8 research outputs found
Impact of Georgia's Pre-K Program on Kindergarten through Third Grade Teachers
The Georgia Prekindergarten Program (Pre-K), established in 1993, provides Georgia's fouryear-old children with high quality preschool experiences in order to prepare them for kindergarten. Immediate gains resulting from Pre-K can be lost if teachers in later grades are not prepared to capitalize on the increasing capabilities of students. To sustain the positive effects of the Pre-K program, teachers in later grades need both to recognize that students are better prepared for school and to adapt their instructional practices to take advantage of their students' increasing capabilities. Research implies that teachers adopt practices in their classrooms relative to how their beliefs match assumptions inherent in new programs. Thus, this study investigates teacher awareness of the impact of Pre-K on students, teacher beliefs about instructional practices, current instructional practices, and the relationship between beliefs and practices.The Council for School Performance launched this study to examine the implications of the Pre-K program for teachers of children in kindergarten through third grade. Through a survey of teachers in Georgia, the Council has found that teachers believe that the Pre-K program has positively affected students in elementary school, despite observations that students are, overall, changing for the worse. The majority of teachers believe in child-centered instructional practices, but this belief has not been adopted into their own instructional practices. Overall, teachers are as likely to use child-centered practices as they are to use teacher-directed activities
Ozone Reduction Survey Results: The Spring & Summer 98 Executive Summary
Questions about the salience of issues and attitudes toward improving air quality
Ozone Reduction Survey Results: The Spring & Summer 98 Report
Results of the questions about the salience of issues and attitudes toward improving air quality
LSST: from Science Drivers to Reference Design and Anticipated Data Products
(Abridged) We describe here the most ambitious survey currently planned in
the optical, the Large Synoptic Survey Telescope (LSST). A vast array of
science will be enabled by a single wide-deep-fast sky survey, and LSST will
have unique survey capability in the faint time domain. The LSST design is
driven by four main science themes: probing dark energy and dark matter, taking
an inventory of the Solar System, exploring the transient optical sky, and
mapping the Milky Way. LSST will be a wide-field ground-based system sited at
Cerro Pach\'{o}n in northern Chile. The telescope will have an 8.4 m (6.5 m
effective) primary mirror, a 9.6 deg field of view, and a 3.2 Gigapixel
camera. The standard observing sequence will consist of pairs of 15-second
exposures in a given field, with two such visits in each pointing in a given
night. With these repeats, the LSST system is capable of imaging about 10,000
square degrees of sky in a single filter in three nights. The typical 5
point-source depth in a single visit in will be (AB). The
project is in the construction phase and will begin regular survey operations
by 2022. The survey area will be contained within 30,000 deg with
, and will be imaged multiple times in six bands, ,
covering the wavelength range 320--1050 nm. About 90\% of the observing time
will be devoted to a deep-wide-fast survey mode which will uniformly observe a
18,000 deg region about 800 times (summed over all six bands) during the
anticipated 10 years of operations, and yield a coadded map to . The
remaining 10\% of the observing time will be allocated to projects such as a
Very Deep and Fast time domain survey. The goal is to make LSST data products,
including a relational database of about 32 trillion observations of 40 billion
objects, available to the public and scientists around the world.Comment: 57 pages, 32 color figures, version with high-resolution figures
available from https://www.lsst.org/overvie