eric.ed.gov har udgivet:
This report contains the findings of the Oregon Applied Academics research and development project which spanned three academic years from 2010 through 2013. The overall purpose of the project was to develop and implement a technical math course that would meet graduation requirements and improve student performance. The State of Oregon has been actively engaged in the promotion of Career and Technical Education (CTE) curriculum integration over the past decade. The genesis of the Oregon Applied Academics Project began in 2006, with an initial implementation of the Math-in-CTE model with teachers from Lane County Educational Service District. The Math-in-CTE model was developed and tested as an intervention for CTE teachers. As partners in the professional development (PD) sessions, the math teachers learned new, authentic applications of mathematics. However, the math teachers were not provided with a process for integrating their own instruction; the Math-in-CTE model was CTE-driven, addressing the math called for in the CTE context. Notably, the Math-in-CTE model was not developed to address rigor or level of mathematics or order of instruction required to meet state academic standards. The authenticity, success, and sustainability of the Math-in-CTE model led to new questions about mathematics instruction, congruent with those of the Oregon leaders who proposed the Oregon Applied Academics Project: (1) Could a similar or complementary model be developed for mathematics teachers? (2) Would it be possible to develop an approach for mathematics teaching, that was both situated in real-world problem and complementary to CTE programs whose teachers were using the Math-in-CTE model? (3) Would it be possible to provide CTE students with integrated instruction in their CTE courses and concurrently in their mathematics courses? (4) What kind of processes would be needed for such an approach? (5) What would PD look like? The following are appended: (1) Unit Template; (2) Lesson Template; (3) Critical Friends Process; (4) Oregon Applied Academics Project Teacher Participants; (5) Oregon Applied Mathematics Project Curriculum Standards Alignment; (6) Analysis of Student Test Scores; (7) Oregon Applied Academics Project Year 3 Focus Group Questions; (8) Oregon Applied Academics Student Interview Questions Spring 2012; (9) Regression Coefficients for Hypothesized Full LGM–Math Achievement; (10) Regression Coefficients for Hypothesized Full LGM–Math Attitudes; and (11) Covariances and Correlations for Hypothesized Full LGM.