T C E B TRIANGLE COALITION ELECTRONIC BULLETIN FEBRUARY 22, 2001 VOL. 7, NO. 8 _____________________________________________________ Published by the TRIANGLE COALITION FOR SCIENCE AND TECHNOLOGY EDUCATION _____________________________________________________ THIS WEEK'S TOPICS: MATH, SCIENCE GROUPS LAUD BUSH'S PLAN AFRICAN AMERICAN GIRLS AND SCIENCE MATHCOUNTS TRIANGLE COALITION BOARD MEMBER PROFILE: JON E. PEDERSEN WHY IS TEACHING TECHNOLOGY IMPORTANT FOR OUR STUDENTS? TRIANGLE COALITION MEMBER PROFILE: FUTURE SCIENTISTS AND ENGINEERS OF AMERICA CONFERENCE CALENDAR ____________________________________________________ MATH, SCIENCE GROUPS LAUD BUSH'S PLAN (Source: National Journal's Technology Daily, February 7, 2001) Groups advocating a greater emphasis on math and science education are praising President Bush's attention to the matter and are hoping that his involvement will prompt lawmakers to act swiftly on education reform. "We are pleased that President Bush is putting education at the top of his agenda and that his plan includes specific legislation that addresses science and math education," National Science Teachers Association (NSTA) Executive Director Gerald Wheeler said at an American Chemical Society (ACS) luncheon. Bush's education plan -- announced his second workday in office -- proposes that states and local school districts be eligible to receive new funds for partnerships with college science and math departments. He said the plan would strengthen the equality of instruction in elementary and secondary schools. "I am very heartened by what is happening. I think we're on the front wave here," Rep. Vern Ehlers, R-MI, said at the luncheon. "The only thing left to be fearful of is [that] we don't wipe out as we chase this wave." Ehlers, who has proposed three education bills in the House designed to strengthen math and science programs, said the goal of introducing similar bills in the 106th Congress was to get people talking. Rep. Rush Holt, D-NJ, who also attended the event, has introduced a similar bill, H.R. 117. "The plan was to get them widespread publicity last year and get them passed this year," Ehlers said. ACS and other groups like the NSTA and the Triangle Coalition for Science and Technology Education maintain that the 1999 Third International Mathematics and Science Study-Repeat (TIMSS-R) -- which was released in December -- shows that U.S. students have shown "no statistically significant changes in their level of achievement from 1995 to 1999." The 1995 TIMSS study showed that while U.S. fourth-graders scored above the international average in science and math, eighth-graders scored far below their international counterparts. The groups cite teacher training as the cornerstone of effective math and science programs. "It is clear we have far too many classroom teachers who are under-qualified and ill-prepared to teach science or math," Wheeler said. "Even worse is the reality that most teachers do not receive meaningful professional development to help them gain the skills and knowledge they need to do the job." NSTA's proposal for what role the federal government can play in the effort are in line with recommendations made last year by a federal education commission headed by former Sen. John Glenn, D-OH. Those recommendations include establishing an ongoing system to improve teaching in math and science, increasing the number of math and science teachers, and improving the working environment to attract and retain teachers. ************************************ AFRICAN AMERICAN GIRLS AND SCIENCE (Source: Education Week Report Roundup, February 7, 2001) African-American girls have better attitudes about science, and more family encouragement to pursue scientific interests than white girls or African-American boys according to a study by the Catholic University of America. Using data from the National Educational Longitudinal Study, researchers at the university in Washington examined a host of measures for students in grades 8, 10, and 12. Among other findings, the researchers learned that more efforts and resources appeared to be aimed at encouraging black girls to pursue science learning than was true for their black male peers; that African-American mothers seemed to encourage their daughters more than their sons to pursue science learning; and that black girls, in many cases, performed as well as, and sometimes better than, white girls on science assessments. The findings showed that interest in science was roughly even in 8th grade for all those groups of students, but became increasingly distinct in high school, with African-American girls showing more interest than white girls and African-American boys. However, according to the report, interest in science among both black and white females declined in college. For more information about the report "Expecting the Unexpected: A Comparative Study of African-American Women's Experiences in Science During the High School Years," call Catholic University at 202-319-5600. ************************************ MATHCOUNTS MathCounts is a national math coaching and competition program that promotes middle school mathematics achievement through grassroots involvement in every U.S. state and territory. MathCounts is one of the country's largest and most successful education partnerships involving volunteers, educators, industry sponsors, and students. MathCounts promotes student interest in mathematics by making math achievement as challenging, exciting, and prestigious as a school sport. At the beginning of each school year, the MathCounts Foundation provides a complimentary copy of its School Handbook and other materials to middle schools across the country. Teachers and volunteers use these materials to coach student "mathletes" as part of in-class instruction or as an extracurricular activity. After several months of coaching, participating schools select students to compete individually or as part of a team in written and oral competitions. Students first compete in one of more than 500 local competitions held in February. Winners progress to state contests in March. There, the top four individuals and the coach of the top team earn an all-expense-paid trip to represent their state at the national finals in May. At all levels, mathletes gain self-confidence and math skills, as well as win prizes and scholarships. In addition to school coaching, partnering companies often host local MathCounts activities, such as workshops for teachers, minority outreach programs, and public outreach events to encourage participation and promote the importance of mathematics. MathCounts has an active alumni program to encourage past participants to continue their interest in mathematics and their involvement in the program. Former mathletes go on to coach school teams, help review program materials, volunteer at competitions, and serve as role models for current mathletes. Recent surveys of past state competitors have indicated that the program helps prepare students for rewarding careers. The top three majors were engineering, mathematics, and computer science. The top three occupations were in the computer industry, engineering, and teaching. For more information visit www.mathcounts.org. ************************************ TRIANGLE COALITION BOARD MEMBER PROFILE: JON E. PEDERSEN Dr. Jon E. Pedersen earned his Ph.D. in 1990 from the University of Nebraska at Lincoln after a successful career as a chemistry and physics teacher in eastern Nebraska. He has published over 50 articles and chapters in books focusing on science education and has made over 200 presentations nationally and internationally. In addition, he has co-edited two books, written a teachers guide for Stiquito Robotics, and has secured over one million dollars in grants. Dr. Pedersen has been involved in the writing of National Council for Accreditation of Teacher Education (NCATE) standards for the Association for the Education of Teachers of Science (AETS) and the National Science Teachers Association (NSTA) and is currently a member of the NCATE/NSTA review team. He has served on various committees and boards for NSTA, the National Association of Research for Science Teachers (NARST), and AETS. He has also been active in the American Educational Research Association and the American Association for the Colleges of Teacher Education. Currently he serves as Executive Secretary for AETS. Over the course of his career, his academic work has taken him to 10 foreign countries, including extended work in Bolivia, South America where he worked with Bolivian educators on reforming their educational system. Dr. Pedersen is currently a full professor of science education at the University of Oklahoma. Prior to this, he served as the Associate Dean for Research, Graduate Studies, and Professional Development in the School of Education, East Carolina University. He has also served as Director of Partnership Research and as a faculty member in the Department of Science Education at East Carolina University and in the Curriculum and Instruction Department at the University of Arkansas where he was the co-founder and co-director of the Center for Middle Level Education, Research and Development. Triangle Coalition members may contact Dr. Pedersen at [EMAIL PROTECTED] ************************************ WHY IS TEACHING TECHNOLOGY IMPORTANT FOR OUR STUDENTS? The International Technology Education Association (ITEA) has released a new advocacy brochure, "An Educational Imperative," which answers this and nine other key questions about technology education. The brochure addresses: - what students should know and be able to do to be technologically literate, - whether technology is being taught in our schools, - the origins of technology teaching and technology education, - what students learn in technology classes, - what a technology facility would look like, - how technology teachers are prepared and licensed, - real challenges to technology teaching, - the effect technology teaching has on our workforce and society, and - what policy/decision makers can do to advance technology teaching. For more information, print the brochure in PDF format at www.iteawww.org/AdvocacyBro03.pdf or call 703-860-2100 to order ten brochures for $4. ************************************ TRIANGLE COALITION MEMBER PROFILE: FUTURE SCIENTISTS AND ENGINEERS OF AMERICA Future Scientists and Engineers of America (FSEA) is a national non-profit organization which provides the structure, project material, documentation, and workshop training necessary to establish after-school technology clubs in K-12 schools. The FSEA program focuses on technology and can easily be implemented in every school. FSEA gives students an opportunity to experience real engineering and science with a practical, hands-on method which uses projects that challenge student teams to creatively solve problems. FSEA team members experience the same process an engineer or scientist experiences, i.e., given an objective, using techniques of innovation, design, creativity, trial and error, how well can that objective be met? FSEA makes learning fun. FSEA shares similarities with other well-known programs such as Scouts and Future Farmers of America. FSEA is provided by and for the entire community. Participants include students, parents, schools, businesses, technical, and civic organizations, universities and colleges, as well PTA/PTO organizations. FSEA is structured to involve working scientists, engineers, retirees, college students, teachers, and parents. The goal is to provide hands-on opportunities for enjoyment, motivation, and development for every interested student. Each FSEA chapter consists of a sponsor, mentors, FSEA student members, a teacher, and a parent coordinator. For more information, visit www.fsea.org or call 714-229-2223. ************************************ CONFERENCE CALENDAR International Technology Education Association (www.iteawww.org) Annual Conference March 22-24, Atlanta, GA National Science Teachers Association (www.nsta.org) National Convention March 22 - 25, St. Louis, MO National Council of Teachers of Mathematics (www.nctm.org) Annual Meeting April 4 - 7, Orlando, FL National Middle School Association (www.nmsa.org) Annual Conference November 1-3, Washington, DC _____________________________________________________ This TCEB is made possible by a grant from E. I. du Pont de Nemours and Company. Please visit their web site at www.dupont.com for more information about their educational support programs. The TCEB is a newsletter provided to members of the Triangle Coalition. Members may forward individual articles or the issue in its entirety providing that credit is given to the Triangle Coalition, and all of the following contact information is included in any republication. For TCEB subscription or membership information, contact: Triangle Coalition for Science and Technology Education 1201 New York Avenue, NW, Suite 700, Washington, DC 20005 phone: 800-582-0115 fax: 202-289-1303 e-mail: [EMAIL PROTECTED] www.triangle-coalition.org To submit information for possible inclusion in TCEB, contact: Joanne Van Voorhis, Target Marketing, Editor [EMAIL PROTECTED] ************************************ THE MISSION OF THE TRIANGLE COALITION IS TO FOSTER COLLABORATION AMONG LEADERS IN EDUCATION, BUSINESS, AND GOVERNMENT TO IMPROVE SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION. The Triangle Coalition membership includes business, labor, education, science, mathematics, technology and engineering organizations, and community and state-based alliances. ************************************ -- This is the CPS Science Teacher List. To unsubscribe, send a message to <[EMAIL PROTECTED]> For more information: <http://home.sprintmail.com/~mikelach/subscribe.html>. To search the archives: <http://www.mail-archive.com/science%40lists.csi.cps.k12.il.us/>
