Earth Science

Writing a Scientific Explanation

American Museum of Natural History. (2018). Writing a Scientific Explanation. Retrieved from https://www.amnh.org/explore/curriculum-collections/integrating-literacy....

Author/Presenter: 
American Museum of Natural History
Year: 
2018
Short Description: 

This resource provides access to a classroom video of a lesson from the project's middle school ecosystems unit, and the related student scaffold and scoring rubric.

Disruptions in Ecosystems

American Museum of Natural History. (2018). Middle School: Disruptions in Ecosystems. Retrieved from https://www.nextgenscience.org/resources/middle-school-disruptions-ecosy...

Author/Presenter: 
American Museum of Natural History
Year: 
2018
Short Description: 

This resource provides access to the entire middle school ecosystems unit, along with the EQuIP review.

Classroom Videos from Disruptions in Ecosystems Unit

Kastel, D. (2017, August 25). Classroom videos from disruptions in ecosystems unit [Blog post]. Retrieved from https://www.teachingchannel.org/blog/2017/08/25/ngss-from-theory-to-prac...

Author/Presenter: 
Dora Kastel
Year: 
2017
Short Description: 

This blog post includes the link to 4 videos of teachers using the project's middle school ecosystems unit.

Master of Arts in Teaching Program at the American Museum of Natural History

Principal Investigator: 

Wallace, J. (2014, March). Master of Arts in Teaching Program at the American Museum of Natural History. Poster presented at the Noyce Northeast Regional Conference, Philadelphia, PA.

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Discipline / Topic: 

Investigating science teaching core practices in high-needs urban settings

Principal Investigator: 

Howes, E., & Wallace, J. (2017, July). Investigating science teaching core practices in high-needs urban settings. Poster presented at the 2017 NOYCE Summit, Washington, DC.

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Discipline / Topic: 

Master of Arts in Teaching Program at the Museum

American Museum of Natural History. (2012, October 25). Master of Arts in Teaching Program at the Museum [Video File].

Author/Presenter: 
American Museum of Natural History
Year: 
2012
Short Description: 

Teachers learn to teach Earth and Space science through the American Museum of Natural History's Master of Arts in Teaching Urban Residency Program (MAT), the first urban teacher residency program offered by a museum. The MAT program is a unique 15-month fully paid teaching fellowship that includes learning experiences in the Museum's world-renowned collections and teaching residencies with experienced science teachers in partner schools.

MAT Graduates Reflect on Pioneering Program

American Museum of Natural History. (2013, December 23). MAT Graduates Reflect on Pioneering Program [Video File].

Author/Presenter: 
American Museum of Natural History
Year: 
2013
Short Description: 

In this video, find out more about the Museum's Master of Arts in Teaching (MAT) program from five MAT graduates in the class of 2013, who are now teaching in New York City's public schools. The MAT program with a specialization in teaching Earth Science is a unique 15-month fully paid teaching fellowship that includes learning experiences in the Museum's world-renowned collections and teaching residencies with experienced science teachers in partner schools.

Teaching Science Teachers

Cascarano, C. & Koirala, S. [New York Times]. (2013, December 15). Teaching Science Teachers [Video File].

Author/Presenter: 
Chris Cascarano
Snigdha Koirala
Year: 
2013
Short Description: 

New York Times Video on the American Museum of Natural History's master's degree program in teaching, part of a broad national campaign to add 100,000 science, technology and math teachers by 2021.

The Missing Ingredient in Science Teacher Preparation: The Role of the Senior Specialist

The traditional model for supervision of pre-service science teachers during the field experience within teacher preparation programs includes the appointment of a university supervisor who is often a retired teacher and/or adjunct faculty and a school-based co-operating teacher who rarely receives training from the university to be a mentor. This can lead to a disconnect between the university supervisor, co-operating teacher, and university, and a disjointed experience for the pre-service teachers.

Author/Presenter: 
Julie Contino
Natasha Cooke-Nieves
Year: 
2013
Short Description: 

This paper describes a residency model that includes faculty members who serve as Senior Specialists – mentors in school residency rotations, advisors in teaching as a profession, and co-instructors in academic courses and portfolio development. The Senior Specialist acts as the linchpin between the youth programs, science practicum, and courses as well as a support structure and anchor to the five high need, low achieving partner schools with the ultimate goal of strengthening the pre-service teachers’ experience.

Supporting Mentor Teachers in the Assessment of and Inquiry into High-Leverage Science Teaching Practices

While the scholarship examining the teaching of high leverage teaching practices in the context of pre-service teacher education is continuing to grow (Ball & Forzani, 2009; McDonald, Kazemi, & Kavanaugh, 2013; Windschitl, Thompson, Braaten & Stroupe, 2012), fewer teacher educators have been examining how to bring those who mentor pre-service teachers, sometimes called cooperating teachers or pre-service mentor teachers, into this effort.

Author/Presenter: 
Karen Hammerness
Elaine Howes
Julie Contino
Natasha Cooke-Nieves
Ro Kinzler
Maritza Macdonald
Cristina Trowbridge
Year: 
2017
Short Description: 

This paper reviews the literature on mentor teachers’ learning in relationship to high leverage practices and summarizes existing research on mentoring and experienced teacher learning that might help inform the design of our model of mentor teachers’ learning.

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