The National Institutes of Health has released its new curriculum, the Science and Engineering Dissemination Model (SEM), which lays out the process for developing the curriculum for teachers and teachers-in-training.
The new model is a response to a public outcry over a proposed textbook for students with learning disabilities.
The revised version, called the National Science and Technology Education for Students with Disabilities (NSTED), is aimed at teachers who have already completed a science curriculum and are interested in teaching it to students who have not.
NSTED includes topics including “dissemination” and “dissection,” “disinformation,” and “theory.”
The new SEM, which is part of the National Center for Science Education’s (NCSE) National Science Education for All initiative, was developed by NCSE and the National Association for Teaching and Learning in Science and Math (NTLS) with input from educators and science teachers.
“This is the first time the National Institutes has done a new textbook for teachers who already have a science education,” NCSE president John J. Hickey said in a statement.
“It helps teachers understand what it means to teach their students with dyslexia and other language and reading disabilities and the challenges they face.”
The revised SEM is based on the latest evidence about the impact of teaching dyslexics and language-learning disorders to students, which suggests that using an integrated curriculum is the best approach.
According to NCSE, the SEM contains an emphasis on “dissecting” and not “dispelling,” which suggests to teachers that they must be able to interpret information from a teacher’s point of view.
“We wanted to make sure the content was accurate and clear so teachers were able to have a good experience teaching with students with language and learning disorders,” said John R. McArthur, director of the NCSE National Science Service Center, in a phone interview with Education Week.
“And we think that’s an essential part of what’s needed.”
The SEM also contains language-reading instruction for the teacher.
The NCSE released the SEF on June 18 and will be publishing it in July.
The National Science Board is the only federal agency that manages the NEA, which oversees the NEH and other federal research grants.
But the SEP will be the first official revision to the NEB’s Science and Education Policy Statement.
“Our goal is to make the SES the most accurate resource that we can for teachers,” McArthur said.
“Because the NEF and the NEAPs have all the information we need, the only way to make any progress is through public input.”
The NEB is a quasi-government body with the goal of protecting science and technology.
But with so much scientific research happening at universities and other institutions, many states have decided to allow local governments to run their own science education programs.
For example, in March, the University of Illinois at Urbana-Champaign launched its Science and Humanities Learning and Teaching Initiative (SHTLTI), a five-year plan to expand its STEM curriculum in all public high schools.
The SHTLTI curriculum includes teaching a diverse array of science subjects, including biochemistry, chemistry, biology, geology, physics, biology and the physical sciences.
The university plans to offer a second phase, the Comprehensive Science and Learning (CSL), for students who need additional support and instruction beyond the SHTLTS.
NCSE has been trying to improve its public school science curriculum for years.
In the fall of 2013, the NCCE released a series of six “science-based” assessments, which were designed to assess students’ ability to learn science and mathematics in the classroom.
The assessments were intended to improve the knowledge of the scientific method and scientific literacy, and they were used by more than 20 states.
The surveys, which had a sample size of about 1,500 students, found that about 1 in 4 students who received the assessments passed the science tests, and about 1 out of 5 passed math tests.
The NSTES is an attempt to address that.
It’s not the first step for NCSE to create a science-based assessment, but it is the most comprehensive yet, said Mark Koller, vice president for science and education at NCSE.
NCES has been developing science-related assessment materials for years, but these are based on research and are not based on standardized test scores.
Koller said the NSTeds assessment materials will be more up-to-date and will cover a wide range of subjects and topics.
For students with low literacy skills, he said, the NTSes content will be easier to use, because the questions have been redesigned so that teachers will be able use it in a way that students understand.
“In general, these are a more accurate reflection of the current science curriculum than the tests we