Teacher Professional Development and Pedagogy

Modeling and Simulation: How Everything seems to Form and Grow

The ideas in this article resulted from many years of research in engineering, physics, computer, and cognitive sciences, as well as teaching experience in college and 

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Epistemological, Psychological, Neurosciences, and Cognitive Essence of Computational Thinking

The construct of computational thinking (CT) was popularized a decade ago as an “attitude and skillset” for everyone. However, since it is equated with thinking by computer scientists, the teaching of these skills poses many challenges at K-12 because of their reliance on the use of electronic computers and programming concepts that are often found too abstract and difficult by young students.

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Engagement Observation Protocol

This observation protocol is used by a trained observer to score an individual’s engagement in a science learning experience.

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Engagement Survey

The Engagement survey was written for use with 10-14 year-old respondents immediately after a science activity, whether in a class or in an informal learning context. Such contextualized and immediate use minimizes memory biases or inferences based on beliefs the learner has about themselves or the learning context. Accordingly, it should be used after a focused science activity rather than as a measure of general engagement over a series of activities.

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Measuring Cognitive and Psychological Engagement: Validation of the Student Engagement Instrument

A review of relevant literatures led to the construction of a self-report instrument designed to measure two subtypes of student engagement with school: cognitive and psychological engagement. The psychometric properties of this measure, the Student Engagement Instrument (SEI), were assessed based on responses of an ethnically and economically diverse urban sample of 1931 ninth grade students. Factor structures were obtained using exploratory factor analyses (EFAs) on half of the dataset, with model fit examined using confirmatory factor analyses (CFAs) on the other half of the dataset.

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A School Connectedness Scale for Use with Adolescents

Evaluators are frequently asked to assess the effectiveness of school programs implemented to improve academic achievement. School connectedness has been shown to be directly related to academic achievement and is therefore of interest to evaluators. The construct of school connectedness has been shown to consist of 3 elements: connectedness to adults in schools, connectedness to peers, and connectedness to the school.

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BUILDERS Academy Newsletter (Issue 6)

Newsletter highlighting the activities of the first week of the 2018 BUILDERS Academy.

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URI’s Inner Space Center sponsoring marine technology, ocean sciences program for teachers in R.I., Mass., Conn.

Teachers from Rhode Island, Connecticut and Massachusetts are participating in a year-long program in marine technology and ocean sciences at the University of Rhode Island’s Inner Space Center. The Marine Technology for Teachers and Students Project—funded by a $1.2 million National Science Foundation award—focuses on providing opportunities for teachers and students to explore new technologies in ocean sciences. Teachers are also studying at the University of Connecticut, Avery Point.

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CHS teacher selected for marine technology program at URI

Romano, along with other educators from Rhode Island, Massachusetts and Connecticut, are participating in the program at URI’s Inner Space Center. The project, funded by a $1.2 million National Science Foundation award, will allow opportunities for students and educators to explore new technology in ocean sciences.

 

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Teaching math with computer programming can help narrow achievement gap

My colleagues and I at UC Davis have been conducting extensive research for more than 10 years on how to use computing – solving a problem by designing and writing a computer program – to engage students and help them learn science, technology, engineering and math (STEM) subjects. Teaching math with computer programming – either as part of a standard math course or as an elective  can give mathematical concepts context and relevance while still requiring the same amount of rigor as traditional mathematics instruction.

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