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Conferences

Educators from local, regional, national, and international areas participate in ESIP sponsored conferences.

Connecting Science and Literacy in the K-8 Classroom
September 29 - October 2, 2005 in St. Louis, MO

Join national leaders at a small, interactive conference to analyze and discuss: authentic uses of reading, writing, and talk to support inquiry-based science learning; how science can support critical literacy; class practices; research findings; professional development ideas. For more information, visit the conference website.

Crossing Borders I: Connecting Science and Literacy

The Elementary Science Integration Projects (ESIP) hosted the conference, "Crossing Borders: Connecting Science and Literacy," August 24-26, 2001 at the Mt. Washington Conference Center in Baltimore, MD. Seventy-two nationally recognized educators, scholars, school-based persons, researchers, and other stakeholders attended this invitational conference.

 

Crossing Borders II: Connecting Science and Literacy in the Classroom

Continuing the work started in 2001 (see Crossing Borders I), the Elementary Science Integration Projects hosted a second conference, “Crossing Borders II: Connecting Science and Literacy in the Classroom,” August 7-10, 2003 at University of Maryland Baltimore County and the Sheraton BWI Hotel in Baltimore, Maryland.  Eleven school-based teams representing various geographical regions of the United States participated in this invitational conference.  States represented include: Texas, California, Wisconsin, Rhode Island, New York, Maryland, Missouri, Colorado, Pennsylvania, New Hampshire and Kentucky.  Participants included district and school administrators, curriculum supervisors, professional development personnel, librarians, and classroom teachers.





All materials featured on this site are the property of the Elementary Science Integration Projects (ESIP) and/or their respective authors, and may not be reproduced or distributed in any form, printed or electronic, without express written permission.

This material is based upon work supported by the National Science Foundation under Grant No. 9912078. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.