SCIENCE OUTREACH
DEPARTMENT OF BIOLOGY
Research Resources on...
Teacher Training
Grant Funding
Research Resources on General Learning
How People Learn: Brain, Mind, Experience, and School (1999) John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors National Academy Press Open book: http://www.nap.edu/html/howpeople1/
How Students Learn: History, Mathematics, and Science in the Classroom (2005) Board on Behavioral, Cognitive, and Sensory Sciences and Education National Academy Press Open book: http://www.nap.edu/books/0309074339/html/
Why We Must Change: The Research Evidence (1998) Thought & Action, Spring, 1998. Excerpted by Doug Madden Honolulu Community College: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/gardiner.htm
Research Resources on Elementary Education
Taking Science to School: Learning and Teaching Science in Grades K-8 (2007) Duschl, RA, Schwweingruber, HA, and Shouse, AW, editors National Academy Press Open book http://newton.nap.edu/openbook.php?record_id=11625&page=R1
Research Resources on Secondary Education
The Knowledge Loom: Inquiry and Problem Solving in Middle School Mathematics
Research Resources on College Education
IU Campus Instructional Consulting list of publications on teaching and learning http://www.indiana.edu/~teaching/allabout/pubs/
Cech, T. and Kennedy, D. (2005) Doing More for Kate Science 310: 1741 http://www.sciencemag.org/cgi/content/summary/310/5755/1741
Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Lauffer, S., Stewart, J., Tilghman, S.M., Wood, W.B. 2004. Scientific Teaching. Science 304: 521-522. http://www.sciencemag.org/cgi/content/summary/304/5670/521
Gardiner, LF Why We Must Change: The Research Evidence (1998) Thought & Action, Spring, 1998. Excerpted by Doug Madden Honolulu Community College: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/gardiner.htm
Perry, W. G. Jr. (1970) Forms of Intellectual and Ethical Development in the College Years: A Scheme. New York: Holt, Rinehart, and Winston
Macarthur, C. G. (1920) The Scientific Teaching of Science. Science 52: 347-351
Excerpt:
"If we could accept as the purpose of education the development--perhaps it is more accurate to say the restoration-- of the right mental attitude in the student, we could bring order out of this chaos. For we should then see that the dogmatic handing on of facts through lecture and text-book inculcates the wrong attitude of mind in the student. A student will much more rapidly develop the right mental attitude by discovering facts for himself, even though they were known before, than by memorizing a multitude of facts discovered by other people.
... For three years the experiment was made in a scientific department of one of our middle western universities of teaching by the method just suggested, so far as that could be done under the conditions that exist in every university at present. ... The students almost invariably floundered at first. They had grown so dependent on directions that for a time they could only with difficulty initiate work of their own. Gradually they came to understand what was expected and they became clearer as to what they themselves wanted. And as the course continued the method seemed to them increasingly desirable and successful."
And yet, nearly a century later, the situation remains essentially the same.
Malcom, S. and U. Treisman. (1987) Calculus Success for All Students. In L. Steen (ed.). Calculus for a New Century: A Pump not a Filter, Washington, DC: Mathematical Association of America.
Middendorf, J., & Pace, D. (2002). Overcoming cultural obstacles to new ways of teaching: The Lilly Freshman Learning Project at Indiana University. To Improve the Academy, 20, 208-224.
Research Resources on Informal Education
Data not yet compiled
Research Resources on Pre-service Teacher Training
Data not yet compiled
Research Resources on In-service Professional Development
Bower, J.M., (2005) Scientists and Science Education Reform: Myths, Methods, and Madness
Findings from CAPSCI, a collaboration between Caltech and the Pasadena City Schools, challenging traditional notions of what Professional Development should be like.
The Knowledge Loom: Professional Development
Stewart, RA and Brendefur, JL. (2005) Fusing Lesson Study and Authentic Achievement: A Model for Teacher Collaboration. Phi Delta Kappan 86: 681-687
Abstract: After several years of working with school districts on various systemic reform efforts, Mr. Stewart and Mr. Brendefur conclude that the best way to bring about positive change at the classroom level is to adopt a model wherein small .groups of teachers work in collaborative learning communities focused on improving day-to-day instruction.
Research Resources on Education Reform
Anatomy of School System Improvement: Performance-Driven Practices in Urban School Districts
NewSchools Venture Fund's three-year research project tracking the adoption of performance-driven practices in urban school systems. In this first year, the Institute for the Study of Knowledge Management in Education (ISKME), analyzed the state of performance-driven practices within 28 leading school districts. The goal of this first year of study was to define the features of a performance-driven school system and to set a benchmark against which to measure future years of adoption of performance-driven practices.
The Knowledge Loom: Redesigning High Schools
Stewart, RA and Brendefur, JL. (2005) Fusing Lesson Study and Authentic Achievement: A Model for Teacher Collaboration. Phi Delta Kappan 86: 681-687
Summary: After several years of working with school districts on various systemic reform efforts, Mr. Stewart and Mr. Brendefur conclude that the best way to bring about positive change at the classroom level is to adopt a model wherein small groups of teachers work in collaborative learning communities focused on improving day-to-day instruction.
Schmoker, M. (2004). From Feckless Reform to Substantive Instructional Improvement. Phi Delta Kappan, 85: 427-432.
Summary: Even though we already know the best way to improve instruction, we persist in pursuing strategies that have repeatedly failed. Mr. Schmoker urges us to break free of our addiction to strategic planning and largescale reform--and focus on shorter-term instructional strategies that produce more immediate results. See follow-up by Stewart and Brendefur, 2005.
The Carnegie Foundation for the Advancement of Teaching and the Association of American Colleges and Universities (2007) Integrative Learning: Opportunities to Connect
Results of a three-year national project involving 10 campuses working together to encourage and strengthen students' ability to pursue learning in more intentional, connected ways.
Research Resources on Standards and Testing
Data not yet compiled
Grant Funding Resources
Federal Agencies
State Programs
Department of Education
Math-Science Partnerships, No Child Left Behind
Private Foundations
IU Sponsored Research Office
Sponsored Research home
Forms, including IU's electronic route sheet
Important Notices -- check here for updates to IU's indirect cost agreements, fringe benefits rates, etc.
Assessment and Evaluation
Center for Evaluation and Education Policy
How to Conduct Rigorous Math-Science Partnership Evaluation (pdf file from IN DOE)
Research with Human Subjects
IU's Office of Research Compliance-Protection of Human Subjects
Resource site for rules and regulations, tutorial, test of researchers' knowledge of compliance rules, etc.
last updated:
