scholarly journals Real STEM: An Interdisciplinary STEM Program

2017 ◽  
Vol 3 (1/2) ◽  
pp. 1-16
Author(s):  
Robert Mayes ◽  
Kent Rittschof ◽  
Bryon Gallant ◽  
Charlie Martin
Keyword(s):  
Professional Learning ◽  
Academic Career ◽  
The United States ◽  
Career Pathways ◽  
Missed Opportunities ◽  
Critical Reasoning ◽  
The Real ◽  
Stem Programs ◽  
Stem Disciplines ◽  
Competency Based

The integration of STEM programs within the educational framework through the establishment of STEM-designated schools and academic/career pathways is a national trend in the United States. The goal of implementing STEM in grade 6 to 12 schools is to prepare students for the demands of the 21st century, while addressing future workforce needs. Often, however, the STEM disciplines are taught within silos independent of each other. Students miss the opportunity to participate in the interrelationship between the STEM disciplines, resulting in missed opportunities to build critical reasoning skills. The Real STEM project focused on the development of interdisciplinary STEM experiences for students. The project was characterized by sustained professional development which was job-embedded and competency-based, and focused on the development of five STEM reasoning abilities within real-world contexts. To accomplish this we promoted inclusion of tasks that drew on multiple STEM disciplines, embraced the use of authentic teaching strategies, and supported development of collaboration through interdisciplinary STEM professional learning communities within the school and STEM experts from the community. The four tenets of the Real STEM project are presented, research on impact on teacher practice is provided, and school and teacher takeaways are discussed.

scholarly journals Development of Interdisciplinary STEM Impact Measures of Student Attitudes and Reasoning

2021 ◽  
Vol 6 ◽  
Author(s):  
Robert Mayes ◽  
Kent Rittschof
Keyword(s):  
Professional Learning ◽  
Student Attitudes ◽  
Reliability And Validity ◽  
Reasoning Abilities ◽  
Stem Programs ◽  
Competency Based ◽  
And Mathematics ◽  
Student Impact ◽  
The Impact ◽  
Workforce Needs

The integration of Science, Technology, Engineering and Mathematics (STEM) programs is a national trend. The goal of implementing STEM in schools is to prepare students for the demands of the 21st century, while addressing future workforce needs. The Real STEM project focused on the development of interdisciplinary STEM experiences for students. The project was characterized by sustained professional development which was job-embedded, competency-based, and focused on the development of five STEM reasoning abilities within real-world contexts. The project promoted inclusion of tasks that drew on multiple STEM disciplines, embraced the use of authentic teaching strategies, and supported development of collaboration through interdisciplinary STEM professional learning communities and engaging STEM experts from the community. The four tenets of the project are presented and research on developing and characterizing measures of student impact are provided. Key outcomes include the construction and evaluation of measures supporting interdisciplinary STEM to assess both the impact of intervention on student attitudes toward STEM and students’ STEM reasoning abilities. Findings include reliability and validity evidence supporting attitude measurement and reasoning measurement as well as exploratory results that highlight a disconnection between STEM attitudes and STEM reasoning with the interdisciplinary STEM intervention examined.

Isaac Bayley Balfour, Sphagnum moss, and the Great War (1914–1918)

2015 ◽  
Vol 42 (1) ◽  
pp. 1-9 ◽  
Author(s):  
P. G. Ayres
Keyword(s):  
United States ◽  
Academic Career ◽  
The United States ◽  
Royal Botanic Garden ◽  
Wound Dressings ◽  
Sphagnum Moss ◽  
Botanic Garden ◽  
Working Model ◽  
Sphagnum Bog ◽  
The Great War

Isaac Bayley Balfour was a systematist specializing in Sino-Himalayan plants. He enjoyed a long and exceptionally distinguished academic career yet he was knighted, in 1920, “for services in connection with the war”. Together with an Edinburgh surgeon, Charles Cathcart, he had discovered in 1914 something well known to German doctors; dried Sphagnum (bog moss) makes highly absorptive, antiseptic wound dressings. Balfour directed the expertise and resources of the Royal Botanic Garden, Edinburgh (of which he was Keeper), towards the identification of the most useful Sphagnum species in Britain and the production of leaflets telling collectors where to find the moss in Scotland. By 1918 over one million such dressings were used by British hospitals each month. Cathcart's Edinburgh organisation, which received moss before making it into dressings, proved a working model soon adopted in Ireland, and later in both Canada and the United States.

Menelaah Lebih Dekat “Post Factual/Post Truth Politics, Studi Kasus Brexit” (Analsis Resensi Media)

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Eko Wahyono ◽  
Rizka Amalia ◽  
Ikma Citra Ranteallo
Keyword(s):  
United States ◽  
Mass Media ◽  
New Media ◽  
The United States ◽  
The Political ◽  
Political Struggle ◽  
The Real ◽  
The Mass Media ◽  
The Uk ◽  
The Way

This research further examines the video entitled “what is the truth about post-factual politics?” about the case in the United States related to Trump and in the UK related to Brexit. The phenomenon of Post truth/post factual also occurs in Indonesia as seen in the political struggle experienced by Ahok in the governor election (DKI Jakarta). Through Michel Foucault's approach to post truth with assertive logic, the mass media is constructed for the interested parties and ignores the real reality. The conclusion of this study indicates that new media was able to spread various discourses ranging from influencing the way of thoughts, behavior of society to the ideology adopted by a society.Keywords: Post factual, post truth, new media

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

2020 ◽  
Vol 43 (4) ◽  
pp. 297-335
Author(s):  
Rachel U. Mun ◽  
Vonna Hemmler ◽  
Susan Dulong Langley ◽  
Sharon Ware ◽  
E. Jean Gubbins ◽  
...  
Keyword(s):  
Best Practices ◽  
Professional Learning ◽  
Gifted And Talented ◽  
Gifted Education ◽  
English Learners ◽  
The United States ◽  
Effective Practices ◽  
Referral Process ◽  
Screening Assessment ◽  
Looking Back

Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

Marcus Cunliffe Writes America

2005 ◽  
Vol 39 (3) ◽  
pp. 371-382
Author(s):  
MICK GIDLEY
Keyword(s):  
United States ◽  
American Studies ◽  
Academic Career ◽  
The United States ◽  
Subject Area ◽  
Washington Dc ◽  
George Washington ◽  
The Subject ◽  
Washington University

Marcus Cunliffe (1922–1990) was incontestably an important figure in American studies. In the early part of his academic career he helped to found the subject area in Britain, and he was later both awarded professorial appointments at the Universities of Manchester and Sussex and elected to the chairmanship of the British Association for American Studies, from which positions he served as a personal inspiration and professional mentor to several “generations” of UK American studies academics. Those who knew him and worked with him were invariably struck by his tall good looks, charisma and charm – characteristics that no doubt also contributed to his successful career, in Britain and in the United States, first as a visiting scholar, and later, during his final years, as the occupant of an endowed chair at George Washington University in Washington, DC. As the correspondence in his papers attest, he was held in high – and warm – regard by many of the leading US historians of his heyday. More might be said about his charm here because it also permeates his writing and persists there as a kind of afterglow, and not only for those who encountered him in person – but this essay is a critical reconsideration of his published work that, though appreciative, at least aspires towards objectivity.

Articulating an alternative: the contribution of John Burton

1995 ◽  
Vol 21 (2) ◽  
pp. 197-208 ◽  
Author(s):  
David J. Dunn
Keyword(s):  
United States ◽  
United Kingdom ◽  
Conflict Resolution ◽  
Academic Career ◽  
The United States ◽  
Research Society ◽  
Research Association ◽  
The United Kingdom ◽  
Peace Research ◽  
George Mason University

Taken together, these four volumes comprise the Conflict Series, and represent the fruits of work completed by John Burton, with others, in the last years of his formal academic career in the United States, at the United States Institute of Peace in Washington, DC, and at the Center for Conflict Resolution at George Mason University in Virginia. Burton has now ‘retired’ (though he still writes vigorously) to his native Australia, and that event, together with the appearance of these works, prompts this synoptic evaluation of them in the context of Burton's life and previous work. What makes this particularly interesting in the case of John Burton is that his career has been less than singular; first a civil servant, then a diplomat, then an academic, he moved from Australia, then to the United Kingdom and thence to the United States, with various stops along the way. Though he has written a great deal—books, articles and conference papers—and was a key participant in the organization of the peace research movement in the 1960s, especially the International Peace Research Association and the Conflict Research Society in the United Kingdom (and is described on the back cover of CRP as ‘the founder of the field of conflict resolution’), he was never a professor during his extended residence i n the United Kingdom at, first, University College, London, and then at the University of Kent, achieving that status only later, at George Mason University.

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