The COVID-19 pandemic plunged education communities into an emergency mode of operation and challenged the pedagogic core of education. Schools across America suddenly lost access to everything essential to their daily educational practices, including face-to-face interactions with students. School administrators scrambled to devise remote…

This paper describes the further development of the "Epidemiology of Eyam" project at Winchester College since the publication of our previous paper (French "et al" 2019 Phys. Educ. 54 045008). A much wider cadre of students have been involved with this recent phase of the study, and we have also benefitted from a sabbatical…

Halfway through September 2016--roughly a year after the contest was launched--"XQ: The Super School Project" announced its 10 high school design-team winners at a "Facebook Live" event in Washington, D.C. Originally intended to result in just five winners, the XQ project was open to anyone who thought that they could…

The COVID-19 pandemic profoundly impacted teaching and learning in K-12 settings, as many public schools lacked the technological tools and techniques needed to support effective virtual meetings and online learning. In this article, we explore the impact of the pandemic on "Youth Built Change" (YBC), a STEM-pipeline partnership between…

Background: Over the past two decades, inclusive STEM (science, technology, engineering, and mathematics) high schools have emerged as one strategy for increasing and broadening participation in STEM majors and careers, particularly for currently underrepresented students in those fields. However, limited research has examined whether strategies…

This paper describes the design, implementation, and results of an NSF funded Summer Academy from 2016 to 2018, which engaged, on an annual basis, 30 to 60 rising 10th and 11th grade high school science students in an innovative, technology-enriched Project Based Learning (PBL) environment. This Academy emphasized how tech gadgets work and the…

Today, there is a reform in education around the world. The new and advanced technologies brought to our lives by the 21st century and frequently used in our daily lives are now being used for education. They start to come up with different practices in classrooms and schools (Higher Education in Digital Age, 2016). Today, individualized learning…

Purpose: The purpose of this paper is to describe the practice of using student technology teams (STTs) offered at a high school within a 1:1 district. Design/methodology/approach: This qualitative case study (Merriam, 1998, 2009) documents how an STT program functioned in 2015-2016 academic year. Findings: Findings show the STT provided a rich…

The Exploring Making Through Mobile Emergent Technologies (EMMET) program sought to disrupt the trajectory from rural high school to factory floor by introducing STEM and computational thinking (STEM+C) skills through mentorship training and hands-on activities involving creative production--often referred to as "making." The program…

When the North Carolina Virtual Public School (NCVPS) began their experiment with a blended statewide Occupational Course of Study (OCS) (see http://ncvps.org/ocs-blended-learning) program for high school students with intellectual and other developmental disabilities, it was with great ambition and optimism. Born of necessity to address highly…

The development of critical scientific literacy in primary and secondary school classrooms requires authentic inquiry with a basis in the real world. Pairing scientists with educators and employing informatics and visualization tools are two successful ways to achieve this. This article is based on rich data collected over eight years from middle…

Based on Bandura's work, the four sources of efficacy shaping were examined in regard to frequency and students' perception of importance in a computer-mediated, project-based high school classroom. In a context of group work where there was no designated leader, groups' collective efficacy was examined if it has any relationship with individual's…

This article describes how one science teacher based an activity on designing smartphone apps to clearly and concisely communicate the interdependent relationships of a biological ecosystem. The teacher designed the activity to address several aspects of the latest science standards. Students needed to understand their ecosystem and synthesize new…

As a high school physics teacher, Kim Geddes is constantly searching for new experiences to challenge, motivate, and engage students. Last year, she incorporated ExploraVision into the energy unit of her school's physics curriculum with the help of their media specialist (Elease Franchini). ExploraVision is a competition offered through a…

A previously published classroom teaching method for helping students visualize and understand Michaelis-Menten kinetics (19) was used as an anticipatory set with high school and middle school science teachers in an Illinois Math and Science Partnership Program. As part of the activity, the teachers were asked to collect data by replicating the…