STEM Panel
    Educational Grants: Some Guidelines for Novices: Some Bibliographic 
    References
    
    Mary Alice B. Wilson, Coordinator
    Five College/Public School Partnership
    Five College Center, 97 Spring Street, Amherst, MA 01002
    mwilson@k12.oit.umass.edu
    
    Proposal Writing
    
    Grant Proposal Development: An Educators’ Guide, Terry Anne Vigil and 
    Karen O’Connor, Massachusetts Field Center for Teaching and Learning, 
    UMass Boston, 1989, $5. The Center also publishes a free newsletter, 
    Teaching Voices, which carries information on requests of proposals 
    (rfps). 
    
    Winning Proposals: A Sampler of Winning Federal, State, Foundation, 
    Corporate and Local District Proposals, Denise Blumenthal (ed), The 
    Network, 300 Brickstone Square, Suite 900, Andover, MA 01810, 800-877-
    5400. Order number N-318-FF2, $20. I just found this book in the 
    Network catalogue and have ordered it. Reading good proposals is always 
    useful.
    
    Jeff Sun, The Regional Laboratory for Educational Improvement of the 
    Northeast & Islands, 300 Brickstone Square, Suite 950, Andover, MA 
    01810, 508-475-9220 (jeffs@neirl.org) recently handed out the following 
    internet resources at a workshop he gave here at the University. I have 
    included a few:
    Eisenhower National Clearing House for Math and Science Education 
    (resources)
     	http://www.enc.org  or  gopher.enc.org
    NASA On Line (curriculum resources, hot topics, and how to use 
    Internet)
    http://www.nasa.gov  or  quest.arc.nasa.gov
    Educational Resources information Center (ERIC) documents and 
    journal articles
    http://www.aspensys.com/eric2/welcome.html  or  ericir.syr.edu
    U.S. Department of Education On-Line (funding, publications, 
    shareware)
    http://www.ed.gov or gopher.ed.gov
    Regional Lab itself (wide array of information, research synthesis, 
    publications)
    http:/www.neirl.org  or  gopher.neirl.org
    
    Education Reform Glossary
    
    National Standards: Usually issued by discipline-based committees of 
    school and college faculty and learning-theory researchers. While the 
    History Standards have received more press, there are many excellent 
    documents that provide good background.
    NCTM (National Council of Teachers of Mathematics), Curriculum and 
    Evaluation  Standards for School Mathematics, 1989
    NRC (National Research Council), National Science Education 
    Standards, final version due February 1996.
    SCANS, What Work Requires of Schools; SCANS Report for American 
    2000, The Secretary’s Commission on Achieving Necessary Skills, 
    U.S. Department of Labor, June 1991. A literate and useful 
    document.
    
    Benchmarks. Associated with the Standards are Benchmarks - compendia of 
    more complete descriptions of how to determine if the Standards are 
    being met. The best known is AAAS (American Association for the 
    Advancement of Science), Benchmarks for Science Literacy, Oxford 
    University Press, 1993.
    
    State Curriculum Frameworks. Many states, including Massachusetts, have 
    developed Frameworks for making curricular decisions. The Mathematics 
    and the Science & Technology Frameworks are virtually complete in 
    Massachusetts. While these Frameworks are not mandatory, there will be 
    state assessment tests in grades 4, 8, and 10 based on these frameworks 
    which will be mandatory. The first trial tests are expected next year. 
    
    Constructivism. An approach to studying the learning process which 
    focuses on how the learner (any age) links new 
    information/knowledge/understanding to previous knowledge. The research 
    also explores how to help students construct a personal understanding 
    of new ideas, hence “constructivism.” Some of the best research is 
    being done on this campus - if you want more information contact the 
    Scientific Reasoning Research Institute, 545-0988. A good introductory 
    article is: Mestre, Jose, “Cognitive Aspects of Learning in Science,” 
    Teacher Enhancement for Elementary and Secondary Science and 
    Mathematics: Status, Issues, and Problems, S.J. Fitzsimmons and L.C. 
    Kerpelman (ed.), NSF Division for Education and Human Resources, 1994.
    
    Assessment
    
    The assumption behind all the newer work on assessment is that students 
    should learn from the assessment experience (not just “look at the 
    grade and toss”) and that the teacher can learn both about the student 
    and about the effectiveness of the teaching.
    Alternative Assessment - alternative to multiple choice 
    standardized, norm-referenced tests.
    Authentic Assessment - really the same meaning, but referring to the 
    fact that it might actually test what students know/be able to 
    do. The test is usually a complex, “real world” activity.
    Portfolios - a collection of work samples over time. Each sample 
    MUST include a statement from the student about the piece and why 
    it was selected to be included. 
    Performance Assessment - observing a student (or students) while 
    they perform a complex task (in a lab, on an instrument, in a 
    group, etc.). 
    Rubric: a 4 of 5-point scale describing all stages from barely 
    understood the assignment (1) to “got it” (4)  to understands 
    in depth (5). Younger students often help in developing the 
    rubric, which becomes more sophisticated as the year progresses. 
    Students participate, or at least know ahead of time, what the 
    rubric will be. While this is similar to any grading procedure, 
    it is different primarily in being public AND not being peer 
    referenced (graded on the curve).The best introduction is 
    probably Robert J. Marzano, Debra Pickering, Jay McTighe, 
    Assessing Student Outcomes: Performance Assessment Using the 
    Dimensions of Learning Model, Association for Supervision and 
    Curriculum Development, 1993. ASCD also publishes Educational 
    Leadership, the best all-round monthly journal on educational 
    issues.
    
    Evaluation
    
    Angelo, Thomas A. and K. Patricia Cross,  Classroom Assessment 
    Techniques: A Handbook for College Teachers, Jossey-Bass, CA, 1993. 
    An interesting compendium of simple classroom assessment techniques 
    which can be used in college classrooms - as well as providing 
    background on the rationale for the relationship between assessment 
    and learning.
    Madaus, George F., Walt Haney, Amelia Kreitzer, Testing and Evaluation: 
    Learning from the Projects We Fund, Council for Aid to Education, 
    NY, 1992. A good introduction to testing issues - not a handbook.
    Stevens, Floraline, Frances Lawrenz, Laure Sharp, User-Friendly 
    Handbook for Project Evaluation: Science, Mathematics, Engineering 
    and Technology Education, 1993, NSF 93-152. If you are submitting a 
    proposal to NSF, read this book. It is really very good and should 
    be read anyway.
    
        
    
    If you have questions or suggestions for resources which should be 
    added to this list, contact:
    Mary Alice B. Wilson, Coordinator
    Five College/Public School Partnership,  Five College Center
    97 Spring Street, Amherst, MA 01002
    413-256-8316 x 3018 or mwilson@k12.oit.umass.edu