eric.ed.gov har udgivet: This directory reviews 13 diagnostic-prescriptive mathematics progres. Ten of the programs are complete mathematics programs; the remaining three are supplementary programs. These programs are designed for use in one or a combination of grade levels from grades K-9. Each program is outlined according to: nature of program, rationale of program, general goals and objectives, organization of program, materials provided for both student and teacher, classroom activities, assessment of student progress, use of materials; implementation requirements and provisions, cost of implementing the program, how the program was developed, the present status of the program, how the program has been evaluated, indicated strengths and weaknesses of the program, and where the program can be obtained. Description of implementation of these programs for eight New Jersey school districts during the… Continue Reading →
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eric.ed.gov har udgivet: Background information on the shortage of teachers in mathematics and science is first summarized, with discussion of reasons why fewer persons are entering teaching and many experienced teachers are leaving. Then the Midcareer Mathematics and Science Program is described. It is designed to provide mid- to late-career professionals who already possess quantitative backgrounds with the training they need to become secondary school mathematics and science teachers. With six students in 1983 and 20 in 1984, it reaches those for whom the economic constraints of teaching are of less concern, status has already been attained in another field, and the change of pace and environment are welcomed. Conducted during the academic year with optional summer workshops, the eight courses in the program are divided among educational theory, methods… Continue Reading →
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eric.ed.gov har udgivet: This guide was developed for two purposes: to enrich science and mathematics programs in schools and to encourage the professional growth of teachers of science and mathematics. A basic premise behind the development of this guide is that all students should have a variety of learning experiences, especially students in categorical programs such as Chapter 1, bilingual, migrant, and other compensatory education programs. These students should see that the study of science is not confined to the classroom but offers a way to investigate and understand the curious phenomena to be found in the every-day world. Similarly, mathematics is not only the scientist’s primary tool but also a world of its own full of curious phenomena. This publication lists contests and fairs for individuals and teams; extracurricular… Continue Reading →
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eric.ed.gov har udgivet: The report describes a workshop for adult basic education teachers in Ohio which utilized the teacher training television series, “Basic Education: Teaching the Adult.” Responses from teachers identified the two clusters of content presented: (1) measurement/diagnosis of student learning and individualized instruction, and (2) teaching reading and math and selection and use of materials. A structure for individualizing the experience for participants is described. Resource persons developed the following procedures for the workshop: viewing and discussion of a few relevant television lessons (selected for each cluster), formulation of individual written learning objectives by participants, discussion of the objectives with a resource person, and use of the objectives in planning special sessions. A summary of the television lessons used in each cluster and lists of some of the… Continue Reading →
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eric.ed.gov har udgivet: This publication describes features of the South Central Kansas Elementary Math-Science (SOCKEMS) project developed as a child-centered program, although the actual teaching materials and methods are not described. Materials are presented in such a way that children learn science by using their perceptual ability to great extent. Considerable emphasis is placed on concrete, tangible, observable investigative activities. Inservice teacher workshops to orient teachers with the methods and materials are provided. Evaluation of the program showed considerable student success related to short term and long term achievement and attitudinal changes. This work was prepared under an ESEA Title III contract. (PS) Link til kilde
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eric.ed.gov har udgivet: Every year, the Improving Teacher Quality State Grants Program issues a Request for Proposals (RFP) to award funds provided annually from the federal No Child Left Behind Act of 2001. In recent years, each RFP has focused on a specific objective tied to state priorities in teacher quality. Six grants were awarded in 2008: (1) Bell Gardens Science Project; (2) Science and Academic Library; (3) Algebraic Learning in Elementary Grades: Results, Independence, Achievement (ALEGRIA!); (4) Teacher Efficacy Affects Math and Science Success (TEAMS!); (5) Advancing Collaboration For Equity In Science (ACES); and (6) Making Algebra Accessible Project (MAAP). Since 2005, the grants have required scientifically based evaluation research in each project. The intent is to extend project evaluation beyond evaluating whether grants effectively carried out the promised… Continue Reading →
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eric.ed.gov har udgivet: In 1981, an estimated 25% of the nation’s secondary school teachers had summer jobs outside education. This report on the current status and future directions of employer-sponsored teacher internship programs has an underlying theme: that such programs can make a serious contribution to the career and professional development needs of teachers and to the quality of instruction. Chapter 1 considers how employer-sponsored teacher internships are connected to educational reform. The second chapter discusses the purposes of teacher internships. Eleven pioneer teacher internship programs are briefly described in chapter 3. Many of these programs focus on improving mathematics and science instruction; many also place a strong emphasis on communication skills. All rely heavily on the leadership and motivation of employers to improve scientific and mathematical understanding and competence.… Continue Reading →
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eric.ed.gov har udgivet: This article describes a 21st century how-to model for successful career and technical education (CTE) programs. The Geometry in Construction program is the brainchild of two educators, a CTE and a math teacher, who wanted to design a rigorous geometry course taught through a project-based curriculum. This article discusses how they did it, and how one can use the basic principles they outline to do some core content integration of one’s own. Link til kilde
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eric.ed.gov har udgivet: Some successful innovations and their underlying rationales that were implemented 50, 60, and 70 years ago could be useful in solving many educational problems. Of major concern are the gap between the actual science and mathematics curricula in most schools and the demands placed on everyday living in the modern world dominated by technology and the gap between the actual science and mathematics program in most schools and the needs, interests and abilities of the particular students in those schools. Current reforms such as Project 2061, Project Synthesis, and the National Science Teachers’ Association’s project on scope, sequence, and coordination are discussed. Integrating science with other subjects, progressive education, and other historical projects are also examined. Included are examples of innovative programs found in the United States.… Continue Reading →
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eric.ed.gov har udgivet: The Sharing Success program, recognizes exemplary public school programs and practices in the states of Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina. Each year, SERVE emphasizes a specific program area for recognition based on one of the national goals for education. This “Sharing Success” publication documents several dozen of the region’s most effective programs in the areas of mathematics, science, and technology (computer-assisted instruction). Programs are ranked for quality and innovation and are presented in three sections: (1) Programs of Excellence, highest rated programs (21) in the areas of Mathematics, Science, Math/Science, and Technology (e.g., science–tropical rain forest, summer science fun lab; math–elementary math lead teachers, problem-solving approach to algebra; math/science–Hayes Cooper Center [magnet school]; technology–writing to write); (2) Quality Programs (46) meeting a high… Continue Reading →
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