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Outdoor and Environmental Education - Defining Terms, Objectives and Purposes, Instructional Methods, History and Status in the United States and Abroad Outdoor education and environmental education are separate but closely related areas of study within the field of education. They share some common content and processes, although they are distinctive in other important ways. Various interpretations have appeared in the literature, but their original purposes have changed very little since their inceptions. This article will define the terms and show their relation to each other and to other related educational movements, describe their objectives and purposes, outline their commonly used instructional methods, briefly trace their historical development in the United States and abroad, discuss their status in American school curricula, and suggest several key issues, controversies, and trends. Defining Terms The term outdoor education emerged in the early 1940s to describe the instructional use of natural and built areas to meet student learning objectives in a variety of subject-matter disciplines through direct experiences. Summary

Section A: Organize | STEMx “Collective impact” models, which feature one “backbone organization” and several partner organizations, typify many state STEM networks. Though these models vary from state to state, they often have similar attributes, such as emphasizing a partner approach, focusing on relationships between organizations and maximizing collective progress toward shared objectives. The theory is that better cross-sector coordination results in greater progress – more so than the isolated action of individual organizations. Through the collective impact model, practitioners have identified a set of preconditions and conditions necessary for network success. Section A below, ORGANIZE, outlines a series of steps networks should consider to fully capitalize on a collective impact approach. Find an Influential Champion Secure Adequate Financial Resources Identify a Backbone Organization Coordinating large groups in a collective initiative takes time, resources and a supporting infrastructure.

Pacific Education Institute — Home ISTEM: Indiana Science Technology Engineering Mathematics NH Field Investigation Models Using Field Investigations to Model Scientific Inquiry State and national science standards emphasize the importance of inquiry and problem-solving for today’s students. Field investigations offer rich opportunities for students to practice inquiry in engaging and authentic ways. Key steps in field investigations mirror the inquiry process. Beyond Data Collection Just as New Hampshire is gifted with abundant natural resources, so too do we benefit from plentiful scientific field investigations. Data collectedPrincipal investigators and primary contactsStudy begin and end datesResearch questionHow the data answers the questionSubset of data in a spreadsheetData collection protocolExamples of data analysis, including graphsExamples of questions for data analysisDefinitions and additional resources Maximum and minimum air temperature data collected at Hubbard Brook Experimental Forest. Field Investigation Model HB Max Min Air Temp.pdf HB Max Min Air Temp Data.xls Useful Links

Michigan STEM Partnership : About Us About Us Our Mission The Michigan STEM Partnership is the connector and statewide communicator between employers, educators, students, parents, and legislators, providing strategic support for the effectiveness and sustainability of STEM education in order to prepare Michigan learners to reach their full potential in a fiercely competitive economy. Our Vision The Michigan STEM Partnership positively impacts economic development by connecting the P-20 education system to relevant world-class skills, academic ambitions and rewarding career pathways. Our Goals 2014-2016 Goal 1 Promote, inspire, and empower STEM education instruction Goal 2 Engage employers in STEM education and career development Goal 3 Ensure the viability of STEM education and the Partnership, and maximize the impact of partners such as the Michigan Mathematics and Science Centers Network Goal 4 Actively connect STEM initiatives and programs The Partnership is playing an important role in answering questions such as:

STEMnet | Maryland Business Roundtable for Education (MBRT) 2012/13 School Year:MBRT releases the Algebra Report[issuu width=420 height=272 backgroundColor=%23222222 documentId=120928172429-656944e11aab4c85a0b179e6b72577fa name=algebra_teacher_report-final-single_pages username=loggerwill tag=algebra unit=px v=2] [issuu width=420 height=272 backgroundColor=%23222222 documentId=111018133413-6626d3ceee06416fb3441e17b30e6515 name=stemnet_bio username=loggerwill tag=bio unit=px v=2] [issuu layout=http%3A%2F%2Fskin.issuu.com%2Fv%2Flight%2Flayout.xml showflipbtn=true documentid=101223180558-39a993ff285c419e9182e7727c1a0446 docname=stem-teachers-hub username=loggerwill loadinginfotext=STEMnet%20Teachers%20Hub showhtmllink=true tag=teachers width=600 height=388 unit=px] [issuu width=420 height=272 backgroundColor=%23222222 documentId=121004210241-b50c78cb6ffc4b4bb7d16526b0c85245 name=md-stem-plan username=loggerwill tag=maryland unit=px v=2] November 2011: To that end, MBRT created STEM Specialists in the Classroom. read more > ————————————————————————————-

Home SMTI - MTE-Partnership - A-P-L-U The U.S. is ranked 25th in mathematics on the most recent international assessment conducted in 2009, and an increasing number of college freshman require remedial courses in mathematics. These statistics indicate a need for mathematics education standards reform and in turn better prepared K-12 teachers. To address the need for reformed standards, the Common Core State Standards for Mathematics (CCSS-M)[1] were developed and subsequently adopted as the K-12 curriculum framework by 45 states and represent a common vision for secondary mathematics across the states. APLU and our member institutions recognized that we must reexamine our policies and practices to ensure K-12 teachers (new and existing) are ready to teach these new, more rigorous standards for secondary mathematics. Through the MTE-Partnership, our goal is to transform secondary mathematics teacher preparation to ensure teacher candidates can promote mathematical excellence in their future students. Diana L.

Pathways Resource Center | College of Education, University of Illinois at Urbana-Champaign Primary Sources Third Edition | Scholastic Inc. “I feel strongly that the CCSS will change the face of American education. Teachers just need help with the implementation and understanding of the content.” • This update was fielded in the summer of 2014. At the time, the Common Core State Standards were being implemented in the District of Columbia and 44 states (with Minnesota implementing the CCSS in ELA only). • When comparisons are made between the 2013 and 2014 findings across the total sample of teachers answering a question, differences of four or more points are statistically significant at the 95% confidence level. • More on Methodology. In 2014, teachers are more likely to report feeling prepared to teach to the Common Core (79% in 2014 vs. 71% in 2013); they are also now more likely to say implementation is going well in their schools (68% in 2014 vs. 62% in 2013). Teachers’ Views on Status of Common Core State Standards Implementation Base: Total Respondents. Agreement with Statement About Common Core State Standards

Illinois - Primary Sources Third Edition | Scholastic Inc. Results from an online survey of 780 teachers in , conducted July 1-22, 2013. State reports feature key data from the national report. Due to sample size in some cases, analysis by subgroups was not possible and therefore national data is used as a benchmark followed with state data that is available. Whenever this is the case, it is noted in the above report. 76% of math, English language arts, science and/or social studies teachers in Illinois are enthusiastic about the implementation of the Common Core State Standards in their classroom. 76% of math, English language arts, science and/or social studies teachers in Illinois believe the standards will have a positive impact on students’ ability to think critically and use reasoning skills. As they work to prepare for the new standards, teachers in Illinois say they are participating (or have participated) in many Common Core–related activities, and a majority say many of these activities have been helpful.

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