Education Commons^™

What's In The Soup? I Look Into Fusion Within Different Stem Programs, David Ellis

David Ellis

Figure - A Model Of Three-Dimensional Science Learning, Ana K. Houseal

Ana K Houseal

The intersection of the Scientific and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs) creates a space where three-dimensional teaching and learning takes place. Understanding how to identify and implement this type of learning is key to moving forward during this transitional time, between the release of the NGSS and its adoption and implementation in K-12 systems. This explanatory model of the Framework for K-12 Science Education/NGSS demonstrates what each of the dimensions might look like in classrooms, initially in isolation, then as pairs, and finally, combined. Understanding these connections and matching them to current classroom examples …

Suburban Leaders Who Have Made A Difference: Jose Torres, José M. Torres

José M. Torres

This week we are featuring Dr. Jose Torres, the president of Aurora-based Illinois Mathematics and Science Academy. Torres was superintendent of Elgin Area School District U-46 from 2008 to 2014 and has served in various leadership roles, including regional superintendent/area instruction officer in Chicago Public Schools, and as the only superintendent on the Federal Equity and Excellence Commission of the United States Department of Education. Torres was one of three educators nationwide to receive the 2014 Dr. Effie H. Jones Humanitarian Award from the AASA, the school superintendents association.

Discovering And Developing Diverse Stem Talent: Enabling Academically Talented Urban Youth To Flourish, Stephanie Pace Marshall, Glenn W. "Max" Mcgee, Eric Mclaren, Catherine C. Veal

Stephanie Pace Marshall, Ph.D.

The Growing Excellence Gap in K-12 Education, Plucker, Burroughs, and Song (2010) provided compelling evidence that "the presence of an excellence gap is demonstrated on both national and state assessments of student performance," with "economically disadvantaged, English Language Learners, and historically underprivileged minorities representing a smaller proportion of students scoring at the highest levels of achievement" (p. 28). Three "case stories" of students from IMSA illuminate some of the (a) challenges and opportunities inherent in igniting STEM talent in urban youth and ensuring their success; (b) principles for designing and creating learning experiences and environments that ignite and nurture the …

Discovering And Developing Diverse Stem Talent: Enabling Academically Talented Urban Youth To Flourish, Stephanie Pace Marshall, Glenn W. "Max" Mcgee, Eric Mclaren, Catherine C. Veal

Eric McLaren

The Growing Excellence Gap in K-12 Education, Plucker, Burroughs, and Song (2010) provided compelling evidence that "the presence of an excellence gap is demonstrated on both national and state assessments of student performance," with "economically disadvantaged, English Language Learners, and historically underprivileged minorities representing a smaller proportion of students scoring at the highest levels of achievement" (p. 28). Three "case stories" of students from IMSA illuminate some of the (a) challenges and opportunities inherent in igniting STEM talent in urban youth and ensuring their success; (b) principles for designing and creating learning experiences and environments that ignite and nurture the …

Discovering And Developing Diverse Stem Talent: Enabling Academically Talented Urban Youth To Flourish, Stephanie Pace Marshall, Glenn W. "Max" Mcgee, Eric Mclaren, Catherine C. Veal

Glenn W. "Max" McGee

The Growing Excellence Gap in K-12 Education, Plucker, Burroughs, and Song (2010) provided compelling evidence that "the presence of an excellence gap is demonstrated on both national and state assessments of student performance," with "economically disadvantaged, English Language Learners, and historically underprivileged minorities representing a smaller proportion of students scoring at the highest levels of achievement" (p. 28). Three "case stories" of students from IMSA illuminate some of the (a) challenges and opportunities inherent in igniting STEM talent in urban youth and ensuring their success; (b) principles for designing and creating learning experiences and environments that ignite and nurture the …

Planting The Seeds Of Computational Thinking: An Introduction To Programminsuitable For Inclusion In Stem Curriculag, Eric A. Freudenthal, Art Duval, Sarah Hug, Alexandria N. Ogrey, Kien H. Lim, Catherine Tabor, Rebeca Q. Gonzalez, Alan Siegel

Kien H Lim

Inadequate math preparation discourages many capable students – especially those from traditionally underrepresented groups – from pursuing or succeeding in STEM academic programs. iMPaCT is a family of―"Media Propelled" courses and course enrichment activities that introduce students to―"Computational Thinking." iMPaCT integrates exploration of math and programmed computation by engaging students in the design and modification of tiny programs that render raster graphics and simulate familiar kinematics. Through these exercises, students gain experience and confidence with foundational math concepts necessary for success in STEM studies, and an understanding of programmed computation. This paper presents early results from our formal evaluation of …

Historically Black Colleges And Universities (Hbcus) And Academically Gifted Black Students In Science, Technology, Engineering, And Mathematics (Stem): Discovering The Alchemy For Success, Fred A. Bonner Ii, Mary V. Alfred, Chance Lewis, Felicia Nave, Sherru Frizell

Fred A Bonner II

No abstract provided.

Depaul University Mathematics And Science Partnership Evaluation Report, Steven R. Rogg

Steven R Rogg

The DePaul University IMSP was designed as a longitudinal cohort program. Two cohorts of up to 25 teachers each will be supported. The second cohort is offset by one calendar year. Each teacher will complete a sequence of 12 university graduate-level courses (48 quarter hours), over two and one-half years, leading to a Masters of Science in Science Education (MSSE) degree. Thus, all successful participants will meet or exceed requirements of the designation “highly qualified” as described in the MSSE proposal quoted here.

“The Masters of Science in Science Education program is designed to provide rich content-based professional development of …

Depaul University Mathematics And Science Partnership Internal Evaluator's Interim Report, Steven R. Rogg

Steven R Rogg

The DePaul University IMSP1 was designed as a longitudinal cohort program. Two cohorts of up to 25 teachers each will be supported. The second cohort is offset by one calendar year. Each teacher will complete a sequence of 12 university graduate-level courses (48 quarter hours), over two and one-half years, leading to a Masters of Science in Science Education (MSSE) degree. Thus, all successful participants will meet or exceed requirements of the designation “highly qualified” as described in the MSSE proposal quoted here.

“The Masters of Science in Science Education program is designed to provide rich content-based professional development of …

The Illinois Mathematics And Science Academy Research And Dissemination Network Academic Year 2002-03 Final Report To The Smithsonian Institution, Steven R. Rogg

Steven R Rogg

This document is a status report on the Illinois Mathematics and Science Academy’s (IMSA) Research and Dissemination Network, which is funded as a contract with the Smithsonian Institution. In response to significant recent changes in project organization and activities, this report traces key developments of the project over its ten-year history. The report concludes with a summary of accomplishments during the current 2002-03 academic year.

Xavier University's Discovering Life Science Program Evaluation Final Report, Steven R. Rogg

Steven R Rogg

This document is the final report of the external evaluation of the project entitled: Implementing Inquiry and Technology in a Biology Lab for Pre–service Teachers and Non-majors embodied in Xavier University’s laboratory course Biol-125: Discovering Life Science and funded under the National Science Foundation (NSF), Division of Undergraduate Education (DUE) of the Directorate for Education and Human Resources (HER.) award no. DUE#99-50373. The period of NSF funding for this two-year project of the NSF/HER/DUE Course, Curriculum and Laboratory Improvement Program was June 1, 1999 through May 31, 2001. There are several accomplishments that the University and the principal investigators can …

Report On The Elementary Teacher Survey Pilot Study On Behalf Of The Columbus Urban Systemic Initiative, Steven R. Rogg

Steven R Rogg

This report completes the pilot study conducted by the Columbus Public Schools’ (CPS) Urban Systemic Initiative (USI)1 and the Center for the Advancement of Learning and Teaching in Mathematics Science and Technology (The Center@IMSA) of the Illinois Mathematics and Science Academy (IMSA). This initial pilot study was designed to test the Elementary Teacher Survey prepared by the USI Teacher Support Teams. A validation study, to follow in the spring, will seek evidence of program impact on teaching practices in science and mathematics classrooms. In other words, it will validate the findings of the Elementary Teacher Survey via direct classroom observation …