TCEB SCHEDULING NOTICE

The TCEB will next be issued on July 9 due to the Independence Day holiday.

 

NSTA NAMED OFFICIAL EDUCATION ADVISOR TO THE PETE CONRAD SPIRIT OF INNOVATION AWARDS

Triangle Coalition member, the National Science Teachers Association (NSTA) and the Conrad Foundation have announced an agreement to collaborate on the Foundation's Pete Conrad Spirit of Innovation Awards, a program focused on combining science and technology education with innovation and entrepreneurship to solve modern-day problems in four categories: space, oceans, energy and the environment. Through this partnership, NSTA will serve as the official education advisor to the program, providing guidance on the development of educational resources, long-term goals and vision for the program. "The Pete Conrad Spirit of Innovation Awards program not only encourages students to be both creative and scientific, but requires them to think critically while pursuing real solutions to real-world challenges," said Dr. Francis Eberle, Executive Director, NSTA. "Today's students represent the future. We are excited to be partnering with the Conrad Foundation to provide quality science-learning opportunities and experiences that help promote imaginative thinking among students."

The Pete Conrad Spirit of Innovation Awards is an annual competition that challenges teams of high school students to create innovative products for use in various fields of science and technology, including lunar exploration, personal spaceflight, and renewable energy. Teams vie for more than $100,000 in cash prizes and the opportunity to commercialize their products for general market use. For more information, visit www.conradawards.org.

 

FELLOWSHIPS EMPOWER NEXT GENERATION OF TEACHER LEADERS

As the nation struggles with a critical shortage of qualified teachers, thirty-five dedicated young men and women are embarking on a career in education with the help of fellowships from the Knowles Science Teaching Foundation (KSTF). Each year KSTF, a national advocate for improving the quality of science and mathematics teaching in US high schools, awards teaching fellowships worth up to $150,000 over five years to exceptional early career teachers committed to making an impact in science and mathematics education. "We see teachers as change agents. By investing in early-career teachers, KSTF is nurturing dedicated, life-long educators," said Dr. Angelo Collins, KSTF's executive director. "The quality of high school mathematics and science education is essential to ensuring American competitiveness through innovation."

The 2009 KSTF Teaching Fellows are a diverse group representing 32 US states. Seventy-seven percent of the Fellows demonstrate a commitment to public service through volunteer work and many have served as volunteer teachers in their communities and in far off places such as Ghana and Cambodia. Thirty one percent have changed careers, turning in their lab coats and microscopes for a classroom of students and whiteboards. Forty-five percent of the Fellows want to give back to their communities by teaching in their hometowns and twenty nine percent were inspired to teach by a family member in the profession. All KSTF Teaching Fellows share the drive to engage and empower young minds through math and science education. The Fellowships combine financial support such as tuition assistance and stipends for professional development with structured mentor relationships, regular meetings, engagement with new curriculum and teaching methods, online resources, and much more. This rare level of support gives way to a community of professionals who are continuously improving their practice and engaging students with the tools to address 21st century challenges. Applications are reviewed by KSTF program staff and by a judging panel of highly accomplished scientists, mathematicians, and educators. Click here for more information.

REPORT EVALUATES CHARACTERISTICS OF LATE HIGH SCHOOL DROPOUTS

The National Center for Education Statistics within the Institute of Education Sciences has released the report "Late High School Dropouts: Characteristics, Experiences, and Changes Across Cohorts." The report presents information about selected characteristics and experiences of high school sophomores in 2002 who subsequently dropped out of school. It also presents comparative data about late high school dropouts in the years 1982, 1992, and 2004. The findings only address dropping out in late high school and do not cover students who dropped out before the spring of 10th grade. For this reason, the reported rates are lower than those based on the students' entire high school or earlier school career. Key findings include the following:

Forty-eight percent of all late high school dropouts come from families in the lowest quarter (bottom 25 percent) of the socioeconomic status distribution, and 77 percent of late high school dropouts come from the lowest half of the socioeconomic status distribution.

Most late high school dropouts (83 percent) listed a school-related (versus a family- or employment-related) reason for leaving. These reasons included missing too many school days, thinking it would be easier to get a GED, getting poor grades, and not liking school.

The overall late high school dropout rate was lower in 2004 than in 1982 (7 percent versus 11 percent, respectively) and lower in 1992 than in 1982 (6 percent versus 11 percent), but it showed no statistically significant difference in 2004 compared with 1992.

 

NEW REPORT SETS FORTH PRINCIPLES OF EARTH SCIENCE LITERACY

Earth's rocks and other materials provide a record of its history. Our solar system formed from a vast cloud of gas and dust 4.6 billion years ago. Earth's crust has two distinct types: continental and oceanic. These and other concepts are the major ideas of Earth science that all citizens should know, according to a newly released report, "Earth Science Literacy Principles: The Big Ideas and Supporting Concepts of Earth Science," funded by the National Science Foundation (NSF)-supported Earth Science Literacy Initiative (ESLI). "The Earth sciences have never been more important than they are today," says Robert Detrick, director of NSF's Division of Earth Sciences. "It's important that every citizen have knowledge of the fundamental concepts of Earth science such that he or she may make informed and responsible decisions about public issues--from climate change to energy, from natural resources to earthquake hazards. The Earth Science Literacy Initiative is a very important effort to convey this information about Earth science to the general public."

Earth Science Literacy Principles provides a summary of the major ideas in earth science for policy makers, educators, students, and the general public. The report complements the efforts of ocean, climate and atmospheric scientists, educators, and others to define the ideas and concepts essential for a geoscience-literate public. Earth Science Literacy Principles was developed through an online workshop held in May 2008, and a writing workshop held in July 2008. The workshops brought together scientists from across the earth sciences, including mineralogists, petrologists, sedimentologists, paleontologists, geophysicists, geomorphologists, biogeochemists, volcanologists, geohazards specialists and hydrologists, among others. To view the report, visit www.earthscienceliteracy.org.

VERNIER TECHNOLOGY AWARD SEEKS APPLICANTS

A partnership of Vernier Software & Technology and the National Science Teachers Association (NSTA), the Vernier Technology Awards recognize the innovative use, or potential use, of data-collection technology (e.g. probes or sensors) interfacing with a computer, graphing calculator, or handheld in the science classroom. Seven awards are presented in the following categories: one elementary (grades K–5) award; two middle level (grades 6–8) awards; three high school (grades 9-12) awards; and one college award. The award consists of a $1,000 prize; $1,000 in Vernier products; and up to $1,000 towards expenses to attend the NSTA National Conference on Science Education. Awardees will be honored at the Awards Banquet during the NSTA conference. Only teachers of science in grades K–college classrooms are eligible. Both Vernier Software & Technology and NSTA are members of the Triangle Coalition. Vernier Software & Technology is the leader in the development of data collection tools and software for science and math educators. The National Science Teachers Association is the largest organization in the world promoting excellence and innovation in science teaching and learning for all. Find out more about the award and apply online.

NASA ANNOUNCES CLIMATE CHANGE EDUCATION FUNDING OPPORTUNITY

NASA has announced a new funding opportunity that could result in the award of cooperative agreements for projects designed to educate students, teachers, and lifelong learners about global climate change. Proposals for "Global Climate Change Education: Research Experiences, Teaching and Learning" are expected to leverage NASA's unique contributions in climate and Earth system science to enhance students' academic experiences and improve educators' abilities to engage and stimulate their students. A particular emphasis is placed on providing opportunities for students to investigate the climate system using NASA Earth observation data and NASA Earth system models. Notices of Intent to propose to this announcement are strongly encouraged and due by July 2. Full proposals are due Aug. 3. The anticipated total amount of funds available for new awards is approximately $8 million. This funding opportunity supports NASA's goal to engage students in the critical disciplines of science, technology, engineering, and mathematics. Proposals that offer innovative approaches for using NASA resources in support of elementary, secondary, undergraduate, and lifelong teaching and learning are sought. Proposals will be accepted under three funding categories:

Improving teacher competency for global climate change education

Using NASA Earth system data and models to strengthen teaching and learning about global climate change

Enabling global climate change science research experiences for undergraduate or community college students and pre- or in-service teachers, including those in nontraditional teacher licensure programs

 

GUIDING PRINCIPLES FOR MATHEMATICS CURRICULUM AND ASSESSMENT

Triangle Coalition member, the National Council of Teachers of Mathematics (NCTM) has released "Guiding Principles for Mathematics Curriculum and Assessment" to influence ongoing and future development of what could become uniform curriculum expectations or national standards for mathematics education. NCTM was the first organization to develop content standards and a guiding framework for curriculum development with its 1989 publication of Curriculum and Evaluation Standards for School Mathematics, which was updated in 2000 as Principles and Standards for School Mathematics. In 2006, NCTM's "Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence" presented the three most important topics in each grade that students should learn in depth and with understanding for future learning in mathematics. The forthcoming "Focus in High School Mathematics: Reasoning and Sense Making" (2009) will address mathematics education in high school. An education based on these Standards publications will prepare students for the true workplace needs of the future: critical thinking, problem solving, and teamwork.

"The continuing discussions about common core standards or a national curriculum should be based on the work that has already been done," said NCTM President Henry S. (Hank) Kepner, Jr. "Since any discussion of true national standards relates to the fundamental issue of local control in education, effective policy should be formed by the best current information on mathematics teaching and learning. The development of any curriculum or standards should take advantage of what has already been carefully crafted by a consensus of mathematics teachers, teacher leaders, mathematics educators, mathematicians, and researchers." "Guiding Principles for Mathematics Curriculum and Assessment" is available online. The National Council of Teachers of Mathematics has 100,000 members and 230 member Affiliates in the United States and Canada. It is the world's largest organization dedicated to improving mathematics education for all students from prekindergarten through grade 12.