TERC Presents: Fall 2009 Conferences
October 5, 2009
TERC researchers, curriculum developers, and professional development specialists will be giving presentations and workshop sessions at several conferences this autumn/early winter. Look for them at the following events:
2009 Society for Advancement of Chicanos and Native Americans in Science (SACNAS) National Conference
October 15-18, 2009, Dallas, TX
October 16: Inside the Double Bind: Women of Color in Science, Technology, Engineering, and Mathematics
Maria (Mia) Ong (TERC), Carol Wright (TERC), Maria-Elena Reyes (University of New Mexico-Taos), Theresa Maldonado (Texas A&M University)
State Room 2
Abstract: The Inside the Double Bind project brought together a national research team of scholars to synthesize 114 works of empirical literature on women of color in STEM fields over the last 30 years. Findings give much-needed visibility to this group, providing the groundwork for best practices and future research.
Geological Society of America 2009 Annual Meeting and Exposition
October 18-21, 2009, Portland, OR
Session 278: The Climate Literacy Essential Principles: Improving Climate Literacy Across All Stakeholders and Audiences
Tamara Shapiro Ledley (TERC)
Abstract: “Climate Science Literacy is an understanding of your influence on climate and climate’s influence on you and society.” With the increasing evidence that the Earth’s climate is changing in unprecedented ways as a result of man’s activities [IPCC, 2007], it has become increasingly important for individuals and society to become climate literate. In order to facilitate this, the Climate Literacy: Essential Principles of Climate Science has been articulated (http://www.climatescience.gov/Library/Literacy). This document has been endorsed by the 13 federal agencies that make up the US Global Change Research Program/Climate Chance Science Program as well as 24 other institutions.
In order to promote the implementation of these principles, the Climate Literacy Network (CLN) was formed in January 2008. Made up of a broad spectrum of stakeholders, this group holds weekly discussions about the complex issues involved in making climate literacy real for all citizens, and how to leverage their efforts to address those issues. CLN has also put forth policy documents and educational guidelines to facilitate improving climate literacy and energy awareness. CLN is also developing a regional model to coordinate and leverage the wide range of activities that are already occurring, with plans that the model will be adapted to other regions around the country. In this talk we will review the Climate Literacy: Essential Principles of Climate Science standards and their status, and discuss the activities of the Climate Literacy Network to improve climate literacy for individual citizens and society as a whole.
Session 114: Eyes in the Sky: Using Geospatial Technology to Investigate Issues in Environmental Science
Carla McAuliffe (TERC)
9:00 a.m.-6:00 p.m.
Abstract: Eyes in the Sky is a professional development program created by TERC with funding from the National Science Foundation’s Innovative Technology Experiences for Teachers and Students (ITEST) program and with support from ESRI, which donated site licenses for GIS software. Eyes in the Sky equips teachers, and in turn the students they teach, with the tools and knowledge necessary to access and analyze freely available satellite imagery and data to investigate local or regional issues, such as water use, urban growth, and resource management. High school science students use geospatial technology, image analysis, and global positioning systems during inquiry activities that highlight the work that geospatial professionals do in their careers, such as investigating well water levels, plotting the spread of invasive species, and examining changes in land use over time. In addition, students use geospatial technology to carry out community-based research projects, pursuing research questions of interest to them. The original Eyes in the Sky program was a regional one, reaching forty-eight teachers from rural and urban underserved populations in Arizona plus one teacher from New Mexico. With funding from NASA’s K-12 Competitive Grants Program, Eyes in the Sky has expanded to become a national program that will work with 100 teachers and their students from all over the United States beginning in the spring of 2010. This session will highlight Eyes in the Skycurricular activities and instructional approaches.
Session 68: Deconstructing Geospatial Technologies: Considering the Role of Spatial Thinking Along With a TPCK (Technological Pedagogical Content Knowledge) Framework
Carla McAuliffe (TERC)
Abstract: More and more K-12 science classrooms are incorporating geospatial technologies into everyday practice. These technologies include global positioning systems (GPS) that collect data, geographic visualization tools, like Google Earth, that primarily display data, and geographic information systems (GIS) for data analysis. Each of these technologies has unique capabilities that can enhance student learning in a variety of ways. This session will discuss educational research on geospatial technology in relation to two areas: 1) spatial thinking and 2) technological pedagogical content knowledge.
The field of cognitive science considers spatial thinking to be multi-faceted, consisting of several factors, including spatial visualization, spatial orientation, and spatial relations. The specific capabilities of geospatial technologies and their impacts on student learning can be explored through these spatial factors. The field of educational technology offers he theoretical framework of Technological Pedagogical Content Knowledge (TPCK) for understanding geospatial technologies. TPCK is the notion that different geospatial technologies have different and unique affordances for learning that must be viewed through the lens of both content and pedagogy when one is studying impacts on student learning. This session will review current research on teaching and learning with geospatial technologies and provide guidance for the direction of future research.
National Council of Teachers of Mathematics (NCTM) Regional Conference and Exposition
October 21-23, 2009, Boston, MA
October 23: Mathematical Reasoning: The Habit of Not Knowing
Susan Jo Russell (TERC)
Convention Center 102
Abstract: What might our students gain by developing the habit of not knowing in mathematics? The speaker will look at several instances of students and classrooms, focusing on early algebra, in order to examine the importance of this habit in developing mathematical reasoning.
October 23: Connecting Arithmetic and Algebra to Support the Range of Learners
Susan Jo Russell (TERC), Deborah Schifter (EDC)
Convention Center 210
Abstract: The speakers will present cases of teachers who use work on articulating, representing, and justifying general claims about operations to engage the range of learners in their classrooms, including students who are struggling and students who seek additional challenges. They will describe characteristics of teacher practices that support this work.
The First Triennial Conference on Latino Education and Immigrant Integration
October 26-28, 2009, Athens, GA
October 27: "Can I Talk About Systematic Oppression?": Putting History in Students
Eli Tucker-Raymond (TERC), Maria Rosario
Abstract: Seventh grade students in one mixed-race classroom in a Chicago Public School use open-ended discussions to address contemporary and historical manifestations of intersections of race and racism; marketization, consumerism, and gentrification; government control; and community agency. This collaborative study reports on how a teacher and her students create critical literacy spaces for student-centered conversations in which students place themselves in history. It also explores points of productive tension for student learning and building coalitions of solidarity across racial and ethnic lines.
National School Boards Association (NSBA) Technology and Learning Conference
October 28-30, 2009, Denver, CO
October 27: The Right Data at the Right Time: How to Identify Which Data Really Helps Schools Improve Student Achievement—An Executive Summary for Decision-Makers
Diana Nunnaley (TERC), Jake Schlumpf (TERC)
9:00 a.m.-12:00 p.m.
Abstract: Data can be analyzed and that information used to change instruction and improve student achievement. But real change needs to occur at the point of instruction…where teachers and students connect. What is the best way to find that data and make sure it is available? This workshop for school board members and school leaders will present insights gained over ten years of continuing work with learning communities who have used data to improve student learning.
Committee on Equal Opportunities in Science and Engineering (CEOSE) Mini-Symposium on Women of Color in STEM: Perspectives on Experiences, Research, Evaluation, and Policy in Higher Education and Careers
October 27-28, 2009, Arlington, VA
October 27: Findings from the Inside the Double Bind Synthesis Project: Empirical Research on Women of Color in STEM
Maria (Mia) Ong (TERC), Carol Wright (TERC), Lorelle Espinosa, Gary Orfield
The 2009 Education Trust National Conference
November 12-14, 2009, Arlington, VA
November 12-13: TIDES: Success in Science Through Curriculum Adaptation
Harold McWilliams (TERC), Bill Penuel (SRI International)
Abstract: Despite broad consensus in science education on the goal of teaching for deep conceptual understanding, there is widespread disagreement about the respective roles of curriculum and teaching to achieve that goal. Some educators emphasize the importance of high-quality curricula developed by professionals. Others call for professional development that builds teachers’ expertise in science and in designing their own curriculum. To date, there has been little compelling evidence from experimental studies as to which approach leads to better instruction and higher student achievement.
Drawing on the experience of working with nearly 300 middle school science teachers in the Earth Science by Design program (www.esbd.org) and sharing experimental evidence from a random-assignment study of 56 teachers in a large urban school district, we present evidence that a strategic combination of high-quality science curriculum and teacher professional development in the principles of UBD leads to significant gains in student achievement as well as improvements in teacher practice. Results of the study suggest that neither curriculum nor PD by itself is the answer, but rather teachers learning how to adapt curriculum with understanding.
National Center for Technology Innovation (NCTI) 2009 Technology Innovators Conference
November 16-17, 2009, Washington, DC
November 16: Signing Math and Science
Judy Vesel (TERC), Jason Hurdich (Vcom3D)
Abstract: This exhibit will demonstrate how the SigningAvatar® accessibility software has been incorporated into Web-based and iPod versions of illustrated 3D science and math dictionaries for pre-K through 8 learners who are deaf or hard of hearing. It will include excerpts of research findings and show a dictionary for older learners.
National Council of Teachers of Mathematics (NCTM) Regional Conference and Exposition
November 18-20, 2009, Nashville, TN
November 18-20: Mathematical Reasoning: The Habit of Not Knowing
Susan Jo Russell (TERC)
National Association for the Education of Young Children (NAEYC) Annual Conference and Exposition
November 18-21, 2009, Washington, DC
November 20: Talking About Counting: Discussion with a Range of Learners in Kindergarten
Judy Storeygard (TERC), Arusha Hollister (TERC)
National Staff Development Council (NSDC) 2009 Annual Conference
December 5-9, 2009, St. Louis, MO
December 7: Professional Development Through Teacher Reflection and Dialogue
Diana Nunnaley (TERC), Jennifer Unger (Groupworks, Inc.), Mary Wermers (Danvers Public Schools), Shannon Larsen (Danvers Public Schools)
10:00 a.m.-4:30 p.m.
Abstract: Gain deeper knowledge and experience with using data-driven dialogue. Apply data analysis tools using student data from a state criterion referenced assessment and teacher data from the Surveys of Enacted Curriculum (SEC) to classroom learning challenges. Plan next steps for applying the process and tools to learning challenges in a district, school, or classroom.
December 7: Literacy Coaches: Varying Approaches to Data Analysis Team by Team
Diana Nunnaley (TERC), Lisa Merideth (Parkway School District), Julie Donovan (Parkway School District), Becca Steinmetz (Parkway School District)
Abstract: Analyze multiple measures of student literacy data to learn how a district-wide literacy coach initiative can be successfully implemented in buildings that represent different sizes, cultures, structures and levels of accountability status. Learn how implementing processes and techniques for analyzing data can be varied to meet building priorities and needs. Gain insight into how strategies introduced at one level begin to migrate to other levels and programs.