WorldCat Identities

Roseman, Jo Ellen

Overview
Works: 9 works in 11 publications in 1 language and 315 library holdings
Genres: Conference papers and proceedings 
Roles: Author
Publication Timeline
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Most widely held works by Jo Ellen Roseman
Designing coherent science education : implications for curriculum, instruction, and policy( Book )

3 editions published in 2008 in English and held by 312 WorldCat member libraries worldwide

"Designing Coherent Science Education demonstrates how effective instruction, supported by research-based curriculum materials and technologies, prepares learners to use scientific principles to make sense of the world around them. Arising from the National Science Foundation-funded Delineating and Evaluating Coherent Instructional Designs for Education (DECIDE) project, this volume brings together experts in curriculum development, technology-assisted learning, diversity, teacher education, and assessment to consider strategies that will help students achieve a more integrated understanding of science."--Jacket
What kinds of scientific and technological literacy do students need for the 21st century by Jo Ellen Roseman( Recording )

1 edition published in 1990 in English and held by 2 WorldCat member libraries worldwide

Computers to Enhance Science Education: An Inservice Designed to Foster Classroom Implementation by Jo Ellen Roseman( Book )

1 edition published in 1989 in English and held by 1 WorldCat member library worldwide

This paper describes an inservice project designed by The Johns Hopkins University and the Baltimore City Public School System to help teachers acquire the skills necessary to effectively integrate computer technology into science instruction. From 1986 to 1988 the project was implemented in the large urban Baltimore school system with 100 teachers who ranged in computer literacy from novice to experienced user. Components of the inservice design included teacher training, acquisition of hardware and software, development of model lessons, and the establishment of an extensive and diverse support system. The nature and extent of implementation of that training is currently being evaluated. Project staff are closely monitoring both personal and classroom use of the computer by those trained. Preliminary results indicate that 90% of trained teachers are using computers to manage instruction, and 75% are using computers in their science classrooms. Included are the classroom observation form and the computer usage questionnaire. (Author/MVL)
Developing and Evaluating an Eighth Grade Curriculum Unit that LinksFoundational Chemistry to Biological Growth. Paper #1: Selecting CoreIdeas and Practices -- an Iterative Process by Jo Ellen Roseman( Book )

1 edition published in 2013 in English and held by 0 WorldCat member libraries worldwide

Researchers at aaas and bscs have developed a six-week unit that aims to help middle school students learn important chemistry ideas that can be used to explain growth and repair in animals and plants. By integrating core physical and life science ideas and engaging students in the science practices of modeling and constructing explanations, the unit is designed to address major recommendations in national standards documents, including the National Research Council's "a Framework for k-12 Science Education" (2012). In this paper, the authors focus on the iterative design process used to select and refine a set of learning goals for the unit that target the three dimensions of science learning identified in the "Framework"--Science core ideas, science practices, and crosscutting concepts. The paper also describes the data on alignment, classroom implementation, and student and teacher learning that informed the revision of the learning goals through three iterations of the unit. Numerous examples are provided to illustrate the kinds of design issues that arose and how they were resolved to address the challenges inherent in taking a standards-based approach to curriculum design. (Contains 5 tables and 3 figures.)
Developing and Evaluating an Eighth Grade Curriculum Unit that LinksFoundational Chemistry to Biological Growth: Paper 5--Using TeacherMeasures to Evaluate the Promise of the Intervention by Jean C Flanagan( Book )

1 edition published in 2013 in English and held by 0 WorldCat member libraries worldwide

Aaas (American Association for the Advancement of Science) is collaborating with bscs (Biological Sciences Curriculum Study) in the development of a curriculum unit for eighth grade students that connects fundamental chemistry and biology concepts to better prepare them for high school biology. Recognizing that teachers play an influential role in delivering the curriculum to students, we developed teacher support materials and professional development designed to help teachers use the unit effectively. In order to learn about the promise of the teacher support materials, we developed an assessment targeting aspects of participating teachers' (n = 8) science content knowledge and pedagogical content knowledge (pck) for the specific learning goals of the unit. Specifically, the assessment targeted three areas of teachers' knowledge: 1) content knowledge 2) knowledge of student thinking, and 3) knowledge of strategies to move student thinking forward, across four item contexts: 1) chemical reactions, 2) conservation of mass, 3) flow of matter in living systems, and 4) plant growth. Teachers took the assessment three times: before pd, after pd, and after teaching the unit. The assessment items were mainly constructed response and were scored using indicators of success and difficulty. Teachers made gains over time in most of the knowledge areas and across most of the contexts. Areas where they did not make clear progress, or where their knowledge was particularly low, indicated that either the assessment instrument or the teacher support materials could be improved. Revisions based on these findings are reported. (Contains 4 tables and 1 figure.)
Turnover of glutamine synthetase : purification and characterization of a protease which degrades the oxidatively modified protein by Jo Ellen Roseman( )

1 edition published in 1985 in English and held by 0 WorldCat member libraries worldwide

Results from a Pilot Study of a Curriculum Unit Designed to Help MiddleSchool Students Understand Chemical Reactions in Living Systems by Cari F Herrmann-Abell( Book )

1 edition published in 2012 in English and held by 0 WorldCat member libraries worldwide

Students often have trouble understanding key biology ideas because they lack an understanding of foundational chemistry ideas. Aaas Project 2061 is collaborating with bscs in the development a curriculum unit that connects core chemistry and biochemistry ideas in order to help eighth grade students build the conceptual foundation needed for high school biology. The unit is designed to engage students in (a) observing phenomena that are explicitly aligned to the targeted ideas and selected to address common learning difficulties and (b) using models to help them interpret the phenomena in light of the targeted ideas. The unit was pilot tested with students from an urban school and a suburban school in the mid-Atlantic region of the U.S. at the end of or just after eighth grade. Multiple choice pretests and posttests were used to measure the change in students' understanding. The pre/posttest data were analyzed using Rasch modeling and the racking and stacking methods. The stacking method showed that the students at both schools made statistically significant gains in their performance on the items testing understanding of the targeted chemistry and biochemistry ideas. The racking method showed that the difficulty of most of the items decreased as a result of the intervention, suggesting that the unit successfully targeted most of the chemistry and biochemistry ideas. A distractor analysis showed that the students appeared to hold fewer misconceptions after participating in the unit. These results were used to inform revisions to the curriculum unit. (Contains 6 tables and 3 figures.)
Developing and Evaluating an Eighth Grade Curriculum Unit that LinksFoundational Chemistry to Biological Growth: Using Student Measures toEvaluate the Promise of the Intervention by Cari F Herrmann-Abell( Book )

1 edition published in 2013 in English and held by 0 WorldCat member libraries worldwide

Students often have trouble understanding key biology ideas, in part because they lack an understanding of foundational chemistry ideas. Aaas [American Association for the Advancement of Science] is collaborating with bscs [Biological Sciences Curriculum Study] in the development of a curriculum unit that connects core chemistry and biology ideas in order to help eighth grade students build the conceptual foundation needed for high school biology. The unit is designed to engage students in (a) observing phenomena that are explicitly aligned to the targeted ideas and address common student misconceptions and difficulties and (b) using models to help interpret the phenomena in light of the targeted ideas. An initial draft of the unit was pilot tested at two schools in 2011. The results of the pilot test were used to revise the unit. In the spring of 2012, the revised unit and teacher materials were field tested with 677 eighth grade students from four states across the U.S. Pretests and posttests were used to measure the change in students' understanding of chemical reactions, conservation of mass, and biological growth. The data were analyzed using Rasch modeling and the racking and stacking methods. The stacking method showed that, overall, the students made statistically significant gains, suggesting that their understanding of the targeted ideas improved. The racking method showed that the difficulty of most of the items decreased as a result of the intervention, suggesting that the unit successfully covered most of the ideas. An analysis of distractor selections and written explanations of their answer choices showed that fewer students held misconceptions after participating in the unit. These results were used to inform a second round of revisions to the unit. (Contains 10 tables and 3 figures.)
Developing and Evaluating an Eighth Grade Curriculum Unit that LinksFoundational Chemistry to Biological Growth: Changing the Research-BasedCurriculum by Rebecca Kruse( Book )

1 edition published in 2013 in English and held by 0 WorldCat member libraries worldwide

Much of modern biology has become increasingly chemical in character. Not surprisingly, students often have trouble understanding key ideas in biology because they lack foundational chemistry ideas. Aaas and bscs are collaborating to develop and study a curriculum unit that supports students' ability to explain a variety of biological processes involving growth in chemical terms. The unit provides conceptual coherence between chemical processes in nonliving and living systems through the core idea of atom rearrangement and conservation during chemical reactions, which is critical for understanding how growth occurs while conserving matter. An initial draft of the unit was pilot tested at two schools in 2011. The results of the pilot test were used to revise the unit. In the spring of 2012, the revised unit and teacher materials was field tested. In this paper we will describe the iterative development process and the research that supports it. We will describe the Year 2 curriculum and, specifically, highlight how the curriculum enacts its four key design principles. Selected findings will be discussed that informed subsequent revisions during the final year of the project. (Contains 8 tables.)
 
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Designing coherent science education : implications for curriculum, instruction, and policy
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English (11)