Library
Articles are listed chronologically (from most to least recent):
WHERE TEACHER EDUCATION AND ONLINE PROGRAMMING MEET: SUPPORTING FIELD EXPERIENCES IN ONLINE INITIAL TEACHER LICENSURE PROGRAMS
Eduventures, Inc. (2009, November). Where Teacher Education and Online Programming Meet: Supporting Field Experiences in Online Initial Teacher Licensure Programs. Retrieved July 30, 2010, from https://www1.vtrenz.net/imarkownerfiles/ownerassets/884/Supporting%20Field%20Experiences%20in%20Online%20Initial%20Teacher%20Licensure%20Programs2.pdf
Click here for the PDF version: "Where Teacher Education and Online Programming Meet: Supporting Field Experiences in Online Initial Teacher Licensure Programs"
Amidst an impending teacher shortage and renewed attention to preparing high quality teachers through a variety of pathways, schools of education today must respond to changes in the educational landscape and student preferences. One way that education schools increasingly adapt is through online programs, a modality which has shown tremendous growth over the past several years and which growing numbers of prospective education students prefer. Yet relatively little is known about the effective integration of field experiences, commonly considered the most important component of teacher preparation, into online programs that lead to initial teacher licensure.
AUTHOR NICHOLAS CARR: THE WEB SHATTERS FOCUS, REWIRES BRAINS
Carr, Nicholas. "Author Nicholas Carr: The Web Shatters Focus, Rewires Brains." Wired 24 May 2010. Web. 13 July 2010. http://www.wired.com/magazine/2010/05/ff_nicholas_carr/all/1.
Click here for the PDF version: "Author Nicholas Carr: The Web Shatters Focus, Rewires Brains"
During the winter of 2007, a UCLA professor of psychiatry named Gary Small recruited six volunteers—three experienced Web surfers and three novices—for a study on brain activity. He gave each a pair of goggles onto which Web pages could be projected. Then he slid his subjects, one by one, into the cylinder of a whole-brain magnetic resonance imager and told them to start searching the Internet. As they used a handheld keypad to Google various preselected topics ... the MRI scanned their brains for areas of high activation, indicated by increases in blood flow. The two groups showed marked differences ... The evidence suggested, then, that the distinctive neural pathways of experienced Web users had developed because of their Internet use. The most remarkable result of the experiment emerged when Small repeated the tests six days later. In the interim, the novices had agreed to spend an hour a day online, searching the Internet. The new scans revealed that their brain activity had changed dramatically; it now resembled that of the veteran surfers. “Five hours on the Internet and the naive subjects had already rewired their brains,” Small wrote...
LINKED IN WITH: A WRITER WHO QUESTIONS THE WISDOM OF TEACHING WITH TECHNOLOGY
Parry, Marc. "Linked In With: a Writer Who Questions the Wisdom of Teaching With Technology."The Chronicle of Higher Education 4 July 2010 [Washington, D.C.] Web. 13 July 2010. http://chronicle.com/article/Is-Technology-Making-Your/66128/.
Click here for the PDF version: "Linked In With: a Writer Who Questions the Wisdom of Teaching With Technology"
If you're looking for a contrarian take on technology, Nicholas Carr is your man. In 2003 the author touched off a debate about the role of computers in business with his article "IT Doesn't Matter." He caused another kerfuffle five years later with an Atlantic piece, "Is Google Making Us Stupid?" Now the 51-year-old, Colorado-based writer has published a new book, The Shallows, which warns that the Internet is rewiring our brains and short-circuiting our ability to think. The Chronicle called Mr. Carr to get his opinion about what this means for teaching and research.
PREPARING TEACHERS: BUILDING EVIDENCE FOR SOUND POLICY
Committee on the Study of Teacher Preparation Programs in the United States, National Research Council, Center for Education (CFE) & Division of Behavioral and Social Sciences and Education (DBASSE). (2010). Preparing Teachers: Building Evidence for Sound Policy. The National Academies Press. Retrieved July 12, 2010, from http://books.nap.edu/catalog.php?record_id=12882&utm_medium=etmail&utm_source=National%20Academies%20Press&utm_campaign=NAP+mail+new+07.06.10&utm_content=Customer&utm_term=
Click here for the PDF version of the Free Summary: Free Summary of "Preparing Teachers: Building Evidence for Sound Policy"
Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system... Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.
WWC QUICK REVIEW OF THE REPORT "SUMMATIVE EVALUATION OF THE READY TO LEARN INITIATIVE"
U.S. Department of Education: Institute of Education Sciences (IES). (2010, June). WWC Quick Review of the Report "Summative Evaluation of the Ready to Learn Initiative". What Works Clearinghouse Headlines. Retrieved June 15, 2010, from http://ies.ed.gov/ncee/wwc/pdf/quickreviews/readytolearn_061510.pdf
Click here for the PDF version: WWC Quick Review of the Report "Summative Evaluation of the Ready to Learn Initiative"
The study examined whether preschoolers who were exposed to a media-rich literacy curriculum had better early reading skills than preschoolers who were exposed to a media-rich science curriculum. Students in the media-rich literacy classrooms outperformed students in the media-rich science classrooms by a statistically significant margin on all but the PALS Beginning Sound Awareness subtest. Across the four statistically significant impacts, the authors reported an average effect size of one-third of a standard deviation, equivalent to moving a student from the 50th percentile to the 63rd percentile.
PROJECT CRISS® (CREATING INDEPENDENCE THROUGH STUDENT-OWNED STRATEGIES)
U.S. Department of Education: Institute of Education Sciences (IES). (2010, June). Intervention: Project CRISS® (CReating Independence through Student-owned Strategies). What Works Clearinghouse Headlines. Retrieved June 15, 2010, from http://ies.ed.gov/ncee/wwc/pdf/wwc_projectcriss_061510.pdf
Click here for the PDF version: Project CRISS® (CReating Independence through Student-owned Strategies)
Teaching methods designed to improve literacy skills is the focus of the new What Works Clearinghouse (WWC) Intervention Report on Project CRISS® (Creating Independence through Student-owned Strategies). Project CRISS® is a professional development program for teachers aimed at improving reading, writing and learning for 3rd- through 12th-grade students. The WWC reviewed 31 Project CRISS® studies focused on adolescent learners. Two of these studies meet WWC evidence standards. These two studies are randomized controlled trials that include 2,569 students in grades 4 through 6 who attend public schools in 10 states. Based on these two studies, the WWC found Project CRISS® to have potentially positive effects on comprehension for these learners.
TEACHER QUALIFICATIONS AND STUDENT ACHIEVEMENT IN URBAN ELEMENTARY SCHOOLS
Buddin, R., & Zamarro, G. (2009). Teacher Qualifications and Student Achievement in Urban Elementary Schools. Journal of Urban Economics, 66(No.2), 103-115. Retrieved June 8, 2010, from http://www.rand.org/pubs/reprints/2010/RAND_RP1410.pdf
Click here for the PDF version: Teacher Qualifications and Student Achievement in Urban Elementary Schools
Teacher quality is a key element of student academic success, but few specific teacher characteristics influence classroom outcomes. This research examines whether teacher licensure test scores and other teacher attributes affect elementary student achievement. The results are based on longitudinal student-level data from Los Angeles. California requires three types of teacher licensure tests as part of the teacher certification process; a general knowledge test, a subject area test (single subject for secondary teachers and multiple subject for elementary teachers), and a reading pedagogy test for elementary school teachers. The student achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show large differences in teacher quality across the school district, but measured teacher characteristics explain little of the difference. Teacher licensure test scores are unrelated to teacher success in the classroom. Similarly, student achievement is unaffected by whether classroom teachers have advanced degrees. Student achievement increases with teacher experience, but the linkage is weak and largely reflects poor outcomes for teachers during their first year or two in the classroom.
WHAT TEACHER CHARACTERISTICS AFFECT STUDENT ACHIEVEMENT? FINDINGS FROM LOS ANGELES PUBLIC SCHOOLS
Giglio, K. (2010). What Teacher Characteristics Affect Student Achievement? Findings from Los Angeles Public Schools.The RAND Corporation research brief series.Retrieved June 8, 2010, from http://www.rand.org/pubs/research_briefs/2010/RAND_RB9526.pdf
Click here for the PDF version: What Teacher Characteristics Affect Student Achievement? Findings from Los Angeles Public Schools
Teacher effectiveness is typically measured by traditional teacher qualification standards, such as experience, education, and scores on licensure examinations. RAND researchers found no evidence that these standards have a substantial effect on student achievement in Los Angeles public elementary, middle, and high schools. Alternative measures of teacher qualifications and different kinds of reward systems might be more effective at improving teacher quality.
LEARNING PROGRESSIONS IN SCIENCE: AN EVIDENCE-BASED APPROACH TO REFORM
Corcoran, T., Mosher, F. A., & Rogat, A. (2009, June). Learning Progressions in Science: An Evidence-based Approach to Reform. Center on Continuous Instructional Improvement (CCII), Consortium for Policy Research in Education (CPRE). Retrieved June 3, 2010, from http://www.cpre.org/ccii/index.php?option=com_content&task=view&id=76&Itemid=91
Click here for the PDF version: Learning Progressions in Science: An Evidence-based Approach to Reform
CCII is currently assessing, synthesizing and disseminating findings from research on learning progressions in science, mathematics, and literacy, and promoting and supporting further development of progressions as well as research on their use and effects. The Center is pleased to share with you its first report on learning progressions.
BUILDING A BETTER TEACHER
Green, E. (2010, March 2). Building a Better Teacher. The New York Times. Retrieved June 3, 2010, from http://www.nytimes.com/2010/03/07/magazine/07Teachers-t.html?pagewanted=1
Click here for the PDF version: Building a Better Teacher
ON A WINTER DAY five years ago, Doug Lemov realized he had a problem. After a successful career as a teacher, a principal and a charter-school founder, he was working as a consultant, hired by troubled schools eager — desperate, in some cases — for Lemov to tell them what to do to get better. There was no shortage of prescriptions at the time for how to cure the poor performance that plagued so many American schools... Lemov himself pushed for data-driven programs that would diagnose individual students’ strengths and weaknesses. But as he went from school to school that winter, he was getting the sinking feeling that there was something deeper he wasn’t reaching... Sometimes Lemov could diagnose problems as soon as he walked in the door. But not here. Student test scores had dipped so low that administrators worried the state might close down the school. But the teachers seemed to care about their students...
ARE WE BEGINNING TO SEE THE LIGHT? PUBLIC AND PARENTS BUY INTO THE NEED TO RAMP UP MATH AND SCIENCE EDUCATION BUT MOST STILL THINK THEIR LOCAL SCHOOLS ARE DOING FINE
Johnson, J., Rochkind, J., & Ott, A. (2010, June 2). Are We Beginning To See The Light? Public And Parents Buy Into The Need To Ramp Up Math And Science Education But Most Still Think Their Local Schools Are Doing Fine. Public Agenda. Retrieved June 3, 2010, from http://www.publicagenda.org/pages/math-and-science-ed-2010
Click here for the PDF version: Are We Beginning To See The Light? Public And Parents Buy Into The Need To Ramp Up Math And Science Education But Most Still Think Their Local Schools Are Doing Fine
Americans are convinced that math and science skills are crucial for the future, with strong majorities who say there will be more jobs and college opportunities for students with those skills, according to a new Public Agenda survey. But while there's broad support from parents and the general public for K-12 national standards, more than half of parents (52%) say the math and science their child is getting in school is "fine as it is." These are just some of many surprising realities facing science, technology, engineering and math (STEM) education in public schools, according to "Are We Beginning to See the Light?", a new Public Agenda survey exploring the views of more than 1,400 individuals nationwide, including 646 parents of children grades K-12. The national survey was underwritten by the GE Foundation.
UNDERSTANDING AND APPLYING RESEARCH IN THE CLASSROOM: A GUIDE FOR TODAY'S EDUCATORS
(2009).Understanding and Applying Research in the Classroom: A Guide for Today’s Educators[Online course]. US: The National Institute for Literacy. Retrieved June 3, 2010, from http://www.nifl.gov/pd/applyingresearch.html
Click here for the course player: Understanding and Applying Research in the Classroom: A Guide for Today's Educators
The National Institute for Literacy offers this 30 - 60 minute self-paced online course that introduces users to information about scientific research and its relevance to educational decision making. It is important for teachers to recognize credible information about instructional strategies in order to make informed decisions about which teaching methods to use in their classroom. This course will increase educators’ awareness of education research methods and the characteristics of credible scientific research. It will help educators develop the ability to determine which research findings can be applied in their educational practice and are most likely to have a positive impact. This course is based on the National Institute for Literacy’s publication “What is Scientifically Based Research? Using Research and Reason in Education.”
WHAT CONTENT-AREA TEACHERS SHOULD KNOW ABOUT ADOLESCENT LITERACY
The National Institute for Literacy, The National Institute for Child Health and Human Development (NICHD), & The U.S. Department of Education’s Office for Vocational and Adult Education.(2007). What Content-Area Teachers Should Know About Adolescent Literacy. Retrieved June 3, 2010, from http://www.nifl.gov/publications/pdf/adolescent_literacy07.pdf
Click here for the PDF version: What Content-Area Teachers Should Know About Adolescent Literacy
The purpose of this resource document is to summarize and discuss the most recent adolescent literacy research and to describe promising, research-based instructional practices that can improve adolescents’ academic reading and writing skills. This document provides more general information for content-area teachers so that they will gain a deeper understanding of the underlying skills their students will need and the kind of instruction needed to develop these skills. Armed with this knowledge, we hope teachers will seek out the assistance struggling readers and writers need and be able to support the literacy skills of all students in the classrooms by incorporating some of these practices and strategies into their own content-focused instruction.
WHO WILL BE LEFT TO TEACH? PINK SLIPS + RETIREMENTS = EMPTY CLASSROOMS
The Center For The Future of Teaching and Learning. (2010, May). Who will be Left to Teach? Pink Slips + Retirements = Empty Classrooms. CenterView. Retrieved June 3, 2010, from http://www.cftl.org/centerviews/may10.html
Click here for the PDF version: Who will be Left to Teach? Pink Slips + Retirements = Empty Classrooms
The Center For The Future of Teaching and Learning has, once again, clearly outlined a major problem facing education in their latest CenterView publication. Most of us are well aware of the budget impacts on schools and the resulting pink slipping of teachers. We know that teacher training programs are seeing declining numbers of applicants as a consequence... With the problem easy for us in education to understand, plus the reality that those baby boom teachers are still retiring at a rate that will reduce the teacher workforce by one-third in the next seven to ten years, something really does need to be done. Just as clearly stated as the problem are the Center's proposed solution targets. They are identified under The Center View heading in their report.
INNOVATIONS IN TEACHING UNDERGRADUATE BIOLOGY AND WHY WE NEED THEM
Wood, W. B. (2009). INNOVATIONS IN UNDERGRADUATE BIOLOGY TEACHING AND WHY WE NEED THEM. Annual Review of Cell and Developmental Biology, 25. Retrieved May 20, 2010, from http://hub.mspnet.org/index.cfm/20731
Click here for the PDF version: Innovations in Teaching Undergraduate Biology and Why We Need Them
A growing revolution is under way in the teaching of introductory science to undergraduates. It is driven by concerns about American competitiveness as well as results from recent educational research, which explains why traditional teaching approaches in large classes fail to reach many students and provides a basis for designing improved methods of instruction. Discipline-based educational research in the life sciences and other areas has identified several innovative promising practices and demonstrated their effectiveness for increasing student learning. Their widespread adoption could have a major impact on the introductory training of biology students.
LEARNING TO SEE INEQUITY IN SCIENCE
Tanner, K. D. (2009). Learning to See Inequity in Science. E-Life Sciences Education, 8, 265-270. Retrieved May 20, 2010, from http://hub.mspnet.org/index.cfm/20732
Click here for the PDF version: Learning to See Inequity in Science
"Learning to see inequity in science is critical to anyone who is actively encouraging young people to invest their education, career, and life in the discipline. If the culture of science is grossly inequitable, why should students take the risk of entering this discipline over careers in other arenas? Many scholarly publications from the fields of psychology, science education, and sociology have described inequities in science; proposed theoretical frameworks for understanding them; and explored practical strategies for addressing such inequities, but progress in jettisoning these inequities from our discipline has been slow. ...If we, as stewards of our discipline, can learn to recognize and address these instances of inequity, we can do much to prevent their reoccurrence. As scientists who are also educators and role models to our students, our attention to these issues and our responses to them is likely much more important than we may generally recognize."
NASA ANNOUNCEMENT OF OPPORTUNITY
Click here to read the full announcement: NASA Dryden Flight Research Center Pre-Service Teacher Institute (PSTI)
The NASA Dryden Flight Research Center Pre-Service Teacher Institute (PSTI) is a two-week summer residential program for college students who are preparing to teach in elementary or middle schools. California State University, Fullerton (CSUF) administers the institute. The program is designed to increase students’ skills in teaching mathematics and science, while incorporating technology in the curriculum. This is achieved through the development of a problem-based learning (PBL) aerospace theme. Each student is assigned to an Institute Flight Team. Students develop a lesson that they teach to children from a local school and will teach in an elementary or middle school when they return home. NASA Strives to ensure that underrepresented and underserved students participate in NASA research and education programs to encourage more students to pursue STEM careers. One main goal of the PSTI is to increase the number of underserved and underrepresented teachers in the STEM fields. Students from HBCUs, HSIs, TCUs, and/or students participating in programs that emphasize teaching underrepresented/underserved students are strongly encouraged to apply.
REPORT OF A WORKSHOP ON THE SCOPE AND NATURE OF COMPUTATIONAL THINKING
NATIONAL RESEARCH COUNCIL OF THE NATIONAL ACADEMIES, Committee for the Workshops on Computational Thinking, Computer Science and Telecommunications Board (CSTB), & Division on Engineering and Physical Sciences (DEPS). (2010). REPORT OF A WORKSHOP ON THE SCOPE AND NATURE OF COMPUTATIONAL THINKING. THE NATIONAL ACADEMIES PRESS. Retrieved from http://books.nap.edu/catalog.php?record_id=12840&utm_medium=etmail&utm_source=National%20Academies%20Press&utm_campaign=NAP+mail+new+04.27.10&utm_content=customer&utm_term=
Click here for the PDF version: Report of a Workshop on The Scope and Nature of Computational Thinking
Report of a Workshop on the Scope and Nature of Computational Thinking presents a number of perspectives on the definition and applicability of computational thinking. For example, one idea expressed during the workshop is that computational thinking is a fundamental analytical skill that everyone can use to help solve problems, design systems, and understand human behavior, making it useful in a number of fields. Supporters of this viewpoint believe that computational thinking is comparable to the linguistic, mathematical and logical reasoning taught to all children. This report explores the idea that as the use of computational devices is becoming increasingly widespread, computational thinking skills should be promulgated more broadly. The book is an excellent resource for professionals in a wide range of fields including educators and scientists.
TEACHING MATH IS ELEMENTARY: TUTORING PROGRAM HELPS YOUNG STUDENTS EXCEL
Cano Ramos, D. (2010, April 27). Teaching Math Is Elementary: Tutoring Program Helps Young Students Excel. Inside Online, California State University, Fullerton. Retrieved from http://calstate.fullerton.edu/news/Inside/2010/math-tutoring-program.html
Click here to read the full article: Teaching Math Is Elementary: Tutoring Program Helps Young Students Excel
This spring semester, 60 Cal State Fullerton students Ñ preparing for a multiple subject credential to teach grades K-6 Ñ provided structured and individualized mathematics tutoring sessions for Richman students. Michelle Vander Veldt and Cynthia Gautreau, both assistant professors in bilingual and elementary education, coordinate the tutoring program, which is offered through the collegeÕs new Community Mathematics Education Center. The math focus reflects the universityÕs renewed emphasis on increasing student interest in the STEM fields Ñ science, technology, engineering and mathematics. The math focus reflects the universityÕs renewed emphasis on increasing student interest in the STEM fields Ñ science, technology, engineering and mathematics. During the sessions, credential students use math manipulatives, such as cubes, candy or other familiar objects, to help the young students grasp basic math concepts.
BREAKING THE CYCLE: AN INTERNATIONAL COMPARISON OF U.S. MATHEMATICS TEACHER PREPARATION
BABCOCK, J., BABCOCK, P., BUHLER, J., CADY, J., COGAN, L., HOUANG, R., & KHER, N. (2010). Breaking the Cycle: An International Comparison of U.S. Mathematics Teacher Preparation. The Teacher Education and Development Study in Mathematics (TEDS-M), Center for Research in Mathematics and Science Education at Michigan State University. Retrieved April 21, 2010, from http://www.educ.msu.edu/content/sites/usteds/documents/Breaking-the-Cycle.pdf
Click here for the PDF version: Breaking the Cycle: An International Comparison of U.S. Mathematics Teacher Preparation
The Teacher Education Study in Mathematics (TEDS-M) released its initial findings last Thursday in a document entitled, "Breaking the Cycle: An International Comparison of U.S. Mathematics Teacher Preparation," which concluded that mathematics teachers in the United States need better training if the nation's K-12 students are going to compete globally. Future teachers near the end of their final year of teacher preparation were the focus of this study. Over 3300 future teachers in the United States and 23,244 future teachers across 16 countries were surveyed. Two different assessments were used to measure what future teachers know about mathematics: one for those who had been prepared to teach mathematics at the elementary level and another for those who trained to teach mathematics at the middle school level.
SURROUNDED BY SCIENCE: LEARNING SCIENCE IN INFORMAL ENVIRONMENTS
Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Committee on Learning Science in Informal Environments, National Research Council. Retrieved April 21, 2010, from http://www.nap.edu/catalog.php?record_id=12190&icn=Openbook+interrupt&ici=Choose
Click here for the full PDF version: http://www.nap.edu/catalog.php?record_id=12190&icn=Openbook+interrupt&ici=Choose
Surrounded by Science: Learning Science in Informal Environments can be read online, free, or ordered from the National Academies Press. Based on the National Research Council 2009 report Learning Science in Informal Environments: People, Places, and Pursuits, this 240-page book provides case studies, questions, and illustrative examples for ISE practitioners. The book's release was featured during the ISE Summit 2010. Find three featured case studies below:
Click here for the PDF version of the case study: Research in Your Backyard: Participating in the Practices of Science or access it online
Click here for the PDF version of the case study: Cell Lab: An Opportunity to Interact with Scientific Instruments or access it online
Click here for the PDF version of the case study: Culturally Relevant Exhibits for People with Disabilities or access it online
MIDDLE SCHOOL MATHEMATICS PROFESSIONAL DEVELOPMENT IMPACT STUDY: FINDINGS AFTER THE FIRST YEAR OF IMPLEMENTATION
Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Walters, K., Song, M., & Brown, S. (2010, April). Middle School Mathematics Professional Development Impact Study: Findings After the First Year of Implementation. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved April 12, 2010, from http://ies.ed.gov/ncee/pubs/20104009/
Click here for the PDF version: Middle School Mathematics Professional Development Impact Study: Findings After the First Year of Implementation.
Results after one year of providing teachers math professional development (PD) indicate no improvement on their students' math achievement when compared to teachers who did not receive the study-provided PD. The study included 77 schools in 12 districts in 2007Ð2008. The PD, although purposely designed to be relevant to the curricula that teachers were using in their classrooms, focused primarily on developing teachers' capability to teach positive rational number topics effectively. Teachers who taught the core 7th grade mathematics class in the study schools were assigned by lottery to either receive the professional development or not.
MSP NEWS: MSP NATIONAL IMPACT REPORT: MATH AND SCIENCE PARTNERSHIP PROGRAM
(2010, April). National Impact Report: Math and Science Partnership Program. Math and Science Partnership (MSP) Program (NSF). Retrieved April 12, 2010, from http://hub.mspnet.org/member.cfm/20607
Click here for the PDF version: National Impact Report: Math and Science Partnership Program
The National Science Foundation (NSF) has released its second national impact report for the NSF Math and Science Partnership (MSP) program, which was established in 2002 to integrate the work of higher education with K-12 to strengthen and reform mathematics and science education.
ANNUAL TEACHER SUPPLY REPORT ON COMMISSION AGENDA
Suckow, M. (2010, April). Teacher Supply in California: A Report to the Legislature, Annual Report, 2008-2009. Commission on Teacher Credentialing (CTC). Retrieved April 12, 2010, from www.ctc.ca.gov/reports/TS_2008-2009_AnnualRpt.pdf
Click here for the PDF version: Teacher Supply in California: A Report to the Legislature, Annual Report, 2008-2009
The Commission on Teacher Credentialing is required by law to submit an annual teacher supply report to the Governor and the Legislature. That report has been prepared for CTC approval and is a part of their April 22 agenda. It is an excellently prepared document containing bar charts, pie charts, graphs, and plain old numbers for those of us who comprehend best that way. The "bottom line" statement is: "In sum, in fiscal year 2008-09, California saw a 6.7 percent decrease in the number of newly credentialed teachers. The number of fully-credentialed teachers increased to 97.4 percent of all California public school teachers in 2008-09."
INCLUSION, DISABILITIES, AND INFORMAL SCIENCE LEARNING
Reich, C., Price, J., Rubin, E., & Steiner, M. (2010, March). Inclusion, Disabilities, and Informal Science Learning. A CAISE Inquiry Group Report. Center for Advancement of Informal Science Education (CAISE). Retrieved from http://caise.insci.org/news/98/51/Inclusion-Disabilities-and-Informal-Science-Learning/d,newsletter-detail-template
Click here for the PDF version: Inclusion, Disabilities, and Informal Science Learning.
People with disabilities all too often face barriers to full inclusion in informal science learning. In a world where knowledge of science and technology is critical to informed decision-making and a range of employment opportunities, exclusion from science learning can prevent full participation in society. Inclusion, Disabilities, and Informal Science Learning, a report by the CAISE Access Inquiry Group, sets forth a framework for changing this inequity. The report offers a theoretical framework for thinking about inclusion of people with disabilities in informal science education (ISE), then reviews current practice in museums (broadly defined), in media and technology, and in youth and community programs.
NEW REPORT EXAMINES CAUSES OF GENDER GAP IN SCIENCE
Hill, C., Corbett, C., & St. Rose, A. (2010, February). Why So Few? Women in Science, Technology, Engineering, and Mathematics. American Association of University Women (AAUW). Retrieved April 12, 2010, from www.aauw.org/research/whysofew.cfm
Click here for the PDF version: Why So Few? Women in Science, Technology, Engineering, and Mathematics
A new report from the American Association of University Women (AAUW) examines the social and environmental causes underlying the under-representation of women in science, technology, engineering and mathematics (STEM) fields. In the last several decades, girls have been catching up to boys in terms of elementary, middle, and high school science and engineering courses, and nearly the same number of girls as boys graduate from high school prepared to study science or engineering in college. Yet, research findings indicate that popular beliefs about intelligence, stereotypes, college environments, and implicit bias still contribute to the gender imbalance in science and engineering.
THE STATUS OF THE TEACHING PROFESSION 2009: FULL REPORT.
Woodworth, K., Bland, J., Guha, R., Shields, P., Wechsler, M., Tiffany-Morales, J., & Tse, V. (2009). The status of the teaching profession 2009: Full report. The Center for the Future of Teaching and Learning. Retrieved April 12, 2010, from www.cftl.org/documents/2009/TCFReport2009.pdf
Click here for the PDF version: The Status of the Teaching Profession 2009: Full report
This report finds that CaliforniaÕs teacher development system is not adequately aligned with high school reforms that seek to increase rigor, make instruction more relevant and foster more personal and supportive learning environments for students. The research further indicates that high school teacher knowledge and skills differ substantially by school poverty level. The report also includes the latest available data on demand, supply, qualifications and distribution of the stateÕs K-12 teacher workforce.Return to Top
