Guidelines for a K-12 traffic safety education curriculum. Volume II: curriculum content and instructional approach. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Summary of work performed pursuant to the development of K-12 alcohol and alcohol safety curriculum materials. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Evaluation of the Alcohol Use and Traffic Safety Curriculum (K-12). Section II - volume 7a. Final report.

National Highway Traffic Safety Administration, Office of Driver and Pedestrian Programs, Washington, D.C.

Teacher preparation awards : NSF collaboratives for excellence in teacher preparation awards : fiscal year 1996.

"NSF 96-146 (replaces NSF 96-82)"--P. [4] of cover.

The guidebook of federal resources for K-12 mathematics and science /

Contains directories of federal agencies that promote mathematics and science education at elementary and secondary levels; organized in sections by agency name, national program name, and state highlights by region.

Goal descriptors for global studies : a guide to asking questions about learning global facts and concepts in Wisconsin schools, K-12 /

WI docs. no.: Ed.6/2:D 48/G 5

Identifying teacher preparation needs in Chicago ; a report to the General Assembly.

"May, 1990."

Teacher preparation : report of Master Plan Committee Q.

Mode of access: Internet.

Teacher preparation and professional development, 2000 /

"NCES 2001-088."

Copper sensitivity of cueO mutants of Escherichia coli K-12 and the biochemical suppression of this phenotype

The cueO gene of Escherichia coli encodes a multi-copper oxidase, which contributes to copper tolerance in this bacterium. It was observed that a cueO mutant was highly sensitive to killing by copper ions when cells were grown on defined minimal media. Copper sensitivity was correlated with accumulation of copper in the mutant strain. Growth of the cueO mutant in the presence of copper could be restored by addition of divalent zinc and manganese ions or ferrous iron but not by other first row transition metal ions or magnesium ions. Copper toxicity towards a cueO mutant Could also be suppressed by addition of the superoxide quencher 1,2-dihydroxybenzene-3,5-disulfonic acid (tiron), suggesting that a primary cause of copper toxicity is the copper-catalyzed production of superoxide anions in the cytoplasm. (C) 2005 Elsevier Inc. All rights reserved.

Low level of cross-resistance between triclosan and antibiotics in Escherichia coli K-12 and E. coli O55 compared to E-coli O157

Misuse of biocides has encouraged the emergence of resistance and cross-resistance in certain strains. This study investigated resistance of triclosan-adapted Escherichia coli K-12 and E. coli O55 to antimicrobial agents and compared these to E. coli O157:H7. Cross-resistance in E. coli K-12 and E. coli O55 was observed however to a lesser extent than in E. coli O157:H7. Triclosan-adapted E. coli K-12 demonstrated cross-resistance to chloramphenicol, whereas triclosan-adapted E. coli O55 exhibited resistance to trimethoprim. In comparison, E. coli O157:H7 was resistant to chloramphenicol, tetracycline, amoxicillin, amoxicillin/clavulanic acid, trimethoprim, benzalkonium chloride and chlorohexidine suggesting strain specific rather than general resistance mechanisms. © 2004 Federation of European Microbiological Societies. Published by Elsevier B.V. All rights reserved.

Cultural influence and learning to teach: Beginning teachers' perceptions of teacher preparation programs and school support systems

Beginning teachers in the field of English Language Arts and Reading are responsible for providing literacy instruction to students. Teachers need a broad background in teaching reading, writing, listening, speaking, and viewing, as well as critical thinking. In secondary schools in particular, beginning English Language Arts and Reading teachers are also faced with the challenge of preparing students to be proficient enough readers and writers to meet required State standards. Beginning teachers must navigate compelling challenges that exist during the first years of teaching. The school support systems available to new teachers are an integral part of their educational development. ^ This qualitative study was conceptualized as an in-depth examination of the experiences and perceptions of eight beginning teachers. They represented different racial/ethnic groups, attended different teacher preparation programs, and taught in different school cultures. The data were collected through formal and informal interviews and classroom observations. A qualitative system of data analysis was used to examine the patterns relating to the interrelationship between teacher preparation programs and school support systems. ^ The experiences of the beginning teachers in this study indicated that teacher education programs should provide preservice teachers with a critical knowledge base for teaching literature, language, and composition. A liberal arts background in English, followed by an extensive program focusing on pedagogy, seems to provide a thorough level of curriculum and instructional practices needed for teaching in 21st century classrooms. The data further suggested that a school support system should pair beginning teachers with mentor teachers and provide a caring, professional environment that seeks to nurture the teacher as she/he develops during the first years of teaching. ^

A HARD PUSH FOR SOFT SKILLS: AN EXAMINATION OF POLICY AND RESEARCH ON NON-COGNITIVE SKILLS IN CANADIAN K-12 SCHOOLING

Non-cognitive skills have caught the attention of current education policy writers in Canada. Within the last 10 years, almost every province has produced a document including the importance of supporting non-cognitive skills in K-12 students in the classroom. Although often called different names (such as learning skills, cross curricular competencies, and 20th Century Skills) and occasionally viewed through different lenses (such as emotional intelligence skills, character skills, and work habits), what unifies non-cognitive skills within the policy documents is the claim that students that are strong in these skills are more successful in academic achievement and are more successful in post-secondary endeavors. Though the interest from policy-makers and educators is clear, there are still many questions about non-cognitive skills that have yet to be answered. These include: What skills are the most important for teacher’s to support in the classroom? What are these skills’ exact contributions to student success? How can teachers best support these skills? Are there currently reliable and valid measures of these skills? These are very important questions worth answering if Canadian teachers are expected to support non-cognitive skills in their classrooms with an already burdened workload. As well, it can begin to untangle the plethora of research that exists within the non-cognitive realm. Without a critical look at the current literature, it is impossible to ensure that these policies are effective in Canadian classrooms, and to see an alignment between research and policy. Upon analysis of Canadian curriculum, five non-cognitive skills were found to be the most prevalent among many of the provinces: Self-Regulation, Collaboration, Initiative, Responsibility and Creativity. The available research literature was then examined to determine the utility of teaching these skills in the classroom (can students improve on these skills, do these skills impact other aspects of students’ lives, and are there methods to validly and reliably assess these skills). It was found that Self-Regulation and Initiative had the strongest basis for being implemented in the classroom. On the other hand, Creativity still requires a lot more justification in terms of its impact on students’ lives and ability to assess in the classroom.

Recommendations to Create a Systemic Approach to Improving the Teaching and Learning of Iowa History in Iowa’s K-12 Schools / Iowa History Advisory Council (2016)

Report from the Iowa History Advisory Council on the following goals related to the teaching of Iowa history: Identify the current status of the teaching of Iowa history and the resources available regarding K-12 Iowa history instruction. Identify current materials that are dedicated to the teaching of Iowa history at the K-12 level. Study how other states and organizations implement state and local history. Study best practices for the teaching and learning of state and local history. Develop appropriate academic standards related to Iowa history. Provide recommendations to advance the study of Iowa history at the K-12 level.

K-12 Technology Initiative Report

In Fiscal Year 2014-15 the General Assembly funded with lottery fund revenues the K-12 Technology Initiative. The Initiative has three objectives: to improve external connections to schools; to improve internal connections within schools; and to develop or expand one-to-one computing. There is also a summary of the school district and school responses to questions on the South Carolina Technology Counts Survey for the 2015-16 reporting period that pertain directly to the K-12 Technology Initiative.