Education

College of Education and Behavioral Sciences at the University of Northern Colorado provides excellence in teacher education, counseling, technology and psychology, at the undergraduate and graduate level. Lillian C. McDermott, Professor of Physics at the UW and recipient of the 2014 University Faculty Lecture Award speaks at the annual University Faculty Lecture, February 19, 2015 at UW’s Kane Hall. The Physics Education Group in the UW Department of Physics has been conducting research in physics education since the 1970s. The goal is to identify and address the intellectual challenges that physics presents to university students, including prospective and practicing K-12 teachers. The results guide development of research-based and research-validated instructional materials to improve conceptual understanding and reasoning ability from kindergarten through graduate school. A commentary on the termination of the anti-nepotism policy at UW in 1972 precedes a few examples of our group’s research and a summary of our progress.

In the 2014-15 school year, 24 states operated virtual schools that offered supplemental online courses for students. These schools served more than 462,000 students, who took a total of 815,000 online semester-long courses. Although still a small fraction of the approximately 50 million students enrolled in K-12 public schools, this was a substantial increase since 2012-13, when 721,149 semester course enrollments were recorded.

At the Danish School of Education, you can join the student union organisation DSR. The organisation is responsible for the students’ interests in connection with political, social and academic matters. Adherents of the National Science Foundation and others held education professors and schools of education mainly responsible for what they believed was the low-achieving status of American students, particularly in mathematics, science, and modern foreign languages.

The overall objective of the Peer Review of the Polish Higher Education and Science System was to provide recommendations on the future development of Poland’s science and higher education policy in support of innovation. The specific focus areas of the Peer Review were the following: (1) Structural changes in the science and higher education; (2) Links between the higher education sector and the other actors of the innovation system; and (3) Internationalisation of the science and higher education sector – trends, key areas for improvement.

Educational institutions have traditionally defined learning as the retention of factual information. The approach to education based on this view of learning emphasizes delivery, rather than engagement, on the assumption that the learner will take on board an appropriate selection of what is offered. Research and evidence is at the heart of our support for education. We use it to find out about and champion the things that make a positive, measurable difference to young people’s understanding of and interest in science.