Lamplighter: Learning How To Teach Math school students in his Portuguese bilingual math class. Developed through collaboration with the Harvard mathematics who need certification to teach mathematics http://www.dce.harvard.edu/pubs/lamplighter/2003/spring/math.html
Extractions: Spring 2003 Previous Next Professor Daniel Goroff teaches probability to math teachers. As Carlos Vieira, a math teacher at Madison Park Vocational Technical High School in Boston, put it, "Sure, there's some complaining about the workload, but the enthusiasm in the classroom is just amazing!" Vieira is not referring to the middle-school students in his Portuguese bilingual math class. He is describing his experience as a student in Theory and Practice of Teaching Geometry , part of the Harvard Extension School's new Mathematics for Teaching Program. Developed through collaboration with the Harvard Mathematics Department and the Boston Public Schools, the program is geared primarily toward in-service middle and high school teachers and administrators who need certification to teach mathematics. The program also serves the needs of teachers interested in acquiring a master's degree and certified teachers interested in taking new courses to advance their professional growth or meet recertification mandates. "My colleagues and I are grateful to the Extension School for the opportunity to develop professionally and learn mathematical insights that we can put into practice in our classrooms," said Vieira. One major reason for the success of the program is that the instructors are as committed as their students. Paul J. Sally, Professor of Mathematics, University of Chicago, taught
California MESA to teach math and science. MSTC sites are located throughout California. For a onepage description of the MESA Success Through collaboration Program in .pdf http://mesa.ucop.edu/pre/successcoll.html
Extractions: MESA Success Through Collaboration builds strong partnerships among individual schools, American Indian communities, and American Indian education centers. Through these partnerships, students in elementary, middle and senior high schools have the all-sided support needed to succeed academically in math and science. Many MSTC sites are located in remote rural areas, and the program introduces math-based career options available within these communities as well as within a broader setting. MSTC also offers a wide range of academic enrichment components to enhance academic achievement, including: Individual Academic Plans. These plans help staff to monitor individual student progress.
CECH Highlights | Archive The collaboration between faculty in the College of Education The courses combine content (math) with different teaching have to know how to teach the content http://www.education.uc.edu/Student_Section/news/Articles/Archive/042302b.html
Extractions: A team of two University of Cincinnati faculty members is among three state university-represented teams to be appointed to the Ohio Board of Regents' new Teaching Fellows in Mathematics and Science program. The program pairs education faculty with faculty in arts and science, with the goal of improving K-12th grade student performance in the areas of math and sciences by strengthening Ohio's teacher education programs. The Teaching Fellows program is part of Ohio's Title II Initiative for Enhancing Teacher Quality. Moore and Pelikan will be collaborating with other teacher education institutions around Ohio. "I know of no other program like this in the United States," says Jon Tafel, vice chancellor of the Ohio Board of Regents. "The Ohio Board of Regents is focused on making math and science a priority for Ohio's teacher preparation institutions." The Fellows program considered evidence of how institutions linked arts and sciences colleges with their teacher education programs, evidence that won UC national recognition through its award-winning Cincinnati Initiative for Teacher Education (CITE). Faculty also had to demonstrate success in their own teaching performance, plus serve at higher education institutions that reported success on the PRAXIS II exams, which qualify students to become teachers.
NC Teach: NC TEACHer Interviewees By City Hanes Middle, 7th math science, 01UNCG. Back to Top. NC teach A University of North Carolina program, in collaboration with the NC Dept. of Public Instruction. http://ncteach.ga.unc.edu/interviewee.html
Extractions: NC TEACHers currently teaching in these cities and school districts are available for interviews to media wishing to localize the NC TEACH information. Please contact Lori Britt at 919.602.7147 or 919.471.5345, or by e-mail at tlbritt@gte.net , to get contact information. City District School Subject Area Year-Site Asheboro Asheboro City Schools South Asheboro Middle 6th Language Arts 01-UNCG Asheville Asheville City Schools Asheville Middle 7th math/science 01-WCU Canton Haywood Co. Pisgah HS 9-12 Earth/Envir. Science 00-Western Car. Cary Wake Co. West Cary Middle 8th Science Chapel Hill CH-Carrboro Phoenix Academy 01-Central Charlotte Chr.-Mecklenberg Smith Middle 7th Math 01-UNCC Charlotte Char.-Mecklenberg Hawthorne Middle 8th Language Arts 00-Charlotte Charlotte Charlotte-Mecklenberg Ranson Middle 6-7 Journalism/Yearbook 01-UNCC Charlotte CH-Mecklenberg East Mecklenberg HS 9-12 Algebra/Trig 00-UNCC Cherokee Cherokee Central Schools Cherokee HS 01-UNCA China Grove Rowan-Salisbury China Grove Middle 01-UNCG Concord Cabarrus Co.
NC Teach: News Releases Garner loves teaching reading, writing and math skills to special needs the excellent preservice training offered by NC teach in collaboration with the http://ncteach.ga.unc.edu/3-8-2002_1.html
Extractions: (919) 962-4562 / (866) 998-3233 (toll free) THE JOURNEY FROM CAREER TO CLASSROOM A ten-year veteran paramedic, Lysa Kosak, went back to school in 1997 and earned a BS in Biology from ECU with the hopes of pursuing a career as a doctor. But one year of medical school made her re-assess what she really wanted. "While studying, I realized I had attained my goal, but my heart was not in my studies. My peers were competitive and uncaring. I took a leave of absence to consider my future options," says Kosak. With the encouragement of mentors, family and friends, she decided to look into teaching and became a substitute teacher for Pitt County Schools in the fall of 1999. "Those experiences allowed me to experiment with different grade levels and subjects. My science background and personality seemed best suited to the high school environment. I felt like I had 'come home.'" She knew she wanted to teach, but needed to gain her teaching license. "At my age and level of responsibility a traditional program would have been a financial disaster. NC TEACH allowed me to earn income by teaching and learn simultaneously." Plus, Kosak liked being able to earn graduate credits through NC TEACH.
Press Releases - Math Learning Institute, Inc. in the classroom thereby giving them more time to teach and assess With the knowledge base of math Learning Institute, this collaboration will be a http://www.mathlearningi.com/press_release_VizPart.html
Extractions: Math Learning Institute, Inc. Joins Forces with Atlanta-Based Viz-Motion Companies Leveraging Expertise in Data Bases and Education Plan on Making a Difference for Schools and Businesses "This is a wonderful opportunity to leverage the strengths of both companies,"said Richard Charles, President and CEO of Math Learning Institute, Inc. "The educational arena demands the use of database technologies that are portable and which support rapid development of products and services. When you look at the database products that VizMotion continually produce and the market niche that they are targeting, we believe that the opportunity to provide products of value in the educational marketplace is clear." "This is a step forward in the educational arena" says Robert Joseph, PhD the President of VizMotion,. "Teachers will soon have a suite of tools available to them that would simplify processes in the classroom thereby giving them more time to teach and assess students learning." Charles, himself a licensed educator, understands all too well the issue of time. "It's like spending all of your life building these wonderful skills of communication in order to be an effective teacher in the classroom, and someone tells you at the 11th hour that 90% of your job will involve managing the learning process, which is a terribly complex task." says Charles. "When teachers are faced with this dilemma, they have to have the tools to succeed and to be effective in showing academic gains in an ever increasing standards-based classroom. The "No Child Left Behind" legislation really exposes this need. "We believe that through this collaboration with VizMotion, we are poised to provide some educator friendly analysis tools that support them in being effective educators."
STAND04: Math Operations And Formulas--TSimmons STAND04 math Operations and FormulasTSimmons. Complex Thinking; collaboration; Employability. Background For teachers teach formula symbols including = to http://www.uen.org/Lessonplan/preview.cgi?LPid=5008
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.
The Guide To Math & Science Reform Features don t know anything about math and science into three categoriesquality assurance, collaboration, and responsiveness subject they are going to teach and how http://www.learner.org/theguide/tprep.html
Extractions: by Sharon Foster Nearly two years ago, the National Commission on Teaching and America's Future (NCTAF) released a disturbing report on the state of teacher preparation. The report, "What Matters Most: Teaching for America's Future," underscored what many already believedthat teacher preparation was in need of a "desperate overhaul." One of its central messages was, on the whole, that the school reform movement had ignored the obvious: "What teachers know and can do makes the crucial difference in what children learn, and the ways school systems organize their work makes a big difference in what teachers can accomplish." NCTAF, created in 1994 to identify and examine current school reforms, was clear in its report about what needed to be done: no more hiring of unqualified teachers on the sly; no more nods and winks at teacher education programs that fail to prepare teachers properly; no more tolerance for incompetence in the classroom; and no more wasting of resources on approaches that cannot improve teaching and learning. "We have never invested in teaching in this country," says Barnett Berry, assistant director of NCTAF. "This profession has suffered from decades of neglect. At a time when all students must meet higher standards for learning, access to good teaching is a necessity, not a privilege to be left to chance."
The Guide To Math & Science Reform Features and learning in science and math, your request to development service created in collaboration with the that use emerging technologies to teach mathematics and http://www.learner.org/theguide/founds.html
Extractions: by Elyssa Doner Grantmaking organizations vary not only in shape and size, but also in how they see their role in mathematics, science, and education reform. Who are these grantmakers who are increasingly involved in mathematics and science education reform? What do they see as their role in this movement, both now and in the future? To what kinds of educational efforts do they offer financial support? A predominant type of grantmaker in the education reform movement is the foundation. In simple legal terms, foundations are defined by the IRS tax code 501(c)(3) as nonprofit, charitable, tax-exempt organizations. They generally can be sorted into three broad categories: private foundations, corporate foundations, and community foundations. Another type of grantmaking organization is the public charity, as described in Section 509(a) of the IRS code. Public charities usually derive their support from the general public, receiving grants from individuals, governments, and private foundations. Some public charities engage in grantmaking; most provide direct services or take part in other tax-exempt activities. As A. Richardson Love Jr., director of education programs for the John S. and James L. Knight Foundation (
Rubrics collaboration Rubric A three-part collaboration rubric for for most subject areas including reading, math, science, and teach-nology - The Art and Science of http://www.teach-nology.com/currenttrends/alternative_assessment/rubrics/
Extractions: Downloads ... Professional Development Enter your email address for FREE weekly teaching tips! Home Current Trends Alternative Assessment Rubrics ... About Blue Web'n - Site Evaluation Rubric - Blue Web'n evaluates their own web site with this rubric. - Sells software which helps you create rubrics for various subjects. Assessment Rubrics - Links to subject-specific and general rubrics for teachers. Assessment Rubrics - Examines the differences between holistic and Analytic Assessments. Automating Authentic Assessment - Examines the future of rubrics in the field of education. Looks at the possibility of using rubrics at adminstrative levels as well. Chicago Public Schools Performance Assessment Ideas and Rubrics - An introduction to rubric from the Chicago Public Schools. Collaboration Rubric - A three-part collaboration rubric for assessing projects. A Comparative Study: Rubric - A rubric that helps teachers measure a student's ability to compare and contrast.
Extractions: Dr. Judy Reault Assistant Superintendent of Curriculum and Instruction jreault@wwps.org Len Taruscio Elementary and Secondary Education Act/Certification Administrator ltaruscio@wwps.org Elizabeth Adkins Administrative Assistant badkins@wwps.org Kay Schisler Administrative Assistant kschisler@wwps.org Committed to Excellence Walla Walla Public Schools Curriculum Department is committed to providing challenging curriculum for all students. Ensuring that every student receives the highest quality education possible is a top priority of our school district. From developing curriculum guides to determining how dollars are spent, improving student achievement is at the core of all decisions being made in the Curriculum Department. Thanks to our staff, parents and students!
Secondary Education Department internship credential, which entitles them to teach in a applicant decisions are made in collaboration with the middle school (grades 59) math teachers with a http://www.fullerton.edu/catalog/academic_departments/edsc.asp
Enneking_Burton 3 quarter hours Using concrete models to teach mathematics the Mind s Eye materials developed at the math Learning Center in collaboration with Portland http://www.cbmsweb.org/NationalSummit/WG_Speakers/enneking_burton.htm
Extractions: The session started with a review of the first three explorations taken from a course guide for faculty teaching a Concepts of Calculus for Middle School Teachers course developed by faculty at Portland State University and other universities in collaboration with The Math Learning Center. ( This course guide, and similar guides for courses designed for middle school teachers in Geometry, Experimental Probability and Statistics, Computing in Mathematics, and Problem Solving, are available from The Math Learning Center (MLC). To obtain information on acquiring copies of any of them, contact Tom Schussman at MLC, 1-800-575-8130.
Collaboration Drives Math, Science Division In Arts And Sciences collaboration drives math, science division in Arts five areas of interdisciplinary collaboration that can professor of anthropology, will teach Land Dynamics 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.
Math. Preparation Of Elem. School Teachers Such collaboration should extend also to noneducators in mathematics that prepare them to teach mathematics in backgrounds and high levels of math anxiety when http://www.stolaf.edu/other/extend/Resources/elemed.html
Extractions: of Elementary School Teachers A report prepared in 1994 for the Presidents and Executive Directors of the American Mathematical Association of Two-year Colleges (AMATYC), the American Mathematical Society (AMS), the Mathematical Association of America (MAA), the National Council of Teachers of Mathematics (NCTM), and the Society for Industrial and Applied Mathematics (SIAM). Experts agree: Excitement about learning mathematics is an important goal of school education. Dozens of reports have made hundreds of recommendations about how this goal might be achieved. Although many individuals and institutions have begun to implement these recommendations, their efforts have not yet had a significant nationwide impact on teacher education programs. This brief paper suggests ways to transform these individual projects into a national movement. It has been prepared at the request of the Presidents and Executive Directors of five major mathematics professional societies in order to articulate an agenda for these societies to help improve the mathematical preparation of elementary school teachers. It is intended: to synthesize current issues within the ever-changing context of educational reform;
Extractions: This is an incredible achievement. It's a break-through that has been proven to radically transform math instruction for the better. And, it's even fun for both teacher and students. Using a unique Model-Drawing Approach , Singapore educators and their students rocketed to the top of world math achievement. This visual approach helped Singaporean students improve their skills in critical thinking, math language, algebra, problem solving, and word problems. This phenomenal approach to math has transformed an entire nation's educational system. And, it can transform your classroom, too. Here's how: Math for many students (and even some teachers) can be a little uncomfortable. Most curricula require the learning of abstract concepts, math symbols, and algorithmic notation. In this workshop, you'll learn how you can make math a visual and concrete experience to support better understanding and gather deeper meaning . Using the model drawing approach, you'll help your students create pictures to represent values to solve virtually any type of problem.
Math Technology For Visually Impaired Students but also be able to teach their students but also offers specific suggestions for collaboration between teachers impaired and general education math teachers. http://www.tsbvi.edu/Outreach/seehear/winter02/math.htm
Center For Children & Technology as interactive educational challenges to teach math, science and girls in the pursuit of math, science and a majority of students in collaboration for Equity. http://www2.edc.org/CCT/topic.asp?numTopicId=10
Center For Children & Technology specific applications of technology, particularly math and science implementing and integrating Intel teach to the Master teachers, in collaboration with their http://www2.edc.org/CCT/publications_report_summary.asp?numPubId=45
