Publications

Books

Inquiring into Inquiry Learning and Teaching in Science
Jim Minstrell and Emily H. van Zee (Editors)
Scientists, teachers, researchers, professional development specialists, and administrators focus on these questions: Why inquiry? What does inquiry look like? What are some issues associated with shifting toward inquiry-based practices?

The Physics of NASCAR: How to Make Steel + Gas + Rubber = Speed
Diandra Leslie-Pelecky
From building cars to everything that has to happen in the garage before the driver even shows up, this book gives an inside look at the science that makes cars that win. Physicist Diandra Leslie-Pelecky offers an informative and exciting look at the cutting-edge science and engineering involved in the “extreme automobiles” of NASCAR. A companion website is being developed for science teachers of grades 6-12, informal science educators, and science researchers.

Learning: The Science Inside
Neir Eshel
This new publication from AAAS explores how people learn, from infancy to old age. How do babies learn language? Can elderly people learn new skills? What strategies can you use to improve your learning? As these and other questions are addressed, the author introduces some of the latest research on what happens in the brain when we learn, and how that might apply to your daily life.  If you would like a copy of this book, please contact bcalinge@aaas.org.

Project 2061
American Association for the Advancement of Science (AAAS)
Many of the tools developed to advance literacy in science, mathematics, and technology are now available online and on disk. These include Science for All Americans, Benchmarks for Science Literacy, and the evaluations of middle- and high-school mathematics textbooks.

Journals

Encyclopedia of Earth
An electronic reference about the Earth, its natural environments, and their interaction with society. The Encyclopedia is a free, fully searchable collection of articles written by scholars, professionals, educators, and experts who collaborate and review each other’s work. The articles are written in nontechnical language and will be useful to students, educators, scholars, professionals, as well as to the general public. Anyone who teaches undergraduate or graduate courses is invited to participate in the Student Science Communication Project. This science writing initiative allows students to develop writing skills through the preparation of articles for publication in the Encyclopedia of Earth, under the guidance of faculty members.

LinC (Lessons in Conservation) Online Journal
American Museum of Natural History’s Center for Biodiversity Conservation (CBC), and the Network of Conservation Educators and Practitioners (NCEP)
An open-access journal that provides educators and students free, downloadable lessons on biodiversity conservation. Published semi-annually by NCEP, the electronic journal LinC provides teaching modules that include synthesis documents summarizing a wide range of conservation-related topics, field or laboratory exercises, and relevant short case studies with teaching notes to help educators tailor their lessons to local issues or questions. All modules include current, peer-reviewed content and are designed to facilitate active approaches to teaching and learning.

Science Books & Films
American Association for the Advancement of Science (AAAS)
A critical review journal to help you make the best decisions when choosing science materials for your library, classroom, or institution.

Science in School
EIROforum
New European journal promotes inspiring teaching of biology, physics, chemistry, and earth sciences. Highlights the best in teaching and cutting-edge research, and focuses on interdisciplinary work. Find teaching materials, recent discoveries in science, education projects, interviews with young scientists and teachers, education research, book reviews, and European events for teachers.

Reports, Monographs and Proceedings

Engagement, Capacity, and Continuity: A Trilogy for Student Success
Eric J. Jolly, President, Science Museum of Minnesota
This report suggests ways to increase the number and diversity of those pursuing education and careers in science, technology, engineering and mathematics (STEM). The report analyzes why successful individual reform efforts have not led to broader increases in students achieving at high levels nor entering science and math oriented careers, and identifies three components necessary to increase success in quantitative sciences: engagement, capacity, and continuity.

New Resources from the Diversity Institute at the Center for the Integration of Research, Teaching, and Learning (CIRTL)
The Diversity Institute at the University of Wisconsin has created peer-reviewed, research-based diversity resources to prepare future STEM faculty to effectively teach diverse student audiences.

* Resource Book — Introduces considerations of diversity through training in communication skills, assessment of student learning, course design, evaluation, and group dynamics
* Case Book — facilitates discussions of challenging issues that may arise in classroom, labs, or departmental or advising situations
* Web-Based Literature — presents (1) information on successful programs that retain minority and female students in STEM disciplines, (2) educational research describing practices that improve the climate for all students, and (3) studies documenting institutional, cultural, pedagogical, and interpersonal obstacles that face females and minority students in engineering
* Content Matters — inclusive syllabi from courses that include both science and diversity-related content

GE Foundation Report — A System of Solutions: Every School, Every Student
Summary [PDF] and Final Report [PDF]
American Association for the Advancement of Science (AAAS)
A response to the question: How can school systems be supported to increase achievement for all of their students? The response is based on an analysis of Urban Systemic Initiative evaluations, a review of the “systemic reform” literature, and interviews of key personnel of 10 Urban Systemic Program districts that had demonstrated student achievement gains as well as narrowing of performance gaps between minority and non-minority students.

Science Graduate Students in K-8 Classrooms: Experiences and Reflections
Penny J. Gilmer, D. Ellen Granger, and Wilbert Butler (Editors)
Describes the development and implementation of a GK-12 project and examines the successes and challenges using a variety of data resources and sociocultural theoretical frames.

For a paper copy of this document, contact bcalinge@aaas.org. For an electronic copy of this document, download the PDF version [4MB. Note, if your Adobe/Acrobat Reader cannot open this file, you may need to download a newer version of the free Adobe Reader.]

Proceedings of the Southeast Regional GK-12 Conference, September 29-October 1, 2006.
View Proceedings. (Click on “Information on the Southeast Regional Conference.”)

Articles

University of Colorado
N. Correll, C. Wailes, S. Slaby (2012).  A One-Hour Curriculum to Engage Middle School Students in Computer Science using Cubelets.  Proceedings of the 11th Symposium on Distributed Autonomous Robotic Systems, Springer Tracts on Advanced Robotics, 2012.

University of Massachusetts Boston
Sevian, Hannah and Gonsalves, Lisa (2008) ‘Analysing how Scientists Explain their Research: A rubric for measuring the effectiveness of scientific explanations’, International Journal of Science Education,30:11,1441 – 1467 DOI: 10.1080/09500690802267579 URL: http://dx.doi.org/10.1080/09500690802267579

Clarkson University
Successful Institutionalization of a K-12—University STEM Partnership (Winner of the “Best Paper Award” from the American Society of Engineering Educators’ K-12 Division at the 2008 Annual conference.) The paper describes how Clarkson University institutionalized its GK-12 Track 1 and Track 2 grants.) View online [PDF].

Cornell University
Learning to Teach: Alternatives to Trial by Fire, by Nancy Trautman, in the May-June 2008 issue of Change. View online.

Cornell University
Science Inquiry Partnership. (Articles on integrating research into the K-12 classroom and teaching science through inquiry.) View online.

Montclair State University
Reflections on Montclair State University-Beijing Connection, an article about Montclair State University’s Fellows in the Middle GK-12 program collaboration with Beijing universities, in the November 2008 issue of MAA FOCUS. View PDF.

Purdue University
Science Sampler: Node graph visualizations for eighth-grade mathematics students using a virus transmission simulation, by a Purdue teacher-fellow team in the National Science Teachers Association (NSTA) Science Scope, July 2008. View online.

Southern Illinois University and University of Oregon
Bridging the Gap: Spanning the Distance Between High School and College Education, Olivia Messinger, Scott Schuette, Janet Hodder, Alan Shanks, 2009. Frontiers in Ecology and the Environment: Vol. 7, No. 4, pp. 221-222.

University of Illinois, Urbana-Champaign
(Articles on collaborating, community building, and integrating technology into K-12 classrooms.) View online.

University of Missouri, Columbia
Professional Skills in the Engineering Curriculum, by Ashwin Mohan, Dominike Merle, Christa Jackson, John Lannin, and Satish S. Nair, published in IEEE Transactions on Education, October 2009. View abstract and purchasing information.]