Download or read book Can Formal Informal Collaborations Improve Science Literacy in Urban Middle Schools The Impact of Urban Advantage written by Meryle Weinstein and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This brief presents findings from a study on Urban Advantage, a collaboration between the American Museum of Natural History, other New York City informal science institutions, and the New York City Department of Education to improve the science literacy of NYC public school students. The following analysis draws on a rich longitudinal database, containing student- and school-level data for all NYC public schools and students from 2004-05 to 2009-10. Results indicate that these collaborations can have a positive impact on student achievement and science learning. The findings from this study are especially timely given that U.S. students consistently show low levels of achievement on tests of science literacy. On the 2009 National Assessment of Education Progress (NAEP), only 63% of eighth-graders demonstrated “partial mastery of the knowledge and skills that are fundamental for proficient work” in science. For urban school districts like New York City, the NAEP scores are even more alarming.
Download or read book Can Formal Informal Collaborations Improve Science Literacy in Urban Middle Schools written by Meryle Weinstein and published by . This book was released on 2011 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: This brief presents findings from a study on Urban Advantage (UA), a collaboration between the American Museum of Natural History (AMNH), other New York City informal science institutions, and the New York City Department of Education (NYCDOE) to improve the science literacy of NYC public school students. The analysis draws on a rich longitudinal database, containing student- and school-level data for all NYC public schools and students from 2004-05 to 2009-10. Results indicate that these collaborations can have a positive impact on student achievement and science learning. Key findings include: (1) Students at UA schools outperform students at non-UA schools. In 2006- 07, the third year of the program, 44.2% of students at UA schools are proficient on the Intermediate Level Science Test (ILS) exam, compared to 40.5% at non-UA schools. In 2008-09, 55.5% of students at UA schools are proficient, compared to 46.2% of students at non-UA schools; (2) The magnitude of the difference between students at UA and non-UA schools increases over time. Little change is seen in student performance on ELA or math for eighth-grade students, suggesting the effect is not merely reflecting coincident overall school improvement; (3) UA has grown from 35 schools and 63 teachers in 2005 to 174 schools and 386 teachers in 2010 and serves approximately 35% of middle schools and 20% of students in NYC; and (4) UA schools are similar to other NYC schools serving eighth graders, despite larger enrollments.
Download or read book Museums Zoos and Gardens written by Meryle Weinstein and published by . This book was released on 2013 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this paper we provide the first rigorous evidence of the impact of a partnership between public middle schools and informal science institutions (ISIs), such as museums and zoos, on student outcomes. This study focuses on Urban Advantage (UA), a program in New York City (NYC) that explicitly draws upon the expertise and resources of the city's ISIs, bringing these institutions together with NYC public schools to improve science education through intensive professional development, access to ISIs for teachers and students, and other science resources. We conclude that attending a UA school in eighth grade increases middle school science achievement, and there is some evidence that it may also increase the likelihood of passing standardized science exams in high school. [Major public support for Urban Advantage is provided by the Speaker and the City Council of New York and the New York City Department of Education.].
Download or read book Museum Experience Revisited written by John H Falk and published by Left Coast Press. This book was released on 2013 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first book to take a "visitor's eye view" of the museum visit, updated to incorporate advances in research, theory, and practice in the museum field over the last twenty years.
Download or read book The Museum Experience Revisited written by John H Falk and published by Routledge. This book was released on 2016-06-16 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first book to take a "visitor's eye view" of the museum visit when it was first published in 1992, The Museum Experience revolutionized the way museum professionals understand their constituents. Falk and Dierking have updated this essential reference, incorporating advances in research, theory, and practice in the museum field over the last twenty years. Written in clear, non-technical style, The Museum Experience Revisited paints a thorough picture of why people go to museums, what they do there, how they learn, and what museum practitioners can do to enhance these experiences.
Download or read book Commerce Justice Science and Related Agencies Appropriations for 2013 written by United States. Congress. House. Committee on Appropriations. Subcommittee on Commerce, Justice, Science, and Related Agencies and published by . This book was released on 2012 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Inquiring Scientists Inquiring Readers in Middle School written by Terry Shiverdecker and published by NSTA Press. This book was released on 2016-11-30 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: Great news for multitasking middle school teachers: Science educators Terry Shiverdecker and Jessica Fries-Gaither can help you blend inquiry-based science and literacy instruction to support student learning and maximize your time. Several unique features make Inquiring Scientists, Inquiring Readers in Middle School a valuable resource: • Lessons integrate all aspects of literacy—reading, writing, speaking, listening, and viewing. The texts are relevant nonfiction, including trade books, newspaper and magazine articles, online material, infographics, and even videos. • A learning-cycle framework helps students deepen their understanding with data collection and analysis before reading about a concept. • Ten investigations support current standards and encompass life, physical, and Earth and space sciences. Units range from “Chemistry, Toys, and Accidental Inventions” to “Thermal Energy: An Ice Cube’s Kryptonite!” • The authors have made sure the book is teacher-friendly. Each unit comes with scientific background, a list of common misconceptions, an annotated text list, safety considerations, differentiation strategies, reproducible student pages, and assessments. This middle school resource is a follow-up to the authors’ award-winning Inquiring Scientists, Inquiring Readers for grades 3–5, which one reviewer called “very thorough, and any science teacher’s dream to read.” The book will change the way you think about engaging your students in science and literacy.
Download or read book Empowering Science and Mathematics Education in Urban Schools written by Edna Tan and published by University of Chicago Press. This book was released on 2012-08-15 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Argues that teachers and schools should create hybrid third spaces--neither classroom nor home--in which underserved students can merge their personal worlds with those of math and science.
Download or read book Identifying and Supporting Productive STEM Programs in Out of School Settings written by National Research Council and published by National Academies Press. This book was released on 2015-10-26 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community.
Download or read book Scientific Literacy written by Tiffany Elaine Hogan and published by . This book was released on 2001 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Good Science Teaching in an Urban Middle School Context written by William J. Brown and published by . This book was released on 2022 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Good science teaching within an urban middle school context was examined in this qualitative methods study. This research also examined what middle school science teachers prioritized in an urban science classroom and uncovered ways in which culturally responsive teaching showcased itself among inservice teachers. Good science teaching and culturally responsive teaching strategies have been investigated, but its impact on urban middle school science classrooms with marginalized students is where the research is minute. The data from the study revealed that the following culturally responsive teaching strategies are prioritized to have an impact on marginalized students in urban middle school classrooms: a) Belief System, b) Academic Success, c) Learning about students, d) Understanding students ‘ways of knowing, and e) Providing a sense of equity. Core to these strategies was a belief system that all students are capable learners regardless of students’ learning ability, disposition toward science, and motivational ability. Additional findings revealed that middle school science teachers focused on their students’ academic identity in order to construct a students’ science identity. The frameworks used for the analysis and interpretation of this research study was through the theories of Dr. Gloria Ladson-Billings, Drs. Ana Marie Villegas & Tamara Lucas, and Dr. Angela Calabrese-Barton.
Download or read book The Effect of Online Collaborative Learning on Middle School Student Science Literacy and Sense of Community written by Jillian Wendt and published by . This book was released on 2013 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the effects of online collaborative learning on middle school students' science literacy and sense of community. A quantitative, quasi-experimental pretest/posttest control group design was used. Following IRB approval and district superintendent approval, students at a public middle school in central Virginia completed a pretest consisting of the Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) Physical Science assessment and the Classroom Community Scale. Students in the control group received in-class assignments that were completed collaboratively in a face-to-face manner. Students in the experimental group received in-class assignments that were completed online collaboratively through the Edmodo educational platform. Both groups were members of intact, traditional face-to-face classrooms. The students were then post tested. Results pertaining to the MOSART assessment were statistically analyzed through ANCOVA analysis while results pertaining to the Classroom Community Scale were analyzed through MANOVA analysis. Results are reported and suggestions for future research are provided.
Download or read book Improving Urban Science Education written by Kenneth George Tobin and published by . This book was released on 2005 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines high school science education in urban classrooms and provides suggestions on improvements that can be made to overcome social and cultural differences that impede meaningful learning.
Download or read book Scaffolds in a Middle School Science Classroom written by Jessica R. Monaghan and published by . This book was released on 2015 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Problem-based learning (PBL) can be used to weave together the three strands of the Next Generation Science Standards (NGSS) to help develop scientifically literate students. When used with middle school students, PBL units need to provide proper scaffolds to support both learning and collaboration. The PBL unit in this study was designed for an urban middle school classroom and included the following 7 contributing features to support student learning and collaboration: 1) realistic, open-ended problem scenario, 2) connected field trip with pre-visit and post-visit activities, 3) clearly communicated objectives in class and on the field trip, 4) Accountable Talk norms and prompts to support student discourse, 5) student directed learning that is teacher facilitated, 6) resources that demonstrate varying viewpoints on the topic, and 7) consistent homogeneous student grouping throughout the unit based on pre-test ideas. In this PBL unit, students were asked to develop a recommendation for the U.S. government for how to handle GMOs by engaging in verbal and written argumentation. Four major outcomes from the design and implementation of the PBL related to increased content knowledge, increased scientific language usage, increased in the use and quality of evidence, and increased and improved collaboration. The problem scenario affected content knowledge gains along with, clear objectives, homogenous sustained student grouping, current curriculum connected field trip, and teacher facilitation. Scientific language was categorized as the accurate use of scientific terms and concepts learned specifically during the unit and on the field trip. The important features in the design of the unit that helped support language acquisition were providing clear objectives/ goals, the current curriculum connection for the trip, pre-visit activities that introduced terms that students would be expected to encounter on the trip, informal learning experience on the trip, and collaboration among group members in an informal and formal setting. Teacher facilitation, pre-visit activities, Accountable Talk prompts, and collaboration all supported the use of evidence in arguments. Collaboration evolved within groups through the use of multiple features of the PBL unit. Structures in the classroom were in place to support respectful, collaborative group work, from the start of the school year. The use of Accountable Talk prompts developed more over time, beyond the time spent on the PBL unit in this study. Setting up a social context for the trip in advance, providing some choice time during the trip (balanced with structure) along with providing clear expectations for group work on the trip, helped create a level of comfort in the informal learning site that scaffold collaboration as well. The field trip also served as a common experience that the group members shared and could feel connected through.
Download or read book An Urban Systems Approach to the Improvement of Intermediate School Science Teaching in New York City written by Project City Science and published by . This book was released on 1973* with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learning Science Outside the Classroom written by Martin Braund and published by Psychology Press. This book was released on 2004 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shows how a wide range of contexts for learning science can be used outside of the classroom, and includes learning: at museums, science centres and planetaria from newspapers, magazines and through ICT at industrial sites and through science trails at zoos, farms, botanic gardens, residential centres and freshwater habitats in school grounds. With contributions from well known and respected practitioners in all fields of science education and through using case studies, Learning Science Outside the Classroom offers practical guidance for teachers, assistant teaching staff and student teachers involved in primary and secondary education. It will help enable them to widen the scientific experience and understanding of pupils. The advice in this book has been checked for safety by CLEAPSS.
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
