A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education

2013 ◽  
pp. 265-289 ◽  
Author(s):  
Danielle E. Dani ◽  
Sara Salloum ◽  
Rola Khishfe ◽  
Saouma BouJaoude
Keyword(s):  
New York ◽  
21St Century ◽  
Rating Scales ◽  
Individual Case ◽  
School Science ◽  
Arab Countries ◽  
Science Standards ◽  
Study Results ◽  
Century Science

Twentieth century curricula are no longer sufficient to prepare students for life and work in today’s diverse, fast-paced, technologically driven, and media saturated world of the 21st century. This chapter presents a new framework for analyzing science standards and curricula to determine the extent of alignment with 21st Century essential understandings and skills. The Tool for Analyzing Science Standards and Curricula (TASSC) was developed using the conceptual frameworks proposed by the Partnership for 21st Century Skills, the Organization for Economic Co-Operation and Development, and the typology of knowledge proposed by Jurgen Habermas. Development of TASSC relied on an iterative process of refinement, testing, and discussions resulting in an instrument with three sections and related rating scales: content, skills, and additional curricular components. TASSC was piloted using middle school science standards and curricula in the context of two US states (Ohio and New York) and two Arab countries (Lebanon and Qatar). The analysis procedure and individual case study results are presented and discussed in the chapter.

A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education

2015 ◽  
pp. 533-556
Author(s):  
Danielle E. Dani ◽  
Sara Salloum ◽  
Rola Khishfe ◽  
Saouma BouJaoude
Keyword(s):  
New York ◽  
21St Century ◽  
Rating Scales ◽  
Individual Case ◽  
School Science ◽  
Arab Countries ◽  
Science Standards ◽  
Study Results ◽  
Century Science

Twentieth century curricula are no longer sufficient to prepare students for life and work in today's diverse, fast-paced, technologically driven, and media saturated world of the 21st century. This chapter presents a new framework for analyzing science standards and curricula to determine the extent of alignment with 21st Century essential understandings and skills. The Tool for Analyzing Science Standards and Curricula (TASSC) was developed using the conceptual frameworks proposed by the Partnership for 21st Century Skills, the Organization for Economic Co-Operation and Development, and the typology of knowledge proposed by Jurgen Habermas. Development of TASSC relied on an iterative process of refinement, testing, and discussions resulting in an instrument with three sections and related rating scales: content, skills, and additional curricular components. TASSC was piloted using middle school science standards and curricula in the context of two US states (Ohio and New York) and two Arab countries (Lebanon and Qatar). The analysis procedure and individual case study results are presented and discussed in the chapter.

scholarly journals Perceptions of the Prospective Teachers Regarding the Opinion Development Technique

2019 ◽  
Vol 7 (3) ◽  
pp. 232
Author(s):  
Burcu Duman
Keyword(s):  
21St Century ◽  
Prospective Teachers ◽  
Teaching Methods ◽  
21St Century Skills ◽  
Case Study Design ◽  
Learner Centered ◽  
Study Results ◽  
Training Institutions ◽  
Structured Questionnaire

The opinion development technique is one of the learner centered teaching methods. In the study, it has been aimed at identifying the metaphorical perceptions of the prospective teachers about the opinion development technique. The case study design has been used in the study. 77 prospective teachers have taken place in the study group. The metaphors of the prospective teachers about the opinion development technique have been identified by a semi-structured questionnaire. The data has been analyzed through content analysis. 65 valid metaphors have been produced by the prospective teachers. Chameleon is the most repeated metaphor. Tree, sea, fingers of one hand, democracy, plane and war has followed it. Metaphors have been classed in 8 categories. These categories are dissimilarity (f: 26), change (f: 19), variety (f: 11), interaction (f: 6), integrity and comprehensiveness (f: 5), eternity (f: 4), freedom (f: 4) and sharing (f: 2). According to the results of the study, perceptions of the prospective teachers about the opinion development technique are positive. The study results suggest that opinion development technique can be effective to develop 21st century skills such as invention, flexibility and adaptation and critical thinking. Opinion development technique can be used at the teacher training institutions more widely because it contributes various skills to develop especially the 21st century skills. Studies can be carried out to identify the metaphorical perceptions of the prospective teachers about various methods and techniques.

The Importance of Proper Scheduling of Energy Equipment in Combined Heat and Power Plants for Buildings: A Case Study

2009 ◽  
Author(s):  
T. Agami Reddy ◽  
Itzhak Maor
Keyword(s):  
New York ◽  
Power Plants ◽  
Building Energy ◽  
Combined Heat And Power ◽  
Energy Needs ◽  
Study Results ◽  
Prime Movers ◽  
Cost Implications ◽  
Electric Loads

There is increasing interest in using Combined Heat and Power (CHP) systems to supply the energy needs in commercial/institutional buildings. However, due to the large diurnal and seasonal variability in building thermal and electric loads, such systems in buildings (BCHP) require more careful and sophisticated operation as compared to those in industrial CHP. Operating such systems consists of two separate issues: (i) equipment scheduling which involves determining which of the numerous equipment combinations to operate, i.e., is concerned with starting or stopping prime movers, boilers and chillers; and (ii) the second and lower level type of control, called supervisory control, which involves determining the optimal values of the control parameters (such as loading of primemovers, boilers and chillers) under a specific combination of equipment schedule. This paper is concerned with both these aspects, and presents case study results of a school under real-time electrical pricing (RTP) located in New York City, NY. A school has been selected for study because of its high diurnal and seasonal load variability. The approach first involved simulating the buildings using a detailed building energy simulation program to obtain hourly electrical and thermal loads which were then used to size the BCHP system components. Subsequently, a certain number of days in the year were identified, and simulation runs were performed for optimal scheduling control as well as for all the feasible (but non-optimal) equipment combinations. The energy and cost implications of operating the BCHP system in a non-optimal manner under various scheduling combinations are presented and discussed.

scholarly journals ELDER VOICES NETWORK: PARTNERING WITH OLDER PEOPLE AND THEIR CAREGIVERS TO AVOID MEDICAL HARM

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S690-S690
Author(s):  
Molly Ranahan ◽  
Mary Brennan-Taylor ◽  
Michael Richbart ◽  
Collin Clark ◽  
Ryan Gadzo ◽  
...  
Keyword(s):  
New York ◽  
Older People ◽  
Community Based Participatory Research ◽  
Erie County ◽  
Self Advocacy ◽  
Study Results ◽  
Critical Components ◽  
Senior Services ◽  
Future Patient

Abstract Team Alice, named after an older adult in our community who died as a result of medication harm, is an interdisciplinary team of prescribers, pharmacists, educators, advocates, and researchers with a mission to protect older people from medication-related harm across the continuum of care. In 2019, Team Alice partnered with the Erie County Department of Senior Services, older people, and caregivers to form the Elder Voices Network (EVN) as a vehicle for patient-driven deprescribing in the Western New York region. The objective of this presentation is to detail the planning and implementation of critical components of EVN’s formation, including outreach and engagement, funding development, community partnerships, roles and communication, and decision-making. Case study results demonstrate the capacity of community-based participatory research (CBPR) to empower older people and caregivers with knowledge, skills, and tools to promote self-advocacy across the system. Presenters will also discuss recommendations useful for future patient engagement initiatives.

Syllabi as Cybergenre

2005 ◽  
Vol 34 (2) ◽  
pp. 223-240 ◽  
Author(s):  
Paula San Millan Maurino
Keyword(s):  
New York ◽  
Communication Technologies ◽  
Genre Theory ◽  
Full Time ◽  
State University ◽  
Online Classes ◽  
Political Issues ◽  
Study Results ◽  
Cultural Power

Modern communication technologies continue to spawn new and transformed genres, but in the digital realm, distinctions between form, content, and medium are blurred. Confounding this issue is the fact that genres are usually specific to a particular discourse community of users with learned social and cultural expectations. In the domain of higher education, genres such as lesson plans, reading lists, and tests revolve around the creation of a course syllabus, itself a genre. As a preliminary analysis, a case study of selected syllabi from State University of New York at Farmingdale was conducted. Print syllabi for traditional classes, digital syllabi for traditional classes, and digital syllabi for online classes at the State University of New York at Farmingdale were examined using the genre theory of <content, form functionality> and a 5W1H (who, what, when, where, why, and how) communications framework. The research questions posed were: What are the similarities and differences between print syllabi genres for traditional classes, digital syllabi genres for traditional classes, and digital syllabi genres for online classes? What are some of the factors that account for the degree of uniformity in syllabi genre? Study results indicate that syllabi genres do evolve into replicated variant cybergenres with enhanced functionality, but that this does not always happen. There can be barriers to this evolution. One of those barriers is software. Other barriers may include social, cultural, power, and political issues. It also showed that closer knit communities such as full-time faculty produced more consistent, uniform syllabi genres than isolated adjuncts.

Data Explorations in Ecology: Salt Pollution as a Case Study for Teaching Data Literacy

2012 ◽  
Vol 74 (7) ◽  
pp. 479-484 ◽  
Author(s):  
Cornelia Harris ◽  
Alan R. Berkowitz ◽  
Angelita Alvarado
Keyword(s):  
New York ◽  
Science Teachers ◽  
New York State ◽  
School Science ◽  
Data Exploration ◽  
High School Science ◽  
Ecological Data ◽  
Science Data ◽  
Citizenship Skills

Does working with first- and second-hand ecological data improve students’ knowledge of ecological ideas, motivation and engagement in science, data exploration, and citizenship skills (students’ ability to make informed decisions)? We have been exploring this question with high school science teachers in New York State for the past year using a framework that targets key concepts and skills in data exploration. Here, we share one curriculum unit as a model for integrating quantitative reasoning skills into the ecology classroom.

scholarly journals Blind spots in ecosystem services research and implementation

2015 ◽  
Author(s):  
Sven Lautenbach ◽  
Anne-Christine Mupepele ◽  
Carsten F Dormann ◽  
Heera Lee ◽  
Stefan Schmidt ◽  
...  
Keyword(s):  
Ecosystem Services ◽  
Case Studies ◽  
Ecosystem Service ◽  
Individual Case ◽  
Service Research ◽  
Services Research ◽  
Policy Makers ◽  
Trade Offs ◽  
Study Results

Ecosystem service research has gained attraction, and the topic is also high on the policy agenda. Projects such as TEEB have generalized results of individual case studies to provide guidelines for policy makers and stakeholders. Seppelt et al. (2011) raised critical questions about four facets that characterize the holistic ideal of ecosystem services research: (i) biophysical realism of ecosystem data and models; (ii) consideration of trade-offs between ecosystem services; (iii) recognition of off-site effects; and (iv) comprehensive but shrewd involvement of stakeholders within assessment studies. An extended and updated analysis of ecosystem service case studies showed that the majority of these facets were still not addressed by the majority of case studies. Whilst most indicators did not improve within the span analyzed (1996-2013), we found a tendency for an increasing geographical spread of the case studies. Moreover, we incorporated an additional facet, namely the relevance and usability of case study results for the operationalization of the ecosystem service concept. Only a minority of studies addressed this facet sufficiently with no significant trend for improvement over time.

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

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