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2005 Education Partnership Conference
Presentations
Friday, March 11, 2005
Feature Keynote: Challenging Courses and Curriculum
Diane Resek (San Francisco State University)
What is Challenging Curricula?
Breakout sessions: Challenging Courses and Curriculum
Chris Schunn & Matt Mehalik (University of Pittsburgh)
Teaching all students core, difficult science concepts through authentic project-based learning: The example of the Alarm Systems Immersion Unit for middle school students.
Handouts: Middle-School Science Through Design-Based Learning versus Scripted Inquiry, paper submitted for publication in American Education Research Journal (AERA)
Where Can We Find Future K-12 Teachers?, Science Education, January 2005
Don Paulson (California State University Los Angeles)
Active and Cooperative Learning in the Science Lecture Class
References: List of electronic and print references
Rosanne Fulton, Joan Foster, Samantha Messier, Catherine Martin, and Jim Loats (Denver Public Schools and Metropolitan State College of Denver)
Disciplinary Literacy in Course Redesign Work for Biology, Algebra and Geometry
Mike Lauro and Claire Pollard (Providence Public Schools)
Physics and Algebra for all 9th Graders
Feature Keynote: Teacher Quality, Quantity, and Diversity
Lynda Goff (University of California Office of the President)
Breakout Sessions: Teacher Quality, Quantity, and Diversity
Dave Brant, Roslyn Soto, Virginia Mann, and Linda Clinard (University of California Irvine - FOCUS)
Ramping up STEM Teacher Education in the UC Environment: The Future Teacher Highway for Single and Multiple Subject Candidates
References: References and Handouts
Pre-K/K SMARTS: An Early Start on Math and Science Enrichment:
Part 1 | Part 2
Richard Audet (Roger Williams University), Linda Jordan (Tennessee State Department of Education), and Tomas Ramirez (Providence Public Schools)
Getting It Right: Optimizing Professional Learning Opportunities for Teachers
Linda McQuillen, Brian Sniff (Madison Metropolitan School District) and Terry Millar (University of Wisconsin-Madison)
Title IIb Math Masters One-Credit Courses
Handouts: Summary of Content Knowledge Gains for Math Masters Course 1 | Summary of Content Knowledge Gains for Math Masters Course 2
Kamal Hamdan (California State University Dominguez Hills)
Transition to Teaching Funded Programs: Lessons Learned Regarding the Recruitment and Retention of Future Math and Science Teachers
Saturday, March 12, 2005
Sustaining Partnership-Driven Change
Adam Gamoran
Sustaining Partnership-Driven Change: Organizational Barriers and Supports Breakout sessions: Partnership-Driven Change
Shelley Kriegler, Jody Priselac,
Heather Calahan, Bruce Rothschild, Stephanie Molnar, and Christopher Yakes (University
of California Los Angeles)
The UCLA Math-Ed Partnership Story
Handouts: Catalogue of Math Programs at UCLA | Symbiosis of Mathematician & Math Educator in Teaching Math Teaching | Multidigit Multiplication and Division | Euclidean Geometry
Todd Ullah, Rachael Nunez Espinoza (Los Angeles Unified School District), Dave
Mayo (California State University Los Angeles), Lynn Whitley and Linda Duguay
(University of Southern California).
LAUSD and University Partnerships in Science Education
Joe Braun (California State University Dominguez Hills)
Complex University/Public School Partnerships for Teacher Preparation Reform
Breakout sessions: Institutionalization & Sustainability
Chuck Hohm, Eunice Krinsky, Terry Millar (California State University Dominguez Hills)
How Many Faculty Does it Take to Change a University?
Merle Price (SCALE/IFL)
What Determines Whether SCALE and QED Theories of Action Will Have a Lasting Impact?
References: Electronic and print references
Susan Tucker(Evaluation & Development Associates)
One Step Forward and Two Steps Back
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