The Cowl - v.82 - n.17 - Feb 15, 2018

The Cowl - student newspaper of Providence College. Volume 82, Number 17 - February 15, 2018. 28 pages

Teachers' understanding and operationalisation of 'science capital'

Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, and teachers, are seen as key in this effort. Previous research has found that engagement with science, inclination to study science, and understanding of the value of science strongly relates to a student’s science capital. This paper reports on findings from the pilot year of a one-year professional development (PD) programme designed to work with secondary school teachers to build students' science capital. The PD programme introduced teachers to the nature and importance of science capital and thereafter supported them to develop ways of implementing science capital-building pedagogy in their practice. The data comprises interviews with the participating teachers (n=10), observations of classroom practices, and analyses of the teachers' accounts of their practice. Our findings suggest that teachers found the concept of science capital to be compelling and to resonate with their own intuitive understandings and experiences. However, the ways in which the concept was operationalised in terms of the implementation of pedagogical practices varied. The difficulties inherent in the operationalisation are examined and recommendations for future work with teachers around the concept of science capital are developed

UNFENCING THE FUTURE

At its core, this guide is about relationships. These are not relationships that may exist in the jargon of the non-profit or philanthropy worlds, usually termed "grants" and framed by "project periods." These are relationships dependent on time, listening, understanding someone else's perspective and desires, and letting go of power and control to work together respectfully and reciprocally.It is about world views and how people with differing views and experiences can come together to first know each other. If the getting to know you part goes well, folks might identify common goals, then work together to advance some or all of them. As we look around the world, we see this is not easy work; struggles are ongoing for money, land, water, and what the land provides. Climate change is heightening and contributing to these struggles

MLA Works Cited for Books

This handout provides information on how to format works cited entries for print sources (printed books, e-books, encyclopedia entried, etc.) using the Modern Language Association (MLA) style, 9th edition

Webster County College And Career Readiness Workshop

College and career readiness is an essential component of today’s student education. Students who graduate from high school without the knowledge and skills they need to succeed in post-secondary life have been let down by the education system in this country. These students are largely found in rural, impoverished communities. This project aims to demonstrate that college and career readiness interventions are necessary and extremely valuable for high school seniors. A three-day college and career readiness workshop was developed to meet the needs of a small, rural high school in Webster County, WV. Each day of the workshop was dedicated to a unique theme, including “Find Your Passion,” “The Pursuit of Education,” and “The Search for a Career.” Pre- and post-workshop surveys were used to assess the success of the workshop, with an eye to developing this into a larger scale practice for rural counties. The assessment outcomes and evaluation of the workshop indicate that interventions such as this improve student knowledge of post-secondary options and empower them to choose the path most suited to their own goals and values