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Stuck in the Shallow End: Education, Race, and Computing (The\mit Press Ser.)
by Jane MargolisAn investigation into why so few African American and Latino high school students are studying computer science reveals the dynamics of inequality in American schools.The number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low, according to recent surveys. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis looks at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. She finds an insidious “virtual segregation” that maintains inequality. Two of the three schools studied offer only low-level, how-to (keyboarding, cutting and pasting) introductory computing classes. The third and wealthiest school offers advanced courses, but very few students of color enroll in them. The race gap in computer science, Margolis finds, is one example of the way students of color are denied a wide range of occupational and educational futures. Margolis traces the interplay of school structures (such factors as course offerings and student-to-counselor ratios) and belief systems—including teachers' assumptions about their students and students' assumptions about themselves. Stuck in the Shallow End is a story of how inequality is reproduced in America—and how students and teachers, given the necessary tools, can change the system.
Stuck in the Shallow End: Education, Race, and Computing
by Jane Margolis Jennifer Jellison Holme Joanna Goode Kim Nao Rachel EstrellaThe number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low, according to recent surveys. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis looks at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. She finds an insidious "virtual segregation" that maintains inequality. Two of the three schools studied offer only low-level, how-to (keyboarding, cutting and pasting) introductory computing classes. The third and wealthiest school offers advanced courses, but very few students of color enroll in them. The race gap in computer science, Margolis finds, is one example of the way students of color are denied a wide range of occupational and educational futures. Margolis traces the interplay of school structures (such factors as course offerings and student-to-counselor ratios) and belief systems -- including teachers' assumptions about their students and students' assumptions about themselves. Stuck in the Shallow End is a story of how inequality is reproduced in America -- and how students and teachers, given the necessary tools, can change the system.
Stuck in the Shallow End, updated edition: Education, Race, and Computing
by Jane MargolisWhy so few African American and Latino/a students study computer science: updated edition of a book that reveals the dynamics of inequality in American schools.The number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis and coauthors look at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. They find an insidious “virtual segregation” that maintains inequality. The race gap in computer science, Margolis discovers, is one example of the way students of color are denied a wide range of occupational and educational futures. Stuck in the Shallow End is a story of how inequality is reproduced in America—and how students and teachers, given the necessary tools, can change the system. Since the 2008 publication of Stuck in the Shallow End, the book has found an eager audience among teachers, school administrators, and academics. This updated edition offers a new preface detailing the progress in making computer science accessible to all, a new postscript, and discussion questions (coauthored by Jane Margolis and Joanna Goode).
Stud Managers' Handbook, Vol. 18
by Frank H. BakerThe Stud Managers' Handbook includes presentations made at the International Stockmen's School, January 2-6, 1983. The faculty members of the School who authored th is eighteenth volume of the Handbook, along with books on Dairy Cattle, Beef Cattle, and Sheep and Goats, are scholars, stockmen, and agribusiness leaders with national and international reputations. The papers are a mixture of tried and true technology and practices with new concepts from the latest research results of experiments in all parts of the world. Relevant information and concepts from many related disciplines are included.
Stud Managers' Handbook, Vol. 19
by Frank H Baker Mason MillerThe 1984 International Stockmen's School Handbooks include more than 200 technical papers presented at this year's Stockmen's School, sponsored by Winrock International. The authors of these papers are outstanding animal scientists, agribusiness leaders, and livestock producers who are expert in animal technology, animal management, and general fields relevant to animal agriculture. The Handbooks present advanced technology in a problem-oriented form readily accessible to livestock producers, operators of family farms, managers of agribusinesses, scholars, and students of animal agriculture. The Beef Cattle Science Handbook, the Dairy Science Handbook, the Sheep and Coat Handbook, and the Stud Managers' Handbook each include papers on such general topics as genetics and selection; general anatomy and physiology; reproduction; behavior and animal welfare; feeds and nutrition; pastures, ranges, and forests; health, diseases, and parasites; buildings, equipment, and environment; animal management; marketing and economics (including product processing, when relevant); farm and ranch business management and economics; computer use in animal enterprises; and production systems. The four Handbooks also contain papers specifically related to the type of animal considered.
Student-Centered Teaching in Paleontology and Geoscience Classrooms (Elements of Paleontology)
by Robyn Mieko DahlResearch on learning and cognition in geoscience education research and other discipline-based education communities suggests that effective instruction should include three key components: a) activation of students' prior knowledge on the subject, b) an active learning pedagogy that allows students to address any existing misconceptions and then build a new understanding of the concept, and c) metacognitive reflections that require students to evaluate their own learning processes during the lesson. This Element provides an overview of the research on student-centered pedagogy in introductory geoscience and paleontology courses and gives examples of these instructional approaches. Student-centered learning shifts the power and attention in a classroom from the instructor to the students. In a student-centered classroom, students are in control of their learning experience and the instructor functions primarily as a guide. Student-centered classrooms trade traditional lecture for conceptually-oriented tasks, collaborative learning activities, new technology, inquiry-based learning, and metacognitive reflection.
Student-generated Digital Media in Science Education: Learning, explaining and communicating content
by Garry Hoban Wendy Nielsen Alyce Shepherd"This timely and innovative book encourages us to ‘flip the classroom’ and empower our students to become content creators. Through creating digital media, they will not only improve their communication skills, but also gain a deeper understanding of core scientific concepts. This book will inspire science academics and science teacher educators to design learning experiences that allow students to take control of their own learning, to generate media that will stimulate them to engage with, learn about, and become effective communicators of science." Professors Susan Jones and Brian F. Yates, Australian Learning and Teaching Council Discipline Scholars for Science "Represents a giant leap forward in our understanding of how digital media can enrich not only the learning of science but also the professional learning of science teachers." Professor Tom Russell, Queen’s University, Ontario, Canada "This excellent edited collection brings together authors at the forefront of promoting media creation in science by children and young people. New media of all kinds are the most culturally significant forms in the lives of learners and the work in this book shows how they can move between home and school and provide new contexts for learning as well as an understanding of key concepts." Dr John Potter, London Knowledge Lab, Dept. of Culture, Communication and Media, University College London, UK Student-generated Digital Media in Science Education supports secondary school teachers, lecturers in universities and teacher educators in improving engagement and understanding in science by helping students unleash their enthusiasm for creating media within the science classroom. Written by pioneers who have been developing their ideas in students’ media making over the last 10 years, it provides a theoretical background, case studies, and a wide range of assignments and assessment tasks designed to address the vital issue of disengagement amongst science learners. It showcases opportunities for learners to use the tools that they already own to design, make and explain science content with five digital media forms that build upon each other— podcasts, digital stories, slowmation, video and blended media. Each chapter provides advice for implementation and evidence of engagement as learners use digital tools to learn science content, develop communication skills, and create science explanations. A student team’s music video animation of the Krebs cycle, a podcast on chemical reactions presented as commentary on a boxing match, a wiki page on an entry in the periodic table of elements, and an animation on vitamin D deficiency among hijab-wearing Muslim women are just some of the imaginative assignments demonstrated. Student-generated Digital Media in Science Education illuminates innovative ways to engage science learners with science content using contemporary digital technologies. It is a must-read text for all educators keen to effectively convey the excitement and wonder of science in the 21st century.
A Student Handbook for Writing in Biology
by Karin KniselyThe newest edition of Knisely�s Student Handbook for Writing in Biology is the helping hand your students are looking for, offering the support they need to write within the conventions of biology. Topics range from reading technical literature and writing scientific papers, to preparing lab reports and giving oral presentations of scientific findings. Students get practical advice from MS Office appendices, tutorial videos, and various checklists. Examples and resources throughout the text show not just what to do, but how to do it.The newest edition mirrors the ways students use online resources and social media platforms for research, making sure the information is both credible and relevant. A new statistics chapter covers the application of descriptive statistics to actual datasets and selected tests of significance.
A Student Handbook for Writing in Biology
by Karin KniselyA Student Handbook for Writing in Biology, Fifth Edition, provides practical advice to students who are learning to write according to the conventions in biology. The first chapter introduces the scientific method and experimental design. Because the scientific method relies on the work of other scientists, Chapter 2 provides instructions for finding primary literature using article databases and scholarly search engines. Journal articles have a well-defined structure, but are typically hard to read because they are written for specialists. To help students read and comprehend the technical literature, Chapter 3 describes scientific paper tone and format, provides strategies for reading technical material, emphasizes the importance of paraphrasing when taking notes, and gives examples of how to present and cite information to avoid plagiarism. Using the standards of journal publication as a model, students are then given specific instructions for writing their own laboratory reports with accepted format and content, self-evaluating drafts, and using peer and instructor feedback to refine their writing. Besides writing about it, scientists communicate scientific knowledge through posters and oral presentations. How these presentation forms differ from papers in terms of purpose, content, and delivery is the subject of the last two chapters of the book. <p><p>Scientific communication requires more than excellent writing skills--it requires technical competence on the computer. Most first-year students have had little experience producing Greek letters and mathematical symbols, sub- and superscripted characters, graphs, tables, and equations. Yet these are characteristics of scientific papers that require a familiarity with the computer beyond basic keyboarding skills. Furthermore, most first-year students are used to doing calculations on a handheld calculator. When they learn how to use Excel's formulas to do repetitive calculations, their time spent on data analysis decreases markedly. For exactly these reasons, almost half of the book is devoted to Microsoft Word, Excel, and PowerPoint features that enable scientists to produce professional quality papers, graphs, posters, and oral presentations effectively and efficiently.
A Student Handbook for Writing in Biology
by Karin KniselyThis book provides practical advice to students who are learning to write according to the conventions in biology, including step-by-step guidance and numerous examples of faulty writing (along with revisions) to alert students to pitfalls when writing different sections of a scientific paper. Most of the sections are designed to stand alone so that readers can look up a topic in the index and find the answer to their question. Those who want to learn more about the topic have the option of reading related sections or entire chapters. Most first-year students have had little experience producing Greek letters and mathematical symbols, sub- and superscripted characters, graphs, tables, drawings, and equations. For exactly this reason, almost half of the book is devoted to Microsoft Word, Excel, and PowerPoint features that enable scientists to produce professional quality papers, graphs, posters, and oral presentations effectively and efficiently.
Student Journal Earth and Space Systems - 5.ES.NGSS
by Battle Creek Area Mathematics and Science CenterA Fifth Grade Unit supporting the Next Generation Science Standards and the Michigan Science Standards
Student Journal Energetic Connections - 6PS
by Battle Creek Area Mathematics And Scien CenterA Sixth Grade Unit supporting the Michigan Science K-7 Content Expectations
Student Journal Energy in an Ecosystem - 6LS
by Battle Creek Area Mathematics and Science CenterA Sixth Grade Unit supporting the Michigan Science K-7 Content Expectations
Student Journal Matter and Energy in an Ecosystem - 5.LS.NGSS
by Battle Creek Area Mathematics And Scien CenterA Fifth Grade Unit supporting the Next Generation Science Standards and the Michigan Science Standards
Student Journal The Planet Rock - 6ES1
by Battle Creek Area Mathematics and Science CenterA Sixth Grade Unit supporting the Michigan Science K-7 Content Expectations
Student Journal Yesterday Today and Tomorrow - 6ES2
by Battle Creek Area Mathematics and Science CenterA Sixth Grade Unit supporting the Michigan Science K-7 Content Expectations
Student Lab Manual for Argument-driven Inquiry in Physical Science: Lab Investigations for Grades 6-8
by Jonathon Grooms Patrick Enderle Todd Hutner Ashley Murphy Victor SampsonAre you interested in using argument-driven inquiry for middle school lab instruction but just aren’t sure how to do it? Argument-Driven Inquiry in Physical Science will provide you with both the information and instructional materials you need to start using this method right away. The book is a one-stop source of expertise, advice, and investigations to help physical science students work the way scientists do. Student Lab Manual for Argument-Driven Inquiry in Life Science provides the student materials you need to guide your students through these investigations. With lab details, student handouts, and safety information, your students will be ready to start investigating.
The Student Lab Report Handbook: A Guide to Content, Style, and Formatting for Effective Science Lab Reports
by John D. MaysThe Student Lab Report Handbook is a concise student resource to help learn how to prepare a premier lab report. Syntax, voice, tense, word choice, technical expression, data analysis, and error prediction are all discussed. This book is not specific to any discipline so it can be used with physics, biology, chemistry, or any other subject.
Student Misconceptions and Errors in Physics and Mathematics: Exploring Data from TIMSS and TIMSS Advanced (IEA Research for Education #9)
by Teresa Neidorf Alka Arora Ebru Erberber Yemurai Tsokodayi Thanh MaiThis open access report explores the nature and extent of students’ misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015.The report focuses on students’ understandings related to gravitational force in physics and linear equations in mathematics. It identifies some specific misconceptions, errors, and misunderstandings demonstrated by the TIMSS Advanced grade 12 students for these core concepts, and shows how these can be traced back to poor foundational development of these concepts in earlier grades. Patterns in misconceptions and misunderstandings are reported by grade, country, and gender. In addition, specific misconceptions and misunderstandings are tracked over time, using trend items administered in multiple assessment cycles. The study and associated methodology may enable education systems to help identify specific needs in the curriculum, improve inform instruction across grades and also raise possibilities for future TIMSS assessment design and reporting that may provide more diagnostic outcomes.
Student Notebook, Middle School Life Science (STEMscopes™ CA-NGSS 3D)
by Inc. Accelerate Learning Rice UniversityNIMAC-sourced textbook
Student Notebook, Middle School Physical Science (STEMscopes™ CA-NGSS 3D)
by Inc. Accelerate Learning Rice UniversityNIMAC-sourced textbook
Student Science Workbook McGraw Hill: States of Matter, Chapter Resources for Differentiated Instruction
by McGraw HillNIMAC-sourced textbook
Student Solution Manual for Essential Mathematical Methods for the Physical Sciences
by K. F. Riley M. P. HobsonThis Student Solution Manual provides complete solutions to all the odd-numbered problems in Essential Mathematical Methods for the Physical Sciences. It takes students through each problem step-by-step, so they can clearly see how the solution is reached, and understand any mistakes in their own working. Students will learn by example how to select an appropriate method, improving their problem-solving skills.
Student Solutions Guide to Accompany Chemistry
by Thomas J. Hummel Steve S. Zumdahl Susan Arena ZumdahlProvides carefully worked out, complete solutions for all odd-numbered questions and exercises in the text. Uses the same solutions methods as examples in the text.
Student Solutions Manual and Study Guide for College Physics 9th Edition Volume 2
by Raymond Serway John R. Gordon Charles TeagueFor Chapters 15-30, this manual contains detailed solutions to approximately twelve problems per chapter. These problems are indicated in the textbook with boxed problem numbers. The manual also features a skills section, important notes from key sections of the text, and a list of important equations and concepts.