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NSELA Presentation Abstracts

submitter: Teacher Enhancement for Student Success (TESS)
description: Abstracts of presentations given at the NSELA conference, April, 1998.
published: 04/09/1998
posted to site: 04/09/1998
Professional Development Innovations Through University and School District Partnerships: A Model for Systemic Change in Teacher Preparation, Sustainability and Support

David Andrews, Ph.D., California State University, Fresno, Professor of Biology, Preservice Teacher Supervisor, Science Credential Analyst
Bill vonFelten, Science Specialist, Fresno USI

Professional development of K-12 teachers has been a key element of the Fresno USI involving more than 2000 science teachers. Professional development tied to both the National Science Education Standards and district standards is also linked with CSU, Fresno which has provided numerous 'mini courses' in science content for university credit. Often, these earned units are used toward 'add ons' to existing science teaching credentials. The dynamic interaction between the school district and the university has resulted in improving both teachers' and university professors' instruction. Academic year mini-courses and summer science institutes with highly integrated science courses offered in the cadre format where university instructors co-teach with K-12 teachers have been overwhelmingly positive. Come and learn about our exciting programs and plans for the future.

Promoting Educational Equity in Ways Specifically Tailored To Standards Based Science Education: A Model for Systemic Action

Jerry Valadez, M.A., Science Coordinator, Fresno USI, Region F Director, NSELA
Jerry Rosiek, Ph.D., Portland State University
Maria Lopez-Freeman, M.A., Co-Executive Director, California Science Project (CSP), Center for Teacher Leadership and Language Status

The last half of the twentieth century has seen a rise in the attention given to issues of linguistic, cultural, and gender equity in US. public schooling. This attention has taken many forms, from school desegregation struggles, to critiques of curriculum content, to the search for pedagogical innovations that will better serve traditionally underserved students. Leadership development on a broad range of equity issues as they relate to science education has been identified as critical need. A successful prototype of this kind of equity in science education leadership development program was created and sponsored by the Fresno USI, the Center for Teacher Leadership (CSP) and a grant from the California Postsecondary Education Commission. Two years in planning and a year in the initial implementation, this program has used case study research and case study teacher education methods to promote equitable science education practices in Fresno USD. In September 1996 fifteen teachers and five administrators in the Fresno USD, committed to standards based education reform, came together to form the Fresno Equity in Science Education Task Force. In it's first year The Task Force has produced fifteen case studies. that could inform future professional development efforts to promote educational equity for linguistic and ethnic minority students.

Summer Science and Literacy Demonstration School: A Successful Model for the Integration of Language Arts and Science

Virginia Kammer, Science Specialist, Fresno USI
Michael Lebda, Science Specialist, Fresno USI
Liz Andrade-Stiffler, Science Specialist, Fresno USI
Jerry Valadez, Science Coordinator, Fresno USI, Region F Director, NSELA

The Fresno Systemic Initiative Summer Demonstration School in Literacy and Science provided an academy format for demonstrating effective instructional practices which integrate science and literacy. Students participated in a summer school program with an emphasis on language literacy and science. Concurrent sessions for Science Lead Teachers provided a setting for observational techniques, coaching strategies, lesson modeling, and science content. The Science and Language Arts Staff utilized this unique opportunity to provide students and participating teachers with a curriculum that demonstrated how language literacy serves as a tool to assess the science literacy of all students and how science served as a springboard for the acquisition of language literacy. Community partnerships provided additional support for an enhanced student support program which included an Informal Science Center, a MESA Student Center for 7th graders, and a 'Science Explorers Club' for K-6 students.

GLOBE (Global Learning and Observations to Benefit the Environment) The Fresno Regional Training Center: A Collaborative Model for Implementation

David Williams, GLOBE Coordinator, City of Fresno, Fresno USI
Scott Kruse, GLOBE Trainer, Science Teacher, Fresno Unified School District

GLOBE is an international collaboration connecting K-12 students, teachers, education sites and scientists. The NSF directed GLOBE Program is Global Learning and Observations to Benefit the Environment. It is sponsored by NASA, NOAA and the EPA. The program's training and materials are designed to augment integrated and environmental science curriculum in public and private schools, informal education, and instruction of pre-service teachers in institutions of higher learning. GLOBE K-12 students world-wide are involved with making observations about the atmosphere and climate, hydrology and water chemistry, soil moisture and structure, and landcover and biology near their school sites. The data is then used by research scientists "on a global basis, providing vital in situ measurements, that would not be possible otherwise. GLOBE is integrated, inquiry-based science for all students.

Community Informal Science Workshops: A Collaborative Model for the Implementation of Community Based and School Site Based Science Workshops

Paul Fontaine, Ph.D., CSU, San Francisco
Manual Hernandez, Site Coordinator, Fresno Community Science Workshop
Modesto Tamez, Director, Informal Science Program, Teacher in Residence, The Exploratorium
Jerry Valadez, Science Coordinator, Fresno USI, Region F Director, NSELA

Funded through NSF, the Mission Science Workshop model was disseminated to up to 10 sites throughout California. The goal of each site is to foster community participation to establish community based informal science workshops in urban neighborhoods. Locations include parks, Boys and Girls clubs, and vacant homes in residential areas. Supported in part by NSF, the model presented here represents a collaboration between the City of Fresno, Fresno Unified School District, CSU, San Francisco, CSU, Fresno, the Exploratorium, and business and industry. Teacher training to support the implementation of school site programs is another component that will be presented.