Author : Georgia. Office of Standards, Instruction and Assessment. Division of Curriculum and Instructional Services
Publisher :
Page : 0 pages
File Size : 15,35 MB
Release : 2011
Category : Common Core State Standards (Education)
ISBN :
Author : Chester E. Finn, Jr.
Publisher : DIANE Publishing
Page : 220 pages
File Size : 37,61 MB
Release : 2000-08
Category :
ISBN : 0788188720
Examines several questions about education: How good are state academic standards? How many states now match solid standards with strong school accountability? Are they better than two years ago? Chapters: overview essay, The State of Standards in 2000Ó; analytic essays by reviewers: English, by Sandra Stotsky; history, by David W. Saxe; Geography, by Susan Munroe; Mathematics, by Ralph A. Raimi; Science, by Lawrence S. Lerner; & State-by-State Reports. Appendices: criteria & detailed grades in English, History, Geography, Math, & Science; state documents examined; & school-based accountability. 30 charts & tables.
Author :
Publisher :
Page : 296 pages
File Size : 35,66 MB
Release : 1998
Category : Education
ISBN :
Author : Laura S. Hamilton
Publisher : Rand Corporation
Page : 303 pages
File Size : 45,68 MB
Release : 2007-05-24
Category : Social Science
ISBN : 083304270X
Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.
Author :
Publisher : Krause Publications
Page : 398 pages
File Size : 32,37 MB
Release : 1992
Category : Science
ISBN :
Author : W.H. Schmidt
Publisher : Springer Science & Business Media
Page : 202 pages
File Size : 12,57 MB
Release : 2007-05-08
Category : Education
ISBN : 0306472090
A Splintered Vision: An Investigation of U.S. Science and Mathematics Education is the US report on the curriculum analysis component of the Third International Mathematics and Science Study (TIMSS) which was sponsored by the International Association for the Evaluation of Educational Achievement (IEA). The report summarizes data from the TIMSS curriculum analysis and integrates it with teacher questionnaire data from the US, Japan, and Germany on science and mathematics topic coverage and instructional practices. The authors of A Splintered Vision discuss and provide evidence of the unfocused nature of US mathematics and science curricular intentions, textbooks, and teacher practices. They offer the premise that producers of US textbooks and curriculum guides have attempted to answer calls for curricular reform by adding new content to already existing materials instead of devoting time to restructuring the materials. The authors also suggest that US teachers, inundated with a myriad of competing visions, are attempting to cover all the topics they confront in their resource documents and to meet all the instructional demands placed on them by those with a stake in education. In keeping with the `incremental assembly line' philosophy in American society, US teachers also tend to lean toward a piecemeal approach to education. The authors speculate on what such practices may mean for the mathematics and science achievement of US students. The work is sure to spur discussion among educational researchers, policy makers, and others concerned about the future of mathematics and science education in the US.
Author : Management Association, Information Resources
Publisher : IGI Global
Page : 1706 pages
File Size : 42,53 MB
Release : 2015-02-28
Category : Computers
ISBN : 1466681128
Effective communication requires a common language, a truth that applies to science and mathematics as much as it does to culture and conversation. Standards and Standardization: Concepts, Methodologies, Tools, and Applications addresses the necessity of a common system of measurement in all technical communications and endeavors, in addition to the need for common rules and guidelines for regulating such enterprises. This multivolume reference will be of practical and theoretical significance to researchers, scientists, engineers, teachers, and students in a wide array of disciplines.
Author :
Publisher :
Page : pages
File Size : 23,48 MB
Release : 2014
Category :
ISBN :
This Teaching Guide offers possible tasks, vocabulary words, discussion questions and writing assessments for the G.A. Henty Anthology, aligned with Common Core State Standards. This guide is for grades 9?12.
Author : United States. Congress. House. Committee on Science
Publisher :
Page : 100 pages
File Size : 33,85 MB
Release : 2004
Category : Education
ISBN :
Author : W.H. Schmidt
Publisher : Springer Science & Business Media
Page : 284 pages
File Size : 37,62 MB
Release : 2008-04-06
Category : Education
ISBN : 0306472082
PREFACE The Third International Mathematics and Science Study (TIMSS), sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and the g- ernments of the participating countries, is acomparative study of education in mathematics and the sciences conducted in approximately 50 educational systems on six continents. The goal of TIMSS is to measure student achievement in mathematics and science in participating countries and to assess some of the curricular and classroom factors that are related to student learning in these subjects. The study is intended to provide educators and policy makers with an unpar- leled and multidimensional perspective on mathematics and science curricula; their implem- tation; the nature of student performance in mathematics and science; and the social, econ- ic, and educational context in which these occur. TIMSS focuses on student learning and achievement in mathematics and science at three different age levels, or populations. • Population 1 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 9-year-old students; • Population 2 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 13-year-old students; and • Population 3 is defined as all students in their final year of secondary education, incl- ing students in vocational education programs. In addition, Population 3 has two “specialist” subpopulations: students taking advanced courses in mathematics (mathematics specialists), and students taking advanced courses in physics (physics specialists).
