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John W. Gardner Center for Youth and Their Communities, 2020
This report summarizes the deliberations and recommendations of the California Advisory Task Force on Alternative Schools (Task Force). The Task Force is a public service project of the John W. Gardner Center for Youth and their Communities at Stanford University and is convened in collaboration with the California Department of Education (CDE). A…
Descriptors: Nontraditional Education, Public Schools, Accountability, Advisory Committees
Castagno, Angelina E.; Joseph, Darold H.; Kretzmann, Hosava; Dass, Pradeep M. – Diaspora, Indigenous, and Minority Education, 2022
This article presents a tool and discusses the rationale for the authors' development of a tool designed to assess the alignment of culturally responsive schooling principles within schools serving predominantly U.S. Indigenous students. Schools that serve a majority of Indigenous students are generally located on or bordering Native Nations that…
Descriptors: Principals, Cultural Awareness, Indigenous Populations, Culturally Relevant Education
Dass, Nirmal – College Quarterly, 2007
People often reason that since disasters facing them are potentially global, then the proper solutions must come from global structures, such as governments and multinationals. But such reasoning is inadequate. The answers are not to be found in the hazy otherness of corporate and political structures, which people are all-too-quick to imbue with…
Descriptors: Ecology, Science and Society, Locus of Control, Well Being
Dass, Pradeep M. – International Journal of Science and Mathematics Education, 2005
An appropriate understanding of the nature of the scientific enterprise (NOSE) is a key element of scientific literacy and can arguably be influenced through an exploration of the history of science. An elective, undergraduate History of Science course was organized in the form of small-group discussion-based inquiries into the history of science…
Descriptors: Group Discussion, Group Activities, Undergraduate Students, Elective Courses
McKinnon, Norma M. – 1997
Dayspring AIDS support services (DASS), a New England-based health organization, like many service organizations that rely on part-time and volunteer help, lacked the funds needed to improve and/or renew part-time staff and volunteer knowledge and skills. This paper describes an innovative way in which the professional development needs of DASS's…
Descriptors: Acquired Immune Deficiency Syndrome, Caregivers, Program Development, Social Support Groups
Dass, Pradeep M. – 1999
The current agenda in science education calls for science instruction that enhances student understanding of the nature of scientific enterprise, enables students to critically analyze scientific information as well as apply it in real-life situations, and sets them on a path of lifelong learning in science. In order to prepare teachers who can…
Descriptors: Constructivism (Learning), Educational Change, Higher Education, Instructional Effectiveness
Dass, Pradeep Maxwell – 1999
Nation-wide dissemination of the Iowa Chautauqua Model for inservice professional development of K-12 science teachers has led to new professional development programs in many states. The Collier Chautauqua Program (CCP) implemented the Iowa Chautauqua model at the district level in Collier County, Florida. A formative evaluation of the…
Descriptors: Elementary Secondary Education, Evaluation, Faculty Development, Inservice Teacher Education
Peer reviewed
Dass, Pradeep Maxwell – Bulletin of Science, Technology & Society, 1997
The need for a citizenry capable of comprehending and tackling contemporary issues related to science and technology demands science education experiences that are fundamentally different from traditional experiences in school science. Argues that high school biology experiences organized around contemporary bioethical issues can meet this need.…
Descriptors: Bioethics, Biology, Controversial Issues (Course Content), Curriculum Development
Dass, Pradeep M.; Kilby, Diana; Chappell, Alicia – Middle School Journal (J3), 2005
The emphasis in both the National Science Education Standards (NSES) and "Science for All Americans" is on "science as inquiry" and inquiry-based science instruction as a way to accomplish the goals of science literacy. The NSES considers science as inquiry as a part of the content of science and include science as inquiry…
Descriptors: Science and Society, Science Teachers, Scientific Literacy, Creativity
Peer reviewed
Dass, Pradeep M.; Yager, Robert E. – Science Education International, 1999
Describes the dissemination and implementation of the Iowa Chautauqua Program model of professional development for advancing science education reforms within the United States and in several settings abroad. Contains 15 references. (WRM)
Descriptors: Educational Change, Elementary Secondary Education, Program Implementation, Science and Society