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Articles 121 - 150 of 398
Full-Text Articles in Science and Mathematics Education
Two Boats, Three Summers, Five Universities, One Dozen Instructors, And Sixty-Five Teachers: A Collaborative Oceanography Field Program For Earth Science, V. Clark, C. Hopper-Brill, C. Petrone
Two Boats, Three Summers, Five Universities, One Dozen Instructors, And Sixty-Five Teachers: A Collaborative Oceanography Field Program For Earth Science, V. Clark, C. Hopper-Brill, C. Petrone
Journal of Mathematics and Science: Collaborative Explorations
A three-day field workshop was an integral component of the graduate-level course entitled, Oceanography, that was offered by Virginia Earth Science Collaborative Project (VESC) to help Virginia educators earn the earth science teaching endorsement. The VESC partner institutions that offered Oceanographngeorge Mason University, James Madison University, the University of Virginia Southwest Center, and Virginia Commonwealth University-lacked direct access to research and education facilities en the coast. The College of William & Mary, another VESC partner, provided this resource through the Virginia Institute of Marine Science’s (VIMS) Eastern Shore Laboratory in Wachapreague, Virginia. The field program agenda and activities were developed …
Virginia Earth Science Collaborative: Developing Highly Qualified Earth Science Teachers, J. Cothron
Virginia Earth Science Collaborative: Developing Highly Qualified Earth Science Teachers, J. Cothron
Journal of Mathematics and Science: Collaborative Explorations
A collaborative of seven institutes of higher education and two non-profit organizations developed and implemented five earth science courses totaling eighteen credits that enabled secondary teachers to acquire an add-on earth science endorsement: Geology 1: Physical Geology (4), Geology II: Geology of Virginia (4), Oceanography (4), Astronomy (Space Science for Teachers) (3), and Meteorology (3). These courses were collaboratively developed and included rigorous academic content, research-based instructional strategies, and intense field experiences. The thirty-three sections offered statewide served 499 participants. Three courses were offered to strengthen the skills of earth science teachers: Teaching Eath Science Topics to Special Education Students …
Meteorology And Cimatology: On-Line Weather Studies, J. A. Mulvany, M. Bentley, E. Pyle
Meteorology And Cimatology: On-Line Weather Studies, J. A. Mulvany, M. Bentley, E. Pyle
Journal of Mathematics and Science: Collaborative Explorations
Through the Virginia Earth Science Collaborative (VESC), a partnership of nine institutes of higher education, non-profit organizations, and eighty-three school divisions, a 3-credit, graduate-level meteorology course was offered six times between Spring 2006 and Fall 2007. The course, entitled Meteorology, was offered at three locations (Richmond, Abingdon, and Harrisonburg), and a local instructor facilitated each section. Funding for the course development, instructor stipends, and participant expenses (including travel, meals, and tuition) was provided through a competitive Mathematics and Science Partnership (MSP) grant funded through the federal No Child Left Behind legislation of 2001. The framework of the course was the …
Geology Of Virginia For Teachers At Radford University, J. Tso
Geology Of Virginia For Teachers At Radford University, J. Tso
Journal of Mathematics and Science: Collaborative Explorations
The Radford University version of the Virginia Earth Science Collaborative‘s Geology of Virginia was taught during Summer 2006 and 2007, and was entitled, Geology of Virginia for Teachers (GEOL 691). A total of eighteen teachers, primarily from southside and southwestern Virginia, attended the class. The goal of the course was to provide essential knowledge and advanced skills in geology in general, and the geology of Virginia in particular. The course had a strong field emphasis, using Virginia as a natural teaching laboratory to illustrate such concepts as plate tectonics, rock interpretation, and Steno‘s Laws. Lectures and lab activities were used …
School Division Leaders Keen On In-School Mathematics Experts, D. Blount, J. Singleton
School Division Leaders Keen On In-School Mathematics Experts, D. Blount, J. Singleton
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Journal Of Mathematics And Science: Collaborative Explorations
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Title Page
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Beyond The Textbook: Lessons Learned From Two Years As A Mathematics Specialist, K. Race
Beyond The Textbook: Lessons Learned From Two Years As A Mathematics Specialist, K. Race
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Approaching Mathematics Utopia?, F. Morton
Approaching Mathematics Utopia?, F. Morton
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Mathematics Specialist: A Personal View, E. Sinclair
The Mathematics Specialist: A Personal View, E. Sinclair
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Elementary Mathematics Specialists – We Need Them Now! Follow Virginia's Lead!, F. Fennell
Elementary Mathematics Specialists – We Need Them Now! Follow Virginia's Lead!, F. Fennell
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Mathematics Specialist As Visionary Strategist, K. Anderson
The Mathematics Specialist As Visionary Strategist, K. Anderson
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Mathematics Specialist From A Dual Language Immersion Perspective, M. Aguilar
The Mathematics Specialist From A Dual Language Immersion Perspective, M. Aguilar
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
What Beliefs And Intended Actions Do Reform-Prepared Mathematics And Science Teachers Convey To The Workplace?, J. R. Mcginnis, G. Marbach-Ad
What Beliefs And Intended Actions Do Reform-Prepared Mathematics And Science Teachers Convey To The Workplace?, J. R. Mcginnis, G. Marbach-Ad
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Role Of The Mathematics Specialist In Albemarle County Public Schools, Virginia, A. Larue-Davis
The Role Of The Mathematics Specialist In Albemarle County Public Schools, Virginia, A. Larue-Davis
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Journal Of Mathematics And Science: Collaborative Explorations
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
On Becoming A Mathematics Specialist – From Unlikely Beginnings, C. Abdeljawad
On Becoming A Mathematics Specialist – From Unlikely Beginnings, C. Abdeljawad
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Trickle-Down Inspiration: From Mathematics Specialist To Teachers To Students, M. Paruszkiewicz
Trickle-Down Inspiration: From Mathematics Specialist To Teachers To Students, M. Paruszkiewicz
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
What Does It Mean To Be An Elementary School Mathematics Specialist?, D. Gates
What Does It Mean To Be An Elementary School Mathematics Specialist?, D. Gates
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Characteristics Necessary For A Mathematics Specialist, D. Southwell
The Characteristics Necessary For A Mathematics Specialist, D. Southwell
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Breaking The Cycle: Integrating The Mathematics Specialist, T. Hulen
Breaking The Cycle: Integrating The Mathematics Specialist, T. Hulen
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
A Day In The Life Of Two Mathematics Specialists: Bringing Math To The Forefront In Elementary Schools, B. Rodriguez, S. Garthwaite
A Day In The Life Of Two Mathematics Specialists: Bringing Math To The Forefront In Elementary Schools, B. Rodriguez, S. Garthwaite
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Role And Impact Of The Mathematics Specialist From The Principals' Perspectives, D. Blount, J. Singleton
The Role And Impact Of The Mathematics Specialist From The Principals' Perspectives, D. Blount, J. Singleton
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Pre-Matrix Balancing Of Challenging Chemical Equations With A Simple Formula Register And Middle School Arithmetic, L. Hutchings, L. Peterson, A. Almasude
Pre-Matrix Balancing Of Challenging Chemical Equations With A Simple Formula Register And Middle School Arithmetic, L. Hutchings, L. Peterson, A. Almasude
Journal of Mathematics and Science: Collaborative Explorations
This paper describes a procedure employing basic relational concepts (analogous to certain matrix algebra concepts), but structured by a simple formula register and using only middle school arithmetic to balance chemical equations ranging from easy to moderate to difficult redox reactions. This procedure allows average students and below average students to experience ready success in balancing, thus avoiding a traditional source of frustration and failure which might contribute to their losing interest in chemistry. One interesting serendipity of this procedure is how quickly it turns able pre-matrix students into extremely fast and accurate balaneers.
Into The Fray: Novice Teachers Tackle Standards-Based Mathematics, B. Schroder, S. Gningue
Into The Fray: Novice Teachers Tackle Standards-Based Mathematics, B. Schroder, S. Gningue
Journal of Mathematics and Science: Collaborative Explorations
This article tracks twenty-one graduates of a refom-based mathematics teacher education program for two years as they begin teaching mathematics in public elementary schools in New York City. Using surveys, classroom observations, and interviews, it examines the extent to which these beginning teachers were able to implement standards-based mathematics instruction in their classes. Results of the study were mixed. The novice teachers generally demonstrated an adequate understanding of the underlying mathematics principles and strong intentions of teaching mathematics for understanding.They were generally able to engage children in learning, and most performed at the “beginning stages of effective instruction” in their …
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Mathematics Teacher Specialists In Virginia: A History, L. D. Pitt
Mathematics Teacher Specialists In Virginia: A History, L. D. Pitt
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.