This paper from Phi Delta Kappan describes how growing inequality threatens American education. One of the leading indicators is the amout of resources spent on young people during their out-of-school time.
The John G. Shedd Aquarium’s Department of Learning Planning & Evaluation synthesizes learning research, develops evaluation plans with Learning Group staff, and assists with data analysis and interpretation for education programs. The Research Associate’s primary responsibility is reviewing literature, both research-based and practitioner-based, and synthesizing these findings into comprehensive research narratives. These narratives are used by staff members in the Learning Group to help them determine their suite of experiences and instructional strategies. Depending on the topic of the
This case study reveals how one community-based youth development organization in the northeastern United States advocated for social and educational equity for the low-income families it served by challenging the local school district’s practice of referring low-income children of color to special education in disproportionate numbers. Because this community-based organization (CBO) is typical of many such youth-serving organizations, the case study shows how the assets CBOs bring to their communities can help them negotiate with schools to achieve greater social and educational equity for
If the schools can provide the instructional boost and afterschool can offer the engaging enrichment, students will have what they deserve: the best of both worlds.
This article describes the way that an afterschool center and school begin to collaborate, using the analogy of moving from friendship to dating and marriage.
This study aims to clarify primary school teacher students' experiences about the use of blogs in the context of a science course which includes collaborative inquiry-based approaches and a field trip. Teacher students were asked to design and conduct a small inquiry and report the phases of the process in a blog and then write their ideas about inquiry-based teaching and learning in it. The inquiry process was loosely scaffolded by linking the blogs together. The students were also asked to fill in a questionnaire of technological pedagogical content knowledge (TPACK), in order to acquire
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TEAM MEMBERS:
Jari KukkonenSirpa KarkkainenTeemu ValtonenTuula Keinonen
The article discusses an effective physical science center, which can be incorporated on the reading instructions of teachers, the inclined plane center, that helps enhance science teaching. It mentions that to create an inclined plane center, one must collect various objects that roll, slide and wobble and wooden cove molding for the tracks. The author thinks that it is not necessary to understand everything about force and motion, what is important is offering students with opportunities for concrete experiences.
In 2009, the North Carolina Virtual Public Schools worked with researchers at the William and Ida Friday Institute to produce and evaluate the use of game creation by secondary students as a means for learning content related to career awareness in Science, Technology, Engineering and Mathematics (STEM) disciplines, with particular emphasis in computer science areas. The study required the development of various forms of multimedia that were inclusive of content and activities delivered in a distance environment via the Internet. The team worked with a game art and design graduate class to
This review takes a critical position with regards to Treagust and Duit’s article, Conceptual Change: A discussion of theoretical methodological and practical challenges for science education. It is proposed that conceptual change research in science education might benefit from borrowing concepts currently being developed in the sociology of emotions. It is further suggested that the study of social interaction within evolving emotional cultures is the most promising avenue for developing and extending theories about conceptual change.
Educators repeatedly underscore the intimate relationship between science and technology. This is problematic because technology, far from being “applied science,” presupposes a unique epistemology (techno-epistemology). A focus on the role of science in technology overshadows this unique way of knowing and hence limits technology education and privileges a scientific worldview in education. To appropriately frame the unique epistemology of technology in education, we propose a cognitive framework developed to understand the use and development of tools in human activity, namely, Cultural
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TEAM MEMBERS:
Michiel van EijckNicholas Xumthoult Claxton
The author discusses her experiences in utilizing a sixth-grade Earth science field trip for students as an active research project. She examines a research project assignment conducted on the Sant Ocean Hall at the Smithsonian National Museum of Natural History in Washington, D.C. The author suggests that the use of active research can be applied to any museum or exhibit in the U.S.