eric.ed.gov har udgivet: Society’s perception of women in the field of mathematics is slowly changing, but strong social messages remain that technology, mathematics, and science are nontraditional arenas for girls, and girls self-select out of these areas. This booklet is directed to both families and educators, because the work of encouraging girls in math begins at birth and continues throughout the school years. The purposes of this booklet are to: (1) provide information about the harmful and lasting effects on girls and boys of gender-role stereotyping; (2) help administrators, teachers, and families as they develop ways to reduce gender-role stereotyping and encourage K-12 girls in math; and (3) offer educators and families the most current strategies that work to encourage both girls and boys in math. Section titles are: “Stereotyping… Continue Reading →
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eric.ed.gov har udgivet: MATHCO is a motivating series of audiovisual and print materials designed to overcome the negative effects of sex bias and stereotyping on the attitudes, interests, and aspirations of girls toward mathematics and mathematics-related careers. The materials teach mathematics skills, demonstrate relationships between mathematics and other subjects, and provide exposure to mathematics-related careers. They are useful for boys as well as girls at the pre- and early-adolescent stage; they are both multiethnic and nonsexist in text and illustrations. Module 5 considers the relationship between science and mathematics. The ability to make careful observations is stressed. Following the audiovisual script, 14 activities involving classification, levers, noise, archaeological digs, air pollution, and litter, among other topics, are considered, with activity worksheets for each. (MNS) Link til kilde
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eric.ed.gov har udgivet: MATHCO is a motivating series of audiovisual and print materials designed to overcome the negative effects of sex bias and stereotyping on the attitudes, interests, and aspirations of girls toward mathematics and mathematics-related careers. The materials teach mathematics skills, demonstrate relationships between mathematics and other subjects, and provide exposure to mathematics-related careers. They are useful for boys as well as girls at the pre- and early-adolescent stage; they are both multiethnic and nonsexist in text and illustrations. Following a summary of materials, program objectives, how to use MATHCO, and a sample time line, background information on sexism in schools, sex stereotyping in mathematics textbooks, teacher behaviors, and other factors affecting the mathematics attainment of females is given. Mathematics anxiety and avoidance is discussed, as are sex-related differences… Continue Reading →
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eric.ed.gov har udgivet: During the past year, Wisconsin state legislators debated a series of bills aimed at closing low-performing public schools and replacing them with privately run charter schools. These proposals were particularly targeted at Milwaukee, the state’s largest and poorest school district. Ultimately, the only legislation enacted was a bill that modestly increases school reporting requirements, without stipulating consequences for low performance. Nevertheless, the more ambitious proposals will likely remain at the core of Wisconsin’s debates over education policy, and legislative leaders have made clear their desire to revisit them in next year’s session. To help inform these deliberations, this report addresses the most comprehensive set of reforms put forward in the 2013-2014 legislative session. Backers of these reforms are particularly enamored of a new type of charter school… Continue Reading →
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eric.ed.gov har udgivet: MATHCO is a motivating series of audiovisual and print materials designed to overcome the negative effects of sex bias and stereotyping on the attitudes, interests, and aspirations of girls toward mathematics and mathematics-related careers. The materials teach mathematics skills, demonstrate relationships between mathematics and other subjects, and provide exposure to mathematics-related careers. They are useful for boys as well as girls at the pre- and early-adolescent stage; they are both multiethnic and nonsexist in text and illustrations. Module 4 focuses on practical applications of mathematics, including making change, adjusting recipes, unit pricing, ordering from catalogs, building a doghouse, and calling long distance. Activities and activity worksheets are included, in addition to the audiovisual script. (MNS) Link til kilde
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eric.ed.gov har udgivet: MATHCO is a motivating series of audiovisual and print materials designed to overcome the negative effects of sex bias and stereotyping on the attitudes, interests, and aspirations of girls toward mathematics and mathematics-related careers. The materials teach mathematics skills, demonstrate relationships between mathematics and other subjects, and provide exposure to mathematics-related careers. They are useful for boys as well as girls at the pre- and early-adolescent stage; they are both multiethnic and nonsexist in text and illustrations. Module 3 includes a filmstrip and 16 activities linking mathematical concepts and the social sciences. Surveying, planning a trip, scale drawing, population growth, and the stock market are among the topics considered, with activity worksheets for each. (MNS) Link til kilde
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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: This newsletter focuses on efforts to make math and science more attractive, relevant, and accessible to students, especially limited-English-proficient, minority, economically disadvantaged, female, and at-risk students. “TAAS Math Performance” (Linda Cantu) outlines recent statewide results for the controversial Texas Assessment of Academic Skills and describes Project Pathways, a staff development program to help Texas students, especially minority and disadvantaged students, master the test. “Content in Context: Technology That Makes Sense in Education” (Felix Montes) discusses the trend in educational technology towards engaging students as active creators of knowledge by making an assortment of learning tools available to them in a flexible format. “Texas Statewide Systemic Initiative” (David Hill) describes a collaborative effort among education, business, government, and community to provide Texas communities with the resources to implement… Continue Reading →
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eric.ed.gov har udgivet: Lack of researcher consensus on how to measure disadvantaged students’ access to effective teaching has made it challenging for practitioners to draw lessons from the data. This brief aims to help policymakers understand the emerging evidence by synthesizing findings from three peer-reviewed studies that collectively span 17 states. The studies provide two lessons: (1) on average, disadvantaged students received less effective teaching than other students, equivalent to about four weeks of learning for reading and two weeks for math, or about 2 to 4 percent of the student achievement gap between these groups; and (2) access to effective teaching for disadvantaged students varied across districts, with a statistically significant difference between more and less disadvantaged students’ access in some districts and no statistically significant difference in access… Continue Reading →
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eric.ed.gov har udgivet: South Africa is currently experiencing a crisis in its educational systems that if not addressed, could threaten the stability of the newly established democracy. A lack of access to quality education and severe shortage of skilled trained educators is perpetuating vestiges of the old apartheid state in the nation. Approximately 6,000 students graduate from South Africa’s teacher training programs each year to meet the demand of over 12.1 million learners (Evoh, 2007). This study examines the current crisis facing the educational system of post-apartheid South Africa and more specifically how the LEAP (Langa Educational Assistance Program) school of Science and Maths could be used as a possible model for institutional educational change that may be applied on a national scale. Interviews were conducted during four independent sessions… Continue Reading →
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