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: Teachers in Kentucky are using portfolios to determine strengths and weaknesses of individual students. Consequently, instruction is centered totally around the student. The implementation of portfolios sends the message to students that their first efforts should not be their last. Revision is part of improvement, and students are expected to reevaluate so that their portfolios represent their best work. The rationale and procedures for using mathematics and writing portfolios in Kentucky schools are explored. The use of portfolios grows from the Kentucky Educational Reform Act and is part of the performance based assessment mandated in 1992. The mathematics portfolio for grade 4, presently in use, contains a table of contents, a letter to the reviewer, and five to seven entries that reflect the students’ best work in… Continue Reading →
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eric.ed.gov har udgivet: The Common Core State Standards (CCSS) in mathematics are currently adopted in most U.S. states. Nonetheless, most math teachers across the country are still experiencing difficulties in putting these standards into practice. Teachers and local school administrators are faced with a challenge of adapting methodologies in instruction and assessment to ensure that students master the knowledge and skills required in the new standards. This leads to an urgent need for well-designed teaching and assessment tools for math education that are aligned to the CCSS. The purpose of this paper is to illustrate the Computer Adaptive Formative Assessment (CAFA) SmartWorkbook which is an Information and Communication Technology (ICT) based teaching and assessment tool specially designed for coping with challenges in implementing the CCSS in mathematics. The CAFA SmartWorkbook… Continue Reading →
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eric.ed.gov har udgivet: Presented are the following reports: (1) Math Anxiety: Real and Complex; (2) Math Anxiety and Middle School Students; (3) Math Anxiety and College Freshmen; (4) Math Anxiety and Elementary Teachers; and (5) Math Anxiety: Conclusions, Discussions, and Remedies. The studies attempt to answer questions regarding mathematics anxiety: (1) what is it, (2) who has it, (3) why do people have it, and (4) what can be done to prevent or cure this anxiety? Anxiety was measured by a standardized rating scale and information on related variables was determined by a standardized test and an investigator-developed questionnaire. Findings are presented separately for each study. Among the conclusions are: (1) group membership has little impact on a person’s anxiety unless the group membership reflects actual mathematics performance or an… Continue Reading →
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eric.ed.gov har udgivet: In a more consistent and viable manner than ever before, education in Alabama is moving toward its ultimate goal of providing every student with a quality education, thereby preparing them for work, college, and life after high school. Alabama’s graduation rates from 2002 to 2008 increased significantly, tripling the national average increase and ranking fourth in the country. Alabama’s progress in reading continues to prove the state’s reading initiative is effective. Educational assessments clearly show the historic gains Alabama made in reading in 2007 (greatest gains in Reading in America and in the history of the National Assessment of Educational Progress) continue to remain steady. Alabama’s trailblazing distance learning program, ACCESS, remains a spectacle of achievement recognized and reported on by national television programs and newspapers across… Continue Reading →
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eric.ed.gov har udgivet: Business leaders in Minnesota cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Minnesota students have made some gains in math since 2003, yet this success masks large racial and ethnic gaps in student achievement and access to opportunity. Not enough students–least of all minorities–have the chance to learn rich and challenging content that prepares them for college and careers. Black and Hispanic students also receive a disproportionately small share of STEM degrees and certificates awarded in the state. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Delaware cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Delaware students have already made real progress in math over the past decade the state also shows strengths in science. Elementary students spend more time on science than their peers in other states do, and eighth graders are more likely to conduct hands-on investigations. Yet not enough students-least of all minorities-get the chance to learn rich and challenging content that prepares them for college and careers. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Arkansas cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Students in Arkansas have made real progress in math over the past decade. Yet not enough students, least of all minorities, are getting exposed to challenging content to prepare them for college and careers. The stakes in the state are very high. While the number of college degrees and certificates in the state rose almost dramatically in the last decade, it actually fell in STEM, particularly among women. Link til kilde
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eric.ed.gov har udgivet: This theme issue contains six articles on improving math and science education for minority group students, particularly language-minority students. “Accelerating Content Area Gains for English Language Learners” (Laura Chris Green) describes the Young Scientists Acquiring English project, which seeks to improve the content-area achievement of inner-city middle school students who are acquiring English by providing inservice teacher training and technical assistance. “Teaching Content Subjects to LEP Students: 20 Tips for Teachers” (Frank Gonzales) focuses on simplification of language rather than content, experiential learning, use of manipulatives and all senses, cooperative learning, higher order thinking skills, explicit review of goals and instructions, and adaptations to classroom communication practices. “MIJA Girls Getting Excited about Math: Assessing the Outcomes of the MIJA Program” (Anna De Luna, Felix Montes) describes the… Continue Reading →
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eric.ed.gov har udgivet: Beneath educational pedagogies lie philosophical assumptions about the nature of learning, knowledge, truth and morality. These different philosophies form the foundations of a variety of instructional programs in all academic disciplines. This paper addresses constructivism, a recent attempt to provide a philosophical pedagogy which affects classroom instruction, teacher training, curricululm development, and educational research. It specifically looks at constructivist theory as it relates to mathematics and science education. In so doing, the paper examines: (1) epistemology in the classroom; (2) epistemology in education research; (3) epistemology in mathematics and science (faith and skepticism); (4) Piaget’s constructivist epistemology; and (5) implications for education. A bibliography is included. (TW) Link til kilde
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