An Examination of Pedagogy in Middle School Science and Its Effect on Student Achievement

The development of policies ensuring regular examination of American students has been one approach to the mandate of accountability within the United States. While the face of assessment in education and the subsequent policies continue to evolve, the method to which classrooms approach preparing students for these examinations does so as well, though not in concert. Although some research has attempted to connect the two, particularly in the fields of mathematics and reading, a clear link between pedagogy in science classrooms and student achievement on standardized exams has not yet been established. Using qualitative and quantitative data gathered through surveys and mining of historical public domains, the researcher has attempted to determine if an existing correlation between the predominant pedagogy of middle schools in a large, urban district in South Florida and achievement of students on the Florida Grade Eight Statewide Science Assessment can be substantiated. Significant differences were identified with regard to student achievement on this assessment and whole-class teacher demonstrations, students working in collaborative groups, and formative assessment use in the classroom, as well as with respect to the school-wide category of pedagogy and the school’s socioeconomic label. The impact of such information could be widespread, allowing for the reformation of pedagogy in science classrooms, professional development for current educators, and educator training provided at the collegiate level as well as policy maintenance and development

I Have to Teach How? Preparing Science Teachers for the Post-Pandemic Classroom

In this interactive presentation, participants will discuss the importance of incorporating methodologies for virtual, meaningful science instruction into the curriculum for pre-service science teachers. Participants will further engage in sharing of best practices for science instruction in the digital environment and examine pre-service student work and current teacher insights within this domain

CO and trans-cinnamaldehyde as corrosion inhibitors of I825, L80-13Cr and N80 alloys in concentrated HCl solutions at high pressure and temperature

Peer reviewedPostprin

Lean on ME(dia): Helping Pre-Service Teachers to Recognize the Value of Media Integration Partnerships in the K-6 Classroom

Seasoned educators know that media specialists regularly support classroom teachers, though far too few new teachers are aware of this partnership opportunity. This presentation will consist of an interactive session in which the performance responsibilities and overlap of the classroom teacher and library media specialist are discussed, with specific attention paid to implementation in the pre-service environment. Presenters will showcase various examples of pre-service teacher work and insights, using media to complement and supplement existing curriculum, which foster an emphasis on student voice and student choice through the use of various media technologies. Session participants will engage in hands-on activities, dialogue surrounding the use of media integration partnerships for K-6 classroom educators, and modeling best practices of media usage in a variety of formats to meet the needs of diverse learners in the teacher preparation program setting

Crystallization and characterization of Y2O3-SiO2 glasses

Glasses in the yttria-silica system with 20 to 40 mol pct Y2O3 were subjected to recrystallization studies after melting at 1900 to 2100 C in W crucibles in 1 and 50 atm N2. The TEM and XRD results obtained indicate the presence of the delta, gamma, gamma prime, and beta-Y2Si2O7 crystalline phases, depending on melting and quenching conditions. Heat treatment in air at 1100 to 1600 C increased the amount of crystallization, and led to the formation of Y2SiO5, cristabalite, and polymorphs of Y2Si2O7. Also investigated were the effects of 5 and 10 wt pct zirconia additions

Building Community in the Asynchronous Environment; Perspectives Across the Campus

Technology and circumstances have opened doors to online education, and there are many reasons why students opt for online education. While online education offers the comfort of convenience, it also brings in several concerns of feeling alone, sitting in front of a device, and attempting to complete coursework with little support synchronously. Throughout this interactive session, you will have the opportunity to hear from different perspectives on how we have brought the classroom to the living room by enhancing our online offerings while building a sense of community