Evaluating the impact of the rural dimension of specialism

Commissioned by the Specialist Schools and Academies TrustThe rural dimension is intended to offer the opportunity to schools to enhance and extend the curriculum. Its focus is the understanding of environmental issues and the countryside, and it is seen as relevant to all schools, including those in urban areas. The Specialist Schools and Academies Trust (SSAT) wishes to evaluate the extent to which the rural dimension is effective in raising standards. The aim of this study, commissioned by the SSAT, was to ascertain the extent to which the work schools undertake as part of their rural dimension has a demonstrable impact on achievement and attainment - in particular concerning: 1) attainment (pupil performance and school standards); 2) behaviour and attendance (on the part of pupils); 3) engagement (pupil interest and motivation, and raising aspirations among pupils and their families). The approach taken in the study is chiefly an interpretative and illuminative one with the aim of throwing light on how the rural dimension acts as an influence within the school context. Rather than looking for linear cause-and-effect, methodologically it was seen as more helpful to view organisations as complex processes of continual interaction in which any one initiative is the catalyst to multiple interpretations and reactions which generate further initiatives. Qualitative data are particularly helpful in throwing light on these processes. An exploratory case study approach was used, generating both qualitative and quantitative data in order to reflect the complexity of practice and experience in the rural dimension. Six case study schools were selected from rural dimension schools which expressed a wish to participate in the study. Criteria were used to maximise the variation in the sample used, although those with relatively large farms are over-represented. Each of the six case study schools was visited by one or more of the research team. Visits involved interviews, observation and perusal and collection of documentary data (including schools’ websites). This report also includes a selective literature review, highlighting some of the issues concerning research into specialisms and the value of education for sustainable development

Opportunity to Learn Audit: Elementary School Science

Despite widespread media and public attention to the need for U.S. students to be globally competitive in science-related fields, remarkably little emphasis is placed on improving elementary science in U.S. public schools. Yet, it is effective elementary science programs that provide the foundation for a sound K-12 education in science. In a new report, Opportunity to Learn: Elementary Science, the Rennie Center analyzes whether students in high- and low-performing schools receive equitable opportunities to learn in science and, importantly, profiles the promising practices of schools that are beating the odds and succeeding at educating students to high levels in science. This report is the first in a two-part study that the Rennie Center is producing on Massachusetts students' opportunity to learn science. The second report, to be released in late Fall 2008, is being developed in partnership with the Education Development Center and will highlight opportunities to learn science at the high school level (9-12). The federal No Child Left Behind (NCLB) legislation and state accountability systems have created external incentives to improve student achievement in science in addition to English language arts (ELA) and math. In 2010, Massachusetts will require all 10th graders to pass one of the science MCAS tests (in biology, physics, chemistry or technology/engineering) in order to receive a diploma. Yet, to date, schools have increasingly placed their emphasis on math and ELA, to the detriment of science. There also exists a substantial racial/ethnic achievement gap in the sciences, just as there is in math and ELA. English language learners, those who are African American or Hispanic, and students from low-income homes are all falling well below the standards for proficiency set by the state. Given that the state holds all students accountable for their performance in science, it is necessary to examine whether all students are receiving equitable opportunities to learn and succeed at science. This report seeks to identify concretely what top-performing schools do to support science instruction and to draw out considerations for policymakers at the district and state levels.Themes across the SchoolsThe following is a description of greater opportunities to learn science that are present in top-performing schools, compared to low-performing schools:More time on science.Teachers who specialize in science.Regularly scheduled support from district science coordinators.Science materials housed at the schools (rather than at the district).Professional development in scienceSchool budgets for science.High levels of parent involvement in and advocacy for science.Accessibility to natural resources.School leadership focused on science.RecommendationsFor school and district leaders:Make science a high priority in schools and across the district. Promote the integration of science with math and literacy. Set and monitor guidelines for time on science. Develop and monitor adherence to science curriculum that is mapped to state frameworks. Support, document, and -- if necessary -- mandate science-related professional development for elementary school teachers. Identify teachers with high levels of interest in science. Solicit engagement of local business and community leaders in science. For state policymakers:Providing more resources and ensuring that all elementary students in Massachusetts have opportunities to learn science and to achieve at high levels will require coordinated efforts by both state legislators and the Department of Elementary and Secondary Education.The following are recommendations for consideration by both state legislators and the Department. Support expanded school day initiatives and encourage more time for subjects like science, especially for low-income and minority students. Provide mentoring and support for elementary teachers to become school-based science resource specialists. Provide broad, fundamental professional development that is aligned with state frameworks in science for elementary teachers, giving preference to low-performing schools that agree to send a critical number of teachers. Provide technical assistance and training on integrating science, literacy and mathematics instruction. Support enrichment opportunities for low-performing schools that lack active parent and community engagement in science. Provide a supplementary materials budget to under-resourced schools

Strengthening America's Best Idea: An Independent Review of the National Park Service's Natural Resource Stewardship and Science Directorate

NRSS requested that an independent panel of the National Academy conduct a review of its effectiveness in five core functions, its relationships with key internal stakeholders, and its performance measurement system. Among other things, the National Park Service's Natural Resource Stewardship and Science Directorate (NRSS) is responsible for providing usable natural and social science information throughout the National Park Service (NPS). NRSS leadership requested this review of the directorate's performance on five core functions, its relationships with key internal NPS stakeholders, and its performance measurement system.Main FindingsThe panel determined that NRSS is a highly regarded organization that provides independent, credible scientific expertise and technical information. The panel also found that NRSS and NPS have additional opportunities to advance natural resource stewardship throughout the Service. If implemented, the panel's eight major recommendations will: (1) help the Service respond to the parks' environmental challenges while raising public awareness about the condition of these special places; (2) strengthen NRSS as an organization; (3) promote scientifically based decision-making at the national, regional, and park levels; and (4) improve the existing performance measurement system

Examining Interdisciplinary Sustainability Institutes at Major Research Universities: Innovations in Cross-Campus + Cross-Disciplinary Models

This is a study of the distinctive characteristics, activities, challenges and opportunities of a specific type of sustainability institute, one that spans the many disciplines of the university and, to do so, reports to upper administration (provost or vice president of research). Among research universities within the Association of American Universities (AAU), 19 were identified, and 18 agreed to participate in this study. Directors are sent a 71-question survey in January 2017 that covered issues of Governance, Research, Education, Engagement, Campus Operations and Best Practices

Concept paper on a curriculum initiative for energy, climate change, and sustainability at Boston University

[Summary] Boston University has made important contributions to the interconnected challenges of energy, climate change, and sustainability (ECS) through its research, teaching, and campus operations. This work reveals new opportunities to expand the scope of teaching and research and place the University at the forefront of ECS in higher education. This paper describes the framework for a University-wide curriculum initiative that moves us in that direction and that complements the University’s strategic plan. The central curricular objectives are to provide every undergraduate the opportunity be touched in some way in their educational program by exposure to some aspect of the ECS challenge, and to increase opportunities for every graduate student to achieve a focused competence in ECS. The initiative has six cornerstone initiatives. The first is the Campus as a Living Lab (CALL) program in which students, faculty and staff work together and use our urban campus and its community to study and implement ECS solutions. The second is a university-wide minor degree that helps students develop an integrated perspective of the economic, environmental, and social dimensions of sustainability. The third is one or more graduate certificate programs open to all graduate students. The fourth is an annual summer faculty workshop that develops new ECS curriculum and CALL opportunities. The fifth is web-based resource that underpins the construction of a vibrant knowledge network for the BU community and beyond. Finally, an enhanced sustainability alumni network will augment professional opportunities and generate other benefits. The learning outcomes of this initiative will be realized through the collaborative work of faculty, students, and staff from all 17 colleges and schools. The initiative will leverage existing BU student resources such as the Thurman Center, Build Lab, and Innovate@BU. Benefits of this initiative, beyond the curriculum, include acceleration towards the goals of our Climate Action Plan; improving the “sustainability brand” of BU; enhancing the ability to attract students and new faculty; strengthening our alumni and campus communities; deepening our ties with the city of Boston; and the potential to spin off new social and technological innovations.Published versio

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

Universities as Living Labs for sustainable development : a global perspective

Walter Leal Filho, Baltazar Andrade Guerra, Mark Mifsud and Rudi Pretorius use case studies from Brazil, Malta and South Africa to reflect on how the Living Labs approach can contribute towards a more sustainable futurepeer-reviewe

Career and Technical Education (CTE): A Primer

[Excerpt] Career and technical education (CTE), sometimes referred to as vocational education, provides occupational and non-occupational preparation at the secondary, postsecondary, and adult education levels. As defined in a publication by the U.S. Department of Education’s (ED’s) National Center for Education Statistics (NCES), CTE prepares students for roles outside the paid labor market, teaches general employment skills, and teaches skills required in specific occupations or careers. The definition distinguishes CTE from liberal arts or academic education: the fine arts, English, mathematics, science, foreign languages, and the humanities. A CTE curriculum is often designed to have a post-education practical application and develop broadly applicable skills. Academic educational courses are often designed to develop subject matter knowledge and broadly applicable skills