Michele Tine received a Dartmouth College, Scholarly Innovation and Advancement Award for the project: The Build-It Box Program: Bringing Informal Out of-School STEM Activities to Children Living in Rural Poverty.
Congratulations to the seven of sixteen 2017 Fulbright scholars who plan to teach English abroad next year! The story about this year’s group is on the Dartmouth homepage (seehttps://news.dartmouth.edu/news/2017/04/sixteen-students-and-alumni-offered-fulbrights?utm_source=dhome&utm_medium=referral&utm_campaign=dhome_carousel1).
Hayes, J.C. & Kraemer, D.J.M. (2017). Grounded understanding of abstract concepts: The case of STEM learning. Cognitive Research: Principles and Implications, 2:7.
Explores the connection between grounded cognition – the notion that knowledge partially relies on neural mechanisms pertaining to sensory and motoric processes – and STEM learning, evaluating several theories describing how the brain supports concept learning and proposing new research avenues awaiting exploration.
Steve Nelson, Valley News education columnist and contributor to Huffington Post and Head of Calhoun School in NYC will be talking about his new book First Do No Harm: Progressive Education in a Time of Existential Risk at the Norwich Bookstore on Wednesday, February 8, 2017 at 7pm. Open to the public.
Tine, M. & McMurchy, M. (2016). Different worlds: rural and urban poverty. School Administrator, 73(3), 38-40.
Outlines empirical differences between children growing up in rural versus urban poverty in terms of parental involvement, teacher characteristics, and cognition and considers the implications for school administrators in the two sectors.