Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Illinois Math and Science Academy (10)
- Johnson & Wales University (7)
- Selected Works (7)
- California State University, San Bernardino (3)
- Dominican University of California (3)
-
- University of Nebraska - Lincoln (3)
- Brigham Young University (2)
- Edith Cowan University (2)
- Pittsburg State University (2)
- Rochester Institute of Technology (2)
- SelectedWorks (2)
- The University of Akron (2)
- University of Massachusetts Boston (2)
- Walden University (2)
- Western Kentucky University (2)
- Bowling Green State University (1)
- City University of New York (CUNY) (1)
- Clemson University (1)
- East Tennessee State University (1)
- Georgia Southern University (1)
- Liberty University (1)
- Louisiana State University (1)
- Old Dominion University (1)
- University of North Florida (1)
- University of South Florida (1)
- University of Tennessee, Knoxville (1)
- Keyword
-
- IMSA (8)
- Inquiry (7)
- STEM (7)
- Illinois Mathematics and Science Academy (6)
- Innovation (6)
-
- Education (5)
- Gifted education (5)
- Illinois mathematics and science academy (5)
- Johnson & Wales University (5)
- Problem-based learning (5)
- Robert K. Gable (5)
- Curriculum (4)
- Excellence gap (4)
- Gifted and talented (4)
- Learning (4)
- Residential high school (4)
- STEM education (4)
- School of Education (4)
- Student assessment (4)
- Student performance (4)
- Underprivileged minorities (4)
- Collaborative (3)
- Discovery-based (3)
- Diversity (3)
- Imsa (3)
- Investigation (3)
- Leadership (3)
- Research (3)
- Science (3)
- Stephanie pace marshall (3)
- Publication Year
- Publication
-
- Teacher Education (6)
- Publications & Research (5)
- Stephanie Pace Marshall, Ph.D. (4)
- IMSA History (3)
- Journal of Critical Issues in Educational Practice (3)
-
- Articles (2)
- Black Male Summit (2)
- Glenn W. "Max" McGee (2)
- Impact Reports (2)
- Learning, Teaching, & Researching Optimization (2)
- Office of Community Partnerships Posters (2)
- Open Educational Resources - Teaching and Learning (2)
- Scholarship and Engagement in Education (2)
- Walden Dissertations and Doctoral Studies (2)
- All Dissertations (1)
- Australian Journal of Teacher Education (1)
- Department of Educational Administration: Dissertations, Theses, and Student Research (1)
- Department of English: Dissertations, Theses, and Student Research (1)
- Dissertations (1)
- Doctoral Dissertations (1)
- Doctoral Dissertations and Projects (1)
- Education | Master's Theses (1)
- Electronic Theses and Dissertations (1)
- Eric McLaren (1)
- Honors Theses (1)
- José M. Torres (1)
- Journal of Contemplative and Holistic Education (1)
- K-12 Education (1)
- LSU Doctoral Dissertations (1)
- Masters Theses & Specialist Projects (1)
- Publication Type
Articles 31 - 60 of 62
Full-Text Articles in Gifted Education
The Urban Scholars Program At University Of Massachusetts Boston, David Lemmel
The Urban Scholars Program At University Of Massachusetts Boston, David Lemmel
Office of Community Partnerships Posters
Urban Scholars provides talented and gifted students—especially those from low income and minority backgrounds—with the resources to develop the skills and self-motivation needed to enter and successfully complete postsecondary education. The program accommodates 120 students, 75 students at the high school level and 45 at the middle school level.
The Talented And Gifted (Tag) Latino Program: Providing Holistic Support To Boston Students In Grades 6-12 Through Programming Focused On The Development Of Academic Skills, Leadership Skills And Community Building, Ilyitch Nahiely Tábora, Institute For Learning & Teaching, University Of Massachusetts Boston
The Talented And Gifted (Tag) Latino Program: Providing Holistic Support To Boston Students In Grades 6-12 Through Programming Focused On The Development Of Academic Skills, Leadership Skills And Community Building, Ilyitch Nahiely Tábora, Institute For Learning & Teaching, University Of Massachusetts Boston
Office of Community Partnerships Posters
The Talented And Gifted (TAG) Latino Program has served the academic, personal and social needs of Boston Public Schools middle and high schools Latino students and English Language Learners since 1985. TAG offers holistic, year-round support to approximately 600 students annually. Boston Public School (BPS) Latino students and English Language Learners (ELL) excel academically, socially and personally, so as to improve their ability to succeed in high school and at the postsecondary level.
Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee
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 …
Exceptional Connections : A Cross-Cultural Exploration Of The Actual Teacher Behaviours That Contribute To Positive Relationships With Gifted Secondary Students And Secondary Students With Emotional/Behavioural Disorders, Trevor Capern
Theses: Doctorates and Masters
This cross-cultural study examined the teacher behaviours that contributed to positive student-teacher relationships with gifted secondary students and secondary students with Emotional/Behavioural Disorders (EBD) in Western Australia and Canada. The study also examined which categories of social support (emotional, instrumental, informational, appraisal) were considered most important in developing positive relationships according to the exceptional students and their teachers. Behaviours were identified through a mixedmethods approach that included surveys, teacher interviews, and student focus groups. Participants included gifted secondary students (N = 133) and their teachers (N= 49), and secondary students with EBD (N = 89) and their teachers (N=23) in …
The Power To Transform: Leadership That Brings Learning And Schooling To Life, Stephanie Pace Marshall
The Power To Transform: Leadership That Brings Learning And Schooling To Life, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
The Power to Transform is a call to re-conceive and re-design schooling. Rather than offer “best practices” or “prescriptive solutions,” it invites leaders of all ages and walks of life to think differently about learning and schooling. It illuminates the “why” and “what” of educational transformation and explores its deepest roots. It offers new language, new design principles, a new framework, and a new map for creating vibrant, imaginative and adaptive learning landscapes that integrate the dynamic properties of living systems with the generative principles of learning. It is from this natural integration that the new story of learning and …
Blessed Unrest: The Power Of Unreasonable People To Change The World, Stephanie Pace Marshall
Blessed Unrest: The Power Of Unreasonable People To Change The World, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
In her keynote address at the 2008 NCSSSMST Professional Conference, Dr. Stephanie Pace Marshall addresses what work can be done with the collective resources of its Consortium members which beg to be shared and connected--and also explores what the source of "...our Blessed Unrest that will give us the courage to become unreasonable advocates for our children and for STEM transformation?"
Re-Imagining Specialized Stem Academies: Igniting And Nurturing ‘Decidedly Different Minds,’ By Design, Stephanie Pace Marshall
Re-Imagining Specialized Stem Academies: Igniting And Nurturing ‘Decidedly Different Minds,’ By Design, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
This article offers a personal vision and conceptual design for reimagining specialized science, technology, engineering, and mathematics (STEM) academies designed to nurture decidedly different STEM minds and ignite a new generation of global STEM talent, innovation, and entrepreneurial leadership. This design enables students to engage actively in the authentic work, modes of inquiry, and practices that distinguish four STEM learning cultures, environments, and communities: (a) Inquiry and Research Laboratory and Interdisciplinary Learning Center—develops disciplinary, interdisciplinary, and inquiry-based thinking; (b) Innovation Incubator and Design Studio—ignites innovative and design-based thinking; (c) Global Leadership and Social Entrepreneurship Institute—nurtures change leadership and systems-based thinking; …
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
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 …
Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable
Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable
Teacher Education
A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. No significant relationships were found for tenure and …
Comparison Of Academic Achievement, College Readiness, And Perception Between Students From Traditional High Schools And The Gatton Academy, Tim Gott
Dissertations
Secondary education in the United States has been evolving from the early days of Latin grammar schools to the present broad spectrum of high school structures. This study focuses on one of the latest types of high school models – specialized secondary schools. In particular, the intent of this study was to assess whether high ability students in one such program, the Gatton Academy of Mathematics and Science, demonstrate between-group differences from their high ability peers in traditional high schools in the areas of academic achievement, college readiness, and perceptions on the high school experience.
To determine whether these differences …
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
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
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 …
Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee
Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee
Publications & Research
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 …
Our History: Illinois Mathematics And Science Academy, Illinois Mathematics And Science Academy
Our History: Illinois Mathematics And Science Academy, Illinois Mathematics And Science Academy
IMSA History
The internationally recognized Illinois Mathematics and Science Academy (IMSA) develops creative, ethical leaders in science, technology, engineering and mathematics. As a teaching and learning laboratory created by the State of Illinois, IMSA enrolls academically talented Illinois students (grades 10-12) in its advanced, residential college preparatory program, and it serves thousands of educators and students in Illinois and beyond through innovative instructional programs that foster imagination and inquiry. IMSA also advances education through research, groundbreaking ventures and strategic partnerships.
Computational Insight With Monte Carlo Simulations, Boyan Kostadinov
Computational Insight With Monte Carlo Simulations, Boyan Kostadinov
Publications and Research
We introduce Monte Carlo simulations for estimating areas by playing a game of "darts". We also introduce simulations of random walks. We use compact, vectorized programming, based on the R language, for all computer simulations and visualizations, aimed at high school students. This presentation is based on the Invited, prime time lecture given at the summer camp for gifted high school students at City College of New York, July 13, 2011.
Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris
Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris
Teacher Education
This study is related to a previous study (Ribeiro, 2009) that examined teachers’ perceptions of teaching self-efficacy. In the first study the sample consisted of two groups of teachers that took the same professional development course in mathematics. The comparison group took the course in their school district with other teachers and the experimental group took the course with pre-service teachers in a university classroom. After completing the course, both groups were measured in three dimensions of teaching self-efficacy: student engagement, instructional strategies, and classroom climate. Findings indicated that although both groups had significant gains in self-efficacy toward teaching mathematics …
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
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
Publications & Research
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 …
A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco
A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco
Department of Educational Administration: Dissertations, Theses, and Student Research
This mixed methods study sought to identify the impact that transition into the practice of teaching had on the autonomy of pre-service secondary teachers of Mathematics. It was based on the belief that a Mathematics teacher’s autonomy depended on: beliefs about Mathematics and how it was learned, reflections on the teaching practice, and social constraints of a secondary school culture. Data was collected between January 2009 and March 2010. In Phase I (Quantitative) the participants (N = 30), selected from ten State University of New York teacher preparation colleges and universities, completed five instruments to quantify the three factors of …
The Relationship Of Personality Traits To Satisfaction With The Team: A Study Of Interdisciplinary Teacher Teams In Rhode Island Middle Schools, Michele D. Humbyrd, Robert K. Gable
The Relationship Of Personality Traits To Satisfaction With The Team: A Study Of Interdisciplinary Teacher Teams In Rhode Island Middle Schools, Michele D. Humbyrd, Robert K. Gable
Teacher Education
Shared practice in schools has emerged; teachers are moving from isolation to team collaboration where personality traits could be related to quality interactions. Team personality traits and team satisfaction were examined. A survey and interview approach was used for N = 244 full-time teachers from N = 49 interdisciplinary teams at N = 7 middle schools. Descriptive, correlational, multiple regression analyses and coded themes about team members’ personalities and interactions were employed. No significant relationships were found between the BFI traits and Satisfaction with the Team. Team-level analysis indicated a significant negative correlation between Satisfaction with theTeam and Extraversion and …
Re-Imagining Specialized Stem Academies: Igniting And Nurturing ‘Decidedly Different Minds,’ By Design, Stephanie Pace Marshall
Re-Imagining Specialized Stem Academies: Igniting And Nurturing ‘Decidedly Different Minds,’ By Design, Stephanie Pace Marshall
Publications & Research
This article offers a personal vision and conceptual design for reimagining specialized science, technology, engineering, and mathematics (STEM) academies designed to nurture decidedly different STEM minds and ignite a new generation of global STEM talent, innovation, and entrepreneurial leadership. This design enables students to engage actively in the authentic work, modes of inquiry, and practices that distinguish four STEM learning cultures, environments, and communities: (a) Inquiry and Research Laboratory and Interdisciplinary Learning Center—develops disciplinary, interdisciplinary, and inquiry-based thinking; (b) Innovation Incubator and Design Studio—ignites innovative and design-based thinking; (c) Global Leadership and Social Entrepreneurship Institute—nurtures change leadership and systems-based thinking; …
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Teacher Education
A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Teacher Education
Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
K-12 Education
A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Teacher Education
A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).
Blessed Unrest: The Power Of Unreasonable People To Change The World, Stephanie Pace Marshall
Blessed Unrest: The Power Of Unreasonable People To Change The World, Stephanie Pace Marshall
Publications & Research
In her keynote address at the 2008 NCSSSMST Professional Conference, Dr. Stephanie Pace Marshall addresses what work can be done with the collective resources of its Consortium members which beg to be shared and connected--and also explores what the source of "...our Blessed Unrest that will give us the courage to become unreasonable advocates for our children and for STEM transformation?"
Aesthetic Knowing: Essential To The Development Of Heart And Mind., Laura Howzell-Young, Susan Daniels
Aesthetic Knowing: Essential To The Development Of Heart And Mind., Laura Howzell-Young, Susan Daniels
Journal of Critical Issues in Educational Practice
Children are biologically wired to experience their world through rich sensory, affective, aesthetic, and imaginal experiences. Children thirst for art, music and movement, and these modes are utilized widely to learn the varied languages of literacy: the alphabet, numbers, vocabulary, body-sense and more. Yet, in response to meeting higher and more prescribed standards at the elementary and secondary levels, there is a tendency to narrow the curriculum, to consider art and music expendable, to view social-emotional development as external to the schoolhouse. This narrowing is happening just as our global culture is moving again toward multiple kinds of communication: toward …
Where Visual Literacy And Identity Meet: Adolescents Define Themselves Through Participation In A University Video And Art Enrichment Program, Susan Daniels, Patricia Little, Linda M. Reynolds, Alayne Sullivan
Where Visual Literacy And Identity Meet: Adolescents Define Themselves Through Participation In A University Video And Art Enrichment Program, Susan Daniels, Patricia Little, Linda M. Reynolds, Alayne Sullivan
Journal of Critical Issues in Educational Practice
This article summarizes a project that oriented one hundred and twenty-five gifted and talented middle-school students to university culture through a series of summer workshops that emphasized visual media. Various workshops introduced students to methods of video and art production. The middle-school students created short videos and artistic collages to represent their identity in response to two activities: (a) in-depth explorations of the California State University campus at San Bernardino; and (b) literary reading. Art and video production are revealed as a powerful means of middle-school students’ identity formation and expression; the work summarized herein gains credence through its alignment …
Developing High School Multiple Intelligence Learning Centers: An Action Research Project In History., Jessica Cannaday
Developing High School Multiple Intelligence Learning Centers: An Action Research Project In History., Jessica Cannaday
Journal of Critical Issues in Educational Practice
Research that provides results which can be almost instantaneously put into use is looked on by some teachers as a path to better student learning. Accordingly, action research is a form of critical reflection that some experts believe can achieve instant change. Although, action research is sometimes denigrated as lacking in precision, the critical reflection necessary in any well done action research project demonstrates that such research while, not quantitatively rigorous can still be qualitatively useful. As such, the author discusses her own implementation of MI learning centers as a form of action research in the classroom.
Imsa20: Bold Ideas, Illinois Mathematics And Science Academy
Imsa20: Bold Ideas, Illinois Mathematics And Science Academy
IMSA History
In the mid 1980s, the state of Illinois, recognizing a sharply increased need for highly skilled leaders in mathematics, science and technology, founded the Illinois Mathematics and Science Academy®. Twenty years later, the national demand for mathematics, science and technology leaders has never been greater. The National Academies report - Rising Above the Gathering Storm and President Bush's American Competitiveness Initiative - address the growing concern that the United States is losing its competitive advantage as countries abroad invest heavily in the education and training of scientists and engineers. Both initiatives call for increased commitments in scientific research and in …
The Power Of An Idea..., Illinois Mathematics And Science Academy
The Power Of An Idea..., Illinois Mathematics And Science Academy
IMSA History
It is our privilege to share with you the First Decade Report of the Illinois Mathematics and Science Academy, an educational laboratory engaged in serious inquiry about critical issues of teaching and learning.
Ten years ago, IMSA opened its doors with 210 students, 12 faculty members, 21 courses, no residence halls, no computers, no external programs, many unanswered questions and an uncertain future. During our early years, we faced many challenges; these strengthened our resolve and deepened our commitment to transform teaching and learning in mathematics, science and technology.
While IMSA is still a very young enterprise, in ten short …