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Full-Text Articles in Education

2a: "Illinois Carbon Dioxide Emissions Activity", Sarah O'Leary-Driscoll, Crystal Randall Jul 2016

2a: "Illinois Carbon Dioxide Emissions Activity", Sarah O'Leary-Driscoll, Crystal Randall

Sarah O'Leary-Driscoll

Your goal for this activity is to compare the different sources of carbon dioxide emissions, stemming from the consumption of fossil fuels, in Illinois. To do this you will be working with data spanning from 1980 to 2012.


3: "The Current Extinction: Defaunation & Ecosystem Disruption", Sarah O'Leary-Driscoll, Crystal Randall Jul 2016

3: "The Current Extinction: Defaunation & Ecosystem Disruption", Sarah O'Leary-Driscoll, Crystal Randall

Sarah O'Leary-Driscoll

Information taken from: Dirzo, R. et al (2014). Defaunation in the Anthropocene. Science, 345(401).

Scientists estimate, conservatively, that there are 5 to 9 million different animal species on the planet. But that number is continually changing, and unfortunately, dropping, as we are likely losing 11,000- 58,000 species annually, and evidence suggests that on average, there has been a decline of about 28% in terms of numbers of individuals within a species over the last four decades. Both of these statistics are vitally important. The critical nature of the first is perhaps more obvious, as total loss of ...


1. "Investigating The Impact Of Changes In Carbon Dioxide Concentration On Ecosystems", Sarah O'Leary-Driscoll, Crystal Randall Jul 2016

1. "Investigating The Impact Of Changes In Carbon Dioxide Concentration On Ecosystems", Sarah O'Leary-Driscoll, Crystal Randall

Sarah O'Leary-Driscoll

Question: Does the concentration of carbon dioxide affect air temperature in a closed environment?


Topic 2: Kantian Ethics, Lee Eysturlid Jul 2016

Topic 2: Kantian Ethics, Lee Eysturlid

Lee W. Eysturlid

No abstract provided.


Teaching Tolkien: Language, Scholarship, And Creativity, Adam Kotlarczyk Jul 2016

Teaching Tolkien: Language, Scholarship, And Creativity, Adam Kotlarczyk

Adam Kotlarczyk

Why Tolkien? Let us start with the obvious—if cynical—question, almost certain to come from a skeptical administrator or colleague: why would any serious, self-respecting English teacher want to teach an author whose work is about dragons, fairies, and the fantastic? With all the increased attention to standardized testing and with the demand for rigor in read- ings in the average English curriculum, choosing a popular text might raise eyebrows among critics. The question that an English teacher may be asked (or indeed, may ask him- or herself) is: doesn't teaching Tolkien as "serious" literature just fan those ...


Teaching Tolkien: Language, Scholarship, And Creativity, Adam Kotlarczyk Jul 2016

Teaching Tolkien: Language, Scholarship, And Creativity, Adam Kotlarczyk

Adam Kotlarczyk

Why Tolkien? Let us start with the obvious—if cynical—question, almost certain to come from a skeptical administrator or colleague: why would any serious, self-respecting English teacher want to teach an author whose work is about dragons, fairies, and the fantastic? With all the increased attention to standardized testing and with the demand for rigor in read- ings in the average English curriculum, choosing a popular text might raise eyebrows among critics. The question that an English teacher may be asked (or indeed, may ask him- or herself) is: doesn't teaching Tolkien as "serious" literature just fan those ...


Teaching Tolkien: Language, Scholarship, And Creativity, Adam Kotlarczyk Jul 2016

Teaching Tolkien: Language, Scholarship, And Creativity, Adam Kotlarczyk

Adam Kotlarczyk

Why Tolkien? Let us start with the obvious—if cynical—question, almost certain to come from a skeptical administrator or colleague: why would any serious, self-respecting English teacher want to teach an author whose work is about dragons, fairies, and the fantastic? With all the increased attention to standardized testing and with the demand for rigor in read- ings in the average English curriculum, choosing a popular text might raise eyebrows among critics. The question that an English teacher may be asked (or indeed, may ask him- or herself) is: doesn't teaching Tolkien as "serious" literature just fan those ...


Pt. 1: Research Question & Background, Sarah O'Leary-Driscoll Feb 2016

Pt. 1: Research Question & Background, Sarah O'Leary-Driscoll

Sarah O'Leary-Driscoll

No abstract provided.


Alignment Information, Sarah O'Leary-Driscoll Feb 2016

Alignment Information, Sarah O'Leary-Driscoll

Sarah O'Leary-Driscoll

Pairwise DNA alignment is frequently used to identify similar regions that will show how two sequences have functional or structural similarities. It can also be used to show how exons and introns change between different sequences and whether they have an effect on the final structure of the RNA after the DNA is processed within a cell.


“Analyze, Acquire, Apply, And Write” As A New Learning Model In Science, Jeong Choe May 2015

“Analyze, Acquire, Apply, And Write” As A New Learning Model In Science, Jeong Choe

Jeong Choe

I have developed a new teaching and learning model called AAAW, which stand for Analyze, Acquire, Apply and Write. This model grows from action research and unique experience in teaching a biochemistry course to high school students who are talented in math and science. In this model, students first "Analyze" lab data to generate questions that lead them to "Acquire" background knowledge. Students then go back to the data and "Apply" their new knowledge to better understand the data. Finally, students "Write" about the connections they make from their reading, data analysis, and application of the data. The rationale behind ...


The Case, Glenn W. "Max" Mcgee, Christopher Kolar Nov 2013

The Case, Glenn W. "Max" Mcgee, Christopher Kolar

Christopher G. Kolar

The internationally recognized Illinois Mathematics and Science Academy® (IMSA) was created by the State of Illinois to develop talent in science, technology, engineering, and mathematics. IMSA enrolls a diverse pool of academically talented Illinois students (grades 10-12) in its advanced, residential college preparatory program. It also serves thousands of educators and students in Illinois and beyond through innovative instructional programs designed to foster imagination and inquiry (see www.imsa.edu).


"Best Practices" At The Illinois Mathematics And Science Academy, Steven Rogg May 2013

"Best Practices" At The Illinois Mathematics And Science Academy, Steven Rogg

Steven R Rogg

No abstract provided.


The Case, Glenn W. "Max" Mcgee, Christopher Kolar Feb 2013

The Case, Glenn W. "Max" Mcgee, Christopher Kolar

Glenn W. "Max" McGee

The internationally recognized Illinois Mathematics and Science Academy® (IMSA) was created by the State of Illinois to develop talent in science, technology, engineering, and mathematics. IMSA enrolls a diverse pool of academically talented Illinois students (grades 10-12) in its advanced, residential college preparatory program. It also serves thousands of educators and students in Illinois and beyond through innovative instructional programs designed to foster imagination and inquiry (see www.imsa.edu).


Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee Jan 2013

Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee

Glenn W. "Max" McGee

The Illinois Mathematics and Science Academy (IMSA), as a self-described "teaching and learning laboratory for imagination and inquiry," has a history of pursuing innovations closely aligned with the vision and framework of the National Science Education Standards. Innovations include both methods and materials for inquiry-based student instruction as well as for delivering professional development for pre-service and practicing teachers. Instructional innovations described include yearlong student inquiry and research projects (SIR), self-paced physics instruction, student-driven energy and engineering projects, instruction in innovation and entrepreneurialism, and a host of student-led outreach activities to "ignite and nurture creative, ethical, scientific minds of students ...


How Design Can Get Kids On The Path To Tech Careers: A Conversation With Dr. Stephanie Pace Marshall, The Founder Of A New Type Of Science And Math Academy, Stephanie Marshall Jul 2012

How Design Can Get Kids On The Path To Tech Careers: A Conversation With Dr. Stephanie Pace Marshall, The Founder Of A New Type Of Science And Math Academy, Stephanie Marshall

Stephanie Pace Marshall, Ph.D.

An interview with Dr. Stephanie Pace Marshall about educational design and the design of the Illinois Mathematics and Science Academy. "IMSA sought not only to develop decidedly different scientific minds, but also to develop a decidedly different residential learning community -- one that was nurturing and innovative, and one that instilled a sense of stewardship, and an obligation to give back. As a dynamic teaching and learning laboratory, IMSA continues to evolve, yet the roots of our founding ideas and goals remain."


Stem Talent: Moving Beyond Traditional Boundaries, Stephanie Pace Marshall Jul 2012

Stem Talent: Moving Beyond Traditional Boundaries, Stephanie Pace Marshall

Stephanie Pace Marshall, Ph.D.

The future well-being, prosperity and sustainability of our nation, the global community and our planet resides in igniting and nurturing decidedly different STEM minds that can advance both the new STEM frontier and the human future.


Igniting And Nurturing The Next Generation Of Stem Talent, Innovation And Leadership, By Design, Stephanie Pace Marshall Jul 2012

Igniting And Nurturing The Next Generation Of Stem Talent, Innovation And Leadership, By Design, Stephanie Pace Marshall

Stephanie Pace Marshall, Ph.D.

Regrettably, most American students experience STEM learning as an exclusive, individual, theoretical and “formulaic” enterprise. By decoupling STEM education from the human experience, we have distorted the essential nature of the scientific enterprise and advanced instrumentalist and utilitarian rationales for pursuing STEM careers—global economic superiority and technological competition.


Thailand Ties, Raymond J. Dagenais Apr 2012

Thailand Ties, Raymond J. Dagenais

Raymond J. Dagenais

One of the resolutions I witnessed moving forward at the Summer 2006 National Congress on Science Education in Toronto, Canada involved expanding our learning through international collaborations. The Congress encouraged National Science Teacher Association affiliates to make an effort to connect with educators in other countries in order to both learn and share ideas and issues facing the science education community. With the already large numbers of students from other cultures in many school systems in the United States and the increasing quality of students coming out of science programs in other countries, it has become imperative that we better ...


High Poverty Families + Low Performing Schools Add Up To Zero For Students, Raymond Dagenais Dec 2009

High Poverty Families + Low Performing Schools Add Up To Zero For Students, Raymond Dagenais

Raymond J. Dagenais

The Illinois Mathematics and Science Academy (IMSA) serves as a catalyst to improve teaching and learning in mathematics and science. This article describes IMSA initiatives that have statewide impact, including the IMSA Excellence 2000+ (E2K+) Program, which is designed to enrich mathematics and science exploration among middle school students. E2K+ addresses Illinois State Board of Education (ISBE) learning standards and recommended National Science Foundation (NSF) Science, Technology, Engineering, and Mathematics (STEM) learning outcomes.


Remarks Given To Ball State University, Stephanie Marshall Nov 1986

Remarks Given To Ball State University, Stephanie Marshall

Stephanie Pace Marshall, Ph.D.

No abstract provided.


First Press Conference With The Illinois Mathematics And Science Academy Given By Stephanie Pace Marshall, Founding President, Stephanie Pace Marshall Sep 1986

First Press Conference With The Illinois Mathematics And Science Academy Given By Stephanie Pace Marshall, Founding President, Stephanie Pace Marshall

Stephanie Pace Marshall, Ph.D.

No abstract provided.


Remarks To The First Faculty And Staff Meeting Given By Stephanie Pace Marshall, Founding President Of The Illinois Mathematics And Science Academy (Imsa), Stephanie Pace Marshall Aug 1986

Remarks To The First Faculty And Staff Meeting Given By Stephanie Pace Marshall, Founding President Of The Illinois Mathematics And Science Academy (Imsa), Stephanie Pace Marshall

Stephanie Pace Marshall, Ph.D.

No abstract provided.


Opening Remarks At The Groundbreaking For The Residence Halls At The Illinois Mathematics And Science Academy, Stephanie Marshall Aug 1986

Opening Remarks At The Groundbreaking For The Residence Halls At The Illinois Mathematics And Science Academy, Stephanie Marshall

Stephanie Pace Marshall, Ph.D.

No abstract provided.