Science Teaching Fellowships

I received an email from the Knowles Science Teaching Foundation announcing that they are now accepting applications for its prestigious KSTF Teaching Fellowships. Renewable for up to five years and valued at up to $150,000, the highly competitive Fellowships support America’s best and brightest teachers of high school mathematics and science at the critical early juncture of their career.

Here are the details for the Science Teaching Fellowships:

Moorestown, NJ, September 20, 2010 ¾ The Knowles Science Teaching Foundation, an advocate for beginning teachers and the teaching profession, is now accepting applications for its prestigious KSTF Teaching Fellowships.

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The Superman Hero is actually your 7th Grade “Science” Teacher!

Who travels faster than a speeding bullet?  Who jumps buildings in a single bound?  No, its not superman, its probably your 7th grade science teacher!  I’ve written about a movie which was just released titled Waiting for Superman.  Here is the official movie trailer.  After watching the trailer, you may or may not agree with what I say.

In the movie, public school teachers are depicted as the evil ones, and charter school teachers are seen as the good guys.… Read more

STEM Education: Is it Botany or Science Education?

There was an article published today in the New York Times entitled STEM Education has little to do with flowers written by Natalie Angier.  She started her article this way:

If you want to talk about bolstering science and math education in this country, I’ll gladly break out my virtual pompoms and go rah. Who wouldn’t? Our nation’s economy, global allure and future tense all depend on the strength of its scientific spine.

But mention the odious and increasingly pervasive term “STEM education,” and instead of cheerleading gear, I reach for my … pistil.

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Why are more students relying on tutors in mathematics and science?

Last week I was asked to contribute to the Room for Debate discussion site on The Opinion Pages of the New York Times.  On a nearly daily basis, Room for Debate posses a questions, and solicits contributions from four or five individuals.  The Room for Debate topics that I contributed to was entitled “Why are more students relying on tutors in science and mathematics?

Terry Tang, one of the editors for Room for Debate discussions introduced the tutoring in math and science issue as follows:

A generation ago, after-school tutoring was fairly rare.

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What are the implications of a new generation of science standards?

In the early 1970s, while at Georgia State University, a team of science educators (professors, science education graduate students, and classroom teachers) spent two years developing a comprehensive set of objectives and test items for elementary science, grades K-6 for the Florida Department of Education, called the Florida Elementary Science Assessment Project.

In the year leading up to this, I had been visiting professor at Florida State University, and worked as a writer for the NSF-funded ISCS Project under the direction of Ernest Burkman, and as a researcher for the Florida Assessment Project (FAP), directed by David Redfield.… Read more

Advancing STEM: Conflict Between Standardization and Innovation

There was a government report on Science, Technology, Engineering, and Mathematics (STEM) education released over the past few days.  The report, combined with the National Research Council’s project which has developed a Conceptual Framework for a New Generation of Science Standards set the tone for STEM education over the next few years.

The National Science Board issued a report today entitled Preparing the Next Generation of STEM Innovators:
Identifying and Developing Our Nation’s Human Capital
.  … Read more

Reform From Teachers’ Points of View

In today’s culture of reform, it is governors, corporate leaders, politicians, and a few organizations founded and funded by the previous mentioned groups–people who know little of teaching and learning–that are determining the direction of reform. And that reform is one of standardization, holding schools and teachers accountable by testing the “heck” out of kids using tests that according to these outside experts, measure what students are supposed to learn. If they don’t learn it, its the teachers fault.… Read more

How Does Student Motivation Factor into Assessing Student Achievement and Teacher Performance

For several days, I have been writing about the movement to standardize the curriculum, indeed, to develop a single set of standards for the entire nation—15,000 school districts. So far, Achieve.org has written the Common Core Standards in Mathematics and Reading, and by next year will have completed the New Generation of Science Standards. This will be followed by a battery of achievement tests to be used to “measure” student achievement. Achievement test results will become a major factor in assessing teacher performance.… Read more

If Science Courses Were Optional, Would Students Enroll?

Yesterday I wrote about the drive to “standardize” curriculum in the U.S. through the implementation of Common Core Standards.  Already, we have the Common Core Standards in Mathematics and Reading, and National Research Council has hired Achieve (the same organization that wrote the Math and Reading standards) to write the new generation of science standards.  This top-down effort is largely driven by private organizations and corporations, who have convinced the U.S. Department of Education to implore  all of the states to adopt these uniform standards.  … Read more