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Full-Text Articles in Education

Pisa – The Programme For International Student Assessment – An Overview, Ross Turner Nov 2006

Pisa – The Programme For International Student Assessment – An Overview, Ross Turner

Ross Turner

An overview of the PISA project is given in order to set a context for a consideration of the ways in which this large international assessment programme uses scientific measurement principles and techniques. The overview describes the goals of the project, its major organisational features (its participants, its procedures and organisational structure, its main implementation steps) and its major technical components (test design, test development, sampling, assessment operations, data scaling and analysis, and reporting). The ways in which measurement principles are used are interwoven with the discussion of the relevant technical components. The paper concludes with a detailed discussion of ...


Modeling The 2004 Indian Ocean Tsunami For Introductory Physics Students, Gregory A. Dilisi, Richard A. Rarick Nov 2006

Modeling The 2004 Indian Ocean Tsunami For Introductory Physics Students, Gregory A. Dilisi, Richard A. Rarick

Gregory A. DiLisi

A classroom exercise to model tsunamis is described. The simulations illustrate 3 dramatic signature features of tsunamis: the increase in amplitude as the tsunami moves to shallower water, the corresponding decrease in wavelength and speed, and the increasing steepness of the leading edge. These characteristics typically classify tsunamis as shallow-water waves, which can be confusing to students as they are generated and travel mostly in deep water. The highlight of the activity is the construction of a tsunami tank comprising a wooden frame and clear acrylic sides, which can be used to generate simulated tsunamis that illustrate these properties.


Depaul University Mathematics And Science Partnership Evaluation Report, Steven R. Rogg Aug 2006

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 ...


Undergraduate Research Communities: A Powerful Approach To Research Training, Scott Kight Jun 2006

Undergraduate Research Communities: A Powerful Approach To Research Training, Scott Kight

Scott Kight

We applied the concept of learning communities, whereby students develop their own ideas in cohort-based settings, to undergraduate research training. This creates powerful research communities where students practice science from observation to experimental design to interpretation of data. We describe a biology program, but the approach suits many discovery-based disciplines.


Using Critical Incident Reflections: A Self-Study As A Mathematics Teacher Educator, Joanne E. Goodell May 2006

Using Critical Incident Reflections: A Self-Study As A Mathematics Teacher Educator, Joanne E. Goodell

Joanne E Goodell

In this paper, I report the results of a 4-year study into how my students learn to become mathematics teachers during the combined 15-week methods and field placement course I teach. At the start of most weekly methods class meetings, groups of three or four students reported their critical incidents to each other, and then chose one incident to report to the whole class. Each student then submitted a written report of 10 critical incidents for grading. At the end of each semester, I administered a questionnaire about the usefulness of each of the elements of the course. Using these ...


El Programa Internacional Para La Evaluación De Los Alumnos (Pisa). Una Perspectiva General, Ross Turner Feb 2006

El Programa Internacional Para La Evaluación De Los Alumnos (Pisa). Una Perspectiva General, Ross Turner

Ross Turner

This article provides a general overview of the PISA project with the aim of setting up an appropriate context for debating on some specific outcomes of the 2003 assessment survey. This general perspective focuses on the goals of the project, its participants, proce­dures and organisation, its major components and methodologies as well as on the precise ch­aracteristics of Mathematics in PISA, which was the main assessment subject in 2003. Similarly, a very brief summary on certain key outcomes of PISA 2003 assessment in Spain is also provided.


Hierarchical Learning Ensembles, Gregory A. Dilisi, Steven J. Eppell, Jan Upton Feb 2006

Hierarchical Learning Ensembles, Gregory A. Dilisi, Steven J. Eppell, Jan Upton

Gregory A. DiLisi

We describe the design and implementation of our Hierarchical Learning Ensemble (HLE) model, a pedagogy that assembles interdisciplinary teams of graduate, undergraduate, and secondary-level students to solve science and engineering problems. Our goal is to sensitize undergraduates to working in heterogeneous groups and thus better prepare them for the workplace. Reprinted by permission of the publisher.


Establishing Problem-Solving Habits In Introductory Science Courses, Gregory A. Dilisi, Jennifer E. Eulberg, James F. Lanese Feb 2006

Establishing Problem-Solving Habits In Introductory Science Courses, Gregory A. Dilisi, Jennifer E. Eulberg, James F. Lanese

Gregory A. DiLisi

Students crave problem-solving strategies that promise increased achievement on tests. Student ambitions seem to align with teacher goals, yet students resist using these strategies for various reasons. We seek to establish a pedagogy modifying student behavior so they are more likely to use any strategy a teacher deems useful. Reprinted by permission of the publisher.


Utilizing Web Based Technologies In Problem-Based Learning, William H. Robertson Feb 2006

Utilizing Web Based Technologies In Problem-Based Learning, William H. Robertson

William H. Robertson

This instructional strategy utilizes a Problem-based learning (PBL) approach to curriculum development and delivery. Each student is tasked with designing, developing, and reflecting on an appropriate grade level project that is published as a Web based curriculum. The content of the PBL focuses on a current real world science topic while concentrating on specific concepts and skills in both science and technology. The purpose of this integrative approach is to have the learner demonstrate an understanding of scientific inquiry that effectively integrates Web based technologies.


Depaul University Mathematics And Science Partnership Internal Evaluator's Interim Report, Steven R. Rogg Jan 2006

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 ...


Thought Experiments And Imagery In Expert Protocols, John Clement Dec 2005

Thought Experiments And Imagery In Expert Protocols, John Clement

John J. Clement

No abstract provided.


Designing Classroom Thought Experiements: What We Can Learn From Imagery Indicators And Expert Protocols, John Clement, L Stephens Dec 2005

Designing Classroom Thought Experiements: What We Can Learn From Imagery Indicators And Expert Protocols, John Clement, L Stephens

John J. Clement

No abstract provided.


Science Education On The U.S./Mexico Border: Field-Based Studies For Future Teachers In Bilingual/Binational Schools, William H. Robertson, Judith Munter, Claudia V. Garcia Dec 2005

Science Education On The U.S./Mexico Border: Field-Based Studies For Future Teachers In Bilingual/Binational Schools, William H. Robertson, Judith Munter, Claudia V. Garcia

William H. Robertson

The University of Texas at El Paso’s field-based program of studies for future teachers provides opportunities for powerful learning through a dialectical union of reflection and action. Methods courses in academic disciplines are linked with seminars and coursework on community partnerships, critical pedagogy and culturally responsive education. This article illustrates the processes of planning, implementation and evaluation of this approach, highlighting the impacts of community service learning. Parents, students and future teachers interact in workshops that center on validating native language literacy, increasing parental involvement and providing conceptually correct science education. The project indicates that two-way dual language programs ...


A Practical Approach To Building Web Sites In The Classroom, William H. Robertson Dec 2005

A Practical Approach To Building Web Sites In The Classroom, William H. Robertson

William H. Robertson

The five-phased process for building Web sites in the classroom may be useful in helping educators facilitate the process of integrating computer technology and the Internet into instruction and curriculum design. The method described is a synthesis of a personal process of discovery, teaching, and learning that has come from practical experience with teachers and students. To effectively utilize this five-phased approach, the instructor must ascertain the final goal, whether it is a curriculum product, Web site, oral presentation, or some other form of demonstration of learning. The identified phases are a set of guiding principles that at any time ...


Implementing The Texas Master Science Teacher Program, William H. Robertson, Elaine Hampton, Brian H. Giza Dec 2005

Implementing The Texas Master Science Teacher Program, William H. Robertson, Elaine Hampton, Brian H. Giza

William H. Robertson

In 2004, the State of Texas authorized the Texas Master Science Teacher certification. This post-baccalaureate certification provided a much-needed opportunity for experienced science teachers to be formally recognized for their leadership roles at a time in which science instruction was being impacted by a number of sometimes competing state and national initiatives. This article describes the steps and lessons learned by the team that implemented the first Master Science Teacher program in Texas.