eric.ed.gov har udgivet: Two limited studies are reported: (1) a pilot test of sex differences in high school math preparation, and (2) a pilot study of attitudes toward mathematics. The first was a random sample of 81 college applicants (42 boys, 39 girls) which showed that 57 percent of the boys took four years of high school mathematics compared to 8 percent of the girls. The second study summarizes responses on a questionnaire distributed to 38 upper division social science students. Results showed a statistically significant relationship between social support from teachers, parents, and peers and the pursuit of advanced mathematics courses in high school, and between social support and performance. Responses to the survey question of factors influencing student interest and aptitude for mathematics are included. (DT) Link til… Continue Reading →
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eric.ed.gov har udgivet: This survey of 316 Precalculus, Calculus AB, and Calculus BC students from markedly different socioeconomic levels in four district high schools in San Antonio, Texas, looked at factors that have traditionally caused women to avoid mathematics, and attempted to discover which of them continue to influence women’s decisions to reject the discipline. The questionnaire contained 25 questions based on assumptions drawn from literature on the subject. Reported and discussed are all differences in gender opinion above 9 percentage points, even though a difference of 11.4 percentage points would begin to indicate a statistically significant result. Findings where such differences occur showed that: (1) mathematics enrollment favored men, especially in BC Calculus; (2) female respondents more frequently perceived no bias in teacher expectations; (3) female students less frequently… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study is to compare the results achieved when a computer-managed learning program is used in high school mathematics classes with the results achieved when traditional teaching strategies are utilized. The control groups for Pre-algebra, Algebra 1, and Geometry received traditional classroom instruction. The intervention groups received individualized instruction as their progress through the predetermined objectives were assessed and managed using a computer software package. Following the pre-tests, 3 and a half months of treatment and post-tests, major differences were found. The intervention group showed significantly larger gains in achievement than the control group. Changes in student attitudes were also observed. Computer-managed learning systems appeared to be an effective method for teaching mathematics to high school students. Appended are: Student Surveys; Parent Surveys; Accelerated… Continue Reading →
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eric.ed.gov har udgivet: As the use of online courses in high schools increases rapidly across the United States, schools are using courses from a multitude of sources to achieve a variety of educational goals. Policies and practices for monitoring student progress and success in online courses are also diverse. Yet few states formally track or report student participation in online learning. Iowa and Wisconsin are among the states that do not track such information. This study analyzed data from a survey developed to describe how and why brick-and-mortar public high schools in Iowa and Wisconsin use online learning for their students. The survey, developed by Regional Educational Laboratory Midwest in collaboration with members of its Virtual Education Research Alliance, reflects the need for better information about the basic characteristics of… Continue Reading →
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eric.ed.gov har udgivet: Two topics are currently being greatly discussed in educational literature: (a) summer programs and (b) minority in mathematics and science. The Lincoln Foundation summer program provided participants with 4 weeks of instruction in math and science. The goal of the program was to enhance students’ ability to succeed in high-school level mathematics and science courses. The evaluation design called for the use of a pre- and post-test and parent and teacher surveys. The data indicated that the program is achieving its objective of increasing students’ content knowledge in the various subject areas. The results of the parent survey indicated the high levels of satisfaction with the program. Results from the teacher survey showed overall agreement with the professional development model and instructional support. Highlighted curricular methods include:… Continue Reading →
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eric.ed.gov har udgivet: This study examined how various individual, family, and school level contextual factors impact the likelihood of planning to major in one of the science, technology, engineering, or mathematics (STEM) fields for high school students. A binary logistic regression model was developed to determine the extent to which each of the covariates helped to predict such academic interest. High school course taking in science and performance on science and math standardized tests were significantly and positively related to an increased interest in STEM. College aspirations were significant, and those with loftier educational goals were generally more likely to plan to major in a STEM field. Other individual-level factors also played a significant role, as male high school students were significantly more likely to have an early interest in… Continue Reading →
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eric.ed.gov har udgivet: The Cornell University (New York) Cornell Theory Center (CTC), a national center for high performance computing, has created the award-winning Math and Science Gateway for grades 9-12 resources from the World Wide Web, organized in a fashion familiar to both educators and students, with links to resources in the areas of mathematics, computing, biology, chemistry, the earth, the ocean, the environment, meteorology, health, medicine, engineering, astronomy, and physics. The section for secondary school teachers contains information on curriculum, software for the classroom, and Internet access in the schools. The Gateway is updated frequently, with new materials being added and outdated information removed. From this successful initiative, other gateways are being designed by high school teachers. Topics discussed include K-12 education at CTC; a description of the Gateway;… Continue Reading →
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eric.ed.gov har udgivet: Increases in attrition rates among science, mathematics, and engineering (SME) majors have produced a variety of deleterious effects for society. This paper attempts to clarify and interpret the interaction of those characteristics of the structure and culture of undergraduate SME programs that perpetuate high loss rates among their first-year college majors by looking at a number of studies of SME programs and undergraduate attrition. The interaction of instructional factors, differing high school and faculty expectations for entering SME undergraduates, and epistemological considerations was found to contribute to a higher dissatisfaction among SME majors as compared with non-SME major and to resulting student attrition. Significant support was not seen for the contribution of commonly cited explanations of SME attrition such as cognitive factors and large class sizes. (Contains… Continue Reading →
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eric.ed.gov har udgivet: This research investigates the relative effectiveness (in terms of student tested achievement) of Teach for America (TFA) teachers, and examines the validity of the criticisms of TFA. Specifically, the authors look at TFA teachers in secondary schools, and especially in math and science, where considerable program growth is planned over the next few years. Using individual level student data linked to teacher data in North Carolina, the authors estimate the effects of having a TFA teacher compared to a traditional teacher on student performance. The North Carolina data they employ are uniquely suited for this type of analysis because it includes end of course (EOC) testing for students across multiple subjects. This allows them to employ statistical methods that attempt to account for the nonrandom nature of… Continue Reading →
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eric.ed.gov har udgivet: Much attention during the past decade has been given to the need to develop a well-trained early childhood education workforce. In order to address this need, the Illinois Board of Higher Education (IBHE) awarded Early Childhood Educator Preparation Program Innovation (EPPI) grants to institutions of higher learning. The IBHE funded partnerships, comprised of two- and four-year institutions, to further develop models for early childhood educator preparation and build capacity in key areas of need. Recipients used grant funds to develop a wide range of seamless pathways for degree and credential attainment through innovative articulation and alignment of curriculum initiatives, strategies for advising and supporting transfer students, and aligning assessments to demonstrate candidate progress toward or attainment of key competencies. Promising practices to improve quality field experience placements,… Continue Reading →
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