eric.ed.gov har udgivet: The middle school and high school lessons featured in this collection were crafted by science and math teachers who participated in a week-long seminar sponsored by the Eisenhower Professional Development Program administered by the Ohio Board of Regents. The lessons showcase a variety of active learning strategies from using hands-on, low-tech approaches to integrating high-tech, cutting-edge resources. Lesson topics include: (1) Investigating Energy Sources; (2) Probing the World of Energy and Its Conservation; (3) Fish Out of Water–Man Out of Land; (4) Are You Listening? (Noise Pollution); (5) Countdown to Population Explosion; (6) Hazardous Chemicals in Your Home!; (7) Water, Water Everywhere–How Much Is There to Drink?; (8) Water, Water Everywhere–But Not a Drop to Drink; (9) A Multi-Level Water Study; (10) Futuristic Fuel from Water; and… 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 2 focuses on patterns, sequences, and equations in language and fine arts as well as in mathematics. The audiovisual script is included, followed by suggested activities and activity work. (MNS) Link til kilde
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eric.ed.gov har udgivet: This document summarizes the work of the Math Curriculum Project at San Francisco State University. The project developed seven curriculum units for the middle school mathematics program, using microcomputers as a problem solving tool to foster mathematical thinking and develop insights into mathematical concepts. They also created a prototype telephone network that is both a message system and a curricular data base for activities in each unit. Finally, they developed a teacher training model from their experiences in piloting the materials. The report describes the objectives, methods and procedures, outcomes, and dissemination activities of the project. An overview of the units, a network manager manual, a message system user manual, and a list of talks about the project are appended. (MNS) Link til kilde
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eric.ed.gov har udgivet: This guide is designed to provide teachers with materials they can use with young women to help them to achieve in mathematics and to encourage them to take as many math courses as possible in high school. During their early school years, students develop skills and attitudes toward learning that form the basis of future academic growth. This guide for elementary school teachers includes strategies, activities and resources that deal with five major topics. Part 1, “Attitudes and Math,” includes materials on mathematics confidence, math aspirations and expectations, and attribution patterns. Part 2, “Math Relevance,” contains materials related to interest in mathematics, making mathematics more relevant and useful, and positive role models for girls. Part 3, “The Learning Environment,” contains materials on teacher-student interaction patterns, cooperative learning,… Continue Reading →
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eric.ed.gov har udgivet: To Educate All Children (TEACH) provides educators with intensive one-on-one training in classroom culture, focusing on de-escalation, conflict resolution, nonverbal communication, and building student’s self confidence. Through intensive educator training, TEACH helps educators create safe, calm learning environments for students (TEACH, n.d.). Trained educators develop skills that support positive classroom management. Consequently, it is expected that schools experience a decrease in student disciplinary referrals, calmer and more productive classrooms, and improvements in student achievement. Research has shown that students’ perceptions of teacher support play a central role in feeling connected to school and to socio-emotional well-being (Stracuzzi and Mills, 2010). Student connectedness also has been found to protect students against risky and problem behaviors in school (Catalano, Haggerty, Oesterle, Fleming, & Hawkins, 2004; CDC, 2009). There is… Continue Reading →
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eric.ed.gov har udgivet: Several avenues are open to students who wish to study advanced science or mathematics in high school, which include Advanced Placement courses and teacher-designed courses unaffiliated with organized programs. We employ a retrospective cohort study of 4,691 nationally representative college students at 34 randomly selected, colleges and universities to examine the relationship between taking advanced high school courses and students’ interest in pursuing a STEM career, while controlling for prior interests and experiences. We are able to distinguish between those students choosing to take an additional year in a science or math subject from those taking Advanced Placement (AP), which is most commonly taken as a second year course, but is increasingly taken as a first year course. We find that the number of years of a… Continue Reading →
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eric.ed.gov har udgivet: The George W. Bush Institute began the Middle School Matters (MSM) initiative in 2010 with the goal of increasing the number of students who are prepared for high school and postsecondary success. The initiative accomplishes this by drawing upon evidence-based research to develop practical tools and engaging support opportunities for middle grade campuses, allowing research-based practices to be brought to life in classrooms across the nation. The heart of the initiative is the deliberate connection between research and the instructional practice of educators. More specifically, MSM turned high-quality research into actionable strategies for districts, schools, and teachers to use to improve reading, writing, and math instruction — and to improve use of data systems to identify students who are at-risk of dropping out. This report continues the… Continue Reading →
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eric.ed.gov har udgivet: Research shows that school-wide positive behavior supports (SWPBS) can be an effective alternative to traditional reactive, punitive approaches to problem behavior. However, few studies examine the use of the approach as part of a comprehensive school improvement process involving academic as well as behavioral goals, particularly with regard to use of data-driven decision making and data teams. This article describes the efforts of a low-performing middle school in establishing preventative measures and interventions within such a framework. Results indicate a reduction in teacher discipline referrals and student suspensions, including those involving students with disabilities and statistically significant improvement on 30 of 47 items of a school climate and student resiliency survey. In addition, school scores on state mastery tests in both reading and math improved by 25%… Continue Reading →
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eric.ed.gov har udgivet: This book reports on a study of the implementation of the 1995 Mathematics Curriculum Framework conducted by the Massachusetts Teachers Association’s Center for Educational Quality and Professional Development (CEQ). It examines whether schools and districts provide students with the curriculum and instruction necessary to succeed on the Massachusetts Comprehensive Assessment System (MCAS) Mathematics Test. This study concludes that in the process of implementing elements of education reform, teachers and principals have been marginalized by the state agency. (KHR) Link til kilde
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eric.ed.gov har udgivet: Teacher evaluation is currently a major policy issue at all levels of the K-12 system driven in large part by current US Department of Education requirements. The main objective of this study is to explore the patterns of relationship between observational scores and value-added measures of teacher performance in math classrooms and the variation in these relationships across grade levels. While the MET analyses used a single composite score consisting of a simple average of the eight component scores of the protocol, in our work we treated each component separately since each measures a separately definable aspect of classroom practice. Specifically, across all the components, the authors pose the following questions: (1) Do the relationships between observation scores of math teachers and their value-added scores tend to… Continue Reading →
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