Eisenhower Year 13 Abstracts of Funded Proposals

E13-G01, Dr. Ann Lambros
phone: (336) 716-3993, email: alambros@wfubmc.edu
Wake Forest University School of Medicine

The Problem-Based Learning Initiative: Enhancing K-12 Teacher Partnerships In Math and Science, $29,905

Professional development of teachers is considered pivotal to the current efforts to introduce the problem-based learning philosophy at the systems level. Teachers from the WS/FC Schools will be recruited to participate in the program (20). Teachers will attend an orientation to the program, a week long institute, and four half day follow up sessions designed to introduce them to and deepen understanding of PBL implementation strategies, problem case development, and alternative assessments. The Institute is designed consistent with the PBL theories. Teachers will facilitate “real students,” develop and pilot at least one problem case, and develop an alternative assessment strategy for use with a problem case. The Institute culminates in a PBL Fair where 20-30 community partners assist teachers in developing problem cases pertinent to both a real world situation and the classroom curriculum. PBL experts from WFUSM and master level PBL teachers assist teachers in their own classrooms following the Institute as they begin implementation of PBL. A catalogue of over three hundred developed cases is available to the participants of the Institute from which they may request PBL cases and supporting materials. This intensive professional development program will provide teachers the opportunity to get hands-on training in PBL case development and teaching strategies, introduce teachers to the many uses of technology in PBL, provide information regarding the implementation and evaluation of PBL, and make resources and materials available for teachers to use for PBL instruction.

E13-C02, Dr. Gail Jones
phone: (919) 962-5474, email: gjones@email.unc.edu
UNC Chapel Hill

Global Science Leaders, $30,000

This project proposes to address the needs expressed by the Durham Public Schools through the long-term development of school-based teacher leaders who will build and sustain frameworks for change. We propose to include not only leadership training, but also to immerse these teachers in professional development in science content, as well as science education pedagogy. (The project activities are designed to reflect a balance among these three foci.) Thus, this group of teachers will be provided with science content professional development, leadership development, assistance in assessing and developing their school’s science program, and extensive assistance with creating internal and external community support systems.

E13-G03, Dr. Gail Jones
phone: (919) 962-5474, email: gjones@email.unc.edu
UNC Chapel Hill

Durham Science Leaders, $30,000

This project proposes to address the needs expressed by Durham Public Schools through the development of science teacher-leaders at elementary and middle school levels. We propose to immerse these teachers in rich content and pedagogical experiences, as well as in leadership training that will enhance their abilities to mentor colleagues and provide guidance for administration. Teacher-leaders will participate in science content professional development, teaching development, and extensive assistance with creating internal and external community support systems

E13-G04, Dr. Pradeep M. Dass
Phone: (828) 262-6515, email: dasspm@appstate.edu
Appalachian State University

Promoting Standards Based Science Education in Middle Grades Using the Science-Technology-Society (STS) Approach, $29,876

This project will involve 20 middle grades science teachers in a summer workshop for 10 five-hour days and 1.5 days (8 hours) each of follow up workshops during Fall 2002 and Spring 2003. During these workshops teachers will be engaged in the STS approach, which is characterized as the teaching and learning of science and technology in the context of human experience. More specifically, the summer workshop (during June 2002) will engage teachers in the following activities:

1. Pre-test surveys to assess teachers regarding the scientific literacy goals of NSES and NCSCS.
2. Critical examination of the NSES and NCSCS to identify the attributes of scientific literacy that ought to be addressed in school science instruction.
3. Participation as students in a model of STS approach based on constructivist learning principals.
4. Development of a week-long STS teaching module addressing specific objectives from the NCSCS for a grade level chosen by the teacher.

During the Fall workshop, teachers will present results of the use of their week long teaching module and develop plans for creating a longer module to address more of the NCSCS competency goals and objectives. During the Spring workshop teachers will share the progress they have made in incorporating and expanding the use of STS approaches in their instructional repertoire. They will also respond to a post-test survey that will help assess the growth in their ability to address the scientific literacy goals in their science classes.

E13-C05, Dr. Steven E. Dyche
phone: (828) 262-3185, email: dychese@appstate.edu
Appalachian State University

Inquiry Kit-Based Science for Burke County Schools—Grades K-5, $29,420

Twenty-four Burke County teachers grades K-6 will learn to use three kit based inquiry science programs (STC, FOSS, and TRACS) as they relate to the NC Science Standard Course of Study and as they make connections to language arts, mathematics, and technology at each grade level. These 24 teachers will then be ambassadors of science teaching at their school and will influence more teachers at their schools to use the kits and integrate science with other areas of the K-6 curriculum. Participants will receive 6 days of training in the use of the kits, two days per program. Teachers will receive four half-days of instruction on how to integrate science with language arts and mathematics and an additional four half days learning to use technology to help make the integration. The final two days will be devoted to leadership training and considering options for kit check out, scheduling and refurbishing.

E13-G06, Dr. Steven E. Dyche and Betty Long
phone: (828) 262-3185, email: dychese@appstate.edu
Appalachian State University

Teaching K-3 Mathematics and Science using High Interest Children’s Literature, $29,933

In this project we propose to build on work done two and three years ago connecting mathematics and science to children’s literature, grades K-5. The special emphasis in this proposal is for grades K-3. We are looking to establish a continuum of teachers K-5 in several northwestern North Carolina counties who can help students make links between reading (literature), mathematics and science. The mathematical strands studied will be tied to the daily science process themes listed in the NC Science Standard Course of Study. The instruction in all three areas—literature, mathematics and science will follow the NC SCOS for those three subjects, grades K-3. Twenty four teachers in teams of two, preferably based in some of the lower performing schools in Avery, Ashe, Burke, Caldwell, and Catawba Counties will be selected as program participants. One week of intense instruction will take place the third week of June 2002. Additional sessions (one Friday-Saturday and another Saturday only) session will be held both in the fall of 2002 and early spring of 2003.

E13-G07, Dr. Kristen E. St. John
phone: (828) 262-6739, email: stjohnke@appstate.edu
Appalachian State University

A field, laboratory, and lecture-based oceanography workshop: meeting the need for more effective secondary and middle school earth/environmental science instruction, $29,245

Sixteen northwestern North Carolina teachers of grades 6-12 will participate in an oceanography workshop taught by Dr. Kristen St. John (Department of Geology, Appalachian State University) and housed at the University of North Carolina, Institute of Marine Sciences in Morehead City, NC. For their active participation, teachers will receive two graduate credits and one continuing education technology credit. The workshop will cover the oceanography topics (including plate tectonics) listed under Competency Goals 2, 4, and 7 of the Earth/Environmental Science SCOS. Participants will receive nine days of instruction, which will include lectures, theoretical and hands-on lab exercises, and field excursions. These will include land based field trips to barrier islands, beaches, and estuaries, and shipboard fieldtrips on the UNC research vessel The Capricorn to measure physical and chemical properties of seawater and to take seawater, sediments, and ocean life samples for lab activities. Teachers will be supplied with textbooks, lab manuals, and some demonstration materials for classroom use, including interactive instructional CDs. At least 10 hours of the workshop will directly involve the use of science technology (e.g. computers, computerized instrumentation, calculators, and microscopes) by the teachers. In addition, each participant will be assigned two different ocean science related topics from the NC SCOS for which they will be required to write lesson plans. Some time will be scheduled during the workshop for teachers to begin developing their lesson plans. Participants will be required to submit their complete lesson plans prior to the follow-up session for content review by the instructor and for pedagogical review by Dr. Max Dass (College Education and Department of Biology, ASU). Corrected lesson plans will then be presented by the participating teachers at the follow-up session and compiled into a packed for each participant to take home for classroom use. Teachers will also be encouraged to participate in a special session at the NCSTA during which the compiled booklets will be made available to other earth science teachers.

E13-C08, Dr. Russell J. Rowlett
phone: (919) 962-7231, email: rowlett@email.unc.edu
UNC Chapel Hill

Mathematics and Science Technology I, $30,000

This is an 8-day (52 hour) course to be taught in June 2002 followed by a two-day session at the North Carolina Technology Conference in November 2002. The focus will be science and related mathematics in the context of project-based inquiry instruction using technology as a tool for teaching and learning. The science and technology components of this project are directly related to the North Carolina Standard Course of Study as well as the technology competencies.

E132-C09, Dr. Russell J. Rowlett
phone: (919) 962-7231, email: rowlett@email.unc.edu
UNC Chapel Hill

Mathematics and Science Technology II, $30,000

This project includes a ten-day summer institute (6 hours per day, 60 hours total) plus two 6-hour follow-up days, for a total of 72 contact hours for all teacher participants. In addition, the teachers will remain in contact with the Project Director and Principal Instructor through email and the project’s internet site throughout the 2002-2003 academic year.

E13-C10, Robert Q. Berry and Patricia Regan-Alston
phone: (919) 962-4257, email: rberry@email.unc.edu
UNC Chapel Hill

Chatham County Mathematics Tools and Technology, $30,000

This project will be offered as an intensive instructional institute for teacher in Grades 3, 5, and 8. Professional development and materials, including a complete intermediate mathematics manipulatives kit, will be provided to enhance the teaching of conceptually based mathematics. Daily activities will include hands-on experiences with the concrete manipulatives in the mathematics kit, interactive computer sessions with experiences in the use of the internet, email, database, spreadsheet, and other grade appropriate computer applications for mathematics, interactive experiences with calculators, an examination of the state mathematics competency goals and the National mathematics standards, strategies for teaching diverse learners, the use of performance-based assessment tasks and opportunities for sharing and planning. Follow-up days will provide continuing support for teachers as they implement materials and strategies into their mathematics instruction.

E13-C11, Brenda S. Wojnowski
phone: (919) 515-9403, email: brenda_wojnowski@ncsu.edu
NC State University

Integrating Instructional Technology into Middle Grades Science and Mathematics Classrooms: Chowan and Gates Counties, $30,000

Chowan and Gates County Public Schools and The Science House of NC State University will develop an integrated curricula enhancement and provide a 12-day training experience for 20 teachers. The participants in the program will learn to use graphing calculator and microcomputer-based and calculator-based equipment (LabPros) in their science and mathematics classes. They will explore how to use this technology in learning activities that integrate technology, mathematics, and science. From their explorations they will select and modify learning activities that will be used as a base for future teacher training programs. The present program will complement purchases of LabPro units, probeware, and TI-83 calculators. Evaluation will include direct observation of teachers in their classrooms, surveys of students related to their use of the materials, and teacher surveys related to the development of the materials.

E13-G12, Anne T. Pittman
phone: (828) 884-8229, email: pfi@brevard.edu
Brevard College

Earth/Environmental Science Workshop for Elementary Teachers, $30,000

Pisgah Forest Institute (PFI) will use master elementary teachers, specialists from colleges and agencies, and PFI staff to instruct a 6-day Earth/Environmental Science Workshop for elementary teachers similar to ones offered in 2000 and 2001 for high school teachers. PFI will provide room, board, instruction, a notebook full of lessons and resources, and teaching supplies and equipment at no cost to participants. Learning activities will take place in Brevard College’s computer and science labs, at Pisgah Astronomical Research Institute, and at sites in Pisgah National Forest. Follow-up activity Component 1 requires the participant to teach a lesson using a PFI kit while an observer fills out an observation form. The participant also writes a description and analysis of the teaching experience. Follow-up Component 2 involve PFI e-mailing supplementary materials and questions (which may require classroom applications) to teachers roughly once a month during the school year. Teachers read the e-mails, perform the required task, answer the question, and e-mail responses to PFI. A variety of assessment tools will be sued to evaluate program effectiveness.

E13-C14, Patricia Shane Bowers
phone: (919) 966-3092, email: pbowers@email.unc.edu
UNC Chapel Hill

Project LAST: Literacy Acquisition and Science Teaching, $30,000

This is a yearlong course aimed at K-2 teachers. It is designed to develop participants’ abilities to teach science content and process skills; to enhance the teaching of literacy using science as a vehicle; to decrease the bias of teachers in the classroom, therein leading to increased achievement of all students, especially minority students; and to help participants learn how to use technology as a tool for thinking and learning. Participants will engage in activities that have been specifically designed to teach literacy skills in the context of science. Because of the importance of real-life, concrete applications for students at the K-2 age, the school grounds will be a primary site for instruction. Participants will learn how to develop outdoor areas such as woods, trails, and ponds at their schools and use them as teaching areas.

E13-G15, Karen S. D. Shafer, Roger Shew, and William Kawczynski
phone: (910) 962-3168, email: shaferk@uncwil.edu
UNC Wilmington

Natural History of the Coastal plain of North Carolina: Concepts and Issues in Geology, Biology, and Environmental Science, $29,980

This program will take place during the spring, summer, and fall semesters 2002 and spring 2003. The workshop time will focus on integrated science of biology, geology, and environmental science that are aligned to the North Carolina competencies and goals for middle and high school science as well as the National Science Education Standards. A total of 18 teachers will be selected to participate. The project will begin with two days in Spring 2002, and include an introduction and classroom and campus fieldwork experiences. During the summer, seven days of training will include a combination of fieldwork and classroom instruction. Teachers will return for two days in the fall of 2002 to revisit summer field sites and collect data on environmental changes that may have occurred during that time. Teacher project presentations will be given and lesson plans collected. Total instructional time will equal 66 hours of contact. The teachers will participate in 10 hours of follow-up during the fall 2002 and spring 2003.

E13-C17, Dr. Dale E. Wheeler, Samuella B. Sigmann
phone: (828) 262-6805, email: wheelerde@appstate.edu
Appalachian State University

K-3 Experienced in Science Technology and Math- Learning with Lorna’s Sun Bottle, $30,000

This program will bring sixteen K-3 teachers, in teams of two, from poor performing, high-need, and under resourced elementary schools in the NW Region to ASU for a 9-day workshop in June 2002. During this workshop the teachers will be using the book Lorna’s Sun Bottle, Adventures With Weather and Light. The materials presented in this book will provide the workshop participants with prepared lesson plans for the study topics of weather and light an descriptions of many hands-on activities that reinforce these study topics. Materials that improve content knowledge in life science, earth science, acid/base chemistry, graphing, and Internet resources will also be used. Also included, is an original children’s story that engages the students in a problem-solving activity and integrates the topics of weather and light. Teachers will develop new strategies for engaging students in science, math, and technology activities. Reading and writing skills are incorporated throughout the study materials. Math and technology strands will be linked to the science objectives through various graphing activities. Participants will fully develop the skills needed to implement the lessons, activities, and story into their curriculum. The necessary equipment ($1000) to implement the activities described in the book will be received in each participating school. Participants will peer teach the workshop materials preparing them to integrate the materials into their classrooms. During the fall semester of 2002, the project co-Directors will visit each classroom to observe the participants using these materials. On one additional Saturday in March 2003, the teachers will all meet at ASU to present a report to the group about their personal experiences in the classrooms.

E13-C18, Dr. Norman Budnitz
phone: (919) 684-3592, email: nbudnitz@duke.edu
Duke University

Design to Learn in Durham and Orange Counties, $29,969

The project will provide 20 science teachers of grades 4-8 with an 8-day summer workshop in inquire-based science teaching methods, guided practice, one day of academic year follow-up and assistance with inquiry-based lesson development. The project will produce inquiry-centered science activities, materials support, built-in assessment, and ongoing support from administrators and the community system-wide. The program is an expansion of previous inquiry-based programs offered in the area. The teachers of this program will learn inquiry-based science activities and then have the opportunity to teach these activities to students participating in a summer science camp. In this manner, the teachers will be able to practice learned activities enhancing the likelihood of teaching these lessons during the academic year. Teachers will gain knowledge and skills in inquiry-based instruction to teach students to be critical thinkers.

E13-C19, Dr. Stephen Wainwright
phone: (919) 684-3592, email: sawanryt@duke.edu
Duke University

Design to Learn in Halifax Area Schools, $29,974

E13-CB20, Dr. Stephen Wainwright
phone: (919) 684-3592, email: sawanryt@duke.edu
Duke University

Preparing Leaders for Instructional Reform, $119,378

This collaboration among Duke University’s Center for Inquiry-based Learning (CIBL), Fayetteville State University, UNC Wilmington, the Coastal Rural Systemic Initiative and the museums in the region will develop and support a coalition of 50 teacher leaders. Like all graduates of CIBL training, they will be able to use science education materials and inquiry-based teaching techniques to help their students met competencies in the NC Standard Course of Study. However, in addition, these leaders will be able to instruct their peers in inquiry-based teaching and efficient management of science curriculum resources. The 50 participants will attend 10 days of instruction over the course of the project, including a 5-day summer workshop and 5 Saturday sessions.

E13-C21, Brenda S. Wojnowski
phone: (919) 515-9403, email: brenda_wojnowski@ncsu.edu
NC State University

Integrating Instructional Technology into Middle Grades Science and Mathematics classrooms: Henderson County, $30,000

Henderson County Public Schools and The Science House of NC State University will develop an integrated curricula enhancement and provide a 12-day training experience for 20 teachers. The participants in the program will learn to use graphing calculator and microcomputer-based and calculator-based equipment (LabPros) in their science and mathematics classes. They will explore how to use this technology in learning activities that integrate technology, mathematics, and science. From their explorations they will select and modify learning activities that will be used in their own classrooms. The learning activities will be tested by the group of teachers and used as a base for future teacher training programs. The present program will complement purchases of LabPro units, probeware, and TI-83+ calculators. Evaluation will include direct observation of teachers in their classrooms, surveys of students related to their use of the materials, and teacher surveys related to the development of the materials.

E13-CB22, Paul Kelter, Jerry Walsh, Johanna Mazlo, and Stacey Gillespie
Phone: (336) 334-3941 / (336) 334-5672
Email: pbkelter@uncg.edu / jwalsh@uncg.edu
UNC-Greensboro

Operation Chemistry-Continuing the Capacity to Build on Long-Term Success, $119,990

The present proposal seeks funding to expand the “Op Chem” program, enabling the development of notable and sustainable expertise in area teachers via a “Capacity Building” initiative, which will include the full 3-year “Op Chem” training and curriculum sequence, along with a substantial and on-going commitment to teacher enhancement from lead teacher and science supervisors in many cooperating counties. The program includes: (a) the creation and active participation of a 12-member Advisory Board; (b) three 2-week, intensive, Op Chem workshops during June 2002 – one for 5 returning “Year 3” participants, a concurrent workshop for 20 “Year 2” participants, and an introductory (“Year 1”) workshop for 20 teachers; (c) two weekends of training during the fall of 2002 and spring of 2003; (d) a program of 6 in-service workshops per year, led by in-state content and curriculum experts; (e) the delivery of in-services by Op Chem participants in their Local Education Agencies (LEA’s) during the 2002-2003 school year, and; (f) a vigorous program of formative and summative assessment.

E13-G24, Mr. Jason Painter and Dr. Ron Preston
phone: (252) 328-1582, email: painterja@mail.edu.edu
East Carolina University

Essential Classroom Technology for Standards-Based Math Instruction, $119,416

The proposed project will train sixty mathematics teachers in eastern North Carolina in essential classroom technology, create a support community of math professional, and develop teacher-leaders who can provide staff development in their local schools and school systems. Teachers will participate in 60 hours of intensive training with graphics calculators, motion detectors, and Calculator Based Laboratory (CBL)/probeware. In addition, teachers will receive training in computer software such as The Geometer’s Sketchpad (Key Curriculum Press), Graphical Analysis (Verneir), and Microsoft Excel. Teachers will learn to link the graphics calculator to a computer to both capture screen shots from the calculator and import them to a word processing document and download new APPS and operating systems from Texas Instruments websites. Leadership development sand professional community building will also be on the focus of numerous training sessions. The teachers will also participate in 12 hours of follow-up that will include additional training on the calculator, preparation for conducting presentations, and one day of presentation at their choice of either a NCCTM conference or a regional NCCTM conference. All participating teachers will provide local staff development in their school systems. The training will also include an overview of the national vision for school mathematics using the Principles and Standards for school Mathematics (PSSM) that was released by the National Council of Teachers of Mathematics in April 2000.Teachers will have opportunities to explore examples as presented in the PSSM and its companion, the Navigation series to develop understanding of the nature of standards-based curriculum and instruction.

E13-G25, Dr. Ron Preston and Tony Thompson
phone: (252) 328-2559, email: thompsonant@mail.ecu.edu
East Carolina University

Integrating Measurement Across the Curriculum, $29,928

IMAC will target 20 middle school teachers from under-performing schools in Pitt, Greene, and Martin Counties to become leaders in their schools and school systems in teaching measurement. These teachers will participate in 50 hours of professional development in learning measurement concepts from an advanced perspective, strategies for teaching measurement to middle grades students, and learning how to design curricula consistent with the NC SCOS. The teachers will also participate in 10 hours of follow-up that will include preparation for conducting presentations at a regional mathematics education conference (e.g. NCCTM) and providing local staff development in their school systems.

E13-G26, Dr. Sharon Nichols and Dr. Scott Watson
Phone: (252) 328-6139 / 328-6219
Email: nicholssh@mail.ecu.edu / watsons@mail.ecu.edu
East Carolina University

Building Our Future Through Science Inquiry, $29,961

The program is designed to enhance K-5 teachers’ knowledge of NCSCOS physical science concepts and to enhance reading and mathematics through design technology experiences. Teachers will participate in at least 68 hours of professional development including a 1-day orientation, Summer Institute, 4 follow-up. The project is a model of partnership involving businesses, informal science centers, interdisciplinary university programs, and district level curriculum integration and teacher-networking.

E13-C28, Dr. William Veal and Dr. Paul Fullagar
phone: (919) 962-9891, email: wveal@email.unc.edu
University of North Carolina at Chapel Hill

Retooling North Carolina for Earth and Environmental Sciences, $30,000

This project is an online graduate level geology class that lasts approximately two months during the summer. Middle and high school teachers in high minority and low performing areas of the state will take the course. The course is completely online and follows the seven themes of the SCOC for EES. Content and pedagogical expertise will be given through web-based, interactive instruction using CourseInfo. The course will be self-paced and have due dates for assignments, Web site evaluations and lesson plans will be shared among participants. Teachers will develop technology, Internet, and electronic communication skills.
There will be one online follow-up session lasting three hours. Teachers will also have online discussions through a discussion board about their experiences and successes about implementing the content into their classrooms. An additional meeting will occur at the North Carolina Science Teachers Association (NCSTA) annual conference in November. This face-to-face meeting will bring ideas, teaching experiences, and activities together for all teachers in the project. Evaluative follow-up will include surveys, interviews, and focus group sessions at NCSTA.

E13-G30, Dr. Leo Edwards
phone: (910) 672-1669, email: ledwards@uncfsu.edu
Fayetteville State University

Earth/Environmental Science Teacher Training, $30,000

This proposal is designed to address the gap in science literacy and provide hands-on experiences and materials that can be easily transferred into the classroom setting. With the support of several community-based organizations that were involved in the development and proposed presentation of this project, the focus of planning has been on building a network of schools within select counties in the Cape Fear River Basin. It will provide up to 70 instructional contact hours to be presented via a series of six earth and environmental science workshops. Participants will be required to select five of the six workshops for a minimum of 50 contact hours, though they can opt to attend all sessions for 70 renewal credits. The workshops are designed around key science topics in order to improve content knowledge and instructional skills of teachers. The specific earth/environmental science curriculum materials/topics to be covered are: Water Sourcebook, GLOBE Technologies, GLOBE Weather & Atmosphere, GLOBE Hydrology (Water Quality), GLOBE Soil, and Adopt-A-Watershed (AAW).

E13-G31, Dr. Karen R. Dawkins
phone: (919) 515-2013, email: Karen_Dawkins@ncsu.edu
NC State University

The Riverside Project, $29,998

During 10 days of instruction and two days of follow-up, Riverside’s teachers will work collaboratively with university instructors and master teachers to explore the use of technologies that support their instruction in all subject areas. University faculty and graduate students will provide individual support through classroom visits and e-mail communications throughout the life of the project and beyond. Because of the challenge of encouraging the teaching of science in elementary schools, the program of instruction will use science as an organizer, enabling teachers to make natural connections across disciplines in settings that promote student inquiry.

E13-G32, Dr. Sarah B. Berenson
phone: (919) 515-2013, email: berenson@unity.ncsu.edu
NC State University

Teachers on Track with Technology, $29,998

Teachers from Middle Schools in Wake Cunty will work collaboratively with university faculty and staff to explore ways to embed graphing calculators and computer technology within mathematical investigations. A 10-day summer institute will provide instruction on using technology in the classroom and an opportunity for instructional practice and action research with middle school girls. Teachers will use action research to refine the technology-based explorations, extend their understanding of mathematics topics they teach, and develop skills to extend students’ understanding of mathematics through technology-based mathematical investigations. Additionally, through close interaction with middle grades girls, teachers will become more aware of issues that girls face in learning mathematics and technology. University faculty and staff will provide individual support to assist teachers as they begin to implement changes in their practice via classroom visits and e-mail communications throughout the life of the project and beyond.

E13-G33, Dr. Timothy M. Ritter
Phone: (910) 521-6247, email: tim.ritter@uncp.edu
University of North Carolina at Pembroke

Implementation of Improved Physical Science Demonstration Kits to Accompany the North Carolina Standard Course of Study for the Middle Grades 6-8, $30,000

The primary goal of this proposal is to provide science educators in the middle grades (6-8) with the proper training and equipment to successfully meet the physical science competency goals as listed in the North Carolina Standard Course of Study (NCSCS). We propose to meet this goal by distributing physical science demonstration kits to 16 middle grades teachers during a two-week instructional summer workshop. These kits will contain simple, yet highly effective, demonstrations based on the competency goals in the NCSCS. During this two-week period the participants will learn the theory behind each demonstration, how best to employ the apparatus, correct evaluation techniques to be employed with their own students, and how to construct additional demonstrations. At the conclusion of the workshop each participant will return to his/her own campus with one of the demonstration kits and a student evaluation worksheet package. The organizers of this project are also aware that many teachers operate on little to no classroom supply budget. With this in mind, the proposed demonstration kits will be comprised of inexpensive objects that can be readily found in local stores. Therefore, these kits should not impose a serious strain on local school science education supply budgets.

E13-G34, Terry Wheeler, Lela Bryan, and John Parker
phone: (252) 536-2551, email: wheelert@halifax.hcc.cc.nc.us
Halifax Community College

Improving Math, Science, and Technology Instruction through Business Linkages with the Roanoke Valley, $30,000

This grant proposal is a plan to build on the success of a 2000-2001 general competition project that involved 23 teachers from 4 Roanoke Valley public school districts and two local private schools. The project will be expanded by including teachers from two additional districts, Franklin County and Nash/Rocky Mount, and developing a Problem-Based Learning Leadership team for each of the four original districts. 45 teachers from the 6 public school districts and surrounding private schools will participate in a Problem-Based Learning Workshop led by staff from the Center for Excellence in Research, Teaching and Learning. The teachers will use this workshop to learn curriculum-design methods that support their translation of business problems into meaningful instructional units. During one of three weeks in July, the teachers will do a one-week internship with their business partners with an eye on enhancing their units through a more thorough understanding of the business environment. Two follow-up sessions will give teachers an opportunity to share their teaching experiences, extend dialogue with their business partners and plan to share their knowledge with other teachers in their home districts. A leadership team of 10 teachers made up of participants from the previous year will meet for 4 days in July to write additional problem-based units and plan for leadership roles in their districts. The project will be evaluated through a combination of teacher and student surveys and observations of teachers’ classes by school district administrators and the business partners.

E13-C35, Dr. Vallie Guthrie
Phone: (336) 334-7938, email: gamsec@ncat.edu
GAMSEC, NC A&T State University

Elementary Science Leadership Program (ESLP), $30,000

The 2000-2001 ELSP focused on the implementing the ESLP program at three elementary schools and planning for the implementation of inquiry-centered science at the middle school level. Eighteen teachers piloted the 23 science kits at three schools (see appendix). Four hundred thirty two students received integrated science from these eighteen teachers. The Rockingham County School System is scheduled to implement a science and mathematics magnet program at New Vision Intermediate School in 2003-2004. In preparation for this initiative, 3 new teachers at New Visions School will participate in the ESLP program in 2001-2002., Additionally, 4 seventh grade teachers will pilot inquiry-centered science at Reidsville Middle School in 2002.

E13-CB37, Dr. Patricia McClellan and Randy Harter
Phone: (828) 232-5193, email: pmcclell@bulldog.unca.edu
UNC Asheville

Developing Mathematical Ideas in Western North Carolina, $119,354

There are two major components to the project: 1) a series of seminars from Developing Mathematical Ideas; and 2) support for implementation of standards-based curriculum units like those modeled in the DMI case studies and videos, using Investigations in Number, Data and Space for K-5, or Connected Mathematics at 6-8, and other compatible supplementary materials such as Grayson Wheatley’s Coming to Know Number and NCDPI Strategies series. DMI seminars will be organized in groups of about 30, heterogeneous by grade level and LEA, and led by a team of two local teachers who have attended the DMI Leadership Institute at Mt. Holyoke College. An eight-part seminar series will be offered on each of these DMI units: Building a System of Tens, Making Meaning for Operations, and Developing Mathematical Ideas in Geometry. Participants will choose one series in the Spring, and one in the Fall. Each series will be launched in a mountain retreat setting where three of the eight sessions will be completed on a Friday evening and Saturday. Participants will be required to read case studies, interview their students, observe video clips of standards-based classrooms and individual student interviews, analyze students’ mathematical thinking, and write about their own thoughts and development regarding the teaching and learning of mathematics. For three days during the summer, sessions will focus on equipping participants to implement units from Investigations, Connected Mathematics, and other compatible materials. Small groups will be led by local teachers or consultants with extensive experience and success with these materials.

E13-G38, Dr. David Royster, Dr. David Pugalee and Dr. Victor Cifarelli
Phone: (704) 687-4543, email: droyster@email.uncc.edu
UNC Charlotte

Gains: Geometry and Algebra Instructional Activities, $29,991

Personnel from both the IHE and the school systems will collaborate in the implementation of this project. Drs. David Royster, David Pugalee, and Victor Cifarelli, faculty members at the IHE, will co-direct this professional development project. They will manage the overall project, coordinate all activities, design and conduct the Summer Institute that comprises the primary instructional activity, and conduct the evaluation of the project. They will be assisted by the Lead Teachers from the 14 participating schools who will serve as consultants for the project. As consultants, they will provide recommendations for the selection of the 30 teachers and, will also assist to monitor and evaluate the project. The instructional activity will total workshops in Fall 2002 (7 hours) and Spring 2003 (4 hours). These activities will provide the teachers both with a thorough foundation in reform-based mathematics teaching of geometry and algebra in grades 6-12, together with specific hands-on experience. These sessions will provide teachers with the support needed to design and eventually implement instructional activities that support the goals of the NCTM Standards and the North Carolina Mathematics Framework. IHE staff will become integral partners with the school systems in their efforts to improve instructional practices and increase student achievement in mathematics in grades 6-9. In addition to providing direct instruction to Cabarrus and Mooresville teachers, IHE staff will provide follow-up observation and consultation services as teachers begin to implement the new methodologies learned.-

E13-G39, Dr. David Royster
Phone: (704) 687-4543, email: droyster@email.uncc.edu
UNC-Charlotte

Using Investigations in CMS, $29,997

This project will provide participants with the skills and materials necessary to support their implementation of the North Carolina Standard Course of Study through the implementation of Investigations curriculum. This is a NCTM Standards-based curriculum developed with funding from the National Science Foundation. The teachers at Berryhill Elementary School and surrounding elementary schools in the Charlotte-Mecklenburg Schools learn how to implement the modules from this curriculum into the CMS pacing guide and how to match these to the NCSCOS. They will learn the necessary mathematical content and pedagogy to implement these modules in the classroom. The project is an implementation of the standards-based materials into a low performing school with very few teachers with more than 3 years experience in an attempt to give these new teachers confidence in the mathematics that they are teaching and the students the ability to learn the necessary mathematical concepts.

E11-C40, Dr. Josephine Wallace, Dr. Patricia Douville, and Dr. David Pugalee
Phone: (704) 687-4329, email: pdouvill@email.uncc.edu
UNC-Charlotte

LINC2S (Leaders in Integration, Networking, and Building Content Connections: Teacher-Leaders in Science, Mathematics and Literacy), $29,999

Teachers-leaders involved in this project will become knowledgeable in integrating literacy and mathematics into science instruction and will support the professional development of peer teachers in the district’s eighteen elementary schools. Project goals include:

Goal 1: Develop a cadre of Elementary Teacher-Leader Mentors that will facilitate school improvement in science through the K-8 Science Infrastructure Statewide Model to promote participatory reform and systemic change.
Goal 2: Develop a strong model for an Integrated Approach to support the effective teaching and learning of science, mathematics, and literacy.
Goal 3: Increase Student Performance in Science, Mathematics, and Literacy through active engagement in science.

E13-C41, Dr. Gregory D. Foley
Phone: (828) 262-2862, email: foley@math.appstate.edu
Appalachian State University

TIME: Technology as Intervention in Mathematics Education, $30,000

The proposed TIME Project is a continuation of a successful Eisenhower-supported program and will piggyback on the 2002-2003 Mathematics Education Leadership Training (MELT) and Technology Institute program, which is fully funded. The TIME Project will support 18 mathematics teachers of Grades 6-12 who will develop and implementation plan, participate in two intensive weeklong technology-rich mathematics institutes, reflect on what they learn, revise their implementation plan, and then carry out their plan in their classrooms with the support of two daylong follow-through workshops. Each of these 18 TIME scholars will receive some $1,600 worth of support in the form of stipends, travel, room and board, books, other printed materials, and technology to use in their classroom implementation.

E11-G42, Dr. Patricia E. Allen
Phone: (828) 262-2989, email: allenpe@appstate.edu
Appalachian State University

Building Partnerships in Physics with the Modeling Instruction Program, $29,916

Fifteen teachers from school systems served by the ASU Mathematics and Science Education Center (MSEC) will learn the Modeling Instruction Program (MIP) as it relates to the NC Standard Course of Study. In addition, these teachers will become part of state-wide and national community of physics educators. Participants will receive 40 days of training (20 days in year one, the scope of this project, and 20 days in year two). The first year of training involves a 3-week workshop where participants are immersed in learning MIP and implementing modeling in their classroom. Follow-up sessions during the academic year provide additional instruction and initial assessment about the implementation. Integrating technology into physics instruction will be an integral part of the instruction.

E13-G43, Dr. William B. Ezell and Dr. Sue T. Bowden
Phone: (910) 521-6421, email: WILLIAM.EZELL@uncp.edu
UNC Pembroke

Hexapoda North Carolina! Bringing Living Insect Studies into Middle Grade Classrooms to Accompany the North Carolina Standard Course of Study, $30,000

Under the guidance of two UNC-Pembroke professors of biology, 15 highly motivated middle school science teachers shall study and work on campus for two weeks. Week one shall introduce the student to the general principles of entomology. The teachers shall be trained in the preparation of cheap and inexpensive tools that are readily adaptable to classrooms in the NC Public Schools. During week one, the teachers shall conduct for themselves 5-6 basic experiments or demonstrations that are “failsafe” (i.e. they will always work). The second week shall be strenuous. During a five day period, the class shall travel across North Carolina along a grand transect through a great variety of insects’ habitats from the ocean to the mountains. The evening shall be devoted to continuing instruction in insect curation and preservation techniques. The anticipated dates for these two weeks of training are 20 May through 31 May 2002. The follow-up sessions are planned for five hours each on 4 and 11 October 2002, respectively.

E13-C45, Mr. Randy Harter and Dr. Ralph DeVane
Phone: (828) 227-7300, email: devane@email.wcu.edu
Western Carolina University

The Cultivation of Mathematical Power for All Students (COMPAS 6-12), $29,970

The goal of the 6-12 COMPAS project is to support middle and high school teachers in the implementation of exemplary, standards-based, curriculum materials. The 6-12 COMPAS Project was funded last year to support middle school teachers in the implementation of Connected Mathematics and high school teachers in the implementation of materials from the CORE-Plus Mathematics project. Both Connected Mathematics and Core-Plus were developed with funding from the National Science Foundation to support the NCTM Standards. In January 1999, Connected Mathematics was rated as the top middle grades mathematics program in a study published by the American Association for the Advancement of Science. Both Connected Mathematics and CORE-Plus were among five exemplary mathematics programs identified in October of 1999 by the US Department of Education. In addition to its emphasis on exemplary instructional materials, a major strength of the COMPAS Project has been the supportive professional networking that results from the project’s emphasis on teachers meeting in small grade-level groups under the leadership of local classroom teachers who are experienced and successful in the use of these exemplary materials with their own students.

E13-C46, Mr. Randy Harter, Dr. Ralph DeVane, and Ms. Jill Lightner
Phone: (828) 227-7300, email: devane@email.wcu.edu
Western Carolina University

The Cultivation of Mathematical Power for All Students (COMPAS K-5), $29,960

The goal of the K-5 COMPA S Project is to support elementary teachers in the implementations of Investigations in Number, Data, and Space, a comprehensive K-5 mathematics program developed with the funding from the National Science Foundation to support the NCTM Standards. Approximately 160 elementary teachers in the project service area have participated in the K-5 COMPAS Project to date. These teachers have made significant contribution to standards-based reform in their schools. However, approximately 80% of the K-5 teachers in the three participating LEAs have yet to benefit from this extensive, 60-hour professional development program. The success of the project is evidenced by the increasing number of applicants each year. Last year Asheville City Schools had three times more applicants than the grant funds accommodated. Both Asheville City and Buncombe County have used local Eisenhower funds to supplement the grant in the past in order to make the COMPAS experience available to more applicants. In addition to its emphasis on its exemplary instructional materials, a major strength of the COMPAS Project has been the supportive professional networking that results from the project’s emphasis on teachers meeting in small grade-level groups under the leadership of local classroom teachers who are experienced and successful in the use of these exemplary materials with their own.