Notebook of Tristram Gilman, 1757-1761

The small volume holds the notebook of Tristram Gilman interleaved on unlined pages in a printed engagement calendar. The original leather cover accompanies the notebook, but is no longer attached. The inside covers of the original leather binding are filled with scribbled words and notes. The volume holds a variety of handwritten notes including account information, transcriptions of biblical passages and related observations, travel information, community news, weather, and astronomy. The volumes does not follow a chronological order, and instead seems to have been repurposed at various times.

Apparatus drawings project.

"The material presented here has appeared in part in the American journal of physics."

Yearbook.

Nos. 1-12, 14 issued as its Publications, no. 6-18.

Annual report of the Board of Regents of Normal Schools of the state of Wisconsin.

State printer varies.

Yearbook

Mode of access: Internet.

Investigating Concept Mapping and Stimulated Recall to Reveal Academic Teacher Beliefs and how they are enacted through learning designs for the Web

Increasingly, academic teachers are designing their own web sites to add value to or replace other forms of university teaching. These web sites are tangible and dynamic constructions that represent the teachers thinking and decisions derived from an implicit belief system about teaching and learning. The emphasis of this study is to explore the potential of the research techniques of concept-mapping and stimulated recall to locate the implicit pedagogies of academic teachers and investigate how they are enacted through the learning designs of their web sites. The rationale behind such an investigation is that once these implicit belief systems are made visible, then conversations can commence about how these beliefs are transformed into practice, providing a potent departure point for academic development.

Electromagnetism: Interaction of Simulation and Real Lab Experiment

eLearning at universities is taking an increasingly larger part of academic teaching methodologies. In part this is caused by different pedagogical concepts behind interactive learning system, in part it is because of larger numbers of students that can be reached within one given course and, most important, actively integrated into the teaching process. We present here the development of a novel concept of teaching, allowing students to explore theoretical and experimental aspects of act of magnetic field on moving charge through real experiments and simulation. This problem is not only part of the basic education of physics students, but also element of the academic education of almost all engineers.

Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs

The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB. This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry-based curriculum. The overall findings hold important implications for science education reform, including its potential to influence how preservice teacher training and inservice teacher professional development in science are perceived and implemented. Additionally, given the noteworthy results obtained over the relatively short durations, CAIC interventions may also provide an effective means of achieving improvements in preservice and inservice teachers’ STEB more expeditiously than traditional approaches.

"You have to reach before you can teach": A study of teacher candidates' journeys of community teaching

Thesis (Ph.D.)--University of Washington, 2016-06

Práticas de ensino por investigação nas aulas de ciências desenvolvidas nos anos iniciais do ensino fundamental

Acompanha: Material de apoio para os professores das escolas municipais de Curitiba: propostas de práticas de ensino por investigação nas aulas de ciências dos anos iniciais do ensino fundamental.

Interview with Dana L. Roth

An interview in four sessions, January and February 2014, with longtime Caltech chemistry librarian Dana L. Roth. Roth received his undergraduate education at Pasadena City College and UCLA (BS in chemistry, 1962). In 1965, he received master’s degrees in chemistry from Caltech and in library science from UCLA; that summer, he became Caltech’s chemistry librarian. After consolidation of Caltech’s division libraries in Millikan Library in 1967, he undertook various administrative responsibilities at Millikan over the years, along with his continuing duties as chemistry librarian. Active in the chemistry division of the Special Libraries Association. In 2008, inducted into the SLA Hall of Fame. That year he also received the Thomas W. Schmitt Staff Prize, presented to a Caltech staff member whose contributions “embody the values and spirit that enable the institute to achieve excellence in research and education.” Retired April 2013. In this interview he discusses his initial education as a chemist, including his graduate education at Caltech, and his switch to library science. He traces the development of library science in general and at Caltech—from the card-catalog days to the growth of the electronic Caltech Library system and the present state of online access and databases.

Qualitätssicherung für nachhaltige Strukturen in der ICT-basierten Lehreraus- und -fortbildung

Das Institut für Ökonomische Bildung (IÖB) an der Carl von Ossietzky Universität Oldenburg ist u.a. mit der wissenschaftlichen Durchführung des Projekts „Ökonomische Bildung online“ befasst, mit dem die Entwicklung eines vollständigen internetbasierten Studiengangs, differenzierter Fort- und Weiterbildungsprofile für Lehrkräfte an allgemein bildenden Schulen und die Vorbereitung des Exports des Studiengangs nach Russland erreicht werden soll. Ein vertraglich fixiertes Hauptaugenmerk bei der Entwicklung dieser Angebote liegt auf der Nachhaltigkeit, d.h. nach Ablauf der Projektförderdauer (7/2001–12/2004) sollen sich die Produkte auf dem wachsenden Bildungsmarkt selbst refinanzieren. Wie versucht werden soll die Nachhaltigkeit zu erreichen, ist Gegenstand dieses Artikels. Im Mittelpunkt stehen dabei Maßnahmen der Qualitätssicherung, die m.E. aber nicht bei der Betrachtung der Produkte an sich, d.h. der Inhalte und Kurse selbst beschränkt bleiben kann, sondern auch die Ausrichtung an der Marktsituation, die Bedürfnisse der Zielgruppen, die Kooperationsbeziehungen, die Finanzierung und die Technik ins Blickfeld nehmen muss. (DIPF/Orig.)