41. Practitioner Research As Staff Development Adult Literacy staff development Project, Department of Adult education, Universityof georgia. Top of page Hubbard, RS, Power, BM (1993). http://www.aelweb.vcu.edu/publications/research/intro_references.htm

References and Resources for Practitioner Researchers Print Resources Websites Print Resources Teachers Investigate Their Work: An Introduction to the Methods of Action Research . London and New York: Routledge. Teacher as Learner: A Source Book for Participatory Staff Development . Knoxville: Center for Literacy Studies. Available online at: http://cls.coe.utk.edu/pdf/teacher.pdf Qualitative Research For Education: An Introduction to Theory and Methods . Boston, MA: Allyn and Bacon, Inc. Brookfield, S.D. (1995). Becoming a Critically Reflective Teacher . San Francisco, CA: Jossey-Bass. Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms . San Francisco, CA: Jossey-Bass. Cockley, S. (1993). The Adult Educator's Guide to Practitioner Research. Dayton, VA: The Virginia Adult Education Research Network . ERIC Document ED362713. http://www.vcu.edu/aelweb/resguide/resguide1.html

42. Wachovia Press Releases georgia Partnership for Excellence in education (georgia Leadership National staff development Council (NSDC), Dallas, Texas, Ala., Md., NJ, Texas http://www.wachovia.com/inside/page/0,,134_307^1210,00.html

Home Customer Service Contact Us Locations ... News Room Press Releases Careers Company Information Investor Relations News Room Press Releases Press Kits Press Contacts Community Involvement Merger Information ... Customer Service P RESS R ELEASES Media Contact: Aimee Worsley June 28, 2005 WACHOVIA AWARDS NEARLY $15 MILLION TO ORGANIZATIONS THAT SUPPORT TEACHERS Grants continue Wachovia's ongoing commitment to public education; $96.8 million in foundation, corporate and employee giving in support of education since 2000 Examples of programs and initiatives receiving grants in this round of Foundation funding include: A North Carolina initiative that supports teachers by enhancing parental engagement through training, coaching and networking opportunities; special emphasis is on working parents and those who speak English as a second language. A Florida initiative that identifies and prepares leaders to assume principal positions in urban secondary schools. A full list of grantees appears at the end of the press release. Under the Teachers and Teaching Initiative, the Wachovia Foundation makes grants to organizations that:

43. Alternatives For Coastal Development: One Site, Three Scenarios: Project Partner The program s outreach and education staff provides technical assistance and over the actual project site under development in Camden County, georgia. http://www.csc.noaa.gov/alternatives/partners.html

Site Search: Advanced Search Center Home Issues and Solutions Alternatives for Coastal Development ... Partners Alternatives for Coastal Development: One Site, Three Scenarios Project Partners Georgia Coastal Management Program Administered by the Department of Natural Resources, Coastal Resources Division, the Georgia Coastal Management Program 's mission is to work for the benefit of Georgia's present and future generations to balance economic development in Georgia's coastal zone with preservation of natural, environmental, historic, archaeological, and recreational resources in the eleven-county coastal area. The program's outreach and education staff provides technical assistance and educational materials to local governments and citizens via the Coastal Ark. Designed as a mobile training and education platform, the Coastal Ark is outfitted with computers and resource mapping software, data, and tools. It will take the "One Site, Three Scenarios" project on the road as well, providing the project's visual aids, methodologies, and project results to local planners and decision makers to aid them in analyzing, visualizing, and making decisions about local growth and development options. Georgia Conservancy Georgia Conservancy is a statewide environmental organization with a mission to make sure that Georgians have healthy air, clean water, unspoiled wild places, and community green space now and in the future. The Conservancy's

44. BUBL LINK: Distance Education Author State University of West georgia Subjects distance education, library Subjects distance education, staff development DeweyClass 378.112 http://bubl.ac.uk/link/d/distanceeducation.htm

BUBL LINK Catalogue of Internet Resources Home Search Subject Menus Countries ... Z Distance education Titles Descriptions Collection of Distance Education Resources Commonwealth of Learning DERAL: Distance Education in Rural Areas via Libraries Design for Learning ... Virtual Seminars for Teaching Literature Comments: bubl@bubl.ac.uk Collection of Distance Education Resources Set of links to courses, discussion forums, projects, organisations, journals, conferences, literature, and tools related to distance learning. Author: Eriksson, Jörgen Subjects: distance education DeweyClass: Resource type: index Commonwealth of Learning COL has a mandate to create and widen opportunities for learning, through Commonwealth cooperation, with particular emphasis on utilising the potential of distance education and the application of communication technologies to education. The overall aim of the organisation is to help strengthen the capacities of Commonwealth member countries to develop the human resources required for their economic and social development. Author: Commonwealth of Learning Subjects: distance education, economic development

45. HB 1633 - Education Funding; Staff Development; Technology Training georgia House of Representatives 1995/1996 Sessions. HB 1633 - education funding;staff development; technology training. Page Numbers - 1/ 2 http://www.legis.state.ga.us/legis/1995_96/leg/fulltext/hb1633.htm

Georgia House of Representatives - 1995/1996 Sessions HB 1633 - Education funding; staff development; technology training Page Numbers - Prev Bill Next Bill Bill Summary Bill List 1. Purcell 147th 2. Coleman 142nd 3. Murphy 18th 4. Reaves 178th 5. Parrish 144th 6. Hudson 156th House Comm: Ed / Senate Comm: / House Vote: Yeas Nays Senate Vote: Yeas Nays House Action Senate 2/8/96 Read 1st Time 2/9/96 Read 2nd Time Code Sections amended: HB 1633 LC 21 3806 A BILL TO BE ENTITLED AN ACT 1- 1 To amend Code Section 20-2-167 of the Official Code of 1- 2 Georgia Annotated, relating to funding for direct 1- 3 instructional costs, media center costs, and staff 1- 4 development costs, so as to provide that a portion of 1- 5 certain funds shall be expended for technology training for 1- 6 certain personnel; to repeal conflicting laws; and for other 1- 7 purposes. 1- 8 BE IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA:

46. All About The GLC georgia education Initiatives are collaborations between the Department of GLC has begun addressing the professional development needs of georgia s http://www.glc.k12.ga.us/intro/allabout.htm

Home QCC Standards and Resources Search GLC Teacher Resource Center ... Site Tour You are here: GLC Home Intro to GLC / All about the GLC All about the GLC Where is Georgia Learning Connections? GLC is located at 1852 Twin Towers East, 205 Jesse Hill Jr. Dr. Atlanta, GA 30334 Who do I contact with a question or problem? You can call the main number at (404) 65 -5664 to be directed to any staff member, or fax us at (404) 657-5183. You can also e-mail anyone on the staff by clicking on Contact Us in the Quick Links area in the left-hand navigation bar Why was GLC developed? What is the Teacher Resource Center (TRC)? The TRC is a collection of resources that are not correlated directly to the QCC standards. It includes a variety of resources including large curriculum sites, downloadable teacher tools such as software mini-manuals and activity sheets, collections of W eb sites organized by themes and topics, conference information, links to professional organizations, valuable teaching sites for all teachers (Teacher Treasures), and more. All are geared toward helping the educator be more efficient and productive as they integrate Internet resources into their teaching.

47. The Georgia Project Professional development for the georgia Project and Northwestern georgia.FUNDER Fund for the Improvement of education, US Department of education http://www.cal.org/projects/gaproject.htm

Center for Applied Linguistics Professional Development for the Georgia Project and Northwestern Georgia FUNDER Fund for the Improvement of Education, U.S. Department of Education (subcontract from the Georgia Project Project Description Among the recommendations from the CAL study were the formation of a joint task force and professional development for all teachers. CAL recommended that the task force be navigated by members knowledgeable in ESOL education and language minority issues from the business, education, and the Latino communities, and from the community-at-large. The task force would provide a forum in which issues of language minority student academic achievement and relevant local community concerns could be discussed. This task force was formed in the summer of 2000. Diversity in the 21st Century...A Dialogue co-sponsored by the Georgia Project and the Georgia Association of Educators. Related Websites The CAL/CREDE research study " Effects of Sheltered Instruction on the Achievement of Limited English Proficient Students Selected References on Research and Practice of Integrating Language and Content Instruction SIOP Model products for professional development For more information on opportunities to receive training in the SIOP Model of sheltered instruction, visit SIOP Institutes in 2003 Professional Development for New York City Schools on the Sheltered Instruction (SIOP) Model Professional Development for New York City Community School District 6 Schools , or Professional Development for Ontario (OR) Public Schools on the SIOP Model Contact Information

48. CAL Services-Professional Development Professional development for the georgia Project and Northwestern georgia development manual to train staff developers and teacher educators in the SIOP http://www.cal.org/services/profdev.html

Curriculum and Materials Development Dissemination Language Surveys Professional Development ... Test Development Professional Development CAL Staff conduct pre-service and in-service professional development for language teachers of foreign languages or English as a second/foreign language, in instructional settings ranging from grades pre-K-12 to college and university, adult education, and the workplace. Topics include methods, techniques, and materials for language instruction; administration of proficiency tests and informal approaches to assessment; content-based ESL; sheltered content instruction; two-way bilingual education; standards-based instruction and assessment; cultural orientation for immigrants and refugees; and uses of technology for language instruction. Current Professional Development Projects The Aspire Curriculum: Professional Development for Bilingual and ESL Paraprofessionals As part of a career ladder project at the University of Central Florida, CAL has developed and field-tested a curriculum for the professional development of paraprofessionals who work with English language learners. CAL conducts workshops for such paraprofessionals and for staff developers to present the curriculum. Professional Development for the Georgia Project and Northwestern Georgia Since 1999, CAL has been supporting the academic needs of language minority pre-K-12 students in northwestern Georgia. CAL's work continues through the 2002-2003 school year. It includes professional development, technical assistance for bilingual education programs, and conference presentations.

49. Georgia Southern University: SACS Accreditation Web Site The University granted a total of 32 professional development leaves during thistime georgia Southern faculty continue to utilize continuing education http://sacs.georgiasouthern.edu/focusedresponse/comprehensive/cs3-7-3.htm

Standard Number 3.7.3: The institution provides evidence of ongoing professional development of faculty as teachers, scholars, and practitioners. Documentation was not presented to verify faculty participation in this process. The On-Site Review Committee should verify faculty participation as claimed. Georgia Southern University Center for Excellence In Teaching Faculty Development Activity Summary (Fiscal Year 1997-98 to Fiscal Year 2003-04) Active Learning; Active and Collaborative Learning in Large Classes; Classroom Assessment Techniques; Encouraging Civility in the Classroom; Getting Students to Read; Learning-Centered Syllabi; Motivating Students to Learn; Outcomes-Based Education; Student-Centered Teaching; The Teaching Portfolio . Institutional belief in the essential nature of the educational outcomes fostered by such a faculty-focused programming stream is evidenced by the addition of two permanent administrative/staff lines within the CET in 2004. In addition to the above activities sponsored by the Center for Excellence in Teaching (CET), Georgia Southern University grants faculty educational and professional leaves under the guidelines established in the . These leaves are specifically for the purpose of promoting scholarly work and encouraging professional development and growth. Faculty receive notification of the availability of these leaves through the Faculty Handbook Table 3.7.3a

50. Georgia Southern University: SACS Accreditation Web Site to faculty development as delineated in the “ Faculty/staff development Policy In addition to the above, georgia Southern grants faculty educational http://sacs.georgiasouthern.edu/compliance/comprehensive/cs3-7-3.htm

Standard Number 3.7.3: The institution provides evidence of ongoing professional development of faculty as teachers, scholars, and practitioners. Full Compliance Georgia Southern University actively supports and encourages its faculty to continue their professional growth and development. This strong institutional commitment is a reflection of the University System's commitment to faculty development as delineated in the “ Faculty/Staff Development Policy Directive .” This 1995 document articulates numerous objectives with the primary purpose of linking expectations of continued professional development to faculty evaluation mechanisms and tenure review processes and providing opportunities for continued professional growth. The result of this directive is illustrated in the establishment at the System level of programs and initiatives to enhance career development for faculty, staff, and administrators. Specifically, the System noted the following examples of activities it supports to further faculty development: (1) tuition remission and reimbursement; (2) courses offered through Continuing Education; (3) courses offered through a Department of Technical and Adult Education (DTAE) institution; (4) external professional programs and conferences; and (5) Systemwide/institutional faculty and staff professional development programs (see ). Furthermore, the Board of Regents mandates that each institution within the University System reserves at least one percent of full-time employee salaries for faculty and staff development. This one percent is matched by state appropriated funds (to the extent that funds are available).

51. The Georgia Childhood Care And Education Professional Development Calendar Care and education Professional development System, a project of the georgia PROFESSIONAL development COMPETENCIES*. ECE Early Care education http://tc.caresolutions.com/key_comp.cfm

KEY TO COMPETENCIES Competencies delineate the knowledge and skills for childhood care and education professionals (practitioners, teachers, caregivers, providers, group leaders, aides, directors, trainers, etc.) working in a variety of settings (child care centers, preschools, pre-kindergarten programs, family child care and group homes, school-age care programs.) The purpose of these Competencies is to provide a blueprint for individual professional growth as well as guidelines for training and education programs that will meet the needs of professionals in the field. The Professional Development Competencies below were developed by the Georgia Childhood Care and Education Professional Development System, a project of the Georgia Association on Young Children and the Collaborative Leadership Team, funded (in part) by the Bright from the Start through the federal Child Care and Development Block Grant. For additional information contact: ACET Director at GAYC, 368 Moreland Ave. NE, Atlanta, Georgia 30307-1927, 1-888-405-ACET(2238) or 404-475-1453. PROFESSIONAL DEVELOPMENT COMPETENCIES* ECE-1 ECE-2 ECE-3 ECE-4 ECE-5 ECE-6 Ensure a Well-Run, Purposeful Program Responsive to Individual Children's Needs

52. The Georgia Childhood Care And Education Professional Development Calendar georgia Certified Child Care Professional Information areas required by thegeorgia Childhood Care and education Professional development System. http://tc.caresolutions.com/cont_educ.cfm

CONTINUING EDUCATION INFORMATION Georgia CDA Information An information source on the CDA Credential in Georgia Sponsored by the University of Georgia, College of Family and Consumer Sciences Funding made possible by the Goizuete Foundation The CDA credential is available for center-based staff working with infants and toddlers (birth to 36 months) or preschool children (3-5 years) and family child care providers (birth to 5 years). CDA also has a credential for home visitors who work with parents and children in home-based programs (birth to five years). Call 1-800-621-5896 for more information on the CDA training, assessment process and other questions regarding the credential or visit our web site: http://www.fcs.uga.edu/cfd/cda Georgia Certified Child Care Professional Information The Certified Child Care Professional (CCP) credential is available for staff working in licensed center-based early childhood programs, with children between the ages of birth and 6 years. The CCP credentialing program is designed to ensure that childcare providers have the opportunity to enhance their professional development through 15 Professional Ability Areas. It is designed to accomplish three fundamental objectives: 1) individual recognition, 2) quality education and experience, and 3) ongoing professional advancement. For more information, call 1-800-543-7161 ext. 18. The Infant and Toddler Technical Certificate of Credit Early Childhood Care and Education Program The purpose of the Early Childhood Care and Education (ECCE) Program is to provide educational opportunities to individuals that will enable them to obtain the knowledge, skills and attitudes necessary to succeed in the field of early childhood care. Program graduates are to be competent in the general areas of English, math and interpersonal relations. Graduates are to be competent in the occupational areas of physical, social, emotional and intellectual development of the child; CPR and first aid training; health; safety; nutrition; creative activities for children; and curriculum development.

53. ITN The teleconferences are produced by the georgia Center for Continuing education . I think that s what sets ITN apart from other professional development http://www.gactr.uga.edu/gcq/gcqspr98/itn.html

Interactive Teaching Network Announces Seventh Season of Professional Development Teleconferences for 1998-1999 The University of Georgia's Interactive Teaching Network (ITN) just announced the lineup for its seventh season, which begins this November. Providing in-service and pre-service training for school teachers, administrators, parents, and others since it began in 1992, ITN has reached more than 50,000 through 39 interactive teleconferences. ITN sessions, which feature nationally known experts from around the country, have been downlinked to 47 states, Canada, Samoa, and Guam. The Network is a program of the School of Professional Studies of UGA's College of Education and is funded by the U.S. Department of Education and contributors. The teleconferences are produced by the Georgia Center for Continuing Education. "ITN continues to be successful because the programs offer solid professional development opportunities that cater to the needs of educators and families. Our topics address current issues in education. Through advanced, accessible technology, ITN can bring experts to sites across the country live via satellite at a very reasonable cost," said Laura L. Clark, ITN professional development marketing coordinator. "ITN is customer-oriented. We thoroughly enjoy serving our hundreds of downlink sites and facilitators. We're proud of the positive responses, concerning not only the quality of our programs, but the quality of our customer service, as well. I think that's what sets ITN apart from other professional development providers," Clark said.

54. Archived: Promising Practices: Improving Professional Development Practices development activities represent a significant industry in education. The League of Professional Schools in georgia seeks to move schools toward http://www.ed.gov/pubs/PromPractice/chapter6.html

A r c h i v e d I n f o r m a t i o n Promising Practices: New Ways to Improve Teacher Quality - September 1998 Improving Professional Development Practices Most districts support teachers' investment in their professional knowledge and skills. Teachers take advantage of classes sponsored by their districts, work on advanced certificates or degrees, and attend workshops and summer institutes. Yet, these efforts often have little impact on student learning because they tend to be disjointed, unfocused, and offer teachers few opportunities to learn by doing and reflecting on practice with their colleagues. In other words, professional development frequently lacks connections to practice and to high standards of student achievement or teacher development. Changing these patterns in professional development is quite a challenge. Short-term, disjointed development activities represent a significant "industry" in education. However, focused professional development that is based on high standards of teaching and learning and that profoundly changes practice is essential to improved teaching and better student achievement. Fortunately, there is now much agreement about what professional development should be. It should be focused on what teachers in individual schools need to know and be able to do for their students. Teachers should work together to design and implement professional development based on shared concerns and strengths. Ultimately, professional development should build "professional communities" committed to higher student learning. Data about student performance and student work should become tools for pulling a school faculty together to work collaboratively on helping students reach agreed-upon standards. Teachers wantand research confirms the wisdom ofcontinuous learning opportunities that are focused, reflective, and coherent.

55. Georgia's Leadership Institute For School Improvement georgia P16 Initiatives, Board of Regents of the University System of georgia . The Institute provides education, and development for educational http://www.usg.edu/p16/leadership/

Search P-16 Home About P-16 P-16 Network ... Standards Georgia's Leadership Institute for School Improvement WHAT IS THE LEADERSHIP INSTITUTE? Georgia's Leadership Institute for School Improvement is a partnership devoted to the success of Georgia's educational leaders in meeting elevated expectations for student achievement and school performance. The partnership is comprised of the Board of Regents of the University System of Georgia, business leaders, the Georgia Partnership for Excellence in Education, the Georgia Professional Standards Commission, state government and K-12 educators. The Institute provides education, and development for educational leaders, and is working to research, define and institutionalize a leadership model based on best practices that drive and sustain school improvement. We are also working to influence policy to establish new processes for leader recruitment, selection, preparation, development and retention based on best practices that support school improvement. WHY HAS IT BEEN ESTABLISHED?

56. Elementary Science Education Partners (ESEP)/Atlanta a faculty member of the College of education of georgia State University, ESEP staff and a team of science lead teachers known as Science, http://www.nas.edu/rise/examp59.htm

Elementary Science Education Partners (ESEP)/Atlanta Key Features The Elementary Science Education Partners (ESEP) program is a joint project of the Atlanta, Georgia, Public Schools (APS) and a consortium of seven Atlanta-area colleges and universities. Its goal is to effect systemic reform of science education, K-5, throughout the entire school system in five years. Novel features of the program include the following: The concept of participatory reform, in which teachers are actively engaged in the design and implementation of all aspects of the effort. A K-5 science curriculum that employs three kit-based modules per year, with the kits maintained and refurbished at a materials support center operated by the Atlanta Public Schools, Professional development of the system's K-5 teachers, which is provided by ESEP staff and augmented by a cohort of intensively trained lead teachers. Support of many of the teachers in the classroom by "science-partners," science-literate college undergraduates who are trained for this role through courses at their respective colleges and universities.

57. Announcements - Bill & Melinda Gates Foundation Grant to provide professional development for school principals and Tom Upchurch,president, georgia Partnership for Excellence in education http://www.gatesfoundation.org/Education/PastPrograms/ProfessionalDevelopment/An

Home Education PastPrograms Professional Development ... Grantee Profiles Georgia receives grant for to launch Leadership Institute for School Improvement Grant to provide professional development for school principals and superintendents Contact: Diane Payne Publications Director, Board of Regents University System of Georgia Phone: 404.657.1295 Carol Rava Phone: 206.709.3100, E-mail: media@gatesfoundation.org Scheduled for launch in Spring 2002, the institute is a collaborative project of state government, public schools, higher education, business and the Southern Regional Education Board (SREB). The money will fund professional development in leadership and technology at the institute over a three-year period. The governor appointed a Leadership Institute Executive Committee to coordinate the institute's start-up. Members include: • Ron Newcomb, education advisor to Gov. Barnes • Phil Jacobs, president, Georgia BellSouth Telecommunications, Inc. • Steve Dolinger, superintendent, Fulton County Schools • F.D. Toth, executive secretary, Georgia Professional Standards Commission

58. IJive.com Search Engine: Georgia: Education: School Districts: Page 2 Home georgia education School Districts Page 2 (Vienna) Calendar, schoolsites, staff email directory, and contact information. http://ijive.com/Georgia/Education/School_Districts/more2.html

the entire directory only this category About Us Add URL Modify Url Link To Us ... School Districts : Page 2 LINKS: Pages: Catoosa County Schools pop (Ringgold) District profile, school sites, enrollment requirements, district news, and calendar. http://www.catoosa.k12.ga.us Charlton County Schools pop (Folkston) District profile, calendar, administrative directory, menus, and school sites. http://boe.charlton.k12.ga.us/ Chattahoochee County Schools pop (Cusseta) Board of education, calendar, and school sites. http://www.chattahoochee.k12.ga.us/ Cherokee County Schools pop (Canton) Annual report, board policies, district news, calendar, employment opportunities, and school sites. http://www.cherokee.k12.ga.us Chickamauga City Schools pop (Chickamauga) District news, community information and history, alumni information, menus, sports schedules, and school pages. http://www.chickamaugacityschools.org/ Clarke County Schools pop (Athens) District profile, enrollment information, photo gallery, news, employment opportunities, and school sites. http://www.clarke.k12.ga.us

59. State Programs For Funding Teacher Professional Development: Survey Findings georgia reports that it requires a comprehensive school district plan for Minnesota requires local district approval of continuing education credits, http://www.ncrel.org/quality/programs/findings.htm

Survey Findings The Policy Context for Teacher Professional Development Professional development financial data by itself is not as meaningful as analyzing it in the context of state policies, requirements, and practices. This section discusses that policy context. State Mandates and Mechanisms Outside of the North Central Region, a number of states reported that they require intermediate service agencies to develop plans for teacher professional development. These state are California, Missouri, New Hampshire, New York, Texas, and Oregon. Ten states reported requiring local school districts to develop annual plans for teacher professional development (California, Florida, Georgia, Idaho, Missouri, New York, Oregon, Rhode Island, Tennessee, and Texas). No such requirements exist in Nebraska, New Hampshire, and South Dakota. Missouri, New York, Oregon, Rhode Island, and Texas also imposed such requirements on individual schools. Teacher Professional Development and Teacher Certification and Employment Within the North Central Region, Indiana, Iowa, Michigan, Minnesota, and Ohio all reported having requirements that certified teachers enroll in continuing education courses for continued certification. Only Illinois reported that it did not. Indiana and Michigan also reported that such an action was required for continued employment.

60. NSTA - Education News georgia science educators debated the issue after the state’s schools chief Kathy How can science educators benefit from the professional development http://www.nsta.org/educationnews/&category_ID=198

sort by date rank advanced search Subcategory: Professional Development Science Panel's Democrats Offer Math, Science Resources Sep 21 2005 - Education Week (Requires free registration) Science teachers and students can gain access to online math and science resources from several federal agencies, thanks to Democrats on the House Science Committee. The lawmakers have established a link from their website to a link called “Science Education and You.” That link takes visitors to a page with model lesson plans and other resources, divided by grade level. The resources come from the Department of Energy, the National Oceanographic and Atmospheric Administration, the National Science Foundation, and the Environmental Protection Agency. Other links enable students to ask scientists questions and offer activities. Study Smart With These Sites Aug 21 2005 - Los Angeles Times (Requires free registration) Science teachers looking for free online resources to help their students can check out this article. Author David Colker has compiled a list of several useful websites that cover various scientific disciplines such as astronomy, anatomy, biology, chemistry, and physics. The list also includes websites about math and conversions. Web-Based Tool to Assist Teachers Aug 4 2005 - Des Moines Register (Iowa) A program implemented in New York, Virginia, and Washington schools to help teachers is coming to Iowa. The Teach First training program is a web-based tool that can help educators plan and present content designed to appeal to all learners in the classroom. The program also provides teachers with opportunities to discuss the latest research for teaching literacy.

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