This report is the National Education Technology Plan (NETP) submitted by the U.S. Department of Education (ED) to Congress. It presents five goals with recommendations for states, districts, the federal government, and other stakeholders. Each goal addresses one of the five essential components of learning powered by technology: Learning, Assessment, Teaching, Infrastructure, and Productivity. The plan also calls for "grand challenge" research and development initiatives to solve crucial long-term problems that the ED believes should be funded and coordinated at a national level.
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TEAM MEMBERS:
U.S. Department of EducationDaniel AtkinsJohn BennettJohn Seely BrownAneesh ChopraChris DedeBarry FishmanLouis GomezMargaret HoneyYasmin KafaiMaribeth LuftglassRoy PeaJim PellegrinoDavid RoseCandace ThilleBrenda Williams
In October 2012, the National Science Foundation (NSF) released a new version of the Grant Proposal Guide (GPG) that included significant changes to the review elements and considerations underlying the Merit Review Criteria. This was the first major revision of the Criteria in 15 years. Of particular note were significant changes to the criteria used by panelists, reviewers, and program officers to evaluate a proposal’s broader impacts. To help inform Florida ocean scientists of these changes in anticipation of proposal submission deadlines in early 2013, the Center for Ocean Sciences
The March 12-13, 2007 workshop at NSF on informal science education evaluation brought together a distinguished group of experts to discuss how impact categories might be best applied to various types of informal learning projects. This publication is an outcome of that meeting. The authors have strived to make the sections as helpful as possible given the primary focus of this workshop on project impacts. It should be viewed as part of an ongoing process to improve the ways in which evaluation can most benefit ISE projects, NSF, and the field. The publication is intended to help those
This report details the results of the initial CoSTEM inventory of Federal STEM education investments. The report includes detailed information on STEM education investments in order to identify duplication, overlap, and fragmentation in the Federal STEM education portfolio, illustrate distinct characteristics of investments, identify areas of potential synergy across and within agencies, support the sharing of effective STEM education strategies and evaluation techniques, increase awareness of education investments within and across Federal agencies, and support the development of a Federal
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The Office of Science and Technology PolicyFast-Track Action Committee
The Government Performance and Results Act (GPRA) (Public Law 103-62) requires Federal agencies to develop strategic plans setting forth missions, long-term goals, and means to achieving those goals, and ensure the effectiveness of agency programs through the integration of planning, budgeting, and performance measurement. “Empowering the Nation Through Discovery and Innovation: NSF Strategic Plan for Fiscal Years (FY) 2011-2016” updates and replaces “Investing in America’s Future: NSF Strategic Plan FY 2006-2011.” To develop this new plan, NSF formed a working group consisting of office and
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National Science FoundationNational Science Foundation
A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built.
This white paper is the product of the CAISE Formal-Informal Partnerships Inquiry Group, which began work during a July 2008 ISE Summit organized by CAISE. Their examination of what the authors call "the hybrid nature of formal-informal collaborations" draws on relevant theoretical perspectives and a series of case studies to highlight ways in which the affordances of formal and informal settings can be combined and leveraged to create rich, compelling, authentic, and engaging science that can be systematically developed over time and settings.
The goal of the CAISE Policy Study Inquiry Group (PSIG) was to inventory and comment on policies which affect the capacity of informal science education to have an impact. The issues discussed in this white paper are intended to spark conversation and awaken us to the policy contexts around us.
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TEAM MEMBERS:
Center for Advancement of Informal Science Education (CAISE)Lisa Craig BrissonAlan FriedmanSaskia TraillArthur EisenkraftIra FlatowJeffrey KirschMaritza MacdonaldEric MarshallEllen McCallieTrevor NesbitRebecca Nesbit ProsinoCharles PetitJerry SchubelDan WhartonSteven WilliamsJoe Witte
There are a number of places evaluators can share their reports with each other, such as the American Evaluation Association’s eLibrary, the website informalscience.org, and organizations’ own websites. Even though opportunities to share reports online are increasing, the evaluation field lacks guidance on what to include in evaluation reports meant for an evaluator audience. If the evaluation field wants to learn from evaluation reports posted to online repositories, how can evaluators help to ensure the reports they share are useful to this audience? This paper explores this question through
CDC provides its funded programs with a wide range of evaluation resources and guides. State health departments, tribal organizations, communities, and partners working in a variety of public health areas may also find these tools helpful. The resources provide guidance on evaluation approaches and methods, relevant examples, and additional resources. The guides are intended to aid in skill building on a wide range of evaluation topics. Practical Strategies for Culturally Competent Evaluation is designed to complement the other evaluation resources offered by the Division for Heart Disease and
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TEAM MEMBERS:
Centers for Disease Control and Prevention (CDC)Derrick GervinRobin KuwaharaRashon LaneSarah GillRefilwe MoetiMaureen Wilce
The role of informal science institutions in supporting science learning and engagement is becoming increasingly recognised. However, research in this area is published in a variety of journals and can be challenging for practitioners to access and apply. Indeed, it appears that the informal science sector lacks a process by which research can be usefully integrated into practice, and by which practice can inform research. In this paper, we argue that there is a need for research and practice to work together to produce practically relevant and academically credible research. We outline the
This Resource Guide, developed by the California Endowment, was designed to assist foundation staff with evaluations of initiatives and programs working with diverse communities. It has been developed as a “how-to” manual for incorporating a greater multicultural focus when commissioning an evaluation, and also as a resource of ideas for those interested in learning more about the topic.
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TEAM MEMBERS:
Traci Endo InouyeHanh Cao YuJo-Ann AdefuinChristina JohThe California Endowment