Capital Area Science And Math Center parents help their children succeed in math and science. 73101455-103-CASM Power of collaboration, The In within a district come together to teach each other http://www.casmcenter.org/rlp_pd_general.htm
MSU - Math Department - Hiring - Positions have a history of substantial collaboration with biological or must specifically address the applicants s ability to teach. send an email to jobs@math.msu.edu http://www.mth.msu.edu/Hiring/current_ad.html
ENC Online: Collaboration That Works! rainy days, and explore ways to teach a key that flow naturally from effective collaboration reinforce their a collaborative goal of enhancing math and science http://www.enc.org/features/focus/archive/lessonstudy/document.shtm?input=FOC-00
ENC Online: Developing Curriculum Across The Disciplines Choices about what to teach are some of the most Resources for Interdisciplinary collaboration. Reform in math and Science Education Issues for the Classroom. http://www.enc.org/features/focus/archive/innovate/document.shtm?input=FOC-00072
Extractions: The phenomenal growth of the Internet and the wealth of resources from institutions such as the National Aeronautics and Space Administration (NASA) have the potential to significantly enhance science education in our schools. Forging strong collaborative partnerships between organizations such as science museums and NASA allow new space science discoveries to be transformed into well designed Web-based learning materials. These resources offer exciting new learning opportunities for teachers, students, and the general public. The Internet has also created a new means by which museums function and interconnect with other institutions. Interesting new work environments are opening up for museum professionals who enjoy blending education, public relations, science, and technology talents with museum and teaching experience. Technology has thereby expanded opportunities for professionals to find employment outside of the museum, but in contexts that support their mission. Such openings, for example, can be found in collaborative partnerships with museums established by universities, school districts, and even the National Aeronautics and Space Administration.
Teacher Collaboration (CenterFocus No. 2) high school traced their students remarkable gains in math achievement and teachers say, Don t tell me how to teach my subject teacher collaboration What Works http://ncrve.berkeley.edu/CenterFocus/CF2.html
Extractions: CenterFocus Number 2 / December 1993 Introduction. Most of the current major educational reforms call for extensive, meaningful teacher collaboration. Two of the reformstech prep and the integration of vocational and academic educationattempt to dissolve the dichotomy between academic study and preparation for work; in these reforms, teacher collaboration is essential: Academic and vocational teachers are expected to work together to alter the curriculum and pedagogy within subjects, make connections between subjects, and explore new relationships between the school and the world of work. By and large, however, teacher collaboration is a departure from existing norms, and, in most schools, teachers are colleagues in name only. They work out of sight and sound of one another, plan and prepare their lessons and materials alone, and struggle on their own to solve their instructional, curricular, and management problems. Yet some schools foster substantial collegial relationships among teachers, and teacher collaboration produces significant benefitsfor students, for the teachers, and for the school. Aside from the exceptional amount of teacher collegiality, there is nothing unique about these schools. Some are small, some are large, some are in rural areas, and some are urban, and they rely on ordinary budgets. The difference between these exceptional schools and the others appears to be organizational.
Reports & Papers But What Will It Take to Bring About Such collaboration? using the bully pulpit to teach the public fulltime-equivalent students) of the math department would 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: National Science Education Standards : (1997), Concern, Collaboration, Coordination, and Communication Read more than 3,000 books online FREE! More than 900 PDFs now available for sale HOME ABOUT NAP CONTACT NAP HELP ... ORDERING INFO Items in cart [0] TRY OUR SPECIAL DISCOVERY ENGINE Questions? Call 800-624-6242 Openbook Linked Table of Contents ront Matter, pp. i-iv Contents, pp. v-vi Background, pp. 1-2 Synopsis of Symposium Presentations, pp. 3-3 The Need for Scientifically Literate Teachers, pp. 3-3 The Need for Reform in State Policy, pp. 3-4 The Need for Reform in Teacher Preparation Programs, pp. 4-5 Implications of the Standards for Teacher Preparation and Ce..., pp. 5-5 Response to Dr. Forgione, pp. 5-5 The Standards: A Guide for Systemic Reform, pp. 5-6 The Standards: A Guide for Professional Development, pp. 6-7 The Montana Systemic Teacher Education Preparation of Teache..., pp. 8-8
Partnership In Education Activities GALAXY PROGRAM IN collaboration WITH NY AIR NATIONAL MENTOR, TUTOR, math AND ENGLISH, WATER AND KIDS MENTOR, teach NAUTICAL SCIENCE, TOURS, CAREER DAYS, ETC. http://www.uscg.mil/edu/pie/ny.html
Extractions: ACTIVITIES NEW YORK FORMATION STAGE, SCHOOL NAMED AFTER THE 1ST AFRICAN AMERICAN CG OFFICER, ETC. GROUP BUFFALO MENTOR, TUTOR, SCHOOL ACTIVITIES, WEATHER MONITORING, ETC. GROUP MORICHES GALAXY PROGRAM IN COLLABORATION WITH NY AIR NATIONAL GUARD, TUTOR SCIENCE, MATH. MSO BUFFALO MENTOR AT RISK STUDENTS, TUTOR, SCHOOL ACTIVITIES, WATER SAFETY, COMMUNITY PIE. STATION ROCHESTER MENTOR, TUTOR, MATH AND ENGLISH, WATER AND KIDS CLASS, ETC. MENTOR, TEACH NAUTICAL SCIENCE, TOURS, CAREER DAYS, ETC. [PIE index] [DOT Garrett A. Morgan Technology and Transportation Futures]
Buildings That Teach Buildings That teach. centered, experiential learning and promoting creativity, innovation, and collaboration. for learning nutrition, science, and math; an art http://glef.org/php/article.php?id=Art_1116&key=137
NSTA Express May 17, 2004 Elementary Schoolteachers of Tomorrow To teach Science by NASA s Education Enterprise in collaboration with NSTA in June 2003, sends science and math teachers to http://www.nsta.org/main/news/stories/nsta_story.php?news_story_ID=49372
A Collaboration In Computer Music resources, and a web site to teach a variety of and an infrastructure for future collaboration with students and faculty in computer science, math, physics and http://enhanced-learning.org/mellon/proj/music.html
Extractions: A collaboration in computer music Abstract: The proposal will strengthen our course offering in computer music by developing course modules, laboratory resources, and a web site to teach a variety of approaches to direct synthesis of sound using C-Sound. All resources will be developed to work equally well in Windows and Mac environments. The goal of this collaboration is to develop course modules, laboratory resources and a web site to help students learn about direct synthesis of sound using C-Sound. (C-Sound is a freeware program that is available for Windows, MAC, LINUX, and Unix environments.) Units will be developed for each of the following topics: Additive Synthesis, Envelope Shaping, FM Synthesis, AM Synthesis, Multiple Wavetable Synthesis, Granular Synthesis and Wave Shaping. The units will be used in Denison's MUS 217 Computer Music and MUS 224 Advanced Computer Music and Kenyon's new Computer Music facility that has just been completed. All materials will be available on the web. This project will design resources that enhance a student's ability to work at their own pace, use their own personal computer, and experience the creation of music in non-linear ways. The web site will allow students and faculty of both schools to share ideas, problems, and solutions. A discussion board and/or listserver will also be considered.The web site will also be used to showcase student projects.
From Brain Scan To Lesson Plan it may even change the way we teach all children It will take, he says, steppedup collaboration between cognitive are beginning to make strides in math and ADHD http://www.apa.org/monitor/mar00/brainscan.html
Extractions: Volume 31, No. 3, March 2000 From Brain Scan to Lesson Plan Neuroscientists are uncovering how the human brain learns, and will soon be able to translate that knowledge to the classroom. But more researchand collaboration between psychology and other fieldsis needed. BY BRIDGET MURRAY Monitor staff Down in the basement of Haskins Laboratories, psychological researchers are starting to unravel a mystery that has long puzzled educators: What happens in the human brain as it wrestles with words? Crowded around computer screens, scrolling through images that show the brain as it reads, the researchers are gaining insight into how we perform this crucial, yet complex, task. It's a scene being repeated in labs everywhere, part of an explosion of imaging research on learning over the past decade. While researchers at sites such as New Haven-based Haskins investigate reading, psychologists in Paris watch what happens in people's brains as they tackle math problems, and neuroscientists at Stanford University in California puzzle over unusual brain patterns in people with attention-deficit hyperactivity disorder (ADHD). Imaging research is pinpointing what the brain does as people read, calculate and estimate. It's also showing what goes wrong when people have difficulty with those tasks.
Extractions: New York Times , April 27, 2000 Three years ago, one of New York City's most adventurous school districts set out to tackle a nagging problem: the math phobia that afflicts many students, and the disparity between the test scores of white middle-class students and their poorer black and Hispanic counterparts. The district, which stretches from the Upper East Side to Chinatown, embraced a new "constructivist" curriculum without textbooks. This approach preaches that it is more important for children to construct their own solutions to mathematical problems than to learn the standard rules from multiplication tables to the value of pi handed down through the centuries. Long ranked near the top of the city in mathematics, the district has held its place, although there is still a disparity in test scores between the poorest schools and the more affluent ones. But the new curriculum has enraged many parents who find that their children cannot multiply easily or understand basic algebra.
Tulane Math RET Program 2004 math home. who teach geometry and/or calculus or plan to teach either of mathematics faculty, individual study and problem solving, and collaboration with other http://www.math.tulane.edu/summer/ret.html
Extractions: Home Office hours Weekly activities Find people ... Courses Summer research Lectures... Go to... Summer research Undergrad (REU) Graduate Teachers (RET) The Mathematics Department at Tulane University will choose eight high school teachers to work with members of the Mathematics Department. The general topic of study will be problems in: The program is designed for teachers with a good working knowledge of calculus who teach geometry and/or calculus or plan to teach either of these subjects. This full-time program will involve consultation with the Mathematics faculty, individual study and problem solving, and collaboration with other teachers. In order to qualify you: Dates June 1 - July 27, 2004 Stipends Each teacher will receive a stipend of $8,000. Deadline The deadline for applications is March 26, 2004 We particularly encourage qualified women and members of minority groups to apply. Send: two letters of reference from the school where you are currently employed;
Teaching Teachers it might be a lesson that they can teach to their of the success we had had in the math Department and the Education Departmentthe collaboration that we 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.
MINUTES OF NM PARTNERSHIPS FOR MATH AND SCIENCE JUNE 27, 1997 Rick reported that collaboration is still being sought reported on the Lockheed Martin math/science academy. Jerry Jacoby, aquatic biologist, will teach science http://web.nmsu.edu/~pscott/minutes.697
Extractions: MINUTES OF NM PARTNERSHIPS FOR MATH AND SCIENCE JUNE 27, 1997 ALBUQUERQUE Attending: Rick Scott, Anne, Madsen, Larry Martinez, Carol Brown, Mary Finch, Garry Davis, Mary Jo Daniel, Tim Aydelott, Terry Dunbar, Quincy Spurlin, Julie Johnston, Michele Diel, Pat Hess, Elaine Hampton, Eligio Gonzalez, Robert Jenkins, Sharon Adams. Rick opened the meeting and asked everyone present to introduce themselves. Mary Finch reported on the status of SIMSE. Many other states with SSIs did not receive continued funding. Lousiana had $10m before they got their SSI from NSF. Connecticut had a 10-15 year business plan for education with IHE involvement. The CT math/science academy gets money from the state and from business. A SIMSE proposal was submitted in February. In April P.I. Albert Zamora got a form letter from Luther Williams denying continued funding for NM. There was one excellent and two fair evaluations from outside evaluators. Mary analyzed the evaluators concerns and the analysis was sent to Jerry Gipp, the NSF project officer. An appeal was sent. No word received yet. Category 1 special projects legislation set aside $500,000 for SIMSE. Without other support (SBE has not stated how much) that money is not certain. After some was taken out, the total is $441,000. As it stands, the project ends Aug. 31. There is a federal mandate that federal agencies must help those not funded again to find other federal funding sources. SIMSE is giving two Geometry and Nature summer institutes this summer. They are helping sponsor a standards workshop for parents. Other conferences this summer include Integrated Math Program, Investigations, Connected Math Program, and Equity/Algebra/Assessment. Rick gave an update on CETP. He said he is disappointed that SIMSE may not be around to provide assistance. Mary offered copies of the five final regional reports that will include info on each SIMSE school. There is a cadre of SIMSE teachers who have received years of professional development in math/science from SIMSE and others. Mary volunteered to write a joint document on lessons learned in NM. A fall CETP conference is planned. CETP is a five-year $5m project administered by the NMSU College of Engineering. It requires college of education participation but cannot be administered by a COE. It is designed to improve preservice education and encompasses math/science course reform, methods courses, novice teachers, master teachers. Rick reported that collaboration is still being sought between colleges within universities. Informal education can be included. Anne Madsen reported on the Lockheed Martin math/science academy. It is in its third year. A new cohort group starts this year at NMHU. 44 teachers completed their second summer institute last year. 1/2 the teachers had a Masters degree before entering the program. 10 more now have Masters degrees, and they report that Lockheed Martin inspired them to get their degrees. Other teachers have gotten involved with preservice education as cooperative teachers. Ken Ladner at WNMU is heading the second year program there this summer. Elaine Hampton provided him with the names of teachers who can be resources in the Silver City area. There will be 41 teachers at NMHU this summer. Jerry Jacoby, aquatic biologist, will teach science. Steve Sanchez will teach math. Rick Scott would like to conduct a partial or total Spanish language summer institute when NMSU conducts a Lockheed Martin institute there next summer. Discussion ensued about that possibility. The Family Workshop for Math and Science Standards is being held June 27 and 28 in Albuquerque. It is sponsored by SEDL and SIMSE. Rick will cover the TIMSS report. There will be a pizza party and activities at the NM Museum of Natural History. Anne M. commented that standards in math are taking hold. Many more elementary teachers are using math manipulatives, etc. Robert Jenkins reported on UCAN-RSI activities. The Navajo component of the Colorado Plateau Council is working with math/science standards and awareness in the Gallup area. BIA also has math/science standards. UCAN is conducting summer institutes for teachers in the North and South Pueblo Agencies. They are moving from awareness to implementation in the classroom to achieve sustainability. Workshops on standards will be conducted with Education Trust. Those who attended previous sessions will act as trainers. Betsy Yost asked that an announcement be made about a position they will have available as AP coordinator in Las Vegas. Anne M. announced a possible interim math ed. position at UNM. Rick asked how the Partnership could help SIMSE. Mary responded by complimenting the other programs and pointed out the common themes and goals many of us share. She called for continued volunteer efforts and collaboration. Rick described the Partnerships web page (www.unm.edu/~scott/partner.htm). Larry Martinez said that SDE will proceed with the professional development action plan. A discussion was held concerning the value of the second year of the Lockheed Martin summer institute. The cohort nature of the program was cited as being valuable for support. SIMSEs CATs can serve the same purpose. Rick mentioned day care problems with longer summer institutes. Mary F. pointed out that perhaps federal money could be channeled through health service providers to make day care available. Liability seems to be a drawback to many administrators. Michele D. asked that two-year IHEs be included in activities; the need is interest is there. Garry D. asked that private schools be included wherever possible. Eisenhower can work with private nonprofit schools. UCAN can work with private schools through community request. Terry D. will draft a one-page Partnerships position paper promoting professional development. Mary Jo D. announced that SNL Outreach has closed its K-8 resource center. 2/3 of the materials are now at the A.P.S. Stronghurst Complex, and a secretary will be hired to manage checkout. Some materials were placed in Tireman library at UNM. About 1/3 of the materials have been given to Bernalillo Public Schools. Schools will cover the cost of refurbishing the materials. SNL has some post-secondary programs but now has almost no K-12 involvement. Larry M. announced changes in personnel at SDE. Their efforts are centered around the Standards for Excellence, the EPSS, and Content Standards. He went over the process for review of performance standards. Larry wants to include SEDL and SIMSE in the Sept. 9 Title II statewide meeting. Anne M. passed out fliers for SMEEP and for UNM Elem. Ed. Cohort Programs. Julie J. announced that Lillian Roybal-Rhodes, an equity/diversity speaker will give a 2-day workshop through LANL at NMCC at Espanola. Julie wants more educational connections to LANL. About 1500 students' study was supported at LANL last year. The next meeting was tentatively scheduled for Friday, September 26, 1PM, at the APS Stronghurst building on the corner of Menaual and 2nd in Albuquerque. Minutes prepared by Terry Dunbar.
Bureau Of Curriculum And Instruction Mathematics Main Page teach to the Future The Intel teach to the by WGBY, WGBH, and Microsoft® in collaboration with CPTV NCSM provides support and resources to math supervisors and http://www.state.ct.us/sde/dtl/curriculum/currmath.htm
Teaching Middle School Math - Home Instructional Practice (Research national math standards and Standard 4. teachers know how to teach. to foster active inquiry, collaboration, and supportive http://www.uwstout.edu/soe/profdev/middlemath/
Extractions: June 14 - July 23, 2004 "Changes in the workplace, the demands of effective citizenship, and the mathematizing of so much of our lives requires that school mathematics empower all students. Meeting this goal...implies changes in curricular expectations for students as well as in instructional practices." National Council for Teachers of Mathematics (NCTM) Designed for middle school math teachers (grades 4-8) who want to meet the national mathematical standards and help students improve math scores. You will: Check out a few of our past participants' comments You will interact with other participants through email and online discussions. Each module provides opportunities for participants to share ideas and participate in discussion with the instructor and peers. Participants may work with one other participant as a team.
How Is Math Taught At Mt. Hood Community College? are one of the more effective methods for this collaboration. students need to know a particular math concept/skill We want to teach skills when they are needed http://www.mhcc.edu/academics/programs/classes_programs_d/technology/math/taught
Extractions: In an effort to orient new faculty to the culture of the Mt. Hood Math Department, we have tried to summarize our department norms, our classroom environment and our perspective as instructors. We hope this document might also be informative for other professionals and perhaps for students as well. Our curriculum is designed through dialogue. We do not simply select a text and follow the table of contents. Rather, we have designed the entire math sequence based on a few questions: What do students need to know about mathematics? At what level? When do students need to know a particular math concept/skill? We want to teach skills when they are needed and can be applied, and in preparation for the next class. For example, we want to teach skills needed only for calculus in a calculus or precalculus class, but not in beginning algebra. Why do students need to know a particular math concept/skill? Is the knowledge needed for application, to prepare for an upcoming math class, for life in general?
