The Clark Fork Watershed Education Program (CFWEP) goals are: (a) increasing students' understanding of the nature of ecological impacts within their watershed as related to historic mining damage; and (b) increasing students' sense of stewardship of newly restored landscapes. Data from 2012 to 2016 were evaluated for student knowledge gains (46…

The purpose of this phenomenological study was to explore how science teachers who persisted in urban schools interpreted and responded to the unique features of urban educational contexts. With 17 alumni who taught in metropolitan areas across seven states, the Science Educators for Urban Schools (SEUS) program provided a research setting that…

We investigated beginning secondary science teachers' understandings of the science and engineering practice of developing and using models. Our study was situated in a scholarship program that served two groups: undergraduate STEM majors interested in teaching, or potential teachers, and graduate students enrolled in a teacher education program…

This study adds to our understanding of science and mathematics teacher leadership in rural schools. Through In Vivo and Concept coding of teacher interviews, we investigated 20 secondary science and mathematics teachers' perceptions of rural teacher leadership during their participation in a three-year professional development program. As the…

This article describes the methods and impact of a student-teacher-scientist research partnership on student attitudes. The partnership objective was to teach students about the diverse roles of sharks in the marine environment while personally connecting students with scientific study. Students (N = 229) participated in lessons about shark…

Described is the experience in two schools with the adoption of two science curricula, The Man-Made World and The Technology-People-Environment. The success and difficulties with the programs are discussed. (MP)

Discusses summer academy programs that feature classroom and hands-on clinical practicum experience to introduce students to the rigors of the academic preparation required for health-profession careers, and the opportunity to be involved in direct patient care and laboratory-research experiences. Contains 22 references. (Author/ASK)

Details of the current energy crisis and the need for educational energy programs are presented. The author presents an outline of energy education concepts and promotes the need for an energy-literate society. (MP)

A mathematics laboratory is described that plays a central role in an undergraduate and graduate teacher education program. The laboratory allows students to relate mathematics content with teaching methodology and instructional planning systems. (MP)

Reports the barriers and pathways that were experienced during a 3-year period when an induction program for secondary science teachers was developed and implemented. (Author/MM)

Videoconferencing is not a new technology and it has been widely used in educational settings since the mid-1980s. Videoconferencing has evolved into the integration of personal computers to what is now referred to as Web conferencing. In the mid-1990s, Internet Protocol (IP) was introduced into the mainstream but the educational community has…

A summer project in which middle school teachers worked with scientists to increase their knowledge of current scientific developments is described. Teacher's logs and notebooks, research scientists' logs, and the education advisor's log were used to compile a multidimensional description of the project's evolution and outcomes. (KR)

The retooling of elementary school teachers in science may provide some relief for the shortage of science teachers. An innovative program is described, with data presented to depict teachers' concerns, state anxiety, and attitudes. (MNS)

Seven teaching style components and alternatives associated with each component are presented and described. The information is supplied as a tool to make operational descriptions of alternative teaching styles. (MP)

Alternative techniques are suggested to some of the conventional approaches to teaching problem solving. Three general, conventional approaches are noted, and the nature and use of visual thinking is detailed as the fourth alternative. Examples of lessons with fifth graders using the fourth approach are provided to promote this method. (MP)