This bestselling book has been completely updated and expanded to help teachers use the project approach in child care centers, in preschools, and in kindergarten, 1st grade, and early childhood special education classrooms. For those new to using projects, the book introduces the approach and provides step-by-step guidance for conducting meaningful projects. Experienced teachers will find the teacher interviews, children's work, photographs (including full colour), and teacher journal entries used to document the project process in actual classrooms very useful. This popular, easy-to-use resource has been expanded to include these new features: explicit instructions and examples for incorporating standards into the topic selection and planning process; a variety of nature experiences, with examples that show how project work is an excellent way to connect children to the natural world; an update of the use of technology for both documentation and investigations, including use of the Web as well as and video and digital cameras; and more toddler projects that reflect our increased knowledge from recent mind/brain research about toddler understanding and learning.

An anecdotal guide for the perplexed new investigator as well as a refreshing resource for the old pro, covering everything from valuable personality traits for an investigator to social factors conducive to scientific work. Santiago Ramón y Cajal was a mythic figure in science. Hailed as the father of modern anatomy and neurobiology, he was largely responsible for the modern conception of the brain. His groundbreaking works were New Ideas on the Structure of the Nervous System and Histology of the Nervous System in Man and Vertebrates. In addition to leaving a legacy of unparalleled scientific research, Cajal sought to educate the novice scientist about how science was done and how he thought it should be done. This recently rediscovered classic, first published in 1897, is an anecdotal guide for the perplexed new investigator as well as a refreshing resource for the old pro. Cajal was a pragmatist, aware of the pitfalls of being too idealistic—and he had a sense of humor, particularly evident in his diagnoses of various stereotypes of eccentric scientists. The book covers everything from valuable personality traits for an investigator to social factors conducive to scientific work.

This bestseller provides an introduction to the project approach with step-by-step guidance for conducting meaningful investigations. The Third Edition has been expanded to include two new chaptersHow Projects Can Connect Children with Nature and Project Investigations as STEMand to assist teachers with younger children (toddlers) and older children (2nd grade).

This book brings to light trends in the support of life scientists beginning their professional careers. In 1985, 3,040 scientists under the age of 36 applied for individual investigator (R01) grants from the National Institutes of Health, and 1,002 received awards, for a "success rate" of 33%. In 1993, 1,389 scientists under the age of 36 applied for R01 grants and 302 received awards, for a success rate of 21.7%. Even when R23/R29 grant awards (both intended for new investigators) are added to the R01 awards, the number of R01 plus R23 awards made in 1985 was 1,308, and in 1993, the number of R01 plus R29 was 527. These recent trends in the funding of young biomedical research scientists, and the fact that young nonbiomedical scientists historically have had a smaller base of support to draw upon when beginning their careers, raises serious questions about the future of life science research. It is the purpose of this volume to present data about the trends and examine their implications.

With more than three million copies in print, John Patrick Green's goofy graphic novel series is a colossal comics hit! Join super spy alligator duo MANGO and BRASH as they surf the sewers and fight the forces of evil. With their Very Exciting Spy Technology and their tried-and-true, toilet-based travel techniques, the InvestiGators are undercover and on the case! And on their first mission together, they have not one but two mysteries to solve! Can Mango and Brash uncover the clues, crack their cases, and corral the crooks―or will the criminals wriggle out of their grasp?

"Based on the popular History Channel show, this book takes a look at history while asking the question: What if there were aliens involved?"--

Continuing the exploration of project work in the author’s bestselling book, Young Investigators, Second Edition, this book is designed for preschool through primary grade teachers who know how to do project work but are ready to move to the next level. Focusing on how children become young thinkers, the book begins with mind, brain, and education science and instructional guidelines for all learning experiences, and then connects these to the rich foundation of the project approach. Helm provides specific strategies for deepening project work, including how to select meaningful topics, plan for projects, integrate standards (including the Common Core), support children's questioning, create provocations to promote engagement, and help children represent their ideas. This practical resource will extend practitioners’ knowledge about project-based learning so they can move beyond the basics to create project work that is more engaging, meaningful, and productive. Book Features: Vivid examples of deep project work from real classrooms (pre–K through 2nd grade). An analysis worksheet for applications of Dewey's vision of child-centered learning. Charts for integrating CCSS for English Language Arts and Mathematics in kindergarten projects. A teacher reflection form for evaluating the depth of project work. “Throughout the book, examples and suggestions make clear the important distinctions between the deep investigations involved in project work versus the fairly common superficial theme activities too often seen in preschool and elementary school classes.” —From the Foreword by Lilian G. Katz, past president, National Association for the Education of Young Children (NAEYC) and professor emerita at the University of Illinois, Urbana–Champaign