Science education on the U.S./Mexico border: Field-based studies for future teachers in bilingual/binational schools

The University of Texas at El Paso’s field-based program of studies for future teachers provides opportunities for powerful learning through a dialectical union of reflection and action. Methods courses in academic disciplines are linked with seminars and coursework on community partnerships, dual language education and culturally responsive education. This article illustrates the processes of planning, implementation and evaluation of this approach, highlighting the impacts of forging connections among schools, communities and university personnel to improve education on the U.S./Mexico border and in communities with culturally/linguistically diverse student populations. Parents, students and future teachers interact in bilingual workshops that center on pupil achievement and conceptually correct science education. Preliminary outcomes indicate that two-way dual language (TWDL) bilingual programs (i.e., validating native language literacy along with English language acquisition) with a strong parental engagement component provide a strong framework for teaching/learning that can help improve educational outcomes for ELL/immigrant children and deepen future teachers’ skills and knowledge. Focusing on academic enrichment for all students, these field-based experiences enable future teachers to learn strategies that integrate students’ and families’ linguistic and cultural experiences as a resource for learning. The co-authors highlight qualitative data findings from the Science in Our Homes – Ciencia en Nuestras Casas field-based project in a multilingual, multicultural K-8 school on the U.S./Mexico border, providing insights for educators in diverse communities whose efforts focus on closing the achievement gap for English language learners and/or immigrant students

A comparison of measured and theoretical predictions for STS ascent and entry sonic booms

Sonic boom measurements have been obtained during the flights of STS-1 through 5. During STS-1, 2, and 4, entry sonic boom measurements were obtained and ascent measurements were made on STS-5. The objectives of this measurement program were (1) to define the sonic boom characteristics of the Space Transportation System (STS), (2) provide a realistic assessment of the validity of xisting theoretical prediction techniques, and (3) establish a level of confidence for predicting future STS configuration sonic boom environments. Detail evaluation and reporting of the results of this program are in progress. This paper will address only the significant results, mainly those data obtained during the entry of STS-1 at Edwards Air Force Base (EAFB), and the ascent of STS-5 from Kennedy Space Center (KSC). The theoretical prediction technique employed in this analysis is the so called Thomas Program. This prediction technique is a semi-empirical method that required definition of the near field signatures, detailed trajectory characteristics, and the prevailing meteorological characteristics as an input. This analytical procedure then extrapolates the near field signatures from the flight altitude to an altitude consistent with each measurement location