Feature - Community Colleges Come Alive With K-12 Collaboration that already exist and encourage ongoing collaboration to enrich in Dade County received their only math and science distressing because we don t teach to the http://www.convergemag.com/Publications/CNVGFeb00/Alliance_Feature/AllianceFeatu
Extractions: Three community college districts Maricopa, Miami-Dade and Cuyahoga are currently involved in a project that could potentially transform the way K-12 teachers nationwide are trained when it comes to technology. These institutions are also leading a new trend in seamless collaboration among educational institutions. According to Cindy Miles, vice president and chief operating officer at the League for Innovation in the Community College, the long-range goal of the Alliance project is to significantly aid the teacher preparation challenge schools currently face. "Through turnkey training and collaboration between institutions, we hope to train 9,000 K-12 teachers in the next three years," she said. PIECES OF THE PUZZLE The Alliance project includes a comprehensive training package comprised of exemplary, standards-based curriculum materials available on the Internet; video documentaries of model lessons and best practices using those curriculum materials; and print and electronic support materials to guide teachers in the implementation of the materials. The model is designed to build on the experiences of the project partners to create a national infrastructure of local partnerships involving community colleges working with neighboring schools. The project partners hope the model will be disseminated to all 50 states.
ICampus: Projects: Games To Teach toteach Project, an interdisciplinary collaboration of faculty conceptual prototypes for games-to-teach science and to support learning in math, science, and http://icampus.mit.edu/projects/GamesToTeach.shtml
Extractions: (Microsoft Research Learning Science and Technology) Move beyond the current state of edutainment products which combine the entertainment value of a bad lecture with the educational value of a bad game. Demonstrate the potential of interactive, immersive digital games as an educational medium by combining MIT-caliber science and engineering content with state-of-the-art game design. The Games-to-Teach Project, an interdisciplinary collaboration of faculty, staff, and students across the humanities, sciences, and engineering has developed a series of conceptual prototypes for "games-to-teach" science and engineering subjects at the advanced high school and introductory college level. The goals of the project are to: Explore and define best practices in gaming and apply those toward educational games; Articulate a theoretically and empirically grounded rational for using games to support learning in math, science, and education; Forge next-generation educational gaming pedagogical models grounded in contemporary educational theory;
Findings From Research And Practice a sports team becomes a setting for developing math skills, practicing sequenced curriculum or learn new ways to teach reading collaboration is challenging work http://www.cydjournal.org/NewDesigns/ND_99Fall/honig.html
Extractions: Several articles in this issue of New Designs for Youth Development suggest that youth organizations can be important partners with schools in expanding youths' opportunities to learn. For example, service learning programs like the one described by Curtis Ogden in this issue can bring together schools and community agencies to enhance youths' learning and strengthen their neighborhoods. Mary Jane Harkins' article, "Supporting Students Through Community Connections" highlights how school/community initiatives promote an authentic learning environment and help sustain rural communities. Last, John Terry presents the Gulf of Maine Institute Without Walls as an example of schools and community-based environmental groups partnering around learning outcomes for youth
EducateME - Recruiting Math & Science Educators In Maine mathematics and science teachers teach out of three campuses by active collaboration among Arts Sciences Project Coordinator, a Joint mathEducation Faculty http://www.educateme.info/about/
Extractions: Contact Us NSF Division of Undergraduate Education themes that are most descriptive of this project. To increase the number of teachers, MMSTEC will develop and implement a system-wide recruiting plan involving early contact with targeted groups and media outlets. To increase retention among beginning teachers, MMSTEC will identify this cohort state-wide, and form support groups consisting of Arts and Sciences faculty, Education faculty, and 6-12 teachers from the set of partner schools associated with each campus to support mathematics and science teaching over the life of the grant. To improve the quality of teacher preparation, MMSTEC will increase the mathematics and science faculty capacity at all three campuses, and bring together Arts and Sciences and Education faculty to jointly consider content/pedagogy issues in teaching. All goals will be supported through academies (8 days). Cross-tier teams of 6-16 faculty will be formed in the academies with the goal of developing and sustaining connections across educational tiers to improve curriculum and individual teaching skills at all levels. To address this problem
Extractions: Provide Feedback with our online survey. Become a Teacher Find Teaching Opportunities Improve Student Performance Lesson Ideas Early Childhood Reading Math ... Professional Development Select a Topic Accountability Achievement Gap Choice Charter Schools Early Childhood FAFSA Faith-Based Find a School Flexibility International Ed Learning Resources Math Reading Safe Schools Science Suppl Services Teacher Quality Technology What Works Advanced Search About ED Offices Educational outcomes are significantly greater when e-mail is an integrated process, not an add-on process. E-mail activities should be a substantive contributor to academic goals. Use students' e-mail as sources of authentic material to review vocabulary and writing skills. Monitor student writing during collaborative projects. Ask students to forward a copy of outgoing and incoming correspondence to their teacher.
Archived: Collaborative Projects Foster Teacher Professionalism They have to teach to standard, traditional tests. and others in the AFT/NRCSL collaboration hope that the success of new approaches to math instruction will http://www.ed.gov/pubs/InstScience/chap2a.html
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.
I-MATH Setting The Stage the activities in the first chapter will teach you (and and all questions are encouraged, and collaboration will be of the hours you spend working on Imath. http://www.k12.hi.us/~mathappl/im03stage.htm
Extractions: I-MATH Setting the Stage The purpose of this professional development E-School class is to assist mathematics teachers in creating curricula for their students based on Imagination, Investigation, Interaction and Illumination, as described below: Imagination: thinking outside the box, thinking creatively, dreaming up new projects and new methods of teaching, learning, and communicating Investigation: hands-on exploration of mathematics - what can you discover? where do your discoveries lead? what connections are there? Interaction: collaboration among colleagues and among students - communicating, questioning, listening, gaining knowledge and new ideas Illumination: discovering principles, connections and applications across the curriculum and in "real life", communicating what you have learned All four of these relate directly to the NCTM Principles and Standards for Mathematics summarized on the previous page, "Introduction". Media and Materials The Geometer's Sketchpad software: interactive mathematics software allows students to explore, construct and discover, and to become active participants in their own learning. Email and Global Chat: technology enables teachers and students to connect to each other in active and meaningful ways, and to enrich their mathematical experiences through this collaboration.
School Wide Action Plan believe at OCJHS that we do not teach math, science, or collaboration For Student Success. productivity. Productivity requires that teachers teach all seven http://oakcanyon.alpinedistrict.org/Index page/accreditationpages/actionplans.ht
Extractions: Process of Developing Action Plans As we began the process of developing our action plans, from the recommendations from the focus groups, four major areas of focus became clear. All of the steps in the action plans relate to student learning. Some are more directly related than others, but all relate specifically back to helping the student be more successful at Oak Canyon Junior High. After our focus groups had assessed in depth the 7 areas of focus, we reviewed the recommended areas for growth and found four major themes running through the various recommendations. They were: Remediation, Assessment and Continual Improvement for Student Success Collaborating for Student Success Communicating within the School for Student Success Communicating with Our Community for Student Success We once again divided the faculty members up across curricular lines to look at each of these areas, and determine specific steps for improvement. After the groups had met we decided that the two communication action plans should be combined under one heading. Therefore we actually have three school-wide action plans.
Misunderstood Minds . Math Responses | PBS Home and School collaboration. who has difficulty remembering multiple steps in solving a math problem, for teach explicit metacognitive strategies when needed http://www.pbs.org/wgbh/misunderstoodminds/mathstrats.html
Extractions: Strategies - targeting strengths and weaknesses Living with or teaching a child who has difficulty thinking with numbers can be an emotionally charged experience. Frustration and confusion can complicate the conversation between parents and teachers about what to do. Respect for each other and open communication can reduce tension and enable parents and teachers to benefit from each other's expertise and knowledge of the child from different perspectives. Working together, parents, teachers, and the children themselves can inform one another about how best to address the child's needs.
Va Math & Science Coalition Some teachers have prepared themselves to teach the new future middle school teachers in math and science. of such programs requires collaboration among the http://www.vamsc.org/projects/whitepapers.htm
Extractions: Projects Lead Teacher Programs that work NSF Proposal Journals ... Whitepapers Organization Flyer Board Members Staff Members Affiliations ... Minutes PREPARING MIDDLE SCHOOL MATHEMATICS AND SCIENCE TEACHERS: A CHALLENGE FOR VIRGINIA VIRGINIA MATHEMATICS AND SCIENCE COALITION WHITE PAPER SEPTEMBER 1999 EXECUTIVE SUMMARY The Coalition recommends that The state pay tuition for teachers to take appropriate professional development courses at college and university science and mathematics departments, including those at community colleges, so that the number and availability of adequately trained teachers are sufficient. The cost should not be borne by the teachers. Many Virginia colleges and universities develop appropriate programs to prepare future middle school teachers in math and science. The development of such programs requires collaboration among the various education schools and science and mathematics departments; The State Council of Higher Education in Virginia enunciate that the provision of sufficient numbers of future middle school teachers, in all fields, is a high priority for its colleges and universities.
Elementary Education Resources: Mathematics State UniversitySchool District collaboration for lasting tools they need to succeed math Glyphsteachers Developed by NASA to teach math and aerodynamics http://www.pitt.edu/~poole/eledmath.html
Extractions: ChallengeMath.com unique new teaching aide for use with elementary and middle school students who are gifted in math. This curriculum, now being used by classroom teachers and teachers of gifted children across the country,teaches complex math concepts in a kid friendly way using cartoons and drawings. Contains instruction in 19 content areas and over 1000 challenging problems to improve problem solving skills and explore real life applications for math. Earth Awareness Enrichment Program a traveling interactive K-12 enrichment program featuring the Earth Balloon, a 22' model of the earth that students enter to learn about the changing earth. Students learn about rain forests, the ring of fire, the solar system, plate tectonics, scale, seasons, timezones and more.
Section 5: Collaboration is involved in this program to enable (primarily) women of color to pursue a college education and prepare to teach. d. collaboration/partnerships with other http://ww3.munet.edu/math/Section 5/section_5.htm
Extractions: Program Summary Section 3 Instructional Faculty Section 4 Candidate Preparation Section 5 Collaborative Partnerships Section 6 Professional Development Section 7 Standards Matrices Secondary Elementary Section 8 Program Recognition Section 9 Methods of Instruction Section 10 Faculty Vitae Section 11 Course Descriptions Mathematics Education Section 12 Course Syllabi In 1971, Madonna University initiated a Competency-Based Teacher Education Program with field-experiences for all of its students. The competency-based program outlines the specific competencies or skills to be demonstrated by the student, provides instructional alternatives to facilitate the students progress, and holds the student accountable for the achievement of specified goals. It also provides specific criteria by which the success of the program can be measured. Most importantly, it is a preparation program, which is skill oriented and field-based.
ReadWriteThink: Lesson Plan for all levels of learners and suggests collaboration as especially math is Language Too Talking and Writing in the obtained at Web sites such as teach R Kids http://www.readwritethink.org/lessons/lesson_view.asp?id=146
Heinemann: Partnerships In Math Education to heed Ohana and read Partnerships in math Education and issues involved in this universityschool collaboration. in the Primary Grades Hard to teach and Hard http://www.heinemann.com/shared/products/E00297.asp
Extractions: Online Only Price: $13.50 Table of contents Sample chapters People who bought this also bought... EMAIL this page to a friend Everyone is talking about university-school partnerships. They are popular because they make logical sense. If we want the best teacher-preparation programs, we need to have preservice teachers working in real school environments. Ideally, those environments model what we value. But as Chris Ohana has found from experience, the differences in values within a partnership can erode the goals. The university and the school function differently and these differences extend beyond bureaucratic issues. She has written her book to perform a kind of marriage counseling on what to do and look for once the initial infatuation has worn off. Ohana helps readers to anticipate and understand problems, then to resolve them. She shows how this is done by focusing on the collaboration of two elementary schools and a university in the Midwest. As both a member of the faculty of one of the schools and a member of the university community, she had a unique perspective on issues as the partnership tried to improve the mathematics education of elementary students as well as their teachers. She dedicates a chapter to each major group involvedinservice teachers, preservice teachers, and the universityto indicate their separate roles. Then she demonstrates how the success they achieved in integrating their interests came from respecting boundaries.
Office Of Public School Programs Division Of External Affairs of implementation and continues the collaboration among the AzTEC program activities include math and science course which includes the inspire.teach program. http://www.maricopa.edu/opsp/grants.html
Extractions: Maricopa Mathematics Mentoring and Renewal Project (M R) ... Math and Parents Partnership in the Southwest The Math for Parents Collection was developed by Math And Parents Partnerships in the Southwest, a project funded by the National Science Foundation and administered by the Department of Mathematics at the University of Arizona, with collaborators from the Office of Public School Programs at the The AzTEC grant is based in the Dean of Educational Services office under Dr. Alberto Sanchez. Melinda Ornelas is the coordinator of the AzTEC program at Glendale Community College. Glendale has been successful with recruiting paraprofessionals and high school students from area schools and the Head Start program. Courses are in non-block course schedules. Most AzTEC students are assigned a mentor through the ERA Mentoring Program. Where they are assigned a faculty or peer mentor. The AzTEC program is formally linked to ASU West College of Education. ASU West will be offering the final two years of elementary education at GCC. AzTEC at Glendale currently has 128 students. South Mountain Community College
Partner Institutions And Exchange Opportunities NSF Center for Behavioral Neuroscience math, Science, and the globe to study and teach abroad. Partnerships in Music encourages collaboration among Georgia http://www.gsu.edu/~wwwasi/casedu/
Extractions: The College of Arts and Sciences is working to improve the quality of instruction in area schools through training, teaching assistance, and resource sharing. As the program descriptions below indicate, Arts and Sciences faculty and upper-level students are working with teachers and school administrators to provide Georgia students with a wide variety of innovative learning opportunities. Education Partnerships Description Math, Science, and Technology Through the use of information technology, advanced language training, creative partnerships, and shared research projects, Georgia State is supplementing and enriching the arts and communication offerings at local schools. The university works with both students and teachers to improve the quality of instruction, and provides assistance with curriculum and resource development. Bio-Bus Program Math, Science, and Technology The NSF-funded Bio-Bus Program features two 30-foot self-contained mobile laboratories that provide on-site demonstrations and experiments for elementary, middle, and high school students and biotechnology training for teachers. Since 1999, the buses have visited over 300 schools in 19 Georgia counties. Atlanta Consortium for Research in Earth Sciences
Teach This class allowed for me to teach in an webbased resources (please see http//www.math.duke.edu This software enables online student collaboration, group work http://www.math.wvu.edu/~ef/teach/
Extractions: Teaching Philosophy Eddie Fuller November 2001 positive range, I realize that there are always subtle variations in courses that need to be addressed. As you can see from my focus on teaching in computer-based environments, perhaps the most exciting aspect of teaching for me right now is the integration of technology into students' explorations. I have used web-based resources (please see http://www.math.duke.edu/ This document was generated using the LaTeX HTML translator Version 2K.1beta (1.47) Nikos Drakos , Computer Based Learning Unit, University of Leeds.
MAT | Courses paper that critiques a public school math classroom and The projects, conducted in collaboration with a classroom teacher question What is it we teach in our 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 course meets for 30 hours of classroom time devoted to the seminar/lecture structure and an additional 20 hours of laboratory time devoted to research and teaching. The laboratory component of each course connects to a complementary component in a parallel course. This connection 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. Required Education Courses ED 020 Schooling in the 21st Century: A Learner Perspective ED 040 Literacy Workshops and Required Training Modules ED 060 Formative Evaluation: Design Research and the Transformation of Schools ED 120
Math-sci-tech techniques to foster active inquiry, collaboration, and supportive Brock Page Presentation Integrating math and Science change in the way we teach our students http://www.valdosta.edu/~iheath/math-sci-tech.html
Extractions: Explores the integration of curriculum in math, science and technology. Special emphasis is placed on the utilization of inquiry methods for enhancing childrens ability to analyze to evaluate, and to make inferences from oral, written, and visual materials. Methodology for developing the skills of problem solving, decision-making, and critical and creative thinking skills is explored. The use of computer technology to enhance the math, science and technology curriculum will be included. The student will plan and implement curricular improvement based on theory and practice examined in the course. What is WebCT? WebCT allows the instructor to up-date information, post assignments, and work individually with students as they work on their assignments. Through chats, tutorials, and other means, students can interact with each other to collaborate, discuss, and respond to course assignments. Students must have a password, and USERID to be registered for the course.
