Research and Teaching
Journal of College Science Teaching—July/August 2019 (Volume 48, Issue 6)
By Christopher S. Long
This study examined the attitudes toward science of elementary preservice teachers at a large public university in Texas. The study utilized a version of the well-established Test of ScienceRelated Attitudes (TOSRA) to assess the preservice elementary teachers’ attitudes toward science before and after completing a senior-level science teaching methods course. The coursework involved an integrated science curriculum emphasizing science inquiry, constructivist theory, lesson planning, assessments, and instructional strategies. Statistical analyses, specifically T-test and Hedges’ g, showed significant gains in the elementary preservice teachers’ attitudes toward science in four of the seven TOSRA scales (Attitude to Scientific Inquiry, Adoption of Scientific Attitudes, Leisure Interest in Science, and Career Interest in Science). In contrast, scores in two of the TOSRA scales (Social Implications of Science and Normality of Scientists) indicated a decrease in attitudes toward science among the elementary preservice teachers. Overall, the results implied that the science method instruction is having a positive effect on the elementary preservice teachers.
This study examined the attitudes toward science of elementary preservice teachers at a large public university in Texas. The study utilized a version of the well-established Test of ScienceRelated Attitudes (TOSRA) to assess the preservice elementary teachers’ attitudes toward science before and after completing a senior-level science teaching methods course. The coursework involved an integrated science curriculum emphasizing science inquiry, constructivist theory, lesson planning, assessments, and instructional strategies.
This study examined the attitudes toward science of elementary preservice teachers at a large public university in Texas. The study utilized a version of the well-established Test of ScienceRelated Attitudes (TOSRA) to assess the preservice elementary teachers’ attitudes toward science before and after completing a senior-level science teaching methods course. The coursework involved an integrated science curriculum emphasizing science inquiry, constructivist theory, lesson planning, assessments, and instructional strategies.
Bringing other subjects into the science classroom.
Bringing other subjects into the science classroom.
Bringing other subjects into the science classroom.
By Gabe Kraljevic
Posted on 2019-06-29
Many of the girls in my kindergarten class are showing a lot of interest in space. Space is not part of my curriculum, so how would you recommend I address their interest? Can you recommend any resources?
—M., New Mexico
Curiosity, asking questions, looking for answers are all part of the nature of science and all young children have these in abundance! While you need to focus on certain topics in your science curriculum, do not fear using other topics to get at the nature of science or to quench students’ thirst for knowledge.
Space! What a wonderful topic. There are some simple ways that you can foster interest without stealing away from your curriculum topics:
Resources:
Consider subscribing to these sites to get astronomy and Earth news:
Hope this helps!
Image by beate bachmann from Pixabay
Many of the girls in my kindergarten class are showing a lot of interest in space. Space is not part of my curriculum, so how would you recommend I address their interest? Can you recommend any resources?
—M., New Mexico
By Debra Shapiro
Posted on 2019-06-28
Teaching students science, technology, engineering, and math (STEM) by connecting it with bicycle motocross (BMX), closed-course bike racing over natural or simulated rough terrain, is possible with programs from the American Bicycle Association’s USA BMX philanthropic arm, the USA BMX Foundation, located in Gilbert, Arizona. Marianne Landrith, gifted education teacher for the Sunnyside Unified School District in Tucson, Arizona, says she discovered the foundation’s educational programs in 2017 when a student was working on “an inquiry project on helmet safety in extreme sports. We had to find resources for Daniel!”
Landrith contacted Mike Duvarney, executive director of the USA BMX Foundation. Through the foundation’s Motivational Speaking program, Duvarney arranged for Olympic BMX racer Donny Robinson to visit Daniel’s school. “Olympians can come to schools anywhere in the country [at no charge]. They talk about how much STEM is involved in the field and the tools used. Each Olympian talks about failure and staying motivated through the lens of cycling,” Duvarney relates.
“We received lots of great information for Daniel,” Landrith recalls. “Donny rode a bike into the classroom, talked about goals and perseverance, and [answered students’ questions]. [The foundation] gave Daniel a BMX bike. [The school has] 92% [of its students receiving] free or reduced-price lunch, so it was very generous of them to do this.”
With funding from the district’s Jacob K. Javits Gifted and Talented Students Education Program grant, which Landrith coordinates, she was able to bring another USA BMX Foundation STEM program, the Track Modeling Program, to Tucson schools. “We started with classes with a high number of gifted students in them, and the program expanded from there [to include all students],” she explains.
Schools that don’t have grant funding can receive help from USA BMX Foundation in finding funding sources, and may be matched with sponsors, Duvarney points out.
Designed for fourth graders, the weeklong/25-hour Track Modeling Program supports the Next Generation Science Standards (NGSS) and gives students an opportunity to conceptualize, design, and build a scale BMX track. “Students talk to a track builder and learn about which track features go well together [and] the engineering behind them. They are able to Skype with an Olympian. Then [students visit a local track] for themselves…They [get to] ride [bikes] on the track,” says Duvarney. Back at their schools, they design their own tracks and work in groups to incorporate their individual designs “into one final track design,” he adds.
“We spend an hour with teachers to help them teach it, an hour-long phone conversation,” Duvarney reports. “All supplies [for the program], including dirt, are delivered to the school. It’s truly a kit.”
“Students are creating something from nothing, engaging their creativity,” Landrith asserts. “They learn how to apply the information they heard [at the track] to their new creation. They gather information from their own experience riding on the track several times, which helps them make the track the right size.” Making tracks to scale “is challenging because fourth graders haven’t been exposed to ratios and scale,” she adds.
“They work in teams and learn to collaborate, how to have good discussions and compromise, how to divide tasks evenly. They get to play in dirt and be messy, which can bring science to life. And [Track Modeling] gets them outside and exercising. So many of our students have never ridden a bike, so they learn how to ride one,” Landrith relates. The physical education teachers, she adds, “get the students on bikes three weeks before the trip and make sure the students are comfortable and know how [to use the hand brake].”
“People think of BMX as flips and tricks, but there are two types of BMX: freestyle (flips and tricks) and racing. We are BMX racing. We take safety very seriously and ensure that all precautions are followed. Students must wear a helmet, a long-sleeved shirt, and pants, along with closed-toe shoes,” Duvarney explains.
Craycroft Elementary School in Tucson is in its second year of using the Track Modeling Program. Principal Jim Ridge says the program’s “project-based, inquiry approach” supports “gifted students’ strengths and supports all of our students [as well]…Our students took agency and created their tracks based on their learning and the resources [provided]. This was an engineering project [that taught students about concepts like] soil compaction, ratios, and elements of design that could be produced on a real track…Students learn about how water is important in track design; in the new Arizona standards, water is a big content piece.”
Ridge adds, “None of the teachers are experts in track design and BMX, but the program doesn’t require it…We had access to experts from the field: riders, engineers, and designers whose support helped move the project forward.”
Cheryl Lane and Alison Scranton, fourth-grade teachers at Michael G. Wickman Elementary School in Chino Hills, California, taught the Track Modeling program with three of their fourth-grade colleagues. “The engineering project was clearly outlined and easy to follow. It was great! Alison was the only one who had experience with the BMX sport, but we all were able to do the project,” asserts Lane.
“The only tweak [we made was] timing. The program was designed for one week; we spaced the activities out over a two-week time period. That worked perfectly,” Scranton observes.
“We are in the beginning stages of NGSS implementation, but this gave us an opportunity to dive into the three dimensions of NGSS. We were able to design [lessons] through project-based learning and connect related curriculum. Track Modeling helped us design effective curriculum,” say Lane and Scranton.
The program also increased students’ environmental awareness. According to Lane and Scranton, students had to consider “where to build a track and the environmental impact. Is there enough space? How can we bring in natural elements? What is the impact of animals on a new track?”
“Students have to think about how to use recycled, reusable items in the track design,” Ridge notes. “One award the judges present [when judging track designs] is for the greenest track.”
“When students go to the track, they see the impacts of weather [on it, such as] erosion,” says Duvarney. “So much maintenance is needed to keep these tracks in tip-top condition. Students learn it’s all about safety and maintenance to preserve what you have built.”
Students were assessed, says Scranton, “with the use of science journals. The kids kept record of all the stages of the project using the 5E lesson plan. The final track build was also used to assess overall understanding.”
Learn more about USA BMX Foundation’s youth education programs at
http://bit.ly/31zTsgH.
The USA BMX Foundation also offers a STEM Program in which students in grades 3–5 (and in grades 6–8 in an expanded version) “assemble bikes and do [STEM-related] experiments with them, such as calculating speed and trying out different tires,” Duvarney explains. “Teachers get an instructor’s manual, and no prior knowledge is needed. Our STEM Program is unique because it can fit with physical education, summer camps, and out-of-school time.”
The program supports NGSS, and the instructor manual includes “pre- and post-tests that help teachers see what students learned,” he adds.
Landrith brought the STEM Program to fifth graders at a Tucson middle school. “Students are on bikes every day, and work in groups; they do experiments with bikes, gathering data on [things like] the effects of tire pressure on bicycle efficiency; seat position and its effects on the force on the pedal; how tire tread affects a bike on different terrains; how speed affects balance; and how much stopping distance is needed on sloped versus flat terrain,” she relates. “Back in the classroom, they analyze the data and reach a conclusion…[The program] matches many standards beautifully.”
This article originally appeared in the Summer 2019 issue of NSTA Reports, the member newspaper of the National Science Teachers Association. Each month, NSTA members receive NSTA Reports, featuring news on science education, the association, and more. Not a member? Learn how NSTA can help you become the best science teacher you can be.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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By Carole Hayward
Posted on 2019-06-25
For veteran science educators Laura Tucker and Lois Sherwood there is no debate about climate science. But Tucker and Sherwood realized that few books provide the much-needed assistance that teachers need to cover the scope of climate science with special attention to humanity’s role.
Tucker and Sherwood’s NSTA book, Understanding Climate Change, fills that gap and does so with “conscious attention” to three-dimensional teaching and learning called for in the Framework (for K-12 Science Education), writes NSTA Executive Director Dr. David L. Evans in the book’s forward. “The authors have made a real contribution … by providing structured suggestions that encourage students to use they science they have learned in considering the effects of human activity,” Evans said. “By making this connections, students have the best chance to use science to positively ‘affect the lives of future generations.’”
Not every secondary teacher will have received specialized climate science training, so the authors provide the much-needed text summarizing the underlying science.
The book takes students from awareness of climate change to comprehension over nine sessions, which the authors recommend being taught as a unit once between grades 7 and 12. The authors encourage science educators to decide where this units “fits best in your school or district’s scope and sequence to maximize the learning opportunities while building solid comprehension,” but urge teachers to follow their suggested time frame so that “complex topics are not shortchanged and students are allowed ample time to engage, process, and reflect.
“It is critical that the entire unit be taught with fidelity. It takes time to cover a topic as complex as climate change,” Tucker and Sherwood write.
The unit was strategically structured to engage student interest and to build a conceptual foundation without overloading learners. Scaffolding is then provided for students to conduct their own research, draw their own conclusions. The linkage and sequencing of the nine sessions allows students to build on concepts in order to better understand what comes next, thus providing a constructivist model of learning.
Each session incorporates most if not all of the following components:
The book’s first edition was field tested across Sherwood’s four, 10th-grade classes, and after completing this unit, a number of them formed their own group—Students for Sustainability—and affected positive changes within their school and out in their community. They even made a 6,000-mile round-trip journey, traveling from Washington state to Washington, D.C. and back, using only public transportation, to advocate for climate action. Their work is featured in Session 8.
If you’re trying to answer the question, “What’s the best way to approach the potentially controversial subject of climate change in my classroom?” the comprehensive curriculum provided in this book is an excellent resource for doing so.
Order a copy of Understanding Climate Change, here.
Check out a sample chapter, What Have You Heard About Climate Change?
For veteran science educators Laura Tucker and Lois Sherwood there is no debate about climate science.
Safety Blog
By Kenneth Roy
Posted on 2019-06-25
The OSHA Laboratory Standard 29 CFR 1910.1450 details specific recommendations when labeling and storing hazardous chemicals within school laboratories.
First of all, the laboratory standard [(1910.1450(h)(1)(i)] requires that labels on incoming containers not be removed or defaced. Incoming container refers to the original receptacle that holds hazardous chemicals that were purchased and shipped to the lab. But there is not a specific labeling requirement for secondary containers of hazardous chemicals in a laboratory. Secondary containers are used to transfer hazardous chemicals from their original containers. The OSHA lab standard does not require labeling because the contents are only to be temporarily stored in secondary container. Once in the lab, labeling now falls under the OSHA Lab Standard if transferred to secondary container as noted below with reference to Appendix A.
Secondly, the laboratory standard [CFR 1910.1450(b)] allows laboratories flexibility in tailoring their written Chemical Hygiene Plan (CHP) and standard operating procedures to protect employees in laboratories. For example, labels on incoming containers must follow strict labeling requirements for hazardous chemicals under OSHA HazCom standard. Once in academic lab and transferred to secondary container, the lab has flexibility on what is to be required for labeling. This would be noted in the employer’s CHP, and Appendix A provides additional guidance. In addition, 1910.1450(f)(4) requires the employer to train employees regarding the physical and health hazards of chemicals in the work area, the measures employees can take to protect themselves from these hazards, and the employer’s CHP.
In academic science labs covered under the OSHA laboratory standard, chemicals in secondary containers, such as beakers and flasks, require some sort of identification (e.g., chemical name, concentration, date prepared, and hazard information). This helps lab employees protect themselves from chemical and health hazards. The CHP along with employee training will determine the hazards of the chemicals in the secondary containers. Moreover, OSHA encourages employers to consult Appendix A of the laboratory standard, which contains numerous recommendations for labeling chemicals in laboratories. The following recommendations from Appendix A describe examples of proper chemical and waste storage for academic labs.
Chemical storage
• Chemicals should be separated and stored according to hazard category and compatibility.
• Follow the safety data sheets (SDS) and label information for storage requirements.
• Maintain existing labels on incoming containers of chemicals and other materials.
• Labels on containers used for storing hazardous chemicals must include the chemical identification and appropriate hazard warnings.
• The contents of all other chemical containers and transfer vessels, including beakers, flasks, reaction vessels, and process equipment, should be properly identified.
Collection and storage of waste
• Chemical waste should be accumulated at or near the point of generation, under the control of laboratory workers.
• Each waste type should be stored in a compatible container pending transfer or disposal. Waste containers should be clearly labeled and sealed when not in use.
• Incompatible waste types should be kept separate to ensure that heat generation, gas evolution, or another reaction does not occur.
• Waste containers should be stored in a designated location that does not interfere with normal laboratory operations. Ventilated storage and secondary containment may be appropriate for certain types of waste.
• Waste containers should be clearly labeled and sealed when not in use. Labels should include the accumulation start date and hazard warnings as appropriate.
For additional information, read the OSHA letter of interpretation regarding laboratory standard requirements.
Submit questions regarding safety to Ken Roy at safersci@gmail.com or leave him a comment below. Follow Ken Roy on Twitter: @drroysafersci.
NSTA resources and safety issue papers
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The OSHA Laboratory Standard 29 CFR 1910.1450 details specific recommendations when labeling and storing hazardous chemicals within school laboratories.
Are you a K-12 teacher who works near a Shell asset? Join us on Wednesday, December 4, from 6:30 to 8:00 pm ET to learn how you could win a science classroom makeover.
Are you a K-12 teacher who works near a Shell asset? Join us on Wednesday, December 4, from 6:30 to 8:00 pm ET to learn how you could win a science classroom makeover.
Are you a K-12 teacher who works near a Shell asset? Join us on Wednesday, December 4, from 6:30 to 8:00 pm ET to learn how you could win a science classroom makeover.
Are you a K-12 teacher who works near a Shell asset? Join us on Wednesday, December 4, from 6:30 to 8:00 pm ET to learn how you could win a science classroom makeover.
By Gabe Kraljevic
Posted on 2019-06-22
I am interested in high school engineering projects. I’m looking for fun, engaging, and challenging projects for my honors students.
—T., Rhode Island
There is a vast amount of resources and ideas to help you out with engineering projects. Start with teaching the engineering design process – there are some excellent resources in The Learning Center.
Depending on your budget and access to tools and technology, you can offer a range of projects. Catapults or trebuchets are relatively easy to build and low-tech. These can range from hand-held, popsicle stick affairs all the way to larger ones you can test on the football field!
A friend of mine teaches his entire physics course through science, technology, engineering, and mathematics (STEM) projects. One student favourite is designing and building headphones. They can listen to music in his class only if they use the ones they construct in class from scratch!
If you want to incorporate computing and coding consider building robots with embedded microprocessors (like Arduino or Raspberry Pi) for specific tasks. A small autonomous robot to find and extinguish a candle is a real challenge. Another option is to build an autonomous greenhouse that monitors humidity, soil moisture and light levels and responds accordingly.
One of the best projects around, in my opinion, is to launch high-altitude balloons with science experiments, cameras, radio equipment. You can check out my collection of resources in The Learning Center on these types of projects: http://bit.ly/2W4Mtbv
These are just a few ideas. TryEngineering.org has an amazing array of resources and ideas.
Hope this helps!
Image by annca from Pixabay
I am interested in high school engineering projects. I’m looking for fun, engaging, and challenging projects for my honors students.
—T., Rhode Island
By Korei Martin
Posted on 2019-06-21
Guest blog post by Paul Orbe
Dear NSTA Members:
I would like to take this opportunity to share my experience with NSTA, our professional organization. Before I embark in storytelling I deem necessary to offer a quick overview in how I became an educator and a proud NSTA member. I feel somewhat obliged to pay it forward. I’m confident there is someone out there who could possibly benefit from my personal story.
After spending several years in healthcare administration and with a nascent family, I made the conscious decision to transition into education. I must admit it was not an easy transition but one somewhat facilitated by my academic background. I received my BS in Biochemistry from Rutgers University in my home state of New Jersey as well as a masters in Administration. I opted to attend an alternate route program to obtain the necessary training to become a certified teacher. After completing the necessary requirements, I received teaching certificates in Biology and in Chemistry. I have been employed with the Union City School District in Union City, NJ since 2012.
Although previous education and work experience provided the necessary tools to excel in my new endeavor, I felt there was something missing. While searching for content for my courses, I stumbled across the NSTA website. Destiny…possibly. My prayers were answered (my doubts subsided) when I learned about the mission of the NSTA. The NSTA’s Guiding Principles and the NSTA’s Strategic Goals offered valuable insights to a newcomer like myself. The decision of becoming a member was a no brainer. Gaining access to a myriad of resources for teachers was certainly a welcomed perk. But the more I learned about the NSTA, the more involved I became.
During my first year as a member of the NSTA, I applied to
one of their many professional learning programs. I was beside myself when I
was selected to the New Science Teacher Academy sponsored by the Bayer USA
Foundation and the NSTA. I was one of nine educators representing NJ. As a New
Science Teacher Academy Fellow, I was able to attend my first national
conference in Chicago, IL. The
New Science Teacher Academy was a competitive and comprehensive program
encompassing a yearlong e-mentoring with the New Teacher Center among other
activities. Moreover, my professional network was immediately expanded. NSTA
officers and staff were responsive to my questions and concerns. Knowing that
someone has your back is certainly comforting. During my attendance to the
National Conference, I quickly learned the multitude of workshops, topics, guest
speakers and exhibits available. I felt like a kid in a candy store. So many
interesting activities to attend…so little time. I was grateful to learn more
about our profession.
The following year I received a Maitland P. Simmons Memorial Award for New Teachers. This time I attended the National Conference in Nashville, TN. I also received the 2016 Urban Science Educator Development Award from Shell Oil Company and NSTA. Since, I have presented original research in numerous NSTA Area and National Conferences. These locations include: Minneapolis (2016), LA and Baltimore (2017), and Atlanta (2018). NSTA offers an extensive Awards and Recognition Program. Award recipients attend the black-tie gala at the yearly National Conference and are honored for their accomplishments. But this is not all…
NSTA also offers leadership opportunities. I’m currently serving in the Committee on Research in Science Teaching. There are multiple opportunities to serve in standing committees, advisory boards and panels. So, what are you waiting for?
I would like to thank Dr. Carolyn Hayes. I consider her my mentor. I met Dr. Hayes in my first national conference while she was serving as the President-elect for the NSTA. She was easy going and quick to offer suggestions to increase my profile as an educator.
Well…this is my story. I strongly encourage you to become involved. Applying for fellowships and awards is not for the faint of heart, it requires work. Yet, if you love what you do, you will never have to work a day in your life! Give yourself a chance and let your voice be heard. These are transcendental times, respond to my plea for becoming an agent of change and positively alter the future of education.
Paul Orbe, Ed.S.
Guest blog post by Paul Orbe
Dear NSTA Members:
I would like to take this opportunity to share my experience with NSTA, our professional organization. Before I embark in storytelling I deem necessary to offer a quick overview in how I became an educator and a proud NSTA member. I feel somewhat obliged to pay it forward. I’m confident there is someone out there who could possibly benefit from my personal story.
By Kate Falk
Posted on 2019-06-21
This week in education news, NEA sees small increase in membership; effective grading practices, classroom technology, and social-emotional competencies among blind spots in teacher professional development; new study finds that 61% of high schools in California do not offer computer science courses; and new survey finds U.S. teachers in grades 7-9 spend more hours teaching and have longer work weeks than most of their counterparts in 48 other education systems.
For a generation now, school reform has meant top-down mandates for what students must be taught, enforced by high-stakes standardized tests and justified by macho rhetoric — “rigor,” “raising the bar,” “tougher standards.” Here’s a thought experiment. Suppose that next year virtually every student passed the tests. What would the reaction be from politicians, businesspeople, the media? Would these people shake their heads in admiration and say, “Damn, those teachers must be good!”? Read the op-ed featured in the New York Times.
Nation’s Largest Teachers’ Union Sees Slight Upswing in Membership
The National Education Association projected a steep membership decline in the wake of an adverse Supreme Court ruling—but the losses were not as bad as anticipated. The NEA had projected a more than 10 percent membership decline from 2018 to 2020. In response, it cut $50 million from its two-year budget. But the latest figures show that the projected losses did not entirely realize. The NEA recorded about 2.29 million full-time equivalent members (a number that includes teachers, education support professionals, and retirees) for the upcoming budget year of 2019-20. The union had projected dipping down to 2.11 million members. Read the article featured in Education Week.
What Are the Blind Spots in Teacher PD?
Teacher professional development is a multibillion-dollar industry that every educator will participate in over the course of his or her career. But often, it’s a source of teacher frustration. Nearly all educators can name an example of professional development that wasn’t relevant to their work, did not inspire lasting change, or was just plain boring. And according to a 2016 Education Week Research Center and MCH Strategic Data survey of teachers, 42 percent of respondents said they have little to no influence on the professional development available to them. Read the article featured in Education Week.
Study: More than Half of California High Schools Lack Computer Science Courses
California has the highest number of technology workers in the country. But many students in the state lack access to the computer science courses that may set them up for those career opportunities, a new study shows. Read the article featured in EdSource.
STEM Teachers are Most in Need of Additional Pay
Low teacher pay has attracted much attention over the last year in the wave of teacher unrest, even gathering attention among Democratic presidential candidates. A recent report from The Economic Policy Institute shows teachers were paid lower than other college graduates in all states, and the teacher pay penalty in the U.S. is also large by international standards. Yet, most conversations fail to acknowledge that teacher wage penalties differ quite markedly between teachers of different disciplines. Individuals with degrees in STEM fields are hit the hardest when they choose to enter teaching over other careers in their field. Read the article featured on the Brown Center Chalkboard.
Local Firefighters Spark Middle School STEM Lessons
Students learn about emergency services career while also getting to light something on fire. Read the article featured in District Administration.
Survey: Despite Long Working Hours, US Teachers Satisfied with Jobs
The latest Teaching and Learning International Survey also shows U.S. teachers are less likely than peers in 48 other educational systems to express a “high need” for professional development. Read the article featured in Education DIVE.
How A Former Teacher Is Improving STEM Education In America’s Schools
A former teacher, Serene Gallegos leads the Ignite My Future in School (IMFIS) initiative, an educational program designed to help instill computational thinking in American students and expand STEM skills within their curriculums. In her role, Gallegos partners with school districts across the country to bring free, high-quality professional development in computational thinking to teachers. In addition, she uses her personal experience as a teacher to improve educational experiences, opportunities, and outcomes for students from underrepresented communities. Read the article featured in Forbes.
Stay tuned for next week’s top education news stories.
The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.
This week in education news, NEA sees small increase in membership; effective grading practices, classroom technology, and social-emotional competencies among blind spots in teacher professional development; new study finds that 61% of high schools in California do not offer computer science courses; and new survey finds U.S.
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