Julia Cothron maintains an on-going bibliography of national STEM resources as she works with strategic planning and advocacy in Virginia. This 2014 bibliography reflects recent work with STEM advocacy, assessments and accountability systems, science and literacy skills, mathematics and science curricula, teacher education and workforce skills.
Virginia STEM Resources: A 2014 BibliographyJulia Cothron
As part of her advocacy for strong STEM education in Virginia, Dr. Julia Cothron maintains an on-going bibliography. This 2014 listing of resources for STEM-related advocacy in Virginia will enable users to a) research the general laws and regulations governing Virginia's K-12 schools, b) find policy makers, c) understand Virginia's curriculum standards, d) know the regulations governing teacher preparation and licensure, e) quickly find key professional organizations, and f) secure workforce information.
“We found that large district size is
detrimental to achievement in Washington 4th and 7th grades in that it strengthens
the negative relationship between school poverty and student achievement.”
Further, they state, “the negative relationship between school poverty and
achievement is stronger in larger districts,” and “small schools appear to have the
greatest equity effects.” In other words, when school poverty is high, children
ii
perform better in small districts, and the effect of school level poverty on
achievement is smallest when both the district and school are small.
This is a North Central University course (EDU 7101), Week 5 Assignment: Support a Claim. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Virginia STEM Resources: A 2014 BibliographyJulia Cothron
As part of her advocacy for strong STEM education in Virginia, Dr. Julia Cothron maintains an on-going bibliography. This 2014 listing of resources for STEM-related advocacy in Virginia will enable users to a) research the general laws and regulations governing Virginia's K-12 schools, b) find policy makers, c) understand Virginia's curriculum standards, d) know the regulations governing teacher preparation and licensure, e) quickly find key professional organizations, and f) secure workforce information.
“We found that large district size is
detrimental to achievement in Washington 4th and 7th grades in that it strengthens
the negative relationship between school poverty and student achievement.”
Further, they state, “the negative relationship between school poverty and
achievement is stronger in larger districts,” and “small schools appear to have the
greatest equity effects.” In other words, when school poverty is high, children
ii
perform better in small districts, and the effect of school level poverty on
achievement is smallest when both the district and school are small.
This is a North Central University course (EDU 7101), Week 5 Assignment: Support a Claim. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Learning Analytics and Libraries: A Natural PartnershipWiLS
Presented at WiLSWorld 2016 on August 2nd, 2016 by Kimberly Arnold, Evaluation Consultant, UW-Madison
Learning analytics has recently burst onto the educational scene. A process that helps optimize the teaching and learning environment for students, educators, and administrators, learning analytics has proven it is more than a passing trend. This session will offer a primer on learning analytics and share examples of how libraries are getting involved.
A practical & theoretical case for contextualizing information literacy instruction using threshold concepts and ACRL's draft information literacy framework
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EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docxtidwellveronique
EDU 505 – Contemporary Issues in Education
COURSE DESCRIPTION
Examines theory, research, and practices relating to critical issues faced by educators today. Discusses contemporary concerns in American and global education: National and local initiatives in education, the evolving relationship between schools and communities, impacts of public policy on the educational enterprise, and current social, political, economic, and legal issues influencing schools are explored from American and global perspectives. Evaluates the future of education in both industrial and developing countries, including growth of learning needs and inequities both within and between countries. Emphasizes problem identification, analysis, and remediation, with the latter focusing on “best of breed” innovative practices.
INSTRUCTIONAL MATERIALS
Required Resources – Textbook
Tozer, S. E., Senese, G., & Violas, P. C. (2013). School and society: Historical and contemporary perspectives (7th ed.). New York, NY: McGraw-Hill.
Required Resources – Articles
Baker, B., Sciarra, D., & Farrie, D. (2014). Is School Funding Fair? A National Report Card. Retrieved from http://www.schoolfundingfairness.org/National_Report_Card_2014.pdf
Baker, B., & Corcoran, S. (2012). The Stealth Inequities of School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending. Center for American Progress. Retrieved from https://www.americanprogress.org/issues/education/report/2012/09/19/38189/the-stealth-inequities-of-school-funding/
Brackemyre, T. (2012). Education to the Masses: The Rise of Public Education in Early America. History Scene. Retrieved from http://www.ushistoryscene.com/uncategorized/riseofpubliceducation/
Cobb, N. (2014). Climate, Culture and Collaboration: The Key to Creating Safe and Supportive Schools. Techniques: Connecting Education and Careers. Retrieved from: http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&vid=16&hid=112
Gardner, H. (2011). To improve U.S. education, it’s time to treat teachers as professionals. The Washington Post. Retrieved from http://www.washingtonpost.com/national/on-leadership/to-improve-us-education-its-time-to-treat-teachers-as-professionals/2011/07/18/gIQA8oh2LI_story.html
Garrity, C., & Jens, K. (1997). Bully Proofing Your School: Creating a Positive Climate. Intervention in School & Clinic. Retrieved from http://eds.b.ebscohost.com/eds/detail/detail?vid=2&sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&hid=112&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=a9h&AN=9703123351
Hiler, T., & Hatalsky, L.(2014). TEACH Grant Trap: Program to Encourage Young People to Teach Falls Short. Third Way. Retrieved from http://www.thirdway.org/memo/teach-grant-trap-program-to-encourage-young-people-to-teach-falls-short
Hinduja, S., & Patchin, J. (2015). Cyberbullying Legislation and Case Law: Implications for School Policy and Practice. Retrieved from.
Discussion Capstone ComponentsTo help you recognize best practiLyndonPelletier761
Discussion: Capstone Components
To help you recognize best practices in writing your capstone paper, it is useful to review the work of other scholars. The Walden Library has collections that include capstone studies from students who preceded you in the program. Some of their work is exemplary.
In this Discussion, you will consider an example of a capstone paper, and offer your perspective on it.
To prepare:
Go to the Walden Library, and open a copy of the following capstone:
Schofield, K. (2020). Elementary principals’ constraints and considerations whenhiring and assigning mathematics teachers. https://scholarworks.waldenu.edu/dissertations/8581/
One method of locating dissertations:
· Navigate to the Walden Library from your Walden Student Portal.
· Hover your cursor on the “Search & Find” tab.
· Click on Dissertations.
· Click on Dissertations & Theses at Walden University.
· Search by title or author.
Open the Project Study and, using its table of contents or the search function, find and read the first few paragraphs in each of the following sections:
· The Local Problem
· Purpose of Study
· Research Questions
· Conceptual Framework
· Data Collection
Once you finish reviewing the dissertation, analyze the alignment of the paper.
By Day 3
To complete:
Post your analysis, in 2–4 paragraphs, in which you:
· Evaluate the alignment of components of this study.
· Justify your evaluation using citations from the readings.
· Use APA citations.
Reference Single, P. B. (2010). Demystifying dissertation writing: A streamlined process from choice of topic to final text. Sterling, VA: Stylus Publishing.
· Chapter 6, “Transforming a Focus Statement Into a One-Page Outline”
· Section 6.1, “The Role and Elements of the One-Page Outline (pp. 97–99).
Butin, D. W. (2010). The education dissertation: A guide for practitioner scholars. Thousand Oaks, CA: Corwin.
· Chapter 1, “A Guide for Practitioner Scholars” (p. 14)
https://scholarworks.waldenu.edu/dissertations/8581/. https://academicguides.waldenu.edu/research-center/program-documents/edd
8 days ago
Joseph Karpinski
RE: Discussion - Week 3
COLLAPSE
Top of Form
Week 3 Initial Post
This week’s Discussion post read the first few paragraphs of each of the following sections of the dissertation of Schofield (2020) (referred to as the Study in this Discussion post).
· The Local Problem
· Purpose of Study
· Research Questions
· Conceptual Framework
· Data Collection
Afterward, we are to analyze the alignment of the paper.
Local problem (page 16)
The Study claimed there was an instructional achievement problem in mathematics in the school districts under study. Specifically, students at the elementary school level were not being given adequate preparation in mathematics. This ...
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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INSTRUCTIONAL MATERIALS
Required Resources – Textbook
Tozer, S. E., Senese, G., & Violas, P. C. (2013). School and society: Historical and contemporary perspectives (7th ed.). New York, NY: McGraw-Hill.
Required Resources – Articles
Baker, B., Sciarra, D., & Farrie, D. (2014). Is School Funding Fair? A National Report Card. Retrieved from http://www.schoolfundingfairness.org/National_Report_Card_2014.pdf
Baker, B., & Corcoran, S. (2012). The Stealth Inequities of School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending. Center for American Progress. Retrieved from https://www.americanprogress.org/issues/education/report/2012/09/19/38189/the-stealth-inequities-of-school-funding/
Brackemyre, T. (2012). Education to the Masses: The Rise of Public Education in Early America. History Scene. Retrieved from http://www.ushistoryscene.com/uncategorized/riseofpubliceducation/
Cobb, N. (2014). Climate, Culture and Collaboration: The Key to Creating Safe and Supportive Schools. Techniques: Connecting Education and Careers. Retrieved from: http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&vid=16&hid=112
Gardner, H. (2011). To improve U.S. education, it’s time to treat teachers as professionals. The Washington Post. Retrieved from http://www.washingtonpost.com/national/on-leadership/to-improve-us-education-its-time-to-treat-teachers-as-professionals/2011/07/18/gIQA8oh2LI_story.html
Garrity, C., & Jens, K. (1997). Bully Proofing Your School: Creating a Positive Climate. Intervention in School & Clinic. Retrieved from http://eds.b.ebscohost.com/eds/detail/detail?vid=2&sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&hid=112&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=a9h&AN=9703123351
Hiler, T., & Hatalsky, L.(2014). TEACH Grant Trap: Program to Encourage Young People to Teach Falls Short. Third Way. Retrieved from http://www.thirdway.org/memo/teach-grant-trap-program-to-encourage-young-people-to-teach-falls-short
Hinduja, S., & Patchin, J. (2015). Cyberbullying Legislation and Case Law: Implications for School Policy and Practice. Retrieved from.
Discussion Capstone ComponentsTo help you recognize best practiLyndonPelletier761
Discussion: Capstone Components
To help you recognize best practices in writing your capstone paper, it is useful to review the work of other scholars. The Walden Library has collections that include capstone studies from students who preceded you in the program. Some of their work is exemplary.
In this Discussion, you will consider an example of a capstone paper, and offer your perspective on it.
To prepare:
Go to the Walden Library, and open a copy of the following capstone:
Schofield, K. (2020). Elementary principals’ constraints and considerations whenhiring and assigning mathematics teachers. https://scholarworks.waldenu.edu/dissertations/8581/
One method of locating dissertations:
· Navigate to the Walden Library from your Walden Student Portal.
· Hover your cursor on the “Search & Find” tab.
· Click on Dissertations.
· Click on Dissertations & Theses at Walden University.
· Search by title or author.
Open the Project Study and, using its table of contents or the search function, find and read the first few paragraphs in each of the following sections:
· The Local Problem
· Purpose of Study
· Research Questions
· Conceptual Framework
· Data Collection
Once you finish reviewing the dissertation, analyze the alignment of the paper.
By Day 3
To complete:
Post your analysis, in 2–4 paragraphs, in which you:
· Evaluate the alignment of components of this study.
· Justify your evaluation using citations from the readings.
· Use APA citations.
Reference Single, P. B. (2010). Demystifying dissertation writing: A streamlined process from choice of topic to final text. Sterling, VA: Stylus Publishing.
· Chapter 6, “Transforming a Focus Statement Into a One-Page Outline”
· Section 6.1, “The Role and Elements of the One-Page Outline (pp. 97–99).
Butin, D. W. (2010). The education dissertation: A guide for practitioner scholars. Thousand Oaks, CA: Corwin.
· Chapter 1, “A Guide for Practitioner Scholars” (p. 14)
https://scholarworks.waldenu.edu/dissertations/8581/. https://academicguides.waldenu.edu/research-center/program-documents/edd
8 days ago
Joseph Karpinski
RE: Discussion - Week 3
COLLAPSE
Top of Form
Week 3 Initial Post
This week’s Discussion post read the first few paragraphs of each of the following sections of the dissertation of Schofield (2020) (referred to as the Study in this Discussion post).
· The Local Problem
· Purpose of Study
· Research Questions
· Conceptual Framework
· Data Collection
Afterward, we are to analyze the alignment of the paper.
Local problem (page 16)
The Study claimed there was an instructional achievement problem in mathematics in the school districts under study. Specifically, students at the elementary school level were not being given adequate preparation in mathematics. This ...
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. 1
National STEM Resources: A 2014 Bibliography
Prepared by
Julia H. Cothron, Ed.D.
In her work with strategic planning and advocacy, Dr. Julia Cothron utilizes
a variety of national resources and maintains an on-going bibliography of
national resources, which she updated in February 2014. Check for
additions to Dr.Cothron’s STEM Leader webpage, including this
bibliography, as she continues her STEM volunteer and advocacy work.
Bibliography
Achieve Inc. (2013). Next Generation Science Standards: For States, by states.
Washington, DC: National Academies Press. Retrieved from
www.nextgenscience.org/next-generation-science-standards.
Auguste, B., Kihn, P. & Miller, M. (2010, September). Closing the talent gap: Attracting
and retaining top-third graduates to careers in teaching. An International and
Market Research-Based Perspective. McKinsey & Company. Retrieved from
http://mckinseyonsociety.com/closing-the-talent-gap/
Augustine, N., Brock, B. & Romer, R. (2012). A letter on STEM education to America’s
parents. Committee on K-12 Education. Washington, DC: Center for the Study of
the Presidency & Congress. Retrieved from www.thePresidency.org
Bransford, J.D., Brown, A.L. & Cocking, R. R. (editors). (1999). How people learn: Brain,
mind, experience and school. Committee on Developments in the Science of
Learning, Commission on Behavioral and Social Sciences and Education,
National Research Council. Washington, DC: National Academy Press.
Brewer, E.A. & Smith, D. (Eds.). (2009). Vision and change in undergraduate biology
education – A call to action. Final Report of a National Conference organized by
the American Association for the Advancement of Science with support from the
National Science Foundation. Washington, DC: American Association for the
Advancement of Science. Retrieved from www.visionandchange.org.
Center for Geoscience Education & Public Understanding. (2013, October). Earth and
space sciences education in U.S. secondary schools: Key indicators and trends.
Julia Cothron (2/17/2014)
Published under Creative Commons License Attribution 4.0 International
2. 2
Earth and Space Sciences Report Number: 1:0. Alexandria, VA: American
Geosciences Institute. Retrieved from http://geocntr.org/wpcontent/uploads/2013/08/ESS-2013-Status-Report-10-17-13.pdf
Center for Geosciences Education & Public Understanding. (2013, September).
Education in the Earth and space sciences in U.S. secondary schools: Key
indicators and trends. Alexandria, VA: American Geosciences Institute. Retrieved
from http://geocntr.org/wp-content/uploads/2013/08/ESS-2013-Status-Report-1017-13.pdf
Children’s Engineering Educators, LLC. (2014). A website. Harrisonburg, VA: James
Madison University. Retrieved from http://www.childrensengineering.com
Coble, C.R. (2012). Ten questions university leaders should ask about quality science
and mathematics teacher preparation: Implementations strategies from “The
Analytic Framework”. APLU/SMTI, Paper 7. Washington, DC: Association of
Public and Land-grant Universities. Retrieved from
http://www.aplu.org/document.doc?id=4099
Conley, D.T. & Darling-Hammond, L. (2013). Creating systems of assessment for
deeper learning. Stanford, CA: Stanford Center for Opportunity Policy in
Education. Retrieved from http://www.epiconline.org.
Davies, A., Fidler, D. & Gorbis, M. (2011). Future work skills: 2020. Palo Alto (CA):
Institute for the Future for University of Phoenix Research Institute. SR-1382A.
Retrieved from http://www.iftf.org/futureworkskills/.
Darling-Hammond, L. (2000, January). Teacher quality and student achievement: A
review of state policy evidence. Educational Policy Analysis Archives, Vol. 8(1):144. Retrieved from http://epaa.asu.edu/ojs/article/view/392
Ellington, A.J. (2003). A meta-analysis of the effects of calculators on students’
achievement and attitude levels in precollege mathematics classes. Journal for
Research in Mathematics Education, 34(5): 433-463.
Fang, Z., Lamme, L.L. & Pringle, R.M. (2010). Language and literacy in inquiry-based
science. Arlington, VA: NSTApress. 150 pages.
Friedman, T.L & Mandelbaum, M. (2011). That used to be us: How America fell behind
in the world it invented and how we can come back. New York: Farrar, Straus
and Giroux. 380 pages.
Hamilton, L.S. (2011). Testing what has been taught. American Educator, 2010-11
(winter): 47-52.
Julia Cothron (2/17/2014)
Published under Creative Commons License Attribution 4.0 International
3. 3
Hammerman, E. & Musial, D. (2008). Integrating science with mathematics & literacy.
2nd edition. Thousand Oaks, CA: Corwin Press. 177 pages.
Hong, J.J. (2010). Pre-service and beginning teachers’ professional identify and its
relation to dropping out of the profession. Teaching and Teacher Education, 26
(2010): 1530-1543. Retrieved from
http://www.sciencedirect.com/science/article/pii/S0742051X10000831r
Institute for the Future. (2007). Sensory transformation: New tools and practices for
overcoming cognitive overload. Technology Horizons Programs |SSR-1075.
Palo Alto, CA: Author. Retrieved from http://www.iftf.org/our-work/peopletechnology/technology-horizons/sensory-transformation-overcoming-cognitiveoverload/
Institute for the Future. (2006). Science and technology outlook: 2005 – 2055.
Technology Horizons Programs. Palo Alto, CA: Author. Retrieved from
http://www.iftf.org/our-work/people-technology/technology-horizons/sciencetechnology-outlook-2005-2055/
Institute of Education Sciences. (2013, August). Common guidelines for education
research and development. A report from the Institute of Education Sciences,
U.S. Department of Education and the National Science Foundation.
Washington, DC: National Science Foundation. Retrieved from
http://ies.ed.gov/pdf/CommonGuidelines.pdf
Institute of Education Sciences, National Center for Education Statistics (2014).National
assessment of educational progress (NAEP). A website. Retrieved from
http://nces.ed.gov/nationsreportcard/science/
International Technology Education Association. (2007). Standards for technological
literacy, 3rd edition. Reston, VA: Author. 258 pages. Retrieved from
http://www.iteea.org/TAA/Publications/TAA_Publications.html
International Technology Education Association. (2003). Advancing excellence in
technological literacy: Student assessment, professional development, and
program standards. Reston, VA: Author: 152 pages. Retrieved from
http://www.iteea.org/TAA/Publications/TAA_Publications.html
Jayaram, K. Moffit, A. & Scott, D. (2012). Breaking the habit of ineffective professional
development for teachers. McKinsey & Company. Retrieved from
http://mckinseyonsociety.com/breaking-the-habit-of-ineffective-professionaldevelopment-for-teachers
King, K. & Zucker, V. (2008). Curriculum narrowing. Pearson Policy Report. San
Antonio, TX: Pearson Education, Inc. Retrieved from
http://images.pearsonassessments.com/images/tmrs/tmrs_rg/CurriculumNarrowi
ng.pdf?WT.mc_id=TMRS_Curriculum_Narrowing
Julia Cothron (2/17/2014)
Published under Creative Commons License Attribution 4.0 International
4. 4
Krajcik, J. and Sutherland, L. (2010). Supporting students in developing literacy in
science. Science, 328 (5977): 456-459.
Laczko-Kerr, I. & Berliner, D.C. (2002, September 6). The effectiveness of “Teach for
America” and other under-certified teachers on student academic achievement: A
case of harmful public policy. Educational Policy Analysis Archives, 10 (37).
Retrieved from http://epaa.asu.edu/ojs/article/view/316
LaTurner, R.J. (2002). Teachers’ academic preparation and commitment to teach math
and science. Teaching and Teacher Education, 18 (2002): 653-663. Retrieved
http://www.sciencedirect.com/science/article/pii/S0742051X02000252
Massachusetts Department of Education. (2006). Massachusetts science and
technology engineering curriculum framework. Maiden, MA: Author. 156 pages.
Retrieved from http://www.doe.mass.edu/frameworks/scitech/1006.pdf
McKinsey & Company, Inc. (2012). Transforming education through mLearning.
McKinsey & Company, Inc. Retrieved from
http://mckinseyonsociety.com/downloads/reports/Education/mEducation_whitepa
per_April%201_vFINAL.pdf
Monk, D.H. (1994). Subject area preparation of secondary mathematics and science
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