eric.ed.gov har udgivet: This brief presents findings from a study on Urban Advantage (UA), a collaboration between the American Museum of Natural History (AMNH), other New York City informal science institutions, and the New York City Department of Education (NYCDOE) to improve the science literacy of NYC public school students. The analysis draws on a rich longitudinal database, containing student- and school-level data for all NYC public schools and students from 2004-05 to 2009-10. Results indicate that these collaborations can have a positive impact on student achievement and science learning. Key findings include: (1) Students at UA schools outperform students at non-UA schools. In 2006- 07, the third year of the program, 44.2% of students at UA schools are proficient on the Intermediate Level Science Test (ILS) exam, compared to… Continue Reading →
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eric.ed.gov har udgivet: Interviews with 28 faculty and administrators in 3 technology teacher education programs found that organizational structure and course configuration influenced faculty and administrator interaction in terms of common educational philosophy, the nature of leadership, influence of institutional goals, effect of accrediting agencies, math/science requirements, and recruitment and retention. (SK) Link til kilde
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eric.ed.gov har udgivet: The Urban Mathematics Collaborative (UMC) project has the goal of contributing to the improvement of mathematics education in the inner-city schools by identifying models to enhance the professional lives of teachers and encouraging the entry of high school mathematics teachers into a larger mathematics community including mathematicians from higher education and industry. This document is a 5-year site report on the Philadelphia Math Science Collaborative from its inception in 1985 through June 1990. The intent is to reflect on the development of the collaborative, noting the changes that have taken place in regard to the context in the collaborative operated, the collaborative’s management structure, and the focus of its activities. This final site report addresses the major influences exerted on the collaborative and the directions the collaborative… Continue Reading →
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eric.ed.gov har udgivet: The Florida College and Career Readiness Initiative is a statewide policy that mandates college placement testing of 11th-graders who meet high school graduation criteria but are unlikely to meet college readiness criteria. Students who score below college-ready on the Postsecondary Education Readiness Test (PERT) are required to take math and English/language arts college readiness and success courses in 12th grade. This report discusses qualitative feedback from students, teachers, district administrators, and college faculty and staff from the 2013/14 school year. It examines how educators perceive the effectiveness of the initiative and barriers to implementation, what the grade 12 courses look like in practice, how K-12 and postsecondary institutions collaborate around the initiative, what types of promising practices Florida’s state colleges use to prepare students for college and… Continue Reading →
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eric.ed.gov har udgivet: The National Science Board (NSB), charged with advising the President and Congress on national science policy, urges a nationwide consensus on a core of knowledge and competency in mathematics and science. The Board believes it is both possible and imperative to develop national strategies that serve the national interest while respecting local responsibility for K-12 teaching and learning. This report draws on research and analysis that shows how stakeholders working in their home communities can converge on what matters most in promoting student achievement. It is further suggested that the science and engineering communities–both individually and through their institutions–represent a special resource for local schools, teachers, and students. The NSB centers its recommendations on instructional materials, teacher preparation, college admissions, and research. (WRM) Link til kilde
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eric.ed.gov har udgivet: In a series of mathematics education workshops in which teachers from adult basic education and vocational education worked together to design teaching situations on particular contents in mathematics in order to make explicit and bring into reflection the teaching strategies used by each group. The workshops constituted a common space of interaction for jointly designing teaching situations and creating common discourses that narrowed the distance between normative curriculum and actual teaching or real curriculum. In order for adult educators to teach effectively they must fulfill the following conditions: (1) they must provide a context for the teaching; (2) the knowledge taught must constitute a solution adapted to the problem; (3) there must be didactic variables that lead to the development of logic in a fruitful way; and… Continue Reading →
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eric.ed.gov har udgivet: Although science and math are increasingly important in the workplace, many students, especially females, avoid these subjects. One route to the achievement of National Education Goal 3–increasing student competence in challenging subject matter–is through integration of vocational education with science and math, enabling students to apply academic knowledge to specific occupational tasks. Among recent integration projects in PHYS-MA-TECH, a collaborative effort of the Illinois Board of Education, Northern Illinois University, five industries, and five high schools. The project features an integrated curriculum developed and delivered by teams of math, physics, and technology teachers in a nontraditional learning environment through team teaching and innovative delivery models. The Technology/Science/Mathematics Integration Project in Virginia middle schools focuses on applying science and math principles to real-world technological problems. In Washington State,… Continue Reading →
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eric.ed.gov har udgivet: Pennsylvania Intermediate Unit 8 (IU8) seeks to scale innovations that are evolving as local solutions to educational challenges in rural school districts. Consistent with its mission of creating customized solutions, IU8 seeks to make the innovations better, meaning more learner centered and community focused. IU8 is evolving the Getting Better Together (GBT) initiative that includes a process called Catalyzing Action for Responsive Education (CARE). Unfortunately, with its singular focus on “adequate yearly progress” in math and reading test achievement the federal No Child Left Behind (NCLB) law devalued the role of public education in many rural communities. School and classroom doors became closed to key partners that traditionally reinforced the symbiotic relationship of mutual benefits shared between a rural school and its community. The local school lost… Continue Reading →
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eric.ed.gov har udgivet: District-Charter Partnerships (DCP) is an initiative that is part of the Equity and Excellence for All agenda established by Mayor De Blasio. Its goal is to support meaningful collaboration between the district and charter sector in order to increase educator capacity and student learning in all New York City public schools. The District-Charter Collaborative (DCC) is one of the principal programs under the DCP umbrella. Spearheaded by the NYC Department of Education’s (DOE) Office of School Design and Charter Partnerships and Office of Leadership, the program brings quads of schools (2 district and 2 charter) together to engage in structured collaboration through the creation of professional learning communities (PLCs). These PLCs aim to improve practice in one of the following Learning Focus Areas (LFAs): math instruction, supporting… Continue Reading →
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eric.ed.gov har udgivet: CoTA (Collaborations: Teachers and Artists) is a professional development program that empowers teachers to access the arts in everyday instruction to support student achievement. CoTA schools commit to intense, 3-year collaborations for ten weeks each year where teachers learn to capitalize on arts content and strategies to promote knowledge and skills in other curricular areas, such as language arts and math. Teachers and artists work together to identify the learning needs of students, customize a project to meet those needs (while aligning to the standards), refine the project on a weekly basis through collaborative meetings, and formally reflect on the experience in a cycle of continuous improvement. As the program progresses, responsibility for designing arts-infused units increasingly falls to the classroom teachers as the artists shift into… Continue Reading →
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