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Science for English Language Learners: K-12 Classroom Strategies

If you work with linguistically and culturally diverse students, you and your students will benefit from the foundation this book provides for teaching both science and language. Science for English Language Learners brings you the best practices from different but complementary fields of science education and English language teaching, integrating the two.

The book is designed so you can easily dip in and out of the topics you want. It’s organized into four sections:

1. Principles and practices that science and English teaching share
If you work with linguistically and culturally diverse students, you and your students will benefit from the foundation this book provides for teaching both science and language. Science for English Language Learners brings you the best practices from different but complementary fields of science education and English language teaching, integrating the two.

The book is designed so you can easily dip in and out of the topics you want. It’s organized into four sections:

1. Principles and practices that science and English teaching share

Handbook of College Science Teaching

Are you still using 20th century techniques to teach science to 21st century students? Update your practices as you learn about current theory and research with the authoritative Handbook of College Science Teaching. The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for updated practices in the college classroom. The 38 chapters—each written by experienced, award-winning science faculty—are organized into eight sections:

Are you still using 20th century techniques to teach science to 21st century students? Update your practices as you learn about current theory and research with the authoritative Handbook of College Science Teaching. The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for updated practices in the college classroom. The 38 chapters—each written by experienced, award-winning science faculty—are organized into eight sections:

Exemplary Science in Grades 5-8: Standards-Based Success Stories

Do the Standards really matter in middle school? Nine years after the National Science Education Standards’ release, just how well do science teachers in grades 5 to 8 actually use them to plan content, define improved teaching, and assess real learning? Find out the answers to these key questions in this groundbreaking collection of 15 essays by teachers, researchers, and professors whose specialty is middle school.

Do the Standards really matter in middle school? Nine years after the National Science Education Standards’ release, just how well do science teachers in grades 5 to 8 actually use them to plan content, define improved teaching, and assess real learning? Find out the answers to these key questions in this groundbreaking collection of 15 essays by teachers, researchers, and professors whose specialty is middle school.

Exemplary Science in Grades PreK-4: Standards-Based Success Stories

Since their release in 1996, the National Science Education Standards have provided the vision for science education reform. But has that reform actually taken hold in elementary school? “Yes!,” reports Robert Yager, editor of Exemplary Science in Grades PreK–4: Standards-Based Success Stories. “Probably the Standards have done more to change science in elementary schools than has occurred at the other grade levels.”

Since their release in 1996, the National Science Education Standards have provided the vision for science education reform. But has that reform actually taken hold in elementary school? “Yes!,” reports Robert Yager, editor of Exemplary Science in Grades PreK–4: Standards-Based Success Stories. “Probably the Standards have done more to change science in elementary schools than has occurred at the other grade levels.”

Science Safety in the Community College

Science Safety in the Community College is specifically designed to help two-year college faculty—including adjunct faculty—lay a good safety foundation for students in introductory science courses—even when they have widely differing science backgrounds. To encourage safety within a climate of inquiry, this handbook covers essential topics such as:

•equipping a lab for safety,

•safe materials storage and disposal,

•safe field studies, and
Science Safety in the Community College is specifically designed to help two-year college faculty—including adjunct faculty—lay a good safety foundation for students in introductory science courses—even when they have widely differing science backgrounds. To encourage safety within a climate of inquiry, this handbook covers essential topics such as:

•equipping a lab for safety,

•safe materials storage and disposal,

•safe field studies, and

Assessment in Science: Practical Experiences and Education Research

If you want the latest research about assessment techniques that really work, you want Assessment in Science. This collection of informative, up-to-date reports is by authors who are practicing K-12 classroom teachers and university-based educators and researchers. Working in teams, they tried out and evaluated different assessment approaches in actual classrooms. The research is sound, but that doesn’t mean it’s hard to grasp. The book stays true to its title by capturing practical lessons in accessible language.

If you want the latest research about assessment techniques that really work, you want Assessment in Science. This collection of informative, up-to-date reports is by authors who are practicing K-12 classroom teachers and university-based educators and researchers. Working in teams, they tried out and evaluated different assessment approaches in actual classrooms. The research is sound, but that doesn’t mean it’s hard to grasp. The book stays true to its title by capturing practical lessons in accessible language.

Quantoons

Do you crave both physics problems and captivating illustrations? If your answer is "yes", look no further! Quantoons combines challenging problems and provocative quotes with intricate drawings that mix Isaac Newton and Marie Antoinette with Romeo, Juliet, and Einstein. The book is a compilation of 58 contest problems that ran between 1991 and 2001 in Quantum magazine; a collaboration between U.S. and Russian scientists that was published by NSTA.
Do you crave both physics problems and captivating illustrations? If your answer is "yes", look no further! Quantoons combines challenging problems and provocative quotes with intricate drawings that mix Isaac Newton and Marie Antoinette with Romeo, Juliet, and Einstein. The book is a compilation of 58 contest problems that ran between 1991 and 2001 in Quantum magazine; a collaboration between U.S. and Russian scientists that was published by NSTA.
 

LabWrite: Transforming Lab Reports from Busy Work to Meaningful Learning Opportunities

Journal of College Science Teaching -- November/December 2005

Lab reports are the dreaded assignments of the laboratory course. Students dislike them, because they can be tedious and time-consuming. Instructors dislike them, because they significantly increase the grading load. For this reason, lab reports are often omitted or replaced by alternatives such as responses to lab questions, fill-in-the-blank lab manual exercises, or lab quizzes. Despite its negative associations, the lab reports can help students learn how to write scientifically using an authentic scientific writing genre that allows them to formulate hypotheses, make inferences based on findings, and develop scientific arguments—cornerstones of scientific literacy. Students are also more apt to revisit the lab procedure and reflect on the experiment when writing lab reports. Reflecting on the lab in conjunction with putting the lab in their own words provides students a very effective tool for learning the science of the lab.
Lab reports are the dreaded assignments of the laboratory course. Students dislike them, because they can be tedious and time-consuming. Instructors dislike them, because they significantly increase the grading load. For this reason, lab reports are often omitted or replaced by alternatives such as responses to lab questions, fill-in-the-blank lab manual exercises, or lab quizzes.
Lab reports are the dreaded assignments of the laboratory course. Students dislike them, because they can be tedious and time-consuming. Instructors dislike them, because they significantly increase the grading load. For this reason, lab reports are often omitted or replaced by alternatives such as responses to lab questions, fill-in-the-blank lab manual exercises, or lab quizzes.
 

Editor's Roundtable: Taking the time

Science Scope -- October 2005

Teachers can enrich students' lives by making outdoor experiences part of their curriculum. How many trips and how long each experience lasts is determined by individual sensibilities and influenced by administrative support and policy constraints. In this issue's Editor's Roundtable, the importance of incorporating nature studies and experiences into the curriculum for students, whether they be elementary kids, middle schoolers, adults in community classes, or teachers in a graduate course, is discussed.
Teachers can enrich students' lives by making outdoor experiences part of their curriculum. How many trips and how long each experience lasts is determined by individual sensibilities and influenced by administrative support and policy constraints. In this issue's Editor's Roundtable, the importance of incorporating nature studies and experiences into the curriculum for students, whether they be elementary kids, middle schoolers, adults in community classes, or teachers in a graduate course, is discussed.
Teachers can enrich students' lives by making outdoor experiences part of their curriculum. How many trips and how long each experience lasts is determined by individual sensibilities and influenced by administrative support and policy constraints. In this issue's Editor's Roundtable, the importance of incorporating nature studies and experiences into the curriculum for students, whether they be elementary kids, middle schoolers, adults in community classes, or teachers in a graduate course, is discussed.
 

Science Sampler: Teaching science to middle school students with learning problems

Science Scope -- October 2005

The inclusion of students with special needs in the middle school science class that is not collaboratively taught with a special education teacher can be a challenge to both students and teacher. The purpose of this article is to outline the characteristics and needs of students with mild learning problems, describe the impact of these traits on science instruction, and then recommend some strategies supported by research to ensure a successful science experience.
The inclusion of students with special needs in the middle school science class that is not collaboratively taught with a special education teacher can be a challenge to both students and teacher. The purpose of this article is to outline the characteristics and needs of students with mild learning problems, describe the impact of these traits on science instruction, and then recommend some strategies supported by research to ensure a successful science experience.
The inclusion of students with special needs in the middle school science class that is not collaboratively taught with a special education teacher can be a challenge to both students and teacher. The purpose of this article is to outline the characteristics and needs of students with mild learning problems, describe the impact of these traits on science instruction, and then recommend some strategies supported by research to ensure a successful science experience.
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