Education Commons^™

It’S Raining : Remotely Accessible Instruments In Nanotechnology To Promote Student Success, Jared M. Ashcroft, Atilla Ozgur Cakmak, Jillian Blatti, Esteban Bautista, Vanessa Wolf, Felix Monge, Dwaine Davis, M. Josefina Arellano-Jimenez, Raymond Tsui, Richard Hill, Anthony Klejna, James S. Smith, Gabe Glass, Timothy Suchomski, Kristine J. Schroeder, Robert K. Ehrmann

Current Issues in Emerging eLearning

Remotely Accessible Instruments in Nanotechnology (RAIN) is a community of educators that aims to bring advanced technologies into K-12 and college classrooms via remote access. RAIN's mission is to facilitate the study of nanoscale science by lowering barriers for instructors to deliver relevant educational activities for younger students interested in learning about nanotechnology across traditional STEM fields. Additionally, RAIN engages the next generation STEM workforce with a connection to experts, tools and institutions where cutting-edge research is being performed. This resource is particularly vital for underrepresented and minority students, especially those attending institutions that cannot provide on-site access to advanced …

The Implementation Of Radical Constructivism Within The Urban Mathematics Classroom, Randy Lattimore

Trotter Review

One of the most serious problems in mathematics education continues to be the dismal statewide mathematics proficiency test performance of African-American students in urban schools. It has been argued that one of the best ways to improve performance is by connecting the pedagogy of mathematics to the lives and experiences of these students. Although many theories have been implemented in the urban mathematics classroom to assist African-American students in developing and increasing conceptual understanding, members of the urban mathematics education community should take a closer, more serious look at the implementation of radical constructivism within urban mathematics classrooms.

A number …

Project Mime: Reshaping Mathematics Education In Secondary Schools, Joseph A. Meyinsse

Trotter Review

For a number of years the movement to reform the content and processes of mathematics education has gained momentum. At this time the consensus of professional thought based on student performance is that the old methods of teaching based on performance objectives have failed. As a result, these must be replaced from kindergarten through college by methods which emphasize hands-on activities and thereby actively involve the learner in the educational process and which promote the development of higher order cognitive skills. It is also the consensus that this process will develop students who are mathematically and scientifically literate and who …

Latino Students' Academic Literacy In Science Education: Contextualizing Policies, Raimundo Mora

New England Journal of Public Policy

This article reviews various interpretations of academic literacy that are being applied to science education, their limitations in terms of Latino students, and the case study experiences of three Latino students majoring in science. The author examines the ways in which factors he has identified in his experiences and research as crucial can be integrated to improve academic literacy programs. He recommends to planners of science programs methods to effect advancement in Latinos' academic performance.

Black Underrepresentation In Science And Technology, Robert C. Johnson

Trotter Review

The United States is experiencing a crisis in the training of scientific and technical personnel. A recent report from the National Science Foundation (NSF) indicates that the number of U.S. citizens earning science and engineering doctorates has decreased nearly 5% since 1980. The National Research Council's study of the adequacy of research support for the mathematical sciences in the United States reveals that not only has the production of Ph.D.s in mathematics declined since 1969-70, but the percentage of U.S. citizens receiving those degrees fell during the last decade from 78% of all mathematics Ph.D.s to only 61% of all …