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Descriptors:
Instructional Materials; Geography; Elementary Secondary Education; Geography Instruction; Educational Strategies; Change Strategies; Educational Planning; Partnerships in Education; Educational Improvement; Improvement Programs; Educational Needs; Needs Assessment; Instructional Development; Research Reports; Integrated Curriculum; Behavioral Objectives; Educational Objectives; Curriculum Development; Academic Standards

Abstract:
The National Geographic Society, the Association of American Geographers, the American Geographical Society, and the National Council for Geographic Education partnered to outline a "road map" for long-term strategies to improve K-12 geography education. The partner organizations assembled three committees to create synthesis reports, each of which examined and made recommendations for an area of geography education that is critical to improvement. These areas include education research, assessment, and instructional materials and professional development. The recommendations for each report revolve around advancing a common goal; presenting an approach to geography education that balances "knowing geography" with "doing geography." Articles summarizing two of these reports (Schell et al. this issue; Wertheim et al. this issue) are included in this issue of "The Geography Teacher." This short overview is designed to provide background for those two articles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Indigenous Knowledge; Cultural Pluralism; Science Instruction; Acculturation; Integrated Curriculum; Teaching Methods

Abstract:
Much has been said and written about indigenous knowledge systems (IKS) or, as it is also termed, traditional ecological knowledge. My paper does not intend to discuss how it should be termed, although this is also an important issue as the way we name it frames the possibilities we open for this kind of knowledge. The paper rather looks historically at indigenous knowledge inclusion in school curricula, taking as an example the practice in Mozambique. So far, many strategies in so-called culturally inclusive science curricula tend to take students along the pathway of cultural assimilation by integrating IKS into World Modern Science topics. IKS is therefore taken as an instrument for serving the goals of World Modern Science. I argue that we need to find legitimated theories to integrate IKS in order to counteract the practice of teaching IKS in science classrooms detached from its own sociocultural context. 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:
Humanities; Computer Uses in Education; College Faculty; Teacher Attitudes; Interdisciplinary Approach; Technological Advancement; Scholarship; Cooperation; Research; Teacher Student Relationship; Web Sites; Integrated Curriculum; Social Networks; Interprofessional Relationship

Abstract:
A persistent criticism of the digital-humanities movement is that it is elitist and exclusive because it requires the resources of a major university (faculty, infrastructure, money), and is thus more suited to campuses with a research focus. Academics and administrators at small liberal-arts colleges may read about DH and, however exciting it sounds, decide that it ill suits their teaching mission. In fact, teaching-focused colleges have significant advantages over research universities in pursuing the digital humanities. With shallower administrative hierarchies and less institutional inertia, liberal-arts colleges can innovate relatively rapidly and at lower cost. They usually have more collegiality across disciplines and divisions, and between faculty and staff members. It's easier to build coalitions and to organize project teams at small colleges. Because of their teaching focus, they have lighter expectations for faculty research: Faculty members are more likely to be able to experiment with projects that may not lead to traditional scholarly publications. Some liberal-arts colleges even have a culture of faculty-student collaborative research, which translates perfectly into the project-building methods of the digital humanities. And the great variety of missions among liberal-arts colleges allows each of them to develop projects serving communities that might otherwise be neglected. All in all, participating in DH is not more difficult at liberal-arts colleges than at research universities; it simply presents a different set of challenges and opportunities. Since 2008 the author has been part of an effort to build a DH program at a liberal-arts college in the Midwest. In this article, he offers some casual suggestions for program building in this emerging field: (1) Stop calling it "digital humanities"; (2) Show how digital humanities supports the liberal arts; (3) Build a support network with like-minded colleagues; (4) Integrate digital humanities into the curriculum; (5) Show how digital techniques support faculty research; (6) Celebrate the accomplishments of students and colleagues; (7) Seek the support of the higher-ups; (8) Invest in faculty and staff development; (9) Seek external partnerships; and (10) Strive to be a "servant leader". 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:
Chemistry; Entrepreneurship; STEM Education; Secondary School Curriculum; Secondary School Science; Curriculum Enrichment; Relevance (Education); Curriculum Development; Integrated Curriculum; Performance Factors; Barriers; Change Strategies; Educational Change; School Restructuring; Science Process Skills; Best Practices

Abstract:
This paper discussed the need to restructure STM (science, technology, and mathematics) education to reflect entrepreneurship. This is because the present STM education has not achieved its aim of making graduates self-reliant. Entrepreneurship education if introduced in the STM education will produce graduate who can effectively manage their personal businesses. Entrepreneurship education was explained and the advantages outlined. The paper gave an insight into what the chemistry education will look like when entrepreneurship education is included using secondary school chemistry. This situation applies to biology education and in the application of technology to teaching and learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Charter Schools; Teaching Methods; Citizenship; Democracy; School Culture; Citizenship Education; Educational Policy; Case Studies; Integrated Curriculum; Effective Schools Research; Institutional Mission; Democratic Values; Program Descriptions; Social Capital; Skill Development; Leadership Training; Professional Development; Educational Practices

Abstract:
This policy brief is the first in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. This paper introduces Democracy Prep, a network of seven public charter schools with a civic mission at its core. Democracy Prep's founder and superintendent is Seth Andrew, an energetic former teacher born and raised in the Washington Heights neighborhood of New York City. Andrew's passion for civic activism and academic rigor are at the center of Democracy Prep's model. The network's motto--"Work hard. Go to college. Change the world!"--couples the "no-excuses" charter school movement's emphasis on student achievement with a decidedly civic focus. The fact that Democracy Prep is a charter school is crucial to its civic mission. Andrew views charter schooling as an ideal venue for experimenting with exactly "how" to teach citizenship. In this brief, the authors describe Democracy Prep's unique approach to teaching citizenship and discuss the lessons that other schools might learn from one charter school network's experience. With civic education increasingly marginalized because of testing and accountability demands that focus on reading and math, insights from schools built around citizenship are much needed. (Contains 21 notes.) 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; Mass Media; Journalism; College Instruction; Educational Change; Multimedia Materials; Production Techniques; Skills; Integrated Curriculum; Critical Thinking; Thinking Skills; Curriculum Development; Teaching Methods; Best Practices; Urban Universities; State Aid; Focus Groups

Abstract:
In a time of dynamic changes in mass communication and the restructuring of communication programs, and in the face of shrinking education budgets, educators are being pushed to update their programs to include a new emphasis on multimedia production while sustaining traditional modes of mass communication. Through surveys (N = 121) and focus groups (N = 40) with students, this research explores how to update pedagogy to keep pace with the changes in industry. It is built around the experience of launching a multimedia class required for all students enrolled in a journalism and mass communication school at a large, urban, state-funded university. (Contains 19 notes.) 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:
Academic Achievement; Program Effectiveness; Emotional Development; Learning Strategies; Secondary Education; Secondary School Curriculum; Social Development; Social Cognition; Metacognition; Integrated Curriculum; Unified Studies Curriculum; Educational Policy; Social Change; Social Behavior; Essays; Interviews; Achievement Gains; Curriculum Implementation; Improvement Programs

Abstract:
When students are able to cope with, manage and maneuver the social and emotional landscapes of their lives, their ability to learn on all levels improves. Teaching Social / Emotional Learning (SEL), as a component of secondary education, not only increases academic performance, but prepares students to meet the challenges of lifelong learning in a changing global society. Currently, students are so busy passing tests that measure their capacity for logical, analytical and objective reasoning, it leaves little time for developing self-awareness, social awareness, and the ability to cope with ambiguous situations, to adapt, to learn how to learn and to manage stress. The purpose of this study is to determine how best to integrate social emotional learning into secondary curriculum to improve the overall learning environment. A literature review of established SEL programs consistently points to overall improvement in student behavior and learning. In addition, daily mindfulness sessions - a common component of SEL - incorporated into secondary education, consistently results in the decrease of violence and truancy rates while improving student relations, focus and academic performance. Based on these findings, the addition of SEL standards into secondary education and teacher credential programs is recommended. 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:
Active Learning; Student Attitudes; Engineering; Foreign Countries; Student Projects; Integrated Curriculum; College Freshmen; Semi Structured Interviews; STEM Education; Surveys; Higher Education; Mathematics Education; Science Education; Technology Education; Engineering Education; Mathematics Instruction; Science Instruction; Questionnaires

Abstract:
Many scholars claimed the integration of science, technology, engineering and mathematics (STEM) education is beneficial to the national economy and teachers and institutes have been working to develop integrated education programs. This study examined a project-based learning (PjBL) activity that integrated STEM using survey and interview methods. The participants were 30 freshmen with engineering related backgrounds from five institutes of technology in Taiwan. Questionnaires and semi-structured interviews were used to examine student attitudes towards STEM before and after the PjBL activity. The results of the survey showed that students' attitudes to the subject of engineering changed significantly. Most of the students recognized the importance of STEM in the science and engineering disciplines; they mentioned in interview that the possession of professional science knowledge is useful to their future career and that technology may improve our lives and society, making the world a more convenient and efficient place. In conclusion, combining PjBL with STEM can increase effectiveness, generate meaningful learning and influence student attitudes in future career pursuit. Students are positive towards combining PjBL with STEM. 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:
Learner Engagement; Educational Technology; Classroom Techniques; Integrated Curriculum; Technology Uses in Education; Social Networks; Media Adaptation; Mass Media Use; Teaching Methods; Change Strategies; Educational Strategies; Educational Practices

Abstract:
Over the past decade, social media and technology have become prevalent in the day-to-day life of many college and university students. From Skype to Twitter to Facebook, these modes of social media are often used as tools to keep in touch with friends and family, socialize, and share personal opinions. Considering that such a high percentage of students are spending time on social networking sites, college faculty and administrators may benefit from integrating social media into their curriculum to serve as a useful tool to enhance student learning. Social media provides educators with the exciting new opportunity to connect with students in a manner that continues to provoke thought and discussion outside of the classroom setting. The use of social media encourages students to interact with one another and may increase engagement and interest in the course content. The majority of student perceptions regarding the use of social media in the classroom are positive. Likewise, many faculty members seem to be aware of the different types of social media and how it may be used in the classroom. From YouTube to Twitter to Skype, social media offers many benefits to both educators and students alike, such as encouraging real-time student engagement in courses to enhancing the connection between educator and student. Social media can serve as a cost-efficient tool for educators to use, as well as an effective tool to supplement and augment the delivery of course material and development of important intellectual skills. 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:
Teaching Methods; Biology; Epistemology; Scientific Literacy; Investigations; Science Activities; Educational Philosophy; Educational Practices; Scientific Concepts; Scientific Methodology; Scientific Principles; Benchmarking; Evolution; Integrated Curriculum

Abstract:
Evolutionary developmental biology (Evo-devo) is a vibrant area of contemporary life science that should be (and is) increasingly incorporated into teaching curricula. Although the inclusion of this content is important for biological pedagogy at multiple levels of instruction, there are also philosophical lessons that can be drawn from the scientific practices found in Evo-devo. One feature of particular significance is the interdisciplinary nature of Evo-devo investigations and their resulting explanations. Instead of a single disciplinary approach being the most explanatory or fundamental, different methodologies from biological disciplines must be synthesized to generate empirically adequate explanations. Thus, Evo-devo points toward a non-reductionist epistemology in biology. I review three areas where these synthetic efforts become manifest as a result of Evo-devo's practices (form versus function reasoning styles; problem-structured investigations; idealizations related to studying model organisms), and then sketch some possible applications to teaching biology. These philosophical considerations provide resources for life science educators to address (and challenge) key aspects of the "National Science Education Standards" and "Benchmarks for Scientific Literacy." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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