Mathematics Framework For The 2007 National Assessment Of Educational Progress September 2007
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Mathematics Framework for the 2007 National Assessment of Educational Progress
Author | : United States. National Assessment Governing Board |
Publisher | : |
Total Pages | : 88 |
Release | : 2006 |
Genre | : Educational change |
ISBN | : |
Writing Framework and Specifications for the 2007 National Assessment of Educational Progress
Author | : United States. National Assessment Governing Board |
Publisher | : |
Total Pages | : 84 |
Release | : 2006 |
Genre | : English language |
ISBN | : |
Early Algebraization
Author | : Jinfa Cai |
Publisher | : Springer Science & Business Media |
Total Pages | : 631 |
Release | : 2011-02-24 |
Genre | : Education |
ISBN | : 3642177352 |
In this volume, the authors address the development of students’ algebraic thinking in the elementary and middle school grades from curricular, cognitive, and instructional perspectives. The volume is also international in nature, thus promoting a global dialogue on the topic of early Algebraization.
Place, Not Race
Author | : Sheryll Cashin |
Publisher | : Beacon Press |
Total Pages | : 177 |
Release | : 2015-05-05 |
Genre | : Political Science |
ISBN | : 0807080403 |
From a nationally recognized expert, a fresh and original argument for bettering affirmative action Race-based affirmative action had been declining as a factor in university admissions even before the recent spate of related cases arrived at the Supreme Court. Since Ward Connerly kickstarted a state-by-state political mobilization against affirmative action in the mid-1990s, the percentage of four-year public colleges that consider racial or ethnic status in admissions has fallen from 60 percent to 35 percent. Only 45 percent of private colleges still explicitly consider race, with elite schools more likely to do so, although they too have retreated. For law professor and civil rights activist Sheryll Cashin, this isn’t entirely bad news, because as she argues, affirmative action as currently practiced does little to help disadvantaged people. The truly disadvantaged—black and brown children trapped in high-poverty environs—are not getting the quality schooling they need in part because backlash and wedge politics undermine any possibility for common-sense public policies. Using place instead of race in diversity programming, she writes, will better amend the structural disadvantages endured by many children of color, while enhancing the possibility that we might one day move past the racial resentment that affirmative action engenders. In Place, Not Race, Cashin reimagines affirmative action and champions place-based policies, arguing that college applicants who have thrived despite exposure to neighborhood or school poverty are deserving of special consideration. Those blessed to have come of age in poverty-free havens are not. Sixty years since the historic decision, we’re undoubtedly far from meeting the promise of Brown v. Board of Education, but Cashin offers a new framework for true inclusion for the millions of children who live separate and unequal lives. Her proposals include making standardized tests optional, replacing merit-based financial aid with need-based financial aid, and recruiting high-achieving students from overlooked places, among other steps that encourage cross-racial alliances and social mobility. A call for action toward the long overdue promise of equality, Place, Not Race persuasively shows how the social costs of racial preferences actually outweigh any of the marginal benefits when effective race-neutral alternatives are available.
Mathematics Learning in Early Childhood
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 399 |
Release | : 2009-11-13 |
Genre | : Education |
ISBN | : 0309147433 |
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.
Preserving A Critical National Asset
Author | : Education Dept (U S ) |
Publisher | : Government Printing Office |
Total Pages | : 176 |
Release | : 2008-11 |
Genre | : Education |
ISBN | : 9780160817342 |
NOTE: NO FURTHER DISCOUNT FOR THIS PRINT PRODUCT-OVERSTOCK SALE -- Significantly reduced list price while supplies last Report of the White House Domestic Policy Council concerning the limiting of education options available to low-income urban families due the the rapid disappearance of faith-based schools in America's cities.
Data-Driven School Improvement
Author | : Ellen B. Mandinach |
Publisher | : Teachers College Press |
Total Pages | : 296 |
Release | : 2008 |
Genre | : Education |
ISBN | : 0807775509 |
The first comprehensive examination of the field, this book brings together stakeholders representing a variety of perspectives to explore how educators actually use data and technology tools to achieve lasting improvement in student performance. Contributors: David V. Abbott, Carrie Amon, Jonathan Bertfield, Cornelia Brunner, Fred Carrigg, Jere Confrey, Katherine Conoly, Valerie M. Crawford, Chris Dede, John Gasko, Greg Gunn, Juliette Heinze, Naomi Hupert, Sherry P. King, Mary Jane Kurabinski, Daniel Light, Lisa Long, Michael Merrill, Liane Moody, William R. Penuel, Luz M. Rivas, Mark S. Schlager, John Stewart, Sam Stringfield, Ronald Thorpe, Yukie Toyama, Jeffrey C. Wayman, and Viki M. Young. If you want to understand usable knowledge, read Data-Driven School Improvement. Ellen Condliffe Lagemann, Harvard University It is reassuring to know that at least some of the data being generated in our data-driven age are being used to make wiser decisions. We can all learn from these illustrative accounts. David C. Berliner, Mary Lou Fulton College of Education, Arizona State University Replete with examples from real schools and districts, this volume provides a multi-layered portrait of what it takes to establish a culture of data use. Readers will come away with an appreciation of the systemic changes needed to reap the full potential of data-driven decision making. Barbara Means, Center for Technology in Learning, SRI International
Department for Children, Schools and Families
Author | : Great Britain. National Audit Office |
Publisher | : The Stationery Office |
Total Pages | : 56 |
Release | : 2008 |
Genre | : Education |
ISBN | : 9780102954388 |
In 2007, the Department for Children, Schools and Families commissioned Sir Peter Williams to undertake an independent review of the quality of primary mathematics teaching and his report was published in June 2008. This report evaluates, in particular: raising attainment and progress in mathematics and narrowing achievement gaps between certain pupils and their peers; and the delivery and effectiveness of the Primary National Strategy's resources and interventions and their impact on pupil and school performance. It was found that bringing greater structure and consistency to the way primary mathematics is taught, the Strategy initially helped to improve test results at Key Stage 2. Since 2000, however, attainment has levelled off. It is too early to tell if the 2007 revisions to the Strategy will deliver the step change required. The report makes recommendations on this basis.