Other

Hurricane with a History: Hawaiian Newspapers Illuminate an 1871 Storm

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.

Author/Presenter

Steven Businger, M. Puakea Nogelmeier, Pauline W. U. Chinn, and Thomas Schroeder

Lead Organization(s)
Year
2019
Short Description

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.

Hurricane with a History: Hawaiian Newspapers Illuminate an 1871 Storm

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.

Author/Presenter

Steven Businger, M. Puakea Nogelmeier, Pauline W. U. Chinn, and Thomas Schroeder

Lead Organization(s)
Year
2019
Short Description

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.

CRIS 7e Lesson Plan Template

The CRIS “7e” lesson plan template, adapted from the Next Generation Science “5e”, centers the importance of including Elders and Environment in Indigenous STEM teaching and learning. The template is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons, and has been formative in helping team members integrate community knowledge and land-based education into science learning experiences. 

Author/Presenter

CRIS Project Team

Lead Organization(s)
Year
2019
Short Description

This lesson plan template centers the importance of including Elders and Environment in Indigenous STEM teaching and learning, and is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons.

Non-visual Perception of Lines on a Multimodal Touchscreen Tablet

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.

Author/Presenter

Jennifer L. Tennison

Jenna L. Gorlewicz

Lead Organization(s)
Year
2019
Short Description

In this article, authors demonstrate that line following via multimodal feedback is possible on touchscreens and present guidelines for the presentation of such non-visual graphical concepts.

DRK-12 Project Evaluators

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.

Author/Presenter

CADRE

Year
2019
Short Description

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.

2019 Informational Webinar on DRK-12 Solicitation 17-584 Resources

Watch a Recording of the 2019 DRK-12 Solication Webinar (use the bookmarks on left side of recording to jump to content of interest): http://edc.adobeconnect.com/pe5bkk9btgs7/

View 2019 Slides

Author/Presenter

Robert Ochsendorf

Karen King

Year
2019
Short Description

NSF program directors provide information on the DRK-12 program and solicitation in this webinar.

Traveling Teacher Professional Development Model: Local Interpretation and Adaptation of Lesson Study in Florida

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.

Author/Presenter

Motoko Akiba

Lead Organization(s)
Year
2016
Short Description

The chapter discusses the underlying views of teacher professional development and the teaching profession in the U.S. that played an important role in the adaptation process of lesson study.

Race to the Top and Lesson Study Implementation in Florida: District Policy and Leadership for Teacher Professional Development

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.

Author/Presenter

Motoko Akiba

Aki Murata

Cassie Howard

Bryan Wilkinson

Judith Fabrega

Lead Organization(s)
Year
2019
Short Description

Based on a mixed methods study of a statewide survey and interviews of district professional development directors, we found that district requirement of lesson study, funding provision, and future sustainability plan were significantly and positively associated with a broader implementation of lesson study within the district. Implications for educational leaders at local educational agencies are discussed.

Resource(s)

Lesson Study Design Features for Supporting Collaborative Teacher Learning

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.

Author/Presenter

Motoko Akiba

Aki Murata

Cassandra C. Howard

Bryan Wilkinson

Lead Organization(s)
Year
2019
Short Description

Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in an effective inquiry process, which in turn is associated with perceived positive changes in teacher knowledge, self-efficacy, and expectation.