects. Each high school instructor trained students in observing and data reduction techniques and served as the research director for their school's project. Student observations continued throughout the school year concluding in the spring, 2000. A Variable Star Symposium was held May 20, 2000 as a culminating event. Each student involved in the process was invited to attend and give a presentation on the results of their research on variable stars. The symposium included an invited talk by a professional astronomer, and student oral and poster presentations. The research is continuing in all five of the original high schools. Eight additional schools have expressed interest in this program and are becoming involved in developing their research programs. This work is supported by Toyota Motor Sales, USA, Inc. and administered by the National Science Teachers Association through a 1999 Toyota TAPESTRY Grant and by St. Cloud State University and Independent School District 742, St. Cloud, MN.

NASA initiatives with historically black colleges and universities

NASA Technical Reports Server (NTRS)

1985-01-01

NASA programs involving students and teachers at historically Black colleges and universities are discussed. The programs at each of the NASA research centers are described. Guidance is given on proposal submission for NASA grants. The Cooperative Education program, the Graduate Student Researchers program, and summer faculty fellowships are discussed.

Involving Families in School Events

ERIC Educational Resources Information Center

Barrera, John M.; Warner, Laverne

2006-01-01

The relationship of schools to diverse communities demands attention by administrators, teachers, staff members, and volunteers. How well the three constructs mesh depends on the abilities and sensitivities of all constituencies involved. Three components are essential to successful programs that involve families in an educational setting:…

Curricula Equity in Required Ninth-Grade Physical Education.

ERIC Educational Resources Information Center

Napper-Owen, Gloria E.; Kovar, Susan K.; Ermler, Kathy L.; Mehrhof, Joella H.

1999-01-01

Surveyed high school physical educators regarding required physical education programs, examining hidden curriculum about gender equity and culture. Team sports dominated the instructional units. Teachers had problems involving all students in coeducational activities. Female teachers were more apt to teach outside their socially accepted area of…

The Mentoring Web -- Coming Together to Make a Difference

ERIC Educational Resources Information Center

Gordon, Evelyn; Lowrey, K. Alisa

2017-01-01

Developing effective novice teachers involves many components. Researchers have studied the impact of principals, induction programs, and mentors on the growth and development of novice teachers. Relationships with college/university faculty, students, parents, and support staff can also impact the growth of these novice professionals. The…

Learning To Teach at the Elbows: The Tao of Teaching.

ERIC Educational Resources Information Center

MacKinnon, Allan

1996-01-01

The dialogical relationship between Confucianism and Taoism serves as a framework for examining the interplay between learning as socioculturally mediated activity and critical reflection in preservice teacher education. Article highlights a summer elementary school science program that involves preservice teachers, university faculty, and a local…

Improving Instruction with School-Site Support Teams.

ERIC Educational Resources Information Center

Guilkey-Amado, Judy; And Others

This paper describes a program at the Vallejo (California) School District involving the use of instructional support teams composed of principals and teachers from each school to promote instructional improvement by increasing school-site leadership and teamwork between administrators and teachers. First, background information is given to…

Vocational and Academic Teachers Work Together.

ERIC Educational Resources Information Center

Beck, Robert H.; And Others

1991-01-01

In a recent project involving two midwestern high schools, vocational and academic teachers participated in a project promoting interaction and mutual reinforcement. Innovative matches were found in agriculture and biology exchange classes, a technology outreach program, a study of world protein distribution, and a furniture marketing project. The…

Steele High School's Legacy

ERIC Educational Resources Information Center

Klinker, JoAnn Franklin

2004-01-01

This case involves overturning a 35-year-old program of weighted grading that defined a school's identity. Examination of the practice revealed a curriculum that was discriminatory toward students and teachers with deep-seated values and beliefs among an elite group of core teachers perpetuating that discrimination. Further examination revealed…

Metaphoric Investigation of the Phonic-Based Sentence Method

ERIC Educational Resources Information Center

Dogan, Birsen

2012-01-01

This study aimed to understand the views of prospective teachers with "phonic-based sentence method" through metaphoric images. In this descriptive study, the participants involve the prospective teachers who take reading-writing instruction courses in Primary School Classroom Teaching Program of the Education Faculty of Pamukkale…

Evaluation of a Mediated Program for Training Teachers of Exceptional Children in Instructional Development. Final Report 51.2.

ERIC Educational Resources Information Center

Thiagarajan, Sivasailam; Stolovitch, Harold D.

The document describes a project to design, develop, and evaluate a set of audiovisual training modules to augment a sourcebook for special education teacher trainees and to assist trainers and curriculum developers in the design of teacher training materials. It is explained in Chapter I that the project involved the 4-D Model--Define, Design,…

Secrets for Survival: The Training Program for Teachers of the Severely/Profoundly Handicapped (S/PH). Description of Teacher Inservice Education Materials.

ERIC Educational Resources Information Center

National Education Association, Washington, DC. Project on Utilization of Inservice Education R & D Outcomes.

As a description of a "survival kit" for teachers confronted with the instruction of severely/profoundly handicapped children, complete information with regard to purposes of the kit, printed and audiovisual contents, scope and sequencing of topics for the six training modules, and activities and resources involved in the use of the kit is…

Elementary School-Based Adopted Grandparent Programs: Combining Intergenerational Programming with Aging Education.

ERIC Educational Resources Information Center

Woodward, Karla A.

The Grandpals program at Oak Hill Elementary School in Overland Park, Kansas, meets teachers' needs while providing successful intergenerational programming. The first step in developing a program like Grandpals is to determine program goals, objectives, and theme. A next step is to determine the two populations to be involved. For example, whole…

GLOBE at Night: Scientific Research outside of the Classroom

NASA Astrophysics Data System (ADS)

Henderson, S.; Walker, C. E.; Geary, E.; Pompea, S. M.

2005-12-01

Increased and robust understanding of our environment requires learning opportunities that take place outside of the traditional K-12 classroom and beyond the confines of the school day. GLOBE at Night is a new event within The GLOBE Program that provides a mechanism for a nontraditional learning activity involving teachers, students, and their families taking observations of the night sky around the world and reporting their observations via a central data base for analysis. To support activities centered on authentic research experiences such as GLOBE at Night, The GLOBE Program has changed its approach to professional development (PD). The new focus of GLOBE PD efforts is centered on teachers being able to facilitate student research in and out of the classroom reflective of authentic scientific research experiences. It has been recognized that there is a critical need for effective teacher professional development programs that support teacher involvement in meaningful scientific research that encourages partnerships between scientists, teachers, and students. Partnerships promoting scientific research for K-12 audiences provides the foundation for The GLOBE Program, an international inquiry-based program designed to engage teachers with their students in partnership with research scientists to better understand the environment at local, regional, and global scales. GLOBE is an ongoing international science and education program that unites students, teachers, and scientists in the study of the Earth System. Students participating in GLOBE engage in hands-on activities, including the collection, analysis, and sharing of research quality scientific data with their peers around the world. Students interact with members of the science community who use the data collected from locations around the world in their research - data that would often not be available otherwise. As of September 2005, over 30,000 teachers representing over 16,000 schools worldwide have participated in GLOBE workshops resulting in over 13 million environmental measurements reported by students to the GLOBE Web site. GLOBE at Night will utilize the GLOBE infrastructure and network to promote a week of night observations (February 2006) by teachers and students. The quality of the night sky for stellar observations is impacted by several factors, including human influences. GLOBE at Night will help scientists assess how the quality of the night sky varies around the world. The data that is collected will be accessible via the GLOBE Web site by scientists studying light pollution and will be available for use by teachers and students worldwide. GLOBE at Night is a collaborative effort of the NASA-sponsored GLOBE Program and the National Optical Astronomy Observatory (NOAO).

Infrared Astronomy and Education: Linking Infrared Whole Sky Mapping with Teacher and Student Research

NASA Astrophysics Data System (ADS)

Borders, Kareen; Mendez, Bryan; Thaller, Michelle; Gorjian, Varoujan; Borders, Kyla; Pitman, Peter; Pereira, Vincent; Sepulveda, Babs; Stark, Ron; Knisely, Cindy; Dandrea, Amy; Winglee, Robert; Plecki, Marge; Goebel, Jeri; Condit, Matt; Kelly, Susan

The Spitzer Space Telescope and the recently launched WISE (Wide Field Infrared Survey Explorer) observe the sky in infrared light. Among the objects WISE will study are asteroids, the coolest and dimmest stars, and the most luminous galaxies. Secondary students can do authentic research using infrared data. For example, students will use WISE data to mea-sure physical properties of asteroids. In order to prepare students and teachers at this level with a high level of rigor and scientific understanding, the WISE and the Spitzer Space Tele-scope Education programs provided an immersive teacher professional development workshop in infrared astronomy.The lessons learned from the Spitzer and WISE teacher and student pro-grams can be applied to other programs engaging them in authentic research experiences using data from space-borne observatories such as Herschel and Planck. Recently, WISE Educator Ambassadors and NASA Explorer School teachers developed and led an infrared astronomy workshop at Arecibo Observatory in PuertoRico. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance and age 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 the Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. We will outline specific steps for sec-ondary astronomy professional development, detail student involvement in infrared telescope data analysis, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional secondary professional development and student involvement in infrared astronomy. Funding was provided by NASA, WISE Telescope, the Spitzer Space Telescope, the American Institute of Aeronautics and Astronautics, the National Optical Astronomy Observatory, Starbucks, and Washington Space Grant Consortium.

Implementing the LifeSkills Training drug prevention program: factors related to implementation fidelity.

PubMed

Mihalic, Sharon F; Fagan, Abigail A; Argamaso, Susanne

2008-01-18

Widespread replication of effective prevention programs is unlikely to affect the incidence of adolescent delinquency, violent crime, and substance use until the quality of implementation of these programs by community-based organizations can be assured. This paper presents the results of a process evaluation employing qualitative and quantitative methods to assess the extent to which 432 schools in 105 sites implemented the LifeSkills Training (LST) drug prevention program with fidelity. Regression analysis was used to examine factors influencing four dimensions of fidelity: adherence, dosage, quality of delivery, and student responsiveness. Although most sites faced common barriers, such as finding room in the school schedule for the program, gaining full support from key participants (i.e., site coordinators, principals, and LST teachers), ensuring teacher participation in training workshops, and classroom management difficulties, most schools involved in the project implemented LST with very high levels of fidelity. Across sites, 86% of program objectives and activities required in the three-year curriculum were delivered to students. Moreover, teachers were observed using all four recommended teaching practices, and 71% of instructors taught all the required LST lessons. Multivariate analyses found that highly rated LST program characteristics and better student behavior were significantly related to a greater proportion of material taught by teachers (adherence). Instructors who rated the LST program characteristics as ideal were more likely to teach all lessons (dosage). Student behavior and use of interactive teaching techniques (quality of delivery) were positively related. No variables were related to student participation (student responsiveness). Although difficult, high implementation fidelity by community-based organizations can be achieved. This study suggests some important factors that organizations should consider to ensure fidelity, such as selecting programs with features that minimize complexity while maximizing flexibility. Time constraints in the classroom should be considered when choosing a program. Student behavior also influences program delivery, so schools should train teachers in the use of classroom management skills. This project involved comprehensive program monitoring and technical assistance that likely facilitated the identification and resolution of problems and contributed to the overall high quality of implementation. Schools should recognize the importance of training and technical assistance to ensure quality program delivery.

Community development in a Research Experience for Teachers (RET) program: Teacher growth and translation of the experience back to the classroom

NASA Astrophysics Data System (ADS)

Johnston, Carol Suzanne Chism

This qualitative study explores how a scientific research experience helped seven secondary science teachers to grow professionally. The design of this Research Experience for Teachers (RET) program emphasized having teachers become members of university scientific research communities---participating in experimental design, data collection, analysis, and presenting of findings---in order to have a better understanding of research science. I conducted individual interviews with teacher and scientist participants, visited the teachers in their laboratories, videotaped classroom visits, and videotaped group meetings during the summers to learn what teachers brought back to their classrooms about the processes of science. I examined the teachers' views of research science, views shaped by their exposure to research science under the mentorship of a scientist participant. The teachers observed the collaborative efforts of research scientists and experienced doing scientific research, using technology and various experimental methods. Throughout their two-year experience, the teachers continually refined their images of scientists. I also examined how teachers in this program built a professional community as they developed curricula. Further, I investigated what the teachers brought from their experiences back to the classroom, deciding on a theme of "Communicating Science" as a way to convey aspects of scientific inquiry to students. Teacher growth as a result of this two-year program included developing more empathy for student learning and renewing their enthusiasm for both learning and teaching science. Teacher growth also included developing curricula to involve students in behaving as scientists. The teachers identified a few discrete communication practices of scientists that they deemed appropriate for students to adopt to increase their communication skills. Increased community building in classes to model scientific communities was seen as a way to motivate students and to help them to understand scientific concepts.

A Leadership Model for University Geology Department Teacher Inservice Programs.

ERIC Educational Resources Information Center

Sheldon, Daniel S.; And Others

1983-01-01

Provides geology departments and science educators with a leadership model for developing earth science inservice programs. Model emphasizes cooperation/coordination among departments, science educators, and curriculum specialists at local/intermediate/state levels. Includes rationale for inservice programs and geology department involvement in…

Developmental Kindergarten Program Evaluation Report.

ERIC Educational Resources Information Center

Blois, George T.; Cushing, Katherine S.

The evaluation of the Developmental Kindergarten (DK) Program at the Harrison School District #2, Colorado Springs, Colorado, involved pre- and post-testing of student academic gains and interviewing of principals and teachers. The program aimed to provide developmentally appropriate activities for students believed to be "at risk" of…

Community initiative: elementary and middle school students--a creative approach.

PubMed

Sell, Sandra; Palmer, Laura

2004-04-01

Initiatives to increase the visibility and public awareness of nurse anesthetists have been an ongoing effort of the profession for years. In 2001, the Nurse Anesthesia Program at the University of Pittsburgh designed and implemented a large-scale initiative to target school-aged children. The purpose of the program was to educate the school-aged child about nurse anesthesia and the operating room. It was presented at elementary and middle schools and consisted of a classroom presentation, a mock operating room simulation, and hands-on activities. The program was viewed as a success by all those involved. Teachers were impressed with the school-aged students' interest and level of focus during the events. Many teachers reported that prior to the program they did not know that the nurse anesthesia profession existed. More than 1,000 children and teachers participated in the programs in a 2.5-year period. The ability to have an impact on the school-aged children during their formative years, in addition to educating the teachers about the nurse anesthesia profession, proved to be a dual reward in presenting the program.

How can parents get involved in preschool? Barriers and engagement in education by ethnic minority parents of children attending Head Start.

PubMed

Mendez, Julia L

2010-01-01

An intervention was developed to promote parent involvement with ethnic minority families of children attending Head Start preschool programs. Two hundred eighty-eight predominantly African American families from a small southern city were included in this study. Parent satisfaction with the program was high, yet engagement was less than optimal. Some effects were found for the program, despite low levels of participation. Ethnic minority parents who received the intervention increased the frequency of reading to their child as compared with parents in a comparison group who did not receive the program. The quality of the parent-teacher relationship was significantly correlated with parental participation in the intervention. Program participation and the parent-teacher relationship were correlated with higher levels of children's school readiness abilities. Children in the intervention condition showed stronger end-of-year receptive vocabulary and parent-rated social competence as compared with children who did not receive treatment. This research documents the challenges involved in engaging parents in prevention programs. Strategies for maximizing the benefits of preschool for ethnic minority families and their children are discussed. (c) 2009 APA, all rights reserved.

Parent Characteristics, Economic Stress and Neighborhood Context as Predictors of Parent Involvement in Preschool Children's Education

ERIC Educational Resources Information Center

Waanders, Christine; Mendez, Julia L.; Downer, Jason T.

2007-01-01

This study examines factors related to three dimensions of parent involvement in preschool: school-based involvement, home-based involvement, and the parent-teacher relationship. Participants were 154 predominantly African American parents recruited from two Head Start programs. Results of bivariate and canonical correlation analyses support the…

Increasing Pupil Physical Activity: A Comprehensive Professional Development Effort

ERIC Educational Resources Information Center

Kulinna, Pamela Hodges

2012-01-01

Study aim: To determine if pupil physical activity and Body Mass Index classifications maintained or improved after a one-year professional development program involving both classroom and physical education teachers. Guskey's model of teacher change guided this study. Material and methods: Indigenous children from ten schools (N = 320) in grades…

Workplace Literacy Teacher Training: The Context.

ERIC Educational Resources Information Center

Harrington, Lois G.; And Others

These three learning guides comprise one of four packages in the Workplace Literacy Teacher Training series that provides information and skills necessary for the user to become a successful instructor in an effective workplace literacy program. The guides in this package look at the unique environment and culture involved in providing education…

The Use of Portable Microcomputers to Collect Student and Teacher Behavior Data.

ERIC Educational Resources Information Center

Rieth, Herbert; And Others

1989-01-01

Using portable microcomputers, three applications programs were developed and implemented to collect, store, transmit, and analyze teacher/student observational data. The three applications involved: analyzing teaching behaviors of trainees in field-site placements, using microcomputers to educate mildly handicapped high-school students, and using…

Handbook of Evaluated Materials for Secondary Social Studies.

ERIC Educational Resources Information Center

Mount Diablo Unified School District, Concord, CA.

The handbook contains teacher evaluations of secondary social studies materials used in the Mt. Diablo Unified School District (MDUSD), Orinda, California. The Materials Testing Program of MDUSD is an effort to involve secondary teachers in the process of evaluating social studies materials in certain concept areas: conflict, social change, man's…

Teacher Effectiveness in Physical Education: Profession Vs Discipline.

ERIC Educational Resources Information Center

Paese, Paul C.

This study sought to determine if a professional course of study during teacher preparation in physical education had more influence on teaching effectiveness than a discipline-oriented course of study. The subjects were 41 undergraduates involved in two different physical education programs. The discipline-oriented course contained such subjects…

Accelerated Reader/Reading Renaissance. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

The Accelerated Reader/Reading Renaissance program (now called Accelerated Reader Best Classroom Practices) is a guided reading intervention in which teachers direct student reading of text. It involves two components. Reading Renaissance, the first component, is a set of recommended principles on guided reading (or teachers' direction of…

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.

EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM ON BEHAVIORAL ENGAGEMENT OF STUDENTS IN MIDDLE AND HIGH SCHOOL

PubMed Central

GREGORY, ANNE; ALLEN, JOSEPH P.; MIKAMI, AMORI Y.; HAFEN, CHRISTOPHER A.; PIANTA, ROBERT C.

2017-01-01

Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner-Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers’ interactions with students, based on systematic observation of videorecordings of teacher-student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers’ interactions with students—their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats—acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development. PMID:28232767

Implementation of a Program To Actively Involve Parents in the Education of Their Fourth-Grade Children by Participating in School Activities.

ERIC Educational Resources Information Center

Chisom, Yvette L.

An elementary school teacher in an urban school serving economically disadvantaged and middle-class black students implemented a practicum designed to increase involvement of parents of intermediate grade students in their children's education. Parent participation was mandatory in preschool and primary programs. But when children entered the…

FOSTER-Flight Opportunities for Science Teacher EnRichment, A New IDEA Program From NASA Astrophysics

NASA Astrophysics Data System (ADS)

Devore, E.; Gillespie, C.; Hull, G.; Koch, D.

1993-05-01

Flight Opportunities for Science Teacher EnRichment (FOSTER) is a new educational program from the Imitative to Develop Education through Astronomy in the Astrophysics Division at NASA Headquarters. Now in its first year of the pilot program, the FOSTER project brings eleven Bay Area teaaaachers to NASA Ames to participate in a year-long program of workshops, educational programs at their schools and the opportunity to fly aboard the Kuiper Airborne Observatory (KAO) on research missions. As science and math educators, FOSTER teachers get a close-up look at science in action and have the opportunity to interact with the entire team of scientists, aviators and engineers that support the research abord the KAO. In June, a second group of FOSTER teachers will participate in a week-long workshop at ASes to prepare for flights during the 1993-94 school year. In addition, the FOSTER project trains teachers to use e-mail for ongoing communication with scientists and the KAO team, develops educational materials and supports opportunities for scientists to become directly involved in local schools. FOSTER is supported by a NASA grant (NAGW 3291).

Accounting Cluster Brief. Vocational Education in Oregon.

ERIC Educational Resources Information Center

Stamps, Margaret McDonnall

This guide sets forth minimum approval criteria for accounting occupations cluster training programs in Oregon. The information in the guide is intended for use by district-level curriculum planners, teachers, regional coordinators, or state education department staff involved with new program development or revisions of existing programs. The…

The Bread Loaf Writing Grants Program.

ERIC Educational Resources Information Center

Middlebury Coll., VT. Bread Loaf School of English

Illustrating that the Bread Loaf Grants Program is cost-effective and beneficial, this collection presents reports and articles by and about teachers and students involved in staff and curriculum development projects funded by the program. The collection concludes that the projects demonstrate that literacy flourishes in settings where children…

Manitoba Mathematics Assessment Program, 1981. Final Report.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This document contains conclusions, recommendations, a summary of results, and interpretations of the 1981 Mathematics Assessment Program. The Assessment Program involved the production of achievement tests and teacher questionnaires for the third, sixth, ninth, and twelth-grade students. These were a test related to general mathematics skills,…

Marketing Cluster Brief. [Vocational Education in Oregon.

ERIC Educational Resources Information Center

Stamps, Margaret McDonnall

This guide sets forth minimum approval criteria for marketing/distributive education programs in Oregon. The information in the guide is intended for use by district-level curriculum planners, teachers, regional coordinators, or state education department staff involved with new program development or revisions of existing programs. The guide…

An Evaluative Overview of the Gloria Floyd Community School Academic Excellence Program.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL. Office of Educational Accountability.

The Gloria Floyd Academic Excellence Program (AEP) was designed as a school-based enrichment program for average and above-average students in grades one through six. The evaluation of this program involved discussions with the school administrator and program teacher, as well as a questionnaire-survey of AEP students, their parents, and regular…

Coordinating and planning for human sexuality education.

PubMed

Jenkins, D M

1981-04-01

The coordinator provides parent education, teacher and staff inservice training, team-teaching experiences, student counseling and a broad range of support activities related to the wider community as well as to the schools involved. The need for a coordinator for programs may depend on size and/or diversity of the school population, professional readiness of teachers and types of programs to be implemented. Despite the advances made in the Pomona program, there continue to be such problems as occasional resistance from special interest groups, administrators and school staff, individual instructors' personal value conflicts, transitional nature of student population and turnover in teacher personnel. A coordinator for sexuality programs is certainly not a total remedy for such problems in all school districts; but as an essential element in the solution of those problems, he/she provides an approach which will help school districts in initiating and implementing programs with a greater degree of success.

A Description and Evaluation of the 1979 Summer Training Workshop. Roosevelt University and the Chicago Board of Education Teacher Corps Project--Program '78.

ERIC Educational Resources Information Center

Asser, Eliot; And Others

A report is given of a fifteen-day summer workshop sponsored by the Teacher Corps. The workshop was held in Chicago, Illinois and involved faculty from the Hyde Park Career Academy, Dumas Elementary School, representatives from the Community Council, and interns from the Teacher Corps Member Training Institute. The focus of the workshop was on…

Science teachers' learning in a context of collaborative professional development

NASA Astrophysics Data System (ADS)

Faraji, Hassan

The purpose of this qualitative study was to investigate and evaluate science teachers' learning in a context of Collaborative Professional Development, specifically in the Collaborative Program, which is under the Texas Regional Collaboratives for Excellence in Science Teaching (TRC). A non-positivistic, naturalistic approach was used to study five middle school science teachers from a large school district in South Central Texas that were involved in this program. The entire data collection process was conducted from June 1998 through September 2000. I distributed a 15-question survey to the five respondents prior to conducting in-depth interviews with them, between July 2000 and December 2000. I made five class observations, one per teacher, from March 2000 to May 2000. I started to analyze my qualitative data in June 2002. I returned to the write-up process in December 2002, and have continued to the conclusion. This study is intended to serve as a source of information and insight for many different people and groups, including current and prospective science teachers and administrators who are planning to participate in the TRC Results of the study showed eight findings: (1) An overwhelming preference for the kind of professional development respondents received in the Collaborative Program, over the kinds of workshops and seminars they has attended in the past; (2) Collaborative-style learning is initially intimidating and difficult for teachers, but ultimately valuable; (3) The teachers apply what they have learned in the Collaborative Program to their own classrooms; (4) Hands-on learning is something that both teachers and their students enjoy; (5) The Collaborative Program has invigorated their sense of themselves as teachers, and as science teachers specifically, and has built their confidence in teaching science; (6) The incentives for teacher participation in the Collaborative Program seem to be intellectual ones just as much as material ones; (7) The presence of multi-grade levels of teachers in the Collaborative Program creates a bi-directional learning environment; and, (8) The only consistent concerns, suggestions, and compliments about the Collaborative Program focus on the application of technology.

Boreal Forest Watch: A BOREAS Outreach Program

NASA Technical Reports Server (NTRS)

Rock, Barrett N.

1999-01-01

The Boreal Forest Watch program was initiated in the fall of 1994 to act as an educational outreach program for the BOREAS project in both the BOREAS Southern Study Area (SSA) and Northern Study Area (NSA). Boreal Forest Watch (13FW) was designed to introduce area high school teachers and their students to the types of research activities occurring as part of the BOREAS study of Canadian boreal forests. Several teacher training workshops were offered to teachers from central and northern Saskatchewan and northern Manitoba between May, 1995 and February, 1999; teachers were introduced to techniques for involving their students in on-going environmental monitoring studies within local forested stands. Boreal Forest Watch is an educational outreach program which brings high school students and research scientists together to study the forest and foster a sustainable relationship between people and the planetary life-support system we depend upon. Personnel from the University of New Hampshire (UNH), Complex Systems Research Center (CSRC), with the cooperation from the Prince Albert National Park (PANP), instituted this program to help teachers within the BOREAS Study Areas offer real science research experience to their students. The program has the potential to complement large research projects, such as BOREAS, by providing useful student- collected data to scientists. Yet, the primary goal of BFW is to allow teachers and students to experience a hands-on, inquiry-based approach to leaming science - emulating the process followed by research scientists. In addition to introducing these teachers to on-going BOREAS research, the other goals of the BFW program were to: 1) to introduce authentic science topics and methods to students and teachers through hands-on, field-based activities; and, 2) to build a database of student-collected environmental monitoring data for future global change studies in the boreal region.

Assessment of the Mission Nutrition nutrition education program.

PubMed

Ricciuto, Laurie; Haresign, Helen; Steele, Valerie

2003-01-01

In 1998, Dietitians of Canada and the team of registered dietitians at Kellogg Canada Inc. partnered to develop Mission Nutrition, a national bilingual nutrition education program that provides curriculum-based resources to teachers. The main objectives of this study were to measure the awareness and utility of the Mission Nutrition program among elementary teachers, and to identify opportunities to enhance the Mission Nutrition resources to increase use. A ten-minute telephone survey was conducted with a representative sample of 203 elementary school teachers. A sub-sample of 20 teachers then participated in a more in-depth 30-minute telephone survey. A need for increased promotion of the Mission Nutrition program was identified on the basis of the 22% awareness among teachers participating in the initial interview. All teachers who had used the educator guides and student activity sheets reported that they would use them again. Teachers found that the Mission Nutrition materials were well-researched and contained useful activities relevant to students. The findings indicate that, to be most effective, nutrition education resources should be provided in a ready-to-use format and integrated with core curricula. Teachers also suggested that materials should include fresh ideas to engage students at different grade levels, and ways to involve parents. Dietitians are ideally positioned to work collaboratively with educators to develop these types of nutrition education resources.

Effects of professional development on the knowledge and classroom practices of elementary school science teachers

NASA Astrophysics Data System (ADS)

Minuskin, Sondra

The purpose of this study was to determine the effects of professional development on the knowledge and classroom practices of teachers of science in kindergarten through Grade 5. These teachers, trained to be generalists in the content areas, were strongly prepared in pedagogical practices, reading skills, basic language arts, and mathematics content areas. Science reform has led to more content-specific science standards that were difficult for these unprepared teachers to address without professional development. The researcher implemented a professional development program that used a collaborative model involving 8 teachers in Grade 4. The researcher conducted the professional development, assisted at times by personnel from the New Jersey State Department of Education. The new standards were learned, reinforced, and adopted. The data that were analyzed to determine the effects of the professional development came from a comparison of student achievement of the classes of 2 sets of teachers in Grade 4, one of which was the control set ( n = 8). The other was the experimental set (n = 8). The researcher administered pre- and postintervention content tests to both groups to measure teacher knowledge. In addition, the researcher reviewed lesson plans, conducted observations, and administered surveys to determine whether professional development in science impacted teacher practices in the classroom. This limited study suggested that teacher instruction did not significantly differ after professional development intervention. It also suggested that teacher content knowledge did not significantly increase due to the intervention. The researcher believes that local factors influenced the outcome and recommends a more systemic program that includes the involvement of all stakeholders.

Teachers' social representations on drug use in a secondary school.

PubMed

Martini, Jussara Gue; Furegato, Antonia Regina Ferreira

2008-01-01

Increased concern regarding drug abuse among adolescents contributes to the elaboration of prevention programs at schools. This investigation aims to know teachers' social representations, regarding drug abuse, in a secondary school in Florianopolis, SC, Brazil. A total of 16 teachers of the 5th to 8th grades participated in the study. Data were collected through associations elaborated by teachers in response to the expression: drugs use/abuse. The teacher's representations are organized around a central concept - the vulnerable other: a needy adolescent, who becomes drugs user, highlighting the family, everyday coping, and the school's (in)visibility in prevention actions, as factors related. The complexity of factors involving drugs production, distribution and its commercialization, demands the implementation of actions that go beyond the scopes of education and health. The elaboration of inter-sector prevention programs considering local characteristics is necessary.

Foodservice Cluster Brief. [Vocational Education in Oregon.

ERIC Educational Resources Information Center

Goodwin, Pauline

This guide sets forth minimum approval criteria for vocational education food service training programs in Oregon. The information in the guide is intended for use by district-level curriculum planners, teachers, regional coordinators, or state education department staff involved with new program development or revisions of existing programs. The…

How To Create an Independent Research Program.

ERIC Educational Resources Information Center

Krieger, Melanie Jacobs

This guide explains how to establish a research program within a school and how to get students involved in independent research projects and national research competitions. Chapter 1, "Selling the Program," examines benefits to the community, school, teachers, and students. Chapter 2, "Assessing Your Situation," discusses how independent research…

Nar universitetsadjunkter ansags bildbara (Development of Professional Competence for Junior Lecturers).

ERIC Educational Resources Information Center

Hartman, Sven G.

This monograph describes a program for development of professional competence in junior lecturers in teacher education at Linkopings University, Sweden. Seventy junior lecturers participated in the program from 1991 through 1996. The program involved a combination of courses especially designed for the project and individually chosen courses from…

Service Occupations Cluster Brief. [Vocational Education in Oregon.

ERIC Educational Resources Information Center

Brock, Howard

This guide sets forth minimum approval criteria for service occupations cluster programs in Oregon. The information in the guide is intended for use by district-level curriculum planners, teachers, regional coordinators, or state education department staff involved with new program development or revisions of existing programs. The guide outlines…

Outdoor Education: A Guide for Planning Resident Programs. (Revision September 1977.)

ERIC Educational Resources Information Center

Rosenstein, Irwin; Donaldson, George W.

The culmination of educational experiences in the outdoors is the resident outdoor education program. Involving teachers and pupils living and learning in the natural environment, the program emphasizes the development of human values and provides students with learning opportunities that focus on direct, real, and relevant experiences. Intended…

The Relationship between Preschool Programming and School Readiness for Rural Children Entering Kindergarten

ERIC Educational Resources Information Center

Conway, Donna M.

2010-01-01

Children in the researcher's rural school district have limited opportunities for a high quality preschool programming that prepares them for school readiness. Quality preschool programming is defined as teachers with proper qualifications and training, small class size, stimulating curriculum, and parent involvement. The theoretical foundation…

A Study of Instructional Methods Used in Fast-Paced Classes

ERIC Educational Resources Information Center

Lee, Seon-Young; Olszewski-Kubilius, Paula

2006-01-01

This study involved 15 secondary-level teachers who taught fast-paced classes at a university based summer program and similar regularly paced classes in their local schools in order to examine how teachers differentiate or modify instructional methods and content selections for fast-paced classes. Interviews were conducted with the teachers…

Realizing the Potential of Educational Technologies: A Challenge to Metropolitan Universities.

ERIC Educational Resources Information Center

Tanner, Mary Poston; Obear, Frederick W.

1995-01-01

Efforts to integrate technology into elementary and secondary education will not succeed without the involvement of higher education. The University of Tennessee at Chattanooga has programs to train inservice teachers in technology, a space flight simulator for hands-on education, and connections to schools that will assure new teachers'…

Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

ERIC Educational Resources Information Center

Cavendish, Wendy; Connor, David

2018-01-01

This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n =…

Toward Increased Involvement of Public Schools in Teacher Preparation Programs.

ERIC Educational Resources Information Center

Cavins, David A.; Carr, David S.

This article describes a project conducted by an elementary school district in Illinois, in which public school personnel played a major role in the development of prospective teachers by designing training procedures with direct applicability to classrooms within the local schools. More emphasis was placed on classroom experience for the…

Formal Education, Credential, or Both: Early Childhood Program Classroom Practices

ERIC Educational Resources Information Center

Vu, Jennifer A.; Jeon, Hyun-Joo; Howes, Carollee

2008-01-01

Research Findings: This study is intended to widen the debate around the bachelor's degree (BA) as preparation for early childhood teaching when head teachers possess various levels of credentials and education. We examined classroom quality and teacher involvement in 231 classrooms sponsored by 122 different agencies, staffed and supervised by…

Rural High School Mathematics Teachers' Response to Mathematics Reform Curriculum Integration and Professional Development

ERIC Educational Resources Information Center

Cox, Teodora B.

2009-01-01

The purpose of this qualitative study was to examine rural high school mathematics teachers' responses to the initial implementation of Louisiana's "Comprehensive Curriculum" during their second year of involvement in a professional development program. The curriculum changes were the culmination of an alignment between standards,…

Quality Indicators for Competitive Employment Outcomes: What Special Education Teachers Need to Know in Transition Planning

ERIC Educational Resources Information Center

Brooke, Valerie Ann; Revell, Grant; Wehman, Paul

2009-01-01

The quality of job outcomes achieved by youth with disabilities who are transitioning into employment varies widely across the country. Special education teachers, youth with disabilities, families, community rehabilitation program (CRP) staff providing employment services, and others involved in assisting transitioning youth can benefit from a…

Latino Youth's Out-of-School Math and Science Experiences: Impact on Teacher Candidates

ERIC Educational Resources Information Center

Diaz, Maria E.; Bussert-Webb, Kathy

2017-01-01

This qualitative study examines the learning and interaction processes between Latino/a teacher candidates (TCs) and youth during a community service-learning program involving science and math. Knowing and affirming nondominant youth's strengths are essential from funds of knowledge and Third Space perspectives. Participants were 11 TCs and their…

Answering the Call: Reflections on Professional Learning and English Teaching

ERIC Educational Resources Information Center

Curwood, Jen Scott; O'Grady, Alison

2015-01-01

Research in English involves understanding the complex process of professional learning, which begins in teacher education programs. In this special issue of "English in Australia," we draw on our experiences as researchers and teacher educators at the University of Sydney. We take a sociocultural and situated perspective in order to…

Metric Inservice Teacher Training: Learning from the English and Australian Experience. Final Report.

ERIC Educational Resources Information Center

Chalupsky, Albert B.; And Others

This study was conducted in order to gain detailed information about teacher education programs related to the English and Australian conversions to the metric system of measurement. Information was gathered by review and analysis of relevant official and unofficial documents, and by intensive interviews of key persons involved in teacher…

Using Theory to Support Classroom Teachers as Physical Activity Promoters

ERIC Educational Resources Information Center

Egan, Catherine A.; Webster, Collin A.

2018-01-01

Recently, there has been growing attention on the importance of the staff involvement component of a comprehensive school physical activity program (CSPAP). In particular, classroom teachers (CTs) are increasingly being called upon to promote physical activity (PA) in their classrooms as part of the PA during school component of a CSPAP.…

Including a Student with Multiple Disabilities and Visual Impairment in Her Neighborhood School.

ERIC Educational Resources Information Center

Bowden, J.; Thorburn, J.

1993-01-01

This article discusses mainstreaming of a student (age five) with physical, intellectual, visual, and suspected auditory impairments in her neighborhood school in Auckland, New Zealand. Comments of the people involved in the program, including the principal, teachers, teacher's aide, family members, and fellow pupils are reported; and the success…

Staff Development Workshops for High School Science Teachers of Limited English Proficient Students 1988-89.

ERIC Educational Resources Information Center

Berney, Tomi D.; Cantalupo, Denise

The staff development workshops for high school science teachers of Limited English Proficient (LEP) Students program are described. The project provided services which involved: creating a resource library, collecting videotaped records of the staff development workshops for future training sessions, disseminating information and materials, and…

Innovations: The Comprehensive Infant & Toddler Curriculum. Trainer's Guide.

ERIC Educational Resources Information Center

Miller, Linda G.; Albrecht, Kay

This guide is designed for training teachers in the use of the "Innovations" curricula for infants and for toddlers. The "Innovations" program is based on the view that curricula for young children should involve thinking and planning for everything that can contribute to child development as well as the teacher's relationship with the child and…

Re-Imagining Teacher Professional Development and Citizenship Education: Lessons for Import from Colombia

ERIC Educational Resources Information Center

Noonan, James M.

2010-01-01

This paper examines the role of teachers in the implementation of citizenship education in Colombia. Consistent with its highly-decentralized school system, Colombia's National Program of Citizenship Competencies was developed with the participation of many local, national, and international partners. Among the most involved and most critical…

Exploring Teachers' Use of Resources to Integrate Geography and History

ERIC Educational Resources Information Center

Harris, Lauren McArthur; Wirz, Jennifer Palacios; Hinde, Elizabeth R.; Libbee, Michael

2015-01-01

This article describes the findings of a study involving a professional development program that prepared middle school teachers to integrate content on the earliest eras of world history and world geography. In particular, this study focused on participants' (n = 37) use of geographic resources to integrate geography and history and to encourage…

Listening to Country Voices: Preparing, Attracting and Retaining Teachers for Rural and Remote Areas.

ERIC Educational Resources Information Center

Yarrow, Allan; Herschell, Paul; Millwater, Jan

1999-01-01

Examines the need for better preparation of teachers to live and work in rural Australia. Uses responses from a rural Queensland community meeting to discuss preparation needs related to multiage classrooms, cultural differences, and school-community involvement. Describes a new internship/mentor program at Queensland University of Technology that…

Long-Term Stream Monitoring Programs in U.S. Secondary Schools

ERIC Educational Resources Information Center

Overholt, Erin; MacKenzie, Ann Haley

2005-01-01

The authors surveyed 15 secondary school teachers in 5 states about how they designed and implemented long-term stream monitoring in their classrooms and the problems and benefits they encountered. The authors surveyed students involved in the stream monitoring projects to obtain their perspective. Teachers reported that stream monitoring provided…

Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning.

PubMed

Goodyear, Victoria A

2017-03-01

It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn-differently-and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning.

77 FR 70809 - Agency Information Collection Activities: Assessment Tools for Park-Based Youth Education and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-27

...) Usefulness of work experience. The SHRUB program provides education and in-depth involvement for students and... EcoHelpers SHRUBS program Total Teachers 12 8 0 20 Students 720 384 100 1,204 [[Page 70810

Collaboration Between Astronomers at UT Austin and K-12 Teachers: Connecting the Experience of Observing and Research with the Classroom

NASA Astrophysics Data System (ADS)

Finkelstein, Keely D.; Sneden, Christopher; Hemenway, Mary Kay; Preston, Sandra; EXES Teachers Associate Program

2015-01-01

McDonald Observatory has a long history of providing teacher professional development (PD), and recently we have developed a new workshop model for more advanced participants. By choosing a select group of middle and high school teachers from those previously involved in our past PD programs, we have created a joint workshop / observing run program for them. After traveling to the observatory, the teachers participate in an actual observing run with a research astronomer. The teachers are trained first-hand how to take observations, operate the telescope, set up the instrument, and monitor observing conditions. The teachers are fully put in the role of observer. They are also given background information before and during the workshop related to the science and data they are helping to collect. The teachers work in teams to both perform the nightly observations with an astronomer, but to also perform new interactive classroom activities with education staff, and use other telescopes on the mountain. This is a unique experience for teachers since it allows them to take the resources and experiences directly back to their classrooms and students. They can directly relate to their students what skills for specific careers in STEM fields are needed. Evaluation from these workshops shows that there is: increased content knowledge among participants, greater impact that will be passed on to their students, and an authentic research experience that can't be replicated in other PD settings. In addition, not only is this program beneficial to the teachers, but this group is benefit to the education program of McDonald Observatory. Building on an existing PD program (with a 16 year history) we have the opportunity to test out new products and new education endeavors with this devoted group of well-trained teachers before bringing them to wider teacher and student audiences. This program is currently supported by the NSF grant AST-1211585 (PI Sneden).

Revolutionizing Climate Science: Using Teachers as Communicators

NASA Astrophysics Data System (ADS)

Warburton, J.; Crowley, S.; Wood, J.

2012-12-01

PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the Polar Regions. Teachers are the dynamic conduits for communicating climate science. In the PolarTREC final report, researchers found that teachers were vital in refining the language of their science and have shaped the goals of the scientific project. Program data demonstrates that science in classrooms is better understood when teachers have a full-spectrum grasp of project intricacies from defining the project, to field data collection, encountering situations for creativity and critical thinking, as well as participating in data and project analysis. Teachers' translating the authentic scientific process is integral in communicating climate science to the broader public. Teachers playing a major role in polar science revolutionize the old paradigm of "in-school learning". Through daily online journaling and forums, social media communication, live webinars with public, and professional development events, these teachers are moving beyond classrooms to communicate with society. Through teachers, climate policy can be shaped for the future by having scientifically literate students as well as assessable science. New paradigms come as teachers attain proficient levels of scientific understanding paired with the expert abilities for communication with years of experience. PolarTREC teachers are a model for new interactions peer-to-peer learning and mentorship for young scientists. Our programmatic goal is to expand the opportunities for PolarTREC teachers to share their involvement in science with additional formal and informal educators. 'Teaching the teachers' will reach exponential audiences in media, policy, and classrooms. Modeling this program, we designed and conducted a teacher training on climate science in Denali National Park. Utilizing expert university faculty in climate science and a PolarTREC alumni teacher the program was touted as 'the best professional opportunity to date". This program gave new teachers the tools to adequately communicate climate science with a new generation of scientifically literate students. Additionally, teachers possess the skills to inform young professional scientists on effective outreach and communication beyond peer-reviewed papers and scientific circles.

The Impact of the Use of One-to-One Netbooks on Student Achievement, Teacher Practice, and Perceptions of Technology in a Fourth-Grade Bilingual Class

ERIC Educational Resources Information Center

Bukofser, J. Holly

2013-01-01

This research involved a 14-month qualitative case study of a fourth-grade bilingual class embarking on a one-to-one netbook computer initiative. Students in this program had unlimited use of the netbooks during the school day. The main foci of the data collected were student achievement, teacher instruction, and student and teacher perceptions of…

Educational Seismology in Michigan: The MIQuakes Network

NASA Astrophysics Data System (ADS)

Fujita, K.; DeWolf, C. L.; Ruddock, J.; Svoboda, M. R.; Sinclair, J.; Schepke, C.; Waite, G. P.

2013-12-01

MIQuakes is a K-14 educational seismograph network currently consisting of 17 schools, mostly located in Michigan's lower peninsula. It is operated under the auspices of the Michigan Earth Science Teachers Association (MESTA) and is part of the IRIS Seismographs in Schools program. Although individual teachers in Michigan have had instruments as early as 1992, MESTA formed MIQuakes in 2010 to support the development of activities associated with classroom seismology appropriate for grades 6-12 and relevant to the Midwest, using locally recorded data. In addition, the deployment of the EarthScope transportable array in Michigan during 2011-2014 offered a tie in with a national-level research program. Michigan State University (MSU) and Michigan Tech provide content and technical support. In keeping with MESTA's philosophy of 'teachers helping teachers,' MIQuakes became, first and foremost, a group supported by teachers. Earthquake 'alerts' initially issued by MSU, were soon taken over by teachers who took the initiative in alerting each other to events, especially those that occurred during the school day. In-service teachers and university faculty have jointly organized workshops at MSU and at MESTA conferences - with teachers increasingly providing activities for sharing and relating the program to the new national standards. Workshops held to date have covered such topics as recognizing arrivals, filtering, focal mechanisms, and the Tohoku earthquake. As the group has grown, the degree of involvement and level of expertise have become broader, resulting in very different expectations from different teachers. How to keep the network cohesive, yet meet the needs of the individual members, will be one of the challenges of the next few years. Three levels of involvement by teachers are seen in the near term: those who operate their own classroom seismometer (currently either the short-period IRIS AS-1 or the broadband EAS-S102 seismometers); those who stream a nearby seismic station (using jAmaSeis); and teachers who want activities for their classroom using or based on real data but no involvement in data collection. Recording events like the 2011 Tohoku earthquake generated considerable student interest, as well as press coverage for some schools. Bringing seismographs into the classroom provides teachers with the ability to directly show students how dynamic the Earth is, as well as provide linkages between Earth Science, physics, and mathematics. The next phase includes increasing participation, coordinating with stations in nearby states, and developing and/or vetting seismology and geophysics activities suitable for the 6-12 classroom using real data.

Design and validation of a standards-based science teacher efficacy instrument

NASA Astrophysics Data System (ADS)

Kerr, Patricia Reda

National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA subscales. Correlations were computed for BAT, BASA, and demographic variables to identify relationships between teacher efficacy, teacher characteristics, and school characteristics. Further research is recommended to refine the instrument and apply its use to a larger sample of science teachers. Its further development also has significance for the enhancement of science teacher education programs.

Georgia Teachers in Academic Laboratories: Research Experiences in the Geosciences

NASA Astrophysics Data System (ADS)

Barrett, D.

2005-12-01

The Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school mathematics, science and technology teachers in over 1000 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program places an average of 75 teachers per summer into internship positions. In the summer of 2005, 83 teachers worked in corporate and research environments throughout the state of Georgia and six of these positions involved authentic research in geoscience related departments at the Georgia Institute of Technology, including aerospace engineering and the earth and atmospheric sciences laboratories. This presentation will review the history and the structure of the program including the support system for teachers and mentors as well as the emphasis on inquiry based learning strategies. The focus of the presentation will be a comparison of two placement models of the teachers placed in geoscience research laboratories: middle school earth science teachers placed in a 6 week research experience and high school teachers placed in 7 week internships with teams of 3 high school students. The presentation will include interviews with faculty to determine the value of these experiences to the scientific community and interviews/classroom observations of teachers to determine the transfer of knowledge from the teacher to the students through the implementation of their Action Plans into their classroom.

A Community Controls Loosestrife.

ERIC Educational Resources Information Center

Marks, Marykay

2001-01-01

Describes the Purple Loosestrife Project, an innovative outreach and educational program to provide a biological control of purple loosestrife. Involves cooperation of community, teachers, and students. (YDS)

Engaging High School Science Teachers in Field-Based Seismology Research: Opportunities and Challenges

NASA Astrophysics Data System (ADS)

Long, M. D.

2015-12-01

Research experiences for secondary school science teachers have been shown to improve their students' test scores, and there is a substantial body of literature about the effectiveness of RET (Research Experience for Teachers) or SWEPT (Scientific Work Experience Programs for Teachers) programs. RET programs enjoy substantial support, and several opportunities for science teachers to engage in research currently exist. However, there are barriers to teacher participation in research projects; for example, laboratory-based projects can be time consuming and require extensive training before a participant can meaningfully engage in scientific inquiry. Field-based projects can be an effective avenue for involving teachers in research; at its best, earth science field work is a fun, highly immersive experience that meaningfully contributes to scientific research projects, and can provide a payoff that is out of proportion to a relatively small time commitment. In particular, broadband seismology deployments provide an excellent opportunity to provide teachers with field-based research experience. Such deployments are labor-intensive and require large teams, with field tasks that vary from digging holes and pouring concrete to constructing and configuring electronics systems and leveling and orienting seismometers. A recently established pilot program, known as FEST (Field Experiences for Science Teachers) is experimenting with providing one week of summer field experience for high school earth science teachers in Connecticut. Here I report on results and challenges from the first year of the program, which is funded by the NSF-CAREER program and is being run in conjunction with a temporary deployment of 15 seismometers in Connecticut, known as SEISConn (Seismic Experiment for Imaging Structure beneath Connecticut). A small group of teachers participated in a week of field work in August 2015 to deploy seismometers in northern CT; this experience followed a visit of the PI to the classroom of one of the teacher participants during spring 2015 to give a series of talks on Connecticut earthquakes and geology. This presentation will focus on the challenges and opportunities of running small, PI-driven, field-based RET programs.

Using a Web-Based Program to Increase Parental Involvement: Teachers' and Administrators' Perceptions

ERIC Educational Resources Information Center

del Valle, Grace B.

2011-01-01

Parental involvement is an important factor for improving academic performance. Communication between the school and parents constitutes one of the basic types of parental involvement. Schools struggle to find effective ways to communicate effectively with parents and are recently using technology to facilitate this communication. This qualitative…

Adding Families to the Homework Equation: A Longitudinal Study of Mathematics Achievement

ERIC Educational Resources Information Center

Van Voorhis, Frances L.

2011-01-01

Families, whether guided or instructed to, often become involved in their children's homework. This study examined the effects of a weekly interactive mathematics program (Teachers Involve Parents in Schoolwork-TIPS) on family involvement, emotions and attitudes, and student achievement. Students and families (N=153) from four urban elementary…

The Impact of and Lessons Learned from NITARP, the NASA/IPAC Teacher Archive Research Program

NASA Astrophysics Data System (ADS)

Rebull, L. M.; Nitarp Team

2014-07-01

NITARP, the NASA/IPAC Teacher Archive Research Program, gets teachers involved in authentic astronomical research. We partner small groups of educators with a professional astronomer mentor for a year-long original research project. The teams echo the entire research process, from writing a proposal, to doing the research, to presenting the results at an American Astronomical Society (AAS) meeting. The program runs from January through January. Applications are available annually in May and are due in September. The educators' experiences color their teaching for years to come, influencing hundreds of students per teacher. This program differs from other programs we know of that get real astronomy data into the classroom in three ways. First, each team works on an original, unique project. There are no canned labs here! Second, each team presents their results in posters in science sessions at an American Astronomical Society meeting alongside other researchers' work (participants are not given a “free pass” because they are educators or students). Third, the “product” is the scientific result, not any sort of curriculum packet. The teachers adapt their project and their experiences to fit in their classroom environment. NITARP changes the way teachers think about science and scientists. More information is available online at http://nitarp.ipac.caltech.edu/.

77 FR 4577 - Information Collection Activities: Assessment Tools for Park-Based Youth Education and Employment...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-30

...) Usefulness of work experience. The SHRUB program provides education and in-depth involvement for students and... Youth EcoHelpers SHRUBS program Total Teachers 15 3 0 18 Students 340 135 80 555 Annual Burden Hours...

Space education and outreach symposium (E1.). Structures for space education (2.)

NASA Astrophysics Data System (ADS)

Rodrigues, Ivette; Carvalho, Himilcon

2008-07-01

The Brazilian Space Agency (AEB) sponsors an outreach program aimed at promoting Brazilian space activities among students and teachers of primary and secondary schools. The program, called AEB Escola (Brazilian Space Agency School), was created in 2003 and, since then, has taken the space theme to thousands of students and teachers. The main goal of the AEB Escola Program is to make the Brazilian Space Program known among students and teachers. Additionally, it intends to use the space theme as a way to increase youth interest in studies in general, and in sciences in particular. The program focuses on teachers who, ultimately, are the ones responsible for introducing the subject to their students. And who also guarantee the continuity of the Program. An Astronautics and Space Science course is given to teachers by researchers involved with the Brazilian Space Program activities. The course has over 100 h of activities covering the following themes: Astronomy, Satellite Launcher Vehicles, Satellites and Space Platforms, Remote Sensing, Meteorology and Environmental Sciences, and Projects's Learning. The AEB Escola Program also promotes many other activities among students including lectures, contests, interactive exhibitions and hands-on activities. One of the consequences of such initiatives was the creation of two experiments taken to the International Space Station in April 2006 by the Brazilian astronaut, Marcos Pontes. Moreover, a nationwide contest called Brazilian Astronomy and Astronautical Olympics (OBA) is held every year involving nearly half a million students, with ages ranging from 7 to 17. The top five students are taken to the International Astronomy Olympics, where Brazil has obtained many medals. The top 50 students of OBA are taken, along with their teachers, to the city of São José dos Campos, in the state of São Paulo, to participate in the Space Journey event. The journey lasts a week during which the participants get a chance to learn about the activities and infrastructure of the National Institute of Space Research (INPE) and the Institute of Aeronautics and Space (IAE), the leading Brazilian institutions linked to Space activities. The material used by the teachers is produced by a net of partners, including universities and the Brazilian Ministry of Education. The material is produced both in printed and electronics format: CDs and DVDs, being distributed, free of charge, to thousands of schools. The paper introduces the concepts, methods, achievements and perspectives of the AEB Escola Program.

Training model to institutionalize population education in the in-service education programme for elementary school teachers.

PubMed

Dugenia, M E

1982-12-01

The goal of the Philippine Population Education Program (PEP) since its inception in 1972 is to institutionalize population education in the formal educational system. The PEP Training Section views institutionalization of population education in the inservice education program for elementary school teachers as part of the process of making it an integral part of that program. In practice elementary school teachers periodically attend training programs organized by division or district supervisors and school principals. This is the usual modality through which teachers are updated on or informed about new thrusts and recent developments in teaching content, strategies, and methodologies. In this context, the PEP Training Section convened a seminar workshop in December 1981 for 10 subject area supervisors from the 3 large geographic island groups of Luzon, Visayas, and Mindanao. They represented 10 school divisions and subject areas where population education is integrated. The specific objectives of the 5 day activity were to: discuss existing inservice training programs in the school divisions; prepare a training model incorporating population education in the overall division inservice training program; and develop a content chart or a listing of topical areas on population education for the training model. 1 of the outputs of the seminar workshop was a training model incorporating population education in the regular inservice training programs using 3 delivery schemes, i.e., seminar workship on the teaching of specific subject areas; district staff meeting and/or echo seminars organized by district supervisors following division seminars; and regular teachers' meeting at the school level organized by school principals. Another output was a content chart listing suggested topics in population education classified according to subject areas into which they will be incorporated. The semninar workshop concluded with a plan to try out the model using the identified modalities in respective school divisions during the year 1982 and an agreement to reconvene for a feedback conference after the tryout. During the feedback conference held in August 1982, certain factors that are critical for the institutionalization of population education in the inservice training programs for teachers were identified: need for support of the top officials of the school division; need for diffusion of the training to other subject areas; and need for involvement of the supervisory hierarchy. The pilot experience showed that involvement of the supervisory hierarchy in charge of training of teachers in planning and organization of inservice training programs facilitates training and articulates and corrdinates training management.

WHO WINS THE GAME, SUCCESSFUL PROGRAMS FOR THE DISADVANTAGED.

ERIC Educational Resources Information Center

HAUBRICH, VERNON F.

THE BACKGROUND OF THE FAILURE OF RURAL AND URBAN SLUM SCHOOLS TO PROVIDE SUCCESSFUL PROGRAMS FOR DISADVANTAGED YOUTH IS REVIEWED. A DISCUSSION OF THE SOCIAL-PSYCHOLOGICAL CONDITIONS FOR SUCCESSFUL EFFORTS SHOWS THE IMPORTANCE OF THE INVOLVEMENT OF THE TEACHER, THE PARENT, AND THE COMMUNITY IN THESE PROGRAMS. IT IS FELT THAT ACTIVE TEACHER…

The Manhattan Project: Combined Resources for a Diversified Secondary School Reading Program.

ERIC Educational Resources Information Center

Ince, Elizabeth; Colwell, Clyde G.

A secondary school reading program initiated at Manhattan (Kansas) High School and involving the efforts of teachers, students, administrators, members of the board of education, and faculty members of Kansas State University is described in this paper. The first section of the paper provides background information about the program, which…

Handbook for Educators Involved in Vocationally Oriented Programming for Moderately Retarded Adolescents.

ERIC Educational Resources Information Center

Pritchett, E. Milo; Pullman, Robert J.

The handbook is designed to help teachers and administrators develop or improve vocationally oriented programs for moderately retarded students. The major topics addressed in the book were identified through a Delphi data gathering approach. Seven sections are arranged in the order that activities should occur in program modification and/or…

Teacher and Principal Survey Results in the National Preventive Dentistry Demonstration Program.

ERIC Educational Resources Information Center

Klein, Stephen P.; And Others

The National Preventive Dentistry Demonstration Program was conducted to assess the costs and benefits of combinations of school-based preventive dental care procedures. The program involved almost 30,000 elementary school children from 10 sites across the country. Classroom procedures, such as weekly fluoride mouthrinse, were administered or…

The Evaluation of a Pullout Program for Gifted Children in Israel.

ERIC Educational Resources Information Center

Rosemarin, Shoshana

2001-01-01

Students, peers, teachers, principals, and parents (total N=180) responded to a questionnaire concerning a pullout program for gifted students in Israel. The questionnaire focused on the identification of the gifted, the level of parent involvement, teaching styles in the program, problems related to separation from home schools, relationships…

Reducing Overweight and Obesity among Elementary Students in Wuhan, China

ERIC Educational Resources Information Center

Qian, Ling; Newman, Ian M.; Shell, Duane F.; Cheng, Cheng Maojin

2012-01-01

Obesity and overweight among children in China is a growing concern. The curriculum and organization of Chinese schools focuses on academic achievement leaving little time for other programs. This pilot program illustrated that it is possible to involve schools and parents in a program to reduce obesity and overweight. Teachers, school staff,…

Guide to Effective Program Practices. Worker Education Program Staff Development Manual.

ERIC Educational Resources Information Center

Moran, Sarah

This document is the staff development manual that was developed to train worker education facilitators involved in the Chicago Teachers' Center of Northeastern Illinois University and Amalgamated Clothing and Textile Workers Union Worker Education Program (WEP). The document begins with an overview of the WEP, which uses workers' life and…

Directory of Law-Related Education Projects. Third Edition. Working Notes, No. 12.

ERIC Educational Resources Information Center

Kelly, Cynthia A., Ed.

Over 170 law-related education programs for elementary and secondary students are described. These programs involve more than one teacher and focus on the law, legal system, and legal process. Program content generally covers the Constitution; Bill of Rights; legal processes; and consumer, criminal, and juvenile law. Activities often include…

Building Learning Communities for Research Collaboration and Cross-Cultural Enrichment in Science Education

NASA Astrophysics Data System (ADS)

Sparrow, E. B.

2003-12-01

The GLOBE program has provided opportunities for environmental science research and education collaborations among scientists, teachers and K-12 students, and for cross-cultural enrichment nationally and abroad. In Alaska, GLOBE has also provided funding leverage in some cases, and a base for several other science education programs that share a common goal of increasing student interest, understanding, process skills and achievement in science, through involvement in ongoing research investigations. These programs that use GLOBE methodologies (standardized scientific measurements and learning activities developed by scientists and educators) are: Global Change Education Using Western Science and Native Knowledge also known as "Observing Locally, Connecting Globally" (OLCG); Alaska Earth System Science Education Alliance: Improving Understanding of Climate Variability and Its Relevance to Rural Alaska; Schoolyard Long Term Ecological Research; Alaska Rural Research Partnership; Alaska Partnership for Teacher Enhancement; Alaska Lake Ice and Snow Observatory Network; Alaska Boreal Forest Council Education Outreach; Calypso Farm and Ecology Center; Environmental Education Outreach; and also GLOBE Arctic POPs (persistent organic pollutants) a program that involves countries in the circumpolar North. The University of Alaska GLOBE Partnership has collaborated with the BLM Campbell Creek Science Center Globe Partnership in facilitating GLOBE Training Workshops and providing teacher support. GLOBE's extensive website including data entry, archive, analysis and visualization capabilities; GLOBE Teacher Guide, videos and other materials provided; excellent GLOBE science research and education staff, training support office, GLOBE help desk, alignment of GLOBE curriculum with national science education standards and GLOBE certification of teachers trained on even just one GLOBE investigation, have made it easier to implement GLOBE in the classroom. Using GLOBE, whole classes of students have engaged in and contributed data to science investigations. In Alaska, classes and individual students have conducted their own inquiry studies and have successfully presented their investigations and competed at science fairs and statewide high school science symposium and international conferences. Two students presented their research investigations at the GLOBE Learning Expedition in Croatia and four students presented their study at the GLOBE Arctic POPs Conference in Sweden. These students increased not only their understanding and knowledge of science but also in appreciation of people in other countries and their cultures. Friendships have also bloomed. The learning community in Alaska has expanded to include family and community members including Native elders (using OLCG), teachers, scientists and students from other countries. The following challenges remain: 1) getting funds to be able to provide GLOBE equipment and continuous support to GLOBE teachers and students throughout the year, 2) reaching teachers and students in remote areas, 3) rapid teacher turn-over rate in rural areas, 4) using inquiry-based pedagogies during GLOBE professional development workshops including the opportunity for teacher participants to conduct their own inquiries during the workshop, 5) time, school curriculum and national education requirement constraints, 6) involving school administrators, and more local scientists and community members, and 7) providing culturally relevant and responsive science education programs and life-long learning communities.

Movement integration in elementary classrooms: Teacher perceptions and implications for program planning.

PubMed

Webster, Collin A; Zarrett, Nicole; Cook, Brittany S; Egan, Cate; Nesbitt, Danielle; Weaver, R Glenn

2017-04-01

Movement integration (MI), which involves infusing physical activity (PA) into regular classroom time in schools, is widely recommended to help children meet the national guideline of 60min of PA each day. Understanding the perspective of elementary classroom teachers (ECTs) toward MI is critical to program planning for interventions/professional development. This study examined the MI perceptions of ECTs in order to inform the design and implementation of a school-based pilot program that focused in part on increasing children's PA through MI. Twelve ECTs (Grades 1-3) from four schools were selected to participate based on their responses to a survey about their use of MI. Based on the idea that MI programming should be designed with particular attention to teachers who integrate relatively few movement opportunities in their classrooms, the intent was to select the teacher who reported integrating movement the least at her/his respective grade level at each school. However, not all of these teachers agreed to participate in the study. The final sample included two groups of ECTs, including eight lowest integrating teachers and four additional teachers. Each ECT participated in an interview during the semester before the pilot program was implemented. Through qualitative analysis of the interview transcripts, four themes emerged: (a) challenges and barriers (e.g., lack of time), (b) current and ideal resources (e.g., school support), (c) current implementation processes (e.g., scheduling MI into daily routines), and (e) teachers' ideas and tips for MI (e.g., stick with it and learn as you go). The themes were supported by data from both groups of teachers. This study's findings can inform future efforts to increase movement opportunities for children during regular classroom time. Copyright © 2017 Elsevier Ltd. All rights reserved.

NITARP: Effects on Student Participants

NASA Astrophysics Data System (ADS)

Sanchez, Richard; Odden, Caroline; Hall, Garrison; Rebull, Luisa M.

2016-01-01

NITARP (NASA/IPAC Teacher Archive Research Program) is a teacher mentorship program designed to give educators experiences in authentic research in the area of astronomy. While the main focus of the program is aimed at giving educators experience working with and publishing scientific research, teachers are encouraged to involve students with the experience. NITARP funds up to two students to travel along with the educator while allowing an additional two students to attend but with no additional financial assistance. Teachers are welcome to have more student participants but no more than 4 may travel with the teacher to Caltech and the AAS meeting. Given that the focus of the NITARP program is on the educators, little is known about the effects of the program on the student participants other than anecdotal evidence. In order to better understand the impact on the students, we have designed a survey to be administered to past student participants. The survey was constructed with a goal to determine if the NITARP experience had an impact on students' views of science and influenced their educational paths. While the NITARP project has assembled some evidence of the impact on students, this is the first formal attempt to capture that impact. This poster will present the results of that survey.

Preparing Teachers to Humanize the Multiracial School: Innovative Programs Involving Historical Black and Predominantly White Colleges and Universities.

ERIC Educational Resources Information Center

Mercer, Walter A.

This document presents summaries of eight efforts made to provide teachers with the knowledge, attitudes, and behaviors necessary to improve intergroup relations in desegregated schools. Projects covered are: (1) the Chapel Hill (North Carolina) schools' student teaching project; (2) interinstitutional seminars in Norfolk, Virginia; (3) biracial…

School and Parent Community Involvement; Career Development for Teachers and Administrators.

ERIC Educational Resources Information Center

Home and School Inst., Washington, DC.

The Home and School Institute has developed three plans to train teachers and administrators to work more effectively with parents and the community. The basic goals of these programs are a) to improve the skills and attitudes of participants in working with parents and the community, b) to provide parent reinforcement of children's learning, c)…

The Inside-Out Project: Illustrating the Complexity of Relationships in Kindergarten and First Grade

ERIC Educational Resources Information Center

Essa, Eva L.; Taylor, Jennifer M.; Pratt, Julia M.; Roberts, Shari A.

2012-01-01

A group of six children from kindergarten/first grade class in a Reggio-inspired program were involved in a four-month project to design an outdoor area in which indoor materials could be used. Facilitated by teachers and student teachers, projects provide a venue for children's integrated, developmentally appropriate learning. Because they…

Policy Making Processes with Respect to Teacher Education in Finland and Norway

ERIC Educational Resources Information Center

Afdal, Hilde Wagsas

2013-01-01

This article examines policy making processes in the area of teacher education (TE) in Finland and Norway. Particular attention is given to the roles different actors play in these processes and the potential effects of their involvement on the TE programs in the two countries. Contemporary policy processes are analyzed through a set of interviews…

Teaching K-6 Science in Small Schools on a Financial Shoestring. ERIC Digest.

ERIC Educational Resources Information Center

Votaw, Thom A.

There are ways in which elementary teachers in general and rural elementary teachers in particular can overcome inadequate science preparation and can upgrade the science program resources of their small schools. Parents and children should be involved in obtaining free and inexpensive science-related materials throughout the year. These can be…

Learning "with" Immigrant Children, Families and Communities: The Imperative of Early Childhood Teacher Education

ERIC Educational Resources Information Center

da Silva Iddings, Ana Christina; Reyes, Iliana

2017-01-01

This article reports on a longitudinal study spanning over 5 years, involving the design and implementation of an early childhood teacher education program model that engages a critical-ecological theoretical approach, a funds of knowledge perspective, and design-based methodology. This project aimed to promote equitable education for all…

Cameras in the Curriculum. A Challenge to Teacher Creativity. An NEA/KODAK Program. Volume 2/1983-84.

ERIC Educational Resources Information Center

McMillan, Samuel, Ed.; Quinto, Frances, Ed.

Designed as a teacher's guide to stimulate student interest, creativity, and achievement, this teaching guide includes 132 projects which involve the use of photography as an instructional tool. The volume is divided into subject areas with grade levels ranging from kindergarten through higher education. Most projects are multidisciplinary, and…

Reflections on Kindergarten: Giving Young Children What They Deserve

ERIC Educational Resources Information Center

Miller, Susan A.

2005-01-01

This article describes the author's experience when visiting her grandson's kindergarten classroom. The author is a parent, and at one time was a kindergarten teacher, program director, supervisor of student teachers, and consultant, so she's been involved for well over 40 years with a vast number of children as they have had their very special…

Early Childhood Teachers' and Staff Members' Perceptions of Nutrition and Physical Activity Practices for Preschoolers

ERIC Educational Resources Information Center

Derscheid, Linda E.; Umoren, Josephine; Kim, So-Yeun; Henry, Beverly W.; Zittel, Lauriece L.

2010-01-01

Child care teachers and staff are important influences on preschoolers' nutrition and physical activity habits, and their views may be influenced by education level, years of field experience, and program involvement. For the 360 participants surveyed, responses on 5 of 18 survey items significantly differed by education level (e.g., less…

Building Communities of Learners. A Collaboration among Teachers, Students, Families, and Community.

ERIC Educational Resources Information Center

McCaleb, Sudia Paloma

This book suggests an approach to education that includes students' family members as valuable citizens in a community of learners which also includes students, teachers, and other members of the community at large. Part 1 examines current trends in parental involvement and the hidden assumptions on which many such programs are based. It is argued…

Critical Reflections on Working with Diverse Families: Culturally Responsive Professional Development Strategies for Early Childhood and Early Childhood Special Educators

ERIC Educational Resources Information Center

Maude, Susan P.; Hodges, Lisa Naig; Brotherson, Mary Jane; Hughes-Belding, Kere; Peck, Nancy; Weigel, Cindy; Sharp, Lisa

2009-01-01

Professional development that focuses on supporting teachers' abilities to work with diverse families is keenly needed. This article outlines three instructional strategies and how they were used with undergraduate students in an inclusive early childhood teacher education program: (a) involving diverse family members as instructional supports;…

A Consortium for Teacher Preparation: Model Guidelines for Small Colleges.

ERIC Educational Resources Information Center

Fouts, Jeffrey T.

Guidelines have been developed for a consortium approach to teacher preparation in a small college that may need some expertise and access to teaching materials which can be provided by local school districts and other agencies. This approach to the design, management, and evaluation of the program offers the opportunity to involve the schools…

Drug Treatment with Children in Programs for the Trainable Mentally Handicapped.

ERIC Educational Resources Information Center

Gadow, Kenneth D.

In order to describe the extent of drug treatment with mentally retarded children in public schools and the involvement of teachers in the drug regimen, a study was designed to survey teachers of the trainable mentally handicapped by mail about psychotropic and anticonvulsant drug use with the children they were teaching. The study was divided…

Formalist (Linguistic) Criticism in an English Language Teacher Education Program: The Reward Approach

ERIC Educational Resources Information Center

Arikan, Arda

2008-01-01

The place of literary criticism in the education of pre-service English language teachers in EFL contexts is rarely discussed in the related literature. Traditional view of teaching criticism involves learning of the tenets of the critical school and applying them to literary texts. In this paper, an application of teaching criticism is discussed…

Stills, Not Full Motion, for Interactive Spatial Training: American, Turkish and Taiwanese Female Pre-Service Teachers Learn Spatial Visualization

ERIC Educational Resources Information Center

Smith, Glenn Gordon; Gerretson, Helen; Olkun, Sinan; Yuan, Yuan; Dogbey, James; Erdem, Aliye

2009-01-01

This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial…

Bridging the Gap between Schools and Families through Teacher Home Visits

ERIC Educational Resources Information Center

Lucas, Melissa Ann

2017-01-01

Across the country, people believe education in America is in crisis, and the implications are frightening as historians have described the decline of public education as a threat to the nation's economy and military (Williams, 2012). This study involved examination of research on teacher home visit programs. Data were collected through a mixed…

An Eight-Parameter Function for Simulating Model Rocket Engine Thrust Curves

ERIC Educational Resources Information Center

Dooling, Thomas A.

2007-01-01

The toy model rocket is used extensively as an example of a realistic physical system. Teachers from grade school to the university level use them. Many teachers and students write computer programs to investigate rocket physics since the problem involves nonlinear functions related to air resistance and mass loss. This paper describes a nonlinear…

Face-to-Face versus Computer-Mediated Discussion of Teaching Cases: Impacts on Preservice Teachers' Engagement, Critical Analyses, and Self-Efficacy

ERIC Educational Resources Information Center

PytlikZillig, Lisa M.; Horn, Christy A.; Bruning, Roger; Bell, Stephanie; Liu, Xiongyi; Siwatu, Kamau O.; Bodvarsson, Mary C.; Kim, Doyoung; Carlson, Deborah

2011-01-01

Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written…

Teaching Electric Circuits: Teachers' Perceptions and Learners' Misconceptions

NASA Astrophysics Data System (ADS)

Moodley, Kimera; Gaigher, Estelle

2017-06-01

An exploratory case study involving six grade 9 science teachers was undertaken to probe how teachers' understanding of learners' misconceptions relate to their perceptions about teaching simple circuits. The participants' understanding of documented misconceptions in electricity were explored by means of a questionnaire, while their perceptions about teaching electric circuits were also explored in the questionnaire, followed by a semi-structured interview. Results were analysed using content analysis and interpreted using pedagogical content knowledge as a theoretical lens. The results indicated that understanding learners' misconceptions did not always correlate with conceptual perceptions about teaching electric circuits. While fair understanding of misconceptions was demonstrated by teachers who studied Physics at undergraduate level, only those who also held qualifications in Education showed conceptual perceptions about teaching electricity. Teachers who did not study Science Education revealed technical perceptions, focused on facts, demonstrations and calculations. From these results, a developmental model for pedagogical content knowledge was proposed. It was recommended that teacher education programs should involve misconceptions and also facilitate the development of conceptual perceptions about teaching.

Science at Sea.

ERIC Educational Resources Information Center

Phillips, Mary Nied

2001-01-01

Describes a three-week inservice teacher education program that involves two sessions of preparatory classes ashore in nautical science and oceanography, and concludes with a nine-day sea voyage. (ASK)

The Workshop Program on Authentic Assessment for Science Teachers

NASA Astrophysics Data System (ADS)

Rustaman, N. Y.; Rusdiana, D.; Efendi, R.; Liliawati, W.

2017-02-01

A study on implementing authentic assessment program through workshop was conducted to investigate the improvement of the competence of science teachers in designing performance assessment in real life situation at school level context. A number of junior high school science teachers and students as participants were involved in this study. Data was collected through questionnaire, observation sheets, and pre-and post-test during 4 day workshop. This workshop had facilitated them direct experience with seventh grade junior high school students during try out. Science teachers worked in group of four and communicated each other by think-pair share in cooperative learning approach. Research findings show that generally the science teachers’ involvement and their competence in authentic assessment improved. Their knowledge about the nature of assessment in relation to the nature of science and its instruction was improved, but still have problem in integrating their design performance assessment to be implemented in their lesson plan. The 7th grade students enjoyed participating in the science activities, and performed well the scientific processes planned by group of science teachers. The response of science teachers towards the workshop was positive. They could design the task and rubrics for science activities, and revised them after the implementation towards the students. By participating in this workshop they have direct experience in designing and trying out their ability within their professional community in real situation towards their real students in junior high school.

Investigation of MONE Preschool Program for 36-72 Months Old Children (2006) According to Children Rights

ERIC Educational Resources Information Center

Batur Musaoglu, Ebru; Haktanir, Gelengul

2012-01-01

In Turkey, the preschoolers are being schooled under the guidelines of MONE (Ministry of National Education) Preschool Program for 36-72 Months Old Children (2006). The aim of this research is to investigate how children's rights are involved in this program. In this qualitative research based on document analysis, program book and Teacher Guide…

Building Our Capacity to Forge Successful Home-School Partnerships: Programs That Support and Honor the Contributions of Families

ERIC Educational Resources Information Center

Hindin, Alisa; Steiner, Lilly M.; Dougherty, Susan

2017-01-01

This article focuses on two programs that were created to enhance parent involvement practices in literacy. The goal of both programs was to create for parents enjoyable and rich experiences around literacy in the home, while demonstrating for parents how teachers approach reading instruction in the classroom. Programs to increase and support…

Communication Disorders: An Individualized Program.

ERIC Educational Resources Information Center

Vodola, Thomas M.

As one of the components of the Project ACTIVE (All Children Totally Involved Exercising) Teacher Training Model Kit, the manual is designed to enable the educator to organize, conduct, and evaluate individualized-personalized programs for children (kindergarten through high school) with communication disorders. An introductory chapter covers…

Employment Outcomes from Secondary School Programs.

ERIC Educational Resources Information Center

Schalock, Robert L.

1986-01-01

Study of mentally handicapped secondary school students (N=108) participating in a community-based job training and placement model indicated that family involvement, hours in vocational programing, and teacher's experience were among predictor variables for employment success. The Individual Transition Plan and financial incentives will further…

[Sportsmanship.

ERIC Educational Resources Information Center

CRF Sports and the Law, 1993

1993-01-01

This publication is part of the Sports and the Law program sponsored by the Constitutional Rights Foundation. The program draws on young people's natural interest in sports to stimulate their involvement in education, and provides teacher training, lesson plans, a textbook and accompanying videotape, an annual conference, and classroom visits by…

Interagency Cooperation for Teacher Training.

ERIC Educational Resources Information Center

Sanspree, Mary Jean; Arthur-Allison, Carol

At the University of Alabama at Birmingham, a diversified program for training graduate level students in visual impairments involves state agencies in the training. Based on needs assessment data, the program was established using community resources as training sites and specialists as course instructors. Facilities participating include the…

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.

Improving Elementary School Quality Through the Use of a Social-Emotional and Character Development Program: A Matched-Pair, Cluster-Randomized, Controlled Trial in Hawai’i

PubMed Central

Snyder, Frank J.; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac J.; Flay, Brian R.

2012-01-01

BACKGROUND School safety and quality affect student learning and success. This study examined the effects of a comprehensive elementary school-wide social-emotional and character education program, Positive Action, on teacher, parent, and student perceptions of school safety and quality utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai’i trial included 20 racially/ethnically diverse schools and was conducted from 2002–2003 through 2005–2006. METHODS School-level archival data, collected by the Hawai’i Department of Education, were used to examine program effects at 1-year post-trial. Teacher, parent, and student data were analyzed to examine indicators of school quality such as student safety and well-being, involvement, and satisfaction, as well as overall school quality. Matched-paired t-tests were used for the primary analysis, and sensitivity analyses included permutation tests and random-intercept growth curve models. RESULTS Analyses comparing change from baseline to 1-year post-trial revealed that intervention schools demonstrated significantly improved school quality compared to control schools, with 21%, 13%, and 16% better overall school quality scores as reported by teachers, parents, and students, respectively. Teacher, parent, and student reports on individual school-quality indicators showed improvement in student safety and well-being, involvement, satisfaction, quality student support, focused and sustained action, standards-based learning, professionalism and system capacity, and coordinated team work. Teacher reports also showed an improvement in the responsiveness of the system. CONCLUSIONS School quality was substantially improved, providing evidence that a school-wide social-emotional and character education program can enhance school quality and facilitate whole-school change. PMID:22142170

Improving elementary school quality through the use of a social-emotional and character development program: a matched-pair, cluster-randomized, controlled trial in Hawai'i.

PubMed

Snyder, Frank J; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac J; Flay, Brian R

2012-01-01

School safety and quality affect student learning and success. This study examined the effects of a comprehensive elementary school-wide social-emotional and character education program, Positive Action, on teacher, parent, and student perceptions of school safety and quality utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai'i trial included 20 racially/ethnically diverse schools and was conducted from 2002-2003 through 2005-2006. School-level archival data, collected by the Hawai'i Department of Education, were used to examine program effects at 1-year post-trial. Teacher, parent, and student data were analyzed to examine indicators of school quality such as student safety and well-being, involvement, and satisfaction, as well as overall school quality. Matched-paired t-tests were used for the primary analysis, and sensitivity analyses included permutation tests and random-intercept growth curve models. Analyses comparing change from baseline to 1-year post-trial revealed that intervention schools demonstrated significantly improved school quality compared to control schools, with 21%, 13%, and 16% better overall school quality scores as reported by teachers, parents, and students, respectively. Teacher, parent, and student reports on individual school-quality indicators showed improvement in student safety and well-being, involvement, satisfaction, quality student support, focused and sustained action, standards-based learning, professionalism and system capacity, and coordinated team work. Teacher reports also showed an improvement in the responsiveness of the system. School quality was substantially improved, providing evidence that a school-wide social-emotional and character education program can enhance school quality and facilitate whole-school change. © 2011, American School Health Association.

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 by the GK-12 Fellows was important in helping teachers transfer components of a challenging field research experience to their students. Participating research scientists were able to convey the importance of their science to a wider audience. NSF GK-12 Fellows gained valuable experience in communicating scientific knowledge and field skills to K-12 teachers and students, became more knowledgeable about K-12 science education and were exposed to advances in pedagogy.

Inspiring the Next Generation of Explorers: Scientist Involvement in the Expedition Earth and Beyond Program

NASA Astrophysics Data System (ADS)

Graff, P. V.; Stefanov, W. L.; Willis, K.; Runco, S.

2012-12-01

Scientists, science experts, graduate and even undergraduate student researchers have a unique ability to inspire the next generation of explorers. These science, technology, engineering, and mathematics (STEM) experts can serve as role models for students and can help inspire them to consider future STEM-related careers. They have an exceptional ability to instill a sense of curiosity and fascination in the minds of students as they bring science to life in the classroom. Students and teachers are hungry for opportunities to interact with scientists. They feel honored when these experts take time out of their busy day to share their science, their expertise, and their stories. The key for teachers is to be cognizant of opportunities to connect their students with scientists. For scientists, the key is to know how to get involved, to have options for participation that involve different levels of commitment, and to work with educational specialists who can help facilitate their involvement. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students by getting them actively involved with NASA exploration, discovery, and the process of science. One of the main goals of the program is to facilitate student research in the classroom. The program uses astronaut photographs, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as the hook to help students gain an interest in a research topic. Student investigations can focus on Earth or involve comparative planetology. Student teams are encouraged to use additional imagery and data from Earth or planetary orbital spacecraft, or ground-based data collection tools, to augment the astronaut photography dataset. A second goal of the program is to provide opportunities for meaningful connections between scientists and classrooms. To do this, EEAB offers multiple opportunities for scientist involvement. One opportunity involves having scientists work as mentors for student teams conducting research. These student teams, ranging from grades 4 through 12, are able to obtain guidance, suggestions, and input from STEM experts as they conduct a research investigation. Another opportunity for scientist involvement is participation in Classroom Connection Distance Learning (DL) events. These DL events entail interactive and engaging presentations that enable STEM experts to share their expertise with students and teachers (grades 3 through 12) from all across the nation. A third opportunity for scientist involvement involves participation in virtual student team science presentations. Student teams have the opportunity to share their research and results by presenting it to science experts through the use of WebEx, an easy-to-use online conferencing tool. The impact STEM experts have on students in today's classrooms is powerful. They serve as role models to these students, and they open students' eyes to a potential career path they may not have known existed otherwise. The more scientists and STEM experts we can connect with students, the greater the impact we can make as we strive to inspire and prepare our nation's next generation of explorers.

Inspiring the Next Generation of Explorers: Scientist Involvement in the Expedition Earth and Beyond Program

NASA Technical Reports Server (NTRS)

Graff, Paige; Stefanov, William; Willis, Kim; Runco, Susan

2012-01-01

Scientists, science experts, graduate and even undergraduate student researchers have a unique ability to inspire the next generation of explorers. These science, technology, engineering, and mathematics (STEM) experts can serve as role models for students and can help inspire them to consider future STEM-related careers. They have an exceptional ability to instill a sense of curiosity and fascination in the minds of students as they bring science to life in the classroom. Students and teachers are hungry for opportunities to interact with scientists. They feel honored when these experts take time out of their busy day to share their science, their expertise, and their stories. The key for teachers is to be cognizant of opportunities to connect their students with scientists. For scientists, the key is to know how to get involved, to have options for participation that involve different levels of commitment, and to work with educational specialists who can help facilitate their involvement. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students by getting them actively involved with NASA exploration, discovery, and the process of science. One of the main goals of the program is to facilitate student research in the classroom. The program uses astronaut photographs, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as the hook to help students gain an interest in a research topic. Student investigations can focus on Earth or involve comparative planetology. Student teams are encouraged to use additional imagery and data from Earth or planetary orbital spacecraft, or ground-based data collection tools, to augment the astronaut photography dataset. A second goal of the program is to provide opportunities for meaningful connections between scientists and classrooms. To do this, EEAB offers multiple opportunities for scientist involvement. One opportunity involves having scientists work as mentors for student teams conducting research. These student teams, ranging from grades 4 through 12, are able to obtain guidance, suggestions, and input from STEM experts as they conduct a research investigation. Another opportunity for scientist involvement is participation in Classroom Connection Distance Learning (DL) events. These DL events entail interactive and engaging presentations that enable STEM experts to share their expertise with students and teachers (grades 3 through 12) from all across the nation. A third opportunity for scientist involvement involves participation in virtual student team science presentations. Student teams have the opportunity to share their research and results by presenting it to science experts through the use of WebEx, an easy-to-use online conferencing tool. The impact STEM experts have on students in today s classrooms is powerful. They serve as role models to these students, and they open students eyes to a potential career path they may not have known existed otherwise. The more scientists and STEM experts we can connect with students, the greater the impact we can make as we strive to inspire and prepare our nation s next generation of explorers.

NASA's explorer school and spaceward bound programs: Insights into two education programs designed to heighten public support for space science initiatives

USGS Publications Warehouse

Allner, Matthew; McKay, Christopher P; Coe, Liza; Rask, Jon; Paradise, Jim; Wynne, J. Judson

2010-01-01

IntroductionNASA has played an influential role in bringing the enthusiasm of space science to schools across the United States since the 1980s. The evolution of this public outreach has led to a variety of NASA funded education programs designed to promote student interest in science, technology, engineering, math, and geography (STEM-G) careers.PurposeThis paper investigates the educational outreach initiatives, structure, and impact of two of NASA's largest educational programs: the NASA Explorer School (NES) and NASA Spaceward Bound programs.ResultsSince its induction in 2003 the NES program has networked and provided resources to over 300 schools across the United States. Future directions include further development of mentor schools for each new NES school selected, while also developing a longitudinal student tracking system for NES students to monitor their future involvement in STEM-G careers. The Spaceward Bound program, now in its third year of teacher outreach, is looking to further expand its teacher network and scientific collaboration efforts, while building on its teacher mentorship framework.

Costs and Benefits of Family Involvement in Homework

ERIC Educational Resources Information Center

Van Voorhis, Frances Landis

2011-01-01

Homework represents one research-based instructional strategy linked to student achievement. However, challenges abound with its current practice. This paper presents the results of three 2-year longitudinal interventions of the Teachers Involve Parents in Schoolwork (TIPS) homework program in elementary mathematics, middle school language arts,…

Family life and human development (sex education): the Prince George's County Public Schools experience.

PubMed

Schaffer, M J

1981-04-01

The Family Life and Human Development (Sex Education) program is now fully implemented in 99.5% of Prince George's County Public Schools. The program is credited with better than 98% parental acceptance and student participation. The administrative guidelines and program supervision are crucial to the program's success. The program was developed to be in compliance with the Maryland State Board of Education Bylaw 13.03.03.01 that requires that sex education be offered. Prior to program implementation, the guidelines were written, parents were involved, and teachers and administrators were trained. All instruction is organized around 3 areas of focus: interpersonal relationships; physiological and personality changes of puberty; and advanced physiology and psychology of human sexual behavior. The major limitation of the program is that in grades 9-12 when such subjects as contraception, abortion, homosexuality and premarital intercourse can be discussed, only a small percentage of the student population are able to enroll each year. The reason for the low percentage include lack of funds to hire additional teachers, limited time due to 1/2 day work/study teachers, and the elective classification of the program. Before a teacher is permitted to teach any aspect of the program that deals with the reproductive system or any potentially sensitive area of sexuality, he/she must 1st meet certain established criteria.

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 development sessions, but that their classroom practices did not change as a result of the professional development program.

Scientist-Teacher Partnerships as Professional Development: An Action Research Study

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

Willcuts, Meredith H.

The overall purpose of this action research study was to explore the experiences of ten middle school science teachers involved in a three-year partnership program between scientists and teachers at a Department of Energy national laboratory, including the impact of the program on their professional development, and to improve the partnership program by developing a set of recommendations based on the study’s findings. This action research study relied on qualitative data including field notes recorded at the summer academies and data from two focus groups with teachers and scientists. Additionally, the participating teachers submitted written reflections in science notebooks, participatedmore » in open-ended telephone interviews that were transcribed verbatim, and wrote journal summaries to the Department of Energy at the end of the summer academy. The analysis of the data, collaboratively examined by the teachers, the scientists, and the science education specialist acting as co-researchers on the project, revealed five elements critical to the success of the professional development of science teachers. First, scientist-teacher partnerships are a unique contribution to the professional development of teachers of science that is not replicated in other forms of teacher training. Second, the role of the science education specialist as a bridge between the scientists and teachers is a unique and vital one, impacting all aspects of the professional development. Third, there is a paradox for classroom teachers as they view the professional development experience from two different lenses – that of learner and that of teacher. Fourth, learning for science teachers must be designed to be constructivist in nature. Fifth, the principles of the nature of science must be explicitly showcased to be seen and understood by the classroom teacher.« less

77 FR 70808 - Agency Information Collection Activities: Assessment Tools for Park-Based Youth Education and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-27

...) Usefulness of work experience. The SHRUB program provides education and in-depth involvement for students and... EcoHelpers SHRUBS program Total Teachers 12 8 0 20 Students 720 384 100 1,204 Estimated Total Annual... instructions and 18 minutes to complete the survey instrument). SAMO Youth EcoHelpers SHRUBS program Total...

Decreasing Elementary School Children's Disruptive Behaviors: A Review of Four Evidence-Based Programs for School Counselors

ERIC Educational Resources Information Center

Cholewa, Blaire; Smith-Adcock, Sondra; Amatea, Ellen

2010-01-01

Elementary school counselors are often expected to intervene when students are disruptive. This article describes four evidence-based programs that have been shown to be highly effective in changing children's disruptive behavior. The success of these programs rests on the involvement of both parents and teachers in developing a collaborative…

Operation Minerva Rocky View: Mentoring Young Girls in Science.

ERIC Educational Resources Information Center

Makosz, Jean; And Others

Operation Minerva is a science conference which originated in Calgary (Alberta, Canada) to provide young girls with positive experiences in math, the sciences, and technology. The program was adopted by a group of Rocky View teachers and parents who revised the program to meet the needs of their rural students. The program involved 40 eighth grade…

Smart School Snacks: A Comprehensive Preschool Nutrition Education Program

ERIC Educational Resources Information Center

Bernath, Penny; Masi, Wendy

2006-01-01

By adopting the Smart School Snacks program, administrators and teachers at the Nova Southeastern University (NSU) preschool center have prompted a healthy change in attitude about snacks. Simple healthy snacks have become the norm at the center and are welcomed by children and families alike. Family involvement is a critical part of the program.…

34 CFR 645.11 - What services do all Upward Bound projects provide?

Code of Federal Regulations, 2010 CFR

2010-07-01

... programs involving elementary or secondary school teachers, faculty members at institutions of higher....11 Section 645.11 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION UPWARD BOUND PROGRAM What Kinds of Projects...

Effects of Perceptual-Motor Programs on Children.

ERIC Educational Resources Information Center

Thomas, Jerry R.

Practical implications for physical education teachers are drawn after a review of research on perceptual motor training programs for elementary school children. Three categories of theorists are identified: those who emphasize the intellectual involvement of the child in motoric functioning; those who stress development of perceptual motor bases…

Research and Demonstration Projects: Programs for Gifted, January 1990-1991.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Special Education.

Thirteen research and demonstration projects developed by Ohio school districts for the education of gifted students are described. The programs involve inservice teacher education; interdepartmental teamwork; collaboration with community and university resources; a continuum of services for gifted children in regular classrooms; learning options…

Teacher education professionals as partners in health science outreach.

PubMed

Houtz, Lynne E; Kosoko-Lasaki, Omofolasade; Zardetto-Smith, Andrea M; Mu, Keli; Royeen, Charlotte B

2004-01-01

Medical school and other health science outreach programs to educate and recruit precollege students always have relied on successful collaborative efforts. Creighton University shares the value, significance, and strategies of involving teacher education professionals in several of its current outreach programs, including HPPI, Brains Rule! Neuroscience Expositions, and HHMI Build a Human Project. The education department partner serves as an essential team member in the development, implementation, assessment, and dissemination of these projects to promote science and mathematics achievement and interest in medical careers. Specific examples and mistakes to avoid are included.

Epistemology, development, and integrity in a science education professional development program

NASA Astrophysics Data System (ADS)

Hancock, Elizabeth St. Petery

This research involved interpretive inquiry to understand changes in the notion of "self" as expressed by teachers recently enrolled as graduate students in an advanced degree program in science education at Florida State University. Teachers work in a context that integrates behavior, social structure, culture, and intention. Within this context, this study focused on the intentional realm that involves interior understandings, including self-epistemology, professional self-identity, and integrity. Scholarship in adult and teacher development, especially ways of knowing theory, guided my efforts to understand change in these notions of self. The five participants in this study were interviewed in depth to explore their "self"-related understandings in detail. The other primary data sources were portfolios and work the participants submitted as part of the program. Guided by a constructivist methodology, I used narrative inquiry and grounded theory to conduct data analysis. As learners and teachers, these individuals drew upon epistemological orientations emphasizing a procedural orientation to knowledge. They experienced varying degrees of interior and exterior development in self and epistemology. They created integrity in their efforts to align their intentions with their actions with a dynamic relationship to context. This study suggests that professional development experiences in science education include consideration of the personal and the professional, recognize and honor differing perspectives, facilitate development, and assist individuals to recognize and articulate their integrity.

To the Planets, Comets, and Beyond: A Vision of Sustained Collaboration

NASA Astrophysics Data System (ADS)

Gaboardi, M.; Grauer, M.; Humayun, M.; Dixon, P.

2007-12-01

Our NASA-funded, E/PO partnership, the Student-Teacher Astronomy Resource (STAR) Program, has been successful in integrating current space science knowledge, scientific inquiry, and educational practices. With our focus on the recent NASA Stardust Mission, we engage teachers, students, and the general public in timely, research-based inquiry into space science. One such component of our program is "The Solar System: To the Planets, Comets, and Beyond," a new curricula that is accessible to, and comfortable for, primary educators, many of whom were previously uncomfortable teaching space science. This achievement is the result of ongoing collaboration between a formal primary educator (Grauer), the director of educational outreach for the National High Magnetic Field Laboratory (Dixon), a cosmochemist (Humayun) and a graduate student (Gaboardi), both researchers in the geochemistry program within the NHMFL. Indicators of success in our outreach program include the following: 1- Increased public awareness of research as evidenced by local television, newspaper, and radio coverage, 2- Requests from individual teachers, schools, and school districts for workshops specific to our program, 3- Overwhelmingly positive formal and informal responses from teachers, students, and parents participating in our program, 4- Requests from high-school students for advice involving science fair projects, 5- High level of performance of Grauer's primary students in space science curricula developed as a result of collaboration, and 6- Integration of a space science component into the sustained outreach program provided by the NHMFL. We are currently collecting formal questionnaires from teachers who have participated in our 2007 workshops to explore the following further indicators of success: 1- teachers' use of our curricula, 2- teachers' comfort levels in teaching space science both before and after attending our workshop, and 3- teachers' evaluation of their own space science content knowledge before and after attending our workshop. Based on formal responses from the 2006 cohort, and informal responses from the 2007 cohort, we expect evaluations to be strongly positive.

The Well-Managed Classroom for Catholic Schools: Promoting Student Success through the Teaching of Social Skills and Christian Values.

ERIC Educational Resources Information Center

Peter, Val J.; Connolly, Theresa; Dowd, Tom; Criste, Andrea; Nelson, Cathy; Tobias, Lisa

The Boys Town Model of Education is located within the historical context of Catholic parochial education. Classroom management includes all the things teachers must do to foster student involvement and cooperation in classroom activities, not just reactions to problem behaviors. This program is designed to help teachers motivate and encourage…

Supporting and Resourcing Secondary Science Teachers in Rural and Regional Schools

ERIC Educational Resources Information Center

Kenny, John; Seen, Andrew; Purser, John

2008-01-01

This paper reports on the outcomes of a pilot project to support secondary teachers of science in rural and regional Tasmania. The pilot project involved eight regional schools and was based on the provision of a kit of materials and an associated learning program that used brine shrimp or "sea-monkeys" to test for water quality. The…

Improving School Climate Through School/Community Interaction: Needs Assessment Through Community Participation. Teacher Corps Developmental Training Activities.

ERIC Educational Resources Information Center

Barros, Ricardo

The initial year (1978) of the five year program, the Chama Valley Independent School District (CVISD)/University of New Mexico (UNM) Teacher Corps Project, involved an intensive collaborative effort to define and delineate specific project requirements and objectives of the remaining 4 years of the project's duration. The major tool for this…

Changes in Student Attitudes Regarding Science When Taught by Teachers without Experiences with a Model Professional Development Program

ERIC Educational Resources Information Center

Ali, Mohamed Moustafa; Yager, Robert; Hacieminoglu, Esme; Caliskan, Ilke

2013-01-01

This study focuses on two main issues concerning changes in student attitudes toward science study and their perceptions of its usefulness in their lives. Information has been gathered concerning how student attitudes toward science have changed for teachers and schools not involved with any funded professional development project. Pretesting and…

Settling In. A Competency-Based Curriculum for U.S. Cultural Orientation. A Teacher's Handbook 2.

ERIC Educational Resources Information Center

Shapiro, Toni, Comp.; Ligon, Fred, Ed.

This handbook is intended to assist teachers involved in helping Southeast Asian refugees with little or no formal education to gain an understanding of U.S. culture. The guide is divided into the following four parts: an introduction describing the refugee training program that led to the development of the handbook, seven units of core…

Student and Teacher Perceptions of the Use of Multimedia Supported Predict-Observe-Explain Tasks To Probe Understanding.

ERIC Educational Resources Information Center

Kearney, Matthew; Treagust, David F.; Yeo, Shelley; Zadnik, Marjan G.

2001-01-01

Discusses student and teacher perceptions of a new development in the use of the predict-observe-explain (POE) strategy. This development involves the incorporation of POE tasks into a multimedia computer program that uses real-life, digital video clips of difficult, expensive, time consuming, or dangerous scenarios as stimuli for these tasks.…

Parents' Musical Habitus and Its Effects on a Child's Involvement in an Elementary Orchestra Program

ERIC Educational Resources Information Center

Wasilewski, Suzanne Hattala

2017-01-01

Since the implementation of the New York State Common Core Standards, two primary problems have arisen for elementary instrumental music teachers. First, instrumental music teachers' time to work with students is diminishing. The demands of the rigorous curriculums developed to teach the Common Core Standards create a climate where English…

Nutrition Education in the Elementary School

ERIC Educational Resources Information Center

Eisenhauer, John E.; Bell, Paul E.

1976-01-01

The involvement of seven elementary teachers in a summer nutrition workshop expanded into a complete nutrition education program on nutrients, caloric balance, junk foods, food selection, preparation, and storage. (MB)

Evaluation of the German-American Partnership Program between Madison Public Schools and Neutorschule of Mainz, Federal Republic of Germany.

ERIC Educational Resources Information Center

Grittner, Frank M.

The program evaluated here involved a two-way exchange of students and teachers from a school in Mainz and two high schools in Madison, Wisconsin. Homestay and cultural touring were outstanding aspects of the program. To measure the impact of the program on American participants, tests and questionnaires were administered before and after the…

Science Education Partnerships. Manual for Scientists and K-12 Teachers.

ERIC Educational Resources Information Center

Sussman, Art, Ed.

Many involved in science education reform agree that one ingredient of future science education programs should be effective partnerships. Partnerships often will embrace people and organizations who traditionally have not been involved in science education. This book offers "how to" guidelines for forming effective science education…

Involving Your Many Publics in Support of Physical Education.

ERIC Educational Resources Information Center

Conrad, C. Carson

The author presents suggestions for publicizing physical education programs more effectively and for involving as many "publics" as possible in support of physical education. Methods discussed include: (1) the use of students as "salespeople" to other students, parents, and teachers; (2) publicizing through mass communications media, through…

Reaching Your Program Goals: The Secret to a Successful Relationship with Your Evaluator

NASA Astrophysics Data System (ADS)

Warburton, J.; Crowley, S.; Larson, A.

2012-12-01

PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the Polar Regions. PolarTREC has become a leader in the evaluation of teacher research experiences (TREs) and offers a model for outside evaluation for education and public outreach. Programs such as TRE's offer a direct package of outreach opportunities for effective broader impacts. This presentation offers a model for the evaluative process beginning with project design and goals, which involve an outside evaluator, and that provide funders with an outlined scope of projects as well as outcomes and products for use by the public to advance scientific understanding. Outcomes are determined before the program is developed to ensure that all components are striving for program efficacy. Formative and summative evaluations for all audiences ensure robust program reports via survey's, knowledge assessments, conference calls, outreach implementation plans for multiple diverse audiences and in-depth case studies with teachers back in their classrooms. PolarTREC has become part of a larger, international working group of evaluators and program managers on program assessment. As part of this working group, sharing best practices for effective evaluation to better support science efforts, inform funders, and communicate with the public, has been integral to the evolution and advancement of our successful evaluation model.

The Lowell Observatory Navajo-Hopi Astronomy Outreach Program

NASA Astrophysics Data System (ADS)

Herrmann, K. A.; Hunter, D. A.; Bosh, A. S.; Johnson, M.; Schindler, K.

2012-08-01

We present an overview of the Lowell Observatory Navajo-Hopi Astronomy Outreach Program, which is modeled after the ASP's Project ASTRO (Richter & Fraknoi 1994). Since 1996, our missions have been (1) to use the inherent excitement about the night sky to help teachers get Navajo and Hopi students excited about science and education, and (2) to help teachers of Navajo and Hopi students learn about astronomy and hands-on activities so that they will be better able to incorporate astronomy in their classrooms. Lowell astronomers pair up for a school year with an elementary or middle school (5th-8th grade) teacher and make numerous visits to their teachers' classes, partnering with the educators in leading discussions linked with hands-on activities. Lowell staff also work with educators and amateur astronomers to offer evening star parties that involve the family members of the students as well as the general community. Toward the end of the school year, teachers bring their classes to Lowell Observatory. The classes spend some time exploring the Steele Visitor Center and participating in tours and programs. They also voyage to Lowell's research facility in the evening to observe at two of Lowell's research telescopes. Furthermore, we offer biennial teacher workshops in Flagstaff to provide teachers with tools, curricula materials, and personalized training so that they are able to include astronomy in their classrooms. We also work with tribal educators to incorporate traditional astronomical knowledge. Funding for the program comes from many different sources.

Effects of a language program in the social functioning of children at elementary school.

PubMed

Stivanin, Luciene; Carnio, Maria Silvia

2017-10-23

the purpose of this study was to describe a language stimulation program, including teacher training and practical activities in the classroom, and investigate the effectiveness of this action on the social functioning and behavioral problems of elementary school children. 136 children from six classrooms of a public school and their teachers participated in this research. Of these, half were given the language stimulation program: 16 hours of training for teachers and 9 meetings in the classroom with activities for students. The activities involved instruction for the use of language reflection and practice with the narrative structure. Teachers filled out questionnaires about the social skills and behavior problems of their students before and after the program. there was no statistically significant difference between the research groups pre- and post- program in terms of assertiveness/ social resourcefulness (1st and 5th grades) and cooperation/affection (1st and 3rd grades). In the research groups, children of the 3rd grade, different from the 1st and the 5th grade, showed more evolution in their self-control abilities, which may be related to the lower frequency of externalizing problems in this group. the language program had positive effects on social assertiveness/resourcefulness skills and social cooperation/affection.

Management System for EMR Work Study Program.

ERIC Educational Resources Information Center

Columbia County Board of Public Instruction, Lake City, FL. Exceptional Child Education Dept.

A computerized information management system involving the specification of objectives, the coding of teacher evaluations of students, and a variety of possible outputs has been used in a work study program for educable mentally retarded adolescents. Instructional objectives are specified and coded by number and category. Evaluation is by means of…

Trends in University Support of Scholastic Journalism.

ERIC Educational Resources Information Center

Dickson, Tom

2001-01-01

Attempts to determine whether journalism and mass communication programs have become less involved in scholastic journalism in recent years. Finds that media-related units with graduate programs are more sensitive to the needs of teachers. Supports the hypothesis that education for scholastic journalism could be at risk, at least in regard to…

Leadership Development for Teachers: Models and Choices.

ERIC Educational Resources Information Center

Burgess, Wm. V.

Studies have shown that a commitment to any change, including curricular program, student policy, or educational innovation, is best obtained by involving those who are most affected by the change. Staff development and inservice education programs are longer-lasting and more positively received when the instructional staff are part of the…

The Occupational Versatility Program: Student-Directed Learning in Industrial Arts.

ERIC Educational Resources Information Center

Lavender, John

1978-01-01

Describes the Occupational Versatility program in industrial arts, involving a self-instructional school shop in which the learning system is student-managed, nongraded, upgraded, and team taught. This federally funded learning method has also been successfully applied to home economics and art education. Information sources for the teacher are…

Bold Action Programs for the Disadvantaged: Elementary Reading.

ERIC Educational Resources Information Center

Whipple, Gertrude

The following five characteristics of successful reading projects for the disadvantaged are discussed as a basis for appraising ESEA/Title I programs: (1) a child need-centered emphasis, (2) provision for teacher education, (3) use of multidisciplinary and paraprofessional personnel, (4) parent involvement, and (5) evaluation procedures. Current…

Science Unlimited: Teacher's Guide to the Intermediate Lessons.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg. Div. of Arts and Sciences.

Science Unlimited (Pennsylvania Department of Education's elementary science effort) has developed a series of television programs for use in the primary and intermediate grades. These television programs form an integral part of science lessons which emphasize direct involvement of children with materials and ideas, provide for individual and…

Fred P. Ellison and Portuguese Program Development

ERIC Educational Resources Information Center

Milleret, Margo

2016-01-01

The written record of Ellison's involvement in Portuguese program development begins in 1964 when he became chairman of the Portuguese Language Development Group that met at several Modern Language Association meetings before being accepted by the American Association of Teachers of Spanish and Portuguese (AATSP) in 1967. The record ends in the…

Office Occupations Cluster Brief. Clerical Cluster. [Vocational Education in Oregon.

ERIC Educational Resources Information Center

Stamps, Margaret McDonnall

This guide sets forth minimum approval criteria for clerical training in office occupations education programs in Oregon. The information in the guide is intended for use by district-level curriculum planners, teachers, regional coordinators, or state education department staff involved with new program development or revisions of existing…

Office Occupations Cluster Brief. Secretarial Cluster. [Vocational Education in Oregon.

ERIC Educational Resources Information Center

Stamps, Margaret McDonnall

This guide sets forth minimum approval criteria for secretarial training in office occupations education programs in Oregon. The information in the guide is intended for use by district-level curriculum planners, teachers, regional coordinators, or state education department staff involved with new program development or revisions of existing…

Development of a preschool child pedestrian traffic safety program, the Walking in Traffic Safety (WITS) program for preschoolers

DOT National Transportation Integrated Search

1985-01-01

This report presents an overview of the process followed in developing the 22 WITS booklets for preschoolers, parents, and teachers. The steps involved in completing this project are described: (1) conduct of an in-depth review of the literature, (2)...

Teaching Language Concepts to Multihandicapped Deaf Students.

ERIC Educational Resources Information Center

Brasch, Marilyn; Boespflug, Pam

This brief paper offers suggestions for parents and teachers working together to develop meaningful communication skills in deaf multihandicapped children. An intervention program developed by Jan VanDijk is described. This program involves the use of environmental engineering to teach language concepts with materials such as a calendar box with…

My IEP: A Student-Directed Individualized Education Program Model

ERIC Educational Resources Information Center

Royer, David J.

2017-01-01

Students with disabilities need to be more involved in planning and presenting individualized education program (IEP) meetings, and teachers need an effective, efficient curriculum to teach students how. "My IEP" curriculum uses folding graphic organizers to teach students to self-direct IEP meetings, targeting self-advocacy and…

Diffusion of school-based prevention programs in two urban districts: adaptations, rationales, and suggestions for change.

PubMed

Ozer, Emily J; Wanis, Maggie G; Bazell, Nickie

2010-03-01

The diffusion of school-based preventive interventions involves the balancing of high-fidelity implementation of empirically-supported programs with flexibility to permit local stakeholders to target the specific needs of their youth. There has been little systematic research that directly seeks to integrate research- and community-driven approaches to diffusion. The present study provides a primarily qualitative investigation of the initial roll-out of two empirically-supported substance and violence prevention programs in two urban school districts that serve a high proportion of low-income, ethnic minority youth. The predominant ethnic group in most of our study schools was Asian American, followed by smaller numbers of Latinos, African Americans, and European Americans. We examined the adaptations made by experienced health teachers as they implemented the programs, the elicitation of suggested adaptations to the curricula from student and teacher stakeholders, and the evaluation of the consistency of these suggested adaptations with the core components of the programs. Data sources include extensive classroom observations of curricula delivery and interviews with students, teachers, and program developers. All health teachers made adaptations, primarily with respect to instructional format, integration of real-life experiences into the curriculum, and supplementation with additional resources; pedagogical and class management issues were cited as the rationale for these changes. Students and teachers were equally likely to propose adaptations that met with the program developers' approval with respect to program theory and implementation logistics. Tensions between teaching practice and prevention science-as well as implications for future research and practice in school-based prevention-are considered.

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 resources involving STEM research, inquiry, and technology; implementing STEM graduate research into the classroom; clarifying potential benefits for all involved partners (school districts, teacher, university departments, graduate students and K-12 students); improving management methods; and planning for sustainability of partnerships and resources developed including synergy with other university outreach projects.

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.

Pharmacists teaching in family medicine residency programs

PubMed Central

Jorgenson, Derek; Muller, Andries; Whelan, Anne Marie; Buxton, Kelly

2011-01-01

Abstract Objective To determine the percentage of family medicine residency programs that have pharmacists directly involved in teaching residents, the types and extent of teaching provided by pharmacists in family medicine residency programs, and the primary source of funding for the pharmacists. Design Web-based survey. Setting One hundred fifty-eight resident training sites within the 17 family medicine residency programs in Canada. Participants One hundred residency program directors who were responsible for overseeing the training sites within the residency programs were contacted to determine the percentage of training sites in which pharmacists were directly involved in teaching. Pharmacists who were identified by the residency directors were invited to participate in the Web-based survey. Main outcome measures The percentage of training sites for family medicine residency that have pharmacists directly involved in teaching residents. The types and the extent of teaching performed by the pharmacists who teach in the residency programs. The primary source of funding that supports the pharmacists’ salaries. Results More than a quarter (25.3%) of family medicine residency training sites include direct involvement of pharmacist teachers. Pharmacist teachers reported that they spend a substantial amount of their time teaching residents using a range of teaching modalities and topics, but have no formal pharmacotherapy curriculums. Nearly a quarter (22.6%) of the pharmacists reported that their salaries were primarily funded by the residency programs. Conclusion Pharmacists have a role in training family medicine residents. This is a good opportunity for family medicine residents to learn about issues related to pharmacotherapy; however, the role of pharmacists as educators might be optimized if standardized teaching methods, curriculums, and evaluation plans were in place. PMID:21918131

NITARP: Impact Assessment, 2005-2013

NASA Astrophysics Data System (ADS)

Rebull, Luisa M.; Gorjian, V.; Brinkworth, C.; Squires, G. K.; Burtnyk, K.

2014-01-01

NITARP, the NASA/IPAC Training in Archival Research Program, gets educators involved in authentic astronomical research. We partner small groups of educators with a mentor professional astronomer for a year-long original research project. The educators incorporate the experience into their classrooms and share their experience with other teachers. The teams echo the entire research process, from writing a proposal, to doing the research, to writing up and presenting the results at an AAS meeting. The educators incorporate this experience into their classroom. This program differs from other programs that we know of that get real astronomy data into the classroom in that: (a) Each team works on an original, unique project. There are no canned labs here! (b) Each team presents their results in posters at the AAS, in science sessions (not just outreach sessions). The posters are distributed throughout the meeting, in amongst other researchers' work; the participants are not "given a free pass" because they are teachers. (c) The 'product' of this project is the scientific result, not a curriculum packet. (d) Because the teachers work with students throughout this project, the teachers have already begun to adapt their project to fit in their classroom environment. This poster will describe the program, with highlights of an impact assessment survey conducted of NITARP alumni in June 2013. Including all forms of the project from 2004-2013, there have been 80 educator participants from 33 states; 40 of them responded to our survey. There have been 37 science and 42 education AAS posters presented by NITARP-affiliated educators and scientists (with 8 more expected to be presented at this meeting). There have been 5 refereed journal articles in professional astronomy research journals that directly involve NITARP teachers and scientists (Howell et al. 2006, Guieu et al. 2010, Howell et al. 2008, Rebull et al., 2011, 2013), and 2 more astronomy journal articles describing the software developed in conjunction with NITARP and its Spitzer (Laher et al. 2012ab). There is one more refereed article written by a NITARP alumni teacher for The Physics Teacher (Pereira et al. 2013).

Characteristics and Contributions of School Subjects at the Elementary Level: Results of a Survey of Pre-Service Elementary Teachers from Four Quebec Universities

ERIC Educational Resources Information Center

Lebrun, Johanne; Lenoir, Yves; Oliveira, Anderson Araujo; Morin, Marie-Pier; McConnell, Anne Catherine

2011-01-01

This article presents the results of a survey questionnaire involving 841 third and fourth year students enrolled in a French language Bachelors degree program in Elementary Education at four Quebec universities. The questionnaire dealt with pre-service elementary teachers' representations of the teaching and learning of four school subjects:…

Student-Teacher Astronomy Resource (STAR) Program

NASA Astrophysics Data System (ADS)

Gaboardi, M.; Humayun, M.; Dixon, P.

2006-12-01

Our NASA-funded E/PO program, the Student-Teacher Astronomy Resource (STAR) Program, designed around the Stardust and Genesis Missions, focuses on the reciprocal relationship between technological progress and advances in scientific understanding. We work directly with the public, teachers, classrooms, and individual school students. Both formal and informal evaluations suggest that our four-step approach to outreach has been effective. This annual program may serve as a model for the partnership between a national research institution, local scientists, and local teachers. The program has four components: 1."Space Stations" developed around the technology and science of the Genesis and Stardust Missions, are offered as child-friendly booths at the annual National High Magnetic Field Laboratory (NHMFL) Open House. The stations allow for direct interaction between the scientists and the public (over 3000 visitors). 2. STAR teachers (15) receive training and supplies to lead their classrooms through "Technology for Studying Comets". After attending a one-day in-service at the NHMFL, teachers can bring to their students an inquiry-based space science unit about which they are knowledgeable and excited. 3. We offer "Comet Tales," an informal education experience based on the NASA classroom activity "Comet Basics," to 15 local classrooms. We visit local classrooms and engage students with inquiry about comets, sampling of Wild 2, and what scientists hope to learn from the Stardust Mission. Visits occur during the two-week "Technology for Studying Comets" unit taught by each STAR teacher. 4. The "Stellar Students" component involves 15 high-achieving students in research activities. From each classroom visited during "Comet Tales," one student is selected to visit the NHMFL for a day. Parents and teachers of the students are invited for an awards ceremony and student presentations. Evaluation consisted of focus groups, informal observation, and questionnaires. Responses were overwhelmingly positive. This format allows us to continuously improve the design of our program and ensure that we meet the needs of our local school district.

Teacher training: the quick fix that stuck.

PubMed

Coldevin, G

1988-01-01

Of all the strategies for coping with teacher shortages that have been attempted, the effort that has gained the most ground in the past 20 years involves recruiting untrained or unqualified teachers pressing them into service, and then bringing them up to pedagogical or academic certification through distance education. The benefits of this approach include: for teachers, home-based study means attaining professional certification or academic upgrading without interrupting earnings; in-service training obviates the problem of finding substitute teachers who may have poorer qualifications than the teachers they are replacing; in-situ training reduces the possibility of urban migration that may result when college-based trainees do not want to return to their rural posts; and larger numbers of teachers can be served at 1 time and at lower costs than with campus-based instruction. According to the available studies, training costs for distance education students are typically 1/4 to 1/2 as expensive as conventional instruction. At least 50 3rd world countries are estimated to be involved in some form of distance teacher training. Mostly, countries combine correspondence with broadcasting and other support media, correspondence with occasional face-to-face sessions, and the 3-way combination of print/broadcasting/occasional residential teaching approaches. The broadcast medium typically is radio, but some programs, particularly programs offered by distance education universities, use television also. Tutorial counseling and local resource center support vary considerably and represent the most pressing challenges to the bulk of operations. 4 systems initiated during the 1980s in Pakistan, Burma, Zimbabwe, and Kenya are presented to illustrate the need for distance education training and the diversity of distance education methods.

The Learning Assistant Model for Science Teacher Recruitment and Preparation

NASA Astrophysics Data System (ADS)

Otero, Valerie

2006-04-01

There is a shortage of high quality physical science teachers in the United States. In 2001, less than 50% of teachers who taught physics held a major or minor in physics or physics education (Neuschatz & McFarling, 2003). Studies point to content knowledge as one of the two factors that is positively correlated with teacher quality. However, those directly responsible for the science content preparation of teachers, specifically science research faculty, are rarely involved in focused efforts to improve teacher quality or to create alternative paths for becoming a teacher. What role should science research faculty play in the recruitment and preparation of science teachers? How might teacher recruitment and preparation be conceived so that science research faculty members' participation in these efforts is not at odds with the traditional scientific research foci of science research departments? To address this issue, we have coupled our teacher recruitment and preparation efforts with our efforts for transforming our large-enrollment, undergraduate science courses. This is achieved through the undergraduate Learning Assistant (LA) program, where talented mathematics and science majors are hired to assist in transforming large enrollment courses to student-centered, collaborative environments. These LAs are the target of our teacher recruitment efforts. Science research faculty, in collaboration with faculty from the school of education have established a community that supports LAs in making decisions to explore K12 teaching as a career option. Fifteen percent of the LAs who have participated in this program have entered teaching credential programs and now plan to become K12 teachers. An added effect of this program is that research faculty have developed skills and knowledge regarding inquiry-based and student-centered pedagogy and theories of student learning. The Learning Assistant program has led to increased subject matter knowledge among learning assistants, increased interest in K-12 teaching as a career, and increased appreciation and understanding of student-centered and inquiry-based learning. Data to support these claims will be presented. Neuschatz, M. & McFarling, M. (2003). Broadning the Base: High School Physics Education at the Turn of a New Century, AIP Report No. R-439.

Bioinformatics projects supporting life-sciences learning in high schools.

PubMed

Marques, Isabel; Almeida, Paulo; Alves, Renato; Dias, Maria João; Godinho, Ana; Pereira-Leal, José B

2014-01-01

The interdisciplinary nature of bioinformatics makes it an ideal framework to develop activities enabling enquiry-based learning. We describe here the development and implementation of a pilot project to use bioinformatics-based research activities in high schools, called "Bioinformatics@school." It includes web-based research projects that students can pursue alone or under teacher supervision and a teacher training program. The project is organized so as to enable discussion of key results between students and teachers. After successful trials in two high schools, as measured by questionnaires, interviews, and assessment of knowledge acquisition, the project is expanding by the action of the teachers involved, who are helping us develop more content and are recruiting more teachers and schools.

The use of international videoconferencing as a strategy for teaching medical students about transcultural psychiatry.

PubMed

Ekblad, Solvig; Manicavasagar, Vijaya; Silove, Derrick; Bäärnhielm, Sofie; Reczycki, Marguerita; Mollica, Richard; Coello, Mariano

2004-03-01

Videoconferencing is an innovative method that potentially allows medical students exposure to international teachers in refugee mental health who would otherwise be inaccessible. This article reports a pilot study using videoconferencing with international teachers from Australia, Sweden and the USA participating in the training of ten senior Swedish medical students. Interviews with an actual and a simulated patient were conducted at the U.S. and Australian sites respectively, followed by discussions involving those two sites with students and their supervisors in Sweden. Students evaluated the method favourably, as did the teachers, although the brevity of the program was seen as a limitation. Teachers noted the importance of preparing students and patients and ensuring that the technology operates smoothly to ensure success. Although cost-effective in teaching medical students in developed countries, videoconferencing may still be out of the reach of training programs in many developing countries where it is most needed.

The History of Winter: teachers as scientists

NASA Astrophysics Data System (ADS)

Koenig, L.; Courville, Z.; Wasilewski, P. J.; Gow, T.; Bender, K. J.

2013-12-01

The History of Winter (HOW) is a NASA Goddard Space Flight Center-funded teacher enrichment program that was started by Dr. Peter Wasilewski (NASA), Dr. Robert Gabrys (NASA) and Dr. Tony Gow (Cold Regions Research and Engineering Laboratory, or CRREL) in 2001 and continues with support and involvement of scientists from both the NASA Cryospheric Sciences Laboratory and CREEL. The program brings educators mostly from middle and high schools but also from state parks, community colleges and other institutions from across the US to the Northwood School (a small, private boarding school) in Lake Placid, NY for one week to learn about several facets of winter, polar, and snow research, including the science and history of polar ice core research, lake ice formation and structure, snow pack science, winter ecology, and remote sensing including current and future NASA cryospheric missions. The program receives support from the Northwood School staff to facilitate the program. The goal of the program is to create 'teachers as scientists' which is achieved through several hands-on field experiences in which the teachers have the opportunity to work with polar researchers from NASA, CRREL and partner Universities to dig and sample snow pits, make ice thin sections from lake ice, make snow shelters, and observe under-ice lake ecology. The hands-on work allows the teachers to use the same tools and techniques used in polar research while simultaneously introducing science concepts and activities to support their classroom work. The ultimate goal of the program is to provide the classroom teachers with the opportunity to learn about current and timely cryospheric research as well as to engage in real fieldwork experiences. The enthusiasm generated during the week-long program is translated into classroom activities with guidance from scientists, teachers and educational professionals. The opportunity to engage with polar researchers, both young investigators and renowned veterans in the field, is a unique experience for many of the teachers. Here we present lessons learned throughout the lifetime of the program, including successes and improvements made, and present our vision for the future of HOW.

A program to enhance k-12 science education in ten rural New York school districts.

PubMed

Goodell, E; Visco, R; Pollock, P

1999-04-01

The Rural Partnership for Science Education, designed by educators and scientists in 1991 with funding from the National Institutes of Health, works in two rural New York State counties with students and their teachers from kindergarten through grade 12 to improve pre-college science education. The Partnership is an alliance among ten rural New York school districts and several New York State institutions (e.g., a regional academic medical center; the New York Academy of Sciences; and others), and has activities that involve around 4,800 students and 240 teachers each year. The authors describe the program's activities (e.g., summer workshops for teachers; science exploration camps for elementary and middle-school students; enrichment activities for high school students). A certified science education specialist directs classroom demonstrations throughout the academic year to support teachers' efforts to integrate hands-on activities into the science curriculum. A variety of evaluations over the years provides strong evidence of the program's effectiveness in promoting students' and teachers' interest in science. The long-term goal of the Partnership is to inspire more rural students to work hard, learn science, and enter the medical professions.

Teachers' sense-making of curriculum structures and its impact on the implementation of an innovative reform-based science curriculum

NASA Astrophysics Data System (ADS)

Beckford-Smart, Meredith

This study discusses the social interactions involved in teachers' enactment and use of new science curricula. The teachers studied participated in the LiFE program, a university-school partnership, which is an inquiry based science and nutrition education program. In this program fifth and sixth grade students learned science through the study of food. The program used the study of food and food systems to teach life sciences and nutrition through inquiry based studies. Through the partnership teachers received professional development which aimed to deepen their conceptual understandings of life science and develop skills in implementing inquiry-base teaching. Using qualitative research methods of ethnography and narrative inquiry to study teachers' sense-making of messages from curriculum structures, the intention was to explore how teachers' sense-making of these structures guided their classroom practices. Two research questions were addressed: (a) How do teachers make sense of curriculum given their perceptions, their school context and their curricular context; (b) What influence do their identities as science teachers/learners have on their enactment of an innovative science curriculum. I used comparative analysis to examine teacher's beliefs and identities as teachers/learners. In the process of studying these teachers an understanding of how teachers' stories and identities shape their use and enactment of science curriculum came to light. The initial analysis revealed four distinct teacher identities: (a) social responsibility teacher/learner; (b) experiential teacher/learner; (c) supportive institution teacher/learner; and (d) turning point teacher. Besides these distinct teacher identities three cross cutting themes emerged: (a) creating environments conducive to their teaching visions; (b) empowering student through science teaching; and (c) dealing with the uncertainty of teaching. The information gathered from this study will illuminate how these different teacher stories shaped their teaching practices and enactment of science curriculum. Curriculum developers and policy makers struggle to understand how their messages can be communicated clearly to their readers and users. Many argue that curriculum materials are not used the way they are intended. Others argue the messages read from policy and curriculum materials and artifacts are ambiguous and unclear. This study did not argue that teachers do not use the curriculum materials correctly. This study focused on teachers' sense-making of curriculum materials so we can get a better understanding of the role curriculum resources can play in reform.

ARC-2006-ACD06-0113-012

NASA Image and Video Library

2006-06-28

Spaceward Bound Program in Atacama Desert; shown here is a realtime webcast from Yungay, Chile vis satellite involving NASA Scientists and seven NASA Explorer school teachers. Spaceward Bound Program in Atacama Desert; shown here is a realtime webcast from Yungay, Chile vis satellite involving NASA Scientists and seven NASA Explorer school teachers. On the Ames end we find the Girl Scouts Space cookines robotic team. The robot nicknamed Zoe is looking for life in extreme environments in preparation for what might be encounter on Mars. On the Ames end we find the Girl Csouts Space cookines robotic team. The robot nicknamed Zoe is looking for life in extreme environments in preparation for what might be encounter on Mars. see full text on the NASA-Ames News - Research # 04-91AR Center Director works with 'SpaceCookie' sending commands to Zoe.

ARC-2006-ACD06-0113-015

NASA Image and Video Library

2006-06-28

Spaceward Bound Program in Atacama Desert; shown here is a realtime webcast from Yungay, Chile vis satellite involving NASA Scientists and seven NASA Explorer school teachers. Spaceward Bound Program in Atacama Desert; shown here is a realtime webcast from Yungay, Chile vis satellite involving NASA Scientists and seven NASA Explorer school teachers. On the Ames end we find the Girl Scouts Space cookines robotic team. The robot nicknamed Zoe is looking for life in extreme environments in preparation for what might be encounter on Mars. On the Ames end we find the Girl Csouts Space cookines robotic team. The robot nicknamed Zoe is looking for life in extreme environments in preparation for what might be encounter on Mars. see full text on the NASA-Ames News - Research # 04-91AR Center Director works with 'SpaceCookie' sending commands to Zoe.

ARC-2006-ACD06-0113-014

NASA Image and Video Library

2006-07-05

Spaceward Bound Program in Atacama Desert; shown here is a realtime webcast from Yungay, Chile vis satellite involving NASA Scientists and seven NASA Explorer school teachers. Spaceward Bound Program in Atacama Desert; shown here is a realtime webcast from Yungay, Chile vis satellite involving NASA Scientists and seven NASA Explorer school teachers. On the Ames end we find the Girl Scouts Space cookines robotic team. The robot nicknamed Zoe is looking for life in extreme environments in preparation for what might be encounter on Mars. On the Ames end we find the Girl Csouts Space cookines robotic team. The robot nicknamed Zoe is looking for life in extreme environments in preparation for what might be encounter on Mars. see full text on the NASA-Ames News - Research # 04-91AR Center Director works with 'SpaceCookie' sending commands to Zoe.

ARC-2006-ACD06-0113-013

NASA Image and Video Library

2006-06-28

Spaceward Bound Program in Atacama Desert; shown here is a realtime webcast from Yungay, Chile vis satellite involving NASA Scientists and seven NASA Explorer school teachers. Spaceward Bound Program in Atacama Desert; shown here is a realtime webcast from Yungay, Chile vis satellite involving NASA Scientists and seven NASA Explorer school teachers. On the Ames end we find the Girl Scouts Space cookines robotic team. The robot nicknamed Zoe is looking for life in extreme environments in preparation for what might be encounter on Mars. On the Ames end we find the Girl Csouts Space cookines robotic team. The robot nicknamed Zoe is looking for life in extreme environments in preparation for what might be encounter on Mars. see full text on the NASA-Ames News - Research # 04-91AR Center Director works with 'SpaceCookie' sending commands to Zoe.

New Horizons Educator Fellowship Program: Taking You to Pluto

NASA Astrophysics Data System (ADS)

Weir, H. M.; Beisser, K.; Hallau, K. G.

2011-12-01

The New Horizons Educator Fellowship Program (NHEFP), originally based on the MESSENGER Fellows Program, is a public outreach initiative for motivated volunteers across the nation. These volunteers are master teachers who communicate the excitement of NASA's New Horizons mission to Pluto and information about recent discoveries to teachers, students, and people in their local communities. Many of the Fellows utilize their experiences and knowledge as members of other programs such as MESSENGER Fellows, Heliophysics Educator Ambassadors, Solar System Educators and Ambassadors to promote the mission thorough professional development workshops incorporating themes, activities, and recent discoveries with other NASA programs to present a well-rounded view of our Solar System. Unlike teacher-volunteer programs tied to missions that take place closer to Earth, the time between New Horizons' launch and its closest approach to Pluto is 9.5 years, with the spacecraft in hibernation for most of its voyager. NHEFP has maintained a core group of Fellows who, through periodic face-to-face or remote training, have taken advantage of opportunities for networking, sharing of ideas in best practices, activities, and presenting and keeping audiences interested in the mission during its long journey to Pluto. This involvement has been key to the program's success.

Navigating Gay Fatherhood: The Experiences of Four Sets of Gay Fathers with Their Children's Education

ERIC Educational Resources Information Center

Leland, Andrew S.

2017-01-01

Studies have consistently shown that parental involvement and family engagement programs can positively affect the social, emotional, cognitive, and academic well-being of children. Nevertheless, research has also indicated that many programs are school-based (e.g. back-to-school night, parent-teacher conferences), and have historically…

THE MENTALLY RETARDED CHILD IN THE CLASSROOM. THE PSYCHOLOGICAL FOUNDATIONS OF EDUCATION SERIES.

ERIC Educational Resources Information Center

ERICKSON, MARION J.

BACKGROUND INFORMATION IS PROVIDED TO ENABLE TEACHERS AND OTHERS INVOLVED IN THE EDUCATION OF MENTALLY RETARDED CHILDREN TO RECOGNIZE AND TO MEET EFFECTIVELY THE CHILDREN'S NEEDS. EIGHT TOPICS ARE CONSIDERED--(1) NATURE AND CAUSES, (2) IDENTIFICATION, (3) SERVICES (PERSONNEL), (4) PROGRAM PLANNING, (5) PRESCHOOL PROGRAM, (6) ELEMENTARY SCHOOL…

EPIC: Helping School Life and Family Support Each Other.

ERIC Educational Resources Information Center

Montgomery, David

1992-01-01

Born out of a 1981 murder, Buffalo (New York) Public Schools' EPIC (Effective Parenting Information for Children) program successfully combines parenting, effective teaching, and community programs to help family and school life support each other. Under EPIC, teachers are advised to help students acquire 23 skills involving self-esteem, rules,…

Volunteer Watershed Health Monitoring by Local Stakeholders: New Mexico Watershed Watch

ERIC Educational Resources Information Center

Fleming, William

2003-01-01

Volunteers monitor watershed health in more than 700 programs in the US, involving over 400,000 local stakeholders. New Mexico Watershed Watch is a student-based watershed monitoring program sponsored by the state's Department of Game and Fish which provides high school teachers and students with instruction on methods for water quality…

Developing an Outdoor Education Program for Public Schools. Fact Sheet.

ERIC Educational Resources Information Center

Euler, James S.

Education in, for, and about the outdoors is an effective way to develop students' knowledge and appreciation of their environment, to stimulate their curiosity, and to motivate them to learn. Steps involved in establishing an outdoor education program for public schools include: (1) gaining support of school teachers and administrators, parents,…

Activities for Studying Heavenly Bodies. Outdoor Education Series. Bulletin No. 247-M.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD.

This teacher guide for the astronomy unit of an outdoor education program consists of a series of performance objectives, intended to provide interesting, hands-on activities, involving interdisciplinary skills, that augment commitments of the mathematics, sciences, and social studies program of the Montgomery County (Maryland) Public Schools.…

Model of Collaboration between Two Universities: Meeting the Challenge.

ERIC Educational Resources Information Center

Easterbrooks, Susan R.; Laughton, Joan M.

This paper describes a collaborative program of Georgia State University and the University of Georgia to train prospective teachers of the deaf in accordance with recent standards developed by the Council on Education of the Deaf (CED). The program involves: (1) a shared advisory committee; (2) foundation coursework taken separately at the two…

Discussion of the Effectiveness of the National Accreditation Process of Secondary Science Education Programs

ERIC Educational Resources Information Center

Bazler, Judith A.; Van Sickle, Meta; Simonis, Doris; Graybill, Letty; Sorenson, Nancy; Brounstein, Erica

2014-01-01

This paper reflects upon the development, design, and results of a questionnaire distributed to professors of science education concerning the processes involved in a national accreditation of teacher education programs in science. After a pilot study, five professors/administrators from public and private institutions designed a questionnaire and…

A Parent Training Program for Increasing the Visual Development of School-Aged Children.

ERIC Educational Resources Information Center

Dikowski, Timothy J.

This practicum provided training for 50 parents of children receiving clinic services for visual processing disorders and provided information on visual disorders to the children's teachers. The 8-month program involved 13 parent training sessions. These sessions focused on such topics as: current research findings on vision; identification of…

An Enriched and Cooperative Reading Program for Achievers at the Sixth Grade Level.

ERIC Educational Resources Information Center

Central Arkansas Education Center, Little Rock.

An enrichment and cooperative reading program for high achievers in grade 6 involved participants in four reading classes who received supplementary reading instruction with the aid of teacher made cassette tapes, listening stations, current newspapers and magazines, and Reader's Digest skill builders. Testing at the end of the first year…

The Effects of a Multiyear Universal Social-Emotional Learning Program: The Role of Student and School Characteristics

ERIC Educational Resources Information Center

Bierman, Karen L.; Coie, John D.; Dodge, Kenneth A.; Greenberg, Mark T.; Lochman, John E.; McMahon, Robert J.; Pinderhughes, Ellen

2010-01-01

Objective: This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. Method: The longitudinal analysis involved 2,937 children of multiple ethnicities who remained…

GLOBE ONE: A Community-Based Environmental Field Campaign

Treesearch

Rebecca Boger; Peggy LeMone; John McLaughlin; Sharon Sikora; Sandra Henderson

2006-01-01

The Global Learning and Observations to Benefit the Environment (GLOBE) program is an international environmental science and education program involving scientists, teachers and students in the collection, analysis, and display of data used in environmental monitoring and research. Since its formation in 1994, students have collected over 11 million data points in...

Interactive Online Physics Labs Increase High School Students' Interest

ERIC Educational Resources Information Center

Gryczka, Patrick; Klementowicz, Edward; Sharrock, Chappel; Montclare, Jin Kim

2016-01-01

Here we describe the incorporation of a web-based application focusing on circuits for the physics high school classroom as part of an outreach program. The program involves college mentors creating and implementing science lessons in collaboration with the classroom teacher. Focusing on the challenge of understanding circuit design, a technology…

Translating Current Science into Materials for High School via a Scientist-Teacher Partnership

NASA Astrophysics Data System (ADS)

Brown, Julie C.; Bokor, Julie R.; Crippen, Kent J.; Koroly, Mary Jo

2014-04-01

Scientist-teacher partnerships are a unique form of professional development that can assist teachers in translating current science into classroom instruction by involving them in meaningful collaborations with university researchers. However, few reported models aim to directly alter science teachers' practices by supporting them in the development of curriculum materials. This article reports on a multiple case study of seven high school science teachers who attended an ongoing scientist-teacher partnership professional development program at a major Southeastern research university. Our interest was to understand the capacity of this professional development program for supporting teachers in the transfer of personal learning experiences with advanced science content and skills into curriculum materials for high school students. Findings indicate that, regardless of their ultimate success constructing curriculum materials, all cases considered the research grounded professional development supports beneficial to their professional growth with the exception of collective participation. Additionally, the cases also described how supports such as professional recognition and transferability served as affordances to the process of constructing these materials. However, teachers identified multiple constraints, including personal learning barriers, their classroom context, and the cost associated with implementing some of their curriculum ideas. Results have direct implications for future research and the purposeful design of professional development experiences through scientist-teacher partnerships.

CoRes utilization for building PCK in pre-service teacher education on the digestive system topic

NASA Astrophysics Data System (ADS)

Nugraha, Ikmanda

2017-05-01

Knowledge of teachers in learning activities in the classroom has a close relationship with how well and how much students learn. Recently, a promising development in teacher education has appeared that centers on the academic construct of pedagogical content knowledge (PCK). This study was an exploratory study into a science teacher education program that seeks to build the foundations on which pre-service teachers can begin to build their pedagogical content knowledge (PCK). The program involved the use of Content Representations (CoRes), which was initially applied as component of a strategy for exploring and gaining insights into the PCK of in-service science teachers. This study involved the researcher and 20 students (third year) in a pre-service teacher education course (School Science I) in science education when the students worked to make content analysis on the digestive system topic. During the course, the students make their own CoRes through a workshop for digestive system topic individually, in pairs and whole class discussion. Data were recorded from students' CoRes, student reflective journals, interviews, and field notes recorded in the researcher's reflective journal. Pre-service teachers' comments from interviews and reflective journals were coded in relation to references about: (1) the effectiveness of variety strategies in building the knowledge bases required to design a CoRes and (2) their awareness and/or development of tentative components of future PCK for a digestive system topic as a result of CoRes construction. Observational data were examined for indications of increasing independence and competency on the part of student teachers when locating appropriate information for designing their CoRes. From this study, it is hoped that the pre-service science teachers are able to build knowledge and then transform it into a form of PCK for digestive system topic for their first classroom planning and teaching to teach digestive system contents effectively.

The NASA "Why?" Files: The Case of the Phenomenal Weather. Program 7 in 2001-2002 Video Series. [Videotape].

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

The National Aeronautics and Space Administration (NASA) has produced a distance learning series of four 60-minute video programs with an accompanying Web site and companion teacher guides designed for students in grades 3-5. The story lines of each program or episode involve six inquisitive school children who meet in a treehouse. They seek the…

Teachers as Researcher: Bringing authentic research experiences into the K-12 classroom through the NOAA Teacher-at-Sea program and PolarTREC

NASA Astrophysics Data System (ADS)

Pella-Donnelly, M. A.

2009-12-01

Inviting and coordinating a field experience so that a K-12 teacher may participate can create benefits to the school community, the regional community and to a scientific research team. Students are inspired by their teachers’ adventures, are excited to experience real science and begin to consider science careers as possibilities. When a support program is in place; with media outreach mandated, and presentations in the community are encouraged, the greater local community that the teacher lives in becomes more scientifically literate. The community may also become much more aware of the details of the research being done, so that the research itself gains publicity. This educational experience and subsequent outreach may also place the research program in a better position to obtain NSF funding. This presentation will showcase how one teacher provided outreach that directly reached thousands of students and used media contacts to bring the research to more than 100,000 individuals, developed curriculum units based on her research experience, and . The impacts on science teacher retention may also be positive, when science teachers are informed and encouraged by hearing about the potential opportunities that await them. The opportunity for the teachers to grow professionally in content and science process knowledge is also an additional benefit. There have been, in the last few years, national grants available to assist in the retention of science and math teachers, since a high attrition rate also exists. It is opportunities such as those offered by pairing a teacher with a research team, that give teachers some added revitalization to their teaching and renew their drive to involve students in science literacy and understanding.

An Assessment of Factors Relating to High School Students' Science Self-Efficacy

NASA Astrophysics Data System (ADS)

Gibson, Jakeisha Jamice

This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students' Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child's interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura's Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student's Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more parental activities, and (c) the teachers rated student's interest in the science OST programs as high. Student comments on the survey and the qualitative analysis by trained coders revealed that success of the program was related to the collaborative and hands-on activities/projects of their OST program. In addition, students felt more involved in projects during after-school and weekend activities than in OST lunch break programs.

Using a Moodle-Based Professional Development Program to Train Science Teachers to Teach for Creativity and its Effectiveness on their Teaching Practices

NASA Astrophysics Data System (ADS)

Al-Balushi, Sulaiman M.; Al-Abdali, Nasser S.

2015-08-01

This study describes a distance learning professional development program that we designed for the purpose of training science teachers to teach for creativity. The Moodle platform was used to host the training. To ensure that trainees would benefit from this distance learning program, we designed the instructional activities according to the Community of Inquiry framework, which consists of three main elements: cognitive presence, teaching presence and social presence. Nineteen science teachers in Oman engaged in the training, which lasted for 36 working days. To measure the effectiveness of the training program on science teachers' instructional practices related to teaching for creativity, we used a pre-post one-group quasi-experimental design. An observation form was used to assess and document participants' practices. Paired t test results showed that there was a statistically significant improvement in science teachers' practices related to teaching for creativity. During the implementation of the training program, we observed that cognitive presence and teaching presence were the two most successful elements of the program. The training program involved participants in different instructional activities which were designed to help them understand the role of creativity in science; a wide range of instructional techniques designed to nurture students' creativity was discussed. The program also provided participants with opportunities to relate their practices to teaching for creativity and to design and implement lesson plans geared toward teaching for creativity. However, the social presence element was not satisfying. Participants' virtual interactions with each other and their engagement in online discussion forums were limited. This paper provides some recommendations to overcome such pitfalls.

CTE Teachers' Perspectives on the Process of CTE and Science Content Integration: A Grounded Theory

NASA Astrophysics Data System (ADS)

Spindler, Matthew Kenneth

The integration of career and technical education (CTE) and academic curricular content that capitalizes on natural and inherent connections represents a challenge for CTE professionals. The research question that was used to guide the current study was: What are CTE teachers' perspectives of and experiences with the process of CTE and science content integration? And more specifically, to generate a grounded theory which explicates the process of CTE and science content integration from the perspective of CTE teachers. The CTE teachers expressed that the process of CTE and science content integration was a process of evolutionizing. From the perspective of the CTE teachers involved integrating CTE and science content resulted in their programs of study being adapted into something different than they were before the process of integration was begun. The CTE teachers revealed that the evolutions in their programs of study and themselves were associated with three other categories within the grounded theory: (a) connecting; (b) enacting; and (c) futuring. The process of CTE and science content integration represents a deep and complex episode for CTE teachers. The process of CTE and science content integration requires connecting to others, putting ideas into action, and an orienting towards the future.

NASA's explorer school and spaceward bound programs: Insights into two education programs designed to heighten public support for space science initiatives

USGS Publications Warehouse

Allner, Matthew; McKay, C.; Coe, L.; Rask, Jon; Paradise, Jim; Wynne, J.J.

2008-01-01

Introduction: NASA has played an influential role in bringing the enthusiasm of space science to schools across the United States since the 1980s. The evolution of this public outreach has led to a variety of NASA funded education programs designed to promote student interest in science, technology, engineering, math, and geography (STEM-G) careers. Purpose: This paper investigates the educational outreach initiatives, structure, and impact of two of NASA's largest educational programs: the NASA Explorer School (NES) and NASA Spaceward Bound programs. Methods: The investigation further provides a detailed overview of the structure of these two NASA education outreach programs, while providing information regarding selection criteria and program developments over time. Results: Since its induction in 2003 the NES program has networked and provided resources to over 300 schools across the United States. Future directions include further development of mentor schools for each new NES school selected, while also developing a longitudinal student tracking system for NES students to monitor their future involvement in STEM-G careers. The Spaceward Bound program, now in its third year of teacher outreach, is looking to further expand its teacher network and scientific collaboration efforts, while building on its teacher mentorship framework.

Preparing Pupils for Resident Outdoor Education: A Guide Based on Two Classes of 6th Grade Pupils. The Protestant School Board of Greater Montreal, January 1975.

ERIC Educational Resources Information Center

Mingie, Walter; And Others

The residential outdoor program involved 60 sixth grade students, divided into 5 groups, distributed as evenly as possible. Each group consisted of leaders, followers, and children with experience in the field and those without experience. Teachers were also divided into 5 groups, usually two or three working together. Each team of teachers chose…

Reforming High School Science for Low-Performing Students Using Inquiry Methods and Communities of Practice

NASA Astrophysics Data System (ADS)

Bolden, Marsha Gail

Some schools fall short of the high demand to increase science scores on state exams because low-performing students enter high school unprepared for high school science. Low-performing students are not successful in high school for many reasons. However, using inquiry methods have improved students' understanding of science concepts. The purpose of this qualitative research study was to investigate the teachers' lived experiences with using inquiry methods to motivate low-performing high school science students in an inquiry-based program called Xtreem Science. Fifteen teachers were selected from the Xtreem Science program, a program designed to assist teachers in motivating struggling science students. The research questions involved understanding (a) teachers' experiences in using inquiry methods, (b) challenges teachers face in using inquiry methods, and (c) how teachers describe student's response to inquiry methods. Strategy of data collection and analysis included capturing and understanding the teachers' feelings, perceptions, and attitudes in their lived experience of teaching using inquiry method and their experience in motivating struggling students. Analysis of interview responses revealed teachers had some good experiences with inquiry and expressed that inquiry impacted their teaching style and approach to topics, and students felt that using inquiry methods impacted student learning for the better. Inquiry gave low-performing students opportunities to catch up and learn information that moved them to the next level of science courses. Implications for positive social change include providing teachers and school district leaders with information to help improve performance of the low performing science students.

A Summary of NASA Summer Faculty Fellowship Work in the E.O. Office and in the Educator Resources Center

NASA Technical Reports Server (NTRS)

Thompson, H. Wendell, Sr.

2005-01-01

The Office of Equal Opportunity supports a number of summer programs which are designed to: 1.) Increase the number of elementary and secondary students and teachers who are involved in NASA-related education opportunities; and 2.) Support higher education research capability and opportunities that attract and prepare increasing numbers of students and faculty for NASA-related careers. A part of my work in the E.O. office involved the evaluation of several of the programs in order to determine their level of success and to make recommendations for the improvement of those programs where necessary. As a part of the involvement with one of the programs, the PSTI, I had the great opportunity to interact with the students in a number of their sessions which involved problem-based learning in science, mathematics and technology. A summary of the evaluation of those programs is included in this report. The second part of my work involved assisting the coordinator of the Educator Resource Center at the Space and Rocket Center. I participated in space science workshops for in-service and pre-service teachers. There educational resources were made available to the participants including many hands-on activities that hey could take back to their classes. I participated in the three hour workshops that were offered on Tuesdays and Thursdays of each week, although there were workshops on other days. On Mondays, Wednesdays, and Fridays, I worked in the E.O. office. As a result of my work in the ERC, I developed a Directed Reading PowerPoint Lesson Plan Guide involving remote sensing entitled, Echo the Bat. This was based on a NASA published children's book entitled Echo The Bat, written by Ginger Butcher. I have included a description of the lesson in this report. A summary of the evaluations of several of the summer programs supported by the Equal Opportunity office are included in this report.

Healthy Schools-Healthy Kids: a controlled evaluation of a comprehensive universal eating disorder prevention program.

PubMed

McVey, Gail; Tweed, Stacey; Blackmore, Elizabeth

2007-06-01

This study was a controlled evaluation of a comprehensive school-based universal prevention program involving male and female students, parents, teachers, school administrators and local public health professionals. A total of 982 male and female Grades 6 and 7 middle school students (and 91 teachers/school administrators) completed self-report surveys at baseline on measures of body satisfaction, internalization of media ideals, size acceptance, disordered eating, weight-based teasing, weight loss and muscle-gaining behaviours, and perceptions of school climate (teachers only). Eighty-four percent of the students repeated the surveys immediately following the 8-month school-wide intervention and 71% again 6 months later. Repeated measures ANCOVAs revealed that participation in the Healthy Schools-Healthy Kids (HS-HK) program had a positive influence by reducing the internalization of media ideals among male and female students and by reducing disordered eating among female students. The program was also associated with reductions in weight-loss behaviours among the students, although this effect was lost by the 6-month follow-up. When the intervention students were sub-divided into low versus high-risk groups, the high-risk group appeared to benefit most from the intervention with significant reductions in internalization of media ideals, greater body satisfaction, and reduced disordered eating over time. There were no intervention effects for teachers. Challenges of engaging teachers in prevention are discussed.

Safety System Design for Technology Education. A Safety Guide for Technology Education Courses K-12.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

This manual is designed to involve both teachers and students in planning and controlling a safety system for technology education classrooms. The safety program involves students in the design and maintenance of the system by including them in the analysis of the classroom environment, job safety analysis, safety inspection, and machine safety…

Evaluating Parent Involvement in the Behavior Analysis Model.

ERIC Educational Resources Information Center

Fueyo, Vivian; And Others

Parent involvement is an important goal in the Behavior Analysis Follow Through Program. A major form of parent participation in the Behavior Analysis model is the employment of parents as teacher aides in the classrooms. Another way the link between parents and the school is maintained is to insure that parents are informed of their children's…

Nurturing a Democratic Community in the Classroom

ERIC Educational Resources Information Center

Thayer-Bacon, Barbara J.

2011-01-01

Thayer-Bacon tells her story in a conversational tone that traces her personal and professional roots as she describes various chapters of her life: first as a philosopher, how she became involved in education, and then how that involvement became a career as a philosopher of education, in a large teacher education program, and now at a research…

The Facts Ma'am, Just the Facts: Social Security Disability Benefit Programs and Work Incentives

ERIC Educational Resources Information Center

Brooke, Valerie; McDonough, Jennifer T.

2008-01-01

Individuals With Disabilities Education Act Amendments of 1997 (IDEA) requires that parents and students be involved in all aspects of the transition planning and decision-making process, and most teachers recognize that this involvement is vital to success. To fully participate effectively, students and their family members need to become…

Bioinformatics Projects Supporting Life-Sciences Learning in High Schools

PubMed Central

Marques, Isabel; Almeida, Paulo; Alves, Renato; Dias, Maria João; Godinho, Ana; Pereira-Leal, José B.

2014-01-01

The interdisciplinary nature of bioinformatics makes it an ideal framework to develop activities enabling enquiry-based learning. We describe here the development and implementation of a pilot project to use bioinformatics-based research activities in high schools, called “Bioinformatics@school.” It includes web-based research projects that students can pursue alone or under teacher supervision and a teacher training program. The project is organized so as to enable discussion of key results between students and teachers. After successful trials in two high schools, as measured by questionnaires, interviews, and assessment of knowledge acquisition, the project is expanding by the action of the teachers involved, who are helping us develop more content and are recruiting more teachers and schools. PMID:24465192

The Seeds Left in Italy by the E&O Program of the Andrill Research

NASA Astrophysics Data System (ADS)

Cattadori, M.

2010-12-01

One of the main purposes of the ARISE program, the educational initiative by the ANDRILL research, was to “integrate polar geoscience content into a range of learning environments”. In the range of this program, an Italian science teacher created and developed through 2006 and 2007 a specific project called progettosmilla.it (www.progettosmilla.it). With the services consequently created, this initiative managed to involve more then 2000 students and 100 teachers across the Italian territory. Though, what is left of that experience four years later? This contribution focuses on the description of the long-term effects of that event on the earth system science education in Italy. It offers the chance to analyze some of the most significant educational projects rooted in the network of (local and national) institutions which supported the progettosmilla.it-ANDRILL program. Among these: - the Ortles project: an E&O initiative developed in the range of an international paleoclimatic research on the biggest ice-cap of the Eastern Alps (by Italian and U.S. universities and centers of research); - the I-CLEEN (Inquiring on Climate & ENergy) project: an information gateway collecting educational resources, which promotes an enquiry-based approach and is managed by science teachers (by the Natural Science Museum of Trento- Italy); - the SPEs (Summer Polar School for Teachers): a summer class where research, researchers and teachers illustrate polar themes and lectures to be introduced in scholastic programs (by the National Museum of Antarctica- Italy); - the first European edition of IESO (International Earth Science Olympiad), initiative to be held in Italy in 2011 (by University of Modena and Reggio Emilia - Italy). Through the analysis of these projects it will be possible to gain useful clues and answer more complex questions, such as: Which are the key factors for the success of such a project, aimed to the cooperation between scientists and teachers? Why an Educational & Outreach program of a scientific research should invest on science teachers?

The Use of Lego Technologies in Elementary Teacher Preparation

NASA Astrophysics Data System (ADS)

Hadjiachilleos, Stella; Avraamidou, Lucy; Papastavrou, Stavros

2013-10-01

The need to reform science teacher preparation programs has been pointed out in research (Bryan and Abell in J Res Sci Teach 36:121-140, 1999; Bryan and Atwater in Sci Educ 8(6):821-839, 2002; Harrington and Hathaway in J Teach Educ 46(4):275-284, 1995). Science teachers are charged with the responsibility of incorporating both cognitive and non-cognitive parameters in their everyday teaching practices. This often results in their reluctance to teach science because they often lack disciplinary and/or pedagogical expertise required to promote science learning. The purpose of this study is to propose an alternative instructional approach in which Lego vehicles were used as a tool to promote pre-service elementary teachers' development and to examine whether there are non-cognitive parameters that promote or obstruct them from using Lego Technologies as a teaching tool. The context of the study was defined by a teacher preparation program of a private university in a small Mediterranean country. A sample of 28 pre-service elementary teachers, working in five 5-6-member groups were involved in scientific inquiries, during which they had to use vehicles in order to solve scientific problems related to concepts such as gear functioning, force, and motion. The nature of their cognitive engagement in the scientific inquiry process, non-cognitive parameters contributing to their cognitive engagement, and the impact of their involvement in the process on their development were examined through qualitative analysis of pre- and post-inquiry interviews, presentations of their solutions to the scientific problems and of their personal reflective journals.

Enhancing science teaching in an elementary school: A case study of a school-initiated Teacher Professional Development Program

NASA Astrophysics Data System (ADS)

Brooks, Clare M.

1998-12-01

This naturalistic case study documents a year long Teacher Professional Development Program (TPDP) initiated by an elementary school staff in British Columbia. The TPDP was designed to enable the teachers to meet their objective of making science instruction more frequent, more active, and more student-centered in all classrooms in the school. This case study addresses two research questions: (1) What attributes of the Teacher Professional Development Program supported the school's "objective" for improved science instruction? (2) How did the outcomes of the Teacher Professional Development Program relate to the achievement of the school's educational objective? The site for the research was a kindergarten--Grade 7 school. A university professor and the researcher were invited to visit the school on a bi-weekly basis during one school year (1993--94) to facilitate a series of science workshops involving the entire teaching staff and to provide classroom support to teachers. Teachers were offered university course credit for their participation. This case study draws on qualitative data including: audio recordings of planning/debriefing sessions, workshop discussions, and interviews with participants; field notes and written observations; a survey of teachers' opinions about the TPDP; and documents relating to the school accreditation process in 1994--95. The results of the study show that teachers, administrators, and parents were satisfied that the school's objective for science instruction was met, and that the TPDP contributed significantly to this outcome. The study identifies TPDP attributes which supported the school's objective with reference to the teachers and their context, the planning process, and the organizational context, that is, the school. This study contributes to our understanding of teacher professional development by examining an alternative to more common approaches to elementary teacher science inservice in British Columbia, which are typically short-term, designed by inservice providers with little input from participants, and removed physically and conceptually from the classroom. Such inservice experiences often lack administrative and collegial support for the teacher who attempts classroom implementation. While this study relates to science; the discussion is relevant to other curriculum areas such as fine arts or physical education.

How Setswana Cultural Beliefs and Practices on Sexuality Affect Teachers' and Adolescents' Sexual Decisions, Practices, and Experiences as well as HIV/AIDS and STI Prevention in Select Botswanan Secondary Schools.

PubMed

Nleya, Paul T; Segale, Emelda

2015-01-01

The article reports on the aspects of a Botswana Ministry of Education and Skills Development (MoE & SD) HIV/AIDS Instructional Television (ITV) project modeled on a similar HIV/AIDS program implemented in Brazil. This Teacher Capacity Building Project (TCBP) in Botswana is in its initial years of implementation. Its overall goal is to contribute to the prevention and mitigation of the impact of HIV and AIDS by strengthening the capacity of the education and communication sectors to deliver interactive, distance HIV/AIDS education primarily to teachers so that they act as agents of behavior change among the in-school youth. One of the components of the TCBP program is a live teacher education television HIV/AIDS program called Talk Back program. Talk Back is a collaborative effort of the MoE & SD and the Botswana national television station. The Talk Back program involves development and implementation of weekly 1 hour live HIV/AIDS education interactive TV broadcasts for teachers. The development of the live programs is guided by a curriculum that provides a wide range of themes related to HIV/AIDS and education. This article reports the results of a survey of a sample of teachers and students at junior secondary schools and senior secondary schools, first, on their views and opinions regarding the Talk Back program as a TCBP. Second, how Setswana cultural beliefs, myths, and practices on sexuality affect teachers' and adolescents' sexual decisions, practices, and experiences as well as HIV/AIDS and sexually transmitted infection prevention. A questionnaire survey and focus group interviews were used as data collection instruments in selected secondary schools. The findings of the study suggest that the Talk Back program has not met much success as a TCBP. The findings further suggest that several myths, beliefs, misconceptions, and attitudes about HIV/AIDS exist among Botswana teachers and students and thus make it difficult for the Talk Back program to impart the HIV/AIDS message successfully. Therefore, there is a need for more stakeholders in HIV/AIDS education, where appropriate learning techniques are used, to bring about the desired behavioral change. © The Author(s) 2013.

Teaching of science and language by elementary teachers who emphasize the integrated language approach: A descriptive study

NASA Astrophysics Data System (ADS)

Blouch, Kathleen Kennedy

This research involved investigating the nature of science and language instruction in 13 elementary classrooms where teachers have restructured their language programs to reflect an integrated or holistic view of language instruction. The teachers were identified by school administrators and other professionals as teachers who have implemented instructional reforms described in the Pennsylvania Framework for Reading, Writing and Speaking Across the Curriculum (PCRPII), (Lytle & Botel, 1900). The instruction utilized by these teachers was described as atypical when compared to that of teachers utilizing the more traditional didactic skills oriented approach to language literacy. The research involved observing, recording and categorizing teaching behaviors during both science and language instruction. Videotaped observations were followed by analyses and descriptions of these behaviors. Interviews were also conducted to ascertain the basis for selection of the various instructional approaches. The instruction was compared on four dimensions: participation patterns, time the behaviors were practiced, type of tasks and levels of questioning. The instruction was then described in light of constructivist teaching practices: student collaboration, student autonomy, integration and higher order thinking. Constructivist practices differed among teachers for science and language instruction. During science instruction teachers spent more time involved in teacher-whole group participation patterns with more direct questioning as compared to language instruction in which children participated alone or in groups and had opportunity to initiate conversations and questions. Student inquiry was evidenced during language instruction more so than during science. The 13 teachers asked a variety of levels and types of questions both in science and language instruction. More hands-on science experiences were observed when science was taught separately compared to when integrated with the language instruction. Teachers also described professional changes that caused them to implement new practices. Each cited the importance of a significant person, who encouraged them to attempt new approaches. The research reveals that to produce significant reform in instruction (more so in science than in language) at the elementary school level, proactive support and encouragement by administrators is required. Involving practicing teachers in extensive - modeled - mentored professional development experiences is also required.

Participant Perceptions on the Need for an Anti Bullying Program in Elementary School

ERIC Educational Resources Information Center

O'Connor, Jacqueline

2012-01-01

The phenomenon of bullying in K-12 school districts in the United States continues to undergo examination. The purpose of this study was to understand the issues of bullying from teacher and administrator perspectives and to describe components needed to build a quality program to prevent bullying. Research questions involved understanding…

Training School Professionals to Engage Families: A Pilot University/State Department of Education Partnership

ERIC Educational Resources Information Center

Bartels, Susan M.; Eskow, Karen G.

2010-01-01

Federal and professional mandates call for increased family involvement in education, yet most teacher preparation programs do not teach skills necessary to engage families in a thorough or systematic manner. The current project addressed this training deficit by offering a program that included a sequence of three graduate courses to a cohort of…

The Role of Local Action Teams in School Improvement. Linking R&D with Schools.

ERIC Educational Resources Information Center

Kell, Diane; Louis, Karen Seashore

Intended as a guide for educators in shared decision-making, this report summarizes the structures, procedures, and activities of local action teams in 49 schools involved in the National Institute of Education's Research and Development Utilization (RDU) program. Local action teams in the RDU program consisted of formal groups of teachers and…

Grasslands. Habitat Ecology Learning Program (HELP). Teachers' Manual.

ERIC Educational Resources Information Center

Wildlife Conservation Society, Bronx, NY.

The goal of this guide is to address a major environmental dilemma: worldwide habitat destruction and the disappearance of species. This guide is one of six that are included in the Habitat Ecology Learning Program (HELP), a holistic life science curriculum that involves students in an in-depth study of ecology. HELP includes six teaching guides…

Temperate Forests. Habitat Ecology Learning Program (HELP). Teachers' Manual.

ERIC Educational Resources Information Center

Wildlife Conservation Society, Bronx, NY.

The goal of this guide is to address a major environmental dilemma: worldwide habitat destruction and the disappearance of species. This guide is one of six that are included in the Habitat Ecology Learning Program (HELP), a holistic life science curriculum that involves students in an in-depth study of ecology. HELP includes six teaching guides…

How Nature Works. Habitat Ecology Learning Program (HELP). Teachers' Manual.

ERIC Educational Resources Information Center

Wildlife Conservation Society, Bronx, NY.

The goal of this guide is to address a major environmental dilemma: worldwide habitat destruction and the disappearance of species. This guide is one of six that are included in the Habitat Ecology Learning Program (HELP), a holistic life science curriculum that involves students in an in-depth study of ecology. HELP includes six teaching guides…

Deserts. Habitat Ecology Learning Program (HELP). Teachers' Manual.

ERIC Educational Resources Information Center

Wildlife Conservation Society, Bronx, NY.

The goal of this guide is to address a major environmental dilemma: worldwide habitat destruction and the disappearance of species. This guide is one of six that are included in the Habitat Ecology Learning Program (HELP), a holistic life science curriculum that involves students in an in-depth study of ecology. HELP includes six teaching guides…

The Double Flip: Applying a Flipped Learning Approach to Teach the Teacher and Improve Student Satisfaction

ERIC Educational Resources Information Center

Kehoe, Thomas; Schofield, Penelope; Branigan, Elizabeth; Wilmore, Michael

2018-01-01

This paper describes a professional development (PD) program for academics at an Australian university designed to model good blended curriculum design and effective use of contemporary learning technologies. It evaluates a case study from the pilot of this program involving a postgraduate psychology course to illustrate one of the most…

Small Schools Music Curriculum, K-3: Scope, Objectives, Activities, Resources, Monitoring Procedures. The Comprehensive Arts in Education Program.

ERIC Educational Resources Information Center

Ott, Mary Lou, Comp.

By following the Washington Small Schools Curriculum format of listing learning objectives with recommended grade placement levels and suggested activities, monitoring procedures, and resources used in teaching, this music curriculum for grades K-3 encourages teacher involvement and decision making. Goals for the program focus on the student,…

North Carolina State Supported Early Childhood Demonstration Centers. Second Annual Evaluation: 1970-1971.

ERIC Educational Resources Information Center

Learning Inst. of North Carolina, Durham.

The second year of a state supported early childhood education program was evaluated, using a pre-post evaluation design involving experimental and control groups. An Early Childhood Assessment Battery was administered to 720 five-year-olds enrolled in the kindergarten program by their teachers. The control group (178) were tested locally. Results…

Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of Two Pilot Studies

ERIC Educational Resources Information Center

Jennings, Patricia A.; Snowberg, Karin E.; Coccia, Michael A.; Greenberg, Mark T.

2011-01-01

Cultivating Awareness and Resilience in Education (CARE) is a professional development program designed to reduce stress and improve teachers' performance. Two pilot studies examined program feasibility and attractiveness and preliminary evidence of efficacy. Study 1 involved educators from a high-poverty urban setting (n = 31). Study 2 involved…

Impact of the ConRed program on different cyberbulling roles.

PubMed

Del Rey, Rosario; Casas, José A; Ortega, Rosario

2016-01-01

This article presents results from an evaluation of the ConRed cyberbullying intervention program. The program's impacts were separately determined for the different roles within cyberbullying that students can take, i.e., cyber-victims, cyber-bullies, cyber-bully/victims, and bystanders. The ConRed program is a theory-driven program designed to prevent cyberbullying and improve cyberbullying coping skills. It involves students, teachers, and families. During a 3-month period, external experts conducted eight training sessions with students, two with teachers and one with families. ConRed was evaluated through a quasi-experimental design, in which students from three secondary schools were separated into experimental and control groups. The sample comprised 875 students, aged between 11 and 19 years. More students (n = 586) were allocated to the experimental groups at the specific insistence of the management of all schools; the remainder (n = 289) formed the control. Repeated measures MANOVA showed that cyber victims, cyber aggressors and cyberbully/victims reduced their involvement in cyberbullying. Moreover, cyber-victims and bystanders adjusted their perceptions about their control of personal information on the Internet, and cyber aggressors and bystanders reduced their Internet dependence. The ConRed program had stronger effects on male participants, especially in heightening their affective empathy. © 2015 Wiley Periodicals, Inc.

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving

PubMed Central

Azad, Gazi F.; Kim, Mina; Marcus, Steven C.; Mandell, David S.; Sheridan, Susan M.

2016-01-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving. PMID:28392604

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving.

PubMed

Azad, Gazi F; Kim, Mina; Marcus, Steven C; Mandell, David S; Sheridan, Susan M

2016-12-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving.

IPY STEM Polar Connections Links Teachers with the Global Relevance of the High Latitudes

NASA Astrophysics Data System (ADS)

Brigham-Grette, J.; Sternheim, M.; Bradley, R.; Caissie, B.; Snyder, R.; Devlin, K.; Silver, M.; Hargraves, H.

2008-12-01

IPY STEM Polar Connections is a curriculum development and professional development program involving a summer residential institute at UMass-Amherst and academic year, on-line communication for teachers involved in the professional development of colleagues. The project produces and disseminates a range of curriculum modules related to the Polar regions and climate change. The purpose of the summer institutes (2008 and 2009) is to test the modules and prepare teachers to disseminate selected materials in workshops in their districts, in their states and nationally. The institute agenda balanced content presentations with hands-on activities for use by teachers with diverse backgrounds and classroom settings. Power point presentations and accompanying flash videos are all posted on our website along with teacher guides and student handouts. Most of the materials were designed to be adaptable to a range of inquiry-based levels. The teachers shared their own experiences with dissemination in rounds of focus groups. Pre institute and post institute surveys confirmed our success in increasing the personal knowledge base of the teachers despite the fact that most were veteran teachers. The main outcomes of participation were the development of relationships with other teachers, enhanced knowledge of earth system science and inspiration for introducing the materials to their students. Many did see funding, time and state frameworks as potential barriers to including materials in their classrooms.

A Miscellany of Etceteras: An "In-Process" Collection of Interdisciplinary Units and Enrichment Lessons. New York and the World Project 1991-92.

ERIC Educational Resources Information Center

Greenberg, Hazel Sara, Ed.

These curriculum pieces, developed by teachers involved in the New York and the World Program, vary from single lessons to full units and indicate new approaches that all teachers can use in determining what to teach and how to teach it. The first section provides an overview of an interdisciplinary model along with steps in the process. The next…

A Qualitative Evaluation of Student Learning and Skills Use in a School-Based Mindfulness and Yoga Program

PubMed Central

Mirabal-Beltran, Roxanne; Cluxton-Keller, Fallon; Gould, Laura Feagans; Greenberg, Mark T.; Mendelson, Tamar

2016-01-01

Previous studies on school-based mindfulness and yoga programs have focused primarily on quantitative measurement of program outcomes. This study used qualitative data to investigate program content and skills that students remembered and applied in their daily lives. Data were gathered following a 16-week mindfulness and yoga intervention delivered at three urban schools by a community non-profit organization. We conducted focus groups and interviews with nine classroom teachers who did not participate in the program and held six focus groups with 22 fifth and sixth grade program participants. This study addresses two primary research questions: (1) What skills did students learn, retain, and utilize outside the program? and (2) What changes did classroom teachers expect and observe among program recipients? Four major themes related to skill learning and application emerged as follows: (1) youths retained and utilized program skills involving breath work and poses; (2) knowledge about health benefits of these techniques promoted self-utilization and sharing of skills; (3) youths developed keener emotional appraisal that, coupled with new and improved emotional regulation skills, helped de-escalate negative emotions, promote calm, and reduce stress; and (4) youths and teachers reported realistic and optimistic expectations for future impact of acquired program skills. We discuss implications of these findings for guiding future research and practice. PMID:26918064

[Sexual orientation in school: opinion of the teachers from Jandira, SP].

PubMed

Jardim, Dulcilene Pereira; Brêtas, José Roberto da Silva

2006-01-01

School has an important role in sexual orientation during adolescence. This study aimed at identifying the knowledge and performance of fundamental and high school's teachers regarding sexuality. Data of this exploratory and descriptive study were obtained though a questionnaire, which was applied to a hundred teachers from the public network school system of the county of Jandira, SP. Results demonstrated that, despite subject relevance for the teachers, they do not have the use of enough knowledge to promote sexual orientation to adolescents, addressing biological issues of sexuality instead of the involving feelings and values. It was concluded that training and education programs about sexuality in adolescence are necessary to this population.

[A contribution to the needs assessment of faculty development measures in medical schools].

PubMed

Raupach, Tobias; Spering, Christopher; Bäumler, Christine; Burckhardt, Gerhard; Trümper, Lorenz; Pukrop, Tobias

2009-11-15

In addition to patient care and research activity, physicians working in medical school hospitals serve as teachers in undergraduate medical education. However, teaching qualifications of German university hospital physicians have not been studied in great detail. In January 2009, medical students as well as physicians involved in medical teaching at Göttingen Medical School, Germany, were invited to complete an online survey addressing their views on clinical teachers' educational skills. In addition, physicians' motivation to engage in pedagogical training was assessed. During a 12-day period, 359 students and 126 physicians involved in undergraduate medical education completed the survey. The latter did not feel well prepared for their teaching activities. At the same time, they expressed the willingness to improve their teaching skills. Students felt that, across all instructional methods, teachers would benefit from teacher training programs. In order to improve undergraduate education for future physicians, politicians and local representatives alike must set the scene for the implementation of faculty development measures in German medical schools.

Refining an intervention for students with emotional disturbance using qualitative parent and teacher data

PubMed Central

Nese, Rhonda N.T.; Palinkas, Lawrence A.; Ruppert, Traci

2017-01-01

Intensive supports are needed for students with emotional disturbance during high-risk transitions. Such interventions are most likely to be successful if they address stakeholder perspectives during the development process. This paper discusses qualitative findings from an iterative intervention development project designed to incorporate parent and teacher feedback early in the development process with applications relevant to the adoption of new programs. Using maximum variation purposive sampling, we solicited feedback from five foster/kinship parents, four biological parents and seven teachers to evaluate the feasibility and utility of the Students With Involved Families and Teachers (SWIFT) intervention in home and school settings. SWIFT provides youth and parent skills coaching in the home and school informed by weekly student behavioral progress monitoring. Participants completed semi-structured interviews that were transcribed and coded via an independent co-coding strategy. The findings provide support for school-based interventions involving family participation and lessons to ensure intervention success. PMID:28966422

Validity of Teacher Ratings in Selecting Influential Aggressive Adolescents for a Targeted Preventive Intervention

PubMed Central

Henry, David B.; Miller-Johnson, Shari; Simon, Thomas R.; Schoeny, Michael E.

2009-01-01

This study describes a method for using teacher nominations and ratings to identify socially influential, aggressive middle school students for participation in a targeted violence prevention intervention. The teacher nomination method is compared with peer nominations of aggression and influence to obtain validity evidence. Participants were urban, predominantly African American and Latino sixth-grade students who were involved in a pilot study for a large multi-site violence prevention project. Convergent validity was suggested by the high correlation of teacher ratings of peer influence and peer nominations of social influence. The teacher ratings of influence demonstrated acceptable sensitivity and specificity when predicting peer nominations of influence among the most aggressive children. Results are discussed m terms of the application of teacher nominations and ratings in large trials and full implementation of targeted prevention programs. PMID:16378226

The effects of a professional development program for physics teachers on their teaching and the learning of their students

NASA Astrophysics Data System (ADS)

Lee, Mee-Kyeong

The purposes of the study were (1) to investigate the effects of the 2000 Iowa Professional Development Program on classroom teaching and student learning and (2) to examine the effectiveness of Constructivist/STS approaches in terms of student perceptions regarding their science classrooms, student attitudes toward science, and student creativity. The 2000 Iowa Professional Development Program which focused on Constructivist/STS approaches was carried out at the University of Iowa for visiting Korean physics teachers. Several methods of data collection were used, including observations by means of classroom videotapes, teacher perception surveys, teacher interviews, and student surveys. The data collected was analyzed using both quantitative and qualitative methods. Major findings include: (1) The 2000 Iowa Professional Development Program did not significantly influence teacher perceptions concerning their teaching in terms of Constructivist/STS approaches in their classrooms. (2) The 2000 Iowa Professional Development Program significantly influenced improvement in teaching practices regarding Constructivist/STS approaches. (3) Students taught with Constructivist/STS approaches perceived their learning environments as more constructivist than did those taught with traditional methods. (4) Students taught with Constructivist/STS approaches improved significantly in the development of more positive attitudes toward science, while such positive attitudes decreased among students taught with traditional methods. (5) Students taught with Constructivist/STS approaches improved significantly in their use of creativity skills over those taught in traditional classrooms. (6) Most teachers favored the implementation of Constructivist/STS approaches. They perceived that students became more interested in lessons utilizing such approaches over time. The major difficulties which the teachers experienced with regard to the implementation of Constructivist/STS teaching include: inability to cover required curriculum content; getting away from textbooks; acceptance by parents, community, and supervisors; motivating students to be involved in classroom activities; and lack of materials for Constructivist/STS teaching. The results imply that efforts to improve educational conditions, in tandem with more consistent and ongoing professional development programs, are necessary to encourage teachers to use what they learned, to keep their initial interest and ideas alive, and to contribute specifically to the reform of science education.

The Parents' and Teachers' Supports Role on Students' Involvement in Scouting Program and Entrepreneurial Values--Longitudinal Studies on Students in Jombang, East Java, Indonesia

ERIC Educational Resources Information Center

Prianto, Agus

2016-01-01

Extracurricular activities are those that fall outside the realm of the normal curriculum of school. Extracurricular activities exist for all students. And generally, benefits of extracurricular activities shall be as follows: learning time management and prioritizing; getting involved in diverse interests; learning about long term commitments;…

Teacher-student interaction: The overlooked dimension of inquiry-based professional development

NASA Astrophysics Data System (ADS)

de Oliveira, Alandeom Wanderlei

This study explores the teacher-student interactional dimension of inquiry-based science instruction. In it, microethnographic and grounded theory analyses are conducted in order to assess the impact of a professional development program designed to enhance in-service elementary teachers' interactional views (i.e., their understandings of inquiry-based social roles and relationships) and discursive practices (i.e., teachers' abilities to interact with student engaged in classroom inquiries) through a combination of expert instruction, immersion in scientific inquiry, and collaborative analysis of video-recorded classroom discourse. A sociolinguistic theoretical perspective on language use is adopted, viewing classroom discourse as comprising multiple linguistic signs (questions, responses, personal pronouns, hedges, backchannels, reactive tokens, directives, figures of speech, parallel repetitions) that convey not only semantic meanings (the literal information being exchanged) but also pragmatic meanings (information about teachers and students' social roles and relationships). A grounded theory analysis of the professional development activities uncovered a gradual shift in teachers' interactional views from a cognitive, monofunctional and decontextualized perspective to a social, multifunctional and contextualized conception of inquiry-based discourse. Furthermore, teachers developed increased levels of pragmatic awareness, being able to recognize the authoritative interactional functions served by discursive moves such as display questions, cued elicitation, convergent questioning, verbal cloze, affirmation, explicit evaluations of students' responses, verbatim repetitions, IRE triplets, IR couplets, second-person pronouns, "I/you" contrastive pairs, and direct or impolite directives. A comparative microethnographic analysis of teachers' classroom practices revealed that after participating in the program teachers demonstrated an improved ability to share authority and to transfer expert interactional rights to students by strategically adopting (1) questioning behaviors that were relatively more student-centered, divergent, reflective, and sincere; (2) reactive behaviors that were more neutral and informative; (3) directive behaviors that were more polite, indirect and inclusive; and, (4) poetic behaviors that fostered more involvement. Such ability allowed teachers to establish more symmetric and involved social relationships with students engaged in classroom inquiries. The above changes in teachers' interactional views and discursive practices are taken as evidence of the effectiveness of an explicit, reflective, authentic and contextualized approach to inquiry-based professional development.

Earth Systems Science Curriculum Choices for Pre-Service Teachers at San Jose State University

NASA Astrophysics Data System (ADS)

Messina, P.; Metzger, E. P.

2008-12-01

San José State University was a member of the original ESSEA consortium (2003-05), and it continues its participation with the broadening ESSEA community. Having hosted the original Middle- and High School Teachers' ESSEA courses, the Geology Department and Program in Science Education have maintained their commitments toward supporting pre- and in-service teachers in geoscience concept competency and effective pedagogy. We have witnessed an encouraging trend in the numbers of K-8 (multiple subject) pre-service teachers who have enrolled in our in-house ESSEA-inspired course: Geology 103 (Earth Systems and the Environment). We have also seen an influx of prospective secondary (single subject) teachers seeking credentials in non- geoscience disciplines. California teacher credentialing requirements, especially when layered on the increasing demands of major fields of study and the California State University System's hefty General Education mandates, give prospective teachers little latitude in their academic programs. Geology 103 was developed to satisfy three logistical objectives: to comply with "geoscience content competency" as defined by the California Commission on Teacher Credentialing (CCTC); to fulfill one of the CSU's upper-division General Education requirements, and to develop science process skills in a population that may never have had similar prior opportunities. The course is offered in two modalities: online and on-campus. The Web-based sections are currently comparing the relative effectiveness of two dissimilar online learning modalities and assessments: one delivers video/audio/animated "podcasts," while the other requires student involvement through interactive Flash media. The course is taught by professors with joint appointments in the Department of Geology and Program in Science Education, and by current and former classroom teachers to ensure that geoscience content knowledge is achieved through inquiry, systems analyses, and other methods promoting enduring understandings.

Joint Antarctic School Expedition - An International Collaboration for High School Students and Teachers on Antarctic Science

NASA Astrophysics Data System (ADS)

Botella, J.; Warburton, J.; Bartholow, S.; Reed, L. F.

2014-12-01

The Joint Antarctic School Expedition (JASE) is an international collaboration program between high school students and teachers from the United States and Chile aimed at providing the skills required for establishing the scientific international collaborations that our globalized world demands, and to develop a new approach for science education. The National Antarctic Programs of Chile and the United States worked together on a pilot program that brought high school students and teachers from both countries to Punta Arenas, Chile, in February 2014. The goals of this project included strengthening the partnership between the two countries, and building relationships between future generations of scientists, while developing the students' awareness of global scientific issues and expanding their knowledge and interest in Antarctica and polar science. A big component of the project involved the sharing by students of the acquired knowledge and experiences with the general public. JASE is based on the successful Chilean Antarctic Science Fair developed by Chile´s Antarctic Research Institute. For 10 years, small groups of Chilean students, each mentored by a teacher, perform experimental or bibliographical Antarctic research. Winning teams are awarded an expedition to the Chilean research station on King George Island. In 2014, the Chileans invited US participation in this program in order to strengthen science ties for upcoming generations. On King George Island, students have hands-on experiences conducting experiments and learning about field research. While the total number of students directly involved in the program is relatively small, the sharing of the experience by students with the general public is a novel approach to science education. Research experiences for students, like JASE, are important as they influence new direction for students in science learning, science interest, and help increase science knowledge. We will share experiences with the planning of the pilot program as well as the expedition itself. We also share the results of the assessment report prepared by an independent party. Lastly, we will offer recommendations for initiating international science education collaborations. United States participation was funded by the NSF Division of Polar Programs.

Using Touch-Screen Technology, Apps, and Blogs to Engage and Sustain High School Students' Interest in Chemistry Topics

ERIC Educational Resources Information Center

Kim, Heejoo; Chacko, Priya; Zhao, Jinhui; Montclare, Jin Kim

2014-01-01

As part of an outreach program, we integrated chemistry apps with blogging to enhance the learning experience of students in and outside the classroom. Our outreach program involved college mentors who participated in the development and implementation of chemistry lessons alongside the classroom teacher. Three technology-rich modules that focused…

Community Involvement in Law Education: Human Resources in Carroll County, Maryland. Law-Related Education Program for the Schools of Maryland.

ERIC Educational Resources Information Center

Vetter, Donald P.; Vigliotti, Mark A.

Community resources, learning activities, teaching tips, field trip suggestions, and other sources available in Carroll County, Maryland, for use by K-12 teachers in developing, planning, and implementing citizenship education programs in the social studies classroom are provided. The first chapter examines procedures to be followed by teachers…

Enjoyment Fosters Engagement: The Key to Involving Middle School Students in Physical Education and Physical Activity

ERIC Educational Resources Information Center

Pharez, Emily S.

2016-01-01

This article describes the challenges faced by a middle school teacher who inherited a recreation-based physical education program in which students had been accustomed to choosing what they wanted to do. Stressing the importance of implementing a standards-based program in which students of all skill levels and activity preferences were able to…

Development of A Dance Curriculum for Young Children. CAREL Arts and Humanities Curriculum Development Program for Young Children.

ERIC Educational Resources Information Center

Dimondstein, Geraldine; Prevots, Naima

The long-range objective of the Central Atlantic Regional Educational Laboratory (CAREL) dance program was to develop children's ability to solve problems in movement terms and to express emotional involvement and creative ideas through dance. Workshops were conducted for 15 non-specialist teachers to explore the concepts of space, time, and…

Materiales en Marcha para el Esfuerzo Bilingue-Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism).

ERIC Educational Resources Information Center

San Diego City Schools, CA.

This newsletter is designed for use by teachers, counselors, and administrators involved in bilingual-bicultural education. In the first article C. V. Perez describes bilingual education programs in New York State. J. N. Vieira writes in Portuguese about the Brown University bilingual program. In her article "Portuguese Happenings," J.…

Rain Forests. Habitat Ecology Learning Program (H.E.L.P.), Teachers' Manual.

ERIC Educational Resources Information Center

Wildlife Conservation Society, Bronx, NY.

The goal of this guide is to address a major environmental dilemma: worldwide habitat destruction and the disappearance of species. This guide is one of six that are included in the Habitat Ecology Learning Program (HELP), a holistic life science curriculum that involves students in an in-depth study of ecology. HELP includes six teaching guides…

A Parent Involvement Model for Use with Limited English Proficient High School Students. Teacher's Guide: The Vocationally Oriented Bilingual Curriculum.

ERIC Educational Resources Information Center

Trinity Coll., Washington, DC.

This teaching guide accompanying materials for parents to support the efforts of their limited-English-speaking high school children in a vocationally-oriented bilingual secondary program provides an explanation of the program and its objectives and suggests techniques for introducing and using the materials effectively with the parents. Steps to…

A Summary of Six Major Evaluation Reports on Follow Through in Philadelphia, 1973-l1974.

ERIC Educational Resources Information Center

Goodwin, Judith

This report is a non-technical summary of six major evaluation reports on the Follow Through Program in Philadelphia, 1973-74. Positive findings are presented in the areas of pupil achievement, teacher and pupil continuance and pupil absence, and supportive services and parent involvement. The Follow Through Program in Philadelphia is comprised of…

Using Computer-Based Continuing Professional Education of Training Staff to Develop Small- and Medium-Sized Enterprises in Thailand

ERIC Educational Resources Information Center

Sooraksa, Nanta

2012-01-01

This paper describes a career development program for staff involved in providing training for small- and medium-sized enterprises (SMEs) in Thailand. Most of these staff were professional vocational teachers in schools. The program uses information communication technology (ICT), and its main objective is to teach Moodle software as a tool for…

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 other 21st century learning skills. Climate studies offer insight into a broad cross-section of STM careers, and provide a natural forum for helping students develop problem-solving skills inherent in STM research. Climate research involves sophisticated technology, a complex set of 21st century skills, and the ability to collaborate with an international community. Professional development that trains teachers in these skills is essential considering that recent research shows 90 percent of U.S. secondary students are taught Earth and physical science by a teacher lacking STM certification. ACMP summative evaluation posed three questions: 1) Did ACMP training meet teachers’ needs? 2) Did ACMP involvement result in more effective teachers and teaching? 3) Did participation in ACMP result in higher Bering Strait School District student achievement? Teachers and students were evaluated using a mixed method design incorporating descriptive components with a before/after design to measure what teachers and students learned. Community members, 165 teachers, and 1,738 individual students participated in the program, which was successful in its goals overall.

An alternative path to improving university Earth science teaching and developing the geoscience workforce: Postdoctoral research faculty involvement in clinical teacher preparation

NASA Astrophysics Data System (ADS)

Zirakparvar, N. A.; Sessa, J.; Ustunisik, G. K.; Nadeau, P. A.; Flores, K. E.; Ebel, D. S.

2013-12-01

It is estimated that by the year 2020 relative to 2009, there will be 28% more Earth Science jobs paying ≥ $75,000/year1 in the U.S.A. These jobs will require advanced degrees, but compared to all arts and science advanced degrees, the number of physical science M.S. and Ph.D. awarded per year decreased from 2.5% in 1980 to 1.5% in 20092. This decline is reflected on a smaller scale and at a younger age: in the New York City school system only 36% of all 8th graders have basic proficiency in science 3. These figures indicate that the lack achievement in science starts at a young age and then extends into higher education. Research has shown that students in grades 7 - 12 4,5 and in university level courses 6 both respond positively to high quality science teaching. However, much attention is focused on improving science teaching in grades 7- 12, whereas at many universities lower level science courses are taught by junior research and contingent faculty who typically lack formal training, and sometimes interest, in effective teaching. The danger here is that students might enter university intending to pursue geoscience degrees, but then encounter ineffective instructors, causing them to lose interest in geoscience and thus pursue other disciplines. The crux of the matter becomes how to improve the quality of university-level geoscience teaching, without losing sight of the major benchmark of success for research faculty - scholarly publications reporting innovative research results. In most cases, it would not be feasible to sidetrack the research goals of early career scientists by placing them into a formal teacher preparation program. But what happens when postdoctoral research scientists take an active role in clinical teacher preparation as part of their research appointments? The American Museum of Natural History's Masters of Arts in Teaching (AMNH-MAT) urban residency pilot program utilizes a unique approach to grade 7 - 12 Earth Science teacher preparation in that postdoctoral research scientists are directly involved in the clinical preparation of the teacher candidates7. In this program, professional educators and senior scientists guide and work closely with the postdoctoral scientists in developing lessons and field experiences for the teacher candidates. This exposes the postdoctoral scientists to pedagogical techniques. Furthermore, postdoctoral scientists make regular visits to partner schools and share their research interests with high school science students8. Regular assessments about the quality of the postdoctoral scientist's teaching, in the form of course evaluations and informal discussions with the teacher candidates and professional educators, further augments the postdoctoral scientists teaching skills. These experiences can ultimately improve university level science teaching, should the postdoctoral scientists find positions within a university setting. Here, five postdoctoral researchers present self-studies of changing instructional practice born of their involvement in clinical teacher preparation in the AMNH-MAT program.

Kennedy Space Center ITC-1 Internship Overview

NASA Technical Reports Server (NTRS)

Ni, Marcus

2011-01-01

As an intern for Priscilla Elfrey in the ITC-1 department, I was involved in many activities that have helped me to develop many new skills. I supported four different projects during my internship, which included the Center for Life Cycle Design (CfLCD), SISO Space Interoperability Smackdown, RTI Teacher Mentor Program, and the Discrete Event Simulation Integrated Visualization Environment Team (DIVE). I provided the CfLCD with web based research on cyber security initiatives involving simulation, education for young children, cloud computing, Otronicon, and Science, Technology, Engineering, and Mathematics (STEM) education initiatives. I also attended STEM meetings regarding simulation courses, and educational course enhancements. To further improve the SISO Simulation event, I provided observation feedback to the technical advisory board. I also helped to set up a chat federation for HLA. The third project involved the RTI Teacher Mentor program, which I helped to organize. Last, but not least, I worked with the DIVE team to develop new software to help visualize discrete event simulations. All of these projects have provided experience on an interdisciplinary level ranging from speech and communication to solving complex problems using math and science.

Mutualistic Symbiosis between Researchers and Educators: the Case of Two Education Officers on the Joides Resolution

NASA Astrophysics Data System (ADS)

Cicconi, Alessia; Burgio, Marion; Cooper, Sharon

2017-04-01

Geoscience education from the primary school through the high school level is highly effected by the way teachers themselves deal with the teaching of science. Many studies on science education in general have found that teachers who lack research experience are less confident in teaching science with an inquiry methodology - the way that reflects how science really works and is found the most effective regarding students' achievement in science and their confidence in addressing STEM careers. The International Ocean Discovery Program (IODP) has carried out for years an education and outreach program that involves educators and teachers, with the position of Education Officer, in the expeditions on board the JOIDES Resolution (JR), an oceanographic vessel specialized in drilling ocean sediment cores for research purposes. This immersive experience gives teachers the opportunity to be part of the research process with the aim, among many others, to fill the gap that sometimes exists between how science is explained in textbooks and the real practice of scientific research. Using a scientific parallel, having teachers working with researchers could be considered a mutualistic symbiosis: on one hand researchers have a job, usually difficult to understand for the public and made simple by the teacher; on the other hand the teacher, working with researchers as a researcher will gain more confidence using an inquiry methodology in teaching science. In this oral presentation we want to present the outcomes of the outreach projects of two Education Officers, the first one who participated in Expedition 360 and the second one that will take part in the Expedition 367, in terms of 1) their perception and opinion of this immersive experience seen as professional development; 2) perceptions and opinions of teachers involved from shore, with or without their classes. This exploratory study has carried out with qualitative and quantitative methodology using questionnaires and surveys.

Teachers' voices: A comparison of two secondary science teacher preparation programs

NASA Astrophysics Data System (ADS)

Kohlhaas Labuda, Kathryn

This dissertation, using cross-case qualitative methodology, investigates the salient and latent features of two philosophically different university-based secondary science teacher preparation programs. Written documents from the two programs and from the Salish I Research project provided the salient data. New teachers' interview transcripts provided the latent data. This study provides the opportunity to hear teachers voice their perceptions of preparation programs. Three questions were investigated in this research study. First, What are the salient features of two different secondary science teacher preparation programs? Second, What are the latent features of two different secondary science teacher programs as perceived by new teachers? Third, How do new secondary science teachers from different programs perceive their preservice programs? The last question incorporates teachers' perceptions of gaps and coherence in the programs and teachers' recommendations to improve their preservice programs. Salient features of the programs revealed differences in the types of certification, and the amounts and types of required course work. Both programs certified teachers at the secondary science level, but only M program certified their teachers as elementary science specialists. Program M required more semester hours of education and science course work than Program S. Although teachers from both programs perceived little coherence between their science and education courses, S-teachers presented a more fragmented picture of their education program and perceived fewer benefits from the program. Lack of relevance and courses that focused on elementary teaching were perceived as part of the problem. M-teachers perceived some cohesion through the use of cohorts in three consecutive semesters of science methods courses that provided multiple field experiences prior to student teaching. S-teachers did not perceive an organized philosophy of their program. M-teachers' perceptions of the philosophy of their program revolved about research based teaching. S-teachers reported more research experiences. S-teachers perceived better student-science faculty relationship, while M-teachers reported stronger student-education faculty relationships. Teachers from both programs recommended more field experiences that resembled more closely the real life situations of teachers. They recommended smaller classes in both science and education courses. They suggested eliminating or altering courses that were not beneficial.

Eating Disorders: Prevention through Education.

ERIC Educational Resources Information Center

Nagel, K. L.; Jones, Karen H.

1993-01-01

School prevention programs for teenage eating disorders should emphasize nutrition education (knowledge, attitudes, behavior) and living skills (self-concept, coping). Secondary prevention involves identifying early warning signs and places for referral; tertiary prevention creates a supportive school environment for recoverers with teachers as…

Home Economics Education, Research Summary.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Research Coordinating Unit.

Annotations on selected home economics research studies published since 1963 are presented. Program development studies summarize data on such topics as teacher and supervisor involvement in curriculum planning, comparison of instructional methods, curriculum evaluation, preparation for gainful employment, family finance, and attitudes toward the…

Mapping of Outdoor Classrooms.

ERIC Educational Resources Information Center

Horvath, Victor G.

Mapping symbols adopted by the Michigan Department of Natural Resources are presented with their explanations. In an effort to provide standardization and familiarity teachers and other school people involved in an outdoor education program are encouraged to utilize the same symbols in constructing maps. (DK)

ANDRILL: INVOLVING TEACHERS IN FIELD RESEARCH ENHANCES THE TRANSFER OF SCIENTIFIC KNOWLEDGE TO CLASSROOMS AND TO OTHER EDUCATORS

NASA Astrophysics Data System (ADS)

Cattadori, M.; Huffman, L. T.; Trummel, B.

2009-12-01

For most educators, the end of a field research experience is truly the beginning. From the knowledge gained and the excitement of living and working in a harsh environment like Antarctica, ARISE (ANDRILL Research Immersion for Science Educators) participants create enhanced learning experiences and resources for their students and for the professional development of other teachers. ANDRILL (Antarctic geological DRILLing) is an multi-national and interdisciplinary research project involving Italy, Germany , New Zealand, and USA. The core concept of its Education and Public Outreach Program is to embed educators as integral members on the science research teams, allowing them to participate in every phase of the mission. Their primary goal is to develop effective and innovative educational approaches for the communication of the scientific and technical aspects of the drilling program. ANDRILL has developed an exemplary teacher research experience model that differs from most by supporting a collaborative team of international educators rather than just one teacher. During the first two years of drilling projects, 2006 and 2007, ANDRILL took 16 educators from 4 countries to Antarctica. From those experiences, a growing collaborative network of polar science educators is nurtured, many valuable resources and examples of professional development have been created, and lessons have been learned and evaluated for future teacher research immersion experiences. An Italian ARISE participant and ANDRILL’s Education and Outreach Coordinator will present how ARISE has been at the core of developing transformational programs and resources in both countries including: [1] Flexhibit, a digital series of climate change materials designed for informal and formal learning environments that have been translated into Italian, German, French, Arabic, Spanish, and New Zealand English, (2) C2S2: Climate Change Student Summits, which provide professional development and resources for teachers and a video summit to bring together students from different latitudes, [3] an Italian network of institutions led by the National Museum of Antarctica, whose focus is the development of a more effective and inspired approach to climate education, [4] progettosmilla.it, an online project involving over 2000 students across Italy, and [5] ICLEEN, an Italian website that will provide translated science education materials for teachers in Italy. Together, the cadre of ARISE participants and the activities they have developed, have raised the profile of ANDRILL’s research activities in multiple areas and have provided much needed information on climate change to a variety of age groups and cultures in a diverse range of learning environments.

Principles that underpin effective school-based drug education.

PubMed

Midford, Richard; Munro, Geoffrey; McBride, Nyanda; Snow, Pamela; Ladzinski, Ursula

2002-01-01

This study identifies the conceptual underpinnings of effective school-based drug education practice in light of contemporary research evidence and the practical experience of a broad range of drug education stakeholders. The research involved a review of the literature, a national survey of 210 Australian teachers and others involved in drug education, and structured interviews with 22 key Australian drug education policy stakeholders. The findings from this research have been distilled and presented as a list of 16 principles that underpin effective drug education. In broad terms, drug education should be evidence-based, developmentally appropriate, sequential, and contextual. Programs should be initiated before drug use commences. Strategies should be linked to goals and should incorporate harm minimization. Teaching should be interactive and use peer leaders. The role of the classroom teacher is central. Certain program content is important, as is social and resistance skills training. Community values, the social context of use, and the nature of drug harm have to be addressed. Coverage needs to be adequate and supported by follow-up. It is envisaged that these principles will provide all those involved in the drug education field with a set of up-to-date, research-based guidelines against which to reference decisions on program design, selection, implementation, and evaluation.

Authentic Research in the Classroom: NITARP Teachers Connect Astronomy with NGSS.

NASA Astrophysics Data System (ADS)

Pruett, Lee; Gibbs, John; Palmer, Robert; Young, Diedre; Gorjian, Varoujan

2016-01-01

The NASA/IPAC Teacher Archive Research Program (NITARP) uses authentic astronomical research to bring the Next Generation Science Standards (NGSS) into the classroom. The creation of the NGSS was a collaborative effort between teams composed of teachers, scientists and other professionals from twenty-six states. These standards provide a framework for the change in how science is taught at all levels from kindergarten to twelfth grade in participating states. Scientific concepts are grouped into broad categories (physical, biological and earth sciences), and call for an interdisciplinary approach to content, along with the integration of engineering practices into the curriculum. This approach to the teaching of science has led educators to place more emphasis on authentic learning and problem-solving in their curricula. Project-based learning is a strategy that can effectively allow students to learn core scientific concepts within the context of a focused and complex scientific problem.The NASA/IPAC Teacher Archive Research Program (NITARP) pairs teams of teachers and students with NASA astronomers. These teams are immersed in an astronomy research project over the course of the year, and are responsible for writing a project proposal, doing original research and presenting that research at a professional conference. The students who are involved in the NITARP research are provided with a rich hands-on experience that both exposes them to a deep understanding of an astronomical problem (and the core physics and math behind it), as well as the process of doing real science. The NITARP program offers a unique opportunity to bring project-based learning into K-12 science classrooms. We will highlight the ways in which this program has been implemented in classrooms across the country, as well as the connections to the NGSS.This research was made possible through the NASA/IPAC Teacher Archive Research Program (NITARP) and was funded by NASA Astrophysics Data Program.

Tides, Krill, Penguins, Oh My!: Scientists and Teachers Partner in Project CONVERGE to Bring Collaborative Antarctic Research, Authentic Data, and Scientific Inquiry into the Hands of NJ and NY Students

NASA Astrophysics Data System (ADS)

Hunter-thomson, K. I.; Kohut, J. T.; Florio, K.; McDonnell, J. D.; Ferraro, C.; Clark, H.; Gardner, K.; Oliver, M. J.

2016-02-01

How do you get middle and high school students excited about scientific inquiry? Have them join a collaborative research team in Antarctica! A comprehensive education program brought ocean science, marine ecology, and climate change impact research to more than 950 students in 2014-15 to increase their exposure to and excitement of current research. The program was integrated into a collaborative research project, involving five universities, that worked to characterize the connection between ocean circulation, plankton distribution, penguin foraging behavior, and climate change around Palmer Station, Antarctica. The scientists and education team co-led a weeklong workshop to expose 22 teachers to the research science, build relationships among the teachers and scientists, and refine the program to most effectively communicate the research to their students. In the fall, teachers taught NGSS-aligned, hands-on, data-focused classroom lessons to provide their students the necessary content to understand the project hypotheses using multiple science practices. Through a professional science blog and live video calls from Antarctica, students followed and discussed the science teams work while they were in the field. To apply the science practices the students had learned about, they designed, conducted, and analyzed their own ocean-related, inquiry-based research investigation as the culminating component of the program (results were presented at a Student Research Symposium attended by the science team). Of their own choosing, roughly half of the students used raw data from the CONVERGE research (including krill, CODAR, penguin, and glider data) for their investigations. This presentation will focus on the evaluation results of the education program to identify the aspects that successfully engaged teachers and students with scientific inquiry, science practices, and authentic data as well as the replicability of this integrated scientist-teacher partnership and education program.

Earth-to-Orbit Education Program 'Makes Science Cool'

NASA Technical Reports Server (NTRS)

2002-01-01

In this photograph, students from all over the country gathered and discussed their Earth-to-Orbit (ETO) Design Challenge project at NASA Marshall Space Flight Center in Huntsville, Alabama. These students who are just 'typical teens,' have been spending their time tackling some of the same challenges NASA engineers face when designing propulsion systems at MSFC. The ETO Design Challenge is a hands-on educational program, targeted to middle school students, in which students are assigned a project engaging in related design challenges in their classrooms under the supervision of their teachers. The project is valuable because it can be used by any student, and any teacher, even those without technical backgrounds. Student in 12 states: Alabama, Arkansas, California, Colorado, Illinois, Missouri, Montana, New York, Ohio, Ternessee, Virginia, and Washington, are taking part in MSFC's Earth-to-Orbit program. NASA uses such programs to support educational excellence while participating in educational outreach programs through centers around the country. One of the students' teachers, Joanne Fluvog, commented, 'the biggest change I've seen is in the students' motivation and their belief in their ability to think.' Justin O'Connor and Jeff Alden, students of Lane Middle School in Portland, Oregon, participated in the ETO program and said being involved in a real engineering project has made them realize that 'science is cool.'

The American Institute of Aeronautics and Astronautics pre-college outreach program

NASA Astrophysics Data System (ADS)

Bering, E.; Bacon, L.; Copper, K.; Hansen, L. J.; Sanchez, M.; Aiaa Precollege Outreach Committee

Throughout the United States school child perceive science technology engineering and mathematics STEM as difficult boring and often irrelevant subjects The possible reasons for this problem are endlessly debated however the economic social and overall national importance of producing graduates who are technically literate and enthusiastic in their support of a rational scientific world should motivate many scientific and engineering societies around the world to develop outreach programs aimed at children ages 5-18 and corresponding support programs aimed at schools and teachers covering kindergarten through 12 th grade The American Institute of Aeronautics and Astronautics AIAA is among those organizations that have identified the need to educate students and teachers about STEM current events and their direct affects on the United States population a way that motivates both to get more involved The AIAA has established a pre-college outreach program that has several major elements that will be described in this paper These elements include a pre-college Educator Associate Membership program a program to award small development grants to class room teachers and Educator of the Year awards and recognition program mechanisms for sharing and encouraging innovative local support programs and two national workshop events The first workshop event Passport to the Future is held annually in conjunction with the Joint Propulsion Conference It is intended to provide summertime training in Aerospace science education to classroom

Authentic Astronomy Research Experiences for Teachers: the NASA/IPAC Teacher Archive Research Program (NITARP)

NASA Astrophysics Data System (ADS)

Rebull, L.; NITARP Team

2011-12-01

Since 2004, we have provided authentic astronomy research experiences for teachers using professional astronomical data. (The program used to be called the Spitzer Teacher Program for Teachers and Students, and in 2009 was renamed NITARP--NASA/IPAC Teacher Archive Research Program.) We partner small groups of teachers with a mentor astronomer, the team does research, writes up a poster, and presents it at the major annual meeting for professional US astronomers, the American Astronomical Society (winter meeting). The teachers incorporate this research experience into their classroom, and their experiences color their teaching for years to come, influencing hundreds of students per teacher. This program, to the best of our knowledge, is completely unique in the following three ways: (1) Each team does original research using real astronomical data, not canned labs or reproductions of previously done research. (2) Each team writes up the results of their research and presents it at an AAS meeting. Each team also presents the educational results of their experience. (3) The 'products' of the program are primarily the scientific results, as opposed to curriculum packets. The teachers in the program involve students at their school and incorporate the experience into their teaching in a way that works for them, their environment, and their local/state standards. The educators in the program are selected from a nationwide annual application process, and they get three trips, all reasonable expenses paid. First, they attend a winter AAS meeting to get their bearings as attendees of the largest professional astronomy meetings in the world. We sponsor a kickoff workshop specifically for the NITARP educators on the day before the AAS meeting starts. After the meeting, they work remotely with their team to write a proposal, as well as read background literature. In the summer (at a time convenient to all team members), the educators plus up to two students per teacher come out to visit Caltech for 3-4 days and get started on their project in earnest. They return home and continue to work through the Fall, finish their research, and write their AAS abstracts and posters in preparation for the winter AAS. The educators plus up to two students per teacher then attend the AAS and present their results. Each team presents one science poster and at least one education poster. The science posters are intermingled in science sessions, and must "hold their own" next to other professional astronomer posters. Each teacher finally serves as NASA/NITARP ambassadors in their community, giving at least 12 hours' worth of professional development. Since the original Spitzer program in 2004, news coverage associated with any of these projects has reached more than 6 million people, largely in home-town newspapers from the teachers' cities. More than 200 presentations have been given, reaching over 14,000 people. More than 120 students have traveled for NITARP, and more than 1200 students have used real astronomical data through this program. Almost 60 educators have been trained in real research. Nearly 50 science or education posters have been presented. Four refereed journal articles (in major astronomical journals) have come out of work associated with these teams.

Everybody Wins: How the IceCube Collaboration Capitalizes Teacher Deployments to the South Pole

NASA Astrophysics Data System (ADS)

Madsen, J.

2017-12-01

Over the last fifteen years, the IceCube Collaboration and its predecessor AMANDA have hosted eight teachers at South Pole with the ninth scheduled to deploy in the upcoming 2017-18 season. These deployments have been organized in conjunction with NSF funded programs that pair polar researchers with teachers. Teachers Experiencing the Arctic and Antarctica in the early years, and now PolarTREC, provide valuable structure, general training, build community among polar researchers and teachers, and archive resources developed by participants. The IceCube Collaboration has developed a successful team building approach for newly selected teachers that utilizes past polar teachers. For about a decade, we have provided a two week summer residential science course for a diverse group of ninth to twelve grade students in the University of Wisconsin-River Falls Upward Bound program. An authentic research experience is delivered by focusing on the process of science using a different accessible and meaningful project each year. For example, this summer students learned about design and construction by creating their own LED-embedded clothing. They programmed a microcontroller so the LEDs responded to an external input such as motion or sound. This panel presentation in the K-12 Education/Outreach: Effective Partnerships between Scientists and K-12 Teachers/Informal Educators including Authentic Student Research session will describe how this is a win for all involved. It gives the new teacher extensive opportunities to learn about living and working at the South Pole from past teachers, experience integrating into to an established team as they will do when they deploy, and lets them see creative ways to incorporate IceCube research into the classroom. It also provides a rich active learning experience for the UWRF Upward Bound students, and a way to keep engaged with teachers who have deployed in the past.

Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

NASA Astrophysics Data System (ADS)

Sperandeo-Mineo, R. M.; Fazio, C.; Tarantino, G.

2006-09-01

This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study investigates the development of PCK within a group of 28 pre-service physics teachers during the first semester of their two-year post-graduate teacher education program. It focuses on the central issue of the relationships between observable phenomena, like macroscopic thermal properties of matter and their interpretation and/or explanation in terms of corpuscular characteristics and/or thermodynamics theory. The strategy is based on the consideration that knowledge transformation is not a one-way process from subject matter knowledge to pedagogical content knowledge, as literature suggests, but a bidirectional process involving deepening of subject matter knowledge and increasing awareness of pedagogical issues.

UTeach: Secondary Teacher Preparation in Science and Mathematics at the University of Texas at Austin

NASA Astrophysics Data System (ADS)

Marder, Michael

2006-03-01

The UTeach Program is a joint effort of the College of Natural Sciences, the College of Education and the Austin Independent School District to recruit, prepare and support math and science teachers for the State of Texas. UTeach uses early and on-going field experiences to capture the imagination of preservice teachers and provide a foundation for more advanced pedagogical courses. With over 400 students enrolled and over 80 graduates per year, UTeach is one of the largest programs producing secondary science, mathematics, and computer science teachers in the nation. Most UTeach students are undergraduates, but around 10% are people of many ages with strong backgrounds in mathematics or science who have decided to enter teaching. Hallmarks include: *Four-year degree plans that enable undergraduates to obtain certification at no cost in time or money. *Active recruitment and support including tuition reimbursement, paid internships, personal advising, and guidance by master teachers. *Emphasis on preparing teachers who will be knowledgeable of their discipline, experienced with involving students in scientific inquiry, and practiced in employing new technologies to enhance student learning. *A revised, streamlined professional education sequence drawing on research on learning, standards-based curricula, multiple forms of assessment, and proven strategies for achieving equity and integrating technology into math and science education. *Program flexibility with multiple entry points (from freshman to post baccalaureate), integrated degree plans, and proficiency-based assessment, including the development of individual teaching portfolios. For more information on UTeach, see http://uteach.utexas.edu

Science literacy programs for K-12 teachers, public officials, news media and the public. Final report, 1994--1997

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

NONE

1997-03-01

On 12 July 94, The Institute for Science and Society received the above titled grant for $300,000 with an additional $323,000 awarded 14 August 95. The Institute completed the programs provided by the Department of Energy grant on 28 February 97. These programs for teachers, public officials, news media and the public will continue through 31 December 97 with funding from other sources. The Institute is a non-profit 501-c-3 corporation. It was organized {open_quotes}... to help increase science literacy in all segments of the population and contribute to a more rational atmosphere than now exists for the public consideration ofmore » societal issues involving science and technology, both regional and national.{close_quotes} Institute personnel include the Honorable Mike McCormack, Director; Joan Harris, Associate Director; Kim Freier, Ed.D, Program Manager; and Sharon Hunt, Executive Secretary.« less

On the Cutting Edge with Gene Splicing.

ERIC Educational Resources Information Center

Ehrman, Patrick; Fritz, Lucie

1989-01-01

Describes a program in which second-year biology students use plasmid isolation to remove DNA from Escherichia coli bacteria and subsequently ligate and transform it into other E. coli bacteria. Cites ways teachers can get involved in current research that allows student participation. (RT)

School Uniforms: Guidelines for Principals.

ERIC Educational Resources Information Center

Essex, Nathan L.

2001-01-01

Principals desiring to develop a school-uniform policy should involve parents, teachers, community leaders, and student representatives; beware restrictions on religious and political expression; provide flexibility and assistance for low-income families; implement a pilot program; align the policy with school-safety issues; and consider legal…

"The Times, They Are a-Changin'"

ERIC Educational Resources Information Center

Thomas, John I.

1975-01-01

Describes change in the New Mexico State University teacher training program which involved integration of three previously separate courses into a coordinated sequence developed and taught by an interdisciplinary team. Included microteaching centers in elementary schools and student evaluation based on demonstrable behaviors. (JT)

Administering the Preschool Facility.

ERIC Educational Resources Information Center

Coonrod, Debbie

Securing the right environment for a preschool program requires planning and research. Administrators or searching parties are advised to study zoning codes to become acquainted with state sanitation and safety regulations and laws, to involve teachers in cooperative planning, to design facilities which discourage vandalism, facilitate…

The 1997 IDEA Amendments: Implications for School Principals.

ERIC Educational Resources Information Center

Williams, Brenda T.; Katsiyannis, Antonis

1998-01-01

Discusses implications of the 1997 Individuals with Disabilities Education Act Amendments for local policy and practice. Secondary principals should understand new requirements for locating and evaluating eligible students with disabilities, including disabled students in state and districtwide assessment programs, involving regular teachers in…

Competency-Based Adult Basic Education Manual for Level I (0-4.9) and Level II (5-8). A Training Manual for CBABE Instruction and Program Management.

ERIC Educational Resources Information Center

Singer, Elizabeth; And Others

This training manual was developed as a source of information about Competency-Based Adult Basic Education (CBABE) for administrators, counselors, and teachers involved in the implementation of a CBABE program. After section I provides an introduction to Brevard Community College's development of CBABE curricula, section II explains the purposes…

Data Analysis of the 1968-69 Survey of Compensatory Education (Title I). Final Report.

ERIC Educational Resources Information Center

Glass, Gene V.; And Others

In this report, the results of analyses of data from ESEA Title I Program evaluations collected in the 1969 Survey of Compensatory Education are presented. These data analyses bear on the evaluation of the operations and impact of the programs in 9236 school districts and 3219 elementary schools, involving 215,995 teachers of 5,733,976 pupils in…

The NASA "Why?" Files: The Case of the Inhabitable Habitat. A Lesson Guide with Activities in Mathematics, Science, and Technology.

ERIC Educational Resources Information Center

Ricles, Shannon

The National Aeronautics and Space Administration (NASA) has produced a distance learning series of four 60-minute video programs with an accompanying Web site and companion teacher guides. The story lines of each program or episode involve six inquisitive school children who meet in a treehouse. They seek the solution of a particular problem, and…

Compendium of Curriculum Projects for 1991 Fulbright-Hays Seminars Abroad Program: Ancient and Modern Egypt and Israel, June 20-22, 1991.

ERIC Educational Resources Information Center

Institute of International Education, New York, NY.

These curriculum projects were produced by teachers who traveled to Egypt and Israel as part of the Fulbright-Hays Seminars Abroad Program. The materials developed by the educators were: Activities and Bibliography of Resources to Promote Student Involvement in a Class Study of Egypt and Egyptian Culture (Edith Baxter); Egypt at the Crossroads of…

Training in Influencing Skills from Neuro-Linguistic Programming (Modelled from Hypnosis and Family Therapy), in Combination with Innovative Maths Pedagogy, Raises Maths Attainment in Adult Numeracy Learners

ERIC Educational Resources Information Center

Allan, F.; Bourne, J.; Bouch, D.; Churches, R.; Dennison, J.; Evans, J.; Fowler, J.; Jeffers, A.; Prior, E.; Rhodes, L.

2012-01-01

Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the…

An Intervention to Improve Teachers' Interpersonally Involving Instructional Practices in High School Physical Education: Implications for Student Relatedness Support and In-Class Experiences.

PubMed

Sparks, Cassandra; Lonsdale, Chris; Dimmock, James; Jackson, Ben

2017-04-01

Research grounded in self-determination theory has demonstrated the important role of teachers in shaping students' physical education experiences. Utilizing a cluster-randomized controlled design, this study aimed to examine whether an interpersonally involving training program based on self-determination theory principles could enhance students' in-class experiences. With 18 teachers (males = 8, females = 10, M age  = 32.75, SD = 8.14) and a final sample of 382 students (males = 155, females = 227, M age  = 13.20, SD = 1.66), we implemented linear mixed modeling to investigate the effects on students' (a) perceived relatedness support and (b) enjoyment of physical education, tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, relation-inferred self-efficacy), self-determined motivation, and amotivation. Relative to those in the control condition, students in the treatment condition reported positive changes in teacher-provided relatedness support, enjoyment, other-efficacy, and peer-focused relation-inferred self-efficacy. These findings demonstrate support for strategies designed to aid physical education teachers' relatedness-supportive instructional behaviors.

Near-peer teaching in anatomy: an approach for deeper learning.

PubMed

Evans, Darrell J R; Cuffe, Tracy

2009-10-01

Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near-peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near-peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first- and second-year medical students and evaluates the perceptions of the near-peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first- and second-year students, who themselves view the inclusion of near-peer teachers as a positive element in their learning.

Impact of trained champions of comprehensive school physical activity programs on school physical activity offerings, youth physical activity and sedentary behaviors.

PubMed

Carson, Russell L; Castelli, Darla M; Pulling Kuhn, Ann C; Moore, Justin B; Beets, Michael W; Beighle, Aaron; Aija, Rahma; Calvert, Hannah G; Glowacki, Elizabeth M

2014-12-01

A quasi-experimental cluster-controlled design was used to test the impact of comprehensive school physical activity program (CSPAP) professional development on changes in school physical activity (PA) offerings, moderate-to-vigorous physical activity (MVPA) and sedentary behaviors of 9-14 year-old children during school. Two groups of Louisiana elementary and middle school physical education teachers (N=129) attended a CSPAP summer workshop (95 in 2012=intervention, 34 in 2013=control) and were assessed on school PA offerings (teacher-reported; pre, mid, and post). During the 2012-2013 school year, intervention teachers received CSPAP support while implementing new school PA programs. MVPA and sedentary behaviors were assessed (accelerometry; baseline and post) on a sample of 231 intervention, 120 control students from 16 different schools. Multivariate analysis of covariance indicated that intervention teachers reported significantly more PA offerings during school (3.35 vs. 2.37) and that involve staff (1.43 vs. 0.90). Three-level, mixed model regressions (stratified by sex) indicated that students overall spent less time in MVPA and more time being sedentary during school, but the effects were significantly blunted among intervention students, especially boys. This study provides preliminary evidence for CSPAP professional development programs to influence school-level PA offerings and offset student-level declines in MVPA and increases in sedentary behavior. Published by Elsevier Inc.

Using Teleducation and Field Experiences to further the Understanding of Coastal Environments

NASA Astrophysics Data System (ADS)

Macko, S. A.; Szuba, T. A.; Shugart, H.

2007-05-01

This project is an outreach and education program with a partner in the K-12 schools at Accomack County on the Eastern Shore of Virginia. It endeavors to build a community knowledgeable of the importance the ocean plays daily in our lives, and our own impact on the ocean. It is an program built in stages that: 1) Establish high speed live interactive classes (teleducation) linkages with the Eastern Shore High Schools with earth science teachers enabling them to remotely participate in University of Virginia classes in Oceanography (designed on a faculty development basis or acquire NSTA certification in Earth Science Education, as well as participation by seniors in the Accomack Schools; 2) Establish field experiences for teachers and selected students that involve travel to both the Virginia Coast Reserve Long Term Ecological Research (VCR/LTER) Center, UVA to observe first- hand the science programs at those locations and participate in cutting edge coastal marine research efforts. These experiences improve student understanding of the ocean-atmosphere biogeophysical system and encourage students to explore the sciences as a field of study and possible vocation. Advanced high school students and science teachers from Accomack County Public Schools participated in an experience involving field and laboratory methods employed in a NSF-sponsored study of the coupled natural-human dynamics on the Eastern Shore of Virginia over the past 500 years (NSF-Biocomplexity). Students and teachers worked with researchers of the VCR facility in Oyster, VA, collected sediment cores from Chesapeake Bay tributaries, and traveled to the Organic Geochemistry Laboratory at UVA, in Charlottesville, VA to prepare and analyze samples for isotopic and palynological information. In a first of its kind connectivity, in June/July, 2006, using high speed internet connections, a summer class in Oceanography was live, interactively broadcast (teleducation) from UVA to Arcadia High School on the Eastern Shore, allowing teachers in the Accomack School district to receive university credit without leaving their home classrooms 250 miles from UVA.

Bridging the Gap: The Role of Research in Science Education

NASA Astrophysics Data System (ADS)

Adams, M. L.; Michael, P. J.

2001-12-01

Teaching in K-12 science classrooms across the country does not accurately model the real processes of science. To fill this gap, programs that integrate science education and research are imperative. Teachers Experiencing Antarctica and the Arctic (TEA) is a program sponsored and supported by many groups including NSF, the Division of Elementary, Secondary, and Informal Education (ESIE), and the American Museum of Natural History (AMNH). It places teachers in partnerships with research scientists conducting work in polar regions. TEA immerses K-12 teachers in the processes of scientific investigation and enables conveyance of the experience to the educational community and public at large. The TEA program paired me with Dr. Peter Michael from the University of Tulsa to participate in AMORE (Arctic Mid-Ocean Ridge Expedition) 2001. This international mission, combining the efforts of the USCGC Healy and RV Polarstern, involved cutting-edge research along the geologically and geophysically unsampled submarine Gakkel Ridge. While in the field, I was involved with dredge operations, CTD casts, rock cataloging/ processing, and bathymetric mapping. While immersed in these aspects of research, daily journals documented the scientific research and human aspects of life and work on board the Healy. E-mail capabilities allowed the exchange of hundreds of questions, answers and comments over the course of our expedition. The audience included students, numerous K-12 teachers, research scientists, NSF personnel, strangers, and the press. The expedition interested and impacted hundreds of individuals as it was proceeding. The knowledge gained by science educators through research expeditions promotes an understanding of what research science is all about. It gives teachers a framework on which to build strong, well-prepared students with a greater awareness of the role and relevance of scientific research. Opportunities such as this provide valauble partnerships that bridge the gap between science education and research science, and the results can greatly impact the lives of many individuals.