Explore additional tips, resources, and toolkits on communication about research and development:
In this article, authors explain how 114 years of Hawaiian-language newspapers starting in 1834 extend our knowledge of natural disasters into the nineteenth century and to precontact times.
Businger, S., Nogelmeier, M. P., Chinn, P. W. U., & Schroeder. T. (2018). Hurricane with a history: Hawaiian newspapers illuminate an 1871 storm. Bulletin of the American Meteorological Society, 137-147.
While text-to-speech software has largely made textual information accessible in the digital space, analogous access to graphics still remains an unsolved problem. Because of their portability and ubiquity, several studies have alluded to touchscreens as a potential platform for such access, yet there is still a gap in our understanding of multimodal information transfer in the context of graphics. The current research demonstrates feasibility for following lines, a fundamental graphical concept, via vibrations and sounds on commercial touchscreens.
This list of individuals and organizations providing evaluation services to DRK-12 projects is based on data entered by project members on the cadrek12.org site.
This mixed-method comparative study examined lesson study in Japan as the original model, and interpretation and adaption of lesson study as an emerging new model of teacher professional development in Florida, the United States. The study found that lesson study has been interpreted through the lens of organizational structures and routines of teacher professional development in Florida and the U.S. in general, and the model was adapted to fit into the existing organizational contexts.
Lesson study was introduced to school districts in Florida in the United States as part of the federal government’s Race to the Top Program in 2010 to scale improvement in instruction and student learning. However, little is known about what district policy and leadership characteristics are associated with the level of lesson study implementation.
Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited.