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Descriptors:
Undergraduate Study; Bachelors Degrees; Educational Innovation; Sustainability; Science Education; College Science; Curriculum Development; Interdisciplinary Approach

Abstract:
We explain the process used at Kean University (New Jersey) to create an innovative undergraduate degree program in sustainability science. This interdisciplinary program provides students with the strong science background necessary to understand and address the opportunities associated with sustainability. We articulate seven steps taken during the first year of developing the major and three additional steps that explain its evolution. Sustainability is the primary focus of each course within the curriculum. By sharing our experiences, other institutions may be encouraged or assisted in developing a similar program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Museums; Research Methodology; Data Analysis; Communities of Practice; Educational Practices; Young Children; Early Childhood Education; Participatory Research; Action Research; Program Development; Educational Innovation; Partnerships in Education; Educational Cooperation; Program Effectiveness; Program Evaluation; Constructivism (Learning); Performance Factors; Preschool Education; Cooperative Programs

Abstract:
This study explores the integration of two key ideas and working frameworks: a community of educational practice formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge by means of re-evaluating the learning targets, the nature of children's activity, the nature of interaction between adults and learners, and the nature of resources used in existing and newly designed programmes offered to young children. Participatory action research enabled the community to monitor the implementation of theory with scientific rigour and formulate a new "knowledge strategy", which in theoretical terms will guide future developments. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Schedules; Educational Innovation; Colleges; Online Courses; Transfer Students; College Freshmen; Study Abroad; Educational Finance; College Admission; Internship Programs

Abstract:
Some students at University of Florida can take classes only during the spring and summer semesters for as long as they are enrolled. Each year they will get a four-month break--the fall semester--when they can take online courses, study abroad, or do internships. Some may opt to work. Despite their schedules, the students are full-fledged undergraduates--not second-class citizens--a point the university has emphasized on and off the campus. At a time when colleges are rethinking their offerings, Florida's move represents a reinvention of the academic calendar. The idea was inspired by growing demand and a dwindling supply of seats. A few years ago, deep cuts in state appropriations prompted the university's leaders to shrink undergraduate enrollment. Although they were wary of limiting access further, they knew the campus was at capacity--at least during the fall. Florida, like many other institutions, has long offered spots to "January admits," first-year applicants who must wait for a semester before enrolling. Over the past several years, the university has quadrupled the number of freshmen admitted in the spring, when it also welcomes about 1,000 transfer students. Officials decided that the spring-and-summer option must come with an enticement, something distinctive. So they developed the Innovation Academy, a mandatory series of courses, including a senior-year capstone project, for all spring-and-summer students. Each student takes six courses--on creativity and entrepreneurship, for instance--as part of a minor in "innovation." The program offers seminars, guest lectures, and service-learning opportunities, all to encourage students to develop solutions to problems in their chosen fields. Participating students also get hands-on experience at the university's new business incubator. Florida plans eventually to enroll 2,000 students on the spring-and-summer schedule. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gap; Learner Engagement; Electronic Learning; Internet; Online Courses; Access to Information; Information Policy; Information Theory; Information Networks; Technology Uses in Education; Educational Innovation; Barriers; Educational Improvement; Improvement Programs; Educational Practices

Abstract:
In education, technology is giving new meaning to the phrase "equal opportunity." Teachers and students in schools across America--urban, rural, wealthy, and impoverished--are gaining access to online learning and all of its benefits through broadband technology. What is broadband? According to the Federal Communications Commission (FCC), it is high-speed internet access that allows users to tap into information and take advantage of internet-related services that are difficult or impossible to move through slower, dial-up telephone lines. Text, images, and sound are all transmitted digitally as bits of data. Broadband is an education equalizer. A high-speed internet connection breaks down the barriers to accessing advanced learning materials and instruction. It also can heighten student engagement and enable personalized instruction that caters to varying learning styles. Kramer Middle School, a part of the District of Columbia Public Schools, is one of the district's 40 lowest-performing schools. This article describes the new program Kramer is embarking on that is predicted to better engage students and dramatically improve test scores. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Safety Education; Special Education; Special Needs Students; Food Standards; Skill Analysis; Skill Development; Testing Accommodations; Accessibility (for Disabled); Best Practices; Item Analysis; Psychometrics; Nutrition Instruction; Food Service; Performance Based Assessment; Evaluation Methods; Educational Innovation; Program Effectiveness; Curriculum Evaluation

Abstract:
This article describes an innovative assessment tool designed to evaluate the effectiveness of a food safety skills curriculum for learners receiving special education services. As schools respond to the increased demand for training students with special needs about food safety, the need for effective curricula and tools is also increasing. A "Food Safety Education for High School and Transition Special Needs Students" curriculum served as the basis upon which our assessment tool was developed. The project was a collaborative effort by food safety and education professionals in Connecticut, Rhode Island and Massachusetts. This USDA-funded initiative emerged from teacher-generated data that identified critical gaps in food safety knowledge and skills among students with disabilities (SWD) receiving special education services. As an adjunct to this curriculum, a Food Safety Practices Assessment Tool was developed to: 1) conduct observations of students as they demonstrate food safety practices, and 2) use this information to design classroom-based learning activities that are aligned with students' Individual Education Plans (IEP). Pilot data suggest that the tool is valid and reliable for use in a kitchen-based setting. This is the first known tool of its kind to test food safety skills of individuals with special needs in a real-world environment. Further testing is needed to determine the usefulness of the tool for broader audiences. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Educational Strategies; Teaching Methods; Educational Change; Expertise; Middle School Students; After School Programs; Technology Uses in Education; Electronic Learning; Instructional Effectiveness; Facilitators (Individuals); Educational Innovation; Access to Computers; Disadvantaged; STEM Education

Abstract:
The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the final issue brief in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and digital learning. At the core of effective digital media and learning is the principle that instructional strategies should be personalized and flexible and that technology is a tool that supports effective teaching and learning practices. There is no one formula for success, but rather a multitude of ways that technology can be effectively applied to support the academic, social and emotional needs of middle school youth. Digital learning does not require educators to be experts on technology, but rather enables them to be facilitators in an environment where youth are encouraged to explore and find the answers on their own. Learner-centered strategies need staff who are invested in both the children and the program, and these strategies are most effective when educators are passionate, supportive and willing to experiment with new technology and new ways of teaching. The lower-stakes environment and higher degree of instructional freedom within afterschool settings allows these programs to more easily develop and test innovative models of technology-enabled learning. These elements of effective digital learning, along with the fact that afterschool programs already excel at providing interest-driven learning opportunities, contribute to afterschool being an ideal setting for digital learning and an excellent partner to schools. (Contains 1 figure and 16 endnotes.) [For the related reports, see "Afterschool: An Ally in Promoting Middle School Improvement. MetLife Foundation Afterschool Alert. Issue Brief No. 55" (ED539794); "Arts Enrichment in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 56" (ED539785); and "Afterschool: A Key to Successful Parent Engagement. MetLife Foundation Afterschool Alert. Issue Brief No. 57" (ED539790).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Holding Power; Graduation Rate; Undergraduate Students; Models; College Administration; Administrative Organization; Organizational Change; Educational Improvement; Educational Innovation; Academic Persistence; Academic Achievement

Abstract:
A 4 Ps perspective addresses immediate needs: to help institutions gain traction in their retention strategies by framing and reframing the challenges and the possible responses, by challenging some of the traditional mental models about retention that can distract or dilute those strategies, and by offering focus and coherence to institutional efforts. In conclusion, there is merit in identifying some of the key themes that emerge throughout the essays in this volume, discussing the implications for how institutions can organize their retention efforts, and outlining some ways a 4 Ps framework can be used at the institutional level. This article summarizes some of the themes that characterize a 4 Ps orientation to institutional retention strategy and offers an example of how one institution has used this approach to structure its retention efforts. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Characteristics; Comparative Analysis; Elementary School Students; Educational Innovation; Grade 5; Student Reaction; Instruction; Interviews; Classroom Communication

Abstract:
The authors examined the testimonials of 60 elementary school students about their experience during class discussions of assigned readings. They randomly assigned 12 classrooms to 2 treatments: Philosophy for Children (P4C) and Regular Instruction. P4C is an alternative educational environment that places dialogue at the center of its pedagogy. Ten students from each classroom were interviewed. According to the results, significantly more P4C students stated that they enjoyed expressing disagreement with peers, taking on new responsibilities, and explaining their thinking to others. More P4C students complained about the difficulties with getting the floor to speak, and suggested that changes are needed to better balance group participation. The authors discuss these findings and suggest implications for research and teaching. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Change; Graduation; Public Education; Elementary Secondary Education; Education Work Relationship; Correlation; College Readiness; Charter Schools; Scholarships; Educational Innovation; Teacher Effectiveness; Educational Finance; Financial Support; Student Financial Aid; Developmental Studies Programs; Educational Policy; State Legislation

Abstract:
Texas' ability to create an education system that delivers on workforce and post-secondary readiness for all students is crucial to our long-term prosperity. We must fully transform our state's education system to meet the challenges and opportunities so clearly evident today. Yet, according to a report commissioned by the Houston Endowment from the National Center for Higher Education Management Systems, only 20 percent of Texas students are earning any sort of postsecondary credential within six years of expected high school graduation. Without a doubt, Texas is losing its workforce competitiveness in terms of education and the implications, given the high correlation between income and education, are dire for our state's ongoing economic vitality. How state leaders respond to this clarion call for education reform will ultimately define our ability to remain globally competitive, create jobs, attract investment and expand our dynamic economy. This paper presents K-12 education policy recommendations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Slums; Educational Development; Case Studies; Educational Trends; Trend Analysis; Equal Education; Program Descriptions; Costs; Educational Quality; Sustainability; Educational Innovation

Abstract:
This paper provides an overview of recent trends in basic education provision in India: charting an impressive expansion of enrolment in public schools but a growing concern with the quality of learning. Concerns around quality are seen as a driving factor in the migration of students from the public sector to low fee private schools. While there is evidence of improved learning amongst some low fee private schools there are also significant concerns around equity. The paper proposes that for the sake of future generations it is necessary to move beyond a polemical focus on state or non-state provision but rather to focus on six core questions about education provision: Is it sound pedagogically? Does it deliver meaningful learning? Is it equitable? Is it scalable? Is it financially viable and Is it sustainable? These questions are explored through a review of "Gyan Shala", an innovative low cost education programme operating in the slums of Gujarat and Bihar. The paper concludes that a better understanding of the dynamic "between" the sectors is needed to ensure effective education planning which will deliver meaningful learning to all. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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