A Resource Guide for Embedding Multicultural Capital into the Secondary Science Classrooms of Central Washington

The multiple aspects of multicultural education were researched and are here-in compared and discussed. Through research it was found that although much research exists on multicultural education, little or no multicultural resources are available for secondary science specific to Central Washington. Implications for multicultural education, science education and the integration of the two are discussed. A collection of lessons, websites and teacher tools were merged into a resource guide that can be used for local lesson planning. Practical ideas are offered to the inexperienced multicultural science educator

ISTS E-Newsletter, May 15, 2009

In this issue: --Message from the ISTS Chair, De Anna Tibben --Message from the Fall Conference Chair, Morgan Masters --Message from the Vice Chair, Kathy Megivern --Announcements --Opportunities --Book Review --News --Your ISTS Leadership Teamhttps://scholarworks.uni.edu/ias_istsnews/1020/thumbnail.jp

The Influence of an Interdisciplinary Elementary Curriculum on Student Outcomes: Providing Cognitive Student Learning Through an Integrated Approach

In order to provide students at the elementary level a thorough and efficient method of learning, the integrated–interdisciplinary approach to teaching curriculum was explored to reveal the impact on student achievement of fourth graders across the state of New Jersey in a randomly selected grouping of 50 schools using integrated–interdisciplinary curriculum and 50 schools using subject-specific curriculum. The research was an investigation of the integrated–interdisciplinary approach to teaching when compared with subject-specific curriculum to explore the impact on student achievement. Integration of curriculum aligned to the state standards at the elementary level was a focus for this research; elementary curriculum is always expanding with the increased expectations from the demands of society. Using the state’s Grade 4 PARCC testing device to measure achievement over a 3-year time period revealed a significant positive difference in the outcome of student achievement for students using an integrated–interdisciplinary curriculum. These findings suggest a further consideration for using an integrated–interdisciplinary curriculum whenever possible at the elementary level for student learning. Throughout this research, the terms integration and interdisciplinary curriculum were utilized with an understanding that the terms may be interchangeable. The meaning produces the same outcome: a combination of various subject ideas taught in the same lesson to make connections across the curriculum

2010-2011 Undergraduate Catalog

https://encompass.eku.edu/ug_cat/1007/thumbnail.jp

2011-2012 Undergraduate Catalog

https://encompass.eku.edu/ug_cat/1067/thumbnail.jp

Academic catalog 2016-2018

Midlands Technical College publishes an annual academic catalog with information for students about procedures, academic programs, and course descriptions

The Influence of an Interdisciplinary Elementary Curriculum on Student Outcomes: Providing Cognitive Student Learning Through an Integrated Approach

In order to provide students at the elementary level a thorough and efficient method of learning, the integrated–interdisciplinary approach to teaching curriculum was explored to reveal the impact on student achievement of fourth graders across the state of New Jersey in a randomly selected grouping of 50 schools using integrated–interdisciplinary curriculum and 50 schools using subject-specific curriculum. The research was an investigation of the integrated–interdisciplinary approach to teaching when compared with subject-specific curriculum to explore the impact on student achievement. Integration of curriculum aligned to the state standards at the elementary level was a focus for this research; elementary curriculum is always expanding with the increased expectations from the demands of society. Using the state’s Grade 4 PARCC testing device to measure achievement over a 3-year time period revealed a significant positive difference in the outcome of student achievement for students using an integrated–interdisciplinary curriculum. These findings suggest a further consideration for using an integrated–interdisciplinary curriculum whenever possible at the elementary level for student learning. Throughout this research, the terms integration and interdisciplinary curriculum were utilized with an understanding that the terms may be interchangeable. The meaning produces the same outcome: a combination of various subject ideas taught in the same lesson to make connections across the curriculum

High School Science Teachers\u27 Perspectives on Their Technology Knowledge, Content, and Pedagogy

In a southeastern U.S. school district, it was unknown how teachers integrated technology into their classroom teaching in the science, technology, engineering, and mathematics (STEM) curriculum. Teachers should be knowledgeable of their content, pedagogy of the content, and delivery instruction to improve students\u27 learning outcomes. The purpose of this bounded qualitative case study was to examine how teachers integrated technology into their teaching to improve science students\u27 learning outcomes. Mishra and Koehler\u27s and Shulman\u27s theories of technology, pedagogy, and content knowledge served as the conceptual framework. Purposeful sampling was used to select 12 certified science teachers, with at least 1 year of teaching experience, who had access to instructional technologies and taught STEM-related content. Data were collected through teachers\u27 lesson plans and semistructured interviews. Typological analysis was used to code and summarize data into emerging themes. Teachers used computers, projectors, and mobile computer carts as instructional tools and sources to help students learn. Additionally, poor Internet connection, lack of access to district web-based science sites, interactive Smart boards, and digital projectors, and obsolete and slow-running computers were barriers to teaching and learning. Based on the findings, a 3-day professional development project was developed to improve teachers\u27 knowledge and technology use in the STEM curriculum. This endeavor may contribute to positive social change when district administrators provide STEM teachers with technology tools and training to improve science instruction and optimal learning outcomes for students

1970-1971 Bulletin

Bowling Green State University undergraduate catalog for 1970-1971.https://scholarworks.bgsu.edu/catalogs/1037/thumbnail.jp