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Elementary Secondary Education; Resource Materials; Homosexuality; Gender Issues; Social Attitudes; Social Bias; Guides; Educational Environment; School Safety; School Policy; School Culture; Stereotypes; Social Justice; Sexual Identity; Identification (Psychology)

Abstract:
This essay provides a review of a resource guide written by Kristopher Wells, Gayle Roberts, and Carol Allan (2012) titled "Supporting Transgender and Transsexual Students in K-12 Schools: A Guide for Educators". The guide is an invaluable resource for educators in schools and teacher education programs.

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Engineering Education; Engineering; Educational Innovation; Information Dissemination; Content Analysis; Delphi Technique; Expertise; Barriers; Cultural Differences; Adoption (Ideas); Social Support Groups; Administrator Attitudes; Resource Materials; Access to Information

Abstract:
Although the need for new educational materials and methods in engineering education is increasing, the process of disseminating (making target groups become aware of, accept, and use) these innovations remains a challenge. A literature review shows that few studies have thoroughly investigated this area. The purpose of this article is to identify factors that may affect the adoption and use of educational innovations used in engineering education and to offer advice to educators on how they may better disseminate their materials. This study uses extant theories related to diffusion and acceptance of innovation as the basis for identifying factors that may impact the dissemination of educational innovations. These factors are tested via a Delphi study employing 21 subject-matter experts and content analysis of 410 research abstracts. The results suggest nine factors that are most important for facilitating acceptance and use of educational engineering innovations. In particular, new materials should be designed such that they demonstrate an obvious relative advantage over existing materials, are compatible with and adaptable to existing pedagogy, lack complexity, and are generally easy to use. Management support and availability of resources are found to be important environmental conditions that facilitate acceptance; logistical issues and cultural differences are the chief impediments. (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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Educational Change; Partnerships in Education; College School Cooperation; Expertise; Financial Support; Public Sector; Federal Aid; STEM Education; Power Structure; Participative Decision Making; Planning; Cooperation; Leadership; Foreign Countries; Program Implementation; Program Evaluation; Resource Materials

Abstract:
Implementing educational reform requires partnerships, and university-school collaborations in the form of investigative and experimental projects can aim to determine the practicalities of reform. However, there are funded projects that do not achieve intended outcomes. In the context of a new reform initiative in education, namely, science, technology, engineering and mathematics (STEM) education, this article explores the management of a government-funded project. In a university-school partnership for STEM education, how can leadership be distributed for achieving project outcomes? Participants included university personnel from different STEM areas, school teachers and school executives. Data collected included observations, interviews, resource materials, and video and photographic images. Findings indicated that leadership roles were distributed and self-activated by project partners according to their areas of expertise and proximal activeness to the project phases, that is: (1) establishing partnerships; (2) planning and collaboration; (3) project implementation; and (4) project evaluation and further initiatives. Leadership can be intentional and unintentional within project phases, and understanding how leadership can be distributed and self-activated more purposefully may aid in generating more expedient project outcomes. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Chemistry; College Science; Science Instruction; College Freshmen; Misconceptions; Scientific Concepts; Vocabulary; Cognitive Processes; Difficulty Level; Case Studies; Lecture Method; Prior Learning; Resource Materials; Electronic Publishing; Feedback (Response); Foreign Countries

Abstract:
This case study describes an effective method to ameliorate the cognitive load caused by new terminology and concepts in lectures. Ten online pre-lecture resources whose design was underpinned by the principles of cognitive load theory were provided to a class of 49 first year university level chemistry students. Each resource introduced a number of key concepts to the forthcoming lecture and included a quiz for students to test understandings and identify misconceptions. The evaluation of the implementation of resources was measured by considering the difference in exam marks for in-semester test and end of module exam. These showed that the marks for students who had no prior knowledge of chemistry before coming to college significantly improved to the point that there was no difference between students with and without prior knowledge. A key outcome of this work is that providing students with resources to prepare for lectures can help in reducing their cognitive load. (Contains 2 tables and 3 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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Second Language Learning; Teaching Methods; Research Tools; Multilingualism; High Stakes Tests; Resource Materials; Classroom Research; Guides; Student Diversity; Cultural Pluralism; Inquiry; Literacy; English Language Learners; Best Practices; Teacher Researchers; Research Methodology; Educational Policy

Abstract:
This resource guide looks at new classroom-based literacy research that supports "all" learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where literacy and learning is encouraged and respected, highlighting best practices for classrooms that include English language learners. This valuable book will inform all educators interested in classroom literacy research and how it supports achievement for diverse students. It features contributions from authors at the forefront of teacher research that hold the most promise for initiating change. Book features include: (1) Descriptions of inquiry-based instruction for the PreK-12 classroom; (2) Examples of classrooms where teachers provide effective instruction for English language learners, including student work samples; (3) Research tools to assist and support teachers in becoming reflective practitioners and planning their own classroom research agenda; and (4) Recommendations for changes to policy and instructional practices that will counteract the negative impact of high-stakes testing. Contributors include Josephine Arce, Diane Brantley, Sandra A. Butvilofsky, Susan Courtney, Gregory J. Cramer, Elizabeth Padilla Detwiler, Virginia Gonzalez, Dana L. Grisham, Shira Lubliner, Jodene Kersten Morrell, Sandra Liliana Pucci, Alice Quiocho, Ambika G. Raj, and Richard Rogers. [Foreword by Douglas Fisher.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Civil Rights; Human Dignity; Resource Materials; Curriculum Guides; Community Involvement; Consciousness Raising; Interpersonal Relationship; Group Dynamics; Prosocial Behavior; Learning Activities

Abstract:
We are pleased to provide the July 2012 edition of the Curriculum and Resource Guide for "The World As It Could Be" Human Rights Education Program. This program, is an outgrowth of a series of successful initiatives carried out since 2006 to educate and inspire youth and adults to further human rights for all people and have greater understanding of the type of individual and community engagement needed to compel constructive action. These initiatives, including two years of pilot work in Bay Area high schools and implementation of the 2010 edition of the Curriculum, utilize the creative arts to deepen learning about the Universal Declaration of Human Rights (UDHR) and provide the opportunity for the youth to, in turn, teach their peers and adults about the importance of manifesting the words of the UDHR. With the successes of the creative initiatives and high school experiences of "The World As It Could Be" program over the last five years, we have gained the following insights that form the basis for creating this curriculum: (1) The UDHR provides an exciting framework for actively engaging in local and global efforts toward the achievement of life, liberty and human dignity for all people; (2) Although the United States played a crucial role in the drafting of the UDHR and its adoption on December 10, 1948 by the UN General Assembly, many people, across all ages and demographics, are not aware of the UDHR, even though the document is an official element of Social Studies curriculum in most public schools; (3) When youth have the opportunity to not only learn about the UDHR, but also be leaders in teaching its importance to their peers and to adults they demonstrate increased involvement in their studies, enhanced social interaction skills and greater commitment to be positively engaged in their school and community; (4) The creative arts provide a powerful mechanism for teaching the UDHR in a way that compels student engagement, deeper learning and personal connection to otherwise abstract content; (5) The culminating presentation and celebration of the students' creative reflections on their studies of the UDHR provide a unique rite-of-passage experience that motivates both higher levels of academic engagement as well as enhanced awareness of and commitment to being engaged members of their immediate and broader communities; and (6) The schools that have been involved in the Project have experienced a shift toward a more positive, human rights-oriented culture, where there is greater awareness about the importance of demonstrating respectful and mindful behavior in immediate circles, as well as being attentive to broader issues that affect people locally and globally. We see this Curriculum and Guide as a creative work-in-progress where the participating teachers, organizational leaders and students can play an active role in updating the material with their own ideas inspired by the experiences they have in working with project. [This guide was produced by the Rex Foundation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Resource Materials; Misconceptions; Annotated Bibliographies; Astronomy; Natural Disasters

Abstract:
Educators at all levels and in all settings are getting questions these days about the approaching "end of the world" catastrophes supposedly coming in December 2012. This resource guide provides a selection of useful resources for responding to student and public questions in this arena. The latest internet myth to gain traction is the notion that the world will experience a dire catastrophe on the winter solstice (December 21) 2012, either from collision with a (mythical) planet called Nibiru or from some other astronomical cause. A large number of books and web sites have touted this notion for a while, as have documentaries on the History Channel and other cable channels that should know better. In 2009, the producers of a major movie thriller, called "2012," spent quite a bit of money on a huge advertising campaign that seared images of catastrophe in the public mind, even setting up a fake web site purporting to show the science behind the idea. As a result of all this media publicity, lots of people are worried and are asking astronomers about Doomsday 2012. David Morrison (at NASA Ames and the SETI Institute) has coined the term "cosmophobia" for the fear of astronomical disasters, and it appears that cosmophobia is significantly on the rise, despite the absence of any real evidence that 2012 will be a worse time for possibilities of cosmic disaster than any other year. Here are a few selected web and written resources that give clear answers to questions about the 2012 myth from the scientific and archaeological perspective. 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:
Astronomy; Music; Resource Materials; Musical Composition; Scientists; College Students; Higher Education; Interdisciplinary Approach

Abstract:
This annotated resource guide presents 133 pieces of music inspired by astronomical ideas, discoveries, or history, organized in 22 subject categories. Both classical and popular music are included, but only when a clear connection to astronomy could be established. Depending on your musical tastes, you are likely to find some pieces resonating with you and others like the squeaking noise on a blackboard when chalk is held at the wrong angle. But some of the ideas and analogies the pieces represent may intrigue you and your students. Only music available on CD is included, so that educators who want to use some of these in the classroom can purchase a legal copy. A short appendix lists a number of astronomers who have recorded songs and self-published them. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Biodiversity; Undergraduate Students; Resource Materials; Conservation (Environment); Information Technology; Consortia; Rural Schools; Urban Schools; High School Students; Environmental Education; Federal Legislation; Information Sources; Cooperation; Teacher Role; Student Role

Abstract:
To address the important challenge of taking good care of India's environment, substantial, good quality information is crucial. Unfortunately, pertinent information is in very short supply. Much of the nationally collected information lacks quality and is incomplete. Modern science has demonstrated that good information flows from an open, transparent process that welcomes participation of all interested parties. Such a broad based, open, participatory process should be established to develop a sound, comprehensive base of information on India's environment. All over the world, citizens are a great repository of detailed information on many facets of their local environment. India's citizens, especially students and teachers, therefore have to play an important role in this process of building up a good information resource on India's environment. Rapidly advancing information and communication technology (ICT) tools hold much promise in facilitating such a participatory process of knowledge generation. In India, such a programme may involve interested citizens of a locality working with a consortium of both urban and rural high schools, junior and undergraduate colleges. It would take advantage of the fact that it is now mandatory for students in Classes 11-12, as well as for the second year undergraduates in all branches, to undertake a major project on environment. It could also build upon the provisions of the Biological Diversity Act, 2002 that mandates all panchayats and nagar palikas throughout the country to undertake documentation of local biodiversity resources and associated knowledge in the form of "People's Biodiversity Registers". In the long run, this process would establish a transparent, publicly accessible information resource on India's environment with accreditation to concerned students, teachers and other interested citizens for all items of information. (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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Descriptors:
Training Objectives; Structural Equation Models; Program Evaluation; Performance Factors; Trainees; Employee Attitudes; Program Attitudes; Training Methods; Program Content; Resource Materials; Delivery Systems; Instructional Effectiveness; Program Effectiveness; Educational Environment; Program Implementation; Program Design; Questionnaires; Program Validation; Hypothesis Testing; Foreign Countries

Abstract:
Purpose: The purpose of the paper is to highlight the training factors that mostly affect trainees' perception of learning and training usefulness. Design/methodology/approach: A new research model is proposed exploring the relationships between a trainer's performance, training programme components, outcomes of the learning process and training usefulness. The validity of this model is tested empirically adopting the structural equation modelling approach, using data from 126 employees who have participated in different training programmes. Findings: All the factors that constitute a training programme (trainer performance, training environment and training goals, content, material, process) have been found to affect both learning outcomes and training usefulness. Research limitations/implications: The long-term results of a training programme are not examined. Practical implications: Although all the aspects and components of the training programmes should be carefully considered by the training programme designer, training process and trainer performance have the strongest direct and indirect effect (respectively), on both learning outcomes and training usefulness. Originality/value: In this study, all the factors that constitute a training programme are incorporated in a single model using data from small and medium-sized enterprises. Overall, the final model can explain 39 and 60 percent of the variance in learning and training usefulness, respectively. (Contains 5 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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