STEMteach: Preparing the Next Generation of Mathematics and Science Teachers

With an increasing demand for individuals prepared in Science, Technology, Engineering, and Mathematics (STEM), one university responded to this call by changing its teacher preparation program. Better-prepared mathematics and science teachers have the opportunity to engage and excite students, thereby preparing and promoting more of them to enter the STEM professions. The described program is a replication of the national UTeach model that recruits content majors in mathematics and science to explore the teaching profession during a first-semester course that includes an early field experience in the elementary grades. This field experience is designed to be engaging for both the teacher education candidates and the elementary students in an effort to demonstrate the joy of teaching and to retain the candidates in the program. The ultimate goal of the program is to increase the production of quality secondary mathematics and science teachers who can transfer their own deep understanding of their content to students so that these students will be career and college ready in the STEM disciplines

Technical Change Theory and Learning Curves: Patterns of Progress in Energy Technologies

This paper presents a comparative analysis of energy technology learning and progress within the framework of Schumpeter’s invention-innovation-diffusion paradigm. We estimate learning by doing and research rates for a range of energy technologies in four stages of technical progress. Emerging and mature technologies respond slowly to research and development (R&D) and capacity expansion; evolving technologies exhibit high learning-by-doing and research rates; reviving technologies exhibit considerable response to learning-by-research although they do not face significant market constraints. We generally find higher learning-by-doing than learning-by-research rates but do not find any development stage where learning-by-doing alone is the dominant driver of technical change. Also, high capital intensity and market constraints appear to slow down the pace of progress of emerging and evolving technologies. We find little scope for potential substitution between learning-by-doing and learning-by-research across the technologies and different stages of their development path

A cluster-based industrial development policy for low-income countries

The need to construct an effective strategy for industrial development in low-income countries has been largely ignored by development economists because industrial policies have failed in many developing countries. This does not imply, however, that industrial development cannot be promoted. This paper attempts to synthesize the conventional wisdom in development economics with recent advancements in various fields of economics (such as theories of endogenous growth and agglomeration economies) to provide a useful framework to design a strategy for industrial development, which consists of investments in managerial human capital followed by the provision of credit and the construction of industrial zones.Economic Theory&Research,Labor Policies,ICT Policy and Strategies,Access to Finance,Political Economy

Basic Skills for Complex Lives: Designs for Learning in the Community College

Outlines the Strengthening Pre-collegiate Education in Community Colleges project's activities, results, and lessons learned, including five principles for teaching underprepared students. Recommends an institution-wide focus and faculty collaboration

Space exploration: The interstellar goal and Titan demonstration

Automated interstellar space exploration is reviewed. The Titan demonstration mission is discussed. Remote sensing and automated modeling are considered. Nuclear electric propulsion, main orbiting spacecraft, lander/rover, subsatellites, atmospheric probes, powered air vehicles, and a surface science network comprise mission component concepts. Machine, intelligence in space exploration is discussed

Innovation-systems, path-dependency and policy: The co-evolution of science, technology and innovation policy and industrial structure in a small, resource-based economy

This paper analyses the co-evolution of science, technology and innovation policy and industrial structure in a small, resource-based economy (Norway). The contributions of the paper are threefold. First, it develops an evolutionary and historically oriented approach to the study of the development of science, technology and innovation policy based that may have wide applicability. Second, if focuses on a particular type of innovation, innovation in resource-based activities, that differs in many respects from the more commonly studied “high-tech” case and which arguably be of relevance for may present day developing countries. Third, the paper advances our understanding of the roles played by institutions and politics in innovation. Previous work on national systems of innovation has often devoted little attention to these matters, possibly because much of it examines “snapshots” of various innovation systems at a specific point in time and lacks historical depth.

The Professional Artist as Public School Educator: A Research Report of the Chicago Arts Partnerships in Education

Over the past eight years, the Chicago Arts Partnerships in Education (CAPE) has undergone an extensive regimen of program research and evaluation, utilizing both staff members and external consultants to collect, analyze, and interpret information on program effectiveness. This information has been used to shape and strengthen the partnership program each year in response to the needs of students, teachers and teaching artists as well as to changing political and cultural pressures within the Chicago Public School System. In addition,the documentation and publication of insights and lessons learned through arts integration experiences in the schools has contributed significantly to the wider body of research in the field of arts education.During the early years of the program, evaluation efforts focused on general descriptions of the program goals and objectives along with initial impacts on student life.Positive trends were identified in terms of administrative and faculty attitudes and increased involvement in thearts partnerships, due mainly to student interest. More recently, a closer, more detailed analysis of CAPE's growing influence on student learning, teaching practice and school climate has highlighted the value of quality, arts integrated instruction, including evidence of positive effects on standardized math and reading test scores.Last year, our research turned to program sustainability, partly in light of reduced funding, as well as to the assimilation of new partnership schools and an increasing organizational focus on the professional development of participating teachers and artists. In the vast majority of cases, CAPE partnerships have evolved through trials and successes to bring lasting effects on administrators, teachers, and students.Through these studies, it is increasingly apparent that the participation of well-trained teaching artists is a valuable, and in some cases vital, addition to the general education of youth. The presence and artistic know-how brought to the classroom by these talented, dedicated professionals can, and is, having notable, sustainable influence on whole school improvement through transforming the daily learning experiences of educators and students alike. Not only does the presence of a quality arts program enliven a school atmosphere and promote the advancement of artistic skills and aesthetic knowledge, but a closer look at rigorous arts integrated activities in the classroom is revealing important insights into the cognitive benefits of arts education. Not only can artfully constructed lessons that authentically bridge the arts and academic content domains assist in the acquisition of artistic understanding, but they can enhance learning across the academic curriculum and, perhaps more importantly, the underlying thinking curriculu

From the Prison Track to the College Track: Pathways to Postsecondary Success for Out-of-School Youth

Many young people learn a discouraging set of lessons between the ages of 16 and 24. They come to see secondary school as irrelevant, available jobs as demeaning, and their prospects and choices as diminishing. Some continue to "drop in" to school long enough to get a diploma, but leave lacking the skills or interest to pursue further education. Others drop out of school altogether. Seen in this context, the ambitious promise implied in the federal law to "leave no child behind" will require moving expeditiously beyond the "one-size-fits-all," factory-model high school to a far richer diversity of learning environments. This paper focuses on four types of learning environments that appear to hold particular promise for vulnerable and potentially disconnected youth: reinvented high schools, secondary/postsecondary blends, education/employment blends, and extended learning opportunities beyond the school day, year, and building. The first section paints a statistical portrait of the substantial number of urban youth who could potentially benefit from these new programmatic options. The second section describes the authors' process for identifying and investigating emerging, powerful learning environments, then profiles four programs that show evidence of effectiveness. The report concludes with a discussion of the policy opportunities today for creating multiple avenues for young people to achieve to higher standards, along with four specific policy recommendations to meet this goal

Virtual pedagogical model: development scenarios

info:eu-repo/semantics/publishedVersio

Professional Learning Communities in the Expanded Learning Field

This white paper uses twelve evaluation reports of the Professional Learning Community (PLC) initiatives, as well as interviews with PLC participants and facilitators, to better understand how the PLC model is used in the Expanded Learning field, to demonstrate the benefits to participating staff and expanded learning programs, and to share best practices for youth-serving organizations interested in using PLCs