Stacy (Anastasia) Pouliot
I spent two decades in tertiary and secondary education, and have extensive knowledge of IB, USA, Australian curriculua at the middle and secondary levels. I have created and maintained laboratory programs and introduced technology to learning environments, while developing my own manuals and materials. I privately tutor secondary and tertiary levels of maths, computer science, general science, Physics, English. I am currently focusing on writing, after extensive experience creating training, STEM curricula, and other educational and informative materials across a range of disciplines and audiences.
Address: New York, NY
Address: New York, NY
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Physics Research
testing of a simple experimental model of a single flow channel for the Direct Drive Gas-Cooled Reactor (DDG), a non-nuclear test reactor design. These experimental results will be used to better understand the theoretical predictions of flow dynamics, including the energy balance and pressure drop, occurring in the system for different test modules inside the flow modules of the reactor.
Education Research
classrooms. A great deal of research has been done in regards to the existence and potential solutions to the
under‐representation of females in science courses and careers. However, despite the efforts that have
already been implemented, these current efforts have failed to attract women to physics. What changes
have already been attempted, and why have they failed? What explanations exist for the lack of women in
physics and physics‐related careers, and how can these explanations help us dissect and change our
approach to science teaching? Finally, how can teachers, administrators, communities invoke this change?
approach to curriculum caters to certain kinds of learners, so those students who do not learn through direct teaching, for example, do not benefit from long lectures and when they are assessed they do poorly – a response that is not necessarily a reflection of their talents, knowledge, or ability to understand. Robinson argues that people become successful when they follow “their particular talents and interests and passions” (Robinson, 2009, June 17). In order to help students develop into successful and happy adults that are productive members of our economic society, we must focus on developing creativity and “diversity of talent” (Robinson, 2009, June 17). This requires an examination of what creativity is, how it can be fostered, and if/how it can be assessed.
Papers
testing of a simple experimental model of a single flow channel for the Direct Drive Gas-Cooled Reactor (DDG), a non-nuclear test reactor design. These experimental results will be used to better understand the theoretical predictions of flow dynamics, including the energy balance and pressure drop, occurring in the system for different test modules inside the flow modules of the reactor.
classrooms. A great deal of research has been done in regards to the existence and potential solutions to the
under‐representation of females in science courses and careers. However, despite the efforts that have
already been implemented, these current efforts have failed to attract women to physics. What changes
have already been attempted, and why have they failed? What explanations exist for the lack of women in
physics and physics‐related careers, and how can these explanations help us dissect and change our
approach to science teaching? Finally, how can teachers, administrators, communities invoke this change?
approach to curriculum caters to certain kinds of learners, so those students who do not learn through direct teaching, for example, do not benefit from long lectures and when they are assessed they do poorly – a response that is not necessarily a reflection of their talents, knowledge, or ability to understand. Robinson argues that people become successful when they follow “their particular talents and interests and passions” (Robinson, 2009, June 17). In order to help students develop into successful and happy adults that are productive members of our economic society, we must focus on developing creativity and “diversity of talent” (Robinson, 2009, June 17). This requires an examination of what creativity is, how it can be fostered, and if/how it can be assessed.