Download or read book An Examination of Georgia Middle School Teachers and Principals Beliefs about the NCTM Standards Factors Influencing the Change Process and the Role of Identified Principals During the Mathematics Reform Effort in Georgia written by Lynn Deal Futch and published by . This book was released on 1996 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2002 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2000 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principles to Actions written by National Council of Teachers of Mathematics and published by National Council of Teachers of Mathematics, Incorporated. This book was released on 2014-02 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.
Download or read book Bringing the NCTM Standards to Life written by Yvelyne Germain- Mc Carthy and published by Routledge. This book was released on 2013-10-30 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: By presenting teacher profiles and sample lessons from across the country, this book shows that the NCTM standards reflect successful practices of teachers at the "grass roots".
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mathematics Learning in Early Childhood written by National Research Council and published by National Academies Press. This book was released on 2009-11-13 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Download or read book Bring NCTM Standards to Life written by Yvelyne Germain- Mc Carthy and published by Routledge. This book was released on 2013-10-30 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: By presenting teacher profiles and sample lessons from across the country, this book shows that the NCTM standards reflect successful practices of teachers at the "grass roots".
Download or read book The Interaction of Professional Development Experiences Teacher Reflection and Teacher Beliefs on Teaching Practice in Relation to the NCTM Standards written by Deborah Kathleen Teale Gendreau and published by . This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book What Current Research Says to the Middle Level Practitioner written by Judith L. Irvin and published by National Middle School Association. This book was released on 1997 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides recent research findings on important topics related to the still-expanding middle school movement. They are divided into seven parts, addressing teaching/learning, curriculum, teacher education, social context, organization, leaderships, and issues and future directions. Following an introduction to middle level education research, by Irvin and Hough, the chapters are: (1) "Young Adolescent Development" (Eccles and Wigfield); (2) "Enhancing Self-Concept/Self-Esteem in Young Adolescents" (Lipka); (3) "Motivation and Middle School Students" (Anderman and Midgley); (4) "The Effects of Interdisciplinary Teaming on Teachers and Students" (Arhar); (5) "Teaching with Time on Your Side: Developing Long-Term Relationships in Schools" (McLaughlin and Doda); (6)"Middle Level Discipline and Young Adolescents: Making the Connection" (Bennett); (7) "Ability Grouping: Issues of Equity and Effectiveness" (Mills); (8) "Differing Perspectives, Common Ground: The Middle School and Gifted Education Relationship" (Rosselli); (9) "Inclusion" (Hines and Johnston); (10) "A Multifaceted Approach to Teaching Limited Proficiency Students" (VanNess and Platt); (11) "Assessment" (Stowell and McDaniel); (12) "Middle Level Competitive Sports Programs" (Swaim and McEwin); (13) "Middle Level Curriculum's Serendipitous History" (Toepfer); (14) "Effects of Integrative Curriculum and Instruction" (Vars); (15) "Curriculum for Whom?" (Brazee); (16) "Curriculum for What? The Search for Curriculum Purposes for Middle Level Students" (Beane); (17) "Current Issues and Research in Middle Level Curriculum: On Conversations, Semantics, and Roots" (Powell and Faircloth); (18) "Middle Level Teacher Preparation and Licensure" (McEwin and Dickinson); (19) "Multicultural Issues in Middle Level Teacher Education" (Hart); (20) "Improving Urban Schools: Developing the Talents of Students Placed at Risk" (Mac Iver and Plank); (21) "Service Learning and Young Adolescent Development: A Good Fit" (Schine); (22) "Home-School Partnerships: A Critical Link" (Brough); (23) "Organizational Trends and Practices in Middle Level Schools" (Valentine and Whitaker); (24) "A Bona Fide Middle School: Programs, Policy, Practice, and Grade Span Configurations" (Hough); (25) "Components of Effective Teams" (Trimble); (26) "Transition into and out of Middle School" (Mizelle and Mullins); (27) "Collaboration and Teacher Empowerment: Implications for School Leaders" (Clark and Clark); (28) "Women in Leadership Roles" (Clark and Clark); (29) "The Middle Level Principalship" (Valentine, Trimble, and Whitaker); and (30) "Setting a Research Agenda" (Hough and Irvin). Each chapter contains references. (HTH)
Download or read book Mathematics Assessment and Evaluation written by Thomas A. Romberg and published by SUNY Press. This book was released on 1992-01-01 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are current testing practices consistent with the goals of the reform movement in school mathematics? If not, what are the alternatives? How can authentic performance in mathematics be assessed? These and similar questions about tests and their uses have forced those advocating change to examine the way in which mathematical performance data is gathered and used in American schools. This book provides recent views on the issues surrounding mathematics tests, such as the need for valid performance data, the implications of the Curriculum and Evaluation Standards for School Mathematics for test development, the identification of valid items and tests in terms of the Standards, the procedures now being used to construct a sample of state assessment tests, gender differences in test taking, and methods of reporting student achievement.
Download or read book How Georgia Suburban Middle School Principals Work with Teachers to Enhance Student Achievement in this Era of Standardized Testing written by Robert C. Minter and published by . This book was released on 2006 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to examine how Georgia middle school principals work with teachers to enhance student achievement in this era of standardized testing. This study became the focus of the researcher's attention because of the increased level of accountability for school systems, schools, and administrators in regard to student achievement. Each school is held accountable for the academic success of students, and the No Child Left Behind Act, which is federal law, requires that each state set high academic standards and implement student testing. However, while conducting a review of literature in the area of standardized testing and student achievement, the researcher felt it was important to examine how principals work with teachers to help students achieve acceptable scores on standardized tests that are consistent with achievement in the classroom. The literature identified the history of standardized testing, the advantages and disadvantages of standardized testing, and defined the current prevalent standards of the No Child Left Behind Act and Criterion-Referenced Competency Test (CRCT). There was a limited amount of information, however, on the strategies middle school principals use to maintain acceptable test scores and how they work with teachers to enhance student achievement. Since schools are graded based on standardized test performance, and administrators are expected to close any achievement gaps and to keep their school off the Needs Improvement List, it became clear that a study on how principals work with teachers to enhance student achievement would be beneficial. It is also important that acceptable standards are maintained without standardizing the curriculum. The following research is significant to administrators, teachers, and parents to help prepare students for standardized tests and academic achievement. The method of data collection included structured interviews with suburban Georgia middle school principals and the development of school portraitures for each respective school. The responses from the structured interviews were reported in narrative form. Findings that emerged from the study were staff development and professional learning helped ensure success, less emphasis should be placed on homework, the CRCT just measures basic competency, reading and differentiated instruction plays a critical role in achievement, and teachers needed time to plan so that students could be appropriately placed. Accountability, investment in teacher knowledge and skill, and assessment that drive curriculum will continue to bring successful standardized testing outcomes and greater student achievement when applied at schools and in school systems nationwide.
Download or read book Standards for Preparing Teachers of Mathematics color Hc written by Nadine Bezuk and published by . This book was released on 2020-01-16 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: AMTE, in the Standards for Preparing Teachers of Mathematics, puts forward a national vision of initial preparation for all Pre-K-12 teachers who teach mathematics. SPTM pertains not only to middle and high school mathematics teachers who may teach mathematics exclusively but also to elementary school teachers teaching all disciplines, special education teachers, teachers of emergent multilingual students, and all other teaching professionals and administrators who have responsibility for students' mathematical learning. SPTM has broad implications for teacher preparation programs, in which stakeholders include faculty and administrators in both education and mathematics at the university level; teachers, principals, and district leaders in the schools with which preparation programs partner; and the communities in which preparation programs and their school partners are situated. SPTM is intended as a national guide that articulates a vision for mathematics teacher preparation and supports the continuous improvement of teacher preparation programs. Such continuous improvement includes changes to preparation program courses and structures, partnerships involving schools and universities and their leaders, the ongoing accreditation of such programs regionally and nationally, and the shaping of state and national mathematics teacher preparation policy. SPTM is also designed to inform accreditation processes for mathematics teacher preparation programs, to influence policies related to preparation of teachers of mathematics, and to promote national dialogue around preparing teachers of mathematics. The vision articulated in SPTM is aspirational in that it describes a set of high expectations for developing a well-prepared beginning mathematics teacher who can support meaningful student learning. The vision is research-based and establishes a set of goals for the continued development and refinement of a mathematics teacher preparation program and a research agenda for the study of the effects of such a program. SPTM contains detailed depictions of what a well-prepared beginning teacher knows and is able to do related to content, pedagogy, and disposition, and what a strong preparation program entails with respect to learning experiences, assessments, and partnerships. Stakeholders in mathematics teacher preparation will find messages related to their roles. Standards for Preparing Teachers of Mathematics includes standards and indicators for teacher candidates and for the design of teacher preparation programs. SPTM outlines assessment practices related to overall quality, program effectiveness, and candidate performance. SPTM describes specific focal practices by grade band and provides guidance to stakeholders regarding processes for productive change.
Download or read book EDthoughts written by John Sutton and published by . This book was released on 2009 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The schools and staffing survey recommendations for the future written by and published by DIANE Publishing. This book was released on with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Helping Children Learn Mathematics written by National Research Council and published by National Academies Press. This book was released on 2002-07-31 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Download or read book Determining Teachers Behaviors Concerning the NCTM Standards in Low and High performing Rural High Schools in Kansas written by Lanee Young and published by . This book was released on 2007 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to investigate teaching practices of mathematics teachers in rural high schools in Kansas in the context of the NCTM Principles and Standards. National reports advocate for change in the mathematics classroom while state assessments force teachers to focus on test scores. This study investigated the extent to which teachers whose students experienced repeated success on state assessments integrated the NCTM Process and Content Standards into the mathematics classroom. Those data were then compared with the teaching practices in schools whose students repeatedly did poorly on state assessments.
