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Sherman-Morris, Kathleen; Clary, Renee M.; McNeal, Karen S.; Diaz-Ramirez, Jairo; Brown, Michael E. – Journal of Geoscience Education, 2017
Summer camps have proven to be effective tools to engage students in the geosciences. Findings from this study highlight perceptions and experiences of middle school students from predominantly African American school districts in Mississippi who attended a 3-d residence camp focused on increasing interest in the geosciences through an earth…
Descriptors: Summer Programs, African American Students, Middle School Students, Resident Camp Programs
Clary, Renee M.; Elder, Anastasia; Dunne, James; Saebo, Svein; Beard, Debbie; Wax, Charles; Tucker, Deborah L. – School Science and Mathematics, 2018
The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development (PD) in chemistry, geosciences, and physics, with teachers enrolled in one scientific discipline per year. Because some teachers were retained and rotated into different disciplines, the TANS program…
Descriptors: Middle School Teachers, Pedagogical Content Knowledge, Retention (Psychology), Faculty Development
Optimizing Online Content Instruction for Effective Hybrid Teacher Professional Development Programs
Clary, Renee M.; Dunne, James A.; Elder, Anastasia D.; Saebo, Svein; Beard, Debbie J.; Wax, Charles L.; Winter, Joshua; Tucker, Deborah L. – Journal of Science Teacher Education, 2017
The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development in chemistry, geosciences, and physics through 13 days of face-to-face instruction that was extended with 2 online science modules per discipline. Because we administered online module assessments…
Descriptors: Faculty Development, Science Instruction, Pretests Posttests, Summer Programs
Influence of Geographic Affiliation on Student Performance in Online Geology and Meteorology Courses
Sumrall, Jeanne L.; Clary, Renee M.; Larson, Erik B. – Journal of Geoscience Education, 2017
The online learning environment can add substantial advantages to learning such as continuous access to material and the ability to foster learning through additional visual supplemental materials, but it can also add further challenges that may not be as evident when teaching traditional, face-to-face courses. An individual's place affiliation…
Descriptors: Academic Achievement, Online Courses, Geology, Meteorology