eric.ed.gov har udgivet: Public education has worked to address the needs of all students with disabilities, although it has been a gradual process. The most pivotal change in public education for students with disabilities in general education classrooms dates to the implementation of the federal law, Education for All Handicapped Children Act of 1975, which is now known as the Individuals with Disabilities Education Act (IDEA). The law itself has undergone several revisions over the years from 1975 to 2004, including but not limited to: (1) disability category changes; (2) age group modifications; (3) a name change; and (4) expansion of services. One of the most significant revisions of IDEA pertinent to autism was in 1990 when it was added as a disability category, having not been included in the… Continue Reading →
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eric.ed.gov har udgivet: This report examines issues in the low achievement of American students in mathematics, with emphasis on the low representation of minority students in this field. American myths about mathematics which emphasize the importance of innate ability rather than hard work are seen as reinforcing racial and gender stereotypes about who can do mathematics. Examples of prominent mathematicians and physicists whose lives counter these myths are offered. Comparisons are made showing that American students at all levels lag behind their foreign counterparts in mathematics achievement. Details of these comparisons and how they have influenced reform efforts in mathematics education are considered. Specific barriers to mathematics achievement experienced by minority students are identified and statistics showing minority underrepresentation in this field are detailed. The Strengthening Underrepresented Minority Mathematics Achievement… Continue Reading →
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eric.ed.gov har udgivet: This digest addresses the issue of sex differences in mathematics achievement in K-12 students. The problem is discussed in three sections. The first section examines the progress that has been made in narrowing the gap between girls’ and boys’ achievement in mathematics and the numbers of women and men who enter mathematics-related careers. Issues addressed include the failure of research to find any inherent differences in girls’ and boys’ abilities in mathematics, the underrepresentation of women in mathematics-related fields, strategies to motivate girls to take more mathematics courses, and strategies to encourage girls to consider mathematical and scientific careers. The second section offers innovative approaches in mathematics education funded by the Women’s Educational Equity Act (WEEA) Project. A list of the products mentioned in the article is… Continue Reading →
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eric.ed.gov har udgivet: In this commentary, Danny Martin describes five key take-aways and two sets of questions that arose from his reading of “Principles to Actions: Ensuring Mathematics Success for All (National Council of Teachers of Mathematics [NCTM], 2014). Martin begins by noting that “Principles to Actions” is clearly a political document that advances particular views and visions of mathematics teaching and learning and per the copyright page of the document, represents the “official position of the National Council of Mathematics Teachers as approved by the NCTM Board of Directors.” Martin goes on to touch upon the tone of the document and notes that it reflects a deep and unequivocal commitment to the Common Core by NCTM even as it seems that elements of the Common Core movement are starting… Continue Reading →
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eric.ed.gov har udgivet: This document reviews the work of the Maryland Mathematics Commission (MMC). The mission of the MMC was to review and provide recommendations on the following critical issues, all of which have the potential to influence mathematics learning in Maryland: (1) improve achievement in mathematics at every level, in every school and school district; (2) a balanced mathematics curriculum, pre-K-12; (3) qualified teachers in all mathematics classrooms; (4) daily instructional time in mathematics for all students; (5) establish the role of technology; and (6) raise public awareness about the value of mathematics for all students. The core of the report contains background information, current status, vision, and recommendations, including their rationale for the work analyzing the key areas of achievement, curriculum, instruction, teacher quality, technology, and outreach. (KHR)… Continue Reading →
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eric.ed.gov har udgivet: This book comprehensively describes the Pac-TEC project which organizes educational reform around the problem statement that mathematics, science, technology, and engineering education is not inclusive of all thinking and learning styles, and therefore is not addressing the present and future needs of the expanding, evolving culture base of the United States. The Pac-TEC project has a research component consisting of interviews, classroom trials, literature, research, discussions, textbook analysis, and visits to the learning environments of classroom teachers (N=26). The teachers were chosen from elementary to university level with 15 of those teachers being members of groups that are underrepresented in science, mathematics, engineering, and technology. The questions that guided the research phase pertained to the reasons why some students are uncomfortable with science, mathematics, engineering, and technology;… Continue Reading →
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eric.ed.gov har udgivet: This document is an introduction to a larger manual on the Pac-TEC project. The Pac-TEC project organizes educational reform around the problem statement that mathematics, science, technology, and engineering education is not inclusive of all thinking and learning styles, and therefore is not addressing the present and future needs of the expanding, evolving culture base of the United States. The Pac-TEC project has a research component consisting of interviews, classroom trials, literature, research, discussions, textbook analysis, and visits to the learning environments of classroom teachers (N=26). The teachers were chosen from elementary to university level and 15 of those teachers are members of groups that are underrepresented in science, mathematics, engineering, and technology. The questions that guided the research phase pertained to the reasons why some students… Continue Reading →
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eric.ed.gov har udgivet: In 1991, the President announced America 2000, a complex and long-range plan designed to move every community toward the six national education goals. Consistent with this, the Office for Civil Rights instituted a National Enforcement Strategy designed to help protect equal educational opportunity for all students. This pamphlet has been prepared principally for elementary and secondary school teachers, counselors, and administrators who serve in school systems that have programs or activities that receive federal financial assistance. It reviews survey data concerning the representation of minority and female students in math and science courses at the elementary and secondary level and attainment of postsecondary degrees in these academic disciplines. Also, information is provided, based on research findings and experience gained to date, on ways for improving interest and… Continue Reading →
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eric.ed.gov har udgivet: Many of the National Science Foundation-funded math curricula offer (or will be offering) staff development workshops to accompany the adoption of the curricula in schools and districts. While much of this staff development focuses on providing teachers with a solid grounding in the mathematical content of the curricula, an opportunity exists within these efforts to incorporate equity in a substantive way. As part of the Weaving Gender Equity into Math Reform project, we hope to provide teachers, administrators, staff developers, and others with the tools to implement themes and practices related to equity in their professions. Our project is focusing on how issues of gender, ethnicity, socioeconomic status, and language play out in the elementary reform math classroom. We plan to capitalize on staff development geared toward… Continue Reading →
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eric.ed.gov har udgivet: Located just southeast of Fresno in California’s Central Valley, Sanger Unified School District (USD) serves approximately 12,000 students in 20 schools. Sanger USD students are predominately from low-income families (73%); most are Latino/a (70%), and about one in five (18%) are English learners. During the accountability era of No Child Left Behind, Sanger had earned the reputation of being a turnaround district based on district students’ steep and steady improvement on California’s Test of Basic Skills between 2004 and 2012. Its success hinged on developing an organizational culture of continuous improvement and an instructional regime of direct instruction for students’ basic skills mastery. This case study addresses the question of how Sanger USD managed to shift instruction and student support to achieve exemplary results on the new… Continue Reading →
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