The document summarizes the results of implementing a STEM initiative in the Owatonna Public Schools in Minnesota. It finds that integrating STEM subjects and applying STEM approaches across the curriculum is improving student outcomes, especially for minority and low-income students. Surveys show growing student interest and efficacy in STEM fields. Test score data indicates higher proficiency rates and accelerated growth among STEM school students compared to peers, with the largest gains for African American, Hispanic, and low-SES students. The initiative is also positively impacting teacher practices and attitudes toward STEM education.
21st Century Inequality? Transferable skills and who learns them
by Padmini Iyer & Rhiannon Moore
Young Lives, University of Oxford
presented at CIES International Conference
Atlanta, 6-9th March 2017
21st Century Inequality? Transferable skills and who learns them
by Padmini Iyer & Rhiannon Moore
Young Lives, University of Oxford
presented at CIES International Conference
Atlanta, 6-9th March 2017
Foundations of Mathematics Achievement Sarah Vester
This is an article written by Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns about the fundamentals of kindergaten math.
Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns
The Elementary School Journal, Vol. 115, No. 1 (September 2014), pp. 124-150
Published by: The University of Chicago Press
Article DOI: 10.1086/676950
Article Stable URL: http://www.jstor.org/stable/10.1086/676950
IIEP-UNESCO Strategic Debate: the impact of inequalities on learning achievementIIEP-UNESCO
Towards progressive universalism: the impact of inequalities on learning achievement.
IIEP Strategic Debate - May 2017
Speaker: Pauline Rose, Director, Research for Equitable Access and Learning (REAL) Centre, University of Cambridge
Moderator: Suzanne Grant Lewis (Director IIEP)
Drawing on analysis of available large-scale datasets, this session will show how inequalities in learning between the rich and poor and, amongst the poor by gender, widen substantially over the primary school cycle. It will also identify that children with disabilities are most likely to be left behind. The evidence further demonstrates that access to higher education for children from poor households is strongly dependent on their learning in the early years. Analysis will be presented showing that, where children from poor backgrounds have the same opportunities as those from rich backgrounds, learning gaps narrow significantly. It will further identify the importance of changing the way in which public resources are allocated, to achieve ‘progressive universalism’. The Debate will conclude by identifying ways in which data collection could be improved in resource-poor environments to enable better monitoring of education SDGs related to learning, with a focus on tracking progress for the most disadvantaged groups.
On March 11, 2015, Gary Sebach, OHM Advisors' Director of Architectural Services and Marysville ECHS Principal Kathy McKinnis, presented a landmark STEM education project at the Buckeye Association of School Administrators (BASA) conference: “STEM in Motion” Ohio’s first grant-funded STEM Early College High School.
Presentazione di Adrés-Sandoval Hernandez relativa al suo intervento "Using Large Scale Assessments to improve schools" al convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio) organizzato dall'Indire.
Abstract: Numerous indicators of crucial role exist for improvements of the students' performance
during the learning process in classrooms, to include the level of teaching and learning, teachers’
performance, students’ motivation and teaching methods. However, the class size has its impact over
the successful performance of students, which is the main topic of this scientific research. Regarding
the impact of class size, or more precisely, the number of students in the classroom, in student
performance, has developed an empirical research which results are reflected in this paper. The survey
was conducted in several schools of higher education in some Kosovo municipalities. by the outcomes
introduced it is intended to prove a dilemma that has existed for a long time for classes with smaller
number of students which tend to be more successful compared to the classes with higher number of
students. Furthermore, the review of the literature, is an important part of the paper, where intertwine
various theories regarding this issue, bringing different experiences of OECD countries regarding the
impact of class size on student performance. Finally, the performance of the students was tested in
different class sizes at the end of the school year to see if there is a difference in their outcome.
Successful remote schools: what are they?Ninti_One
Number 5 in the Remote Education Systems project's lecture series, this presentation about successful remote schools was delivered on 29 July 2015 at Broome.
Presentation at the International Conference for Association for Science Teacher Education, January 2019. This presentation discusses findings on the impacts of STEM teaching and learning on student & teacher attitudes/perceptions of innovative STEM education programs in a southern Minnesota public school system.
Foundations of Mathematics Achievement Sarah Vester
This is an article written by Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns about the fundamentals of kindergaten math.
Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns
The Elementary School Journal, Vol. 115, No. 1 (September 2014), pp. 124-150
Published by: The University of Chicago Press
Article DOI: 10.1086/676950
Article Stable URL: http://www.jstor.org/stable/10.1086/676950
IIEP-UNESCO Strategic Debate: the impact of inequalities on learning achievementIIEP-UNESCO
Towards progressive universalism: the impact of inequalities on learning achievement.
IIEP Strategic Debate - May 2017
Speaker: Pauline Rose, Director, Research for Equitable Access and Learning (REAL) Centre, University of Cambridge
Moderator: Suzanne Grant Lewis (Director IIEP)
Drawing on analysis of available large-scale datasets, this session will show how inequalities in learning between the rich and poor and, amongst the poor by gender, widen substantially over the primary school cycle. It will also identify that children with disabilities are most likely to be left behind. The evidence further demonstrates that access to higher education for children from poor households is strongly dependent on their learning in the early years. Analysis will be presented showing that, where children from poor backgrounds have the same opportunities as those from rich backgrounds, learning gaps narrow significantly. It will further identify the importance of changing the way in which public resources are allocated, to achieve ‘progressive universalism’. The Debate will conclude by identifying ways in which data collection could be improved in resource-poor environments to enable better monitoring of education SDGs related to learning, with a focus on tracking progress for the most disadvantaged groups.
On March 11, 2015, Gary Sebach, OHM Advisors' Director of Architectural Services and Marysville ECHS Principal Kathy McKinnis, presented a landmark STEM education project at the Buckeye Association of School Administrators (BASA) conference: “STEM in Motion” Ohio’s first grant-funded STEM Early College High School.
Presentazione di Adrés-Sandoval Hernandez relativa al suo intervento "Using Large Scale Assessments to improve schools" al convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio) organizzato dall'Indire.
Abstract: Numerous indicators of crucial role exist for improvements of the students' performance
during the learning process in classrooms, to include the level of teaching and learning, teachers’
performance, students’ motivation and teaching methods. However, the class size has its impact over
the successful performance of students, which is the main topic of this scientific research. Regarding
the impact of class size, or more precisely, the number of students in the classroom, in student
performance, has developed an empirical research which results are reflected in this paper. The survey
was conducted in several schools of higher education in some Kosovo municipalities. by the outcomes
introduced it is intended to prove a dilemma that has existed for a long time for classes with smaller
number of students which tend to be more successful compared to the classes with higher number of
students. Furthermore, the review of the literature, is an important part of the paper, where intertwine
various theories regarding this issue, bringing different experiences of OECD countries regarding the
impact of class size on student performance. Finally, the performance of the students was tested in
different class sizes at the end of the school year to see if there is a difference in their outcome.
Successful remote schools: what are they?Ninti_One
Number 5 in the Remote Education Systems project's lecture series, this presentation about successful remote schools was delivered on 29 July 2015 at Broome.
Presentation at the International Conference for Association for Science Teacher Education, January 2019. This presentation discusses findings on the impacts of STEM teaching and learning on student & teacher attitudes/perceptions of innovative STEM education programs in a southern Minnesota public school system.
On October 8, 2014, Dr. Ann Cavallo from the University of Texas at Arlington and Gregg Fleisher from the National Math + Science Initiative joined us at the North Texas Commission offices to discuss STEM Education & North Texas. The North Texas Commission Webinar Series, Topic: North Texas, is presented by Verizon.
The U.S. Bureau of labor Statistics projects STEM (Science, Technology, Engineering, and Mathematics) related careers will grow to more than 9 million between 2012 and 2022, an increase of 1 million jobs in the 10-year time span. To meet this growing trend, school districts are adopting STEM-based curriculums to better prepare students for the 21st Century workforce demand through the development of specialized skills, critical thinking, and creative problem solving techniques. This session will explore how the recently completed Marysville STEM Academy has transformed the educational environment and discuss the inclusion of public and private partnerships to promote business and industry engagement in STEM education. Diane Mankins, Superintendent, and Kathy McKinniss, Principal, of Marysville Exempted Village Schools, will join Gary Sebach, OHM Advisors’ Director of Architecture, to discuss how a vacant school in the Marysville EVS District was converted into a creative, collaborative, and unique learning environment to support STEM related education
A Study on Interest in Mathematics Interest and its Relation to Academic Achi...ijtsrd
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation measuring instrument and achievement test in mathematics. Six hypotheses were tested for significant at 0.05 margin of error using t test and analysis of variance ANOVA Results showed that gender difference and Parents Income were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed. Ms. S. Kalpana | Ms. V. A. Malathi ""A Study on Interest in Mathematics Interest and its Relation to Academic Achievement in Mathematics Among Higher Secondary Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25113.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25113/a-study-on-interest-in-mathematics-interest-and-its-relation-to-academic-achievement-in-mathematics-among-higher-secondary-students/ms-s-kalpana
Dr. Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Krits...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. What Happens When We
“STEMify” Our Schools?
Mapping the direction of Owatonna’s STEM initiative.
Tom Meagher, PhD
District STEM Coordinator
Owatonna Public Schools
Owatonna, MN
MnCOSE 2015
2. The status of STEM Education in MN
Results of how students taking the ACT fared based on
interest and performance in STEM fields on 2013 ACT
exams.
Differences in student interest and academic
performance shows more divergence when examined by
ethnicity.
Results of this study did not explore if students had
previous schooling in STEM.
4. MN ACT Data by ethnicity & gender
“Essentially, stronger and earlier support structures and interventions
related to career and educational planning and academic preparedness
are needed to see real differences in these still troubling numbers.”
[College Board]
5. Models of STEM Teaching & Learning
Science, technology, engineering and math are taught,
but are separate subjects.
Science
Engineering Math
Technology
6. STEM subjects are integrated.
Science
Engineering Math
Technology
STEM
7. STEM is embedded in all subject areas
Math
Technology
STEM Curriculum
Science
Engineering
8. What STEM means in ISD 761
Teaching of Science, Technology, Engineering, &
Math is shifting from traditional instruction to
integrated lessons where students solve
problems and engineering challenges in classes.
STEM embedded among all subject areas
emphasizes that all students can learn rigorous
academic subject matter.
Students recognize that the main goals of
lessons build with each other and relate to real
world learning.
Lessons are designed to build:
“STEM literacy & STEM fluency”
9. Developing a learning model
We agree with the emphasis for STEM literacy &
fluency, however STEM experience is essential
to develop literacy and fluency skills.
Students are engaged in active investigations,
inquiry and engineering challenges as common
experiences.
We want students to publish their work and
share it with others “Show-it”. This allows for
multiple forms of student dialogue and
publication.
When all these ideas are combined
a STEM learning model emerges:
10. A teaching & learning model for Owatonna
STEM Schools
11. STEM learning model guides instruction in
all content areas such as:
ELL: Using STEM experience for front loading language development.
Environmental Education “ESTEM”: Builds STEM learning on a
foundation of environmental principles examining how society, culture and
ecosystems interact.
Physical Education & Music incorporate science and engineering into
kinesthetic lessons.
Special Education: Integrating STEM into IEP and inclusion learning
creates opportunities for differentiation.
Perpich Foundation & Art: Integration of Arts into STEM lessons at all
grade levels.
NEXUS: Using STEM to address social & racial achievement
gaps in student learning.
PAGE: Addressing gender equity through STEM.
12. Measuring the Impacts of the Owatonna STEM
Education Initiative
Student Attitudes Towards STEM interest survey using tool
developed by North Carolina University (NCU).
STEM teaching efficacy survey also created by NCU School
of Education with a National Science Foundation Grant.
NWEA and Dibels student academic growth data.
MCA III proficiency scores, delineated by ethnicity and
gender for each grade level and STEM site.
Community engagement and involvement
with STEM schools & ESTEM Teams
13. Student attitudes towards Math
African
3.7
Asian
4.5
Hispanic
3.7
Multiracial
3.7
Native American
3.0
Caucasian
3.9
1.0
2.0
3.0
4.0
5.0
SDDNASA
Mean scores of major ethnic groups
Response to: "I am good at math"
14. Student attitudes towards Science
African
3.3
Asian
3.8
Hispanic
3.5
Multiracial
3.3
Native American
4.0 Caucasian
3.8
1.0
2.0
3.0
4.0
5.0
SDDNASA
Mean scores for major ethnic groups
Response to: "I know I can do well in science."
15. Student attitudes towards careers in science
African
2.9
Asian
2.5
Hispanic
2.6
Multiracial
3.0
Native American
3.7
Caucasian
3.0
1.0
2.0
3.0
4.0
5.0
SDDNASA
Mean scores of major ethnic groups
Response to: "I would consider a career in science"
16. Student attitudes toward engineering
careers
African
3.2
Asian
2.5
Hispanic
3.2
Multiracial
4.2
Native American
4.3
Caucasian
3.8
1.0
2.0
3.0
4.0
5.0
SDDNASA
Mean scores for major ethnic groups
Response to: "I know I could do well at a career in engineering"
17. Gender attitudes of engineering careers
African
3.8
Asian
2.5
Hispanic
3.8
Multiracial
4.2 Caucasian
4.0
1.0
2.0
3.0
4.0
5.0
SDDNASA
Mean MALE scores for major ethnic groups
Response to: "I would consider a career in engineering.
African
3.1
Asian
2.5
Hispanic
2.3
Caucasian
3.1
1.0
2.0
3.0
4.0
5.0
SDDNASA
Mean FEMALE scores for major ethnic groups
Response to: "I would consider a career in engineering."
18. Responses from students on “Student
Attitudes Towards STEM Learning Survey
Prompt: “What did you learn this year that had an
impact on you?” & “What would you tell other students
about STEM?”
4th Grade students at McKinley WORDLE of
response data:
19. Responses from students on “Student
Attitudes Towards STEM Learning Survey
Prompt: “What did you learn this year that had an
impact on you?” & “What would you tell other students
about STEM?”
5th Grade students at McKinley WORDLE of
response data:
20. Responses from students on “Student
Attitudes Towards STEM Learning Survey
Prompt: “What did you learn this year that had an
impact on you?”
6th Grade students at Willow Creek WORDLE of
response data:
24. Student academic performance
Preliminary results show improvement in test scores.
Significant differences are observed among ethnic groups in
reading and math.
Growth rates in reading and math are highest among
minority and low SES students across the K-8 STEM
students.
Students with 2 years of STEM appear to have higher
scores than peers with less than 2 years.
Analysis of two years worth of student performance scores
will show more detailed information.
25. Mean Math MCAIII performance by ethnicity
for sum percent of “meets” & “exceeds”
benchmark.
2010-11 2011-12 2012-13 2013-14
African 17.8 32.0 37.4 48.1
Hispanic 35.3 61.1 44.4 50.0
White 69.7 71.1 71.7 75.0
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
SumPercentproficiencyfor
"meets"&"exceeds"benchmarks
26. Mean Reading MCAIII performance by ethnicity
for sum percent of “meets” & “exceeds”
benchmark.
2011-12 2012-13 2013-14
African 58.3 40.7 28.5
Hispanic 53 33.3 50
White 84.2 58.6 60.8
0
10
20
30
40
50
60
70
80
90
100
SumPercentproficiencyfor
"meets"&"exceeds"benchmarks
27. Academic progress at McKinley STEM School: Reading
0.0035
0.3288
0.021
0.3056
0.0686
0.1344
0
0.1
0.2
0.3
0.4
0.5
Sate Non-
ELL
School ELL State Non-
SpEd
School
SpEd
State FRP School
FRP
Comparison of Non-ethnic cells Reading MCA
0.0283
0.3917
0.092
-0.0161
0.3187
-0.1
0
0.1
0.2
0.3
0.4
0.5
White (state) Native
American
African Asian Hispanic
Comparison of growth among ethnic groups:
Reading MCA
28. Academic progress at McKinley STEM School: Math
0.0034
0.3022
0.0265
0.3674
0.0818
0.1986
0
0.1
0.2
0.3
0.4
0.5
Sate Non-
ELL
School
ELL
State Non-
SpEd
School
SpEd
State FRP School
FRP
Comparison of Non-ethnic cells Math MCA
0.0317
2.1764
0.3139
-1.2326
0.4988
-1.5
-1
-0.5
0
0.5
1
1.5
2
2.5
White (state) Native
American
African Asian Hispanic
Comparison ethnic groups Math MCA
0.2361
0.3461
0.1247
-0.2237
-0.2651
-0.1819
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
Combined Math Reading Combined Math reading
MMR Growth
Achievement Gap Reduction
