eric.ed.gov har udgivet: On June 9, 2003, the Task Force on the Education of Maryland’s African-American Males was convened by the Maryland K-16 Leadership Council (chaired by the University System of Maryland Chancellor William E. Kirwan, former Maryland Acting Secretary of Higher Education John A. Sabatini, Jr., and Maryland State Superintendent of Schools Nancy S. Grasmick) to evaluate Maryland’s progress in addressing persistent academic achievement problems imperiling African-American boys and men. This Task Force was co-chaired by Vice President Dunbar Brooks, Maryland State Board of Education and Treasurer Orlan M. Johnson, Board of Regents, University System of Maryland. The task force evaluated the successes and failures of Maryland’s public schools with regard to African-American males’ school readiness; reading, math, and science achievement; attendance, graduation, suspension, and expulsion rates; participation in… Continue Reading →
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eric.ed.gov har udgivet: This paper advocates using teaching methods in math and social studies instruction that take into consideration the students’ learning styles to increase achievement for at-risk students. Rural at-risk students need mathematics and social studies instruction that will prepare them for the 21st century. Traditional methods of instruction have not been successful for at-risk students. Teachers need to consider how environmental, emotional, sociological, physical, and psychological stimuli can be accommodated through instructional strategies. Learning styles are defined in terms of how individuals react to 21 elements of the instructional environment. Semantic mapping strategies can be used to provide structure for students who need it. Students who lack persistence can be given short tasks with breaks between them. Sociological needs of students can be accommodated through grouping students in… Continue Reading →
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eric.ed.gov har udgivet: The U.S. Department of Education (USDOE, 2004) administers a formula grant program to states that is intended to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers. Partnerships between high-need school districts and the science, technology, engineering, and mathematics (STEM) faculty in institutions of higher education are at the core of these improvement efforts. These programs articulate the President’s priority of using partnering to close the achievement gap in math and science between majority and minority and/or disadvantaged students in order to keep the U.S. competitive in international markets. However, in rural communities, the infrastructure for developing these partnerships (i.e., nearby institutions of higher education, stable economic base, human resources) is often not available. In… Continue Reading →
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eric.ed.gov har udgivet: This article describes how a math intervention was developed based on five standards needed to be an effective math teacher of students with disabilities and four validated practices shown to be effective with students with disabilities. Emphasis was placed on the importance of explicitly teaching these strategies in teacher education methods courses. Preliminary data indicated that when these standards and validated practices were used to teach first grade students at risk for math failure, achievement gains were seen and preservice teachers felt they gained knowledge about teaching students mathematics. Link til kilde
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eric.ed.gov har udgivet: Rural schools, like others in the nation, are enjoined to use national and state standards as the basis for educational reform. Moreover, national standards for mathematics education were established early (1989) and have been disseminated widely. Nevertheless, little is known about the dynamics of standards-based reform of mathematics in rural schools. This paper reports findings from a set of four case studies of mathematics education in rural secondary schools to provide insights into the dynamics of instructional reform. Analysis of data from interviews, observations, and documents revealed two emergent themes: (1) math teachers address calls for improvement by building on traditional practices and (2) math teachers meld traditional and reform practices. Link til kilde
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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: Background: The Waterford Early Math & Science (WEMS) program is a comprehensive educational software program designed to build math and science skills and concepts in grades K-2, alone or to supplement existing curricula. The program’s capability to individualize lessons, assess and track student progress, and reteach lessons is aimed at keeping potentially “at risk” students at grade level. Purpose: The present evaluation of the Waterford Early Math & Science program is the first independent study of its effectiveness. Setting: The study was carried out in five low-income, largely Hispanic schools in the Tucson Unified School District during the 2005-06 school year. Study Sample: This report covers the 22 kindergartens (345 students) of a larger study of 59 K-2 classrooms (923 students) in the five schools. Intervention: Treatment… Continue Reading →
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eric.ed.gov har udgivet: This paper will describe the Teaching and Learning Informational Technology Process (TLITP). Before present day strategies, teaching and learning relied on transformations based on quantification to measure performance. The process will be a non-linear three construct of teacher, student and community. Emphasizing old practices now is the emergence of transiting transmissions of ideas from educational programs and information communications. This paper will discuss New York State Regents exams using surveys to identify progress from five high schools, two Junior High Schools and two community school organizations. The paper contains the aspect of how technology used as a tool measuring achievement levels based on math proficiency and regent math exams. Does technology enhance student’s achievement on the Math Regents? (Contains 19 tables, 9 figures, 4 histograms, and 9… Continue Reading →
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