eric.ed.gov har udgivet: The stability of classroom behavior is examined from several perspectives: (1) the relative consistency of teacher behavior in two different sections of the same course taught concurrently; (2) the relative consistency of student behavior in math and English classes attended concurrently; and (3) differences in student and teacher behavior in math vs. English classes (to determine the effects of subject matter on teacher and student behavior). In general, stability coefficients obtained here were much higher than those expected on the basis of earlier research on stability in courses taught successively rather than concurrently. Even so, high inference ratings were more stable than low inference counts of discrete behaviors, and many behaviors did not occur often enough to allow stable measurement, despite intensive observation. The data are discussed… Continue Reading →
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eric.ed.gov har udgivet: NASA CONNECT is an annual series of integrated mathematics, science, and technology instructional distance learning programs for students in grades 6-8. This program is designed for students to learn about the evolution of flight. The program has three components–television broadcast, Web activity, and lesson guide–which are designed as an integrated instructional package. Students learn how the Wright Brothers became the first human beings to successfully design, construct, and fly an airplane and which method the Wright Brothers used in designing their airplane. Students also observe NASA engineers and researchers using problem-solving skills to design wings that will change their shape during flight. By conducting hands-on and Web activities, students make connections between NASA research and the mathematics, science, and technology they learn in the classroom. The educator… Continue Reading →
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eric.ed.gov har udgivet: A 1992 conference on mathematics and science teaching focused on two specific topics: enhanced professional development for educators and better instructional materials for the classroom. Teachers, members of Congress, governors, teacher educators, professors, researchers, and policymakers shared what they believed was needed to be done to improve mathematics and science education in the United States. This booklet reports the views of the participants and the general consensus of the conference regarding changes needed in the education system. The concepts of systemic reform in education and the setting of national standards as exemplified by the National Council of Teachers of Mathematics are discussed in section 1. The second section discusses the necessity of providing all children with an opportunity to learn mathematics and science. The third section reports… Continue Reading →
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eric.ed.gov har udgivet: This is a report on the hearing for solutions to the problems in science, mathematics, and engineering education at the postsecondary level. Topics of prepared statements and the testifiers are: (1) educating scientists and engineers (Daryl E. Chubin); (2) science and engineering education needs viewed from the perspectives of the national laboratories (E. Michael Campbell); (3) current status and plan for United States-based companies (M. J. Montague); (4) quality education for minorities (R. O. Hope); (5) programs of excellence in mathematics education (Shirley A. Hill); (6) problems and solutions in elementary school science (Cynthia K. Yocum); (7) students, teachers, and resources in secondary school science (Kent Kavanaugh); (8) education satellite networks (Hal Gardner); (9) challenge and future of science education (Dennis M. Wint); (10) preserving Americas’ scientific… Continue Reading →
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eric.ed.gov har udgivet: The high levels of anxiety, apprehension, and apathy of students in college algebra courses caused the instructor to create and test a variety of math teaching techniques designed to boost student confidence and enthusiasm in the subject. Overall, this proposal covers several different techniques, which have been evaluated by both students and the instructor. The paper proposes a series of study techniques, which are covered on the first day of class and throughout the course. Armed with practical advice about approaching the algebra course, the students learn by example. The instructor uses examples, such as rules of cricket matches as a way to make the material come to life. Other suggested techniques are making chapter notes available to students, and providing example tests before final exams and… Continue Reading →
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eric.ed.gov har udgivet: This study compared Chinese-American and Caucasian-American children and families in order to better understand which cultural and family characteristics, parent beliefs, and parent practices operate at the early childhood level to produce the more uniform high level of math achievement among Asian-American children. Forty second-generation Chinese-American and 40 Caucasian-American preschoolers and kindergartners from well-educated, 2-parent families were given math, name writing, visual discrimination, spatial relation, and vocabulary measures. Parents completed questionnaires, interviews, and a social behaviors checklist. The study found that Chinese-American children outperformed Caucasian-American children on measures of mathematics, spatial relations, visual discrimination, numeral formation, and name writing. Caucasian-American children had higher scores on receptive English vocabulary. Chinese-American parents indicated a stronger belief in the role of hard work and early skill development in academic achievement,… Continue Reading →
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eric.ed.gov har udgivet: This case study presents a descriptive portrait of how one general mathematics teacher transformed her classes from a computational to a conceptual orientation. The outcomes of the transformation for student learning and instruction are discussed. The findings suggest student gains in computational competence, mathematical effort, and attitude via concept-oriented instruction exceeded notably the gains of students in other classes where instruction was computationally oriented. The study employed field-research methods including observations, interviews, and the collection of student data across the project’s three years to capture and describe the nature and effects of the instructional interventions. At the end of the intervention period, students and instruction were organized in ways that focused student interest, attention, and involvement on the learning of mathematics. Many illustrative segments of classroom interactions… Continue Reading →
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eric.ed.gov har udgivet: The Thomas B. Fordham Foundation has commissioned studies of state academic standards in five core subjects. This is the fourth of these studies, focusing on state standards for mathematics. For this evaluation of mathematics standards, researchers developed nine criteria under the four areas of: clarity, content, reason, and negative qualities. These criteria were applied to the standards documents of 46 states and the District of Columbia, and standards for Japan were reviewed for comparison purposes. The remaining four states either had no standards or did not make current drafts available. Only three states received a grade of “A,” and only nine received a grade of “B.” More than half received either a “D” or an “F.” The principal failures of these documents stem from the mathematical ignorance… Continue Reading →
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eric.ed.gov har udgivet: This study compared the relative effects of three kindergarten schedules on children’s achievement in reading, writing, and mathematics, and on children’s prosocial classroom behaviors. Participating were 47 children attending all-day kindergarten, 56 attending alternate-day kindergarten, and 44 attending half-day kindergarten. Individual achievement tests were administered in a pretest-posttest procedure. Analysis of covariance showed that the all-day kindergarten group scored significantly higher in reading, with no significant differences in mathematics or writing. Multivariate analysis of covariance for the 14 subscales of classroom social behaviors on the Hahnemann Elementary Behavior Rating Scale showed significant differences between groups, with the half-day children exhibiting higher scores on classroom behaviors that facilitate learning and lower scores on negative behaviors. Possible reasons for these differences and implications of developmentally appropriate practices, teachers’ theoretical… Continue Reading →
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eric.ed.gov har udgivet: The Dwight D. Eisenhower Mathematics and Science Education Program is the largest federal program for training elementary and secondary teachers in mathematics and science. It has two major components: the national program provides funding for projects of national significance and the state grant program allocates 75% of the funds to different types of state agencies and local school districts and the remaining 25% to the state agency for higher education. This document reports on: (1) how state grant funds are spent, (2) how experts view proposed improvements to the program, (3) how well the Department of Education collects and analyzes data on the program, and (4) how the various federal agencies sponsoring math and science education programs coordinate their efforts. The report concludes that the predominately short-term… Continue Reading →
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