No result found
Public Education Network (PEN);
Politicians, academics, and business and community members all seem to be raising concerns that America is not as globally competitive as it once was. This is due, in part, to the fact that public schools in America are not producing high school graduates with the math, science, and technical skills to succeed in higher education or be employed in a knowledge-based, global marketplace. According to the Bureau of Labor Statistics, jobs requiring science, engineering or technical training will increase 24 percent between 2004 and 2014 to 6.3 million.
However, less than half of high school graduates in the United States are academically prepared for college-level math and science. Between 1970 and 2010, America's proportion of science and engineering doctorates will fall from 50 percent to 15 percent. Additionally. the U.S. ranked 27 out of 39 countries in the 2003 Program for International Student Assessment (PISA), which measures 15-year-olds' ability to solve real-life math problems.
What can be done in math and science reform by local education funds (LEFs)?
The Global Ocean Science Report (GOSR) assesses for the first time the status and trends in ocean science capacity around the world. The report offers a global record of who, how, and where ocean science is conducted: generating knowledge, helping to protect ocean health, and empowering society to support sustainable ocean management in the framework of the United Nations Agenda 2030.
The GOSR identifies and quantifies the key elements of ocean science at the national, regional and global scales, including workforce, infrastructure and publications. This is the first collective attempt to systematically highlight opportunities as well as capacity gaps to advance international collaboration in ocean science and technology. This report is a resource for policy makers, academics and other stakeholders seeking to harness the potential of ocean science to address global challenges.
A comprehensive view of ocean science capacities at the national and global levels takes us closer to developing the global ocean science knowledge needed to ensure a healthy, sustainable ocean.
The Global Ocean Science Report (GOSR) assesses for the first time the status and trends in ocean science capacity around the world. The report offers a global record of who, how, and where ocean science is conducted: generating knowledge, helping to protect ocean health, and empowering society to support sustainable ocean management in the framework of the United Nations Agenda 2030. The GOSR identifies and quantifies the key elements of ocean science at the national, regional and global scales, including workforce, infrastructure and publications. This is the first collective attempt to systematically highlight opportunities as well as capacity gaps to advance international collaboration in ocean science and technology. This report is a resource for policy makers, academics and other stakeholders seeking to harness the potential of ocean science to address global challenges. A comprehensive view of ocean science capacities at the national and global levels takes us closer to developing the global ocean science knowledge needed to ensure a healthy, sustainable ocean.
John Templeton Foundation;
If you've hiked among giant sequoias, stood in front of the Taj Mahal, or observed a particularly virtuosic musical performance, you may have experienced the mysterious and complex emotion known as "awe."
Awe experiences are self-transcendent. They shift our attention away from ourselves, make us feel like we are part of something greater than ourselves, and make us more generous toward others. But what is awe?
What types of experiences are most likely to elicit feelings of awe? Are some people more prone to experiencing awe? And what are the effects of awe?
While philosophers and religious scholars have explored awe for centuries, it was largely ignored by psychologists until the early 2000s. Since then, there has been growing interest in exploring awe empirically. This has led to a number of fascinating discoveries about the nature of awe, while also raising many questions still to be explored.
John Templeton Foundation;
People demonstrate generosity in myriad ways, from gifts of time and money to everyday acts of kindness toward loved ones—and even to deeds that involve substantial self-sacrifice, like donating a kidney to a stranger. But we are often nowhere near as generous as we could (or even aspire to) be. In short: although we have the capacity to be generous, we don't always act generously.
What are the biological, psychological, and social factors that encourage people to give time, money, and assistance? What effects does such generous behavior have on their well-being? What accounts for differences in individual levels of generosity—and what methods might encourage individuals to give more? Are there evidence-based strategies for cultivating greater degrees of generosity? Such questions have given rise to numerous studies, the results of which are described in a new report commissioned by the John Templeton Foundation. The document provides a high-altitude overview of more than 350 studies and meta-studies published in nearly 200 refereed publications between 1971 and 2017.
Deans For Impact;
This report summarizes the existing research on the cognitive science of how children learn, and then connects it to the practical implications for teaching and learning. It explores questions such as, "how do students understand new ideas?" and "what motivates them to learn?"
Deans for Impact believes that every aspiring teacher should grapple with -- and be able to answer -- these questions as part of their teacher-training program, and that all educators should be able to connect these principles to classroom practice. The document notes that the entire endeavor should be guided by the growing body of research on basic cognitive principles.
Science Matter Bulletin publicize the activities and achievements of marine scientific activity in Central America and researches conducted in the marine protected areas (MPAs) of the Region. The first issue of Science Matter, published in May 2014, presented an overview of The marine scientific activity in Central America. This second issue, discuss the vision and mission, progress, challenges and socioeconomic benefits of marine sciences in Central America. This contribution highlights how important marine sciences are in the region. The next year's issue, will discuss a biogeographic analysis of the research topics studied and its relationship with the territories covered by marine protected areas.
Carnegie Corporation of New York;
Provides an overview of the program created to connect State Department social scientists with research scientists and engineers, profiles of select past fellows and their experiences, and lessons learned.
Thomas B. Fordham Institute;
American science performance is lagging as the economy becomes increasingly high tech, but our current science standards are doing little to solve the problem. Reviewers evaluated science standards for every state for this report and their findings were deeply troubling: The majority of states earned Ds or Fs for their standards in this crucial subject, with only six jurisdictions receiving As. Explore all the state report cards and see how your state performed.
Boston Consulting Group;
If negative gender stereotypes around science didn't exist today, the world would benefit from 300,000 additional doctors in science annually, according to this report, which explores the vast underrepresentation of women in scientific professions. Data from 14 countries was compiled by the Boston Consulting Group to determine at which points in their educational and career paths women veer away from science.
"Marine Managed Areas: What, Why, and Where" is a reader-friendly, richly illustrated 16-page booklet that defines MMAs and discusses the challenges of implementation. Based on 5 years of natural and social science research in 23 countries, it is intended to advance discussions among government agencies, non-government organizations, user groups, and other stakeholders about how and why to implement integrated management for the ocean. Marine Managed Areas: What, Why, and Where is a publication of the Science-to-Action partnership, which includes more than 75 organizations led by Conservation International's Marine Management Area Science Program. One approach to the development of better coastal and marine policy and management is the concept of marine managed areas (MMAs). A MMA is an area of ocean, or a combination of land and ocean, where all human activities are managed toward common goals. MMAs are a form of ecosystem-based management, where all elements -- biophysical, human, and institutional -- of a particular system are considered together. There are several overarching principles under which MMAs should be developed: All human uses and their subsequent impacts on the defined area should be considered and their management integrated.Policy and management should be based on the best natural and social science available.All stakeholders in the defined area should be consulted and fully involved in the policy and management development and implementation processes concerning the MMA's conditions and uses. When such principles are fully implemented, the uses of the resources and habitats and the resulting benefits both to the environment and to humans can be optimized.
Intergovernmental Panel on Climate Change (IPCC);
This report presents clear and robust conclusions in a global assessment of climate change science -- not the least of which is that the science now shows with 95 percent certainty that human activity is the dominant cause of observed warming since the mid-20th century. The report confirms that warming in the climate system is unequivocal, with many of the observed changes unprecedented over decades to millennia: warming of the atmosphere and the ocean, diminishing snow and ice, rising sea levels and increasing concentrations of greenhouse gases. Each of the last three decades has been successively warmer at the Earth's surface than any preceding decade since 1850.
These and other findings confirm and enhance our scientific understanding of the climate system and the role of greenhouse gas emissions; as such, the report demands the urgent attention of both policymakers and the general public.
Rennie Center for Education Research & Policy;
It is widely acknowledged that today's students will need to compete in a global economy that requires proficiency in science and technology. In an attempt to ensure that all Massachusetts students reach a minimal level of proficiency in these subjects, the class of 2010 high school students will have to earn a passing score on one MCAS science exam (biology, chemistry, physics, or technology/engineering) in order to receive a diploma. Results of national assessments show that while Massachusetts students score better in science than their peers in other states, there are disturbing gaps in the performance of certain sub-groups of students -- black and Hispanic students, students from low-income homes, English language learners -- who fail to meet proficiency standards at satisfactory rates. Indeed for all students, undeniable gaps exist in students' achievement, knowledge, expectations and comprehension of the needs of the future economy. Given that the state is now holding all students accountable for their performance in science, it is necessary to examine whether or not all students are receiving equitable opportunities to learn and succeed in science. This report seeks to identify concretely what top-performing schools do to support science instruction and to draw out considerations for policymakers at the district and state levels.
Themes across the Schools
The following is a description of greater opportunities to learn science that are present in top-performing schools, compared to low-performing schools:
More science teachers.Well-prepared teachers.More teacher preparation time.Financial resources.Material resources.Options for placement in science courses.Real-world application.Enrichment opportunities in science.Science related partnerships with universities.Peer tutoring.
For school and district leaders:
Encourage and support science-related professional development.Provide incentives for highly qualified science teachers to teach in your schools.Structure the school day to enable more teacher preparation time.Develop partnerships with neighboring universities.Institute peer tutoring programs.Institute formal remediation and academic support programs for students struggling in science.Look outside the school for people to lead extracurricular activities.Make well-equipped science classrooms a priority.
For state policymakers:
Providing additional resources and ensuring that all high school students in Massachusetts have opportunities to learn science and to achieve at high levels will require coordinated efforts by both state legislators and the Department of Elementary and Secondary Education. The following are recommendations for consideration by both state legislators and the Department.
Provide incentives for highly qualified science teachers to teach in low-performing schools.Provide incentives for science professionals to enter the teaching profession.Continue to support expanded learning time initiatives.Support enrichment opportunities for low-performing schools.Broaden current state-level science initiatives to encompass all grades from kindergarten through higher education.Provide a supplementary materials budget to under-resourced schools.Provide support for formal remediation and academic support programs for students struggling in science.