Predicting an expansion of online learning at the K-12
level due to shrinking budgets, technological advancements, rising enrollments, teacher attrition, and extracurricular demands, Heafner, Hartshorne, and Petty, along with their expert contributors, present information about current practices and research in online K-12
settings, while addressing strategies methods and potential concerns involved with implementing such opportunities.
educators are catching on to the ways they can help with learning, namely, through podcasts.
The relationship between teaching skills and teaching theory in preparing K-12
administrators and education leaders is an old and troublesome puzzle and this is particularly true in the field of curriculum.
Standards-based searching allows educators to locate resources in ProQuest's portfolio of K-12
products by content standard and benchmark.
Markowitz administers an NIEHS Environmental Health Sciences as an Integrative Context for Learning (EHSIC) grant as well as grants from several other sources to develop multidisciplinary material for K-12
teachers [for more information on EHSIC grants, see "Mission: Educational," p.
NAGS members had no established way to increase the number of qualified school counselors or to require K-12
school systems to have counselors.
Other ongoing efforts include the development of a preschool curriculum that would provide uniform benchmarks of age-appropriate instruction and achievement, and forging partnerships between dance educators in the private sector, K-12
and secondary schools and higher education such as conservatories, colleges and universities.
Eduventures reports that K-12
online education, a rapidly growing segment of the education market, is expected to grow 30% in 2007.
Schools: Seven for K-12
at Edwards Air Force Base, Boron and North Edwards
National Science Foundation grants support about 1,300 nanotechnology research projects, with researchers being encouraged to create K-12
education plans and activities, says Manny Van Pelt, an NSF spokesman.
The ten teachers (all female) had from two to 30 years of classroom experience and were full-time educators in the K-12
A necessary step in achieving the objectives of the K-12
program is the provision of teachers with the requisite disciplinary and pedagogical skills.