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Descriptors:
Emergent Literacy; Preschool Education; Curriculum Enrichment; Preschool Children; School Readiness; Oral Language; Phonology; Mathematics; Instructional Effectiveness; Educational Research

Abstract:
"Ladders to Literacy" is a supplemental early literacy curriculum composed of 60 activities designed to develop children's print/book awareness, metalinguistic awareness, and oral language skills. The "Ladders to Literacy" activities can be implemented in a variety of early childhood settings and adapted for children with special needs. Although a "Ladders to Literacy" curriculum is also available for kindergarten students, this intervention report focuses on the preschool "Ladders to Literacy" supplemental early literacy curriculum. The What Works Clearinghouse (WWC) identified two studies of "Ladders to Literacy" that both fall within the scope of the Early Childhood Education topic area and meet WWC evidence standards. One study meets WWC evidence standards without reservations and one study meets WWC evidence standards with reservations, and together, they included 139 children in 26 preschool classrooms in southern New Hampshire. The WWC considers the extent of evidence for "Ladders to Literacy" on the school readiness of preschool children to be small for four outcome domains--oral language, print knowledge, phonological processing, and math. There were no studies that meet standards in early reading and writing, and cognition, so WWC does not report on the effectiveness of "Ladders to Literacy" for those domains in this intervention report. Appended are: (1) Research details for Russell, 2005; (2) Research details for PCER Consortium, 2008; (3) Outcome measures for each domain; (4) Findings included in the rating for the oral language domain; (5) Findings included in the rating for the print knowledge domain; (6) Findings included in the rating for the phonological processing domain; and (7) Findings included in the rating for the math domain. A glossary of terms is included. (Contains 8 tables and 8 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Chemistry; Entrepreneurship; STEM Education; Secondary School Curriculum; Secondary School Science; Curriculum Enrichment; Relevance (Education); Curriculum Development; Integrated Curriculum; Performance Factors; Barriers; Change Strategies; Educational Change; School Restructuring; Science Process Skills; Best Practices

Abstract:
This paper discussed the need to restructure STM (science, technology, and mathematics) education to reflect entrepreneurship. This is because the present STM education has not achieved its aim of making graduates self-reliant. Entrepreneurship education if introduced in the STM education will produce graduate who can effectively manage their personal businesses. Entrepreneurship education was explained and the advantages outlined. The paper gave an insight into what the chemistry education will look like when entrepreneurship education is included using secondary school chemistry. This situation applies to biology education and in the application of technology to teaching and learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary School Students; Peer Teaching; Elementary School Mathematics; Learning Strategies; Mathematics Achievement; Mathematics Skills; Educational Improvement; Video Technology; Elementary Education; Curriculum Enrichment; Tutoring; Evidence; Outcome Measures; Program Evaluation

Abstract:
"Peer-Assisted Learning Strategies" is a peer-tutoring program for grades K-6 that aims to improve student proficiency in math and other disciplines. This report focuses on "Peer-Assisted Learning Strategies" for math. The math program supplements students' existing math curriculum and is based on peer-mediated instruction, a process whereby students work in pairs or small groups to tutor each other. During tutoring sessions, students work together on worksheets that target specific math skills, with one student designated to correct his or her partner's errors, award points for correct responses, and provide consistent encouragement and feedback. The program uses videos and teacher-provided scripted instruction to train students to engage in peer tutoring. Developers recommend that students participate in peer-tutoring sessions two to three times a week for approximately 30 minutes per session. The What Works Clearinghouse (WWC) identified 13 studies that investigated the effects of "Peer-Assisted Learning Strategies" on the math performance of elementary school students. The WWC reviewed all of those studies against group design evidence standards. One study (Fuchs, Fuchs, Yazdian, & Powell, 2002) is a randomized controlled trial that meets WWC evidence standards without reservations. The study is summarized in this report. Four studies do not meet WWC evidence standards. The remaining eight studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Fuchs et al. (2002); (2) Outcome measures for each domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for the mathematics achievement domain. A glossary of terms is included. (Contains 4 tables and 4 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Study Skills; Charter Schools; Preservice Teacher Education; Negative Attitudes; Elementary Secondary Education; Academic Achievement; Program Implementation; Transitional Programs; Articulation (Education); Program Attitudes; Teacher Administrator Relationship; Leadership Effectiveness; Curriculum Enrichment; Change Strategies; Educational Change; Case Method (Teaching Technique); Case Studies; Interpersonal Competence; Educational Administration; Social Cognition

Abstract:
Elementary school students at a suburban K-12 charter school are facing a difficult transition into the secondary program. In an effort to ease this transition and retain students, the principal requires the secondary teachers to implement a study skills program into the daily curriculum. Initially, the teachers do not voice any objections to the principal, but as the workload increases, their frustration is communicated in a staff meeting. Moreover, students have displayed a negative attitude toward the program. The principal understands that he must diffuse the resentment of the teachers and gain student support to preserve the positive culture of the school. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Calculus; Mathematics Education; Lesson Plans; Engineering Technology; Student Centered Curriculum; Science Course Improvement Projects; Engineering Education; Mathematics Activities; Mathematics Curriculum; Curriculum Development; Curriculum Enrichment; Curriculum Evaluation; Learning Modules; Courseware; Teacher Attitudes; Instructional Material Evaluation; Teaching Methods; Educational Change

Abstract:
Engineering technology students can attain a meaningful mathematics learning if they are allowed to actively participate in hands-on activities. However, the current dissemination of knowledge in the classroom still focuses on teacher-centered paradigm of teaching. A study to explore lecturers' views regarding a newly developed integral calculus with Maple software module was conducted. Nine lecturers with at least eight years of teaching experience were involved in the evaluation of the module. They were brought to a computer laboratory at the university to evaluate the activities developed in the module using a newly developed manual. Within six hours, they attempted and evaluated the assigned activity in groups. Each of the lecturers wrote his or her comments on the activities, manual and lesson plans booklets. Their comments were qualitatively analyzed to provide a guideline in producing a meaningful module in teaching and learning of integral calculus. From their written comments, there were two main findings obtained. Firstly, they highlighted the importance of giving reflective questions at the end of each subtopic to train the engineering technology students to critically aware about their thinking skills. Secondly, some of the lecturers believed that by giving counter-examples, these students will develop a better conceptual understanding in each newly learnt topic. Apart from these two main findings, other comments were also considered in modifying the manual, lesson plans and set of six integral calculus activities. As a result, a module which emphasized on student-centered learning based on conceptual and procedural understanding and metacognitive awareness teaching approach will be produced. This module will be used to enhance students' procedural and conceptual understanding in learning integral calculus at the university. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Administrator Education; Instructional Leadership; Praxis; Curriculum Design; Curriculum Development; Critical Theory; Culturally Relevant Education; Change Strategies; Educational Change; Leadership Training; Transformational Leadership; Curriculum Enrichment

Abstract:
This article argues that a framework of educational leadership must be so designed as to specifically speak to the transitioning demographics in schools in the United States. Particularly salient is a framework that addresses the issue of race within a broader context of social justice. The article outlines five ingredients of such a framework, including self-reflection, a grounding in a critical theoretical construction, a prophetic and pragmatic edge, praxis, and the inclusion of race language. Furthermore, the article outlines pragmatic ways in which educational leadership preparation programs can address the failures of the dominant system to embrace and struggle with the American issue of race in education. The impact of racism and the efficacy of the blending of self-reflection, introspection, as well as intellectual work are discussed as viable vehicles to deal with the matters of race in preparing prospective school leaders. The article concludes with the presentation of a proposed curriculum module, a project undertaken by the University Council for Educational Administration, to assist leadership preparation programs in addressing, through innovative instruction, the notions of privilege and race in their programs. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Problem Based Learning; Engineering Education; Engineering Technology; Design; Teaching Methods; Classroom Environment; Classroom Techniques; Student Diversity; Science Course Improvement Projects; Instructional Design; Instructional Development; Cultural Context; Curriculum Enrichment; Enrichment Activities; Case Studies; Teacher Education Programs

Abstract:
It is well documented that there is a disproportionate number of males pursuing engineering and technology careers when compared to their female counterparts (Milgram, 2011). Some recent articles have proposed methods to recruit more females into technology education (Milgram, 2011; Zywno, Gilbride, Hiscodes, Waalen, and Kennedy, 1999). However, very little has been written about the impact on the classroom culture, especially in terms of how this can impact the diversity of student design teams. In this article, the authors will present a new approach to teaching design through the study of a real-world local or global problem that can be improved through engineering design. Through these real-world engineering problems, students are given opportunities to explore the cultural, social, political, and environmental aspects embedded within the problem. Personal accounts from a student perspective of this new learning approach to engineering design will be provided to show how team members have been affected. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Childrens Literature; Music Education; Music; Concept Teaching; Vocabulary Skills; Basic Vocabulary; Curriculum Enrichment; Enrichment Activities; Language Skills; Content Area Reading

Abstract:
Language sometimes creates confusion when teaching music concepts to children. Incorporating children's literature may further enhance children's comprehension of music vocabulary when preceded by listening and moving experiences, as well as singing and playing instruments. "The Quiet Book," and its companion, "The Loud Book!" both authored by Deborah Underwood and illustrated by Renata Liwska provide reading experiences for exploring the basic dual nature of dynamics. Reading these books provides children with practice of music-specific vocabulary that aids in laying a foundation for later, and more complex, verbal music descriptions. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Science Education; Case Studies; Group Activities; Scientific Literacy; Elementary Secondary Education; Instructional Improvement; Science Course Improvement Projects; Change Strategies; Educational Change; Curriculum Enrichment; Curriculum Implementation; Classroom Techniques; Environmental Education

Abstract:
In recent years, a number of National Research Council reports have emphasized the need to improve science education and enhance science literacy for all students. In addition, the newly released "A Framework for K-12 Science Education" advocates engaging students in scientific practices and disciplinary core ideas. Children are not learning science content in a meaningful way. There is an emphasis on learning facts with little application and connection to children's lives. Teaching strategies are lacking student-to-student and student-to-teacher interactions. In order to promote science literacy and encourage a deep conceptual understanding of science topics, science teachers must actively involve children in their own learning, encourage problem-solving, promote discussion and group activities, and help children experience science in interesting ways. One method of improving the learning of science is through case study teaching. Implementing environmental science case studies helps students experience science in a meaningful way. This article describes a case study that involves the effects of the invasive plant kudzu. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Environmental Education; After School Programs; School Activities; Feedback (Response); Training; Interviews; Focus Groups; Urban Education; Curriculum Enrichment; Enrichment Activities; Integrated Curriculum; Barriers; Parent Attitudes; Employee Attitudes; Teacher Attitudes; Informal Education; Participant Satisfaction; Professional Development

Abstract:
This study examines the integration of environmental education (EE) into an after-school program in the Bronx borough of New York City. In this qualitative case study, focus group interviews were conducted to first determine parent and educator interest in and barriers to participation in nature programs and incorporation of EE into curriculum. Interest level was universally high and based on numerous motivations including a desire to foster appreciation for nature, perceiving EE as a tool for engaging students with science and linking back to family heritage in the Dominican Republic. Findings also revealed that some of the barriers to incorporating EE were perceived barriers that could be overcome. A four-part EE training series was conducted with the after-school staff and evaluations were completed following each workshop. Staff showed significant confidence and ability to teach EE after the training sessions and were motivated to continue with the EE focus due in part to positive observed student outcomes and parent feedback. A final focus group with both the after-school staff and parents indicated strong support for continuation of EE for the following school year. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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