eric.ed.gov har udgivet: Today, more women than in the past obtain degrees in science and engineering. However, women still remain underrepresented in science, technology, engineering, and mathematics (STEM). This study identifies whether the Engagement, Capacity, and Continuity (ECC) Trilogy could be utilized by teachers in technology and engineering program setting to examine their students’ interest (engagement), perceived personal capacity (capacity), and participation (continuity) in technology- and engineering-related activities. The ECC Trilogy provides a practical framework that can potentially assist teachers in identifying what factors create barriers to students wanting to become an engineer or pursuing a career in a technology- or engineering-related field. In order to identify where a lack of interest may occur, this study compares male and female middle school and high school students’ responses to STEM-related survey… Continue Reading →
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eric.ed.gov har udgivet: Developed in concert with twelve special schools (Prep to Year 12) in Queensland, this paper regarding reasonable adjustments that promote quality differentiated teaching practice in special education math classrooms represents the knowledge and expertise of fifty teachers in special education. Survey responses and empirical evidence suggest that three conclusions are warranted: 1) That a focus on reasonable adjustments which is highly individualised, comprehensive and ongoing, needs to be strengthened to positively affect student learning and progression; 2) Neither assessment of student learning in mathematics or failure to respond to the results is sufficient for making judgements about students’ learning; and 3) special education teachers do require strong knowledge and skill with differentiating their teaching practice to ensure that students access the curriculum at appropriate year levels. Link… Continue Reading →
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eric.ed.gov har udgivet: Schools in 47 high-poverty school districts located mostly along the Atlantic Coast of North Carolina, South Carolina, and Virginia may have a head start on new requirements of the No Child Left Behind (NCLB) Act of 2001, thanks to a $6 million grant from the National Science Foundation. Begun in April 2000, the five-year Coastal Rural Systemic Initiative (CRSI) is striving to stimulate sustainable systemic improvements in science and mathematics education in school districts with a long history of low student expectations, persistent poverty, low teacher pay, and high administrator turnover. The CRSI capacity-building model is designed to address issues in rural school districts that traditionally limit the capacity for creating sustainable improvements in math and science programs. A critical action step is that each school district… Continue Reading →
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eric.ed.gov har udgivet: Over the last couple of decades, there has been a growing call for teachers to become more responsive to the increasing cultural diversity of students as a means of improving students’ experiences in school and their learning outcomes. Challenges exist in working with secondary mathematics teachers due to the common belief that math is culture-free and the lack of images of culturally responsive teaching in secondary mathematics classrooms. In this research, we explored the affordances of the Cultural Inquiry Process project in building inservice secondary mathematics teachers’ capacity for cultural responsiveness. [For complete proceedings, see ED581294.] Link til kilde
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