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Full-Text Articles in Education
Learning Opportunities 2009/2010, Illinois Mathematics And Science Academy
Learning Opportunities 2009/2010, Illinois Mathematics And Science Academy
Course Catalogs
The graduation requirements of the Illinois Mathematics and Science Academy are in concert with those maintained by the State of Illinois with additional requirements as established by the IMSA Board of Trustees. Each semester students must take a minimum of 2.5 credits and a maximum of 3.5 credits. One-semester classes generally receive .5 credits and two semester classes (e.g., World Languages) generally receive 1.0 credit. Most students will take between 5 and 7 academic classes per semester. Fine Arts, Wellness, and Independent Study courses do not count towards the 2.5 credit minimum. However, if a student wishes to take 3.5 …
Recipient Of The 2009 Alumni Titan Award, Sendhil Revuluri '90
Recipient Of The 2009 Alumni Titan Award, Sendhil Revuluri '90
Alumni Titan Award
Sendhil Revuluri was instrumental in laying the foundation for many of IMSA’s current alumni outreach activities. Well-known by alumni, Revuluri was one of a small group who worked diligently to strengthen the alumni network and the IMSA Alumni Association (IAA). As a cabinet member and treasurer of the Alumni Association, Sendhil assisted with early online outreach efforts, reunion planning, and fundraising appeals to alumni. His efforts paved the way for what would be a multi-year campaign to reach the $1 million goal in alumni contributions for the IMSA Fund for Advancement of Education. In addition to his service on the …
Recipient Of The 2009 Alumni Titan Award, Pooja K. Agarwal '01
Recipient Of The 2009 Alumni Titan Award, Pooja K. Agarwal '01
Alumni Titan Award
Pooja K. Agarwal has contributed a significant amount of time, talent and treasure to IMSA as an alumna. Following graduation, Agarwal became actively involved in the IMSA Alumni Association and served as an at-large cabinet member for three years. She volunteered as an Intersession facilitator from 2004-2007 and assisted as the alumni liaison in 2006, recruiting alumni and organizing appreciation activities. Agarwal’s efforts helped to build the foundation for alumni volunteerism in Intersession, which reached record-high alumni participation in 2009. Since 2001, she has also been actively involved in the IMSA Kids Institute (KI) program as a teacher and member …
Recipient Of The 2009 Alumni Distinguished Leadership Award, Thandeka K. Chapman '89
Recipient Of The 2009 Alumni Distinguished Leadership Award, Thandeka K. Chapman '89
Alumni Distinguished Leadership Award
Dr. Thandeka K. Chapman is an Associate Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Milwaukee. She has conducted research on policy implementation in desegregated schools, urban small school reforms, teaching and learning in racially diverse classrooms, and evaluating Social Justice curricula. Her most recent publications are six edited volumes of the History of Multicultural Education co-edited with Carl A. Grant. She also co-edited a new book, The Practice of Freedom: Social Justice Pedagogy in the United States, to be published in February 2010. Other publications include: “Peddling Backwards: Reflections of Plessy …
Recipient Of The 2009 Alumni Distinguished Leadership Award, Rebecca Willett '96
Recipient Of The 2009 Alumni Distinguished Leadership Award, Rebecca Willett '96
Alumni Distinguished Leadership Award
Prof. Rebecca Willett is a prolific contributor to the field of electrical and computer engineering through teaching, cutting-edge research and publishing as an assistant professor in the Department of Electrical and Computer Engineering at Duke University. Her teaching and research interests are focused on signal and image processing techniques and how these can be applied to help advance a variety of other fields, including medical imaging, astronomy, networks, and bioinformatics. As a testimony to the broad implications of her research, Prof. Willett is assisting the Department of Defense through her work on the Computer Science Study Panel, run by the …
No Child Left Behind Act: The Impact On The Performance Levels Of Gifted Students Relative To Those Of Non-Gifted Students, Rochelle Lenea Hopson-Lamar
No Child Left Behind Act: The Impact On The Performance Levels Of Gifted Students Relative To Those Of Non-Gifted Students, Rochelle Lenea Hopson-Lamar
Doctoral Dissertations and Projects
The purpose of this causal comparative study was to determine the impact of the implementation of NCLB on the performance levels of gifted students relative to those of non-gifted students. The study involved the 2001, 2002, 2008, and 2009 Georgia Criterion-Referenced Competency Tests (CRCT) results of 1,978 middle grades students from a school in rural Northwest Georgia. The analysis included comparing the Mann-Whitney statistics, two-sample independent z-test statistics, and the percentage of improvement in performance levels of the gifted and non-gifted students, as measured by the CRCT in reading, language arts, and mathematics. The findings revealed that, since the implementation …
2009 Intersession Catalog, Illinois Mathematics And Science Academy
2009 Intersession Catalog, Illinois Mathematics And Science Academy
Intersession Catalogs
No abstract provided.
Imsa 2009 Profile, Office Of College And Academic Counseling
Imsa 2009 Profile, Office Of College And Academic Counseling
IMSA Profile
Student Inquiry and Research (SIR) - is an interactive partnership that pairs students with on-campus and off-campus professionals so that they can actively investigate a topic about which they are passionate. The SIR standards focus on planning, investigating, analyzing, and communicating. Requirements include a proposal, investigation journal, active engagement, progress report, draft and final papers, presentation at IMSAIoquium, and final summaries and evaluation.
Reading To Serve: Service Learning For Gifted Readers, B. Bartlett, Scott L. Hunsaker
Reading To Serve: Service Learning For Gifted Readers, B. Bartlett, Scott L. Hunsaker
Teacher Education and Leadership Faculty Publications
No abstract provided.