AISR: Teaching And Learning Supports Choosing collaboration Teaching Partnerships That Changed Individuals and Their Two math teachers talk about the innovative math programs they helped http://www.annenberginstitute.org/publications/tlpubs.html
Extractions: The Annenberg Institute has produced a set of portraits of high school literacy coaches working in two sites that are part of Carnegie Corporation's Schools for a New Society initiative. The 44-page publication, Coaches in the High School Classroom, features close-ups of six coaches in Boston and Houston. Intended to provide fuel for discussion, the portraits are interspersed with guiding questions and followed by several tools that can be used for further discussion, assessment, and analysis of coaching programs. (2005)
Teaching And Learning Supports Resources green arrow Choosing collaboration Teaching Partnerships, Learning Scienceand math Together provides motivation for individual teachers and for http://www.annenberginstitute.org/resources/tl.html
Extractions: The Annenberg Institute has produced a set of portraits of high school literacy coaches working in two sites that are part of Carnegie Corporation's Schools for a New Society initiative. The 44-page publication, Coaches in the High School Classroom, features close-ups of six coaches in Boston and Houston. Intended to provide fuel for discussion, the portraits are interspersed with guiding questions and followed by several tools that can be used for further discussion, assessment, and analysis of coaching programs. (2005) Coaching is an increasingly popular strategy for districts seeking large-scale improvement in instruction. To help guide district leaders in the practice, the Annenberg Institute and the Aspen Institute Program on Education are copublishing a paper entitled " Coaching: A Strategy for Developing Instructional Capacity ." Written by Barbara Neufeld and Dana Roper of Education Matters, Inc., the paper describes what coaching is, what coaches do, the kinds of supports that coaches need, and the potential benefits to both educators and students. The 48-page paper is available in print and as a pdf document.
Extractions: A r c h i v e d I n f o r m a t i o n Toward a New Science of Instruction: Programmatic Investigations in Cognitive Science and EducationAugust 1993 Two major, interrelated projects at NRCSL began directly affecting classroom instruction in mathematics in 1987 and 1988. They continue to be refined, expanded, and disseminated to additional schools and school districts. Both projects are collaborations between researchers and teachers, and in both the two groups' combined knowledge of learning and instruction has created dynamic, effective, and adaptable classroom reforms. Yet perhaps the main accomplishment of each project has been to establish conditions under which experienced teachers have been able to become leaders in education reform, carrying their impact far beyond their own classrooms. The Thinking Mathematics project was begun with seed money from OERI; the St. Agnes School project has been substantially supported with OERI funds throughout its application and dissemination efforts. Both projects are based largely on earlier research conducted under OERI auspices in NRCSL, and both represent a true partnership among government, research, and education practitioners to further a substantive understanding of learning processes and an application of that understanding to improvements in education. For most of my colleagues, researchers are viewed as ivory tower people not connected with reality. When they would come to the schools, teachers would turn up their noses. [Yet] I've found teachers eager to receive valid, real-class research that we ourselves have tried out. I think that there is a great hunger on the part of teachers for ways to solve the problems they see every day.
Westchester Graduate Campus 620, collaboration in Inclusive Settings, 3. 630, math/Technology for 570,Teaching Methods in in Middle Childhood and Adolescence math and Science, 3 http://www.liu.edu/cwis/west/programs/teaching/special.html
Untitled Document Current research indicates that new approaches to math teaching lead to higherstudent However, collaboration is based on relationships and is a complex http://www.oise.utoronto.ca/field-centres/TVC/RossReports/vol8no2.htm
Investigations: Spotlight Link assessment and teaching; Promote collaboration between special It is important to provide regular game days and choice times or math menu http://www.alliance.brown.edu/investigations/spotlight/archive/mar05.html
Extractions: March, 2005 This section features changing articles related to issues of implementation of Investigations . Articles often describe the experiences of real districts, schools, and teachers who are using this curriculum. Contribute a comment to this article Read others' comments on this article Read and contribute to other spotlight articles Suggest an article for a future spotlight by contacting Alida Frey Supporting Mathematics Learning in Inclusive Settings Often teachers and administrators ask if students with special needs should be included in classrooms using Investigations . We agree with the authors of Making Sense ( J. Hiebert et. al., Heinemann, 1997) that each student can and has the right to learn mathematics with understanding. For the past three years we have worked on a project with a dedicated group of classroom and special education teachers from Boston, Brookline, and Cambridge in Massachusetts to identify strategies and principles that will foster the mathematics teaching and learning of students who are struggling. The Accessible Mathematics Project's collaborative work with teachers resulted in identifying five actions that are critical to teaching meaningful mathematics to students with disabilities in inclusive settings. These actions are:
Mathematics Archives - K12 Internet Sites Teachers Helping Teachers math Section A collection of teaching ideas and tipsfor The modules themselves are a collaboration among materials science http://archives.math.utk.edu/k12.html
Extractions: K-12 Teaching Materials The following are Internet sites which contain significant collections of materials which can be used in the teaching of mathematics at the K-12 level. We have organized these materials into the following categories: Lesson Plans Columbia Education Center Mathematics Lesson Plans Explorer The Explorer is part of the Unified Network Informatics Technology for Education (UNITE) efforts at the University of Kansas. The Explorer is part of a research and development effort to establish an on time and user friendly means of delivering a full range of information resources to educators and students. This site includes information on software, lab materials, lesson plans, video tapes, etc. for the teaching of mathematics at the k-12 grade levels. ExploreMath.com Lesson Plans for the Graphing Calculator Lesson Plans using Geometer's Sketchpad Math Activities for K-12 Teachers In December, 1997, NASA Dryden Flight Research Center funded Dan Biezad, Professor of Aerospace Engineering, and Robin Ward, Assistant Professor of Mathematics, both of California Polytechnic State University, San Luis Obispo, to develop materials for K-12 teachers based on aeronautical themes and NASA projects. One major goal of this project was to make the learning of mathematics more engaging and realistic for students, by using real-world applications.
Teaching Teachers Teaching Teachers The math Department Reaches Out math Department and theEducation Department-the collaboration that we had been able to achieve-the http://www.math.ucla.edu/newsevents/news/teachers.html
Extractions: Many great universities and colleges in the U.S. began as teacher training schools, and UCLA is no exception. Here teacher training and letters and science education began around the same time, early in the last century. When the new "Southern Branch" of the University of California opened on Vermont Avenue in 1919, its primary academic unit was the Teachers College, with 1,125 students. In 1923 the Southern Branch awarded its first diplomas-26 Bachelor of Education degrees. That same year saw the founding of the College of Letters and Science, which granted its first degrees two years later. So the College and the teacher training program have coexisted for almost 80 years of UCLA history. In 1983, UCLA became one of the original sites for the innovative, state-funded California Math Project, which is "one of the main professional development programs in the state," according to statewide faculty advisor Ted Gamelin. Today the project has 24 local sites around California, including the one housed in Center X. These sites mount special programs and institutes for "teacher-leaders," those who clearly demonstrate leadership skills or potential. The sites also form partnerships with local school districts to help underperforming schools improve the quality of education. Statewide the California Math Project has offered meetings and conferences for teachers on subjects ranging from English language learners to lesson planning. In the 1990s, the project moved its state headquarters to UCLA's Math Department.
C.S.U.S. Math Department - Mathematics Blended Program a California Teaching Credential. The program begins after completion of math . In addition, collaboration between mathematics and education faculty http://www.csus.edu/math/courses/blended.htm
Extractions: math home Mathematics Blended Program Application Process Application Form Advisors Description The Mathematics Blended program is designed for students who are interested in becoming mathematics teachers at the secondary level and also receiving a California Teaching Credential. The program begins after completion of Math. 108 (An Introduction to Formal Mathematics), a prerequisite for Blended Program admission, and may be completed in five semesters. A degree in mathematics with a California teaching credential is awarded upon successful completion of the program. There are four courses at CSUS that are consideded pre/co-requisites for any teaching credential program including the Math Blended Program. These courses can be taken before formal admission to the Blended Program. The courses are: HLSC 136 School Health Education (2 units); EDBM 170 Introduction to Bilingual Education (3); EDS 100A Education of Exceptional Children/Youth (2); EDTE 331 Educational Technology Laboratory Single Subject (1). It is also advisable for students to complete other lower division coursework for the mathematics major, that is, Math 32 (Calculus III), Math 45 (Differential Equations), Stat 1 (Elementary Statistics), and CSC 10, 15, 22 or 25, as well as required General Education coursework before applying to the Mathematics Blended Program. Please refer to the CSUS catalog for more information.
Resource: Assessment In Math And Science: Whats The Point? Assessment does not compete for valuable teaching time; it is teaching time. This workshop will focus on the importance of collaboration among teachers, http://www.learner.org/resources/series93.html
Extractions: by Discipline Arts Education Education Reform Foreign Language Literature and Language Arts Mathematics Science Social Studies and History by Grade K - 2 College/Adult A video workshop for K-12 teachers; 8 ninety-minute video programs, workshop guide, and Web site; graduate credit available "Will this be on the test?" "Is this going to count?" How often do students ask these questions? This workshop examines current assessment issues and strategies in K-12 math and science classrooms. Through video segments of real classrooms interspersed with lively discussions of practicing teachers and content experts, see how teachers deal with common issues and discover ways to use assessment to improve teaching and learning.
MAT | Courses Students conduct research to answer questions developed in collaboration with math 532/542. Independent Research Project, ED 536. Teaching Practicum I http://www.bard.edu/mat/courses/
Extractions: Sample Course Sequence The MAT Program's graduate courses are structured to give students the skills, knowledge, and informed experience they need in order to teach their respective disciplines in public high school. The courses and fieldwork of the yearlong program are organized in a sequence of four quarters, each 10 weeks in length. Each of the courses in education and the disciplines meets for 30 hours of classroom time in a seminar format during the summer and fall quarters, a total of four courses for each of the first two quarters. A fifth course, called the Teaching/Lab Strand, meets for three hours weekly during the summer and fall quarters as well. Taught by two faculty members, this course acts as a bridge between diversified course work and experiences in the public schools, integrating ideas and questions to think about the practice of the disciplines as a model for classroom learning. This integration reflects the kind of work recognized in the best teaching practices. Course work and fieldwork are supported by the advisory program and the PDS partnerships with public schools. Course descriptions for the required courses are given below, divided into two main sections: courses in education, and courses in the disciplines.
Schoolwide Northwest: Summer 1997 and each intermediate classroom has a coteaching math specialist for an hour a The collaboration time allows the staff to reflect, to generate new http://www.nwrac.org/pub/schoolwide/summer97/article1.html
Extractions: Co-teaching is at the center of change at Washington Elementary A wooden showcase and a picture of George Washington were once all that graced the front hall of Washington Elementary School in Billings, Montana. Now two park benches and potted trees sit on a semicircle of green carpeting. The ceiling is draped with red, yellow, and green silk banners. An old screen door painted bright yellow frames a jungle mural on the wall behind it. Above the door is the school vision statement: "Open doors open classrooms open minds! This colorful new look is not mere redecorating; it reflects staff elbow grease, community donations, and the energy and excitement generated by Washington's transition to the Title I Schoolwide Program. In the fall of 1995, a dedication ceremony for the revamped hallway marked the culmination of a planning process and the start of big changes for Washington Elementary, which has been recognized as a Title I Distinguished School. Like most Title I schools, Washingtonwhich has an 80 percent poverty ratehas a long roster of programs. However, both the principal and teachers agree that a combination of co-teaching and scheduled collaboration time are the most powerful elements of Washington's schoolwide approach, which evolved over a year of Friday-morning planning sessions.
Extractions: Masthead Story by Jennifer Stepanek, Photo by Jeff Jones North marion middle school's sixth-grade teachers take us behind the scenes to see what goes into staging a research lesson and to learn how it has changed the way they play their parts. Aurora, OregonCarolyn Donnelly's sixth-grade students have just returned to their classroom to begin their mathematics lesson. Their teacher is trying to draw their attention to the large blue box at the front of the room, a box that will soon be revealed as "a magical mathematical candy machine." "Can you tell me what's different about our classroom today?" she asks, hoping to pique their curiosity. With the comic timing of a pro, a student responds: "There's 25 extra people in the room?" While this isn't the answer she was expecting, Donnelly is quick to join in the laughter of her students and the 25 "extra people."
Periodic E-mail Updates: November 2004 Every eight years, the Board of Regents, in collaboration with the higher more handson approach to teaching mathematics, and aligning the math Content http://www.highered.nysed.gov/email1104.html
Extractions: This fall, based on your input and recommendations, we introduced the first in a series of informational e-mails updating you on the latest news and developments of the Board of Regents and the State Education Department that impact the higher education community. Consistent with the subsequent positive feedback we received from the field, we will continue the regular e-mail updates on a pilot basis. Additionally, to supplement the e-mail updates, important information is routinely posted on our home page I hope you find this e-mail update to be useful and informative. If you have any questions about any of the items below or would like to provide us with feedback, please contact the Office of Higher Education by phone at 518-474-3862 or by e-mail at
Extractions: Michigan State University In 1988, MSU's College of Education initiated a series of long-term partnerships with nearby public schools, partnerships designed to develop and demonstrate good practice and to conduct research in three areas: K-12 teaching and learning, the education of teachers and other educators, and organization and leadership. Through the Professional Development Schools (PDS), some thirty-five faculty members from the college and other university departments now work with about 250 teachers in eight urban and suburban schools to bring K-12 practice more into harmony with current research. University faculty members typically devote a quarter or more of their time to PDS work; K-12 teachers have a portion of their time released to join in the collaboration. Some MSU faculty members actually teach K-12 students part time, and many PDS teachers have co-taught with university faculty in courses given on campus. In this way, professors get into closer touch with the realities of the K-12 teacher's world, and vice versa. As K-12 practice improves, the PDSs become better settings for the education of intending teachers, especially for interns in the fifth year of the college's new teacher education program. K-12 teachers become increasingly able to model and to talk articulately about research-based practices, thus becoming better mentors for the interns as well as resources for their colleagues in other schools. By the same token, university faculty draws on weekly experience in schools to breathe a stronger sense of the realities of schooling into their on-campus coursework.
Collaboration Drives Math, Science Division In Arts And Sciences collaboration drives math, science division in Arts and Sciences We mustshare resources where it makes sense, including teaching space, computers and http://record.wustl.edu/archive/1997/01-16-97/4631.html
Extractions: Several Arts and Sciences departments working together have created the Division of Natural Sciences and Mathematics. Directed by Raymond E. Arvidson, Ph.D., professor and chair of the Department of Earth and Planetary Sciences, the Division of Natural Sciences and Mathematics was formed in 1995 with Clifford M. Will, Ph.D., professor and chair of the Department of Physics, as its first director. Arvidson became division director last July 1. The Arts and Sciences departments of Biology, Chemistry, Earth and Planetary Sciences, Mathematics and Physics participate in the division. According to Arvidson, who was elected by the chairs of these departments to serve a two-year term as director, the division grew out of informal meetings between the chairs over a number of years. The chairs had been looking for ways to strengthen their departments through cooperation. They created the division to foster an integrative, collaborative approach across disciplines and departments to share resources, faculty and learning opportunities for undergraduate science and mathematics students. "Washington University is a medium-sized institution that stresses excellence in research and teaching," Arvidson said. "We must share resources where it makes sense, including teaching space, computers and expensive research equipment. The division is set up to facilitate interdepartmental coordination and planning while still maintaining strong departments.
Andrew Knyazev, CU-Denver. Teaching Jonathan Swift on math teaching. Teachingrelated Conferences attended collaboration in the Development and Use of Technology for Teaching and http://www-math.cudenver.edu/~aknyazev/teaching/
Extractions: "My math teacher is crazy. Yesterday he told us that x=1, but today he is telling x=2" Andrew Knyazev Dept. of Mathematics CU-Denver ... Fall 2005 Spring 2005 Fall 2004. Spring 2004 Fall 2003 Summer 2003 MATH 8990: Doctoral Dissertation Principal Angles Between Subspaces as Related to Rayleigh Quotient and Raleigh Ritz Inequalities with Applications to Eigenvalue Accuracy and an Eigenvalue Solver.
Domain Name Renewal And Web Hosting From Network Solutions Hope College/Howard University collaboration Develops Quality Teaching and Campus in the United States all looking for qualified math professors. http://www.aacu-edu.org/aacu_news/AACUNews02/April02/feature.htm
Extractions: If you are the current registrant for this domain name* and wish to continue the registration on the domain, you must immediately renew the domain to ensure the name is not deleted from your account. If you are not the current registrant and are interested in getting this domain name, you can submit a backorder through our trusted partner, SnapNames. There is no upfront fee or risk to place a backorder. Learn More Enter a domain name:
Research/Grants The objectives of this project, carried out in collaboration with Rutgers focuses on secondary math and English preparation and works in collaboration http://www.ed.uiuc.edu/ci/researchgrants.html
Extractions: Faculty/Staff Research/Grants Programs Admissions ... Registration Info for... QuickLinks Forms Office of Clinical Experiences Council on Teacher Education Graduate College ... Curriculum and Instruction 311 Education Building, 1310 S. Sixth St., Champaign, IL 61820 Champaign, IL 217/244-8286 phone 217/244-4572 fax College research supported by external grant awards and designated gifts. Listed projects are currently active or have been completed within the past 12 months. Identifies principal investigators, funding source, project start and end dates, brief project summaries, and links to project web sites. The current report reflects data as of June 2005. Due to database reprogramming, monthly reports will resume no later than August 2005. Fouad Abd El Khalick,
Extractions: Listserv Contacts T.M.T. Workshops Teachers participating in this project will participate in a total of 40 hours of hands-on professional development comprised of following sessions and full-day workshops, as well as a series of half-day workshops scheduled for the Fall 2005 (dates TBA). Workshop topics and content include exemplary, field-tested lessons and inquiry-based activities that utilize computer resources such as software and Internet-based resources to teach key topics in the mathematics curriculum and on the GEPA. If you are unable to attend any of the following sessions, please contact Ihor Charischak 2005 Summer Institute
