Emerging Scholars Program (ESP) This collaboration among students stimulates additional interactions and more The compassion and encouragement I received is the reason I am a math http://www.utexas.edu/cons/esp/prospective.php
Extractions: One of our main goals of the ESP is to develop a community of mathematicians and scientists among the Emerging Scholars students. The students in our program work together to solve difficult course problems, develop friendships based on common academic interests and inspire each other to maintain a high level of commitment to excellence. Application Process To be invited into the program, students must The ESP Staff works closely with Freshman Admissions to identify select students admitted to the Colleges of Natural Sciences, Engineering and Business Administration. Admissions provides ESP data submitted by a UT freshmen applicant. Incoming freshmen demonstrating exceptional motivation and persistence in their high school experiences are mailed a letter of nomination. Goals ESP is an innovative, award-winning program designed to give capable students the best possible chance to excel in critical freshmen gate-keeping courses.
FindArticles In Teaching Children Mathematics: January 2004 Articles in January 2004 issue of Teaching Children mathematics by Tucker,Patrice; Largescale Family math Nights a primer for collaboration. http://www.findarticles.com/p/articles/mi_hb3451/is_200401
Extractions: IN free articles only all articles this publication FindArticles Teaching Children Mathematics Save a personal copy of any page on the Web and quickly find it again with Furl.net. Get started now. (It's free.) Articles in January 2004 issue of Teaching Children Mathematics How Hungry Are You?(For Students)(Brief Article)(Children's Review)(Book Review)
Presidency, The: Innovation, Collaboration, And Education Full text of the article, Innovation, collaboration, and Education from Presidency, more effective math teaching in Seattle s lowperforming schools. http://www.findarticles.com/p/articles/mi_qa3839/is_200404/ai_n9401210
Extractions: Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. From time immemorial, there have been examples of the many benefits of collaboration. Indeed, innovations rarely occur in a vacuum. An extraordinary contemporary example is the Human Genome Project, which would have taken years-if not decades-longer to map if researchers within academia, private companies, and individuals from around the world had not shared information. Fostering collaboration and interconnectedness is particularly important for educational institutions, as we all have similar goals that can't be achieved without one another. For independent schools (private, nonprofit schools that are governed by boards of trustees), connections to the larger world take many shapes. Thousands ofindependent school students work with community groups each year, offering service and enthusiasm, and gaining knowledge and understanding. Service then becomes woven into the curriculum, creating opportunities to connect academic material with meaningful, reallife experiences.
Project CHILD And DWoK Collaboration Initiative He later resigned his teaching position. Therefore the students stayed with theirhomebase teacher for math. The third grade math scores showed essentially http://www.ifsi.org/knight kentucky final report.htm
Extractions: Project CHILD and DWoK Collaboration Initiative Grant #99-099 Final Report to the Knight Foundation Submitted by Institute for School Innovation August 15, 2000 This collaborative project was very successful in laying the groundwork for developing ongoing connections between Project CHILD (Computers Helping Instruction and Learning Development) and DWoK (Different Ways of Knowing). The final report from the on-site coach and supporting documents also highlight the positive impact on childrens learning. This report will focus on the degree to which the anticipated outcomes in our proposal were achieved. 1. Determine to what extent CHILD and DWoK might complement one another in the classroom. We found that the classroom management strategies in Project CHILD were very effective in helping increase on-task behavior of students engaged in the DWoK learning modules. The on-site coach reported that the remarkable turnaround in classroom behavior was extreme They went from students with negligible cooperative skills to a well oiled machine of cooperation and learning. As a result of the collaborative learning environment, teachers felt that the students gained deeper understanding through the DWoK activities, with better academic outcomes reported.
(Courses In Special Education) including coteaching and collaboration for integrating students with Spe 565 Participation in and Study of math, Science and Technology Programs http://www.albany.edu/grad/courses/e_spe.html
Extractions: Characteristics of students with disabilities and gifted students. Examines legislative mandates and the process of developing and implementing differentiated and special education services for students at the childhood or middle childhood levels. Use of research-based approaches and methods, including co-teaching and collaboration for integrating students with disabilities is emphasized. Not open to those students who previously completed Spe 460 or 560. Characteristics of individuals whose cognitive, physical, or emotional development differs from typical individuals. Special education history and laws are discussed, as is the process leading to the development of individualized education plans and special education services. Selected strategies for students with special needs are also presented. (Not open to those students who previously completed E Psy 460) This course is designed to provide elementary and secondary general education teachers with a range of research-based approaches for integrating students with disabilities. These approaches include effective planning for individual differences, grouping strategies, co-teaching, cooperative learning and peer tutoring. Strategies for specific disabilities and specific disciplines will also be discussed.
Year Last Name First Name Title Topic Level 2004 Chuven Kiersten 2000, Brown, Dinah, math Connections Teaching mathematics for Understanding 1999, Lee, Su Y. Comunidad bilingue collaboration in an Enriched Spanish http://tepserver.ucsd.edu/matheses/MAThesesyear.htm
Extractions: Year Last Name First Name Title Topic Level Chuven Kiersten Reading Deeply: Transforming High School Readers Into Critical Thinkers Readings Secondary Compton Christy Model Awareness: Building Scholastic Literacy Through Inquiry Science Secondary Edwards Barbara The Promise of Technology: Enhancing Teacher Practice Through Online Collaboration Professional Development Post Secondary Ensberg Kerry Improving Nonfictional Text Comprehension Through Strategy Instruction, Collaboration, and Self-Regulation Reading Elementary Herrera Lilia Spanish Secondary Lessman Stephanie Math Middle School Milloy Kenia Voces Literarias: Enhancing Reading Comprehension Through the Study of the Masters in AP Spanish Literature Spanish Secondary Nguyen Sally The Science of Questioning: Generating Questions to Promote Critical Thinking in Middle School Science Science Middle School Ryan Megan Reading Elementary Watson Jill Reading Keys: Using Text Features to Activate the Reading Process Reading Secondary Ensberg Phil A system for Integrated Instructional Assessment in Secondary Classrooms Reading Elementary Gibson Camille Making Science Relevant: Building Conceptual Understanding Through Student Inquiry and Techonolgy-Based Projects Assessment Middle School Kronenberg Brooke Helping Students: Transforming Social Awareness into Social Action Among Elementary School Students Social Curriculum Elementary McConahey Cristy Write with Life: Developing Emergent Writing Skills through Storytelling and Enactments Writing Elementary Moore
Reports & Papers Why is K16 collaboration Essential to Educational Equity? So, why shouldthe math faculty bend over backwards to work with local teachers or redesign http://www.highereducation.org/reports/g_momentum/gmomentum8.shtml
Extractions: The Education Trust At every level of American educationelementary, secondary and postsecondaryminority and low-income youngsters are performing below their more advantaged counterparts. These students enter school somewhat behind other students and the gaps that separate them grow as they progress through the grades. By the end of high school, African-American, Latino and poor white youngsters have skills about the same as those of other youngsters at the end of middle school. Not surprisingly, fewer of these students enter college, more require expensive and time-consuming remediation, and disproportionately few graduate from college. Indeed, college completion rates among African-American and Latino young people are less than half of those among white young people, and young people of all races from high-income homes are nearly seven times as likely to graduate from college as young people from low-income homes. Regardless of one's vantage pointfrom higher education looking downward, from K-12 education looking upward, or from policymakers looking at bothit is almost immediately obvious that the problems in one sector cannot be solved without the cooperation of the other sector. Colleges and universities may want to increase the number of minorities entering the freshman year or to decrease the number of such students requiring remediation, for example, but meeting that goal is largely beyond their control. If the K-12 system doesn't produce more well-prepared minority graduates, the most that higher education can do is re-label the problem or move it around (push remedial courses from four-year to two-year colleges, for example). Likewise, the success of K-12's efforts to improve achievement and close gaps between groups is hugely dependent upon the quality and quantity of teachers produced by higher education.
Extractions: A first grade teacher approached me with an interesting request. "Can we think of an art lesson that will reinforce the concept of patterns which the students are studying in math?" The music teacher was asked a similar question. As a result, the classroom teacher and the art, music, math and reading specialists collaborated on a project that reinforced the concept of patterns in their disciplines. In the artroom, I introduced the students to the book Hide and Snake by Keith Baker. In this book, a brightly colored, patterned snake challenges readers to a game of hide and seek as it hides among familiar objects. The objects also are covered with brightly colored patternssome quite similar to the snake's patterns. This book is fun for young readers. It teaches them about patterns and increases visual discrimination as they begin to notice differences among the patterns.
Omar De La Cruz's Home Page Teaching. Galois Theory at Universite de La Reunion AprilMay 2004 On binaryrelations in definitions of finiteness,; in collaboration with Damir http://www.math.purdue.edu/~odlc/
California State University, Dominguez Hills | Newsroom QED is particularly valuable because of its collaboration with math and science At the same time, they will be teaching as university interns in 10 high http://www.csudh.edu/univadv/Newsroom/2004/DH04 PHO51.htm
Extractions: $6.7 Million in Federal Education Grants Carson, CA The Quality Educator Development (QED) program, part of the nationwide Teacher Quality Enhancement program, received a check for $4,917,920 to train highly qualified teachers and improve student achievement by bringing fundamental change to teacher education programs. Specifically, CSUDH will be improving the way students are prepared for the challenges of a math and science teaching career in an urban district. Collaborating with the LAUSD, local community colleges and business partners, the university anticipates providing highly qualified mathematics and science teachers who will be better equipped to increase student achievement. At the same time, the intent is to close the achievement gap for poor, minority and limited English proficient students in the urban area. CSUDH is seeing more incoming freshman and Braun and Krinsky see the opportunity of actively recruiting those with calculus and pre-calculus skills and those with a strong interest in science. Through the grant, these students will be able to receive stipends for books and other supplies. The hope is to get them prepared more swiftly and effectively.
Extractions: Student/Faculty Services at ISU's Center for Teaching and Learning (CeTL) This issue of Nutshell Notes summarizes the services and academic courses provided to students and the larger campus communities. It follows last month"s summary of faculty development services. More information is available at the Center"s web site at http://www.isu.edu/ctl/nutshells/index.html These two issues should help acquaint the entire campus with the services and opportunities provided by this unique Center. Content Area Tutoring ("CAT," Contact at 282-4823, HaydieLeCorbeiller
- Math And Science secondary levels contribute to the development of math and science teaching? It is carried out in collaboration with CVU Greater Copenhagen and a http://www.lld.dk/consortia/mathandscience
Keith Taylor Teaching Dossier math and Nature. Presentations to Grades 47 at Warman Elementary School. Super Saturdays developed as a collaboration between the Saskatoon Tribal http://math.usask.ca/~taylor/Teaching/
Extractions: Teaching Dossier for Keith Taylor Contributions beyond assigned duties to teaching have been made at all levels from elementary school, through PhD supervision. Specific items are organized below by level, moving from the earliest to the most advanced in mathematical maturity. I apologize for the tone of this page; it was prepared for a purpose that required some lack of modesty. It summarizes an important part of my professional life, so I make it available. Contributions to Mathematics Enrichment in the K-12 School System and Public Awareness: Innovators in the Schools Sponsored Events: Math and Nature . Presentations to Grades 4-7 at Warman Elementary School. March 23 rd The Mathematics Public Key Codes . A 12 hour course on encryption including the necessary number theory for Grade 7 and 8 students in the Extended Learning Opportunities Programme of the Saskatoon Catholic School Board, Jan.-Mar., 1999. Math and Nature . Presentation to Grade 3 and 4 students at Sutherland School, Saskatoon, December 4, 1998. Prime Numbers Everywhere . Presentations to Grade 5 and 6 classes at Warman Elementary School, March 10
Division Of Mathematics Learning And Teaching math Workshop A Comprehensive Elementary Curriculum for Skill, mathematical Agility, What I wish I had known about mathematics when I started teaching http://www2.edc.org/MLT/individual.asp?532
Entry # 5 Documented Accomplishments I Interpretive Summary Excerpts collaboration in the Professional Community.Teaching mathematics to middle school students is incredibly challenging. http://www.gse.uci.edu/cli/portfolioshtml/Valeryhenry/Entry5InternalLinks.html
Extractions: XII. Professional Community Description - Collaboration in the Professional Community Teachers submit descriptions and documentation of those activities and accomplishments that illustrate their commitment to the teaching profession. In addition, teachers are asked to compose a brief interpretive summary related to these accomplishments. (Source: http://www.nbpts.org/nbpts/seeking/ov-eam.htm
Extractions: Introduction: Changing Our Attitude toward Mathematics and Science to Improve Achievement What Does Scientifically Based Research Mean for Schools? State Efforts Push to Leave No Child Behind in Mathematics and Science The Lesson Study Approach: Collaboration and Creativity Are Key to Teaching Mathematics Concepts It's Elementary: Introducing Algebraic Thinking Before High School Integrating Science with English Language Development Fossil Findings: Research in the Field Leads to Changes in the Classroom Credits ... Improving Achievement In Mathematics and Science The fifth graders filed into their classroom and arranged their desks in groups of three for their mathematics lesson. The teacher placed two Hershey's¨ chocolate bars, each composed of 12 little sections, on the middle person's desk in each group. The students exchanged looks of glee. Were they supposed to eat the chocolate bars? Surely the chocolate had nothing to do with math. But because of the chocolate bars, these students at Howard Perrin Elementary School in Benton, Arkansas, went home that day with a better understanding of proportional reasoning and unitizing. Oklahoma teachers Dawn Mills, Glenda Pettus, and Lesley Zellinger prepare a lesson plan during the Teachers as Leaders Summer Academy.
Extractions: Editor's Note: Diversity in Our Schools A Changing Nation: The Impact of Linguistic and Cultural Diversity on Education The Multiple Dimensions of Diversity Minority Teacher Shortage Plagues Region, Nation Diversifying the Science and Mathematics Teaching Work Force in the Southwest Language Minority Programs: A Primer Bilingual Immersion Arkansas District Welcomes English-Language Learners Diversity Training Improves Intercultural Communication Skills ... Diversity in Our Schools: New Opportunities for Teaching and Learning Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching (SCIMAST) in collaboration with the Ph.D. program in Science and Mathematics Education at Southern University. Stephen Marble, SEDL program manager, Program for the Improvement of Teaching and Learning Marble says the first meeting also helped define the minority teacher shortage as a regional problem. Educators who had been seeing the shortage as a problem particular to their college or their teacher education program were able to view the problem in a broader scope and find out what resources had been developed and what solutions were being tried at other institutions in the Southwest. Participants also shared how they and their institutions would help in the diversification of the science and mathematics teaching workforce in their particular region. Commitments ranged from using distance learning and grow-your-own teacher preparation programs to creating more teacher preparation partnerships with organizations like the National Science Foundation and promoting nontraditional certification programs (such as the Teacher Cadet programs).
Math Portal: Home Dr. Denisse Thompson suggests math activities for over 100 children s books.Matrix of Articles from Teaching Children mathematics. http://fcit.usf.edu/math/default.htm
The Math Forum - Math Library - Teaching Styles/Practices The math Forum s Internet math Library is a comprehensive catalog of Web sitesand Web pages This page contains sites relating to Teaching Styles/Practices. http://mathforum.org/library/ed_topics/teaching_styles/
Extractions: A kit that includes a 520-page handbook covering the main content areas of Algebra 1 in accordance with the NCTM Standards. Sections are tabbed, and pages are written in flash card format with questions on the front and answers on the back. Also, a poster, ...more>> Algebra Through Modeling with the TI-82 or TI-83 Calculators - Tony Peressini and John Luker; University of Illinois at Urbana-Champaign A qualitative research study focused on students' learning and their performance on the Advanced Placement Exam with respect to concept-oriented instruction as recommended by the AP Statistics Test Development Committee. Organized into chapters, including ...more>> AP Statistics Listserv FAQ - Kim Robinson, Jared Derksen, Dan Teague
