When is it Time for Science?

The title of this article begs the question, When should we be teaching science to our children? Even before birth human beings may recognize natural phenomena such as pressure and temperature differences, and spontaneously react to changes in such things. These are learning experiences. It can be argued that as the brain continues to grow and develop, connections are beginning to be formed and subconscious memories created. Information gathered through the senses may be stored in unarticulated patterns in the brain. Here is the foundation for a scientific understanding of nature

The Emeritus Teacher

Mary, Clara, and Harry are part of what they call the gray brigade. They met 6 years ago at a Retired Teachers Association meeting, warmed up to one another immediately, and began a lasting friendship. The trio has reached the emeritus phase of the Life Cycle of the Career Teacher model. They cared passionately about their profession when they were teachers, and that passion continues today. All are actively involved in helping schools improve and children succeed. Each of them goes about this quest in a very different way. Mary is a political activist well known in the halls of the state legislature. Clara, who volunteers in a fourth-grade classroom at a neighborhood school, knows how to provide underachieving students with the gift of resilience. Harry is known for achieving a 100 % success rate in mentoring teachers through the apprentice phase. All of these emeritus teachers continue to make significant contributions to the field of teaching, yet on their own terms and in their own ways

Reconnecting the Sciences

During the last three years at the Illinois Mathematics and Science Academy, we have been working on a partial reconstruction of Whitehead\u27s one subject matter, a course reconnecting biology, chemistry, earth and space sciences, and physics into an Integrated Science program

Thailand Ties

One of the resolutions I witnessed moving forward at the Summer 2006 National Congress on Science Education in Toronto, Canada involved expanding our learning through international collaborations. The Congress encouraged National Science Teacher Association affiliates to make an effort to connect with educators in other countries in order to both learn and share ideas and issues facing the science education community. With the already large numbers of students from other cultures in many school systems in the United States and the increasing quality of students coming out of science programs in other countries, it has become imperative that we better understand other approaches to science education as well as share our best practices with others striving to improve their science education programs

Session D-3: What is this number e ? Why is it so useful?

Intended for upper level high school mathematics teachers. An approach for estimating the number “e” will be reviewed. Participants will work through examples that lead to an understanding of the importance of the number “e”

Session B-4: Physics Problem Sharing

Bring a physics problem of your own design to share with participants. Participants will share their problems with the group and explain the solutions. Discussion will include the purpose of the item and how responses can be interpreted. If problems are brought on a flash drive, participants who bring computers can download copies to take home

High Poverty Families + Low Performing Schools Add up to Zero for Students

The Illinois Mathematics and Science Academy (IMSA) serves as a catalyst to improve teaching and learning in mathematics and science. This article describes IMSA initiatives that have statewide impact, including the IMSA Excellence 2000+ (E2K+) Program, which is designed to enrich mathematics and science exploration among middle school students. E2K+ addresses Illinois State Board of Education (ISBE) learning standards and recommended National Science Foundation (NSF) Science, Technology, Engineering, and Mathematics (STEM) learning outcomes

On Optimal Instrumental Variables Generators, with an Application to Hedge Fund Returns

Hedge funds returns, Alpha of Jensen, Financial models, Cumulants, Higher moments, Specification errors, Aggregation bias, C10, G10, G20,