Resources

Originally released in the Spring of 1999, has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This book includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.This book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non

DLESE's mission is to improve the quality, quantity, and efficiency of teaching and learning about the Earth System, by developing, managing, and providing access to high-quality educational resources and supporting services through a community-based, distributed digital library. Intended users include students, educators and citizens of all ages, in both formal and informal learning environments. The collection favors resources that convey linkages and connections; the general with the specific, theory with evidence, global with local, and that demonstrate the application of science to

The Library contains uniquely interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-8 emphasis). The ultimate goal of the library is to create a national resource from which teachers may freely draw to enrich their mathematics classrooms. The materials is also intended to be of importance for the mathematical training of both in-service and pre-service elementary teachers.

The EdITLib Digital Library is an online resource of peer-reviewed and published international journal articles and proceedings papers on the latest research, developments, and applications related to all aspects of Educational Technology and E-Learning.

NSDL is a digital library of exemplary resource collections and services, organized in support of science education at all levels. Starting with a partnership of NSDL-funded projects, NSDL is emerging as a center of innovation in digital libraries as applied to education, and a community center for groups focused on digital-library-enabled science education. Mission: NSDL provides educational resources for science, technology, engineering and mathematics education. The NSDL mission is to both deepen and extend science literacy through access to materials and methods that reveal the nature of

The Gender & Science Digital Library (GSDL) is a cutting-edge, collaborative project between the Gender & Diversities Institute at Education Development Center, Inc (EDC) and the Eisenhower National Clearinghouse (ENC) at Ohio State University. It is funded by the National Science Foundation (NSF). The NSF has established the National Science, Technology, Engineering, and Mathematics Digital Library program (NSDL) – a massive, international initiative which will result in a network of learning environments and resources for science, technology, engineering, and mathematics education (STEM)

This paper summarizes lessons learned from eight years of hosting a national resource center for the ITEST (Innovative Technology Experiences for Students and Teachers) program, funded by the National Science Foundation. At the core of the resource center’s work is the creation, nurturing and expansion of an active community of practice among principal investigators directing projects focused on a wide variety of scientific content for participants ranging in age from kindergarten through adult (educators) located across the U.S. Design, implementation, evaluation, and evolution of the

Understanding the dynamics of individual or group adaptation can provide valuable information for constructing professional development strategies to increase chances of instructional success. This paper reports on an exploratory study that identifies indicators of convergent vs. non-convergent adaptation in two cases of teachers working together on a technology-based curriculum construction activity and explores the relationship between group characteristics and adaptation processes. We have used the core complex systems concept of adaptation as a lens for understanding how and why some

The goal of this article is to present a description of a professional development program designed to immerse middle and high school teachers in an inquiry-based learning environment using a forensic science context and the consequent impact participating in this program had on teachers’ pedagogy. Teachers participated in a year-long program consisting of two summer institutes and one programming during the academic year. Teachers spent the first week of each summer institute exploring various science domains using a forensic science context. Week 2 was spent with approximately 100 seventh –

Two new instruments created to assess perceptions of Science, Technology, Engineering, and Math (STEM) disciplines and careers are analyzed and found to have respectable to excellent internal consistency reliability, as well as good content, construct, and criterion-related validity for the areas assessed. Cronbach's Alpha for the individual scales on the STEM Semantics Survey and the STEM Career Interest Questionnaire ranged from .78 to .94 across the eight constructs represented. These were judged to be acceptable to assess anticipated changes resulting from MSOSW ITEST project activities