Soaring with Scope-on-a-Rope at LSU: Development of Innovative Microscopy Technology for K-16 Classroom use

2000 ◽  
Vol 6 (S2) ◽  
pp. 1170-1171
Author(s):  
M. C. Henk ◽  
H. Silverman
Keyword(s):  
Classroom Teachers ◽  
Classroom Setting ◽  
College Classrooms ◽  
Industrial Inspection ◽  
K 12 ◽  
Classroom Use

LSU began introducing a prototype SCOPE-ON-A-ROPE (SOAR) to selected teachers in Louisiana and Tennessee three years ago as part of our K-12 outreach activities. It proved to be an invaluable aid to all K-12 classrooms as well as to college classrooms or laboratories in several disciplines. The SOAR is extremely easy to use in the normal classroom setting, but can also introduce sophisticated concepts usually possible only through complicated microscopy exercises with specialized instrumentation.The professional microscopist who occasionally teaches students how to use microscopes can only begin to appreciate the position of classroom teachers who are routinely faced with inadequate, insufficient microscopes for classes of 20- 30 students at a time. This SOAR, inspired by industrial inspection devices, aids the teacher in introducing valuable concepts in microscopy and scale while easily serving the functions of many different microscopes and accessories. It is a comfortably hand-held device that can be used capably even by a five-year-old to provide excellent,

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

Has Lightning Struck Twice? Use of PSI in College Classrooms

1986 ◽  
Vol 13 (3) ◽  
pp. 149-151 ◽  
Author(s):  
Margaret E. Lloyd ◽  
Kenneth E. Lloyd
Keyword(s):  
Personalized System Of Instruction ◽  
College Classrooms ◽  
Personalized System ◽  
Classroom Use

Classroom use of the Personalized System of Instruction (PSI) was investigated by sending questionnaires to three groups, early (before 1975) users of PSI, recent (after 1975) users, and current chairpersons of psychology departments. Data from all three sources suggest that fewer PSI courses are being taught, and that many depart substantially from the original PSI format.

scholarly journals Discrete Mathematics into K-11 and K-12 Grade Education

2021 ◽  
Vol 23 (05) ◽  
pp. 319-324
Author(s):  
Mr. Balaji. N ◽  
◽  
Dr. Karthik Pai B H ◽  
Keyword(s):  
Set Theory ◽  
Mathematical Reasoning ◽  
Mathematical Induction ◽  
Discrete Mathematics ◽  
College Classrooms ◽  
Underlying Principle ◽  
Education Study ◽  
Strongly Connected ◽  
Proof Techniques ◽  
K 12

Discrete mathematics is one of the significant part of K-11 and K-12 grade college classrooms. In this contribution, we discuss the usefulness of basic elementary, some of the intermediate discrete mathematics for K-11 and K-12 grade colleges. Then we formulate the targets and objectives of this education study. We introduced the discrete mathematics topics such as set theory and their representation, relations, functions, mathematical induction and proof techniques, counting and its underlying principle, probability and its theory and mathematical reasoning. Core of this contribution is proof techniques, counting and mathematical reasoning. Since all these three concepts of discrete mathematics is strongly connected and creates greater impact on students. Moreover, it is potentially useful in their life also out of the college study. We explain the importance, applications in computer science and the comments regarding introduction of such topics in discrete mathematics. Last part of this article provides the theoretical knowledge and practical usability will strengthen the made them understand easily.

Interactive Power Point Lesson

2011 ◽  
pp. 463-468
Author(s):  
Melissa B. Holler
Keyword(s):  
World Wide ◽  
Classroom Teachers ◽  
Technology Coordinators ◽  
Web Based ◽  
Internet Explorer ◽  
The World ◽  
Power Point ◽  
Microsoft Office ◽  
K 12 ◽  
Integrated Software

The foundation for much of the technology being used in today’s classroom is the Microsoft Office suite. It is fast becoming the integrated software package of choice for many schools and school districts. Word, PowerPoint, Excel, and Access are the staples for many students and teachers. Complimenting these capabilities, Internet Explorer and Netscape Communicator are the tools of choice for accessing the World Wide Web. Why not help teachers utilize these same tools to develop text, visual, and Web-based materials for the classroom, and leave the more complex and costly packages to multimedia designers and commercial artists? The success of this philosophy has been borne out by a blistering growth in applications from K-12 classroom teachers, technology coordinators, and corporate trainers.

Desktop Publishing in Education

2011 ◽  
pp. 209-214
Author(s):  
Shuyan Wang
Keyword(s):  
Visual Communication ◽  
Field Trip ◽  
Instructional Materials ◽  
Classroom Teachers ◽  
Communication Tool ◽  
Desktop Publishing ◽  
K 12

As an effective visual communication tool, desktop publishing is used in every area such as general publications and graphics, multichapter documents, and publications with tabular materials such as technical and statistical publications (Chagnan, n.d.). General publications and advertising graphics like newsletters, magazines, brochures, small booklets, posters, and flyers are created and distributed every day. Classroom teachers in K-12 usually send flyers, newsletters, and/or posters to students and parents to announce classroom news, activities, field trip instructions, and the like. College and universities use brochures and flyers to recruit students and to advertise new courses. Additionally, more and more instructional materials are created with desktop publishing programs in classrooms.

Preparing Future Teachers for the Challenges of the Digital Learner

2021 ◽  
pp. 183-198
Author(s):  
Mark S. Miller ◽  
Susan R. Poyo ◽  
George Ash ◽  
Kathleen Giannamore
Keyword(s):  
Online Learning ◽  
Traditional Classroom ◽  
Classroom Teachers ◽  
Classroom Learning ◽  
Preparation Programs ◽  
Teaching Excellence ◽  
Transfer Of Skills ◽  
K 12 ◽  
And Training ◽  
Rapid Shift

With the recent pandemic, a rapid shift from traditional classroom learning to online learning has educators scrambling for resources, tips, and training tools to make the transition as smooth as possible for all involved. Traditional classroom teachers have been trained on various teaching strategies and how to apply teaching excellence standards to their physical classrooms. However, the training often falls short when transferring these same strategies and standards to online learning. This chapter aims to expand upon the work of Chickering and Gamson to provide those resources necessary to promote this transfer of skills. The application of prior research, along with some practical suggestions, will help K–12 educators, administrators, and educator preparation programs (EPPs) apply these standards of teaching excellence to virtual environments.

Improving K-12 Online Learning

2016 ◽  
Vol 12 (3) ◽  
pp. 38-50 ◽  
Author(s):  
Esther Ntuli ◽  
Lydia Kyei-Blankson
Keyword(s):  
Academic Writing ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
State Standards ◽  
Structured Interviews ◽  
Internet Resources ◽  
The Common ◽  
K 12 ◽  
Online Sources ◽  
Classroom Use

Research indicates the need for teachers to be able to locate, evaluate, and use Internet resources in their teaching and learning processes. In addition, the Common Core State Standards require that students are able to think critically and know how to search and use alternative views and perspectives in their assignments. These skills are imperative for teachers and teacher candidates. This article reports the results of a study that sought to examine strategies used by teacher candidates when using Internet search engines, their ability to integrate the information they find into their own assignments, and use the acquired skills for future classroom use. The study employed a mixed-method approach in the collection and analysis of data gathered from a sample of 45 teacher candidates. Data sources included a survey, class assignments that required documentation of the search process as well as the located sources, and semi-structured interviews. Findings from the study revealed the need to teach teacher candidates how to conduct searches effectively, critically evaluate the sources, and integrate the information acquired from the online sources into professional and academic writing that models such behavior for their students. Suggestions for improvement of practice offered in this paper were piloted in one instructional technology course.

Relationships Between Personal Biography and Changes in Preservice Classroom Teachers’ Physical Activity Promotion Competence and Attitudes

2011 ◽  
Vol 30 (4) ◽  
pp. 320-339 ◽  
Author(s):  
Collin Webster
Keyword(s):  
Physical Activity ◽  
Analysis Of Variance ◽  
Sport Participation ◽  
Teaching Experience ◽  
Sports Participation ◽  
Physical Activity Promotion ◽  
Perceived Competence ◽  
Classroom Teachers ◽  
Activity Promotion ◽  
K 12

Personal biography influences preservice classroom teachers’ (PCT) perceptions and attitudes related to school-based physical activity promotion (SPAP). Using an uncontrolled prepost design, this study investigated associations between biographical variables and changes in PCTs’ SPAP attitudes and perceived competence while enrolled in a 16-week SPAP course. PCTs (N = 201) completed baseline measures assessing biographical variables of year in school, sports participation, coaching/teaching experience, BMI, satisfaction with K-12 physical education (PE) and perceived physical activity (PA) competence, and prepost measures assessing SPAP attitudes and perceived competence. One-way repeated measures analysis of variance procedures showed statistically significant, positive changes in PCTs’ scores on all SPAP measures. Mixed-model analysis of variance/covariance techniques indicated sport participation, teaching/coaching experience, PE satisfaction and perceived PA competence were associated with changes in SPAP scores. Results suggest PCTs’ SPAP learning experiences should incorporate strategies for enhancing self-schemas and perceptions related to PE and PA.

Soundoff: Nctm's Standards, Curriculum Reform, And High School Mathematics Teachers

1990 ◽  
Vol 83 (7) ◽  
pp. 510-512
Author(s):  
William S. Hadley
Keyword(s):  
High School ◽  
Curriculum Reform ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Major Obstacle ◽  
Classroom Teachers ◽  
High School Mathematics ◽  
K 12 ◽  
High School Mathematics Teachers

With the release of NCTM's curriculum standards in the spring of 1989, emphasis on mathematics-curriculum reform at all levels K-12 has been renewed. Reform is obviously long overdue, but one major obstacle stands in the way of its achievement: the classroom teachers. Given t he proper opportunities, however, teachers can become the key to success.

Activities: Triangles, Rectangles, and Parallelograms

1983 ◽  
Vol 76 (2) ◽  
pp. 112-116
Author(s):  
Melfried Olson ◽  
Judith Olson
Keyword(s):  
Classroom Teachers ◽  
National Council ◽  
Laboratory Experiences ◽  
Classroom Use ◽  
Mathematical Activities

This section is designed to provide mathematical activities suitable for reproduction in worksheet and transparency form for classroom use. This material may be photoreproduced by classroom teachers for use in their own classes without requesting permission from the National Council of Teachers of Mathematics. Laboratory experiences, discovery activities, and model constructions drawn from the topics of seventh, eighth, and ninth grades are most welcome for review.

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