eric.ed.gov har udgivet: The report describes briefly two foundation-funded inservice training institutes for middle school teachers in Los Angeles (California) who have limited-English-speaking students in their classes. The first was designed to: (1) introduce teachers to the communicative approach to math and science instruction; (2) help develop instructional materials that encourage students to interact with the language of mathematics and science; (3) identify effective instructional and assessment practices for integrating content and language instruction; and (4) train selected teachers to become trainers and to assist in the design and implementation of the second institute. The project was linked to a federally funded program targeting English language acquisition and academic achievement, which allowed inclusion of social studies into the academic content. The first institute took place in November 1991, the second… Continue Reading →
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eric.ed.gov har udgivet: This paper describes the EQUALS teacher education program to assist educators in increasing participation of females in mathematics courses. The goal of the program was to increase educators’ awareness of the issues surrounding the problem of mathematics avoidance among females, and particularly the future consequences for those students who avoided mathematics. Teaching strategies and materials were provided to actively engage students in doing mathematics and understanding the relevance of math to their future career options. The materials were presented in a workshop format to K-12 educators, as well as counselors, curriculum specialists, and principals. The impact of the workshop on participating educators was measured by surveying their satisfaction with program elements, their implementation of program activities, and their continued professional growth. (Author/DS) Link til kilde
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eric.ed.gov har udgivet: The Project for Minority Student Achievement (PMSA), a 5-year program funded in part by the National Science Foundation, is a program designed to engender systemic change within a segment of a large urban school district in the Los Angeles (California) Basin. Approximately 40% of the student participants were African American and approximately 60% were Hispanic/Latino-American. The program sought to serve 58% of the 90,793 students, 41% of the 6,573 teachers, and all of the principals of the 40 targeted schools. The School of Education of a major urban university, also in the Los Angeles Basin, provided a total of nine long-term activities for students, educators, and school administrators. Students in grades 4 through 10 participated in activities such as the Summer Science/Math Camp and college preparatory survival… Continue Reading →
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eric.ed.gov har udgivet: The aim of the Title I math program was to improve the teaching of mathematics at the primary level in Title I schools. School staff and Parent Advisory Committee members had suggested and helped plan the focus of the project. It was expected that improved teaching would raise the level of understanding of basic mathematics skills and concepts of primary pupils. Testing of the children, however, was incomplete and inconclusive. All Title I primary teachers were eligible for the project. Most of the teachers from 25 public and 9 nonpublic schools availed themselves of the services offered by the project during the two years, 1972-74, covered by this report. This evaluation concentrated on the activities of the project and teachers’ responses to those activities. Teachers received over… Continue Reading →
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eric.ed.gov har udgivet: Disability Research Encompassing Native Americans in Math and Science (DREAMS) is a comprehensive program that offers math and science experiences to Native American students with disabilities and encourages systems change in schools on or near Indian reservations in related domains. These domains include development of science instructional models based on hands-on learning and conceptual development, approaches to meet national science and mathematics standards, infusion of Native American culture into instruction and methods, accommodations for students with disabilities in science and math instruction, and career exploration in technical fields. DREAMS is a partnership between the University of North Dakota and 10-12 public and tribal schools in North Dakota. Project activities include curriculum and materials development; two annual week-long summer institutes for students, parents, and teachers; teacher education in… Continue Reading →
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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: This study provides a comprehensive look at a constructivist one-to-one computing program’s effects on teaching and learning practices as well as student learning achievements. The study participants were 476 fourth and fifth grade students and their teachers from four elementary schools from a school district in the Dallas, Texas, area. Findings indicated consistent and highly positive findings of the efficacy of a constructivist one-to-one computing program in terms of student math and reading achievement, differentiation in teaching and learning, higher student attendance, and decreased disciplinary actions, suggesting a range of possible educational benefits that can be achieved through a comprehensive one-to-one computing educational environment. (Contains 3 tables.) Link til kilde
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eric.ed.gov har udgivet: This report describes a program created specifically to address the fact that individuals with disabilities, especially girls, have been widely under-served and under-educated in the areas of science, math, and technology. The “Daughters with Disabilities” project was designed to encourage more girls with disabilities from five inner-city schools to prepare for careers in science, math, and technology by: (1) increasing the interests and achievement in science, math, and technology of girls in special education classes at the five participating schools; (2) enhancing existing science, math, and technology curricula for girls with disabilities in urban settings; (3) introducing and teaching the concept of “pre-transition” knowledge in the science, math, and technology areas; and (4) creating a network of support and training for pre-service and in-service special and regular… Continue Reading →
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eric.ed.gov har udgivet: The study examined whether 7th-graders’ knowledge of rational numbers improved when the students’ math teachers participated in related professional development activities. The study analyzed data on about 4,500 students and 200 teachers from approximately 80 schools in 12 districts during the 2007-08 academic year. The study found that students in schools where teachers were offered extensive professional development by the study performed no better on a test of math achievement in rational numbers than students in comparison schools at the end of the 2007-08 academic year. However, the study found a significant positive impact of the professional development on one of the three measures of teacher instructional practices examined. Teachers who were offered the study’s extensive professional development engaged in 1.03 more activities per hour that elicited… Continue Reading →
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eric.ed.gov har udgivet: Because of a serious teacher shortage nationwide, it has become common to find many teachers teaching “out of license”–teaching courses in which they have had few or no college courses. In an attempt to address this problem, New York City has embarked on an innovative program to relicense teachers in mathematics and science to fill the increasing shortages of staff in these areas. The concept has been to take experienced teachers and to give them the tools to change fields, to apply their skills and ideas to math and science, without risking the loss of a job or great financial expense. This paper describes the operations of the model, which has required the close cooperation of 11 universities and colleges, the New York City Board of Education,… Continue Reading →
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