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The University of Victoria Pacific Centre for Scientific and Technological Literacy is one of five Centres for Research into Youth, Science Teaching and Learning (CRYSTAL) funded for 5 years (2005–2010) by the Natural Sciences and Engineering Research Council Canada (NSERC). Pacific CRYSTAL intended to promote scientific, mathematical, and technological literacy for responsible citizenship through research partnerships with university and educational communities. Pacific CRYSTAL’s functional structure consisted of 3 research and development nodes connected to a leadership and administrative node, which was charged with facilitating the activities of 19 projects and 42 principal investigators, partners, and research associates. Node 1, an incubation centre, involved extracurricular authentic science, mathematics, and technology experiences; Node 2, a classroom testing environment, field-tested instructional ideas and strategies to develop evidence-based practices; and Node 3, lighthouse schools, involved systemic change and leadership opportunities that adapted, demonstrated, and disseminated tested ideas, resources, and strategies to a much broader education community and attempted to influence public policy. This book provides descriptions of the target goals, research and development projects, and lessons learned.
This book offers a meso-level description of demographics, science education, and science teacher education. Representing all 13 Canadian jurisdictions, the book provides local insights that serve as the basis for exploring the Canadian system as a whole and function as a common starting point from which to identify causal relationships that may be associated with Canada’s successes. The book highlights commonalities, consistencies, and distinctions across the provinces and territories in a thematic analysis of the 13 jurisdiction-specific chapters. Although the analysis indicates a network of policy and practice issues warranting further consideration, the diverse nature of Canadian science education makes simple identification of causal relationships elusive. Canada has a reputation for strong science achievement. However, there is currently limited literature on science education in Canada at the general level or in specific areas such as Canadian science curriculum or science teacher education. This book fills that gap by presenting a thorough description of science education at the provincial/territorial level, as well as a more holistic description of pressing issues for Canadian science education.
What are the most effective methods for teaching writing across grade levels and student populations? What kind of training do teachers need to put research-validated methods into practice? This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts. Prominent authorities describe ways to help teachers succeed by using peer coaching, cross-disciplinary collaboration, lesson study, and other professional development models. All aspects of instruction and assessment are addressed, including high-stakes writing assessments, applications of technology, motivational issues, writing in different genres and subject areas, and teaching struggling writers.
Eighth-grader Micah is psyched to have made the BC junior goalball team -- even though he gets the news while dealing with a flare-up of his degenerative eye condition. What he's not happy about is his parents' decision to get him a guide dog, and the possibility of losing his independence. When Liam, a new, first-rate player, joins the goalball team, Micah's frustration with his vision spills onto the court. He is rude to Liam and starts a fight with another teammate, Sebastian, after practice. It's only with the help of Cam, his Orientation and Mobility Specialist, that Micah starts to get a handle on his aggression and trust people enough to communicate how he feels. But with the team's big junior tournament in Richmond, B.C., quickly approaching, Micah has to reconcile his differences with Liam and Sebastian -- both on and off the court -- to become a real team player and help his team win the championship.
This defining period in world history is explored and explained as never before. World War II is captured in hundreds of compelling images, presenting the people, places, and politics involved in the epic conflict. Inside this complete visual guide is chronological coverage of the lead up to war, major military battles around the globe, and the aftermath that still influences and impacts our world today. You'll meet the key players in thought-provoking profiles and discover their experiences firsthand, from national leaders sounding the orders to combatants on the frontline and civilians left behind. Standout moments, including Pearl Harbor, Hiroshima, and the D-Day landings, are revealed in rarely seen color photographs and unforgettable eyewitness accounts. Explosive photography, international maps, accessible text, and supporting timelines combine to show the most destructive event ever known in unprecedented depth and detail. Although the complexities of World War II can be hard to fathom, this standout reference is organized in a logical order and the supporting captions are concise and clear throughout to aid understanding. World War II provides an unparalleled account of this devastating conflict so we never forget and continue to learn from the past. This title differs from DK's previous World War II title, in that it is a spread-by-spread account á la History (with "previous" and "following" tabs placing each spread in chronological context) of the war, rather than a narrative that needs to be read from start to finish.
In this second volume of It’s All About Thinking, the authors focus their expertise on the disciplines of mathematics and science, translating principles into practices that help other educators with their students. How can we help students develop the thinking skills they need to become successful learners? How does this relate to deep learning of important concepts in mathematics and science? How can we engage and support diverse learners in inclusive classrooms where they develop understanding and thinking skills? In this book, Faye, Leyton and Carole explore these questions and offer classroom examples to help busy teachers develop communities where all students learn. This book is written by three experienced educators who offer a welcoming and “can-do” approach to the big ideas in math and science education today. In this book you will find: insightful ways to teach diverse learners (Information circles, open-ended strategies, inquiry, manipulatives and models) lessons crafted using curriculum design frameworks (udl and backwards design) assessment for, as, and of learning fully fleshed-out lessons and lesson sequences inductive teaching to help students develop deep learning and thinking skills in Math and Science assessment tools (and student samples) for concepts drawn from learning outcomes in Math and Science curricula excellent examples of theory and practice made accessible real school examples of collaboration — teachers working together to create better learning opportunities for their students.