Pursuing excellence : a study of U.S. eighth-grade mathematics and science teaching, learning, curriculum, and achievement in international context /

Mode of access: Internet.

Essays on archaeological subjects, and on various questions connected with the history of art, science and literature in the middle ages.

Mode of access: Internet.

Rickey, Mallory and Company's catalogue raisonné : a general and classified list of the most important works in nearly every department of literature and science published in the United States and England : with a bibliographical introduction.

Mode of access: Internet.

Elements of general knowledge, introductory to useful books in the principal branches of literature and science.

Mode of access: Internet.

Systematic education: or, Elementary instruction in the various departments of literature and science; with practical rules for studying each branch of useful knowledge.

Mode of access: Internet.

Elements of general knowledge : introductory to useful books in the principal branches of literature and science : designed chiefly for the junior students in the universities, and the higher classes in schools /

Imprint varies: v.2.: Printed by E. Bronson.

Elements of general knowledge : introductory to useful books in the principal branches of literature and science. Designed chiefly for the junior students in the universities, and the higher classes in schools.

Mode of access: Internet.

Queries with answers in literature, art, science, education /

Mode of access: Internet.

Teaching literature in the grammar grades and high school,

Bibliography: p. [324]-326.

Distinguished successful Americans of our day; containing biographies of prominent Americans now living, noteworthy as having achieved success in their chosen avocations in the various civil, military, educational, religious, industrial, commercial and other lines of human effort--men of thought and men of action who have been effective in the establishment and maintenance of our commonwealth, prominent citizens in all walks of life who are really the founders, makers and builders of our great republic as manifested in America's great institutions of finance, commerce and trade, and its unparalleled progress in education, literature, art, science, and in the development of our nation in all lines of human endeavor.

Mode of access: Internet.

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.

The role of new information and communication technologies (ICTs) in information and communication in science. A conceptual framework and empirical study

Problem This dissertation presents a literature-based framework for communication in science (with the elements partners, purposes, message, and channel), which it then applies in and amends through an empirical study of how geoscientists use two social computing technologies (SCTs), blogging and Twitter (both general use and tweeting from conferences). How are these technologies used and what value do scientists derive from them? Method The empirical part used a two-pronged qualitative study, using (1) purposive samples of ~400 blog posts and ~1000 tweets and (2) a purposive sample of 8 geoscientist interviews. Blog posts, tweets, and interviews were coded using the framework, adding new codes as needed. The results were aggregated into 8 geoscientist case studies, and general patterns were derived through cross-case analysis. Results A detailed picture of how geoscientists use blogs and twitter emerged, including a number of new functions not served by traditional channels. Some highlights: Geoscientists use SCTs for communication among themselves as well as with the public. Blogs serve persuasion and personal knowledge management; Twitter often amplifies the signal of traditional communications such as journal articles. Blogs include tutorials for peers, reviews of basic science concepts, and book reviews. Twitter includes links to readings, requests for assistance, and discussions of politics and religion. Twitter at conferences provides live coverage of sessions. Conclusions Both blogs and Twitter are routine parts of scientists' communication toolbox, blogs for in-depth, well-prepared essays, Twitter for faster and broader interactions. Both have important roles in supporting community building, mentoring, and learning and teaching. The Framework of Communication in Science was a useful tool in studying these two SCTs in this domain. The results should encourage science administrators to facilitate SCT use of scientists in their organization and information providers to search SCT documents as an important source of information.

Competences for science teaching at the 21st century

This study presents a contribution to the conceptual and terminological clarification of the concept of teaching competence, as well as for the identification of a competencial framework of competences for science teaching at a primary education level, having in mind educating citizens for the 21st century as scientific literates. The proposed framework was developed based on an intensive literature review and on the contributions emerging from a shared reflection between researchers in science education (teachers educators), future primary teachers (pre-service teachers) and in-service primary teachers.