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Envisioning scientifically literate students fifteen years after graduation: The promise of educative science journalism. The Science Teacher NSTA, 44-47.

Author(s): 
Polman, J. L
Newman, A
Farrar, C
Saul, E. W.
Contact Info: 
Publication Type: 
Journal
Publication Date: 
In Press

Oveview of the SciJourn Project

Front Page Science: Engaging Teens in Science Literacy

Author(s): 
Saul, Wendy
Kohnen, Angela
Pearce, Laura
Newman, Alan
Contact Info: 
Publication Type: 
Book
Publication Date: 
In Press

Like citizen journalists, your students can get to the heart of science literacy—and challenging questions like these—with the “learn by doing” methodology in this innovative book. Front-Page Science uses science journalism techniques to help students become better consumers of, and contributors to, a scientifically literate community.

The book is divided into three parts:
• Background information and a rationale for using science journalism techniques
• Concrete advice about how to teach science literacy in this framework—from helping students find story angles to teaching search strategies and interview techniques
• The process of putting together and writing a news story, including how to get students started, help them when they’re stalled, and respond to their drafts

A free website provides downloadable lesson plans, teacher suggestions, and a forum for exchanging ideas with others. Like Front-Page Science, the website is part of the National Science Foundation–funded Science Literacy Through Science Journalism project. By making full use of these rich resources, you’ll teach your students skills that will help them make sense of their world not just now, but also after graduation and for years to come.

"Content-Area Teachers as Teachers of Writing," Teaching/Writing: The Journal of Writing Teacher Education: Vol. 2: Iss. 1, Article 7.

Author(s): 
Kohnen, Angela
Publication Type: 
Journal
Publication Date: 
In Press

Drawing on work with high school science teachers as part of an NSF-funded grant, this article presents lessons learned for effectively incorporating writing across the curriculum. With many states preparing to implement the Common Core State Standards, teachers in all subject areas will be asked to require more writing in their classes. This article argues that most of these teachers are ill-prepared to assign writing beyond the most formulaic and superficial, yet with professional development training (including training that requires teachers to write themselves) and support tools, teachers can begin effectively using discipline-specific writing to achieve discipline-specific goals.

The role of principal leadership in math teacher induction.

Author(s): 
McGraner, K., Robbins, D., & Vilines, L.
Publication Type: 
Journal
Publication Date: 
In Press

The role of principal leadership in math teacher induction.

Author(s): 
McGraner, K., Robbins, D., & Vilines, L.
Publication Type: 
Journal
Publication Date: 
In Press

Formal and Informal Mentoring: Implications for Policy and Practice.

Author(s): 
Hochberg, E., Desimone, L., & Polikoff, M.
Publication Type: 
Journal
Publication Date: 
In Press

Comparing Formal and Informal Menotring for Novice Middle School Mathematics Teachers.

Author(s): 
Desimone, L., Hochberg, E., Porter, A. C., Polikoff, M., Schwartz, R., & Johnson, J.
Publication Type: 
Journal
Publication Date: 
In Press
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