Readiness for School Involves an Array of Skills: Let's Not Forget Fine Motor Development. NCRECE In Focus. Volume 1, Issue 5

ERIC Educational Resources Information Center

Goffin, Stacie G.

2010-01-01

Interest in children's success as readers has existed for a long time. With growing attention to our nation's global competitiveness, school success with math and science is joining reading as important topic areas for children's early learning. As a result, new research is exploring predictors of school success with math and science as well as…

Why Cooking in the Curriculum?

ERIC Educational Resources Information Center

Dahl, Keith

1998-01-01

Discusses how food preparation activities in the early childhood classroom can facilitate parent participation. Explains how cooking activities can involve reading, math, science, reading, writing, multicultural components, and creativity. They also provide opportunities to foster social skills, independence, and following directions. Suggests…

Math at home adds up to achievement in school.

PubMed

Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

2015-10-09

With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.

Issues in Education: Language Building Blocks for Climbing the Learning Tree

ERIC Educational Resources Information Center

Pandey, Anita

2012-01-01

Language is the essence of humanity and the backbone of early childhood education. Academic content clusters on it. Math, science, and social studies, for instance, are best taught through "content area language." Critical thinking and other key math, listening, and reading comprehension skills are mirrored in language. Not surprisingly, spoken…

Can We Improve Science Literacy?

ERIC Educational Resources Information Center

Froman, Robin D.; Owen, Steven V.

The American public continues to be perplexed by the substandard reading, math, and science skills of students. Science information alone is growing at a rate that will make it very difficult for many, especially students with feeble science knowledge and skills, to become scientifically literate. This research describes the development,…

The Language of the Pharaohs.

ERIC Educational Resources Information Center

Treat, Marcia

1991-01-01

This article describes a course in ancient Egyptian studies for gifted elementary students. The course incorporates social studies, science, math, language, reading/writing, and art activities. Students study history and development of Egyptian culture, reading and writing with glyphs, and analyzing and evaluating Egyptian hieroglyphic writing.…

Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

ERIC Educational Resources Information Center

Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

2017-01-01

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…

Mathematics Instruction and Behavior Problems: Making the Connection

ERIC Educational Resources Information Center

Mancil, G. Richmond; Maynard, Katrina L.

2007-01-01

According to the National Center for Education Statistics' latest data on cross-national differences in math, science, and reading literacy among fourth- and eighth-graders and 15-year-olds, U.S. students rank close to the bottom in math. Just teaching more advanced subjects and forcing students to take more classes and do more homework, however,…

Reading Strategy Guides to Assist Middle School Educators of Students with Dyslexia

NASA Astrophysics Data System (ADS)

Nichols-Yehling, M.; Strohl, C.

2014-07-01

According to the 2010 International Dyslexia Association publication, “Knowledge and Practice Standards for Teachers of Reading,” effective instruction is the key to addressing students' reading difficulties associated with dyslexia, a language-based disorder of learning to read and write. “Informed and effective classroom instruction. . . can prevent or at least effectively address and limit the severity of reading and writing problems.” The Interstellar Boundary Explorer (IBEX) mission Education and Public Outreach program recently funded the development of six strategy guides for teachers of middle school students with reading difficulties, especially dyslexia. These guides utilize space science-themed reading materials developed by the Great Exploration in Math and Science (GEMS), including the IBEX-funded GEMS Space Science Sequence (Grades 6-8). The aforementioned reading strategy guides are now available on the IBEX mission website.

Integrated Technical Curriculum. Curriculum Developed for Project Second Chance II: Tech Reading, Tech Science, Tech Math, Automotive.

ERIC Educational Resources Information Center

Sorensen, Mary K.; And Others

This integrated technical curriculum is designed to enroll and retain adult high school noncompleters in occupational programs by providing them with the remedial and content-area reading instruction needed for success in an automotive program. The following topics are covered in the four units: (1) skills for reading technical materials (basics…

The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students.

ERIC Educational Resources Information Center

Meloy, Linda L.; Deville, Craig; Frisbie, David

The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…

Bureau of Indian Affairs Outstanding Programs in Math, Science and Technology, 1995.

ERIC Educational Resources Information Center

Bureau of Indian Affairs (Dept. of Interior), Washington, DC. Office of Indian Education Programs.

This booklet describes the goals and activities of 20 exemplary programs in mathematics, science and technology for students and teachers in schools operated or funded by the Bureau of Indian Affairs. The programs are: "Computer Home Improvement Reading Program," Beclabito Day School (New Mexico); "Cherokee High School Science:…

Diagnosing Competency Mastery in Science: An Application of GDM to TIMSS 2011 Data

ERIC Educational Resources Information Center

Kabiri, Masoud; Ghazi-Tabatabaei, Mahmood; Bazargan, Abbas; Shokoohi-Yekta, Mohsen; Kharrazi, Kamal

2017-01-01

Numerous diagnostic studies have been conducted on large-scale assessments to illustrate the students' mastery profile in the areas of math and reading; however, for science a limited number of investigations are reported. This study investigated Iranian eighth graders' competency mastery of science and examined the utility of the General…

Penicillin for Education: How Cognitive Science Can Contribute to Education.

ERIC Educational Resources Information Center

Bruer, John T.

1995-01-01

Education can benefit from knowledge derived from cognitive and developmental psychology. Family demographics have actually improved between 1970 and 90 and so have NAEP scores. Three innovative programs demonstrating cognitive science applications include the Teaching Number Sense elementary math program, reciprocal teaching (reading strategy),…

Language, reading, and math learning profiles in an epidemiological sample of school age children.

PubMed

Archibald, Lisa M D; Oram Cardy, Janis; Joanisse, Marc F; Ansari, Daniel

2013-01-01

Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.

Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children

PubMed Central

Archibald, Lisa M. D.; Oram Cardy, Janis; Joanisse, Marc F.; Ansari, Daniel

2013-01-01

Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities. PMID:24155959

Mimewrighting: Preparing Students for the Real World of Science, Technology, Engineering, and Math

NASA Astrophysics Data System (ADS)

Shope, R. E.

2013-12-01

READING, WRITING, & ENACTING SCIENTIFIC & TECHNICAL LITERATURE: Mimewrighting applies the art of mime as an interpretive springboard to integrate conceptual understanding across all content areas. Mimewrighting guides students to read and express complex ideas in carefully crafted movement integrations, mediating experience, so that students obtain an intuitive grasp of difficult and abstract ideas. THE PROBLEM: Reading science writing presents obstacles for middle and high school students, to the point that many students are turned OFF to science altogether. A typical science abstract, written for colleagues, is as densely packed with concept-laden words as a black hole is densely packed with matter- and just as mysterious. What reads to a science colleague as a richly crafted paragraph, from which a myriad of elegantly interrelated concepts can unfold to point to the significance and context of the study at hand, reads as jabberwocky nonsense to the uninitiated student. So, how do we turn such kids (and teachers) back ON to the inquiry-driven desire to seek out challenging and educative experiences? How do we step up to the national challenge to prepare ALL students adequately for the REAL-WORLD demands of science, technology, engineering, math, (STEM) and communications? How do we help kids read, write, and understand scientific and technical literature? AN UNCONVENTIONAL ANSWER: Mimewrighting applies the classic art of mime to unpack the meaning of science writing. We help students view the text as sequences of action, scenarios that can be enacted theatrically for understanding. HOW DOES IT WORK? READ ALOUD, MIME ALONG: It's as simple as read aloud and mime along. And as complex, in that it requires taking the time to acknowledge each concept packed into the passage. Three opening sentences might involve twenty minutes of mimewrighting activity to ensure that students apprehend the patterns, perceive the relationships, and comprehend the dynamics of such a passage-a well-invested quantum of energized activity. Students select a passage of interest and read it aloud. With coaching from science-savvy teachers and coaches, students act out the scientific and technical content-and move toward conceptual understanding of the actual phenomenon. Enacting a dynamical model requires the cognitive and physical awareness of the concepts involved. The mimed experience provides comprehensible input that can connect to math, language, and higher-level thinking skills. Following a mime scenario enactment, the teacher and students can refer to the shared experience as a common source to draw upon in discussion. The mimed action becomes a common reference point of shared prior experience. Modifying and manipulating the mimed model can also effect conceptual change. The power of dramatic reenactment through mimewrighting helps make abstract science and nature of science concepts become lively, tangible, and accessible to inquiry discussion. RESULTS: In this way, we re-inspire interest in science learning by engaging students to construct science scenarios that are designed for the incremental increase in challenge for the students. Students can now risk entering the black hole of scientific and technical writing--and emerge with all faculties intact!

Science Education for Students with Special Needs

ERIC Educational Resources Information Center

Villanueva, Mary Grace; Taylor, Jonte; Therrien, William; Hand, Brian

2012-01-01

Students with special needs tend to show significantly lower achievement in science than their peers. Reasons for this include severe difficulties with academic skills (i.e. reading, math and writing), behaviour problems and limited prior understanding of core concepts background knowledge. Despite this bleak picture, much is known on how to…

Neurobiological Underpinnings of Math and Reading Learning Disabilities

ERIC Educational Resources Information Center

Ashkenazi, Sarit; Black, Jessica M.; Abrams, Daniel A.; Hoeft, Fumiko; Menon, Vinod

2013-01-01

The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in…

An Interdisciplinary Inservice Model for Teaching Reading in the Content Areas: Grades 7-9.

ERIC Educational Resources Information Center

Granite School District, Salt Lake City, UT.

The model outlined in this document describes the development of an integrated approach to teaching content reading skills to teachers. Methods and materials applicable to texts and media currently used in classrooms were produced by inservice teachers of science, math, and social studies at a Salt Lake City junior high school. This document…

Law and Justice CTE Program Offers a Hands-On Approach to Learning

ERIC Educational Resources Information Center

Klein, Jennifer

2013-01-01

Tom Washburn, founder of the Law and Justice Program in Fulton County Schools in Atlanta, Georgia, sees career and technical education (CTE) as a framework for gains in reading comprehension, public speaking, math and science. "It's a holistic approach to learning, framed by law and justice. Behind the scenes we're reading novels, improving…

The Synergy of Poetry and Content Areas: Reading Poetry across the Curriculum

ERIC Educational Resources Information Center

Salas, Laura Purdie; Wong, Janet; Bentley-Flannery, Paige; Hahn, Mary Lee; Jules, Jacqueline; Mordhorst, Heidi; Vardell, Sylvia

2015-01-01

Poetry can enhance all content areas. This article shares highlights from the 2014 CLA Master Class focused on using poetry in math, science, social studies, the arts, and physical education/movement. Presenters and participants read poems, asked questions, and engaged in lively discussions about using poetry to enhance all content areas. Chair…

The Quantitative Reasoning for College Science (QuaRCS) Assessment in non-Astro 101 Courses II

NASA Astrophysics Data System (ADS)

Kirkman, Thomas W.; Jensen, Ellen

2017-06-01

The Quantitative Reasoning for College Science (QuaRCS) Assessment[1] aims to measure the pre-algebra mathematical skills that are often part of "general education" science courses like Astro 101. In four majors STEM classes, we report comparisons between QuaRCS metrics, ACT math, GPAO, and the course grade. In three of four classes QuaRCS QR score and ACT math were statistically significantly correlated (with r˜.6), however in the fourth course —a senior-level microbiology course— there was no statistically significantly correlation (in fact, r<0). In all courses —even in courses with seemingly little quantitative content— course grade was statistically significantly correlated to GPAO and QR. A QuaRCS metric aiming to report the students belief in the importance of math in science was seen to grow with the course level. Pre/post QuaRCS testing in Physics courses showed fractional sigma gains in QR, self-estimated math fluency and math importance, but not all of those increases were statistically significant. Using a QuaRCS map relating the questions to skill areas, we found graph reading, percentages, and proportional reasoning to be the most misunderstood skills in all four courses.[1] QuaRCS, Follette, et al.,2015, DOI: http://dx.doi.org/10.5038/1936-4660.8.2.2

Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

PubMed Central

Raghubar, Kimberly; Cirino, Paul; Barnes, Marcia; Ewing-Cobbs, Linda; Fletcher, Jack; Fuchs, Lynn

2009-01-01

Errors in written multi-digit computation were investigated in children with math difficulties. Third-and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities. PMID:19380494

The ABCs of Math: A Genetic Analysis of Mathematics and Its Links With Reading Ability and General Cognitive Ability

PubMed Central

Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.; Plomin, Robert

2009-01-01

The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of assessment. Univariate analyses provide a range of estimates of genetic (h2 = .00 –.63) and shared (c2 = .15–.52) environmental influences across math calculation, fluency, and problem solving measures. Multivariate analyses indicate genetic overlap between math problem solving with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Further, math fluency has unique genetic influences. In general, math ability has shared environmental overlap with general cognitive ability and decoding. These results indicate that aspects of math that include problem solving have different genetic and environmental influences than math calculation. Moreover, math fluency, a timed measure of calculation, is the only measured math ability with unique genetic influences. PMID:20157630

A Classroom of Engineers

ERIC Educational Resources Information Center

Schachter, Ron

2012-01-01

Due in part to testing pressures, for years the science subject has taken a back seat to reading and math. And though topics like volcanos and time travel have the potential to get kids' attention, science's status as a curricular stepchild typically translates into dull textbooks and little budget for experiments or supplies. The tide is…

Psychostimulant and sensory stimulation interventions that target the reading and math deficits of students with ADHD.

PubMed

Zentall, Sydney S; Tom-Wright, Kinsey; Lee, Jiyeon

2013-05-01

The purpose of this review of students with attention deficit hyperactivity disorder (ADHD) was to summarize the following: (1) academic deficits in math and reading, (2) possible theoretical contributors to these deficits, and (3) psychostimulant interventions that target math and reading, as well as, parallel interventions involving sensory stimulation. A comprehensive examination of the literature was conducted on children with ADHD with and without co-occurring disabilities, summarizing their reading and math achievement and the effects of psychostimulant and sensory stimulant interventions on these academic areas. Students without co-occurring disabilities (ADHD-) had fewer deficits in reading than in math and than students with co-occurring disabilities (ADHD+). Furthermore, students with ADHD+ demonstrated greater responsiveness to psychostimulants through improved reading recognition and math calculations, with limited gains in literal reading comprehension. Added sensory stimulation produced differential gains for both groups in reading recognition and comprehension and in math calculations and problem solving. The efficacy of psychostimulants was documented on specific areas of achievement for the ADHD+ group, but this review did not support the administration of psychostimulants for students with ADHD-. For both groups of students, differential gains, losses, and habituation were documented in response to sensory stimulation for both subareas within reading and math, which were interpreted as support for the optimal stimulation theory.

Instructional Practices That Promote Reading Proficiency for English Language Learners in Grades 3 and 5

ERIC Educational Resources Information Center

Smiley-Blanton, Regina

2010-01-01

The No Child Left Behind Act (NCLB) requires that all public school students, including English language learners, achieve proficiency in reading, math, and science by 2014 as measured on state assessments. English language learners enrolled in public schools for the first time receive a 1-year deferment from these state assessments in subjects…

Literacy for Real: Reading, Thinking, and Learning in the Content Areas. Language & Literacy Practitioners Bookshelf

ERIC Educational Resources Information Center

Lent, ReLeah Cossett

2009-01-01

Written for the busy practitioner by an experienced professional development consultant, writer, and speaker, "Literacy for Real" is a hands-on guide to meaningful reading across the content areas of math, science, and social studies in grades 6-12. It presents key information that addresses all types of 21st century literacy--visual, digital, and…

What's New in Software? Computer Programs for Unobtrusive, Informal Evaluation.

ERIC Educational Resources Information Center

Hedley, Carolyn

1985-01-01

Teachers can use microcomputers in informal assessment of learning disabled students' academic achievement, math and science progress, reading comprehension, cognitive processes, motivation and social interaction. Selected software for unobtrusive, informal assessment is listed. (CL)

Learning about Moths.

ERIC Educational Resources Information Center

Albrecht, Kay; Walsh, Katherine

1996-01-01

Describes an early childhood classroom project involving moths that teaches children about moths' development from egg to adult stage. Includes information about the moth's enemies, care, and feeding. Outlines reading, art, music and movement, science, and math activities centering around moths. (BGC)

Gender, mathematics, reading comprehension and science reasoning as predictors of science achievement among African-American students at a historical black college or university

NASA Astrophysics Data System (ADS)

Davis, Consuella Artiemese

This study investigated predictors that influence the science achievement of African-American non-science majors in a Physical Science class. The population consisted of male and female college students enrolled in Physical Science courses at a historical black college or university (HBCU) located in the southeastern portion of the United States. A personal data information sheet was administered to 120 participants during the Fall of 2008. The personal data information sheet consisted of questions pertaining to the high school courses, students took in math, language arts and science. It also consisted of basic background information. Students also gave written consent for their midterm and final grades earned in Physical Science to be used in the study as part of the analyses. A t-Test including chi-square tests revealed that there was not a significant difference in the raw scores of African-American females and African American males on the American College Test. A significant difference was not observed between the females and males on the ACT math subtest, t (118) = -.78, p = .43; reading comprehension subtest, t (118) = -1.44, .15 or on the science reasoning subtest, t (118) = -1.46, p = .15. A significant difference was not found between the final grades of African American females and the final grades of African American males. Chi-square tests were conducted to determine goodness of fit, X2 = 6.11, df = 1, p = .191. Although the grades of females were higher than males, results were not significant. The correlation between math ACT and final grades were not significant, r = .131, N = 120, p = .155, reading comprehension ACT and final grades were not significant, r = .072, N = 120, p = .434 and science reasoning ACT and final grades were found not to be significant, r = .109, N = 120, p = .237. Being that the majority of students who participated in the study were from one state, had similar high school backgrounds, had similar majors and were similar in age the sample had more homogeneity than difference. This may be the most plausible explanation for the results found in this study.

Africa: A Social Studies and Science Curriculum.

ERIC Educational Resources Information Center

Holboke, Kathy; And Others

This packet was designed to help teachers maximize a visit to a zoo's Africa exhibit. The packet provides two levels of activities, grades 3-5, and grades 6-8, for use before, during and after the visit. Activities are designed to enhance skills taught in science, social studies, language arts, reading, art, and math. A multi-grade background…

"You Get Lost When You Gotta Blimmin Watch the Damn Words." Another Look at Reading in the Junior Secondary School.

ERIC Educational Resources Information Center

Nicholson, Tom

A New Zealand study revealed that many secondary school reading tasks are both complex and potentially confusing for pupils. Researchers joined two classes at the junior high and high school levels, and followed the students to their major content area classes--English, math, science, and social studies--for two terms. Conversations with the 60…

Cooking with Kids.

ERIC Educational Resources Information Center

Spears, Jo Ann

2000-01-01

Guides preschool educators through cooking activities that can enhance children's abilities in math, science, social studies, reading, language, motor development, art, music, social skills, and health education. Contains 11 step-by-step instructions, suggested rebus cards, important cooking rules, and recipes to ensure successful cooking with…

Elementary teachers past experiences: A narrative study of the past personal and professional experiences of elementary teachers who use science to teach math and reading

NASA Astrophysics Data System (ADS)

Acre, Andrea M.

This qualitative study investigated the experiences of four elementary teachers who have elected to use science to teach math and reading/language arts in an attempt to identify what motivates them to do so. Identifying what experiences have motivated these teachers to go against the gain and teach elementary science in this current era of high-stakes tests is of the upmost importance given that science is being eliminated from the elementary curriculum and it is during the elementary years that students' nurture and develop their interest in science. Additionally, the United States is failing to produce enough college graduates in STEM areas to fill the thousands of STEM jobs each year. Through a review of the literature, the past trends and current trends of elementary science education were explored as well as teacher training. Furthermore, the literature reviewed inquiry teaching which is considered to be the most effective teaching method when teaching science at any level. Using John Dewey's Interest and Effort Relationship Theory and the Self-Determination Motivation Theory to guide this study, there were five prominent themes which emerged from the reconstructed stories of the four teachers: positive experiences with science, neutral/negative experiences with science, seeks meaningful professional development, influence and support from others, and regret/wants to do more.

Connecting Science and Literacy in the Classroom: Using Space and Earth Science to Support Language Arts

NASA Astrophysics Data System (ADS)

Wessen, A. S.; Cobabe-Ammann, E. A.

2009-12-01

The connections between science and literacy in the classroom have received increasing attention over the last two decades, as more and more evidence demonstrates that science provides an exciting vehicle in which to engage students on the path to literacy improvement. Combining literacy with science allows students to creatively explore the world or universe, and it. Combining science and literacy improves both reading and science scores, and increases students’ interest in science. At a time when over 40% of students beyond the 5th grade are reading two or more levels below grade level and are struggling with their current materials, finding ways to excite and engage them in the reading process is key. Literacy programs incorporating unique space science content can help prepare children for standardized language arts tests. It also engages our nation’s youngest learners and their teachers with the science, math, and technology of exploration in a language arts format. This session focuses on programs and products that bring the excitement of earth and space science into the literacy classroom, with a focus on research-based approached to combining science and language arts. Reading, Writing and Rings! Grades 1-2

The interdisciplinary effect of hands-on science as measured by the Tennessee Comprehensive Assessment Program (TCAP)

NASA Astrophysics Data System (ADS)

Cherry, Elvis H.

This study examined the difference in scale scores from Tennessee's standardized test the Tennessee Comprehensive Assessment Program (TCAP). Archival data from the years 2002 and 2005 were compared using ANOVA tests at < .01 and < .05 levels. TCAP/NCE Scale Scores for academic subjects of Science, Math, Social Studies and Reading were used. 3922 student test results were divided into groups based on the number of years the student had a trained hands-on science teacher. Trained hands-on science teachers were identified from Metropolitan Nashville Public Schools (MNPS) Science Department inservice records, which gave information on the teacher's participation in The Hands-on Science Initiative, Biology Gateway and Physical Science training. This information included not only that the teacher had be trained but also the dates of training. The study revealed 1600 students who attended MNPS between the years 2002 and 2005; in grades five through seven that never had a hands-on science trained teacher. About 1600 students in those same years had a hands-on science teacher for only one year, and 588 students had a hands-on science teacher for two of the three years. Lastly of the 3922 students in the study there were 44 students who had a hands-on science teacher for all three years. The results of the ANOVA test showed statistically significant gains in science, math and social studies but not in reading for students who had trained hands-on science teachers for at least one year.

The Theme's The Thing!

ERIC Educational Resources Information Center

Zaidel, Lisa Brusman

1991-01-01

Presents suggestions to help elementary teachers organize learning centers and activities around the themes of Peter Rabbit (Grade 1), weather (Grade 3), and bees (Grade 5). Suggestions are given for activities in centers for listening/reading, language arts, computers, math, science, cooperative learning, research, and writing. (SM)

Community Update, 1998-1999.

ERIC Educational Resources Information Center

Anderson, Julie, Ed.

1999-01-01

This document consists of ten issues of the newsletter "Community Update," containing articles on community and family involvement in education. Article topics include: a college education is necessary and possible; math and science study points out problems and positive solutions; the "America Reads Challenge"; meeting the…

Education and the Changing Job Market

ERIC Educational Resources Information Center

Levy, Frank; Murnane, Richard J.

2004-01-01

An education that is centered on complex thinking and communicating helps graduates to gain good jobs in the U.S. Educators will have to focus on raising students' achievement in math, science, and reading because complex, technical skills are essential for the new century's jobs.

Mathematical Graphic Organizers

ERIC Educational Resources Information Center

Zollman, Alan

2009-01-01

As part of a math-science partnership, a university mathematics educator and ten elementary school teachers developed a novel approach to mathematical problem solving derived from research on reading and writing pedagogy. Specifically, research indicates that students who use graphic organizers to arrange their ideas improve their comprehension…

Science Fairs for Science Literacy

NASA Astrophysics Data System (ADS)

Mackey, Katherine; Culbertson, Timothy

2014-03-01

Scientific discovery, technological revolutions, and complex global challenges are commonplace in the modern era. People are bombarded with news about climate change, pandemics, and genetically modified organisms, and scientific literacy has never been more important than in the present day. Yet only 29% of American adults have sufficient understanding to be able to read science stories reported in the popular press [Miller, 2010], and American students consistently rank below other nations in math and science [National Center for Education Statistics, 2012].

Football to Improve Math and Reading Performance

ERIC Educational Resources Information Center

Van Klaveren, Chris; De Witte, Kristof

2015-01-01

Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates "Playing for Success" (PfS), an extended school day program for underachieving…

Predicting Math Outcomes: Reading Predictors and Comorbidity

ERIC Educational Resources Information Center

Fletcher, Jack M.

2005-01-01

This commentary addresses issues concerning (a) the measurement of numbers, letters, and words versus cognitive processes in early screening batteries, and (b) comorbid associations of reading, math, and attention disorders. Based on reading prediction studies, assessments that include numbers should be most predictive of math outcomes. However,…

Evaluation of the Relationship between Literacy and Mathematics Skills as Assessed by Curriculum-Based Measures

ERIC Educational Resources Information Center

Rutherford-Becker, Kristy J.; Vanderwood, Michael L.

2009-01-01

The purpose of this study was to evaluate the extent that reading performance (as measured by curriculum-based measures [CBM] of oral reading fluency [ORF] and Maze reading comprehension), is related to math performance (as measured by CBM math computation and applied math). Additionally, this study examined which of the two reading measures was a…

Learning for Change in World Society: Reflections, Activities and Resources.

ERIC Educational Resources Information Center

One World Trust, London (England).

The resource booklet contains readings and activities for British secondary school world affairs classes. The material lends itself toward incorporation into various curricula, including history, geography, social studies, humanities, environmental studies, language and literature, home economics, math, and science. Subject matter focuses on…

Interdisciplinary Team Teaching versus Departmentalization in Middle Schools.

ERIC Educational Resources Information Center

Alspaugh, John W.; Harting, Roger D.

1998-01-01

Studied the effects of interdisciplinary teaming versus departmentalization on student achievement in middle schools. Found no significant differences for reading, math, science, and social studies achievement. Results suggest that team teaching merits further investigation as a potential strategy for mediating the student achievement loss…

Mini Lessons from FDA.

ERIC Educational Resources Information Center

Food and Drug Administration (DHEW), Washington, DC.

Eight self-contained lessons present information about topics of current interest in the Food and Drug Administration. Multidisciplinary in nature, the lessons can be integrated into ongoing activities in elementary or secondary level reading, math, language arts, social studies, science, art, health, consumer education, and home economics. The…

Adventures with Maps.

ERIC Educational Resources Information Center

Hofferber, Michael

1989-01-01

Orienteering--the game of following a map to find predetermined locations--can spark interest and develop skills in map making and map reading. This article gives background on orienteering; describes indoor and outdoor orienteering activities; offers suggestions for incorporating orienteering into science, math, and language arts; and provides a…

Reading and Math.

ERIC Educational Resources Information Center

Baldwin, Anna; And Others

This publication contains materials used in the three phases of the reading and mathematics components of work-specific classes. Each section begins with an overview of developments in that phase. Section 1 focuses on Phase 1 during which math and reading were taught as separate components. It contains a math placement appraisal, worksheets and…

Math Disabilities and Reading Disabilities: Can They Be Separated?

ERIC Educational Resources Information Center

Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua

2009-01-01

This article synthesizes some of the published literature that selectively compares the cognitive functioning of children with math disabilities (MDs) with average-achieving children and poor readers (children with reading disabilities [RDs] or comorbid disabilities [RDs + MDs]). All studies in the synthesis report reading, IQ, and math scores for…

Beyond adoption status: Post-adoptive parental involvement and children's reading and math performance from kindergarten to first grade.

PubMed

Tan, Tony Xing; Kim, Eun Sook; Baggerly, Jennifer; Mahoney, E Emily; Rice, Jessica

2017-01-01

In this study, we went beyond adoption status to examine the associations between postadoption parental involvement and children's reading and math performance from kindergarten to first grade. Secondary data on a sample of adopted children and nonadopted children were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998 to 1999 (ECLS-K). Weighted data on the children's reading performance were available for 13,900 children (181 were adopted); weighted data on the children's math performance were available for 14,128 children (184 were adopted). Descriptive data showed no group difference in reading scores at all 3 Waves but adopted children scored lower than nonadopted children in math at Wave 2 (Spring of kindergarten) and Wave 3 (Spring of first grade). However, controlling for 6 covariates, latent growth modeling showed that adoption status was unrelated to Wave 1 reading and math scores or subsequent growth rate. Rather, parents' beliefs on skills needed to succeed in kindergarten were a significant predictor of reading and math performance at Wave 1 and subsequent growth rates, and parents' educational expectation was a significant predictor of growth rate in reading and math. Our findings highlight the importance of parental involvement in adopted children's learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Art Integration and Cognitive Development

ERIC Educational Resources Information Center

Baker, Dawn

2013-01-01

The arts have long been valued for their aesthetic contributions to education, and studies have been conducted to demonstrate their contribution to academic performance in an attempt to justify their inclusion in the curriculum. Art integration involves learning core content subjects (math, reading, language, science, social studies) through the…

Super Signing Circus.

ERIC Educational Resources Information Center

Horten, Lori Beaumont; Katz-Kaseff, Miriam

1991-01-01

A school for deaf and hard-of-hearing preschoolers organized and presented a circus, with the objectives of improving reading and writing skills, interaction and cooperation, math and science readiness, fine and gross motor skills, and self-esteem. The students performed as lion tamers, lions, tumblers, weight lifters, and clowns. (JDD)

Teaching with Box Tops.

ERIC Educational Resources Information Center

Raiser, Lynne; D'Zamko, Mary Elizabeth

1984-01-01

Using environmental materials (such as the phone book and placemats from fast food restaurants) can be a motivating way to teach learning disabled students skills and concepts, as shown in an approach to reading, math, science and nutrition, and social studies instruction using a JELL-O brand gelatin box. (CL)

Annual Evaluation Report. Title I ESEA 1974-75.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Education, Oklahoma City.

A description and evaluation of Elementary and Secondary Education Act Title I-funded programs for the state of Oklahoma are reviewed in this report. The project components include the following: remedial reading, speech therapy, learning disabilities, underachievers, remedial math, remedial language arts, remedial science, special education, and…

Classification and Identification of Reading and Math Disabilities: The Special Case of Comorbidity

ERIC Educational Resources Information Center

Branum-Martin, Lee; Fletcher, Jack M.; Stuebing, Karla K.

2013-01-01

Much of learning disabilities research relies on categorical classification frameworks that use psychometric tests and cut points to identify children with reading or math difficulties. However, there is increasing evidence that the attributes of reading and math learning disabilities are dimensional, representing correlated continua of severity.…

Behavioral Performance and Neural Areas Associated with Memory Processes Contribute to Math and Reading Achievement in 6-year-old Children.

PubMed

Blankenship, Tashauna L; Keith, Kayla; Calkins, Susan D; Bell, Martha Ann

2018-01-01

Associations between working memory and academic achievement (math and reading) are well documented. Surprisingly, little is known of the contributions of episodic memory, segmented into temporal memory (recollection proxy) and item recognition (familiarity proxy), to academic achievement. This is the first study to observe these associations in typically developing 6-year old children. Overlap in neural correlates exists between working memory, episodic memory, and math and reading achievement. We attempted to tease apart the neural contributions of working memory, temporal memory, and item recognition to math and reading achievement. Results suggest that working memory and temporal memory, but not item recognition, are important contributors to both math and reading achievement, and that EEG power during a working memory task contributes to performance on tests of academic achievement.

Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences.

PubMed

Peterson, Robin L; Boada, Richard; McGrath, Lauren M; Willcutt, Erik G; Olson, Richard K; Pennington, Bruce F

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.

Psychostimulant and Sensory Stimulation Interventions That Target the Reading and Math Deficits of Students with ADHD

ERIC Educational Resources Information Center

Zentall, Sydney S.; Tom-Wright, Kinsey; Lee, Jiyeon

2013-01-01

Objective: The purpose of this review of students with attention deficit hyperactivity disorder (ADHD) was to summarize the following: (1) academic deficits in math and reading, (2) possible theoretical contributors to these deficits, and (3) psychostimulant interventions that target math and reading, as well as, parallel interventions involving…

Disaggregated Effects of Device on Score Comparability

ERIC Educational Resources Information Center

Davis, Laurie; Morrison, Kristin; Kong, Xiaojing; McBride, Yuanyuan

2017-01-01

The use of tablets for large-scale testing programs has transitioned from concept to reality for many state testing programs. This study extended previous research on score comparability between tablets and computers with high school students to compare score distributions across devices for reading, math, and science and to evaluate device…

Academic Wholism: Bridging the Gap between High School and College

ERIC Educational Resources Information Center

Giuliano, Barbara; Sullivan, Judith

2007-01-01

Without adequate reading comprehension, writing proficiency, math competency, and critical thinking skills, students pursuing higher education are vulnerable to failure. An environmental Science course built around academic wholism is the focus of a summer program designed to bridge the gap between high school and college. Students self-reflect…

Multimedia Madness: Creating with a Purpose

ERIC Educational Resources Information Center

Bodley, Barb; Bremer, Janet

2004-01-01

High school students working in a project-driven environment create "projects with a purpose" that give younger students technology-based activities to help them practice skills in reading, math, spelling and science. An elective semester-long course using the Macromedia suite of programs with the objective of learning the software skills of…

Amazon Flooded Forest. Teacher Resource Guide.

ERIC Educational Resources Information Center

Duvall, Todd

This teacher's resource guide was created to accompany the Amazon Flooded Forest exhibit at the Oregon Zoo. The enclosed lessons and activities are designed to extend into several aspects of daily curriculum including science, math, reading, writing, speaking, and geography. The materials are intended for use in grades 3-6 although most activities…

Bringing Out Head Start Talents (BOHST). Talent Programming.

ERIC Educational Resources Information Center

Amundsen, Jane; And Others

Designed for preschoolers identified as talented by the Bringing Out Head Start Talents (BOHST) project, the small-group lessons contained in this manual focus on nine areas of talent programming and are presented in color-coded sections: creative, intellectual, leadership, art, music, reading, math, science, and psychomotor talent development.…

The Role of Assessment in a Prevention Science Framework

ERIC Educational Resources Information Center

Herman, Keith C.; Riley-Tillman, T. Chris; Reinke, Wendy M.

2012-01-01

The articles in this Special Topic issue present a range of assessment models and challenges for improving the identification and early intervention of students in need of additional supports. Although each article targets a unique aspect of student learning (learning behaviors, math skills, reading comprehension, behavioral functioning, and…

Why Johnny Can Be Average Today.

ERIC Educational Resources Information Center

Sturrock, Alan

1997-01-01

During a (hypothetical) phone interview with a university researcher, an elementary principal reminisced about a lifetime of reading groups with unmemorable names, medium-paced math problems, patchworked social studies/science lessons, and totally "average" IQ and batting scores. The researcher hung up at the mention of bell-curved assembly lines…

Applying Art and Action

ERIC Educational Resources Information Center

Viglione, Nick M.

2009-01-01

The education system in the United States is going through change. Consequently, curriculum and instructional delivery are focusing on math, reading, and science. This focus is causing an effect that reduces the amount of arts becoming infused into the school design. An alternative education program in a charter school has created a…

Earth Matters: Studies for Our Global Future.

ERIC Educational Resources Information Center

Wasserman, Pamela; Doyle, Andrea

Through 12 readings and 32 activities this curriculum material introduces high school students to issues of the global environment and society, while both challenging them to critically evaluate the issues and motivating them to develop solutions. The materials are cited as being applicable to social studies, science, math, language arts, and…

Ticket to Rise

ERIC Educational Resources Information Center

Honawar, Vaishali

2006-01-01

India is now in the throes of a higher education revolution, and its colleges are churning out thousands of professionals each year. Despite the fact that 35 percent of its population still cannot read or write, the country has successfully positioned itself as one of the world's foremost producers of math, science, and technology graduates,…

For Parents Particularly.

ERIC Educational Resources Information Center

O'Brien, Shirley

1984-01-01

Written in the form of a letter to a fifth grader, this essay explains why school is important and how to get the most out of schooling. Topics include getting along with teachers; home projects to enliven math, reading, science, and spelling; and the importance of appearance, breakfast, supplies, and sleep in preparing for school. (CB)

Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder.

PubMed

McCauley, James B; Zajic, Matthew C; Oswald, Tasha M; Swain-Lerro, Lindsey E; McIntyre, Nancy C; Harris, Michelle A; Trzesniewski, Kali; Mundy, Peter C; Solomon, Marjorie

2018-05-01

A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.

The More Things Change, the More They Stay the Same? Examining Gender Equality in Prior Achievement and Entry into STEM College Majors over Time.

PubMed

Riegle-Crumb, Catherine; King, Barbara; Grodsky, Eric; Muller, Chandra

2012-12-01

This article investigates the empirical basis for often-repeated arguments that gender differences in entrance into STEM majors are largely explained by disparities in prior achievement. Analyses use data from three national cohorts of college matriculates across three decades to consider differences across several indicators of high school math and science achievement at the mean and also at the top of the test distribution. Analyses also examine the different comparative advantages men and women enjoy in math/science vs. English/reading. Regardless of how prior achievement is measured, very little of the strong and persistent gender gap in physical science and engineering majors over time is explained. Findings highlight the limitations of theories focusing on gender differences in skills and suggest directions for future research.

Cognitive Patterns of Learning Disability Subtypes as Measured by the Woodcock-Johnson Psycho-Educational Battery.

ERIC Educational Resources Information Center

Breen, Michael J.

1986-01-01

The cognitive patterns of three learning disability subtypes were studied: (1) students with higher math than reading skills, (2) students with higher reading than math skills, and (3) students with equally low math and reading skills. Results indicated that although the three groups were characterized by a number of discrete or unique patterns,…

Analysis of Math and Reading Achievement Scores of Students Attending Year-Round Calendar Schools and Traditional Calendar Schools in Tennessee

ERIC Educational Resources Information Center

Abakwue, Chimaeze Ikechi

2011-01-01

The purpose of this study was to determine if there were a significant difference in math and reading academic achievement scores between eighth-grade students attending year-round calendar schools and eighth-grade students attending traditional calendar schools based on the TCAP. In addition, this study investigated math and reading achievement…

Do Teachers' Perceptions of Children's Math and Reading Related Ability and Effort Predict Children's Self-Concept of Ability in Math and Reading?

ERIC Educational Resources Information Center

Upadyaya, Katja; Eccles, Jacquelynne

2015-01-01

This study investigated to what extent primary school teachers' perceptions of their students' ability and effort predict developmental changes in children's self-concepts of ability in math and reading after controlling for students' academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their…

Elementary School Math Instruction: Can Reading Specialists Assist?

ERIC Educational Resources Information Center

Heinrichs, Audrey S.

1987-01-01

Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

The Effectiveness of SRA Corrective Reading and SRA Connecting Math Programs as Reading and Math Intervention Programs for Students with Disabilities

ERIC Educational Resources Information Center

Guinn, Toby Ready

2009-01-01

The purpose of this study was to evaluate the effectiveness of the SRA Corrective Reading and SRA Connecting Math Intervention Programs when used as a scripted intervention program with identified students with disabilities and was evaluated to determine whether the effectiveness was affected by the student's gender or academic skill proficiency.…

Evaluation of Floors and Item Gradients for Reading and Math Tests for Young Children

ERIC Educational Resources Information Center

Bradley-Johnson, Sharon; Durmusoglu, Gokce

2005-01-01

Ignoring the adequacy of floors and item gradients for tests used with young children can have serious consequences. Thus, because of the importance of early intervention for reading and math problems, we used the criteria suggested by Bracken for adequate floors and item gradients, and reviewed 15 reading tests and 12 math tests for ages 4-0…

Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults.

PubMed

Gunderson, Elizabeth A; Hamdan, Noora; Sorhagen, Nicole S; D'Esterre, Alexander P

2017-06-01

Individuals' implicit theories of intelligence exist on a spectrum, from believing intelligence is fixed and unchangeable, to believing it is malleable and can be improved with effort. A belief in malleable intelligence leads to adaptive responses to challenge and higher achievement. However, surprisingly little is known about the development of academic-domain-specific theories of intelligence (i.e., math vs. reading and writing). The authors examined this in a cross-section of students from 1st grade to college (N = 523). They also examined whether students hold different beliefs about the role of fixed ability in adult jobs versus their own grade. The authors' adult-specific beliefs hypothesis states that when children learn societally held beliefs from adults, they first apply these beliefs specifically to adults and later to students their own age. Consistent with this, even the youngest students (1st and 2nd graders) believed that success in an adult job requires more fixed ability in math than reading and writing. However, when asked about students in their own grade, only high school and college students reported that math involves more fixed ability than reading and writing. High school and college students' math-specific theories of intelligence were related to their motivation and achievement in math, controlling for reading and writing-specific theories. Reading and writing-specific theories did not predict reading and writing-specific motivations or achievement, perhaps because students perceive reading and writing as less challenging than math. In summary, academic-domain-specific theories of intelligence develop early but may not become self-relevant until adolescence, and math-specific beliefs may be especially important targets for intervention. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Literacy Specialists in Math Class! Closing the Achievement Gap on State Math Assessments

ERIC Educational Resources Information Center

DiGisi, Lori L.; Fleming, Dianne

2005-01-01

Sixth and eighth grade students who are English language learners must be able to read and interpret 39 math word problems in order to successfully calculate the answers on the Massachusetts state math assessment (MCAS). The first year that MCAS was administered, many ELL students read the questions, found them confusing, and left them blank,…

National IQs Calculated and Validated for 108 Nations

ERIC Educational Resources Information Center

Lynn, Richard; Meisenberg, Gerhard

2010-01-01

We estimate the validity of the national IQs presented by Lynn and Vanhanen (2002, 2006) by examining whether they are consistent with the educational attainment of school students in math, science and reading comprehension in 108 countries and provinces. The educational attainment scores in a number of studies are integrated to give EAs…

As Budgets Swell, Spending Choices Get New Scrutiny

ERIC Educational Resources Information Center

McNeil, Michele

2007-01-01

When lawmakers in Arkansas increased school funding by more than $700 million over the past three years to improve student achievement, they wanted the money to be spent on instructional coaches for teachers, tutors for struggling students, and smaller class sizes in reading, math, and science. However--in what could prove a cautionary tale for…

Integrating Learner-Driven and Organization-Driven Agendas: A Workplace Study.

ERIC Educational Resources Information Center

Lessard, Richard

For the past 4 years, Alpena Community College (ACC) in Michigan has been involved in the Workplace Partnership Project (WPP), a federally funded program which brings basic skills classes into the worksite to help upgrade employees' math, reading, writing, problem-solving, and science knowledge. The college works with partner companies to help…

An Empirical Analysis of Teacher Spillover Effects in Secondary School

ERIC Educational Resources Information Center

Koedel, Cory

2009-01-01

This paper examines whether educational production in secondary school involves joint production among teachers across subjects. In doing so, it also provides insights into the reliability of value-added modeling. Teacher value-added to reading test scores is estimated for four different teacher types: English, math, science and social-studies.…

Parent Power: A Major Ingredient in the Recipe for Educational Success.

ERIC Educational Resources Information Center

National Education Association, Washington, DC. Education and Outreach Program.

Educational research has ascertained that parents who are actively involved in their children's learning at home help these children become more successful learners in and out of school. Learning activities requiring more imagination than equipment are presented for four age levels. These reading, writing, math, science, and social studies home…

Alabama's Education Report Card 2010-11

ERIC Educational Resources Information Center

Alabama Department of Education, 2012

2012-01-01

Public education in Alabama is moving in the right direction and is poised to be a national model for the college and career readiness of its students. Through some of the most challenging financial circumstances, public education in Alabama has continued to show great promise in many areas, including reading, math, and science. The success of…

Planning for RtI

ERIC Educational Resources Information Center

Robins, Jennifer; Antrim, Patricia

2013-01-01

In 2004 the Individuals with Disabilities Education Act authorized funding for Response to Intervention (RtI) instruction in the United States. By 2011, 71 percent of school districts had adopted RtI (Institute of Education Sciences 2011). The goal of RtI is to provide personalized, just-in-time intervention in reading and math for students who…

Activating & Engaging Habits of Mind. A Developmental Series, Book 2.

ERIC Educational Resources Information Center

Costa, Arthur L., Ed.; Kallick, Bena, Ed.

This book is the second in a four-book series on habits of mind. It translates a habits of mind approach to education into action using classroom-tested advice. Contributions come from practitioners in literature, math, music, foreign language, reading, character education, and social science. After "Series Foreword: Thinking on the Road of…

K-2 at the Zoo.

ERIC Educational Resources Information Center

Andrews, Lori; Andrews, Steve

This packet is designed to help teachers maximize a zoo visit for children ages 5 to 7. The packet provides activities for use before, during, and after the zoo visit. Activities are provided to enhance student skills in language arts, reading, art, science, and math, and are correlated to the Oregon Essentials Learning Skills Common Curriculum…

Communities of Practice and PISA for Schools: Comparative Learning or a Mode of Educational Governance?

ERIC Educational Resources Information Center

Lewis, Steven

2017-01-01

This paper examines the Organization for Economic Cooperation and Development's (OECD) "PISA for Schools," a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I…

The Danger of Poison. Level 4 = El Veneno es Peligroso. [Nivel 4.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg.

Developed especially for migrant children, this field-tested curriculum teaches the benefits and hazards of pesticides to intermediate grade students. Materials, prepared in Spanish and English, can be used as a separate science/health unit on pesticides or integrated into the regular math and reading curriculum. Topics include benefits of…

Salting the Oats: Using Inquiry-based Science To Engage Learners at Risk.

ERIC Educational Resources Information Center

Lynch, Paddy

2001-01-01

Considers how due to the emphasis of reading, writing, and math, low-performing students are pulled from their regular classes for one-on-one tutorial sessions, restricting their exposure to group discussions and activities that encourage higher-order thinking skills. Suggests a reshaping of remedial curricula based on six guidelines. (SG)

Broad & Balanced Accountability

ERIC Educational Resources Information Center

Rothstein, Richard; Jacobsen, Rebecca

2009-01-01

From the time of the Founding Fathers to the late 20th century, U.S. citizens have expected their schools to teach math and reading--and also social studies, history, science, the arts and music, character development, citizenship education, work skills, and emotional and physical health and fitness. Yet because No Child Left Behind (NCLB) and its…

Using State or Study-Administered Achievement Tests in Impact Evaluations

ERIC Educational Resources Information Center

Olsen, Robert B.; Unlu, Fatih; Jaciw, Andrew P.

2010-01-01

This report, which has been prepared by Abt Associates for the Institute of Education Sciences' National Center for Education Evaluation and Regional Assistance, takes an important first step in sorting out the implications of relying on state tests for general, student-level measures of reading and math achievement in evaluations of educational…

Something That Works for Me. 100 Teaching Practices Used in Our Schools. Grades K-12. No. 1.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

The teaching practices presented in this manual address the following curriculum areas: language arts, art, music, guidance, physical education, special education, human relations, library skills, social studies, science, class management, math, reading, spelling, English as a second language, typing, foreign languages, humanities, English,…

Using Guided Participation to Support Young Children's Social Development

ERIC Educational Resources Information Center

Petty, Karen

2009-01-01

Families and teachers spend countless hours supporting preschoolers and primary age children in the development of mental tools like focus, memory, and other problem-solving skills that help children think better, pay attention, and remember what they have experienced. Children use these tools to succeed in reading, writing, math, science, and…

Principals' Self-Perceived Transformational Leadership Behaviors and Academic Achievement in South Carolina Public Elementary Schools

ERIC Educational Resources Information Center

Newman, Je-Nata Kennedy

2017-01-01

The purpose of this quantitative correlational study was to examine the relationship between principals' perceptions of their transformational leadership behaviors and academic achievement in the areas of reading, math, science, and social studies in South Carolina public elementary schools. The theoretical framework for this research was provided…

Families, Schools, and Student Achievement Inequality: A Multilevel MIMIC Model Approach

ERIC Educational Resources Information Center

Tsai, Shu-Ling; Smith, Michael L.; Hauser, Robert M.

2017-01-01

This article examines inequality in different dimensions of student academic achievement (math, science, and reading) by family background and school context in three East Asian (Taiwan, Japan, and South Korea) and three Western (United States, Germany, and the Czech Republic) nations. Building on Hauser (2009), we develop a novel…

Powering up Technology from Passive Access to Active Integration

ERIC Educational Resources Information Center

Taylor, Shay

2015-01-01

For many educators, working with students who were deaf or hard of hearing was the need to have "access." Access to technology was the tool of choice for providing integration that has come to be so much more than gadgets. It is intercurricular--math software incorporates reading, science websites support language skills. It is…

Shelley and the Utility of the Arts

ERIC Educational Resources Information Center

O'Brien, Tom

2007-01-01

In this essay, the author asks, "What can the romantic poet Percy Bysshe Shelley teach us about arts education today?" In Shelley's time, no one was yet worried about improving math, reading, or SAT scores. Nevertheless, there was an implication in the rise of the sciences that educators were even then beginning to confront: What, some…

Shelley and the Utility of the Arts

ERIC Educational Resources Information Center

O'Brien, Tom

2004-01-01

In this essay, the author asks, "What can the romantic poet Percy Bysshe Shelley teach us about arts education today?" In Shelley's time, no one was yet worried about improving math, reading, or SAT scores. Nevertheless, there was an implication in the rise of the sciences that educators were even then beginning to confront: What, some…

Parental income and the fruits of labor: Variability in homework efficacy in secondary school.

PubMed

Daw, Jonathan

2012-09-01

Research in the sociology of education has shown that noncognitive traits are important predictors of educational outcomes and a mechanism of the intergenerational transmission of status. However, previous research on this topic typically posits that there is a constant effect of these traits with variable prevalences of these traits by socioeconomic status. Using time spent on homework as an example, I analyze income-based heterogeneity in homework efficacy, defined as the individual effect of study time on academic achievement, using a national U.S. probability sample of secondary students. Higher income students gain more knowledge from their homework time than their counterparts in all grades and all subjects except history, with greater group differences for math than for science and reading. These results are confirmed by models accounting for time-invariant unobserved heterogeneity in the 8th-10th, but not 10th-12th, grade windows. These results imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school.

Parental income and the fruits of labor: Variability in homework efficacy in secondary school

PubMed Central

Daw, Jonathan

2013-01-01

Research in the sociology of education has shown that noncognitive traits are important predictors of educational outcomes and a mechanism of the intergenerational transmission of status. However, previous research on this topic typically posits that there is a constant effect of these traits with variable prevalences of these traits by socioeconomic status. Using time spent on homework as an example, I analyze income-based heterogeneity in homework efficacy, defined as the individual effect of study time on academic achievement, using a national U.S. probability sample of secondary students. Higher income students gain more knowledge from their homework time than their counterparts in all grades and all subjects except history, with greater group differences for math than for science and reading. These results are confirmed by models accounting for time-invariant unobserved heterogeneity in the 8th–10th, but not 10th–12th, grade windows. These results imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school. PMID:23704804

Classification and identification of reading and math disabilities: the special case of comorbidity.

PubMed

Branum-Martin, Lee; Fletcher, Jack M; Stuebing, Karla K

2013-01-01

Much of learning disabilities research relies on categorical classification frameworks that use psychometric tests and cut points to identify children with reading or math difficulties. However, there is increasing evidence that the attributes of reading and math learning disabilities are dimensional, representing correlated continua of severity. We discuss issues related to categorical and dimensional approaches to reading and math disabilities, and their comorbid associations, highlighting problems with the use of cut points and correlated assessments. Two simulations are provided in which the correlational structure of a set of cognitive and achievement data are simulated from a single population with no categorical structures. The simulations produce profiles remarkably similar to reported profile differences, suggesting that the patterns are a product of the cut point and the correlational structure of the data. If dimensional approaches better fit the attributes of learning disability, new conceptualizations and better methods to identification and intervention may emerge, especially for comorbid associations of reading and math difficulties.

Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-Depth Look into National and State Reading and Math Outcome Trends

ERIC Educational Resources Information Center

Lee, Jaekyung

2006-01-01

This study offers systematic trend analyses of NAEP national and state-level public school fourth and eighth graders' reading and math achievement results during pre-NCLB (1990-2001) and post-NCLB (2002-2005) periods. It compares post-NCLB trends in reading and math achievement with pre-NCLB trends among different racial and socioeconomic groups…

Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI).

PubMed

Dombek, Jennifer; Crowe, Elizabeth C; Spencer, Mercedes; Tighe, Elizabeth L; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

2017-04-01

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies ( d =2.2) and science ( d =2.1) knowledge, with some evidence of improving oral and reading comprehension skills ( d =.125).

Reading Coaching for Math Word Problems

ERIC Educational Resources Information Center

Edwards, Sharon A.; Maloy, Robert W.; Anderson, Gordon

2009-01-01

"Math is language, too," Phyllis and David Whitin (2000) remind everyone in their informative book about reading and writing in the mathematics classroom. This means that students in elementary school math classes are learning two distinct, yet related languages--one of numbers, the other of words. These languages of numbers and words…

An Evaluation of ChalleNGe Graduates DOD Employability

DTIC Science & Technology

2018-01-22

initial reading and applied math TABE scores are more likely to complete ChalleNGe. In addition, those graduates who begin ChalleNGe with higher TABE...students arrive at ChalleNGe at low levels of reading comprehension, writing, and basic math ; they simply are not ready to acquire a second language...positive, long-term impacts for ChalleNGe graduates. Our previous work has shown that cadets with higher initial reading and applied math TABE scores are

An Evaluation of ChalleNGe Graduates DOD Employability

DTIC Science & Technology

2017-12-01

long-term impacts for ChalleNGe graduates. Our previous work has shown that cadets with higher initial reading and applied math TABE scores are...levels of reading comprehension, writing, and basic math ; they simply are not ready to acquire a second language. In addition, program directors noted...graduates. Our previous work has shown that cadets with higher initial reading and applied math TABE scores are more likely to complete ChalleNGe. In

Is There Room in Math Reform for Preservice Teachers to Use Reading Strategies? National Implications

ERIC Educational Resources Information Center

Franz, Dana Pomykal; Hopper, Peggy F.

2007-01-01

Background: Research is proposed for preservice secondary mathematics teachers to develop and use reading strategies in math classrooms. Purpose: to determine if increased instruction on using specific reading strategies in secondary mathematics classrooms significantly impacts a) the type of reading-specific instructional strategies used, b)…

From the Voices of Kindergarten Teachers: Factors That Impact Decisions about When to Engage the Natural Curiosities of Their Students in Science

NASA Astrophysics Data System (ADS)

Hamilton, Frances A.

Students enter kindergarten as natural-born scientists, curious about the world around them. They enter middle school disliking science. Although implementing science in kindergarten has the potential to improve learning in other subjects in addition to science, it is not taught much in kindergarten. There are many reasons for this according to the literature. The purpose of the study is to gain insight into teachers' thinking as they decide when and how to engage their students in science, to better understand why student enjoyment of science fades in early grades; to contribute teachers' voices to the existing literature on teaching science in the early grades; and to investigate how teachers' science teaching methods align with current research regarding how students learn best. The key research question is "What are the factors that impact teachers' decisions about when to engage the natural curiosities of their students?" Broken down, the supporting research questions include: 1. What factors impact teacher decisions about when to teach science? 2. Under what conditions do teachers engage students' natural curiosities in science? 3. How do teachers describe engagement in their classrooms? This was a participatory action research study that used autoethnography, case studies, and grounded theory methods. Five co-researchers took part in the process. Purposeful sampling was used to select a range of kindergarten teachers in Tennessee and Alabama with different perspectives on teaching science--some from county systems and some from city systems; some using Alabama Math, Science, and Technology Initiative (AMSTI) kits and some not using kits. Co-researchers were selected during initial meetings, interviewed, collected journal entry data, and interviewed again at the culmination of the study. Interviews were transcribed and coded. Analysis included individual cases, each co-researcher, as well as across-case analysis. Results indicated that co-researchers did not have time to teach science many days due to requirements for teaching reading and math, and because of benchmark testing. Recommendations include integrating science concepts including hands-on explorations with reading and math. Ideas for future study include collecting data for a full year, as opposed to eight weeks, to see how factors change from beginning to end in one school year. The idea of learning during spontaneous interactions emerged from interviews with two co-researchers. Exploring spontaneous interactions is another area for future study.

The effect of cognitive education on the performance of students with neurological developmental disabilities.

PubMed

Jepsen, Ruthanne H; VonThaden, Karen

2002-01-01

A cognitive education program was developed to facilitate acquisition of cognitive skills and address the learning deficits of adolescent students with neurological, developmental disabilities, and autism. This study examined the outcomes of incorporating mediated cognitive education into special education classrooms. Cognitive education provided cognitive training utilizing REHABIT materials through mediated teaching. Following a matched pair model, forty-six students were assigned to either a treatment or a control group. All students received weekly instruction in Individual Educational Program (IEP) goals. Curriculum areas included IEP objectives in reading, math, social skills, health, science and social studies. Students in the control group received regular classroom instruction. Students in the treatment group participated in cognitive educated one hour per week replacing thirty minutes of reading and thirty minutes of math. Pre and posttest comparisons on measures of intelligence, achievement and adaptive behavior showed those students in the treatment group attained higher scores across measures.

Teacher to Teacher: Supporting English Language Learners

ERIC Educational Resources Information Center

McElroy, Edward J.

2005-01-01

The student population is changing, and teachers need new tools to help their English language learner (ELL) students. ELL students are learning to read, write, and speak English at the same time as they study history, science, math, and all the other subjects taught in our schools. This article describes one tool, the Colorin Colorado website,…

How Much Can Evolutionary Psychology Inform the Educational Sciences?

ERIC Educational Resources Information Center

Halpern, Diane F.

2008-01-01

In response to a stimulating article by David C. Geary on the value of understanding the evolutionary basis of learning as a guide to instruction, I raise several objections. When evolutionary theory is used to explain everything from sex differences in math and reading to why children are bored in school, it loses its explanatory power. There is…

A Model for Predicting Student Performance on High-Stakes Assessment

ERIC Educational Resources Information Center

Dammann, Matthew Walter

2010-01-01

This research study examined the use of student achievement on reading and math state assessments to predict success on the science state assessment. Multiple regression analysis was utilized to test the prediction for all students in grades 5 and 8 in a mid-Atlantic state. The prediction model developed from the analysis explored the combined…

Parents in Partnership for Proficiency: For 3rd & 4th Graders and Their Families.

ERIC Educational Resources Information Center

Neiner, Christine; And Others

This document contains a series of learning materials for 3rd and 4th graders and their families. The materials are designed to augment classroom learning. Included are worksheets, games, and other skill building activities for writing, reading, math, citizenship, and science. These activities are meant to help children prepare for proficiency…

College and Career Readiness: Course Taking of Deaf and Hard of Hearing Secondary School Students

ERIC Educational Resources Information Center

Nagle, Katherine; Newman, Lynn A.; Shaver, Debra M.; Marschark, Marc

2015-01-01

Research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study-2 (NLTS2), the present study focused on DHH students' college and career readiness by investigating their opportunities…

Preschool Success: Everything You Need to Know to Help Your Child Learn

ERIC Educational Resources Information Center

James, Amy

2006-01-01

This Knowledge Essentials book shows parents how to enrich their child's first classroom experience and take an active role in preschool education. This book includes advice and offers information about: (1) What a child is learning at school and the educational standards to expect in preschool-level reading and writing readiness, math, science,…

Dangerous Intersection Ahead

ERIC Educational Resources Information Center

McCaw, Donna S.

2007-01-01

The reality that no one wants to leave anyone behind is the one fact that everyone--educators, politicians, moms, dads and the media--can agree on. However, U.S. schools' narrowing focus on reading, math and science test scores may be putting this generation of learners even more at risk, according to some of the leading thinkers in society today.…

Recurrent Prefixes, Roots, and Suffixes: A Morphemic Approach to Disciplinary Literacy

ERIC Educational Resources Information Center

Mountain, Lee

2015-01-01

Students in a content-area reading course examined the vocabulary of each of their disciplines, focusing on recurrent roots and affixes. They wanted to become teachers of math, science, English, music, and history; therefore, they needed to learn discipline-specific morphemes so they could help their future students figure out new words in their…

What Works Clearinghouse Quick Review: "KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

This study examined whether attending a Knowledge is Power Program (KIPP) middle school improved students' reading, math, social studies, and science achievement for up to 4 years following enrollment. The study reported that students attending KIPP middle schools scored statistically significantly higher than matched students on all of the state…

A Thematic Literary Unit: Using Literature across the Curriculum in an Elementary Classroom.

ERIC Educational Resources Information Center

Vivian, Diane M.

1990-01-01

"Think Big" is a thematic literary unit, using literature about elephants in a holistic way and attempting to cross the curriculum into the content areas of science and math. It is a way of expanding the basal reading series and providing appropriate and supportive instruction in a cooperative, more interactive learning environment. To…

Instructional Expenditures Ratio and Student Achievement: Is 60% a Better Indicator?

ERIC Educational Resources Information Center

Cullen, Maureen; Jones, Timothy B.; Slate, John R.

2011-01-01

In this study, the extent to which Texas public school districts complied with the 65% instructional expenditure ratio mandate was related to student achievement on the Texas Assessment of Knowledge and Skills Science, Math, Reading, Social Studies, and Writing tests for the 2007-2008 school year. Following the grouping of Texas public school…

Middle Grades to High School: Mending a Weak Link. Research Brief.

ERIC Educational Resources Information Center

Cooney, Sondra; Bottoms, Gene

This research brief describes a study of the readiness for high school of eighth-graders who participated in the Southern Regional Education Board's (SREB) Middle Grades Assessment in spring 2000. The assessment included testing in reading, math, and science, and surveys of students and teachers. Following the 2000-01 school year, SREB gathered…

Integrating Literacy and Math: Strategies for K-6 Teachers

ERIC Educational Resources Information Center

Fogelberg, Ellen; Skalinder, Carole; Satz, Patti; Hiller, Barbara; Bernstein, Lisa; Vitantonio, Sandra

2008-01-01

Many K-6 teachers and students still think of mathematics as a totally separate subject from literacy. Yet incorporating math content into the language arts block helps students gain skills for reading many kinds of texts. Bringing reading, writing, and talking into the math classroom supports the development of conceptual knowledge and problem…

Learning Disabilities

MedlinePlus

... a student to read, write, spell, or solve math problems. The way our brains process information is ... has difficulty speaking, reading, writing, figuring out a math problem, communicating with a parent, or paying attention ...

A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills.

PubMed

Child, Amanda E; Cirino, Paul T; Fletcher, Jack M; Willcutt, Erik G; Fuchs, Lynn S

2018-05-01

Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.

Types of Aphasia

MedlinePlus

... Auditory Overload Aphasia vs Apraxia Reading, Writing and Math Reading Rehab (PDF opens in new window) Putting ... on Paper (PDF opens in new window) Acalculia - Math Challenges After Stroke Maximizing Communication Recovery & Independence Talking ...

Does Growth in Working Memory Span or Executive Processes Predict Growth in Reading and Math in Children with Reading Disabilities?

ERIC Educational Resources Information Center

Jerman, Olga; Reynolds, Chandra; Swanson, H. Lee

2012-01-01

The present study investigated whether (a) growth patterns related to cognitive processing (working memory, updating, inhibition) differed in subgroups of children with reading disabilities (RD) and (b) growth in working memory (executive processing) predicted growth in other cognitive areas, such as reading and math. Seventy-three children (ages…

Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective.

PubMed

Guo, Jiesi; Parker, Philip D; Marsh, Herbert W; Morin, Alexandre J S

2015-08-01

Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females. (c) 2015 APA, all rights reserved).

The Quest for Less: Activities and Resources for Teaching K-6. A Teacher's Guide to Reducing, Reusing, and Recycling.

ERIC Educational Resources Information Center

Environmental Protection Agency, Washington, DC.

This solid waste resource was designed as a flexible tool for teachers of kindergarten through sixth grade. The multidisciplinary focus includes math, science, art, social studies, language arts, and health. Lessons encourage students to utilize skills ranging from reading and writing to problem-solving and analytical thinking. This document…

No Child Left Behind Primer. Second Printing. Peter Lang Primer Volume 11

ERIC Educational Resources Information Center

Hess, Frederick M.; Petrilli, Michael J.

2007-01-01

No Child Left Behind (NCLB) is the single most influential piece of federal education legislation in American history, and Hess and Petrilli provide a concise yet comprehensive look at this important and controversial act. Signed into law in 2002, NCLB seeks to ensure that all American students are proficient in math, reading, and science by 2014.…

The Effect of Executive Function on Science Achievement among Normally Developing 10-Year Olds

ERIC Educational Resources Information Center

Lederman, Sheri G.

2012-01-01

Executive function (EF) is an umbrella term used to identify a set of discrete but interrelated cognitive abilities that enable individuals to engage in goal-directed, future-oriented action in response to a novel context. Developmental studies indicate that EF is predictive of reading and math achievement in middle childhood. The purpose of this…

Is It Really Possible to Test All Educationally Significant Achievements with High Levels of Reliability?

ERIC Educational Resources Information Center

Davis, Andrew

2015-01-01

PISA claims that it can extend its reach from its current core subjects of Reading, Science, Maths and problem-solving. Yet given the requirement for high levels of reliability for PISA, especially in the light of its current high stakes character, proposed widening of its subject coverage cannot embrace some important aspects of the social and…

Developing a Machine-Supported Coding System for Constructed-Response Items in PISA. Research Report. ETS RR-17-47

ERIC Educational Resources Information Center

Yamamoto, Kentaro; He, Qiwei; Shin, Hyo Jeong; von Davier, Mattias

2017-01-01

Approximately a third of the Programme for International Student Assessment (PISA) items in the core domains (math, reading, and science) are constructed-response items and require human coding (scoring). This process is time-consuming, expensive, and prone to error as often (a) humans code inconsistently, and (b) coding reliability in…

Relationship between Patterns of Personality of Campus Leaders and Scholastic Achievement in Elementary Schools: A Test of Holland's Theory

ERIC Educational Resources Information Center

Butler, Linda Ann

2010-01-01

The purpose of this study was to examine student achievement as a function of principal personality and assistant principal personality in an elementary school setting. Student achievement, the dependent variable, was fifth grade campus mean scale scores on the Texas Assessment of Academic Skills test for reading, math, and science. Holland's…

Descriptive Analysis of Teacher Instructional Practices and Student Engagement among Adolescents with and without Challenging Behavior

ERIC Educational Resources Information Center

Hirn, Regina G.; Scott, Terrance M.

2014-01-01

The purpose of this descriptive study was to examine teacher and student behavior in high school classrooms that included at least one student identified with challenging behavior. Across two school years and within the content areas of math, reading/English, social studies, and science, student/ teacher dyads were directly observed in the typical…

Summer Educational Program for the Children of Migrant Agricultural Workers, 1976. [North Dakota].

ERIC Educational Resources Information Center

North Dakota State Dept. of Public Instruction, Bismarck.

During the summer of 1976, North Dakota's 10 migrant centers enrolled more than 2,500 migrant children, ranging from a few days to 18 years of age. All students were entered in the Migrant Student Record Transfer System. A basic remedial program emphasizing instruction in reading, language arts, and math with some time devoted to science and…

Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

PubMed Central

Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

2016-01-01

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies (d=2.2) and science (d=2.1) knowledge, with some evidence of improving oral and reading comprehension skills (d=.125). PMID:28479610

Attention Deficit Hyperactivity Disorder and Tuberous Sclerosis Complex

MedlinePlus

... disorders (such as in reading, writing, spelling or math) or has global intellectual disability (IQ<70). Child ... specific learning disorders (such as reading, writing, spelling, math) may appear to have trouble concentrating or paying ...

Test Bank. NetNews. Volume 8, Number 1, Winter 2008

ERIC Educational Resources Information Center

LDA of Minnesota, 2008

2008-01-01

Minnesota Adult Basic Education (ABE) providers are mandated to use CASAS (Comprehensive Adult Student Assessment System) Reading or Math or TABE (Tests for Adult Basic Education) Reading or Math. This issue of "NetNews" introduces the Test Bank: a variety of informal reading, spelling, and writing assessments available for Minnesota ABE…

The association between arithmetic and reading performance in school: A meta-analytic study.

PubMed

Singer, Vivian; Strasser, Kathernie

2017-12-01

Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and reading performance during elementary and middle school years. We meta-analyzed 210 correlations between math and reading measures, coming from 68 independent samples (the overall sample size was 58923 participants). The meta-analysis yielded an average correlation of 0.55 between math and reading measures. Among the moderators tested, only transparency of orthography and use of timed or untimed tests were significant in explaining the size of the correlation, with the largest correlations observed between timed measures of arithmetic and reading and between math and reading in opaque orthographies. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The aurora, Mars, and more! Increasing science content in elementary grades through art and literacy programs in earth and space science

NASA Astrophysics Data System (ADS)

Renfrow, S.; Wood, E. L.

2011-12-01

Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. One unintended result is that teachers in grades where science is tested must play catch-up with students for them to be successful on the assessment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy, social studies, and math into an integrated science program, thereby increasing the number of science contact hours. The Dancing Lights program, developed at the Laboratory for Atmospheric and Space Physics, is a science, art, and literacy program about the aurora designed to easily fit into a typical 3rd-5th grade instructional day. It mirrors other successful literacy programs and will provide a basis for the literacy program being developed for the upcoming MAVEN mission to Mars. We will present early findings, as well as "lessons learned" during our development and implementation of the Dancing Lights program and will highlight our goals for the MAVEN mission literacy program.

Global, broad, or specific cognitive differences? Using a MIMIC model to examine differences in CHC abilities in children with learning disabilities.

PubMed

Niileksela, Christopher R; Reynolds, Matthew R

2014-01-01

This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell-Horn-Carroll theory of intelligence (CHC theory). Data from the Differential Ability Scales-Second Edition (DAS-II) were used to create a multiple-indicator multiple cause model to examine the latent mean differences in cognitive abilities between children with and without learning disabilities in reading (LD reading), math (LD math), and reading and writing(LD reading and writing). Statistically significant differences were found in the g factor between the norm group and the LD groups. After controlling for differences in g, the LD reading and LD reading and writing groups showed relatively lower latent processing speed, and the LD math group showed relatively higher latent comprehension-knowledge. There were also some differences in some specific cognitive abilities, including lower scores in spatial relations and numerical facility for the LD math group, and lower scores in visual memory for the LD reading and writing group. These specific mean differences were above and beyond any differences in the latent cognitive factor means.

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms.

PubMed

Piasta, Shayne B; Logan, Jessica A R; Pelatti, Christina Yeager; Capps, Janet L; Petrill, Stephen A

2015-05-01

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators' provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children ( n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children's math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children's learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age.

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

PubMed Central

Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

2014-01-01

Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434

Keeping Up in School? Identifying Learning Problems

MedlinePlus

... español Send us your comments Reading, writing, and math are the building blocks of learning. Mastering these ... and can create issues with reading, writing, and math. “Typically, in the first few years of elementary ...

20 CFR 416.926a - Functional equivalence for children.

Code of Federal Regulations, 2010 CFR

2010-04-01

... learning to read. Counting, sorting shapes, and building with blocks are skills needed to learn math... and middle school, you should be able to learn to read, write, and do math, and discuss history and...

Coyotes, Skunks, and Bears in the Sky --- A Multicultural Approach to Astronomy

NASA Astrophysics Data System (ADS)

Lebofsky, N. R.; Lebofsky, L. A.; Canizo, T.

1994-12-01

Staff and teacher/facilitators from the ARTIST (Astronomy-Related Teacher Inservice Training) and ACCESS! (All Children Can Explore the Solar System!) PROJECTS use myths, legends, creative writing, and related activities to augment astronomy lessons. In both elementary and middle school classrooms teachers use an integrated curriculum approach to extend the science lesson into language arts, social studies, fine arts, and math. Reading, writing, storytelling, and art projects blend easily with lessons on constellations, planets, Sun, Moon, and sky. Including myths and legends from a variety of cultures and time periods underscores the universal appeal of both sky-watching and creativity. Through a variety of inservice programs and materials development, the authors provide scientific background and classroom activities for teachers in grades K--8. Project facilitators report marked improvement in primary grade reading and writing skills and improved language acquisition for bilingual students when a high interest topic such as astronomy is introduced and integrated with language arts lessons. Facilitators have used astronomy to empower special education students to share both their knowledge and appreciation of the universe with the general school population. A slide-and-music presentation and samples of student work will highlight activities developed through PROJECT ARTIST. PROJECT ARTIST is funded by the National Science Foundation. PROJECT ACCESS! is funded by the Arizona Board of Regents (Eisenhower Math and Science Program).

Etiological Subgroups of Small-for-Gestational-Age: Differential Neurodevelopmental Outcomes

PubMed Central

Li, Xiuhong; Eiden, Rina D.; Epstein, Leonard H.; Shenassa, Edmond D.; Xie, Chuanbo; Wen, Xiaozhong

2016-01-01

Objectives It remains unclear why substantial variations in neurodevelopmental outcomes exist within small-for-gestational-age (SGA) children. We prospectively compared 5-y neurodevelopmental outcomes across SGA etiological subgroups. Methods Children born SGA (N = 1050) from U.S. Early Childhood Longitudinal Study-Birth Cohort (2001–2007) was divided into etiological subgroups by each of 7 well-established prenatal risk factors. We fit linear regression models to compare 5-y reading, math, gross motor and fine motor scores across SGA subgroups, adjusting for socio-demographic confounders. Results Compared to singleton SGA subgroup, multiple-birth SGA subgroup had lower mean reading (adjusted mean difference, -4.08 [95% confidence interval, -6.10, -2.06]) and math (-2.22 [-3.61, -0.84]) scores. These disadvantages in reading and math existed only among multiple-birth SGA subgroup without ovulation stimulation (reading, -4.50 [-6.64, -2.36]; math, -2.91 [-4.37, -1.44]), but not among those with ovulation stimulation (reading, -2.33 [-6.24, 1.57]; math 0.63 [-1.86, 3.12]). Compared to singleton SGA subgroup without maternal smoking and inadequate gestational weight gain, singleton SGA subgroup with co-occurrence of maternal smoking and inadequate gestational weight gain (GWG) had lower mean reading (-4.81 [-8.50, -1.12]) and math (-2.95 [-5.51, -0.38]) scores. These differences were not mediated by Apgar score. Conclusions Multiple-birth SGA subgroups (vs. singleton SGA) or singleton SGA subgroup with co-occurrence of smoking and inadequate GWG (vs. singleton SGA subgroup without maternal smoking and inadequate gestational weight gain) have poorer cognitive development up to 5 y. PMID:27501456

Word Problem Wizardry.

ERIC Educational Resources Information Center

Cassidy, Jack

1991-01-01

Presents suggestions for teaching math word problems to elementary students. The strategies take into consideration differences between reading in math and reading in other areas. A problem-prediction game and four self-checking activities are included along with a magic password challenge. (SM)

Academic Self-Concept in Black Adolescents: Do Race and Gender Stereotypes Matter?

PubMed Central

Evans, Ashley B.; Copping, Kristi; Rowley, Stephanie J.; Kurtz-Costes, Beth

2010-01-01

We examined the relation between race- and gender-group competence ratings and academic self-concept in 252 Black seventh- and eighth-graders. On average, youth reported traditional race stereotypes, whereas gender stereotypes were traditional about verbal abilities and were nontraditional regarding math/science abilities. Among boys, in-group gender and in-group race-based competence ratings (i.e. ratings of boys and Blacks) were related to math/science and verbal self-concepts. However, only gender-based ratings (i.e. ratings of girls’ abilities for reading/writing) were related to girls’ self-concepts. These findings suggest that the influence of race stereotypes on Black adolescents’ academic self-concepts is different for girls than boys. Whereas self-relevant gender groups were associated with both Black girls’ and boys’ academic self-concept, race-based competence ratings were only relevant for the academic self-views of Black boys. PMID:21552362

Academic Self-Concept in Black Adolescents: Do Race and Gender Stereotypes Matter?

PubMed

Evans, Ashley B; Copping, Kristi; Rowley, Stephanie J; Kurtz-Costes, Beth

2011-04-01

We examined the relation between race- and gender-group competence ratings and academic self-concept in 252 Black seventh- and eighth-graders. On average, youth reported traditional race stereotypes, whereas gender stereotypes were traditional about verbal abilities and were nontraditional regarding math/science abilities. Among boys, in-group gender and in-group race-based competence ratings (i.e. ratings of boys and Blacks) were related to math/science and verbal self-concepts. However, only gender-based ratings (i.e. ratings of girls' abilities for reading/writing) were related to girls' self-concepts. These findings suggest that the influence of race stereotypes on Black adolescents' academic self-concepts is different for girls than boys. Whereas self-relevant gender groups were associated with both Black girls' and boys' academic self-concept, race-based competence ratings were only relevant for the academic self-views of Black boys.

Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2009-10. SCDP Milwaukee Evaluation. Report # 26

ERIC Educational Resources Information Center

McShane, Michael Q.; Wolf, Patrick J.

2011-01-01

The purpose of this report is to provide descriptive data regarding the test scores of Milwaukee Parental Choice Program (MPCP) students in grades 4, 8 and 10 in reading, math and science, as reported to the School Choice Demonstration Project 2009-2010. The tables, graphs, and histograms presented in this report provide a snapshot of these…

Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2008-09. SCDP Milwaukee Evaluation Report #18

ERIC Educational Resources Information Center

Dean, Jeffery R.; Wolf, Patrick J.

2010-01-01

The purpose of this report is to provide descriptive data regarding the test scores of Milwaukee Parental Choice Program (MPCP) students in grades 4, 8 and 10 in reading, math, and science, as reported to the School Choice Demonstration Project 2008-2009. The tables, graphs, and histograms presented in this paper provide a snapshot of these…

Professional Notes: Brain-Based-Research Music Advocacy

ERIC Educational Resources Information Center

Cole, Katie

2011-01-01

In times of difficulty, it is easy to see what many policymakers value. It would seem that many of them view the arts as a noncrucial element of a child's school curriculum. They want to cut music because they do not value music for its own sake, nor can they see how music could possibly help students in math, reading, or science. But what do the…

Reimagining School: District Administration Leadership Institute Members Take a "No-Holds-Barred" Look at the Future

ERIC Educational Resources Information Center

Rhor, Monica

2013-01-01

The problems in public education are worrisome and well-documented: lagging math and science scores, shaky skills in reading and writing, growing numbers of students reaching college ill-prepared--or simply not getting there at all. The search for solutions can often seem more like a competition to fling blame, with fault found in everything from…

"I Write It in a Way that People Can Read It": How Teachers and Adolescent L2 Writers Describe Content Area Writing

ERIC Educational Resources Information Center

Kibler, Amanda

2011-01-01

Adolescent writers in second language settings often spend the majority of their school days in content area courses, such as math, science, and social studies, where they must negotiate challenging literacy tasks in their second languages with little explicit writing instruction. While genre scholars have built an extensive body of knowledge…

Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2007-08. SCDP Milwaukee Evaluation Report #9

ERIC Educational Resources Information Center

Gray, Nathan L.; Wolf, Patrick J.; Jensen, Laura I.

2009-01-01

The purpose of this report is to provide descriptive data regarding the test scores of Milwaukee Parental Choice Program (MPCP) students in grades 4, 8 and 10 in reading, math and science, as reported to the School Choice Demonstration Project 2007-2008. The tables, graphs, and histograms presented in this report provide a snapshot of these…

Review of the Non-Experimental Evidence from Developmental and Cognitive Psychological, Education Science and Neuroscience That Provided the Impetus for the Development of the Intervention

ERIC Educational Resources Information Center

Grissmer, David; Grimm, Kevin J.

2013-01-01

Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children's developing skills measured around kindergarten entrance would predict later reading and math achievement. The main objectives of this paper are threefold: (a) provide new empirical…

At-Home Activities for Reading, Language Arts, and Social Studies. Over 100 Activities To Increase Children's Love of Learning.

ERIC Educational Resources Information Center

Spizman, Robyn Freedman; Garber, Marianne Daniels

Linking home and school, this book presents over 100 activities for grades K-3 that utilize things at parents' fingertips which will enhance their children's learning. Each low-maintenance, high-interest activity in the book teaches a specific skill and integrates math, science, social studies, and language arts so that learning is purposeful and…

Do Differences in School's Instruction Time Explain International Achievement Gaps in Math, Science, and Reading? Evidence from Developed and Developing Countries. NBER Working Paper No. 16227

ERIC Educational Resources Information Center

Lavy, Victor

2010-01-01

There are large differences across countries in instructional time in schooling institutions. Can these differences explain some of the differences across countries in pupils' achievements in different subjects? While research in recent years provides convincing evidence about the effect of several inputs in the education production function,…

Using Caldecotts across the Curriculum: Reading and Writing Mini-Lessons, Math and Science Spin-Offs, Unique Art Activities, and More.

ERIC Educational Resources Information Center

Novelli, Joan

Intended for teachers of grades K-2, this book aims to inspire students with the award-winning art and stories found in Caldecott books. The book uses Caldecott winners as springboards to provide lively, literature-based learning experiences--from projects that encourage children's own artistic expression to fun and creative activities that…

Does breastfeeding contribute to the racial gap in reading and math test scores?

PubMed

Peters, Kristen E; Huang, Jin; Vaughn, Michael G; Witko, Christopher

2013-10-01

The aim of this study was to examine the impact of divergent breastfeeding practices between Caucasian and African American mothers on the lingering achievement test gap between Caucasian and African American children. The Child Development Supplement of the Panel Study of Income Dynamics, beginning in 1997, followed a cohort of 3563 children aged 0-12 years. Reading and math test scores from 2002 for 1928 children were linked with breastfeeding history. Regression analysis was used to examine associations between ever having been breastfed and duration of breastfeeding and test scores, controlling for characteristics of child, mother, and household. African American students scored significantly lower than Caucasian children by 10.6 and 10.9 points on reading and math tests, respectively. After accounting for the impact of having been breastfed during infancy, the racial test gap decreased by 17% for reading scores and 9% for math scores. Study findings indicate that breastfeeding explains 17% and 9% of the observed gaps in reading and math scores, respectively, between African Americans and Caucasians, an effect larger than most recent educational policy interventions. Renewed efforts around policies and clinical practices that promote and remove barriers for African American mothers to breastfeed should be implemented. Copyright © 2013 Elsevier Inc. All rights reserved.

Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years

PubMed Central

Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea

2016-01-01

Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills. PMID:27303342

Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years.

PubMed

Pitchford, Nicola J; Papini, Chiara; Outhwaite, Laura A; Gulliford, Anthea

2016-01-01

Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.

Achievement Error Differences of Students with Reading versus Math Disorders

ERIC Educational Resources Information Center

Avitia, Maria; DeBiase, Emily; Pagirsky, Matthew; Root, Melissa M.; Howell, Meiko; Pan, Xingyu; Knupp, Tawnya; Liu, Xiaochen

2017-01-01

The purpose of this study was to understand and compare the types of errors students with a specific learning disability in reading and/or writing (SLD-R/W) and those with a specific learning disability in math (SLD-M) made in the areas of reading, writing, language, and mathematics. Clinical samples were selected from the norming population of…

Longitudinal Mediators of Achievement in Mathematics and Reading in Typical and Atypical Development

PubMed Central

Barnes, Marcia A.; Raghubar, Kimberly P.; English, Lianne; Williams, Jeffrey M.; Taylor, Heather; Landry, Susan

2014-01-01

Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and which are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n = 30) and typically developing children (n = 35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations; phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency; and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. PMID:24269579

Math and Science Are America's Future. National Math and Science Initiative Annual Report, 2008

ERIC Educational Resources Information Center

National Math and Science Initiative, 2008

2008-01-01

This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2008. Eighteen months ago, the National Math and Science Initiative did not exist. Today NMSI is helping lead the country forward in math and science. In just 18 months, NMSI has rolled out the first round of grants and has implemented programs in 14…

From teachers' perspective: Implementation of literacy materials in middle school science

NASA Astrophysics Data System (ADS)

Weingartner, Judith A.

Documentation of adolescents' difficulty in comprehending textbooks spans a century. For just as long, researchers have advocated that explicit instruction of reading strategies can help students' comprehension of text; many have recommended that the best place to teach these strategies is within the content classroom (science, math, etc.), and taught by the content teacher. Despite this research, reading strategy instruction in content classrooms is not a common occurrence. In a large district with 300 middle school science teachers, some science teachers expressed concern about their students' reading difficulties with the district's science text. In response to those concerns, the middle school science coordinator organized a small committee to develop the Reading Strategies Handbook for Middle School Science for Teachers (the Handbook), believing that this tool would guide teachers' in implementing the Handbook's reading strategies and improve students' comprehension of the text. This was a qualitative study that explored 11 middle school science teachers' responses to implementing the Handbook. Data for this study were gathered through an e-mailed questionnaire, a classroom visitation, and one interview with each teacher participant. The study found that teachers' varied backgrounds influenced their beliefs about teaching and learning, and impacted their classroom practices. Teachers faced their district's expectations to implement reading strategies in the Handbook with minimal support and cited influences beyond their control that created tension with their decision whether to implement the Handbook. Teachers commented that a "one size fits all" curriculum and textbook-specific issues influenced their degree of using the Handbook's reading strategies. In addition, teachers identified time and pressure to cover curriculum as obstacles to implementing the Handbook. Implications of these findings include: (a) Professional development studies related to content literacy are needed that include attention to teachers' beliefs and attitudes, and (b) Policy makers need to direct funding for the professional development needs of content-area teachers.

Time for bed: associations with cognitive performance in 7-year-old children: a longitudinal population-based study

PubMed Central

Kelly, Yvonne; Kelly, John; Sacker, Amanda

2013-01-01

Background Little is known about the links between the time that young children go to bed and their cognitive development. In this paper we seek to examine whether bedtimes in early childhood are related to cognitive test scores in 7-year-olds. Methods We examined data on bedtimes and cognitive test (z-scores) for reading, maths and spatial abilities for 11 178 7-year-old children from the UK Millennium Cohort Study. Results At age 7, not having a regular bedtime was related to lower cognitive test scores in girls: reading (β: −0.22), maths (β: −0.26) and spatial (β: −0.15), but not for boys. Non-regular bedtimes at age 3 were independently associated, in girls and boys, with lower reading (β: −0.10, −0.20), maths (β: −0.16, −0.11) and spatial (β: −0.13, −0.16) scores. Cumulative relationships were apparent. Girls who never had regular bedtimes at ages 3, 5 and 7 had significantly lower reading (β: −0.36), maths (β: −0.51) and spatial (β: −0.40) scores, while for boys this was the case for those having non-regular bedtimes at any two ages (3, 5 or 7 years): reading (β: −0.28), maths (β: −0.22) and spatial (β: −0.26) scores. In boys having non-regular bedtimes at all three ages (3, 5 and 7 years) were non-significantly related to lower reading, maths and spatial scores. Conclusions The consistent nature of bedtimes during early childhood is related to cognitive performance. Given the importance of early child development, there may be knock on effects for health throughout life. PMID:23835763

Time for bed: associations with cognitive performance in 7-year-old children: a longitudinal population-based study.

PubMed

Kelly, Yvonne; Kelly, John; Sacker, Amanda

2013-11-01

Little is known about the links between the time that young children go to bed and their cognitive development. In this paper we seek to examine whether bedtimes in early childhood are related to cognitive test scores in 7-year-olds. We examined data on bedtimes and cognitive test (z-scores) for reading, maths and spatial abilities for 11 178 7-year-old children from the UK Millennium Cohort Study. At age 7, not having a regular bedtime was related to lower cognitive test scores in girls: reading (β: -0.22), maths (β: -0.26) and spatial (β: -0.15), but not for boys. Non-regular bedtimes at age 3 were independently associated, in girls and boys, with lower reading (β: -0.10, -0.20), maths (β: -0.16, -0.11) and spatial (β: -0.13, -0.16) scores. Cumulative relationships were apparent. Girls who never had regular bedtimes at ages 3, 5 and 7 had significantly lower reading (β: -0.36), maths (β: -0.51) and spatial (β: -0.40) scores, while for boys this was the case for those having non-regular bedtimes at any two ages (3, 5 or 7 years): reading (β: -0.28), maths (β: -0.22) and spatial (β: -0.26) scores. In boys having non-regular bedtimes at all three ages (3, 5 and 7 years) were non-significantly related to lower reading, maths and spatial scores. The consistent nature of bedtimes during early childhood is related to cognitive performance. Given the importance of early child development, there may be knock on effects for health throughout life.

Mars Atmosphere and Volatile EvolutioN (MAVEN) mission's Red Planet program: Bridging the gap in elementary school science through climate studies of Mars

NASA Astrophysics Data System (ADS)

Wood, E. L.

2012-12-01

Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of 2011 of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. In our interaction with elementary teachers, it is also apparent that many are uncomfortable with science concepts. In order for us to successfully address the Next Generation Science Standards, teachers must be able to reconcile all of the different requirements placed on them in a given school day and in a given school environment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy into an integrated science program, thereby increasing the number of science contact hours. The Red Planet: Read, Write, Explore program, developed for the MAVEN mission, is a science, art, and literacy program designed to easily fit into a typical 3rd-5th grade instructional day. Red Planet tackles climate change through Mars' geologic history and makes Mars-Earth comparisons, while encouraging students to reflect on the environmental requirements needed to keep a biological organisms (including humans) happy, healthy, and alive. The Red Planet program is currently being pilot tested at Acres Green Elementary School in Colorado.

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

NASA Astrophysics Data System (ADS)

Mulkerrin, Elizabeth A.

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

The perceptions and practices of selected high school teachers in special admission schools regarding writing across the curriculum

NASA Astrophysics Data System (ADS)

Mitchell, Rebecca Hayward

The National Assessment of Educational Progress (NAEP) measured the writing achievement of 55,000 American school children. The students performed at the basic or lower level. In 1988, "The Writing Report Card of the NAEP," and in 1996, the Pennsylvania Mathematics and Reading Assessment along with the Stanford 9 Exam concluded that students, of all racial/ethnic backgrounds, are unable to write well except in response to the simplest tasks. The purpose of this study was to determine the perceptions and practices of math, science, and social studies high school teachers in special admission schools regarding writing across the curriculum (WAC). Specifically, this study attempted to answer: (1) Do math, science, and social studies teachers differ in their perceptions and practices regarding student writing in their classrooms? (2) Are teacher characteristics related to the perceptions and practices of math, science, and social studies teachers regarding the need for student writing in their classrooms? The questions led to the following null hypotheses: (1) There is no significant difference among math, science, and social studies teachers regarding their perceptions and practices for student writing in their classrooms. (2) There is no significant relationship between the highest degree earned, the length of teaching experience, and the level of grades taught by math, science, and social studies teachers and their perceptions and practices regarding the need for student writing in their classrooms. A review of the literature since 1992 using ERIC and Dissertation Abstracts revealed that there were no studies concerned with the focus of this particular study. A cross sectional survey of School District of Philadelphia math, science, and social studies high school teachers in special admission schools was conducted. A questionnaire was developed to obtain the data. A panel of experts was selected to establish validity of the instrument. Thirty-two usable questionnaires were returned and used in testing the reliability of the instrument. Statistical analysis of the data examined the responses to the questionnaire relative to the hypotheses and research questions. It was discovered that social studies teachers used WAC strategies more than mathematics or science teachers. The following are the major implications of this research study: (1) Most non-English teachers do not follow WAC strategies. (2) Finally, if the writing achievement of the nation's students is to improve, WAC must be mandated by school district administrators and its usage must be monitored as on-going training and support is provided.

Mix It Up

ERIC Educational Resources Information Center

Vasquez-Mireles, Selina; West, Sandra

2007-01-01

A correlated science lesson is characterized as an integrated science lesson in that it may incorporate traditionally integrated activities and use math as a tool. However, a correlated math-science lesson also: (1) has the pertinent math and science objectives aligned with state standards; and (2) teaches parallel science and math ideas equally.…

Elementary Teachers' Perceptions of Their Professional Teaching Competencies: Differences between Teachers of Math/Science Majors and Non-Math/Science Majors in Taiwan

ERIC Educational Resources Information Center

Wu, Li-Chen; Chao, Li-ling; Cheng, Pi-Yun; Tuan, Hsiao-Lin; Guo, Chorng-Jee

2018-01-01

The purpose of this study was to probe the differences of perceived professional teaching competence between elementary school math/science teachers in Taiwan who are majored in math/science and those who are not. A researcher-developed Math/Science Teachers' Professional Development Questionnaire was used in a nationwide survey, using a two-stage…

Teaching with Technology. Software That's Right for You.

ERIC Educational Resources Information Center

Allen, Denise

1995-01-01

Recommends software to help teachers plan curriculum in the areas of comprehensive language arts ("Cornerstone"); writing and information ("Keroppi Day Hopper"); creative writing and imagination ("Imagination Express"); reading ("Jo-Jo's Reading Circus"); math ("Careers in Math: From Architects to Astronauts") and nature ("Eyewitness"). Provides…

Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

PubMed

Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu

2017-09-18

This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Neurobiological Underpinnings of Math and Reading Learning Disabilities

PubMed Central

Ashkenazi, Sarit; Black, Jessica M.; Abrams, Daniel A.; Hoeft, Fumiko; Menon, Vinod

2013-01-01

The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in each domain. Next we review functional imaging studies of MD and RD in children, integrating relevant theories from experimental psychology and cognitive neuroscience to characterize the functional neuroanatomy of cognitive dysfunction in MD and RD. We then review recent research on the anatomical correlates of MD and RD. Converging evidence from morphometry and tractography studies are presented to highlight distinct patterns of white matter pathways which are disrupted in MD and RD. Finally, we examine how the intersection of MD and RD provides a unique opportunity to clarify the unique and shared brain systems which adversely impact learning and skill acquisition in MD and RD, and point out important areas for future work on comorbid learning disabilities. PMID:23572008

The ABCs of Math: A Genetic Analysis of Mathematics and Its Links with Reading Ability and General Cognitive Ability

ERIC Educational Resources Information Center

Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.; Plomin, Robert

2009-01-01

The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of…

Impacts after One Year of "Healing Classroom" on Children's Reading and Math Skills in DRC: Results from a Cluster Randomized Trial

ERIC Educational Resources Information Center

Aber, J. Lawrence; Torrente, Catalina; Starkey, Leighann; Johnston, Brian; Seidman, Edward; Halpin, Peter; Shivshanker, Anjuli; Weisenhorn, Nina; Annan, Jeannie; Wolf, Sharon

2017-01-01

This article examines the effects of one year of exposure to "Learning to Read in a Healing Classroom" (LRHC) on the reading and math skills of second- to fourth-grade children in the low-income and conflict-affected Democratic Republic of the Congo. LRHC consists of two primary components: teacher resource materials that infuse…

Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School

ERIC Educational Resources Information Center

Cornwell, Christopher; Mustard, David B.; Van Parys, Jessica

2013-01-01

Using data from the 1998-99 ECLS-K cohort, we show that the grades awarded by teachers are not aligned with test scores. Girls in every racial category outperform boys on reading tests, while boys score at least as well on math and science tests as girls. However, boys in all racial categories across all subject areas are not represented in…

Lift the Math Curse

ERIC Educational Resources Information Center

Albrecht, Cathlene

2006-01-01

"When am I ever going to use this?" This question is heard or thought in every middle-level math class across the land. Teachers struggle to apply math lessons to everyday life and make math meaningful and useful for their students. This author, too, struggled with this problem, until she read the book "Math Curse" by Jon Scieszka (Viking Books,…

Learning-related skills and academic achievement in academically at-risk first graders

PubMed Central

Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.

2015-01-01

Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886

Integrating Quantitative Reasoning into STEM Courses Using an Energy and Environment Context

NASA Astrophysics Data System (ADS)

Myers, J. D.; Lyford, M. E.; Mayes, R. L.

2010-12-01

Many secondary and post-secondary science classes do not integrate math into their curriculum, while math classes commonly teach concepts without meaningful context. Consequently, students lack basic quantitative skills and the ability to apply them in real-world contexts. For the past three years, a Wyoming Department of Education funded Math Science Partnership at the University of Wyoming (UW) has brought together middle and high school science and math teachers to model how math and science can be taught together in a meaningful way. The UW QR-STEM project emphasizes the importance of Quantitative Reasoning (QR) to student success in Science, Technology, Engineering and Mathematics (STEM). To provide a social context, QR-STEM has focused on energy and the environment. In particular, the project has examined how QR and STEM concepts play critical roles in many of the current global challenges of energy and environment. During four 3-day workshops each summer and over several virtual and short face-to-face meetings during the academic year, UW and community college science and math faculty work with math and science teachers from middle and high schools across the state to improve QR instruction in math and science classes. During the summer workshops, faculty from chemistry, physics, earth sciences, biology and math lead sessions to: 1) improve the basic science content knowledge of teachers; 2) improve teacher understanding of math and statistical concepts, 3) model how QR can be taught by engaging teachers in sessions that integrate math and science in an energy and environment context; and 4) focus curricula using Understanding by Design to identify enduring understandings on which to center instructional strategies and assessment. In addition to presenting content, faculty work with teachers as they develop classroom lessons and larger units to be implemented during the school year. Teachers form interdisciplinary groups which often consist of math and science teachers from the same school or district. By jointly developing units focused on energy and environment, math and science curricula can be coordinated during the school year. During development, teams present their curricular ideas for peer-review. Throughout the school year, teachers implement their units and collect pre-post data on student learning. Ultimately, science teachers integrate math into their science courses, and math teachers integrate science content in their math courses. Following implementation, participants share their experiences with their peers and faculty. Of central interest during these presentations are: 1) How did the QR-STEM experience change teacher practices in the classroom?; and 2) How did the modification of their teaching practices impact student learning and their ability to successfully master QR? The UW QR-STEM has worked with Wyoming science and math teachers from across the state over the three year grant period.

34 CFR Appendix E to Part 300 - Index for IDEA-Part B Regulations (34 CFR Part 300)

Code of Federal Regulations, 2010 CFR

2010-07-01

... determination • Lack of instruction in reading or math (see § 300.306(b)(1)(i), (b)(1)(ii)) • Limited English...)). ELIGIBILITY (CHILD—STUDENT) (H-Z) • Lack of instruction in reading or math 300.306(b). • Limited English...

Longitudinal mediators of achievement in mathematics and reading in typical and atypical development.

PubMed

Barnes, Marcia A; Raghubar, Kimberly P; English, Lianne; Williams, Jeffrey M; Taylor, Heather; Landry, Susan

2014-03-01

Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n=30) and typically developing children (n=35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations, phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency, and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. Copyright © 2013 Elsevier Inc. All rights reserved.

Assessing Multimedia Influences on Student Responses Using a Personal Response System

NASA Astrophysics Data System (ADS)

Gray, Kyle; Owens, Katharine; Liang, Xin; Steer, David

2012-06-01

To date, research to date on personal response systems (clickers) has focused on external issues pertaining to the implementation of this technology or broadly measured student learning gains rather than investigating differences in the responses themselves. Multimedia learning makes use of both words and pictures, and research from cognitive psychology suggests that using both words and illustrations improves student learning. This study analyzed student response data from 561 students taking an introductory earth science course to determine whether including an illustration in a clicker question resulted in a higher percentage of correct responses than questions that did not include a corresponding illustration. Questions on topics pertaining to the solid earth were categorized as illustrated questions if they contained a picture, or graph and text- only if the question only contained text. For each type of question, we calculated the percentage of correct responses for each student and compared the results to student ACT-reading, math, and science scores. A within-groups, repeated measures analysis of covariance with instructor as the covariate yielded no significant differences between the percentage of correct responses to either the text-only or the illustrated questions. Similar non-significant differences were obtained when students were grouped into quartiles according to their ACT-reading, -math, and -science scores. These results suggest that the way in which a conceptest question is written does not affect student responses and supports the claim that conceptest questions are a valid formative assessment tool.

Learning Disorders: Know the Signs, How to Help

MedlinePlus

... a child to read, write or do simple math. Understand the signs and what you can do. ... Dyscalculia. Dyscalculia is a learning disorder related to math concepts. Signs include difficulty solving even simple math ...

Upward Bound Math-Science: Program Description and Interim Impact Estimates

ERIC Educational Resources Information Center

Olsen, Robert; Seftor, Neil; Silva, Tim; Myers, David; DesRoches, David; Young, Julie

2007-01-01

To help address continuing disparities in academic achievement and under-representation of disadvantaged groups in math and science majors and careers, the U.S. Department of Education (ED) established a math and science initiative in 1990 within Upward Bound, a federal grant program known as Upward Bound Math-Science (UBMS) designed to provide…

The role of social support in students' perceived abilities and attitudes toward math and science.

PubMed

Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

2013-07-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

Math Word Problems: Reading Math Situations from the Start

ERIC Educational Resources Information Center

Sherman, Khristine; Gabriel, Rachael

2017-01-01

Reading and creating stories is a longstanding pedagogical approach to literacy learning in elementary school classrooms because stories offer personal and human experiences to which students can relate and respond. Stories, including digital forms such as short films, offer accounts of what it is to belong to a community and its worldviews and…

Myth #8: Reading Is More Important than Math.

ERIC Educational Resources Information Center

Literacy Beat, 1988

1988-01-01

Adeptness in abstractions and analysis--the language of math--is at least as important as adeptness at reading words for individuals in business and industry. Mathematics literacy stimulates the problem-solving and critical thinking skills that the workplace now demands. A National Assessment of Educational Progress study found that about half of…

Self-Determination Knowledge Instruction and Incarcerated Students.

ERIC Educational Resources Information Center

Houchins, David E.

2002-01-01

A study examined the self-determination knowledge of incarcerated students with (n=20) and without (n=25) disabilities. A relationship was found between self-determination knowledge and gender, reading level, math level, and disability. Students who were male, had a disability, and/or had low academic abilities in math and/or reading had lower…

Learning Math at Home. Parents and Children Together Series.

ERIC Educational Resources Information Center

Shermis, Michael, Ed.

This book focuses on how to make math friendly for parents and children. The book has a companion audiotape with ideas and guidelines for the interested parent. The book's introduction also suggests some ways for parents to guide their children's reading. Part 1 of the book consists of three "Read-along Stories": "Turkey…

The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

PubMed

Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

2013-12-01

Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties.

PubMed

Fuchs, Lynn S; Seethaler, Pamela M; Powell, Sarah R; Fuchs, Douglas; Hamlett, Carol L; Fletcher, Jack M

2008-01-01

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties

PubMed Central

Fuchs, Lynn S.; Seethaler, Pamela M.; Powell, Sarah R.; Fuchs, Douglas; Hamlett, Carol L.; Fletcher, Jack M.

2009-01-01

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits. PMID:20209074

Social Cognitive Predictors of Mexican American High School Students' Math/Science Career Goals

ERIC Educational Resources Information Center

Garriott, Patton O.; Raque-Bogdan, Trisha L.; Zoma, Lorrine; Mackie-Hernandez, Dylan; Lavin, Kelly

2017-01-01

This study tested a social cognitive model of math/science career goals in a sample (N = 258) of Mexican American high school students. Familism and proximal family supports for math/science careers were examined as predictors of math/science: performance accomplishments, self-efficacy, interests, and goals. Results showed that the hypothesized…

A Math Intervention for Third Grade Latino English Language Learners at Risk for Math Disabilities

ERIC Educational Resources Information Center

Orosco, Michael J.

2014-01-01

Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…

Counting on Early Math Skills: Preliminary Kindergarten Impacts of the Making Pre-K Count and High 5s Programs

ERIC Educational Resources Information Center

Mattera, Shira; Morris, Pamela

2017-01-01

Early math ability is one of the best predictors of children's math and reading skills into late elementary school. Children with stronger math proficiency in elementary school, in turn, are more likely to graduate from high school and attend college. However, early math skills have not historically been a major focus of instruction in preschool…

National Science Bowl | NREL

Science.gov Websites

and high school student teams on science and math topics. The National Science Bowl provides an opportunity for students to develop science, technology, engineering, and math (STEM) skills in a non tournament challenges students' knowledge of science. Student teams are questioned on life science, math

Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors’ Emotions about Mathematics

PubMed Central

Wachsmuth, Lucas P.; Runyon, Christopher R.; Drake, John M.; Dolan, Erin L.

2017-01-01

Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students’ emotional satisfaction with math. We then compared life science and non–life science majors and found that major had a small to moderate relationship with students’ responses. Gender also had a small relationship with students’ responses, while students’ race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups—students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates’ emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors’ attitudes toward math. PMID:28798211

Differentiated Instruction for K-8 Math and Science: Activities and Lesson Plans

ERIC Educational Resources Information Center

Hamm, Mary; Adams, Dennis

2008-01-01

This book offers practical recommendations to reach every student in a K-8 classroom. Research-based and written in a teacher-friendly style, it will help teachers with classroom organization and lesson planning in math and science. Included are math and science games, activities, ideas, and lesson plans based on the math and science standards.…

Sandia National Laboratories: About Sandia: Community Involvement:

Science.gov Websites

DOE Regional Science Bowls - New Mexico DOE Regional Science Bowls - California Family Math Night Family Science Night Science, Technology, Engineering, and Math Programs About Education Programs a national concern. Encouraging students to pursue science, technology, engineering, and math (STEM

D.C. Student Test Scores Show Uneven Progress. Data Snapshot

ERIC Educational Resources Information Center

DuPre, Mary

2011-01-01

Over the past five years, both DC Public Schools (DCPS) and public charter schools (PCS) have seen significant growth in secondary reading and math scores on the state test known as the District of Columbia Comprehensive Assessment System (DC CAS). However, scores have not improved as much at the elementary level. Reading and math scores for DCPS…

The Impact of Professional Learning Communities on Urban Teachers and Their Students' Reading and Math Achievement

ERIC Educational Resources Information Center

Williams, Deborah Johnson

2011-01-01

This study followed a causal comparative research design that utilized mixed methods. This non-experimental investigation sought to identify potential cause and effect relationships between variations in achievement data among schools. The purpose of the study was to determine if urban students' reading and math achievement increased as a result…

Southmoreland Middle School: A Model of True Collaboration

ERIC Educational Resources Information Center

Principal Leadership, 2013

2013-01-01

In 2003, Southmoreland was a seventh- and eighth-grade junior high school in the warning category under NCLB for failing to make adequate yearly progress. Scores on state tests were grim--only 39% of the students were proficient or advanced in math and 55% in reading. Two years later, the combined improvement in reading and math scores resulted in…

Educational Investment, Family Context, and Children's Math and Reading Growth from Kindergarten through the Third Grade

ERIC Educational Resources Information Center

Cheadle, Jacob E.

2008-01-01

Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau's notion of concerted cultivation. It used multilevel piece-wise growth models regressing children's math and reading achievement…

Comparing Achievement Trends in Reading and Math across Arizona Public School Student Subgroups. REL Technical Brief. REL 2012-No. 019

ERIC Educational Resources Information Center

Crane, Eric W.; Huang, Min; Barrat, Vanessa X.

2011-01-01

This technical brief examines the 2008/09 reading and math proficiency levels among subgroups of Arizona public school students defined by students' race/ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non-English language learner students), disability status…

States Raise Proficiency Standards in Math and Reading

ERIC Educational Resources Information Center

Peterson, Paul E.; Ackerman, Matthew

2015-01-01

Since No Child Left Behind (NCLB) was enacted into federal law in 2002, states have been required to test students in grades 3 through 8 and again in high school to assess math and reading achievement. The federal law also asks states to establish the performance level students must reach on the exams in order to be identified as…

Assessment Test Scores of Incoming Students, Fall 2001.

ERIC Educational Resources Information Center

Negron, Maggie; Breindel, Matthew

This assessment of placement test scores in reading, math, and sentence skills from incoming students at College of the Desert (California) shows that students are overwhelmingly underprepared for study at the college. Only 15% of students were prepared in sentence skills, 27% in reading skills, 7% in math skills; only 3% were prepared in all 3…

Child Labor, Learning Problems, and Poverty

ERIC Educational Resources Information Center

Taylor, Mark

2017-01-01

In Africa, approximately 80 million children are working. Africa's 41% child labor rate is nearly twice as high as that in Asia. This study examined whether child labor is a direct result of poverty or of reading and math problems in school. The study analyzed reading and math scores of 62 child laborers and 62 non-child laborers from a farming…

Subgroup Achievement and Gap Trends: Hawaii

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

Hawaii showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Asian and white students, low income students, and boys and girls. Gains in math tended to be larger than in reading. Trends in closing achievement gaps were mixed. Comparable data were available from 2007 through 2009. (Contains 9 tables.)…

Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability across Early Grades

ERIC Educational Resources Information Center

Koponen, Tuire; Aro, Mikko; Poikkeus, Anna-Maija; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Nurmi, Jari-Erik

2018-01-01

We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample (N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance…

Developmental Education and Its Relationship to Academic Success in College Level Courses at a Suburban Community College in Kansas

ERIC Educational Resources Information Center

Cole, Lisa M.

2014-01-01

This study evaluated the effectiveness of developmental math, English, and reading courses by evaluating the success of students in the corresponding college-level math, English, and reading course. This study analyzed select student characteristics (sex, ethnicity, age, socioeconomic status) or student developmental education status as predictors…

Distinct influences of affective and cognitive factors on children's non-verbal and verbal mathematical abilities.

PubMed

Wu, Sarah S; Chen, Lang; Battista, Christian; Smith Watts, Ashley K; Willcutt, Erik G; Menon, Vinod

2017-09-01

Individual differences in children's math performance have been associated with math anxiety, attention problems, working memory (WM), and reading skills, but the mechanisms by which these factors jointly contribute to children's math achievement are unknown. Here, we use structural equation modeling to characterize the relation between these factors and their influence on non-verbal Numerical Operations (NO) and verbal Math Reasoning (MR) in 330 children (M=8.34years). Our findings indicate that WM plays a central role in both non-verbal NO and verbal MR, whereas math anxiety and reading comprehension have unique and more pronounced influences on MR, compared to NO. Our study elucidates how affective and cognitive factors distinctly influence non-verbal and verbal mathematical problem solving. Copyright © 2017 Elsevier B.V. All rights reserved.

Academic and Social Functioning Associated with Attention-Deficit/Hyperactivity Disorder: Latent Class Analyses of Trajectories from Kindergarten to Fifth Grade.

PubMed

DuPaul, George J; Morgan, Paul L; Farkas, George; Hillemeier, Marianne M; Maczuga, Steve

2016-10-01

Children with attention-deficit/hyperactivity disorder (ADHD) are known to exhibit significantly lower academic and social functioning than other children. Yet the field currently lacks knowledge about specific impairment trajectories experienced by children with ADHD, which may constrain early screening and intervention effectiveness. Data were analyzed from a nationally representative U.S. cohort in the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) for 590 children (72.7 % male) whose parents reported a formal diagnosis of ADHD. Children's math, reading, and interpersonal skills were assessed at 5 time points between kindergarten and fifth grade. Growth mixture model analyses indicated 4 latent trajectory classes for reading, 8 classes for math, and 4 classes for interpersonal skills. Membership in reading and math trajectory classes was strongly related; overlaps with interpersonal skills classes were weaker. Trajectory class membership was correlated with demographic characteristics and behavioral functioning. Children with ADHD display substantial heterogeneity in their reading, math, and interpersonal growth trajectories, with some groups of children especially likely to display relatively severe levels of academic and social impairment over time. Early screening and intervention to address impairment, particularly reading difficulties, among kindergarten students with ADHD is warranted.

Word-Problem-Solving Strategy for Minority Students at Risk for Math Difficulties

ERIC Educational Resources Information Center

Kong, Jennifer E.; Orosco, Michael J.

2016-01-01

Minority students at risk for math difficulties (MD) struggle with word problems for various reasons beyond procedural or calculation challenges. As a result, these students require support in reading and language development in addition to math. The purpose of this study was to assess the effectiveness of a math comprehension strategy based on a…

The Power of Math Dictionaries in the Classroom

ERIC Educational Resources Information Center

Patterson, Lynn Gannon; Young, Ashlee Futrell

2013-01-01

This article investigates the value of a math dictionary in the elementary classroom and if elementary students prefer using a traditional math dictionary or a dictionary on an iPad. In each child's journey to reading with understanding, the dictionary can be a comforting and valuable resource. Would students find a math dictionary to be a…

What Works? Common Practices in High Functioning Afterschool Programs across the Nation in Math, Reading, Science, Arts, Technology, and Homework--A Study by the National Partnership. The Afterschool Program Assessment Guide. CRESST Report 768

ERIC Educational Resources Information Center

Huang, Denise; Cho, Jamie; Mostafavi, Sima; Nam, Hannah H.; Oh, Christine; Harven, Aletha; Leon, Seth

2010-01-01

In an effort to identify and incorporate exemplary practices into existing and future afterschool programs, the U.S. Department of Education commissioned a large-scale evaluation of the 21st Century Community Learning Center (CCLC) program. The purpose of this evaluation project was to develop resources and professional development that addresses…

America vuelve a la escuela: Participe y colabore! Informacion para familias y miembros de la comunidad (America Goes Back to School: Get Involved! Stay Involved! Information for Families and Community Members).

ERIC Educational Resources Information Center

Partnership for Family Involvement in Education (ED), Washington, DC.

This Spanish-language brochure provides several tips for families and for community members to help them encourage student achievement and success. The tips are grouped into three categories: (1) "Help our children read well and independently by the end of third grade"; (2) "Help our children learn to meet high math and science standards and take…

Math Safari.

ERIC Educational Resources Information Center

Nelson, Vaunda; Stanko, Anne

1992-01-01

Describes Math Safari, a mathematical, scientific, geographic, informational adventure for fourth grade students. It integrates all curriculum areas and other skills by using information children must find in books to pose math problems about animals. It encourages cooperative learning, critical reading, analysis, and use of research skills. (SM)

Multiply Your Child's Success: Math and Science Can Make Dreams Come True. A Parent's Guide

ERIC Educational Resources Information Center

National Math and Science Initiative, 2012

2012-01-01

In today's high-tech world, math and science matter. Of the 10 fastest growing occupations, eight are science, math or technology-related. Whatever a child wants to do--join the military, join the workforce, or go on to college--math and science skills will be important. Become part of the equation to help one's child succeed now and in the…

Slow sluggish cognitive tempo symptoms are associated with poorer academic performance in children with ADHD.

PubMed

Tamm, Leanne; Garner, Annie A; Loren, Richard E A; Epstein, Jeffery N; Vaughn, Aaron J; Ciesielski, Heather A; Becker, Stephen P

2016-08-30

Sluggish cognitive tempo (SCT) symptoms may confer risk for academic impairment in attention-deficit/hyperactivity disorder (ADHD). We investigated SCT in relation to academic performance and impairment in 252 children (ages 6-12, 67% boys) with ADHD. Parents and teachers completed SCT and academic impairment ratings, and achievement in reading, math, and spelling was assessed. Simultaneous regressions controlling for IQ, ADHD, and comorbidities were conducted. Total SCT predicted parent-rated impairments in writing, mathematics, and overall school but not reading. Parent-rated SCT Slow predicted poorer reading and spelling, but not math achievement. Teacher-rated SCT Slow predicted poorer spelling and math, but not reading achievement. Parent-rated SCT Slow predicted greater academic impairment ratings across all domains, whereas teacher-rated SCT Slow predicted greater impairment in writing only. Age and gender did not moderate these relationships with the exception of math impairment; SCT slow predicted math impairment for younger but not older children. Parent and teacher SCT Sleepy and Daydreamy ratings were not significant predictors. SCT Slow appears to be uniquely related to academic problems in ADHD, and may be important to assess and potentially target in intervention. More work is needed to better understand the nature of SCT Slow symptoms in relation to inattention and amotivation. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

77 FR 37016 - Applications for New Awards: Upward Bound Math and Science Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-20

... DEPARTMENT OF EDUCATION Applications for New Awards: Upward Bound Math and Science Program AGENCY... Bound Math and Science Program. Notice inviting applications for new awards for fiscal year (FY) 2012.... There are three types of grants under the UB Program: regular UB grants, Veterans UB grants, and UB Math...

78 FR 18326 - Agency Information Collection Activities; Comment Request; Upward Bound and Upward Bound Math...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-26

...; Comment Request; Upward Bound and Upward Bound Math Science Annual Performance Report AGENCY: The Office... considered public records. Title of Collection: Upward Bound and Upward Bound Math Science Annual Performance...) and Upward Bound Math and Science (UBMS) Programs. The Department is requesting a new APR because of...

[The impact of precursors on reading, spelling, and arithmetic at school 2nd grade].

PubMed

Daseking, M; Petermann, F

2011-10-01

The aim of this study was to determine the role of precursors in the prediction of school achievement. 372 children were followed from health examination for school entry to the second grade. Preschool skills assessed by a screening of developmental stage (SOPESS) were related to second-grade reading (ELFE 1-6), spelling (DERET 1-2+), and arithmetic (DEMAT 1+) by correlation and regression analyses. Correlations between numeracy and math abilities (r=0,340) met with our expectations as also did those between verbal abilities and spelling (r=0,276). The subtests of attention and counting (SOPESS) contribute significantly to an explanation of the variance in school achievement. Numeracy predicts math achievement, and verbal memory contributes to school achievement in math and spelling. Our findings support the contribution of visual selective attention, phonological memory, and verbal abilities to the development of reading, spelling, and math at primary school. © Georg Thieme Verlag KG Stuttgart · New York.

Materials Science & Engineering | Classification | College of Engineering &

Science.gov Websites

ChairMaterials Science and Engineering(414) 229-2668nidal@uwm.eduEng & Math Sciences E351 profile photo (414) 229-2615jhchen@uwm.eduEng & Math Sciences 1225 profile photo Benjamin Church, Ph.D.Associate ProfessorMaterials Science & Engineering(414) 229-2825church@uwm.eduEng & Math Sciences EMS 1175 profile

The Effects of Dynamic Strategic Math on English Language Learners' Word Problem Solving

ERIC Educational Resources Information Center

Orosco, Michael J.; Swanson, H. Lee; O'Connor, Rollanda; Lussier, Cathy

2013-01-01

English language learners (ELLs) struggle with solving word problems for a number of reasons beyond math procedures or calculation challenges. As a result, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a math comprehension strategy called Dynamic Strategic…

How Are Community College Students Assessed and Placed in Developmental Math? Grounding Our Understanding in Reality

ERIC Educational Resources Information Center

Melguizo, Tatiana; Kosiewicz, Holly; Prather, George; Bos, Johannes

2014-01-01

The study's main objective was to provide a detailed description of math Assessment and Placement (A&P) policies in the Los Angeles Community College District (LACCD). The study was focused on math because a larger proportion of students place into remedial math than remedial reading or English (Bailey, Jeong, & Cho, 2010; Parsad, Lewis,…

Instant Math Storymats with Hands-on Activities for Building Essential Primary Math Skills, Grades K-2.

ERIC Educational Resources Information Center

Spann, Mary Beth

This book contains 18 reproducible Math Storymats which can be a refreshing addition to any early elementary math program. Each storymat is accompanied by two separate read-aloud story selections that guide children in using plastic disk-shaped markers to interact with the mats in specific and open-ended ways. Together the mats and the…

Launching Kindergarten Math Clubs: The Implementation of High 5s in New York City

ERIC Educational Resources Information Center

Jacob, Robin; Erickison, Anna; Mattera, Shira K.

2018-01-01

Early math has been shown to predict not only longer-term math achievement, but also future reading achievement, high school completion, and college attendance. Yet effects from early math programs often fade out as children move into more varied instructional contexts in elementary school. This fade-out suggests the need for an alignment of math…

Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources: State NAEP 1990-2009 Reading and Math Achievement Gaps and Trends

ERIC Educational Resources Information Center

Lee, Jaekyung; Reeves, Todd

2012-01-01

This study examines the impact of high-stakes school accountability, capacity, and resources under NCLB on reading and math achievement outcomes through comparative interrupted time-series analyses of 1990-2009 NAEP state assessment data. Through hierarchical linear modeling latent variable regression with inverse probability of treatment…

Computer Ratio and Student Achievement in Reading and Math in a North Carolina School District

ERIC Educational Resources Information Center

Preswood, Erica

2017-01-01

This longitudinal research project explored the relationship between a 1:1 computing initiative and student achievement on the North Carolina End of Grade Reading Comprehension and Math tests in the study school district. The purpose of this research study was to determine if the implementation of a 1:1 computing initiative impacted student…

Implementing Employability Skills, Reading Skills, and Math Skills in Vocational Education. Final Report. Vocational Technical Education Research Report. Volume 19, Number 2.

ERIC Educational Resources Information Center

Pennsylvania State Univ., University Park. Div. of Occupational and Vocational Studies.

A project was undertaken to implement the employability, reading, and math skills of disadvantaged students in vocational education. Included in the project were the following activities: (1) field tests, evaluation, and dissemination of a mathematics skills curriculum guide for disadvantaged learners; (2) field tests and revision of guidelines…

Do Teacher-Coaches Make the Cut? The Effectiveness of Athletic Coaches as Math and Reading Teachers

ERIC Educational Resources Information Center

Egalite, Anna J.; Bowen, Daniel H.; Trivitt, Julie R.

2015-01-01

Math and reading teachers who also coach athletics in the public school system are challenged to balance the responsibilities that come with fulfilling dual occupational roles. While many studies have examined teacher-coaches' stress levels and job perception in the context of role strain, there is no evidence of how student achievement in tested…

Comorbidity between Reading Disability and Math Disability: Concurrent Psychopathology, Functional Impairment, and Neuropsychological Functioning

ERIC Educational Resources Information Center

Willcutt, Erik G.; Petrill, Stephen A.; Wu, Sarah; Boada, Richard; DeFries, John C.; Olson, Richard K.; Pennington, Bruce F.

2013-01-01

Reading disability (RD) and math disability (MD) frequently co-occur, but the etiology of this comorbidity is not well understood. Groups with RD only (N = 241), MD only (N = 183), and RD + MD (N = 188) and a control group with neither disorder (N = 411) completed a battery of measures of internalizing and externalizing psychopathology, social and…

Working Memory and Dynamic Measures of Analogical Reasoning as Predictors of Children's Math and Reading Achievement

ERIC Educational Resources Information Center

Stevenson, Claire E.; Bergwerff, Catharina E.; Heiser, Willem J.; Resing, Wilma C. M.

2014-01-01

Working memory and inductive reasoning ability each appear related to children's achievement in math and reading. Dynamic measures of reasoning, based on an assessment procedure including feedback, may provide additional predictive value. The aim of this study was to investigate whether working memory and dynamic measures of analogical…

Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences

ERIC Educational Resources Information Center

Peterson, Robin L.; Boada, Richard; McGrath, Lauren M.; Willcutt, Erik G.; Olson, Richard K.; Pennington, Bruce F.

2017-01-01

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years (N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and…

How Home Enrichment Mediates the Relationship between Maternal Education and Children's Achievement in Reading and Math

ERIC Educational Resources Information Center

Zadeh, Zohreh Yaghoub; Farnia, Fataneh; Ungerleider, Charles

2010-01-01

Research Findings: This article addresses the mediating role of early childhood home enrichment in the association between maternal education and academic achievement in the reading and math of 1,093 children aged 7 (Grade 1). Data were extracted from the National Institute of Child Health and Human Development database. We used the bootstrapping…

Examining the Response Process of Fifth Grade Students during Social Studies Instruction

ERIC Educational Resources Information Center

Kay, Victoria

2011-01-01

Over the last decade there has been an increased focus on high-stakes standardized tests in reading and math. Social studies has been devalued in the classroom as many teachers and administrators focus their attention on reading and math instruction to avoid the punitive consequences of the No Child Left Behind Act. (2001). Based on this…

Time-Indexed Effect Size Metric for K-12 Reading and Math Education Evaluation

ERIC Educational Resources Information Center

Lee, Jaekyung; Finn, Jeremy; Liu, Xiaoyan

2011-01-01

Through a synthesis of test publisher norms and national longitudinal datasets, this study provides new national norms of academic growth in K-12 reading and math that can be used to reinterpret conventional effect sizes in time units. We propose d' a time-indexed effect size metric to estimate how long it would take for an "untreated"…

The impact of early behavior disturbances on academic achievement in high school.

PubMed

Breslau, Joshua; Miller, Elizabeth; Breslau, Naomi; Bohnert, Kipling; Lucia, Victoria; Schweitzer, Julie

2009-06-01

Previous research has indicated that childhood behavioral disturbances predict lower scores on academic tests and curtail educational attainment. It is unknown which types of childhood behavioral problems are most likely to predict these outcomes. An ethnically diverse cohort was assessed at 6 years of age for behavioral problems and IQ and at 17 years of age for academic achievement in math and reading. Of the original cohort of 823 children, 693 (84%) had complete data. Multiple regressions were used to estimate associations of attention and internalizing and externalizing problems at age 6 and with math and reading achievement at age 17, adjusting for IQ and indicators of family socioeconomic status. Adjusting for IQ, inner-city community, and maternal education and marital status, teacher ratings of attention, internalizing behavior, and externalizing problems at age 6 significantly predict math and reading achievement at age 17. When types of problems are examined simultaneously, attention problems predict math and reading achievement with little attenuation, whereas the influence of externalizing and internalizing problems is materially reduced and not significant. Interventions that target attention problems at school entry should be tested as a potential avenue for improving educational achievement.

Math and Science. IDRA Focus.

ERIC Educational Resources Information Center

IDRA Newsletter, 1998

1998-01-01

This newsletter theme issue includes six articles on improving math and science education, particularly for poor, Limited-English-Proficient (LEP), and female students. "Effective Math and Science Instruction--The Project Approach for LEP Students" (Joseph Vigil) describes how hands-on science projects can increase student motivation,…

The Association Between Motor Skills and Academic Achievement Among Pediatric Survivors of Acute Lymphoblastic Leukemia.

PubMed

Balsamo, Lyn M; Sint, Kyaw J; Neglia, Joseph P; Brouwers, Pim; Kadan-Lottick, Nina S

2016-04-01

Assess the association between fine motor (FM) and visual-motor integration (VMI) skills and academic achievement in pediatric acute lymphoblastic leukemia (ALL) survivors. In this 28-site cross-sectional study of 256 children in first remission, a mean of 8.9 ± 2.2 years after treatment for standard-risk precursor-B ALL, validated measures of FM, VMI, reading, math, and intelligence were administered at mean follow-up age of 12.8 ± 2.5 years.   VMI was significantly associated with written math calculation ability (p < .0069) after adjusting for intelligence (p < .0001). VMI was more strongly associated with math in those with lower intelligence (p = .0141). Word decoding was also significantly associated with VMI but with no effect modification by intelligence. FM skills were not associated with either reading or math achievement. These findings suggest that VMI is associated with aspects of math and reading achievement in leukemia survivors. These skills may be amenable to intervention. © The Author 2015. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Computer Science | Classification | College of Engineering & Applied

Science.gov Websites

EMS 1011 profile photo Adrian Dumitrescu, Ph.D.ProfessorComputer Science(414) 229-4265Eng & Math @uwm.eduEng & Math Sciences 919 profile photo Hossein Hosseini, Ph.D.ProfessorComputer Science(414) 229 -5184hosseini@uwm.eduEng & Math Sciences 1091 profile photo Amol Mali, Ph.D.Associate ProfessorComputer

77 FR 21089 - Notice of Submission for OMB Review; Application for Grants Under the Upward Bound Math and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-09

... Upward Bound Math and Science Program AGENCY: Office of Postsecondary Education, Department of Education. SUMMARY: The Upward Bound Math and Science (UBMS) program provides grants to institutions of higher... for success in a program of postsecondary education that lead to careers in math and science. DATES...

An Innovative Approach to Science Instruction

NASA Astrophysics Data System (ADS)

McNamara, Bernard; Burnham, Chris; Bridges, Bill

1994-12-01

This paper reports on the results of a multi-year NSF project aimed at undergraduate instruction in astronomy. Its goal is to help incoming university students, particularly from minority groups, develop critical thinking skills and a better understanding of basic scientific principles. The project employs the techniques of ``Writing Across the Curriculum" to counter student math and science anxiety. It employs a workbook consisting of four sections: (1) basic skills exercises, (2) an evolving cosmology, (3) chapter reading responses, and (4) an astronomical scrapbook. Experience with this workbook in introductory astronomy classes at NMSU is discussed, along with suggestions on how the exercises can be incorporated into beginning astronomy classes at other universities.

Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics.

PubMed

Wachsmuth, Lucas P; Runyon, Christopher R; Drake, John M; Dolan, Erin L

2017-01-01

Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students' emotional satisfaction with math. We then compared life science and non-life science majors and found that major had a small to moderate relationship with students' responses. Gender also had a small relationship with students' responses, while students' race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups-students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates' emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors' attitudes toward math. © 2017 L.P. Wachsmuth et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

75 FR 69135 - Agency Information Collection Activities: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-10

...: Title of Collection: Evaluation of the National Science Foundation's Math and Science Partnership (MSP...- year clearance for an evaluation of the Math and Science Partnership (MSP) program. The MSP program is..., especially disciplinary faculty in math, sciences, and engineering, with that of K-12 communities in order to...

Atlas 1.1: An Update to the Theory of Effective Systems Engineers

DTIC Science & Technology

2018-01-16

Proficiency Model ........................................................................................................... 21 5.1.1 Area 1: Math ... Math /Science/General Engineering: Foundational concepts from mathematics, physical sciences, and general engineering; 2. System’s Domain...Table 5. Atlas Proficiency Areas, Categories, and Topics Area Category Topic 1. Math / Science / General Engineering 1.1. Natural Science

Mini-Portfolio on Math and Science.

ERIC Educational Resources Information Center

Teaching PreK-8, 1996

1996-01-01

Presents six articles dealing with math and science education: "Sneaker Geometry" (Jack George), "Fairs with a Flair" (Diane McCarty), "Generating Excitement with Math Projects" (Jeffrey Kostecky and Louis Roe), "Playing with Numbers" (Diana Smith), "When Student Teachers Want to Do Hands-On Science" (Betsy Feldkamp-Price), and "Science ala Carte"…

Making the Math/Science Connection.

ERIC Educational Resources Information Center

Sherman, Laurel Galbraith

1989-01-01

Suggestions are made for activities that combine the teaching of math and science. Math concepts include: graphing, estimating, measurement, statistics, geometry, and logic. Science topics include: plant reproduction, solar system, forces, longitude and latitude, Earth's magnetic field, nutrition, and heat. (IAH)

Mathematics Achievement and Anxiety and Their Relation to Internalizing and Externalizing Behaviors

ERIC Educational Resources Information Center

Wu, Sarah S.; Willcutt, Erik G.; Escovar, Emily; Menon, Vinod

2014-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of…

Improving Learning for All Students through Equity-Based Inclusive Reform Practices: Effectiveness of a Fully Integrated Schoolwide Model on Student Reading and Math Achievement

ERIC Educational Resources Information Center

Choi, Jeong Hoon; Meisenheimer, Jessica M.; McCart, Amy B.; Sailor, Wayne

2017-01-01

The present investigation examines the schoolwide applications model (SAM) as a potentially effective school reform model for increasing equity-based inclusive education practices while enhancing student reading and math achievement for all students. A 3-year quasi-experimental comparison group analysis using latent growth modeling (LGM) was used…

An Analysis of the Impact of Single-Sex Schools on Seventh Grade Math and Reading Tasks Scores

ERIC Educational Resources Information Center

Groves-Redwood, Tarawa F.

2012-01-01

The purpose of this study was to determine if there is a statistically significant mean difference in math and reading student performance by types of schools. The types of schools were identified as all-male and all-female public middle schools. Specifically, this study examined the impact of public single-sex schools on the mathematics and…

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Montana

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper profiles Montana's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 reading and math and grade 8 reading. In grade 8 math, however, the percentage proficient…

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Iowa

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper profiles Iowa's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 reading and math and in grade 8 math. In grade 8 reading, the percentage of students reaching…

Brief Report: Investigating Relations between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder

ERIC Educational Resources Information Center

McCauley, James B.; Zajic, Matthew C.; Oswald, Tasha M.; Swain-Lerro, Lindsey E.; McIntyre, Nancy C.; Harris, Michelle A.; Trzesniewski, Kali; Mundy, Peter C.; Solomon, Marjorie

2018-01-01

A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance,…

Racial/Ethnic Differences in Kindergartners' Reading and Math Skills: Parents' Knowledge of Children's Development and Home-Based Activities as Mediators

ERIC Educational Resources Information Center

Sonnenschein, Susan; Sun, Shuyan

2017-01-01

Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home-based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study-Birth Cohort to examine the differences in…

Middle School A/B Block and Traditional Scheduling: An Analysis of Math and Reading Performance by Race

ERIC Educational Resources Information Center

Gill, Willie Wallicia Allen

2011-01-01

The purpose of this quantitative study was to examine whether a difference existed in the percentage performance of students earning a pass/advanced score on the Standards of Learning (SOL) Test in math and reading in Virginia's Region IV for schools using an A/B block schedule and those using a traditional schedule. The research also examined if…

The Impact of Supplemental Education Services Program on Middle School At-Risk Learners' Math and Reading Scores

ERIC Educational Resources Information Center

Maxwell, June B.

2010-01-01

In the state of Georgia, local school systems are under pressure to increase at-risk middle school students' state scores in reading and math. At the data site, the local school system implemented a supplemental education service (SES) program for at-risk students in order to pass the Georgia Criterion Referenced Competency Test (CRCT) in reading…

Instructional Practices for Students with Behavioral Disorders: Strategies for Reading, Writing, and Math. What Works for Special-Needs Learners

ERIC Educational Resources Information Center

Nelson, J. Ron; Benner, Gregory J.; Mooney, Paul

2008-01-01

Presenting a broad range of instructional programs and practices that are proven effective for students with behavioral disorders, this is the first resource of its kind for K-3 teachers and special educators. Described are clear-cut strategies for promoting mastery and fluency in early reading, writing, and math, while tailoring instruction to…

Differences in Reading and Math Achievement among Students Who Are Hispanic, Limited English Proficient, or White: A Multi-Year Study

ERIC Educational Resources Information Center

Rojas-LeBouef, Ana M.

2010-01-01

Purpose. The purpose of this study was to examine differences in academic achievement among students who were Hispanic, Limited English Proficient (LEP), or White, using archival data from the Texas Education Agency's (TEA) Academic Excellence Indicator System (AEIS). Data examined were fifth grade reading and math passing rates from the 1993…

A Small Learning Community's Impact on Students' Success Assessed by State Test Scores in Reading and Math

ERIC Educational Resources Information Center

Smith, Christiana Helen Croson

2013-01-01

Drastic reform measures have taken place at Howard High School of Technology to incorporate a 10th grade small learning community. Due to the costs and resources associated with implementing small learning communities, it is important to examine if the 10th graders' achievement on the state tests in reading and math were significantly different…

Atlas Career Path Guidebook: Patterns and Common Practices in Systems Engineers’ Development

DTIC Science & Technology

2018-01-16

Overview of Atlas Proficiency Model .............................................................................. 68 5.1.2. Math /Science/General... Math /Science/General Engineering ................................ 72 Figure 42. Distribution for individuals with highest proficiency self...assessment in Math /Science/General Engineering ..................................................................................... 73 Figure 43

Learning Problems

MedlinePlus

... such as dyslexia or dyscalculia (serious trouble with math), remember that you are not slow or dumb. ... reading and writing. Kids who have trouble with math may have dyscalculia (say: diss-kal-KYOO-lee- ...

Finding science is fun in a 'Magic Show of Light' from Optical Demonstrations on an Overhead Projector for elementary school students

NASA Astrophysics Data System (ADS)

Lones, Joe J.; Maltseva, Nadezhda K.; Peterson, Kurt N.

2007-09-01

We seek methods of stimulating young school children to develop an interest in science and engineering through a natural curiosity for the reaction of light. Science learning now begins fully at middle school. Reading skills develop with activity at home and progress through the elementary school curriculum, and in a like manner, a curious interest in science also should begin at that stage of life. Within the ranks of educators, knowledge of optical science needs to be presented to elementary school students in an entertaining manner. One such program used by the authors is Doug Goodman's Optics Demonstrations With the Overhead Projector, co-published by and available from OSA (Optical Society of America) and SPIE-The International Society of Optical Engineering. These demonstrations have been presented in middle and high schools; however, as a special approach, the authors have developed selected Goodman demonstrations as a "Magic Show of Light" for elementary schools. Teachers in the U.S. are overloaded with classroom instruction specifically targeted at improving reading and math scores on the Standard Achievement Test (SAT); therefore, science is getting "short changed" in the education system. For the sake of our future, industry volunteers must come forward to promote interest in science beginning with K-6.

Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners

PubMed Central

Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

2011-01-01

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. PMID:22389551

34 CFR 645.13 - What additional services do Upward Bound Math and Science Centers provide and how are they...

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false What additional services do Upward Bound Math and... Program? § 645.13 What additional services do Upward Bound Math and Science Centers provide and how are... provided under § 645.11(b), an Upward Bound Math and Science Center must provide— (1) Intensive instruction...

34 CFR 645.14 - What additional services do Upward Bound Math and Science Centers provide and how are they...

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What additional services do Upward Bound Math and... Program? § 645.14 What additional services do Upward Bound Math and Science Centers provide and how are... provided under § 645.11(b), an Upward Bound Math and Science Center must provide— (1) Intensive instruction...

34 CFR 645.14 - What additional services do Upward Bound Math and Science Centers provide and how are they...

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What additional services do Upward Bound Math and... Program? § 645.14 What additional services do Upward Bound Math and Science Centers provide and how are... provided under § 645.11(b), an Upward Bound Math and Science Center must provide— (1) Intensive instruction...

34 CFR 645.14 - What additional services do Upward Bound Math and Science Centers provide and how are they...

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What additional services do Upward Bound Math and... Program? § 645.14 What additional services do Upward Bound Math and Science Centers provide and how are... provided under § 645.11(b), an Upward Bound Math and Science Center must provide— (1) Intensive instruction...

34 CFR 645.14 - What additional services do Upward Bound Math and Science Centers provide and how are they...

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false What additional services do Upward Bound Math and... Program? § 645.14 What additional services do Upward Bound Math and Science Centers provide and how are... provided under § 645.11(b), an Upward Bound Math and Science Center must provide— (1) Intensive instruction...

Math Science Partnership of Southwest Pennsylvania: Measuring Progress toward Goals. Monograph

ERIC Educational Resources Information Center

Pane, John F.; Williams, Valerie L.; Olmsted, Stuart S.; Yuan, Kun; Spindler, Eleanor; Slaughter, Mary Ellen

2009-01-01

In 2003, the Allegheny Intermediate Unit received a grant under the National Science Foundation's Math and Science Partnership program to establish the Math Science Partnership of Southwest Pennsylvania (MSP). The MSP brings together regional K-12 school districts, institutions of higher education, and intermediate units with the goals of…

"MyTeachingPartner--Math/Science" Pre-Kindergarten Curricula and Teacher Supports: Associations with Children's Mathematics and Science Learning

ERIC Educational Resources Information Center

Kinzie, Mable B.; Whittaker, Jessica Vick; Williford, Amanda P.; DeCoster, Jamie; McGuire, Patrick; Lee, Youngju; Kilday, Carolyn R.

2014-01-01

"MyTeachingPartner--Math/Science" ("MTP-MS") is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these…

Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

PubMed

Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

2015-09-01

A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. © The Author(s) 2015.

Learning Disabilities and ADHD

MedlinePlus

... several areas, including speaking, reading, writing, and doing math. Attention deficit hyperactivity disorder (ADHD) is not a ... Dyscalculia makes it hard for people to understand math. They may also have problems telling time and ...

Let the Data Speak: Gender Differences in Math Curriculum-Based Measurement

ERIC Educational Resources Information Center

Yarbrough, Jamie L.; Cannon, Laura; Bergman, Shawn; Kidder-Ashley, Pamela; McCane-Bowling, Sara

2017-01-01

Numerous studies have identified differences between males and females in academic performance across the areas of reading, writing, and mathematics. The current study examined whether or not gender differences exist when math curriculum-based measures (M-CBMs) are used to assess basic math computation skills in a sample of third- through…

Industrial & Manufacturing Engineering | Classification | College of

Science.gov Websites

Engineering(414)229-6597msahmed@uwm.eduEng & Math Sciences EMS W383 profile photo Dr. Onur AsanAdjunct Assistant ProfessorIndustrial & Manufacturing Engineeringoasan@mcw.eduEng & Math Sciences profile ChandlerAdjunct InstructorIndustrial & Manufacturing Engineeringchandlec@uwm.eduEng & Math Sciences

Examining School-Level Reading and Math Proficiency Trends and Changes in Achievement Gaps for Grades 3-8 in Florida, Mississippi, and North Carolina. REL 2017-235

ERIC Educational Resources Information Center

Herrera, Sarah; Zhou, Chengfu; Petscher, Yaacov

2017-01-01

The 2001 authorization of the No Child Left Behind Act and its standards and accountability requirements generated interest among state education agencies in Florida, Mississippi, and North Carolina, which are served by the Regional Educational Laboratory Southeast, in monitoring changes in student reading and math proficiency at the school level.…

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. New Mexico

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper profiles New Mexico's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 math and grade 8 reading and math. In grade 4 reading, the percentage basic on NAEP …

Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students' Errors in Oral Language, Reading, Writing, Spelling, and Math

ERIC Educational Resources Information Center

Breaux, Kristina C.; Avitia, Maria; Koriakin, Taylor; Bray, Melissa A.; DeBiase, Emily; Courville, Troy; Pan, Xingyu; Witholt, Thomas; Grossman, Sandy

2017-01-01

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence…

The Relationship of Physical Fitness, Self-Beliefs, and Social Support to the Academic Performance of Middle School Boys and Girls

ERIC Educational Resources Information Center

Srikanth, Sudhish; Petrie, Trent A.; Greenleaf, Christy; Martin, Scott B.

2015-01-01

We examined the influence of physical and psychosocial variables on math and reading achievement test scores. Between 1 and 5 months prior to taking annual standardized reading and math tests, a sample of (N = 1,211) sixth through eight graders (53.7% girls; 57.2% White) self-reported levels of physical activity, academic self-beliefs, general…

Improving Congolese Children's Early Math and Reading Ability: Preliminary Results from a Cluster Randomized Trial in the Democratic Republic of the Congo

ERIC Educational Resources Information Center

Starkey, Leighann; Aber, J. Lawrence; Johnston, Brian M.

2014-01-01

Mastering basic numeracy and literacy skills is one of the most fundamental goals of education. However, it is estimated that 250 million primary-school-age children lack basic reading, writing and math skills (UN, 2013). Children living in war and poverty stricken countries are among the least likely to attain those basic goals. The United States…

Comorbidity between reading disability and math disability: concurrent psychopathology, functional impairment, and neuropsychological functioning.

PubMed

Willcutt, Erik G; Petrill, Stephen A; Wu, Sarah; Boada, Richard; Defries, John C; Olson, Richard K; Pennington, Bruce F

2013-01-01

Reading disability (RD) and math disability (MD) frequently co-occur, but the etiology of this comorbidity is not well understood. Groups with RD only (N = 241), MD only (N = 183), and RD + MD (N = 188) and a control group with neither disorder (N = 411) completed a battery of measures of internalizing and externalizing psychopathology, social and academic functioning, and 10 neuropsychological processes. Groups with RD only, MD only, and RD + MD were significantly impaired versus the control group on nearly all measures, and the group with RD + MD was more impaired than the groups with MD and RD alone on measures of internalizing psychopathology, academic functioning, and 7 of 10 neuropsychological constructs. Multiple regression analyses of the neuropsychological measures indicated that deficits in reading and math were associated with shared weaknesses in working memory, processing speed, and verbal comprehension. In contrast, reading difficulties were uniquely associated with weaknesses in phoneme awareness and naming speed, and math deficits were uniquely associated with weaknesses in set shifting. These results support multiple-deficit neuropsychological models of RD and MD and suggest that RD and MD are distinct but related disorders that co-occur because of shared neuropsychological weaknesses in working memory, processing speed, and verbal comprehension.

Rescuing Middle School Astronomy

NASA Astrophysics Data System (ADS)

Mayo, L. A.; Janney, D.

2010-12-01

There is a crisis in education at the middle school level (Spellings, 2006). Recent studies point to large disparities in middle school performance in schools with high minority populations. The largest disparities exist in areas of math and science. Astronomy has a universal appeal for K-12 students but is rarely taught at the middle school level. When it is taught at all it is usually taught in isolation with few references in other classes such as other sciences (e.g. physics, biology, and chemistry), math, history, geography, music, art, or English. The problem is greatest in our most challenged school districts. With scores in reading and math below national averages in these schools and with most state achievement tests ignoring subjects like astronomy, there is little room in the school day to teach about the world outside our atmosphere. Add to this the exceedingly minimal training and education in astronomy that most middle school teachers have and it is a rare school that includes any astronomy teaching at all. In this presentation, we show how to develop and offer an astronomy education training program for middle school teachers encompassing a wide range of educational disciplines that are frequently taught at the middle school level. The prototype for this program was developed and launched in two of the most challenged and diverse school systems in the country; D.C. Public Schools, and Montgomery County (MD) Public Schools.

34 CFR 645.31 - What selection criteria does the Secretary use?

Code of Federal Regulations, 2010 CFR

2010-07-01

... Upward Bound project, the Secretary reviews each type of project (Regular, Math and Science, or Veterans... need for an Upward Bound Math and Science Center in the proposed target area on the basis of— (i) The... careers in mathematics and science, and who could benefit from an Upward Bound Math and Science program...

34 CFR 645.31 - What selection criteria does the Secretary use?

Code of Federal Regulations, 2011 CFR

2011-07-01

... Upward Bound project, the Secretary reviews each type of project (Regular, Math and Science, or Veterans... need for an Upward Bound Math and Science Center in the proposed target area on the basis of— (i) The... careers in mathematics and science, and who could benefit from an Upward Bound Math and Science program...

34 CFR 645.31 - What selection criteria does the Secretary use?

Code of Federal Regulations, 2013 CFR

2013-07-01

... Upward Bound project, the Secretary reviews each type of project (Regular, Math and Science, or Veterans... need for an Upward Bound Math and Science Center in the proposed target area on the basis of— (i) The... careers in mathematics and science, and who could benefit from an Upward Bound Math and Science program...

34 CFR 645.31 - What selection criteria does the Secretary use?

Code of Federal Regulations, 2014 CFR

2014-07-01

... Upward Bound project, the Secretary reviews each type of project (Regular, Math and Science, or Veterans... need for an Upward Bound Math and Science Center in the proposed target area on the basis of— (i) The... careers in mathematics and science, and who could benefit from an Upward Bound Math and Science program...

34 CFR 645.31 - What selection criteria does the Secretary use?

Code of Federal Regulations, 2012 CFR

2012-07-01

... Upward Bound project, the Secretary reviews each type of project (Regular, Math and Science, or Veterans... need for an Upward Bound Math and Science Center in the proposed target area on the basis of— (i) The... careers in mathematics and science, and who could benefit from an Upward Bound Math and Science program...

Fragile X-Associated Tremor/Ataxia Syndrome (FXTAS)

MedlinePlus

... decline, including short-term memory loss, loss of math or spelling skills, difficulty making decisions, and other ... personality changes. Cognitive decline—loss of skills including math, reading, etc. Impotence, loss of bladder or bowel ...

What Are the Symptoms of Learning Disabilities?

MedlinePlus

... Difficulty with reading and/or writing Problems with math skills Difficulty remembering Problems paying attention Trouble following ... numbers. Other symptoms may include 7 : Difficulty with math-related word problems Trouble making change in cash ...

Smith college secondary math and science outreach program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Powell, J.A.; Clark, C.

1994-12-31

The Smith College Secondary Math and Science Outreach Program works collaboratively with front-line educators to encourage young women students of all abilities, especially underrepresented and underserved minorities, to continue studying math and science throughout high school. The program includes three main components: (1) Twenty-five to thirty teams of math/science teachers and guidance counselors participate in a year-long program which begins with a three-day Current Students/Future Scientists and Engineering Workshop. This event includes a keynote address, presentations and workshops by successful women in science and engineering, and hands-on laboratory sessions. Each participant receives a stipend and free room and board. Returningmore » to their schools, the teacher-counselor teams implement ongoing plans designed to counteract gender bias in the sciences and to alert female students to the broad range of math, science, and engineering career choices open to them. A follow-up session in the spring allows the teams to present and discuss their year-long activities. (2) TRI-ON, a day of science for 120 ninth- and tenth- grade girls from schools with a large underserved and underrepresented population, is held in early spring. Girls discover the excitement of laboratory investigation and interact with female college science and math majors. (3) Teaching Internships, initiated in 1991, involve ten to fifteen Smith College math and science majors in teaching in public schools. The teaching interns experience the rewards and challenges of classroom teaching, and they also serve as role models for younger students.« less

41 CFR 109-50.205 - Procedure.

Code of Federal Regulations, 2010 CFR

2010-07-01

... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.205 Procedure. (a) The DOE... math and science projects where the equipment would further enhance the progress of the project. (e... will be used to improve math and science curricula or in the conduct of technical and scientific...

41 CFR 109-50.4801 - Equipment Gift Agreement.

Code of Federal Regulations, 2010 CFR

2010-07-01

... to eligible recipients under the Math and Science Equipment Gift Program (see subpart 109-50.2 of... referred to as the Recipient, for the purpose of improving the Recipient's math and science education... attached equipment gift list, as a gift for the purpose of improving the Recipient's math and science...

Awards for the Particle Adventure

Science.gov Websites

National Clearinghouse (ENC) collects both physical and virtual resources useful to math and science sites include valuable math and/or science content, teacher appeal, clear navigational aids, and that to the best science and math sites on the Internet Magellan A must-have site for budding (and

41 CFR 109-50.205 - Procedure.

Code of Federal Regulations, 2014 CFR

2014-01-01

... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.205 Procedure. (a) The DOE... math and science projects where the equipment would further enhance the progress of the project. (e... will be used to improve math and science curricula or in the conduct of technical and scientific...

41 CFR 109-50.205 - Procedure.

Code of Federal Regulations, 2013 CFR

2013-07-01

... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.205 Procedure. (a) The DOE... math and science projects where the equipment would further enhance the progress of the project. (e... will be used to improve math and science curricula or in the conduct of technical and scientific...

41 CFR 109-50.4801 - Equipment Gift Agreement.

Code of Federal Regulations, 2011 CFR

2011-01-01

... to eligible recipients under the Math and Science Equipment Gift Program (see subpart 109-50.2 of... referred to as the Recipient, for the purpose of improving the Recipient's math and science education... attached equipment gift list, as a gift for the purpose of improving the Recipient's math and science...

41 CFR 109-50.4801 - Equipment Gift Agreement.

Code of Federal Regulations, 2012 CFR

2012-01-01

... to eligible recipients under the Math and Science Equipment Gift Program (see subpart 109-50.2 of... referred to as the Recipient, for the purpose of improving the Recipient's math and science education... attached equipment gift list, as a gift for the purpose of improving the Recipient's math and science...

41 CFR 109-50.4801 - Equipment Gift Agreement.

Code of Federal Regulations, 2013 CFR

2013-07-01

... to eligible recipients under the Math and Science Equipment Gift Program (see subpart 109-50.2 of... referred to as the Recipient, for the purpose of improving the Recipient's math and science education... attached equipment gift list, as a gift for the purpose of improving the Recipient's math and science...

41 CFR 109-50.205 - Procedure.

Code of Federal Regulations, 2012 CFR

2012-01-01

... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.205 Procedure. (a) The DOE... math and science projects where the equipment would further enhance the progress of the project. (e... will be used to improve math and science curricula or in the conduct of technical and scientific...

41 CFR 109-50.205 - Procedure.

Code of Federal Regulations, 2011 CFR

2011-01-01

... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.205 Procedure. (a) The DOE... math and science projects where the equipment would further enhance the progress of the project. (e... will be used to improve math and science curricula or in the conduct of technical and scientific...

41 CFR 109-50.4801 - Equipment Gift Agreement.

Code of Federal Regulations, 2014 CFR

2014-01-01

... to eligible recipients under the Math and Science Equipment Gift Program (see subpart 109-50.2 of... referred to as the Recipient, for the purpose of improving the Recipient's math and science education... attached equipment gift list, as a gift for the purpose of improving the Recipient's math and science...

Enhanced Resource Descriptions Help Learning Matrix Users.

ERIC Educational Resources Information Center

Roempler, Kimberly S.

2003-01-01

Describes the Learning Matrix digital library which focuses on improving the preparation of math and science teachers by supporting faculty who teach introductory math and science courses in two- and four-year colleges. Suggests it is a valuable resource for school library media specialists to support new science and math teachers. (LRW)

Home | Caltech

Science.gov Websites

& Planetary Sciences Humanities & Social Sciences Physics, Math & Astronomy Research Sciences Physics, Math & Astronomy Research Delve into Menu Centers & Institutes Student Research

Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons Learned

ERIC Educational Resources Information Center

Mosatche, Harriet S.; Matloff-Nieves, Susan; Kekelis, Linda; Lawner, Elizabeth K.

2013-01-01

While women's participation in math and physical science continues to lag to some degree behind that of men, the disparity is much greater in engineering and computer science. Though boys may outperform girls at the highest levels on math and science standardized tests, girls tend to get better course grades in math and science than boys do.…

Santa Fe Alliance for Science: The First Eight Years

NASA Astrophysics Data System (ADS)

Eisenstein, Robert A.

2013-04-01

The Santa Fe Alliance for Science (SFAFS) was founded in May, 2005. SFAFS exists to provide assistance in K-14 math and science education in the greater Santa Fe area. It does this via extensive programs (1) in math and science tutoring at Santa Fe High School, Santa Fe Community College and to a lesser degree at other schools, (2) science fair advising and judging, (3) its ``Santa Fe Science Cafe for Young Thinkers'' series, (4) a program of professional enrichment for K-12 math and science teachers, and (5) a fledging math intervention program in middle school math. Well over 150 STEM professionals, working mostly as volunteers, have contributed since our beginning. Participation by students, parents and teachers has increased dramatically over the years, leading to much more positive views of math and science, especially among elementary school students and teachers. Support from the community and from local school districts has been very strong. I will present a brief status report on SFAFS activities, discuss some of the lessons learned along the way and describe briefly some ideas for the future. More information can be found at the SFAFS website, www.sfafs.org.

The Relationship between Students' Performance on the Cognitive Abilities Test (CogAT) and the Fourth and Fifth Grade Reading and Math Achievement Tests in Ohio

ERIC Educational Resources Information Center

Warnimont, Chad S.

2010-01-01

The purpose of this quantitative study was to examine the relationship between students' performance on the Cognitive Abilities Test (CogAT) and the fourth and fifth grade Reading and Math Achievement Tests in Ohio. The sample utilized students from a suburban school district in Northwest Ohio. Third grade CogAT scores (2006-2007 school year), 4th…

Relationship between the TCAP and the Pearson Benchmark Assessment in Elementary Students' Reading and Math Performance in a Northeastern Tennessee School District

ERIC Educational Resources Information Center

Dugger-Roberts, Cherith A.

2014-01-01

The purpose of this quantitative study was to determine if there was a relationship between the TCAP test and Pearson Benchmark assessment in elementary students' reading and language arts and math performance in a northeastern Tennessee school district. This study involved 3rd, 4th, 5th, and 6th grade students. The study focused on the following…

Achievement Gap Patterns of Grade 8 American Indian and Alaska Native Students in Reading and Math. Issues & Answers. REL 2009-No. 073

ERIC Educational Resources Information Center

Nelson, Steven; Greenough, Richard; Sage, Nicole

2009-01-01

Focusing on student proficiency in reading and math from 2003-04 to 2006-07, this report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and Alaska Native students. In response to a request by…

A Descriptive Analysis of the Impact of Co-Teaching on the Reading/Language Arts and Math Achievement of Selected Middle School Students in a Middle Tennessee School District

ERIC Educational Resources Information Center

Maultsby-Springer, Barbara Michelle

2009-01-01

This research examined the impact of collaborative teaching (co-teaching) on the Reading/Language Arts and Math achievement of Middle Tennessee students in grades 5-8, as measured by the Tennessee Comprehensive Assessment Program (TCAP) Achievement test. Within the context of this study, the co-teaching model of instruction is defined as the…

Physical fitness and academic performance in middle school students.

PubMed

Bass, Ronald W; Brown, Dale D; Laurson, Kelly R; Coleman, Margaret M

2013-08-01

The purpose of this study was to determine whether physical fitness is linked to academic success in middle school students. The FITNESSGRAM test battery assessed students (n = 838) in the five components of health-related fitness. The Illinois Standardized Achievement Test (ISAT) was used to assess academic achievement in reading and math. The largest correlations were seen for aerobic fitness and muscular endurance (ranging from 0.12 to 0.27, all p < 0.05). Boys in the Healthy Fitness Zone (HFZ) for aerobic fitness or muscular endurance were 2.5-3 times more likely to pass their math or reading exams. Girls in the HFZ for aerobic fitness were approximately 2-4 times as likely to meet or exceed reading and math test standards. Aerobic capacity and muscular endurance seem to positively affect academic achievement in middle school students. ©2013 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Using Concurrent Verbalization to Measure Math Comprehension

ERIC Educational Resources Information Center

Lambeth, Cathryn Colley

2012-01-01

The current study investigated variability in student performance on a concurrent verbalization measure based on a grade-level sample math word problem and sought to determine to what extent the variability in verbalization scores is related to scores on a reliable measure of reading (DIBELS Next) and math (easyCBM) and to student factors (e.g.…

Math Learning Begins at Home

ERIC Educational Resources Information Center

Eason, Sarah H.; Levine, Susan C.

2017-01-01

Children demonstrate gaps in the math knowledge that they possess by the time they begin school, and these gaps have been found to predict long-term outcomes not only in math but also in reading. Consequently, it is important to identify what accounts for these early differences and how they can be addressed to ensure that all children enter…

Dyscalculia Defined. NetNews. Volume 5, Number 4

ERIC Educational Resources Information Center

LDA of Minnesota, 2005

2005-01-01

The focus of this issue of "NetNews" is dyscalculia, or math disability. Most of the attention over the years has been on reading and writing difficulties, thus leading to the belief that math difficulties are not very common or serious. However, it has been estimated that about 6% of school-age children experience significant math difficulties.…

National Association for the Education of Young Children

MedlinePlus

... families — from child development to reading, writing, music, math, and more! Higher Education Search an ECE degree ... childhood topics such Developmentally Appropriate Practice, play, and math. Blog Stay up-to-date on issues in ...

Mathematics Anxiety and Preservice Elementary Teachers' Confidence to Teach Mathematics and Science

ERIC Educational Resources Information Center

Bursal, Murat; Paznokas, Lynda

2006-01-01

Sixty-five preservice elementary teachers' math anxiety levels and confidence levels to teach elementary mathematics and science were measured. The confidence scores of subjects in different math anxiety groups were compared and the relationships between their math anxiety levels and confidence levels to teach mathematics and science were…

Electrical Engineering | Classification | College of Engineering & Applied

Science.gov Websites

) 229-6916bsra@uwm.eduEng & Math Sciences 995 profile photo Robert Cuzner, Ph.D.Assistant ChairDepartment Chair of Electrical Engineering(414) 229-3885george@uwm.eduEng & Math Sciences 1245 profile photo Hossein Hosseini, Ph.D.ProfessorComputer Science(414) 229-5184hosseini@uwm.eduEng & Math

78 FR 54459 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-04

... Upward Bound Math Science Annual Performance Report AGENCY: Office of Postsecondary Education (OPE... Upward Bound Math Science Annual Performance Report. OMB Control Number: 1840-NEW. Type of Review: New... Upward Bound (UB) and Upward Bound Math and Science (UBMS) Programs. The Department is requesting a new...

Examining Administrators' Instructional Feedback to High School Math and Science Teachers

ERIC Educational Resources Information Center

Lochmiller, Chad R.

2016-01-01

Purpose: The purpose of this study was to explore high school administrators' instructional leadership in math and science. Specifically, the study explored the feedback administrators provided to math and science teachers as part of their instructional supervision. A central goal for this study was to determine how differences in these content…

Explaining Variation in Student Efforts towards Using Math and Science Knowledge in Engineering Contexts

ERIC Educational Resources Information Center

Berland, Leema K.; Steingut, Rebecca

2016-01-01

Previous research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistencies…

Investigating the Relationship between STEM Learning Principles and Student Achievement in Math and Science

ERIC Educational Resources Information Center

Hansen, Michael; Gonzalez, Thomas

2014-01-01

Science, technology, engineering and math (STEM) advocates commonly emphasize an interdisciplinary, authentic, project-based, and technology-based approach to learning, though the strength of prior research varies. This study examines the association between a range of classroom activities and academic performance gains in math and science. Using…

Science and Math in the Library Media Center Using GLOBE.

ERIC Educational Resources Information Center

Aquino, Teresa L.; Levine, Elissa R.

2003-01-01

Describes the Global Learning and Observations to Benefit the Environment (GLOBE) program which helps school library media specialists and science and math teachers bring earth science, math, information literacy, information technology, and student inquiry into the classroom. Discusses use of the Internet to create a global network to study the…

Expanding Girls' Horizons: Strengthening Persistence in the Early Math and Science Education Pipeline

NASA Astrophysics Data System (ADS)

Virnoche, Mary E.

Little longitudinal or follow-up data is available on the impact of Expanding Your Horizons (EYH) conferences. The purpose of the conferences is to encourage girls to take more math and science in high school by exposing them to hands-on activities and role models in math and science professions. This paper is based on 2005 and 2006 one-to-one and small-group interview data from 22 high school girls who attended an EYH conference during their middle school years. The data suggests that EYH strengthens girls' persistence in math and science pathways. Most girls came to the conferences already interested in math and science and at the urging of parents or teachers. Most felt empowered through the shared experience with hundreds of other girls and women, and relayed detailed and enthusiastic descriptions of hands-on activities. Many of the girls also drew connections between EYH and their course-taking actions and career goals. This paper highlights examples of these experiences and makes recommendations for future math and science early pipeline diversity work.

Factors that Influence Participation of Students in Secondary Science and Mathematics Subjects in IB Schools Outside of the United States and Canada

NASA Astrophysics Data System (ADS)

Straffon, Elizabeth

The purpose of this study was to investigate factors that affect the extent of international secondary students' participation in International Baccalaureate science and mathematics courses. The factors examined were gender, home region, size, percent host culture and age of the program, and coeducational and legal status of the school. Participation in math and science subjects was determined by analyzing the level and number of courses taken by students taking International Baccalaureate exams in 2010. Chi-Square and Cramer's V analysis were used to measure the effect of categorical variables on student participation and One-Way ANOVA and Bonferroni comparison of means were used to analyze the quantitative variables. All categorical variables were statistically significant (p<.01). Home region was the most important factor affecting participation in both math and science. Students from East, Southeast and South-Central Asia; and Eastern Europe have greater participation in math. The highest science participation came from students in East, Southern and Western Africa; and Southeast Asia. Top participators in science came from Australia/New Zealand, Northern Europe, East Africa and South-Central and Western Asia. State schools showed higher math and science participation. Science and math participation was also greater in all-male schools though associations were weak. Boys participated more than girls, especially in math. All quantitative variables were statistically significant. The program size had the largest effect size for both math and science with larger programs showing more participation at the higher level. A decreasing trend for age of the program and percent host culture was found for math participation. Three years of participation data were collected from an international school in Western Europe (n = 194). Variables included the influence of parent occupation, math preparedness (PSAT-Math), student achievement (GPA), and the importance of significant others in career and academic decisions. Findings indicate that performance on the PSAT- Math was the most important predictor of both science and mathematics participation. Twenty students were also interviewed. Results showed the importance of several key factors. These include the role of parents in student academic and career decisions, the importance of personal interest, and the contribution of early decisions in confidence-building.

It's Not Maths; It's Science: Exploring Thinking Dispositions, Learning Thresholds and Mindfulness in Science Learning

ERIC Educational Resources Information Center

Quinnell, R.; Thompson, R.; LeBard, R. J.

2013-01-01

Developing quantitative skills, or being academically numerate, is part of the curriculum agenda in science teaching and learning. For many of our students, being asked to "do maths" as part of "doing science" leads to disengagement from learning. Notions of "I can't do maths" speak of a rigidity of mind, a…

The Role of the National Science Foundation in K-12 Science and Math Education. Hearing before the Committee on Science, House of Representatives, One Hundred Ninth Congress, Second Session (May 3, 2006). Serial Number 109-46

ERIC Educational Resources Information Center

US House of Representatives, 2006

2006-01-01

The purpose of this hearing was to review the effectiveness and value of the National Science Foundation's (NSF's) past and present programs in support of improvement of K-12 science and math education and to examine what role the Foundation should play in future federal initiatives for strengthening K-12 science and math education. This hearing…

The impact of a developmental science course on college success for underprepared health science students

NASA Astrophysics Data System (ADS)

Johnson, Candace A.

Developmental education for the academically underprepared college student has been aimed at helping students succeed in college. However, developmental education courses have traditionally focused on reading, writing and math. This quantitative study examined the relationship between a developmental science course for underprepared health science students on grades achieved in college level medical terminology courses. The effect was measured by analyzing student grades retrieved from a college database of official school records through the use of correlation research methodology during a previous 2-year academic period at a selected independent 4-year right-to-try college. The results yielded a weakly positive correlation, but not statistically significant coefficient of 0.325 between grades for students who successfully completed the developmental science course and their subsequent success in a college-level science course. The study added to the gap in knowledge in terms of the effect a developmental science course has on grades in college-level science courses.

Efficacy Expectations and Vocational Interests as Mediators between Sex and Choice of Math/Science College Majors: A Longitudinal Study

PubMed

Lapan; Shaughnessy; Boggs

1996-12-01

A longitudinal study was conducted to test the mediational role of efficacy expectations in relation to sex differences in the choice of a math/science college major. Data on 101 students were gathered prior to their entering college and then again after they had declared a major 3 years later. Path analytic results support the importance of both math self-efficacy beliefs and vocational interest in mathematics in predicting entry into math/science majors and mediating sex differences in these decisions. Also, students who described themselves as more extroverted were less likely to take additional math classes in high school. Students with stronger artistic vocational interests chose majors less related to math and science. School personnel are strongly encouraged to develop programs that challenge the crystallization of efficacy beliefs and vocational interest patterns before students enter college.

A Quantitative Examination of Title I and Non-Title I Elementary Schools in District 8 of North Alabama Using Fourth Grade Math and Reading Standardized Test Results

ERIC Educational Resources Information Center

Headen, Renee Ashley

2014-01-01

The purpose of this study was to determine if there is a difference over time on standardized test scores for reading and math between fourth grade students attending Title I and Non-Title I schools in three select school systems within District 8 of North Alabama. In an effort to determine if Title I schools are successfully closing the…

Using Mathematics Curriculum Based Measurement as an Indicator of Student Performance on State Standards

ERIC Educational Resources Information Center

Hall, Linda De Zell

2009-01-01

Math skills are essential to daily life, impacting a person's ability to function at home, work, and in the community. Although reading has been the focus in recent years, many students struggle in math. The inability to master math calculation and problem solving has contributed to the rising incidence of student failure, referrals for special…

Reading and writing difficulties do not always occur as the researcher expects.

PubMed

Niemi, P; Poskiparta, E; Vauras, M; Mäki, H

1998-09-01

Making a prognosis about reading and learning difficulties is a tricky business, even if a large array of relevant variables is taken into account. The present article discusses such an endeavour, on the basis of a longitudinal four-year study which started with an orthodox intervention on linguistic awareness. However, after initial success, new groups of reading, writing and math disabled children were identified in the course of years. Membership of these groups could not always be predicted on the basis of extensive cognitive diagnostics performed during the preschool. Rather, the pupil's adaptive behaviour while coping with the demands of school work emerges as an important prognostic factor. This was particularly evident in an interaction combining math and reading comprehension in grade 3.

Science Fiction across the Curriculum.

ERIC Educational Resources Information Center

Kay, Andrew L.; Golden, Michael

1991-01-01

Presents ideas on integrating science fiction into language arts, science, social studies, and math. Suggestions include an interstellar journey, imaginative language lessons, futuristic social studies, extraterrestrial life studies, intergalactic math, and science fiction story writing. (SM)

Effects of MyTeachingPartner-Math/Science on Teacher-Child Interactions in Prekindergarten Classrooms

ERIC Educational Resources Information Center

Whittaker, Jessica Vick; Kinzie, Mable B.; Williford, Amanda; DeCoster, Jamie

2016-01-01

Research Findings: This study examined the impact of MyTeachingPartner-Math/Science, a system of math and science curricula and professional development, on the quality of teachers' interactions with children in their classrooms. Schools were randomly assigned to 1 of 2 intervention conditions (Basic: curricula providing within-activity, embedded…

Math and Science Gateways to California's Fastest Growing Careers

ERIC Educational Resources Information Center

EdSource, 2008

2008-01-01

Some students--and parents--think math and science are not too important for their future. As everyday life becomes more dependent on technology, most people will need a better background in math and science to succeed in today's global economy. To get high-paying jobs in some of California's fastest-growing occupations, a strong background in…

Shaping the Future with Math, Science, and Technology: Solutions and Lesson Plans to Prepare Tomorrow's Innovators

ERIC Educational Resources Information Center

Adams, Dennis; Hamm, Mary

2011-01-01

"Shaping the Future with Math, Science, and Technology" examines how ingenuity, creativity, and teamwork skills are part of an intellectual toolbox associated with math, science, and technology. The book provides new ideas, proven processes, practical tools, and examples useful to educators who want to encourage students to solve problems and…

The "Responsive Classroom" Approach and Fifth Grade Students' Math and Science Anxiety and Self-Efficacy

ERIC Educational Resources Information Center

Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.

2013-01-01

Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as…

EASI Street to Science and Math for K-12 Students.

ERIC Educational Resources Information Center

Cunningham, Carmela; Noble, Steve

This paper discusses the poor preparation of children with disabilities in math and science fields, and the perception that students with disabilities are not capable of doing work in science and math, which is often reinforced by teachers and parents. It is argued that the low expectations and waived requirements for children with disabilities…

Mission Engineering Competencies Technical Report

DTIC Science & Technology

2018-04-30

generate a mission capability. Note that foundational skills – e.g. math , natural or social sciences, general engineering skills - are not listed in...basic understanding of math , sciences, and the fundamentals of engineering are assumed, the foundational building block for mission...April 30, 2018 69 The Helix model focuses on 6 proficiency areas (Hutchison et al. 2018): 1. Math /Science/General

Mechanical Engineering | Classification | College of Engineering & Applied

Science.gov Websites

ProfessorMechanical Engineering(414) 229-6949avdeev@uwm.eduEng & Math Sciences 975 profile photo Robert Balmer, Sc . D.Professor EmeritusMechanical Engineering(414) 229-3374balmer@uwm.eduEng & Math Sciences E260 profile -6614wjchang@uwm.eduEng & Math Sciences 1113 profile photo Junhong Chen Ph.D.UWM Distinguished

34 CFR 645.12 - What services may regular Upward Bound and Upward Bound Math-Science projects provide?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What services may regular Upward Bound and Upward Bound Math-Science projects provide? 645.12 Section 645.12 Education Regulations of the Offices of the... services may regular Upward Bound and Upward Bound Math-Science projects provide? Any project assisted...

34 CFR 645.12 - What services may regular Upward Bound and Upward Bound Math-Science projects provide?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What services may regular Upward Bound and Upward Bound Math-Science projects provide? 645.12 Section 645.12 Education Regulations of the Offices of the... services may regular Upward Bound and Upward Bound Math-Science projects provide? Any project assisted...

34 CFR 645.12 - What services may regular Upward Bound and Upward Bound Math-Science projects provide?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false What services may regular Upward Bound and Upward Bound Math-Science projects provide? 645.12 Section 645.12 Education Regulations of the Offices of the... services may regular Upward Bound and Upward Bound Math-Science projects provide? Any project assisted...

34 CFR 645.12 - What services may regular Upward Bound and Upward Bound Math-Science projects provide?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What services may regular Upward Bound and Upward Bound Math-Science projects provide? 645.12 Section 645.12 Education Regulations of the Offices of the... services may regular Upward Bound and Upward Bound Math-Science projects provide? Any project assisted...

The MESTEP Record: A Report on the First Six Years. Math English Science Technology Education Project.

ERIC Educational Resources Information Center

Clark, Richard J.; And Others

The Math English Science Technology Education Project (MESTEP) was established to recruit, select, prepare, support, and retain in teaching diverse and talented recent college graduates with strong academic majors in math, English, or a science. A collaborative partnership of the University of Massachusetts (Amherst), public schools, and private…

The Effects of the Interactive Student Notebook on Fifth Grade Math and Science Achievement

ERIC Educational Resources Information Center

Green, Timothy

2010-01-01

The purpose of this study was to determine the effects of using the interactive student notebook versus the use of traditional note-taking methods on math and science achievement for fifth grade students. The researcher hypothesized that the ISN would have a significant positive impact on math and science student achievement. Multiple regression…

Increasing Latino/a Representation in Math and Science: An Insider's Look

ERIC Educational Resources Information Center

Aguirre, Jarrad

2009-01-01

Recent Yale alumnus Jarrad Aguirre relates his experience creating MAS Familias, a campus organization that supports Latino/a undergraduates studying math and science. Alarmed by Latino/a students' academic struggles and the lack of Latino/a role models in the fields of math and science--and increasingly aware of the social benefits of a diverse…

The National Teacher Training Institute for Math, Science and Technology: Exemplary Practice in a Climate of Higher Standards.

ERIC Educational Resources Information Center

Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.

1999-01-01

Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)

A Study on the Effect of Computer Assisted Math Fact Fluency Intervention on Math Achievement for Elementary and Middle School Special Education Students in a Chicago South Suburban School District

ERIC Educational Resources Information Center

Nottke, Regina

2017-01-01

The gap in academic achievement between regular and special education students is well documented. Math was once the stronger area for students with IEPs; however, the scores in Illinois in 2013 suggest that for the subgroup of IEP students, reading and math performance has reached an all-time ten-year low, even when correcting for the change in…

Math and science illiteracy: Social and economic impacts

DOE Office of Scientific and Technical Information (OSTI.GOV)

Williams, J.L.

1994-05-01

Today`s highly competitive global economy is being driven by increasingly rapid technological development. This paper explores the problems of math and science illiteracy in the United States and the potential impact on our economic survival in this environment during the next century. Established educational methods that reward task performance, emphasize passive lecture, and fail to demonstrate relevance to real life are partly to blame. Social norms, stereotypes, and race and gender bias also have an impact. To address this crisis, we need to question the philosophy of an educational system that values task over concept. Many schools have already initiatedmore » programs at all grade levels to make math and science learning more relevant, stimulating, and fun. Teaching methods that integrate math and science learning with teamwork, social context, and other academic subjects promote the development of higher-order thinking skills and help students see math and science as necessary skills.« less

Inhibitory control and counterintuitive science and maths reasoning in adolescence.

PubMed

Brookman-Byrne, Annie; Mareschal, Denis; Tolmie, Andrew K; Dumontheil, Iroise

2018-01-01

Existing concepts can be a major barrier to learning new counterintuitive concepts that contradict pre-existing experience-based beliefs or misleading perceptual cues. When reasoning about counterintuitive concepts, inhibitory control is thought to enable the suppression of incorrect concepts. This study investigated the association between inhibitory control and counterintuitive science and maths reasoning in adolescents (N = 90, 11-15 years). Both response and semantic inhibition were associated with counterintuitive science and maths reasoning, when controlling for age, general cognitive ability, and performance in control science and maths trials. Better response inhibition was associated with longer reaction times in counterintuitive trials, while better semantic inhibition was associated with higher accuracy in counterintuitive trials. This novel finding suggests that different aspects of inhibitory control may offer unique contributions to counterintuitive reasoning during adolescence and provides further support for the hypothesis that inhibitory control plays a role in science and maths reasoning.

3 CFR 8395 - Proclamation 8395 of July 6, 2009. National Summer Learning Day, 2009

Code of Federal Regulations, 2010 CFR

2010-01-01

...-on learning and creative projects. Participation can result in gains in writing, reading, and math.... Parents can also encourage youth to keep a journal and to practice math skills through cooking and games...

The academic penalty for gaining weight: a longitudinal, change-in-change analysis of BMI and perceived academic ability in middle school students.

PubMed

Kenney, E L; Gortmaker, S L; Davison, K K; Bryn Austin, S

2015-09-01

Worse educational outcomes for obese children regardless of academic ability may begin early in the life course. This study tested whether an increase in children's relative weight predicted lower teacher- and child-perceived academic ability even after adjusting for standardized test scores. Three thousand three hundred and sixty-two children participating in the Early Childhood Longitudinal Study-Kindergarten Cohort were studied longitudinally from fifth to eighth grade. Heights, weights, standardized test scores in maths and reading, and teacher and self-ratings of ability in maths and reading were measured at each wave. Longitudinal, within-child linear regression models estimated the impact of a change in body mass index (BMI) z-score on change in normalized teacher and student ratings of ability in reading and maths, adjusting for test score. A change in BMI z-score from fifth to eighth grade was not independently associated with a change in standardized test scores. However, adjusting for standardized test scores, an increasing BMI z-score was associated with significant reductions in teacher's perceptions of girls' ability in reading (-0.12, 95% confidence interval (CI): -0.23, -0.03, P=0.03) and boys' ability in math (-0.30, 95% CI: -0.43, -0.17, P<0.001). Among children who were overweight at fifth grade and increased in BMI z-score, there were even larger reductions in teacher ratings for boys' reading ability (-0.37, 95% CI: -0.71, -0.03, P=0.03) and in girls' self-ratings of maths ability (-0.47, 95% CI: -0.83, -0.11, P=0.01). From fifth to eighth grade, increase in BMI z-score was significantly associated with worsening teacher perceptions of academic ability for both boys and girls, regardless of objectively measured ability (standardized test scores). Future research should examine potential interventions to reduce bias and promote positive school climate.

Return of the Lambkins: Practice Makes Perfect at Colorado Science Bowl |

Science.gov Websites

study and potential careers in science, technology, engineering, and math (STEM). "Science Bowl school students to explore math and science. Now, the competition attracts approximately 15,000 students

Elementary GLOBE: Inquiring About the Earth System Through Elementary Student Investigations

NASA Astrophysics Data System (ADS)

Henderson, S.; Hatheway, B.; Gardiner, L.; Gallagher, S.

2006-12-01

Elementary GLOBE was designed to introduce K-4 students to the study of Earth System Science (ESS). Elementary GLOBE forms an instructional unit comprised of five modules that address ESS and interrelated subjects including weather, hydrology, seasons, and soils. Each Elementary GLOBE module contains a science based storybook, classroom learning activities that complement the science content covered in each book, and teacher's notes. The storybooks explore a component of the Earth system and the associated classroom learning activities provide students with a meaningful introduction to technology, a basic understanding of the methods of inquiry, and connection to math and literacy skills. The science content in the books and activities serves as a springboard to GLOBE's scientific protocols. All Elementary GLOBE materials are freely downloadable (www.globe.gov/elementaryglobe) The use of science storybooks with elementary students has proven to be an effective practice in exposing students to science content while providing opportunities for students to improve their reading, writing, and oral communication skills. The Elementary GLOBE storybooks portray kids asking questions about the natural world, doing science investigations, and exploring the world around them. Through the storybook characters, scientific inquiry is modeled for young learners. The associated learning activities provide opportunities for students to practice science inquiry and investigation skills, including observation, recording, measuring, etc. Students also gain exposure and increase their comfort with different tools that scientists use. The learning activities give students experiences with asking questions, conducting scientific investigations, and scientific journaling. Elementary GLOBE fills an important niche in K-4 instruction. The international GLOBE Program brings together students, teachers, and scientists with the basic goals of increasing scientific understanding of the Earth, supporting improved student achievement in science and math, and enhancing environmental awareness. NASA provides the primary source of funding for GLOBE.

Math and science community college faculty: A culture apart

NASA Astrophysics Data System (ADS)

Bradley, Jane

This is a quantitative, survey-based study of Iowa community college faculty members. The survey was administered in the spring of 2011 to all faculty members identified by their colleges as being employed full time. This study compares the demographics of math and science faculty members to faculty within the arts and sciences who do not teach math or science. Comparisons of how the two groups interact with students and what they identify as barriers to student success are included, as well as their attitudes about mentoring, encouraging students, and their roles in student recruitment and student retention. Highly correlated variables are grouped as factors and used in the construction of prediction models for faculty engagement in student recruitment and student retention efforts. A contrast in the cultures of the math/science faculty members as compared to the non-math/science faculty is considered for its impact on faculty engagement with students and those variables believed to support undergraduate student success.

The impact of low-level lead toxicity on school performance among children in the Chicago Public Schools: a population-based retrospective cohort study.

PubMed

Evens, Anne; Hryhorczuk, Daniel; Lanphear, Bruce P; Rankin, Kristin M; Lewis, Dan A; Forst, Linda; Rosenberg, Deborah

2015-04-07

Environmental lead exposure poses a risk to educational performance, especially among poor, urban children. Previous studies found low-level lead exposure was a risk factor for diminished academic abilities, however, this study is distinct because of the very large sample size and because it controlled for very low birth weight and early preterm birth-two factors closely associated with lower academic performance. In this study we examined the association between lead concentration in whole blood (B-Pb) of Chicago Public School (CPS) children and their performance on the 3(rd) grade Illinois Standard Achievement Tests (ISAT) reading and math scores. We examined 58,650 children born in Chicago between 1994 and 1998 who were tested for blood lead concentration between birth and 2006 and enrolled in the 3(rd) grade at a CPS school between 2003 and 2006. We linked the Chicago birth registry, the Chicago Blood Lead Registry, and 3(rd) grade ISAT scores to examine associations between B-Pb and school performance. After adjusting for other predictors of school performance including poverty, race/ethnicity, gender, maternal education and very low birth weight or preterm-birth, we found that B-Pbs below 10 μg/dL were inversely associated with reading and math scores in 3(rd) grade children. For a 5 μg/dL increase in B-Pb, the risk of failing increased by 32% for reading (RR = 1.32, 95%CI = 1.26, 1.39) and math (RR = 1.32, 95%CI = 1.26, 1.39). The effect of lead on reading was non-linear with steeper failure rates at lower B-Pbs. We estimated that 13% of reading failure and 14.8% of math failure can be attributed to exposure to blood lead concentrations of 5 to 9 vs. 0 to 4 μg/dL in Chicago school children. Early childhood lead exposure is associated with poorer achievement on standardized reading and math tests in the third grade, even at very low B-Pbs. Preventing lead exposure in early childhood is critical to improving school performance.

Family Factors Associated with Sixth-Grade Adolescents' Math and Science Career Interests

ERIC Educational Resources Information Center

Turner, Sherri L.; Steward, Jason C.; Lapan, Richard T.

2004-01-01

This study tested a causal model, based on social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994, 2000), of math and science career interests among 6th-grade adolescents (N = 318). Consistent with SCCT, it was found that career gender-typing, mother's and father's support for pursuing math and science careers, as well…

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

ERIC Educational Resources Information Center

Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

2015-01-01

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hr) of training on math and science or on…

Analyses of Trends in High School Students' Math-Science Course Credit Attainment and Registrations in Texas

ERIC Educational Resources Information Center

Zeng, Liang; Poelzer, G. Herold

2016-01-01

This study describes the trends in course credit attainment (CCA) of high school students in required and non-required science and math courses and trends in registration in non-required science and math courses in Texas between 1997 and 2009. Using Texas Public Education Information Management System data between 1997 and 2009, it presents…

"Luchando y Logrando"/Struggling and Achieving: Resilience of Latina/o Math and Science Teacher Candidates at California Hispanic-Serving Institutions: A Critical Race Perspective

ERIC Educational Resources Information Center

Gonzalez, Laura

2013-01-01

Latin@ math and science students represent a resilient, determined, and encouraging group of high achievers. This qualitative study presents the narratives of 10 Latin@ science and math teacher candidates currently attending Hispanic-Serving Institutions in California. Semi structured, in-depth interviews were conducted, where participants shared…

Gender in STEM Education: An Exploratory Study of Student Perceptions of Math and Science Instructors in the United Arab Emirates

ERIC Educational Resources Information Center

Pasha-Zaidi, Nausheen; Afari, Ernest

2016-01-01

The current study addresses student perceptions of math and science professors in the Middle East. Gender disparity in science, technology, engineering, and math (STEM) education continues to exist in higher education, with male professors holding a normative position. This disparity can also be seen in the United Arab Emirates. As female…

Careers and people

NASA Astrophysics Data System (ADS)

2008-09-01

Use your degree The UK's Training and Development Agency is seeking to persuade science and maths graduates who are unhappy in their current jobs to consider switching to teaching. According to their research, 75% of recent science and maths graduates expected to be able to use their degree in their profession, but 46% are dissatisfied because they cannot now use the knowledge and skills gained during their degree in their day-to-day work. This research, which comprised interviews with 200 maths and science graduates who graduated up to three years ago, forms part of a campaign to recruit up to 6000 science and maths teachers for the new school year.

Love of Science Began at Early Age for Air Force Captain | DoDLive

Science.gov Websites

advice: "I emphasize early math, as much math as you can take." So what does the future hold avoidance technologies program, Capt. Heather Stickney, Force of the Future, math, science, STEM, Wright

Math and Science Education. IDRA Focus.

ERIC Educational Resources Information Center

IDRA Newsletter, 1996

1996-01-01

This newsletter focuses on efforts to make math and science more attractive, relevant, and accessible to students, especially limited-English-proficient, minority, economically disadvantaged, female, and at-risk students. "TAAS Math Performance" (Linda Cantu) outlines recent statewide results for the controversial Texas Assessment of…

Conference Offers Girls Opportunity to Expand Career Horizons

Science.gov Websites

math, science, technology and non-traditional occupations. The conference will take place Saturday of computers, math, engineering, natural sciences, medical sciences, public service and the

Comparison of PASCAL and FORTRAN for solving problems in the physical sciences

NASA Technical Reports Server (NTRS)

Watson, V. R.

1981-01-01

The paper compares PASCAL and FORTRAN for problem solving in the physical sciences, due to requests NASA has received to make PASCAL available on the Numerical Aerodynamic Simulator (scheduled to be operational in 1986). PASCAL disadvantages include the lack of scientific utility procedures equivalent to the IBM scientific subroutine package or the IMSL package which are available in FORTRAN. Advantages include a well-organized, easy to read and maintain writing code, range checking to prevent errors, and a broad selection of data types. It is concluded that FORTRAN may be the better language, although ADA (patterned after PASCAL) may surpass FORTRAN due to its ability to add complex and vector math, and the specify the precision and range of variables.

Executive Function Buffers the Association between Early Math and Later Academic Skills.

PubMed

Ribner, Andrew D; Willoughby, Michael T; Blair, Clancy B

2017-01-01

Extensive evidence has suggested that early academic skills are a robust indicator of later academic achievement; however, there is mixed evidence of the effectiveness of intervention on academic skills in early years to improve later outcomes. As such, it is clear there are other contributing factors to the development of academic skills. The present study tests the role of executive function (EF) (a construct made up of skills complicit in the achievement of goal-directed tasks) in predicting 5th grade math and reading ability above and beyond math and reading ability prior to school entry, and net of other cognitive covariates including processing speed, vocabulary, and IQ. Using a longitudinal dataset of N = 1292 participants representative of rural areas in two distinctive geographical parts of the United States, the present investigation finds EF at age 5 strongly predicts 5th grade academic skills, as do cognitive covariates. Additionally, investigation of an interaction between early math ability and EF reveals the magnitude of the association between early math and later math varies as a function of early EF, such that participants who have high levels of EF can "catch up" to peers who perform better on assessments of early math ability. These results suggest EF is pivotal to the development of academic skills throughout elementary school. Implications for further research and practice are discussed.

Compact Information Representations

DTIC Science & Technology

2016-08-02

applied computer science, and applied math . Within the scope of this proposal, the focus is preliminarily on the fundamental, theoretical research...Science & Technology • Tung-Lung Wu, now Assistant Professor, Dept. of Math and Stat, Mississippi State Univ 2 Papers In this section, we list the papers...computer science, and applied math . Within the scope of this proposal, the focus is preliminarily on the fundamental, theoretical research which lies in

Where Can We Find Future K-12 Science and Math Teachers? A Search by Academic Year, Discipline, and Academic Performance Level

ERIC Educational Resources Information Center

Moin, Laura J.; Dorfield, Jennifer K.; Schunn, Christian D.

2005-01-01

Responding to the increasing math and science teacher shortage in the United States, this study intended to determine which science, engineering, and math (SEM) majors during which years in their undergraduate education and from which academic performance levels are most interested in K-12 teaching. Results may aid policymakers and practitioners…

Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

ERIC Educational Resources Information Center

Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

2011-01-01

The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers. A Briefing before the United States Commission on Civil Rights Held in Washington, D.C. Briefing Report

ERIC Educational Resources Information Center

US Commission on Civil Rights, 2010

2010-01-01

The Commission held a briefing entitled, "Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers." In particular, the Commission examined why minority college students who begin their college studies intending to major in science, technology, engineering or math (STEM) leave these disciplines in disproportionate…

The Impacts of Upward Bound Math-Science on Postsecondary Outcomes 7-9 Years after Scheduled High School Graduation: Final Report

ERIC Educational Resources Information Center

Seftor, Neil S.; Calcagno, Juan Carlos

2010-01-01

This final report updates the report "Upward Bound Math-Science: Program Description and Interim Impact Estimates" published in 2007 (Olsen et al. 2007). The 2007 interim report contained descriptive findings from a survey of Upward Bound Math-Science (UBMS) grantees from the late 1990s at the time of the study's initiation and impact estimates…

CIMAC: A Coordinated Introduction to Calculus and Mechanics

NASA Astrophysics Data System (ADS)

Fathe, Laurie; Quinn, Jennifer; McDonald, Michael A.

1997-04-01

CIMAC, new course incorporating Mechanics, Precalculus, and Calculus, targets the growing number of motivated but underprepared students who wish to pursue a major in science or mathematics. Team-taught by a Physicist and a Mathematician, CIMAC, a new course incorporating Mechanics, Precalculus, and Calculus, targets the growing number of motivated but underprepared students who wish to pursue a major in science or mathematics. Team-taught by a Physicist and a Mathematician, the class contains specific content while exploiting the substantial commonality of these subjects. CIMAC also addresses variety of non-content areas, including supplementing basic mathematics and communication skills, accommodating various learning styles, and building student confidence. Specific approaches include class formats; gateway exams; group assignments; emphasis on writing and reading; use of computers and graphing calculators for comprehension, data acquisition, analysis, and modeling; student-led help sessions; and use of the Web http://www.oxy.edu/ departments/math/cimac/ This talk highlights the development of the course and teaching insights and innovations which have arisen from it, and addresses benefits and difficulties of coordinating material and team teaching across disciplinary lines. Finally, it presents data on student success and retention.

The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology.

PubMed

Andrews, Sarah E; Runyon, Christopher; Aikens, Melissa L

2017-01-01

In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students' personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math-Biology Values Instrument (MBVI), an 11-item college-level self--report instrument grounded in expectancy-value theory, to measure life science students' interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student's value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math-biology values and understand how math-biology values are related to students' achievement and decisions to pursue more advanced quantitative-based courses. © 2017 S. E. Andrews et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

PubMed Central

Shi, Zhan; Liu, Peiru

2016-01-01

Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed. PMID:27788235

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

PubMed

Shi, Zhan; Liu, Peiru

2016-01-01

Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

It's not maths; it's science: exploring thinking dispositions, learning thresholds and mindfulness in science learning

NASA Astrophysics Data System (ADS)

Quinnell, R.; Thompson, R.; LeBard, R. J.

2013-09-01

Developing quantitative skills, or being academically numerate, is part of the curriculum agenda in science teaching and learning. For many of our students, being asked to 'do maths' as part of 'doing science' leads to disengagement from learning. Notions of 'I can't do maths' speak of a rigidity of mind, a 'standoff', forming a barrier to learning in science that needs to be addressed if we, as science educators, are to offer solutions to the so-called 'maths problem' and to support students as they move from being novice to expert. Moving from novice to expert is complex and we lean on several theoretical frameworks (thinking dispositions, threshold concepts and mindfulness in learning) to characterize this pathway in science, with a focus on quantitative skills. Fluid thinking and application of numeracy skills are required to manipulate experimental data sets and are integral to our science practice; we need to stop students from seeing them as optional 'maths' or 'statistics' tasks within our discipline. Being explicit about the ways those in the discipline think, how quantitative data is processed, and allowing places for students to address their skills (including their confidence) offer some ways forward.

The Impact of Low-Level Lead Toxicity on School Performance among Hispanic Subgroups in the Chicago Public Schools.

PubMed

Blackowicz, Michael J; Hryhorczuk, Daniel O; Rankin, Kristin M; Lewis, Dan A; Haider, Danish; Lanphear, Bruce P; Evens, Anne

2016-08-01

Environmental lead exposure detrimentally affects children's educational performance, even at very low blood lead levels (BLLs). Among children in Chicago Public Schools (CPS), the severity of the effects of BLL on reading and math vary by racial subgroup (White vs. Hispanic vs. non-Hispanic Black). We investigated the impact of BLL on standardized test performance by Hispanic subgroup (Mexican, Puerto Rican, and Other Hispanic). We examined 12,319 Hispanic children born in Chicago between 1994 and 1998 who were tested for BLL between birth and 2006 and enrolled in the 3rd grade at a CPS school between 2003 and 2006. We linked the Chicago birth registry, the Chicago Blood Lead Registry, and 3rd grade Illinois Standard Achievement Test (ISAT) scores to examine associations between BLL and school performance. Primary analyses were restricted to children with BLL below 10 µg/dL (0.483 µmol/L). BLLs below 10 µg/dL (0.483 µmol/L) were inversely associated with reading and math scores in all Hispanic subgroups. Adjusted Relative Risks (RRadj) and 95% confidence intervals (CI) for reading and math failure were 1.34 (95% CI = 1.25, 1.63) and 1.53 (95% CI = 1.32, 1.78), respectively, per each additional 5 µg/dL of lead exposure for Hispanic children; RRadj did not differ across subgroups. We estimate that 7.0% (95% CI = 1.8, 11.9) of reading and 13.6% (95% CI = 7.7, 19.2) of math failure among Hispanic children can be attributed to exposure to BLLs of 5-9 µg/dL (0.242 to 0.435 µmol/L) vs. 0-4 µg/dL (0-0.193 µmol/L). The RRadj of math failure for each 5 µg/dL (0.242 µmol/L) increase in BLL was notably (p = 0.074) stronger among black Puerto Rican children (RRadj = 5.14; 95% CI = 1.65-15.94) compared to white Puerto Rican children (RRadj = 1.50; 95% CI = 1.12-2.02). Early childhood lead exposure is associated with poorer achievement on standardized reading and math tests in the 3rd grade for Mexican, Puerto Rican, and Other Hispanic children enrolled in Chicago Public Schools. While we did not see interactions between BLL and ISAT performance by Hispanic subgroup, the stronger association between BLL and math failure for Black Puerto Rican children is intriguing and warrants further study.

NASA Space Science Days: An Out of School Program Using National Partnerships to Further Influence Future Scientists and Engineers.

NASA Technical Reports Server (NTRS)

Galindo, Charles; Allen, Jaclyn; Garcia, Javier; Hrrera, Stephanie

2012-01-01

The National Math and Science Initiative states that American students are falling behind in the essential subjects of math and science, putting our position in the global economy at risk a foreboding statement that has caused the U.S. to re-evaluate how we view STEM education. Developing science and engineering related out of school programs that expose middle school students to math and science in a nontraditional university environment has the potential to motivate young students to look at the physical sciences in an exciting out of the norm environment.

Academic and Nonacademic Validating Agents on Latinas Mathematics and Science Self Concept A Quantitative Study Utilizing the High School Longitudinal Study of 2009

NASA Astrophysics Data System (ADS)

Garza, Jennifer M.

The purpose of this study is to inform and further the discussion of academic (i.e. teachers and school counselors) and non-academic (i.e. parents, family, friends, etc.) validating agents on Latina students' mathematics and science self-concepts. This study found a relationship between Latina students' interactions with academic and non-academic validating agents and their math and science self-concept at the K-12 level. Through the review of the literature the researcher addresses identifiable factors and strategies that inform the field of education in the areas of validation theory, family characteristics, and access to STEM fields for Latina students. The researcher used an established instrument designed, administered, and validated through the National Center for Education Statistics (NCES). For purposes of this study, a categorical subset of participants who self-identified as being a Latina student was used. As a result, the total subset number in this study was N=1,882. To determine if academic and non-academic validating agents had an observable statistically significant relationship with Latina students' math and science self-concept, a series of one-way ANOVAs were calculated to compare differences in students' math and science self-concept based on academic and non-academic validating agents for the weighted sample of Latinas for the HLS:09 survey. A path analysis was also employed to assess the factors involved in Latina students' math and science self-concepts. The findings are consistent with previous research involving the influence that academic and non-academic validating agents have on the math and science self-concept of Latina students. The results indicated that students who had teachers that believed in the students, regardless of family background, social economic status or home environment influences had higher math and science self concepts than those who did not. Similarly, it was found that students who had counselors that set high standards of learning and believed that all students could do well had higher math and science self concept than those who did not. Students who had parents that encouraged and discussed taking more math and science courses had higher math and science self concepts than those who did not.

Students from Pueblo Triumph in Colorado Science Bowl

Science.gov Websites

questions about physics, math, biology, astronomy, chemistry, computers and the earth sciences, students science and math. The competition has evolved into one of the Energy Department's premier educational

High School Teams Compete in Science Bowl

Science.gov Websites

fire question and answer tournament which focuses on physics, math, biology, astronomy, chemistry National Science Bowl eight years ago to help stimulate interest in science and math. The competition has

Students from Aurora Triumph in Denver Regional Science Bowl

Science.gov Websites

questions about physics, math, biology, astronomy, chemistry, computers and the earth sciences, students science and math. The competition has evolved into one of the Energy Department's premier educational

Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia

NASA Astrophysics Data System (ADS)

Ward, Jennifer Henry

This study attempted to identify factors in seventh grade academics that are associated with overall success in tenth grade biology. The study addressed the following research questions: Are there significant differences in performance levels in seventh grade Criterion Referenced Competency Test (CRCT) scores in science, math, reading, and language arts associated with performance categories in tenth grade biology End of Course Test (EOCT) and the following demographic variables : gender, ethnicity, socioeconomic status, disability category, and English language proficiency level? Is there a relationship among the categorical variables on the tenth grade biology EOCT and the same five demographic variables? Retrospective causal comparative research was used on a representative sample from the middle schools in three North Georgia counties who took the four CRCTs in the 2006-2007 school year, and took the biology EOCT in the 2009-2010 school year. Chi square was used to determine the relationships of the various demographic variables on three biology EOCT performance categories. Twoway ANOVA determined relationships between the seventh grade CRCT scores of students in the various demographic groups and their performance levels on the biology EOCT. Students' performance levels on the biology EOCT matched their performance levels on the seventh grade CRCTs consistently. Females performed better than males on all seventh grade CRCTs. Black and Hispanic students did worse than White and Asian/Asian Indian students on the math CRCT. Students living in poverty did worse on reading and language arts CRCTs than students who were better off. Special education students did worse on science, reading, and language arts CRCTs than students not receiving special education services. English language learners did worse than native English speakers on all seventh grade CRCTs. These findings suggest that remedial measures may be taken in the seventh grade that could impact performance levels on the biology EOCT.

A Can of Coke Leads to a Piece of Pi: A Professional Development Exercise for Educators Is an Adaptable Math Lesson for Many Grades

ERIC Educational Resources Information Center

Burns, Marilyn

2004-01-01

Teaching teachers to become observers and inquirers into mathematics will help change how they teach math to students. Essential to all professional development in mathematics is the idea that making sense of mathematics is key to learning. Just as learning to read calls for bringing meaning to the printed page, learning math calls for bringing…

78 FR 48472 - Notice of Entering into a Compact with Georgia

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-08

... assessments. The project consists of three activities, which were targeted to specifically improve math and... approximately 23,400 math, science, information and communications technology, and English teachers in grades 7... approximately six national assessments focused on math and science, and the development of a system of classroom...

Atlas 1.1 Implementation Guide: Moving from Theory into Practice

DTIC Science & Technology

2018-01-16

Math /Science/General Engienering...six proficiency areas based on the Helix interview data, as shown in Figure 6 below. Figure 6. Proficiency Areas for Systems Engineers 1. Math ...the problem domain and solution Math / Science / General Engineering System’s Domain & Opera:onal Context Systems Engineering

From Skeletons to Bridges & Other STEM Enrichment Exercises for High School Biology

ERIC Educational Resources Information Center

Riechert, Susan E.; Post, Brian K.

2010-01-01

The national Science, Technology, Engineering, and Math (STEM) Education Initiative favors a curriculum shift from the compartmentalization of math and science classes into discrete subject areas to an integrated, multidisciplinary experience. Many states are currently implementing programs in high schools that provide greater integration of math,…

Decide now, pay later: Early influences in math and science education

DOE Office of Scientific and Technical Information (OSTI.GOV)

Malcom, S.

1995-12-31

Who are the people deciding to major in science, math or engineering in college? The early interest in science and math education which can lead to science and engineering careers, is shaped as much by the encompassing world of the child as it is by formal education experiences. This paper documents what we know and what we need to know about the influences on children from pre-kindergarten through sixth grade, including the home, pre-school groups, science and math programs in churches, community groups, the media, cultural institutions (museums, zoos, botanical gardens), libraries, and schools (curriculum, instruction, policies and assessment). Itmore » also covers the nature and quality of curricular and intervention programs, and identifies strategies that appear to be most effective for various groups.« less

Physics First: Impact on SAT Math Scores

NASA Astrophysics Data System (ADS)

Bouma, Craig E.

Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the traditional curricular sequence (BCP) and methods of teaching, but requires more empirical evidence. This study determined impact of a PF program (PF-PCB) on math achievement (SAT math scores) after the first two cohorts of students completed the PF-PCB program at Matteo Ricci High School (MRHS) and provided more quantitative data to inform the PF debate and advance secondary science education. Statistical analysis (ANCOVA) determined the influence of covariates and revealed that PF-PCB program had a significant (p < .05) impact on SAT math scores in the second cohort at MRHS. Statistically adjusted, the SAT math means for PF students were 21.4 points higher than their non-PF counterparts when controlling for prior math achievement (HSTP math), socioeconomic status (SES), and ethnicity/race.

Science, Math, and Technology. K-6 Science Curriculum.

ERIC Educational Resources Information Center

Blueford, J. R.; And Others

Science, Math and Technology is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) science (with activities on observation, comparisons, and the scientific method); (2) technology (examining simple machines, electricity, magnetism, waves and forces); (3) mathematics (addressing skill…

77 FR 38336 - Agency Information Collection Activities: Proposed Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-27

... of Collection: Monitoring for the National Science Foundation's Math and Science Partnership (MSP... evaluation of the Math and Science Partnership (MSP) program. The goals for the program are to (1) Ensure...

77 FR 65908 - Agency Information Collection Activities: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-31

...: Monitoring for the National Science Foundation's Math and Science Partnership (MSP) Program. OMB Control No... instruments to be used in the evaluation of the Math and Science Partnership (MSP) program. The goals for the...

Teaching Art + Math

ERIC Educational Resources Information Center

McIntosh, Ronald D.

2008-01-01

Professional learning communities (PLCs) are designed to increase and improve the time teachers spend working with one another planning curriculum for mathematics, reading, writing, history, English, and other disciplines offered by their school. These meetings help to improve test scores in math and English. Teachers have coupled their subject…

Making the case for STEM integration at the upper elementary level: A mixed methods exploration of opportunity to learn math and science, teachers' efficacy and students' attitudes

NASA Astrophysics Data System (ADS)

Miller, Brianna M.

Student achievement in science and math has been linked to per capita gross domestic product (GDP) growth propagating the belief that science, technology, engineering, and math (STEM) education is an important factor in economic prosperity. However, The No Child Left Behind Act of 2001 (NCLB), favors math over science, positioning the subjects as competitors rather than collaborators. Additionally, NCLB focuses almost exclusively on the cognitive outcome of students' achievement with the affective outcome of students' attitudes being nearly ignored. Positive attitudes toward science and math early on are essential for subsequent and cumulative decisions students make in taking courses, choosing majors, and pursuing careers. Positioning students' attitudes as a desirable educational outcome comparable to students' achievement is an emerging goal in the literature. Using the case of one school district in south-central Pennsylvania with three elementary schools, 15 upper elementary teachers, and 361 students, the purpose of this study was to better understand influences on upper elementary students' attitudes toward STEM (SA) subjects and careers. The study aimed to explore two influences on SA, opportunity to learn (OTL) and teacher's efficacy (TE), in the comparative contexts of math and science. The studied employed a mixed methods convergent design in which five data sets from four sources were collected over three phases to triangulate three constructs: OTL, TE, and SA. The goal of the study was to offer recommendations to the case school district for enhancing OTL, TE, and thus SA. Findings regarding OTL revealed that the opportunity to learn science was lower than math. Finding regarding TE revealed that outcome expectancy was lower than personal teaching efficacy in both science and math; and, teachers had low STEM career awareness, STEM integration, and technology use. Findings regarding SA revealed a lower perceived usefulness of science compared to math and a high interest in engineering careers, especially among girls. Based on these findings it was recommended that the school district utilize its District Level Plan and the pre-existing structures of Career Day and the Science Fair to integrate STEM education as a means of improving OTL, TE, and thus SA.

The influence of female social models in corporate STEM initiatives on girls' math and science attitudes

NASA Astrophysics Data System (ADS)

Medeiros, Donald J.

The United States' Science, Technology, Engineering, and Mathematics (STEM) workforce is growing slower than in the past, in comparison to demand, and in comparison to other countries. Competitive talent conditions require the United States to develop a strong pipeline of STEM talent within its own citizens. Given the number of female college graduates and their underrepresentation in the STEM workforce, women provide the greatest opportunity for fulfilling this need. The term social model represents the individuals and media that shape children's self-perceptions. Social models have been shown to positively influence girl's perceptions of the value of math and science as well as their expectations of success. This study examined differences in attitudes towards math and science among student participants in corporate STEM programs. Differences were measured based on participant gender and ethnicity, their mentor's gender and ethnicity, and program design differences. The research purpose was to inform the design of corporate STEM programs to improve female participants' attitudes towards math and science and eventually increase the number of women in the STEM workforce. Over three hundred students in differing corporate STEM programs completed math and science attitudinal scales at the start and end of their programs. Study results revealed, prior to program start, female participants had a better attitude towards math and science than male participants. Analysis of the Trends in International Mathematics and Science Study data showed similar results. Overall program results demonstrated higher post program math and science attitudes with no differences based on gender, age, or ethnicity of the participant or mentor. Participants with high program or mentor satisfaction were found to have higher attitudes towards math and science. These results may suggest improving female academic choice requires more focus on their expectations of success than perceived task value. Male attitudes towards women's role in STEM fields may also require attention. Increasing attitudes seems best achieved through ensuring a highly satisfying experience with the program and their mentor. Study results suggest this requires more considerations than simply matching mentor and mentee race or gender. Reliability results of attitudinal scales provided guidance on assessment strategies.

How Well Are American Students Learning? With Sections on Reading and Math in the Common Core Era, Tracking and Advanced Placement (AP), and Principals as Instructional Leaders. The 2016 Brown Center Report on American Education. Volume 3, Number 5

ERIC Educational Resources Information Center

Loveless, Tom

2016-01-01

The 2016 edition of the Brown Center Report (BCR) is number five in the third volume and the 15th issue overall. As is customary, this year's BCR contains three studies. Part one is on the Common Core State Standards (CCSS) and instruction in math and reading. National Assessment of Educational Progress (NAEP) data indicate that nonfiction is…

In Brief: Improving science education

NASA Astrophysics Data System (ADS)

Showstack, Randy

2010-09-01

Over the course of the next decade, 100,000 science, technology, engineering, and math (STEM) teachers should be recruited in the United States, and 1000 new STEM-focused schools should be created, according to a 16 September report, “Prepare and inspire: K-12 education in science, technology, engineering, and math (STEM) for America's future.” Noting that the United States lags behind other nations in STEM education at the elementary and secondary levels, the report, prepared by the President's Council of Advisors on Science and Technology, also recommends improving federal coordination and leadership on STEM education and supporting a state-led movement for shared standards in math and science. The release of the report coincides with President Barack Obama's announcement of the launch of Change the Equation, an organization that aims to help with math and science education. More information is available at http://www.whitehouse.gov/administration/eop/ostp and http://www.changetheequation.org/.

Biomedical Engineering | Classification | College of Engineering & Applied

Science.gov Websites

Engineering, Biomedical Engineering(414) 229-6614wjchang@uwm.eduEng & Math Sciences 1113 profile photo Malkoc, Ph.D.Visiting Assistant ProfessorBiomedical Engineering414-229-6919malkoc@uwm.eduEng & Math Engineering / Electrical Engineering(414) 229-3327misra@uwm.eduEng & Math Sciences E-314 profile photo

Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement

ERIC Educational Resources Information Center

Nosek, Brian A.; Smyth, Frederick L.

2011-01-01

Gender stereotypes about math and science do not need to be endorsed, or even available to conscious introspection, to contribute to the sex gap in engagement and achievement in science, technology, engineering, and mathematics (STEM). The authors examined implicit math attitudes and stereotypes among a heterogeneous sample of 5,139 participants.…

Feeding the pipeline: academic skills training for predental students.

PubMed

Markel, Geraldine; Woolfolk, Marilyn; Inglehart, Marita Rohr

2008-06-01

This article reports the outcomes of an evaluation conducted to determine if an academic skills training program for undergraduate predental students from underrepresented minority backgrounds increased the students' standardized academic skills test scores for vocabulary, reading comprehension, reading rates, spelling, and math as well as subject-specific test results in biology, chemistry, and physics. Data from standardized academic skill tests and subject-specific tests were collected at the beginning and end of the 1998 to 2006 Pipeline Programs, six-week summer enrichment programs for undergraduate predental students from disadvantaged backgrounds. In total, 179 students (75.4 percent African American, 7.3 percent Hispanic, 5.6 percent Asian American, 5 percent white) attended the programs during these nine summers. Scores on the Nelson-Denny Reading Test showed that the students improved their vocabulary scores (percentile ranks before/after: 46.80 percent/59.56 percent; p<.001), reading comprehension scores (47.21 percent/62.67 percent; p<.001), and reading rates (34.01 percent/78.31 percent; p<.001) from the beginning to the end of the summer programs. Results on the Wide Range Achievement Test III showed increases in spelling (73.58 percent/86.22 percent; p<.001) and math scores (56.98 percent/81.28 percent; p<.001). The students also improved their subject-specific scores in biology (39.07 percent/63.42 percent; p<.001), chemistry (20.54 percent/51.01 percent; p<.001), and physics (35.12 percent/61.14 percent; p<.001). To increase the number of underrepresented minority students in the dental school admissions pool, efforts are needed to prepare students from disadvantaged backgrounds for this process. These data demonstrate that a six-week enrichment program significantly improved the academic skills and basic science knowledge scores of undergraduate predental students. These improvements have the potential to enhance the performance of these students in college courses and thus increase their level of competitiveness in the dental school admissions process.

Professional Books.

ERIC Educational Resources Information Center

Gilstrap, Robert L.

1994-01-01

Reviews five books: "Garbage Pizza, Patchwork Quilts and Math Magic" (Ohanian), about elementary math instruction; "Ready for What?" (Graue), on school readiness; "The Braid of Literature: Children's Worlds of Reading" (Wolf and Heath); "The Best Years of Their Lives" (Zvirin), a book of resources for teenagers; and "Teaching and Learning in the…

Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment

ERIC Educational Resources Information Center

Birk, Lisa E.

2013-01-01

In this study, I examined the relation between various construct relevant and irrelevant variables and a math problem solving assessment. I used independent performance measures representing the variables of mathematics content knowledge, general ability, and reading fluency. Non-performance variables included gender, socioeconomic status,…

Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction

NASA Astrophysics Data System (ADS)

Steele, Astrid; Brew, Christine; Rees, Carol; Ibrahim-Khan, Sheliza

2013-02-01

Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs' background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus non-science) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs' attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis.

An investigation of the impact of science course sequencing on student performance in high school science and math

NASA Astrophysics Data System (ADS)

Mary, Michael Todd

High school students in the United States for the past century have typically taken science courses in a sequence of biology followed by chemistry and concluding with physics. An alternative sequence, typically referred to as "physics first" inverts the traditional sequence by having students begin with physics and end with biology. Proponents of physics first cite advances in biological sciences that have dramatically changed the nature of high school biology and the potential benefit to student learning in math that would accompany taking an algebra-based physics course in the early years of high school to support changing the sequence. Using a quasi-experimental, quantitative research design, the purpose of this study was to investigate the impact of science course sequencing on student achievement in math and science at a school district that offered both course sequences. The Texas state end-of-course exams in biology, chemistry, physics, algebra I and geometry were used as the instruments measuring student achievement in math and science at the end of each academic year. Various statistical models were used to analyze these achievement data. The conclusion was, for students in this study, the sequence in which students took biology, chemistry, and physics had little or no impact on performance on the end-of-course assessments in each of these courses. Additionally there was only a minimal effect found with respect to math performance, leading to the conclusion that neither the traditional or "physics first" science course sequence presented an advantage for student achievement in math or science.

High School Students Gear Up for Battle of the Brains

Science.gov Websites

tournament, which focuses on physics, math, biology, astronomy, chemistry, computers and the earth sciences competition. DOE began the National Science Bowl 11 years ago to help stimulate interest in science and math

Students from Grand Junction High School Triumph in Colorado Science Bowl

Science.gov Websites

-fire questions about physics, math, biology, astronomy, chemistry, computers and the earth sciences years ago to help stimulate interest in science and math. The competition has evolved into one of the

High School Students Gear Up for Battle of the Brains

Science.gov Websites

focuses on physics, math, biology, astronomy, chemistry, computers and the earth sciences. Each team is Science Bowl a decade ago to help stimulate interest in science and math. The competition has evolved into

Female teachers' math anxiety affects girls' math achievement.

PubMed

Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

Profiles of State-Supported Residential Math and Science Schools

ERIC Educational Resources Information Center

Jones, Brent M.

2009-01-01

Unless we sharply increase the training of homegrown math and science talents, we may suffer negative economic and technological consequences. One means of addressing this challenge has been through specialty schools devoted to science, technology, engineering, and mathematics (STEM) training. In 1980, the North Carolina School of Science and…

On the Couch

ERIC Educational Resources Information Center

Mack, Ed

1972-01-01

Two parts of reading control the pedagogy: statistics and curriculum development. One uses math; the other, the noun. Both live in the twilight of madness." A myth-shattering critique of current practices in the teaching of Reading. (Author/RY)

Synchronizing Physics And Math Standards

NASA Astrophysics Data System (ADS)

Weisel, Derek

2008-04-01

State and national standards tend to focus primarily on math and reading. This has led many schools to focus the majority of instruction time on these two subjects. This creates the negative effect of placing less emphasis on physics in many schools. An effective way to keep physics as a primary focus in schools is to emphasize that physics curriculum meets many of the math standards and can be used as a tool to introduce, practice and reinforce important math concepts. This is also a way for physics curriculum to be introduced at the elementary level. This talk will highlight some common areas where math standards are being met and exceeded in the physics curriculum.

The Story of the Trojan Octagon

ERIC Educational Resources Information Center

Derado, Josip; Garner, Mary; Edwards, Belinda P.; Garrett, Violette L.

2010-01-01

Stories that are presented through literature or popular media can be used to invite students into the world of math; stir their mathematical imaginations; and enhance their ability to read about, write about, and discuss math. This article explores how literature ("Flatland," the book and the movie) and an existing seventh-grade unit…

Math Disabilities: A Selective Meta-Analysis of the Literature

ERIC Educational Resources Information Center

Swanson, H. Lee; Jerman, Olga

2006-01-01

This article synthesizes published literature comparing the cognitive functioning of children who have math disabilities (MD) with that of (a) average-achieving children; (b) children who have reading disabilities (RD); and (c) children who have co-morbid disabilities (MD+RD). Average achievers outperformed children with MD on measures of verbal…

Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report. Updated

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"Scott Foresman-Addison Wesley Elementary Mathematics" is a core mathematics curriculum for students in prekindergarten through grade 6. The program aims to improve students' understanding of key math concepts through problem-solving instruction, hands-on activities, and math problems that involve reading and writing. The curriculum…

Exploratory Factor Analysis of Reading, Spelling, and Math Errors

ERIC Educational Resources Information Center

O'Brien, Rebecca; Pan, Xingyu; Courville, Troy; Bray, Melissa A.; Breaux, Kristina; Avitia, Maria; Choi, Dowon

2017-01-01

Norm-referenced error analysis is useful for understanding individual differences in students' academic skill development and for identifying areas of skill strength and weakness. The purpose of the present study was to identify underlying connections between error categories across five language and math subtests of the Kaufman Test of…

Are Immigrants and Girls Graded Worse? Results of a Matching Approach

ERIC Educational Resources Information Center

Kiss, David

2013-01-01

Using Progress in International Reading Literacy Study 2001 and Programme for International Student Assessment 2003 data for Germany, this paper examines whether second-generation immigrants and girls are graded worse in math than comparable natives and boys, respectively. Once all grading-relevant characteristics, namely math skills and oral…

Improving Student Achievement in Math and Science

NASA Technical Reports Server (NTRS)

Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

1998-01-01

As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order thinking via the incorporation of Global Learning Observations To Benefit the Environment (GLOBE), Mission to Planet Earth and the use of Geographic Imaging Systems into the K-12th grade curriculum.

Girls in Engineering, Mathematics and Science, GEMS: A Science Outreach Program for Middle-School Female Students

ERIC Educational Resources Information Center

Dubetz, Terry A.; Wilson, Jo Ann

2013-01-01

Girls in Engineering, Mathematics and Science (GEMS) is a science and math outreach program for middle-school female students. The program was developed to encourage interest in math and science in female students at an early age. Increased scientific familiarity may encourage girls to consider careers in science and mathematics and will also help…

Who Chooses STEM Careers? Using A Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and Mathematics.

PubMed

Wang, Ming-Te; Ye, Feifei; Degol, Jessica Lauren

2017-08-01

Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions. Data were drawn from a national longitudinal study in the United States (N = 1762; 48 % female; the first wave during ninth grade and the last wave at age 33). Results revealed that in the high-verbal/high-math/high-science ability group, individuals with higher science task values and lower orientation toward altruism were more likely to select STEM occupations. In the low-verbal/moderate-math/moderate-science ability group, individuals with higher math ability and higher math task values were more likely to select STEM occupations. The findings suggest that youth with asymmetrical cognitive ability profiles are more likely to select careers that utilize their cognitive strengths rather than their weaknesses, while symmetrical cognitive ability profiles may grant youth more flexibility in their options, allowing their interests and values to guide their career decisions.

Internet Connections.

ERIC Educational Resources Information Center

Lindroth, Linda K.

1996-01-01

Annotates 16 World Wide Web (WWW) sites dealing with math and science education matters covered in feature articles for this journal issue. Topics include math fairs, classroom restructuring, and hands-on science. (JW)

Math Avoidance: A Barrier to American Indian Science Education and Science Careers.

ERIC Educational Resources Information Center

Green, Rayna

1978-01-01

For American Indian students, math anxiety and math avoidance are the most serious obstacles to general education and to the choice of scientific careers. Indian students interviewed generally exhibited fear and loathing of mathematics and a major lack of basic skills which were caused by a missing or negative impression of the mathematics…

An Indigenous Framework for Science, Technology, Engineering and Mathematics

NASA Astrophysics Data System (ADS)

Monette, G.

2003-12-01

The American Indian Higher Education Consortium, composed of 35 American Indian tribally-controlled Colleges and Universities in the U.S. and Canada, is leading a comprehensive effort to improve American Indian student achievement in STEM. A key component of this effort is the synthesis of indigenous ways of knowing and western education systems. This presentation will provide an overview of culturally responsive, place-based teaching, learning, and research and will discuss potential opportunities and strategies for helping to ensure that education systems and research programs reflect our diversity and respect our cultures. One example to be discussed is the NSF-funded "Tribal College Rural Systemic Initiative." Founded on the belief that all students can learn and should be given the opportunity to reach their full potential, Tribal Colleges are leading this effort to achieve successful and sustainable improvement of science, math, and technology education at the K-14 level in rural, economically disadvantaged, geographically challenged areas. Working with parents, tribal governments, schools and the private sector, the colleges are helping to implement math and science standards-based curriculum for students and standards-based assessment for schools; provide math and science standards-based professional development for teachers, administrators, and community leaders; and integrate local Native culture into math and science standards-based curriculum. The close working relationship between the Tribal Colleges and K-12 is paying off. According to the National Science Foundation, successful systemic reform has resulted in enhanced student achievement and participation in science and math; reductions in the achievement disparities among students that can be attributed to socioeconomic status, race, ethnicity, gender, or learning styles; implementation of a comprehensive, standards-based curriculum aligned with instructions and assessment; development of a coherent, consistent set of policies that supports high quality math and science education for each student; convergence of science and math resource; and broad-based support from parents and the community.

Great Explorations in Math and Science[R] (GEMS[R]) Space Science. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Great Explorations in Math and Science[R] (GEMS[R]) Space Science" is an instructional sequence for grades 3-5 that covers fundamental concepts, including planetary sizes and distance, the Earth's shape and movement, gravity, and moon phases and eclipses. Part of the "GEMS"[R] core curriculum, "GEMS[R] Space Science"…

Think Scientifically: Science Hidden in a Storybook

NASA Astrophysics Data System (ADS)

Van Norden, W. M.

2012-12-01

The Solar Dynamics Observatory's Think Scientifically (TS) program links literacy and science in the elementary classroom through an engaging storybook format and hands-on, inquiry based activities. TS consists of three illustrated storybooks, each addressing a different solar science concept. Accompanying each book is a hands-on science lesson plan that emphasizes the concepts addressed in the book, as well as math, reading, and language arts activities. Written by teachers, the books are designed to be extremely user-friendly and easy to implement in classroom instruction. The objectives of the program are: (1) to increase time spent on science in elementary school classrooms, (2) to assist educators in implementing hands-on science activities that reinforce concepts from the book, (3) to increase teacher capacity and comfort in teaching solar concepts, (4) to increase student awareness and interest in solar topics, especially students in under-served and under-represented communities. Our program meets these objectives through the National Science Standards-based content delivered in each story, the activities provided in the books, and the accompanying training that teachers are offered through the program.; ;

Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status.

PubMed

Erbeli, Florina; Hart, Sara A; Taylor, Jeanette

2018-05-01

A risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the role of family history status in explaining etiological (genetic and environmental) differences among these subgroups of children has yet to be established. The present study of 872 twins ( M age = 13.30, SD age = 1.40) from the Florida Twin Project on Reading, Behavior, and Environment utilized a multigroup approach to examine etiological differences on reading, spelling, and math among two subgroups defined by family history status. Results showed significant mean differences on all achievement outcomes, aside from math; however, no significant etiological differences on any achievement outcome were found among the two subgroups. Results support previous literature that the risk for developing a learning disability is transmitted through a family, but this is seemingly not manifested by differential etiology.

Mothers' and fathers' support for child autonomy and early school achievement.

PubMed

2008-07-01

Data were analyzed from 641 children and their families in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to test the hypotheses that in the early school years, mothers' and fathers' sensitive support for autonomy in observed parent-child interactions would each make unique predictions to children's reading and math achievement at Grade 3 (controlling for demographic variables), children's reading and math abilities at 54 months, and children's level of effortful control at 54 months and that these associations would be mediated by the level of and changes over time in children's observed self-reliance in the classroom from Grades 1 through 3. The authors found that mothers' and fathers' support for autonomy were significantly and uniquely associated with children's Grade 3 reading and math achievement with the above controls, but only for boys. For boys, the effect of mothers' support for child autonomy was mediated by higher self-reliance at Grade 1 and of fathers' support for child autonomy by greater increases in self-reliance from Grades 1 through 3.

Development in reading and math in children from different SES backgrounds: the moderating role of child temperament.

PubMed

Wang, Zhe; Soden, Brooke; Deater-Deckard, Kirby; Lukowski, Sarah L; Schenker, Victoria J; Willcutt, Erik G; Thompson, Lee A; Petrill, Stephen A

2017-05-01

Socioeconomic risks (SES risks) are robust risk factors influencing children's academic development. However, it is unclear whether the effects of SES on academic development operate universally in all children equally or whether they vary differentially in children with particular characteristics. The current study aimed to explore children's temperament as protective or risk factors that potentially moderate the associations between SES risks and academic development. Specifically, latent growth modeling (LGM) was used in two longitudinal datasets with a total of 2236 children to examine how family SES risks and children's temperament interactively predicted the development of reading and math from middle childhood to early adolescence. Results showed that low negative affect, high effortful control, and low surgency mitigated the negative associations between SES risks and both reading and math development in this developmental period. These findings underline the heterogeneous nature of the negative associations between SES risks and academic development and highlight the importance of the interplay between biological and social factors on individual differences in development. © 2015 John Wiley & Sons Ltd.

The utility of kindergarten teacher ratings for predicting low academic achievement in first grade.

PubMed

Teisl, J T; Mazzocco, M M; Myers, G F

2001-01-01

The purpose of this study was to assess the predictive value of kindergarten teachers' ratings of pupils for later first-grade academic achievement. Kindergarten students were rated by their teachers on a variety of variables, including math and reading performance, teacher concerns, and amount of learning relative to peers. These variables were then analyzed with respect to outcome measures for math and reading ability administered in the first grade. The teachers' ratings of academic performance were significantly correlated with scores on the outcome measures. Analyses were also carried out to determine sensitivity, specificity, and predictive values of the different teacher ratings. The results indicated high overall accuracy, sensitivity, specificity, and negative predictive value for the ratings. Positive predictive value tended to be lower. A recommendation to follow from these results is that teacher ratings of this sort be used to determine which children should receive cognitive screening measures to further enhance identification of children at risk for learning disability. However, this recommendation is limited by the lack of empirically supported screening measures for math disability versus well-supported screening tools for reading disability.

75 FR 48658 - Notice of Proposed Information Collection Requests

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-11

... individuals who teach science, technology, engineering, and math (STEM). TEACH.gov is an essential component... among minority individuals, and particularly in teaching science, technology, engineering, and math...

Running an Elementary School Astronomy Club: Engaging Children in the Wonders of Space

NASA Astrophysics Data System (ADS)

Mayo, L.; Odenwald, S.; Lundberg, C.; Dimarco, A.

2000-10-01

``At the elementary school level, children are motivated by two things, dinosaurs and space" (Dr. Harold Williams, Montgomery College Planetarium Director). Yet, many elementary school science objectives include only the most basic astronomical concepts. Some ignore the subject all together in favor of more traditional courses (e.g. math and reading) or Earth science based curricula such as weather and local ecosystems. In addition, most elementary school teachers are unfamiliar with astronomical concepts and are poorly equipped to teach the subject. With teacher requirements increasing due to increasing class sizes, state competency exams, and a back to basics political climate, there is often little room to capitalize on the natural sense of curiosity children have about the universe during the normal school day. An after school astronomy club can provide a solution. In this paper, we present a model for setting up and running an after school astronomy club for students in grades 3-6. Our model was developed at two Maryland schools, Sligo Creek Elementary and Holy Redeemer Elementary/Middle School and incorporates national education standards as well as NASA OSS guidelines for effective education outreach programs. We propose here, a Community Based Learning (CBL) approach with the goal of engaging multiple elements of the community in the learning process including local amateur astronomy clubs, industry, community colleges, parents, and teachers. Methods for using astronomy as a basis for teaching reading, writing, math, and presentation skills are introduced. Resources, teaching methods, preparation guidelines, discipline, and safety are discussed and a list of grade appropriate, hands-on astronomy activities is presented along with procedures and expected outcomes.

Videoconferencing in Math and Science Preservice Elementary Teachers' Field Placements

NASA Astrophysics Data System (ADS)

Plonczak, Irene

2010-03-01

This study was designed to examine benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th grade classes in a major urban public school. Two major results of this study indicate that: (1) teaching through videoconferencing highlights strengths and weaknesses in questioning skill techniques that are at the heart of an inquiry-based approach; (2) teaching through videoconferencing raises the intellectual challenge of teaching and allows preservice teachers to look face to face into their limited understanding of the content matter in math and science.

The Attitudes of First Year Senior Secondary School Students toward Their Science Classes in the Sudan

NASA Astrophysics Data System (ADS)

Lado, Longun Moses

This study examined the influence of a set of relevant independent variables on students' decision to major in math or science disciplines, on the one hand, or arts or humanities disciplines, on the other. The independent variables of interest in the study were students' attitudes toward science, their gender, their socioeconomic status, their age, and the strength and direction of parents' and peers' influences on their academic decisions. The study answered five research questions that concerned students' intention in math or science, the association between students' attitudes and their choice to major in math or science, the extent to which parents' and peers' perspectives influence students' choice of major, and the influence of a combination of relevant variables on students' choice of major. The scholarly context for the study was literature relating to students' attitudes toward science and math, their likelihood of taking courses or majoring in science or math and various conditions influencing their attitudes and actions with respect to enrollment in science or math disciplines. This literature suggested that students' experiences, their gender, parents' and peers' influence, their socio-economic status, teachers' treatment of them, school curricula, school culture, and other variables may influence students' attitudes toward science and math and their decision regarding the study of these subjects. The study used a questionnaire comprised of 28 items to elicit information from students. Based upon cluster sampling of secondary schools, the researcher surveyed 1000 students from 10 secondary schools and received 987 responses. The researcher used SPSS to analyze students' responses. Descriptive statistics, logistic regression, and multiple regression analyses to provide findings that address the study's research questions. The following are the major findings from the study: (1) The instrument used to measure students' attitudes toward science and mathematics was not highly reliable, perhaps contributing to an attenuation of the relationship between attitude toward science and mathematics and choice of a science or mathematics major (rather than an arts or humanities major). (2) Far more students than the researcher had anticipated provided responses indicating that they planned to major in a science or mathematics discipline rather than an arts or humanities discipline. (3) Students' attitudes towards math and science were more favorable than the researcher anticipated based on findings from previous related studies. This result suggests the possibility of social desirability bias in students' responses. (4) Three significant predicator variables contributed to a significant logistic regression equation in which choice of science or mathematics major was the dependent variable: gender (negative association), attitude toward science and math (positive association), and peer influence 1 (positive association). Gender was the strongest predictor. (5) Five significant predictor variables contributed to a significant multiple linear regression equation in which attitude toward science and mathematics was the dependent variable: peer influence 1 (positive association), parent influence 1 (positive association), parent influence 2 (positive association), books in home (positive association), and peer influence 2 (positive association). The results reveal that among the targeted variables (gender, attitude, peer influence 1, peer influence 2, parent influence 1, parent influence 2, books in home, and age) only gender, peer influence 1, and attitude were significant predictors of students' major in math or science.

NREL Model Car Competitions | NREL

Science.gov Websites

skills in both math and science. The goals of the competition include: Generating enthusiasm for science , technology, engineering, and math (STEM) Improving students' understanding of scientific concepts and

Teacher-child relationship quality and academic achievement of Chinese American children in immigrant families.

PubMed

Ly, Jennifer; Zhou, Qing; Chu, Keira; Chen, Stephen H

2012-08-01

This study examined the cross-sectional relations between teacher-child relationship quality (TCRQ) and math and reading achievement in a socio-economically diverse sample of Chinese American first- and second-grade children in immigrant families (N=207). Teachers completed a questionnaire measuring TCRQ dimensions including closeness, conflict, and intimacy, and children completed a questionnaire measuring overall TCRQ. Standardized tests were used to assess children's math and reading skills. Analyses were conducted to (a) test the factor structure of measures assessing TCRQ among Chinese American children, (b) examine the associations between teacher- and child-rated TCRQ and children's academic achievement, controlling for demographic characteristics, and (c) examine the potential role of child gender as a moderator in the relations between TCRQ and achievement. Results indicated that teacher-rated TCRQ Warmth was positively associated with Chinese American children's reading achievement. Two child gender-by-TCRQ interactions were found: (a) teacher-rated TCRQ Conflict was negatively associated with girls' (but not boys') math achievement, and (b) child-rated Overall TCRQ was positively associated with boys' (but not girls') reading achievement. These findings highlight the valuable role of TCRQ in the academic success of school-aged children in immigrant families. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Analysis of early life influences on cognitive development in childhood using multilevel ordinal models

PubMed Central

Li, Leah

2012-01-01

Summary Studies of cognitive development in children are often based on tests designed for specific ages. Examination of the changes of these scores over time may not be meaningful. This paper investigates the influence of early life factors on cognitive development using maths and reading test scores at ages 7, 11, and 16 years in a British birth cohort born in 1958. The distributions of these test scores differ between ages, for example, 20% participants scored the top mark in the reading test at 7 and the distribution of reading score at 16 is heavily skewed. In this paper, we group participants into 5 ordered categories, approximately 20% in each category according to their test scores at each age. Multilevel models for a repeated ordinal outcome are applied to relate the ordinal scale of maths and reading ability to early life factors. PMID:22661923

A Case Study of Coaching in Science, Technology, Engineering, and Math Professional Development

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Nugent, Gwen; Kunz, Gina; Luo, Linlin; Berry, Brandi; Craven, Katherine; Riggs, April

2012-01-01

A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional…

Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years

PubMed Central

Bull, Rebecca; Espy, Kimberly Andrews; Wiebe, Sandra A.

2009-01-01

This study examined whether measures of short-term memory, working memory, and executive functioning in preschool children predict later proficiency in academic achievement at 7 years of age (third year of primary school). Children were tested in preschool (M age = 4 years, 6 months) on a battery of cognitive measures, and mathematics and reading outcomes (from standardized, norm-referenced school-based assessments) were taken on entry to primary school, and at the end of the first and third year of primary school. Growth curve analyses examined predictors of math and reading achievement across the duration of the study and revealed that better digit span and executive function skills provided children with an immediate head start in math and reading that they maintained throughout the first three years of primary school. Visual-spatial short-term memory span was found to be a predictor specifically of math ability. Correlational and regression analyses revealed that visual short-term and working memory were found to specifically predict math achievement at each time point, while executive function skills predicted learning in general rather than learning in one specific domain. The implications of the findings are discussed in relation to further understanding the role of cognitive skills in different mathematical tasks, and in relation to the impact of limited cognitive skills in the classroom environment. PMID:18473197

Trends in International Mathematics and Science Study and Gendered Math Teaching in Kuwait

ERIC Educational Resources Information Center

Ahmad, Fatimah; Greenhalgh-Spencer, Heather

2017-01-01

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest…

Knowledge Integration and Wise Engineering

ERIC Educational Resources Information Center

Chiu, Jennifer L.; Linn, M. C.

2011-01-01

Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can increase awareness of and interest in STEM careers, help students see the relevance of science and…

Gender compatibility, math-gender stereotypes, and self-concepts in math and physics

NASA Astrophysics Data System (ADS)

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.

An Exploratory Study of the Relationship between Learners' Attitudes towards Learning Science and Characteristics of an Afterschool Science Club

ERIC Educational Resources Information Center

Agunbiade, Esther; Ngcoza, Kenneth; Jawahar, Kavish; Sewry, Joyce

2017-01-01

The Khanya Maths and Science Club (KMSC) is an afterschool science/maths enrichment programme for learners in Grades 7-12 supported by postgraduate students and academic staff volunteers. This research seeks to explore the relationship between participating learners' attitude toward learning science and the characteristics of this afterschool…

Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors.

PubMed

Wu, Sarah S; Willcutt, Erik G; Escovar, Emily; Menon, Vinod

2014-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. © Hammill Institute on Disabilities 2013.

Mathematics Achievement and Anxiety and Their Relation to Internalizing and Externalizing Behaviors

PubMed Central

Wu, Sarah S.; Willcutt, Erik G.; Escovar, Emily; Menon, Vinod

2013-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. PMID:23313869

Climate change in the classroom: Reaching out to middle school students through science and math suitcase lessons

NASA Astrophysics Data System (ADS)

Jacobo, A. C.; Collay, R.; Harris, R. N.; de Silva, L.

2011-12-01

We have formed a link between the Increasing Diversity in Earth Sciences (IDES) program with the Science and Math Investigative Learning Experiences (SMILE) program, both at Oregon State University. The IDES mission is to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population and the SMILE mission is to provide science and math enrichment for underrepresented and other educationally underserved students in grades 4-12. Traditionally, underserved schools do not have enough time or resources to spend on science and mathematics. Furthermore, numerous budget cuts in many Oregon school districts have negatively impacted math and science cirriculum. To combat this trend we have designed suitcase lessons in climate change that can be carried to a number of classrooms. These lesson plans are scientifically rich and economically attractive. These lessons are designed to engage students in math and science through climate change presentations, group discussions, and hands-on activities. Over the past year we have familiarized ourselves with the academic ability of sixth and seventh graders through in-class observation in Salem Oregon. One of the suit case lessons we developed focuses on climate change by exploring the plight of polar bears in the face of diminishing sea ice. Our presentation will report the results of this activity.

Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

NASA Astrophysics Data System (ADS)

Adamuti-Trache, Maria; Sweet, Robert

2014-03-01

The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

Job Specific Tests and an Overview of Research on Alternatives.

ERIC Educational Resources Information Center

MacLane, Charles N.; O'Leary, Brian S.

The development of job-specific tests (JSTs) for two occupations is discussed. A reading comprehension test and a mathematical reasoning test were developed for Customs Inspectors, and a reading comprehension test was developed for Social Security Claims workers. JST items incorporated reading samples or math problems from those found on the job.…

National Workplace Literacy Program. Final Report.

ERIC Educational Resources Information Center

Illinois Eastern Community Colleges, Olney.

The Snap-On Tools Workplace Literacy Grant developed a curriculum for training adult workers in technical math and reading, English as a Second Language (ESL), and blueprint reading. Curriculum development was based on a workplace audit. Reading levels increased an average of 0.8 of a grade level. Flexibility and implementation of adult student…

Children's Implicit and Explicit Gender Stereotypes about Mathematics and Reading Ability

ERIC Educational Resources Information Center

Nowicki, Elizabeth A.; Lopata, Joel

2017-01-01

Study objectives were to clarify children's gender-based implicit and explicit mathematics and reading stereotypes, and to determine if implicit and explicit measures were related or represented distinct constructs. One hundred and fifty-six boys and girls (mean age 11.3 years) from six elementary schools completed math or reading stereotype…

White House Suggests Model Used in Reading to Elevate Math Skills

ERIC Educational Resources Information Center

Cavanagh, Sean

2006-01-01

This article discusses the Bush administration's aim to improve mathematics education through a suggested reading model. The White House is focusing on research to shape how students across the country are taught the most basic mathematical concepts. This undertaking would be modeled on the government's action toward reading, which includes the…

Predictors of Music Sight-Reading Ability in High School Wind Players

ERIC Educational Resources Information Center

Gromko, Joyce Eastlund

2004-01-01

The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in…

Acceleration across California: Shorter Pathways in Developmental English and Math

ERIC Educational Resources Information Center

Hern, Katie

2012-01-01

Developmental courses in English, math, and reading have an important purpose in higher education, especially in the open-access world of community colleges. These classes--also referred to as "remedial"--are intended to give less-prepared students a chance to catch up and meet the challenges of college-level coursework. However,…

Differences in Growth on Math Curriculum-Based Measures Using Triannual Benchmarks

ERIC Educational Resources Information Center

Keller-Margulis, Milena A.; Mercer, Sterett H.; Shapiro, Edward S.

2014-01-01

Recent research on annual growth measured using curriculum-based measurement (CBM) indicates that growth may not be linear across the year and instead varies across semesters. Numerous studies in reading have confirmed this phenomenon with only one study of math computation yielding a similar finding. This study further investigated the presence…

Parents' Perspectives on Hmong Students' Academic Challenges in Reading and Math

ERIC Educational Resources Information Center

Lee, Kenneth Kong

2014-01-01

The purpose of this survey study was to investigate the relationship between Hmong students' academic achievements and Hmong parental involvement, home environment, and acculturation adjustment as measured by the Math and English Language Arts sections of the California Standard Test in the United States from parents' perspective regarding student…

Marvels of Math: Fascinating Reads and Awesome Activities.

ERIC Educational Resources Information Center

Haven, Kendall F.

Any topic, math included, becomes more accessible and understandable when human stories are related about the development of the subject. Stories make subjects real and purposeful. They provide a foundation from which students can understand and appreciate mathematics rather than merely memorize a series of rote exercises. This book presents 16…

Manufacturing Math Classes: An Instructional Program Guide for Manufacturing Workers.

ERIC Educational Resources Information Center

McBride, Pamela G.; And Others

This program guide documents a manufacturing job family curriculum that develops competence in generic work force education skills through three courses: Reading Rulers, Charts, and Gauges and Math for Manufacturing Workers I and II. An annotated table of contents lists a brief description of the questions answered in each section. An introduction…

Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association with Language, Literacy, and Math Skills

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Allan, Darcey M.; Goodrich, J. Marc; Farrington, Amber L.; Phillips, Beth M.

2017-01-01

Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill…

41 CFR 109-50.202 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.202 Definitions. As used in this... improving math and science curricula or activities for elementary and secondary school education, or for the...

National Science Bowl Competitors Win Trip to Colorado

Science.gov Websites

-elimination contests. Student teams faced off in a fast-paced match of questions about physics, math, biology stimulate students' interests in science and math. NR-02497 Follow NREL

41 CFR 109-50.202 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.202 Definitions. As used in this... improving math and science curricula or activities for elementary and secondary school education, or for the...

41 CFR 109-50.202 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.202 Definitions. As used in this... improving math and science curricula or activities for elementary and secondary school education, or for the...

41 CFR 109-50.202 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.202 Definitions. As used in this... improving math and science curricula or activities for elementary and secondary school education, or for the...

41 CFR 109-50.202 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.202 Definitions. As used in this... improving math and science curricula or activities for elementary and secondary school education, or for the...

SKyTeach: Addressing the need for Science and Math Teachers in Kentucky

NASA Astrophysics Data System (ADS)

Bonham, Scott

2008-10-01

The shortage of good science and math teachers is a chronic problem that threatens to undermine the future of our profession and economy. While our world is becoming increasingly dependent on technology, many high schools do not even offer physics, in part due to of the unavailability of a qualified teacher. The entire state of Kentucky typically produces 0-2 new physics teachers per year, compared to 200+ elementary teachers per year from WKU alone. The picture is not much better in math and other sciences. SKyTeach is a new program at WKU to address this great need and is part of a national effort to replicate the successful UTeach program. The University of Texas UTeach program graduates 70-90 new math and science teachers a year, in the process providing them with a strong preparation based on current research on how people learn science and math, experience teaching in real classrooms from the start, and strong mentoring and support. UTeach graduates stay in the classroom at rates above the national average, and some fairly quickly move into leadership positions within their schools. A key element is good collaboration between the college of science, that of education, local P-12 schools, and others. Last year thirteen universities across the nation were selected as part of an effort to replicate the UTeach program nation-wide. This effort is supported by the National Science and Math Initiative in a partnership with the UTeach Institute. Our first cohort of students has started this fall, and we have had many successes and challenges as we move forward.

The Neurodevelopmental Basis of Math Anxiety

PubMed Central

Young, Christina B.; Wu, Sarah S.; Menon, Vinod

2012-01-01

Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual’s long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment. PMID:22434239

The neurodevelopmental basis of math anxiety.

PubMed

Young, Christina B; Wu, Sarah S; Menon, Vinod

2012-05-01

Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.

The Math–Biology Values Instrument: Development of a Tool to Measure Life Science Majors’ Task Values of Using Math in the Context of Biology

PubMed Central

Andrews, Sarah E.; Runyon, Christopher; Aikens, Melissa L.

2017-01-01

In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students’ personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math–Biology Values Instrument (MBVI), an 11-item college-level self-­report instrument grounded in expectancy-value theory, to measure life science students’ interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student’s value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math–biology values and understand how math–biology values are related to students’ achievement and decisions to pursue more advanced quantitative-based courses. PMID:28747355

The Effect of Executive Function on Science Achievement Among Normally Developing 10-Year Olds

NASA Astrophysics Data System (ADS)

Lederman, Sheri G.

Executive function (EF) is an umbrella term used to identify a set of discrete but interrelated cognitive abilities that enable individuals to engage in goal-directed, future-oriented action in response to a novel context. Developmental studies indicate that EF is predictive of reading and math achievement in middle childhood. The purpose of this study was to identify the association between EF and science achievement among normally developing 10 year olds. A sample of fifth grade students from a Northeastern suburban community participated in tests of EF, science, and intelligence. Consistent with adult models of EF, principal components analysis identified a three-factor model of EF organization in middle childhood, including cognitive flexibility, working memory, and inhibition. Multiple regression analyses revealed that executive function processes of cognitive flexibility, working memory, and inhibition were all predictive of science performance. Post hoc analyses revealed that high-performing science students differed significantly from low-performing students in both cognitive flexibility and working memory. These findings suggest that complex academic demands specific to science achievement rely on the emergence and maturation of EF components.

National Geographic Society Kids Network: Report on 1994 teacher participants

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

In 1994, National Geographic Society Kids Network, a computer/telecommunications-based science curriculum, was presented to elementary and middle school teachers through summer programs sponsored by NGS and US DOE. The network program assists teachers in understanding the process of doing science; understanding the role of computers and telecommunications in the study of science, math, and engineering; and utilizing computers and telecommunications appropriately in the classroom. The program enables teacher to integrate science, math, and technology with other subjects with the ultimate goal of encouraging students of all abilities to pursue careers in science/math/engineering. This report assesses the impact of the networkmore » program on participating teachers.« less

Evaluation of American Indian Science and Engineering Society Intertribal Middle School Science and Math Bowl Project

DOE Office of Scientific and Technical Information (OSTI.GOV)

AISES, None

The American Indian Science and Engineering Society (AISES) has been funded under a U.S. Department of Energy (DOE) grant (Grant Award No. DE-SC0004058) to host an Intertribal Middle-School Science and Math Bowl (IMSSMB) comprised of teams made up of a majority of American Indian students from Bureau of Indian Education-funded schools and public schools. The intent of the AISES middle school science and math bowl is to increase participation of American Indian students at the DOE-sponsored National Science Bowl. Although national in its recruitment scope, the AISES Intertribal Science and Math Bowl is considered a “regional” science bowl, equivalent tomore » the other 50 regional science bowls which are geographically limited to states. Most regional bowls do not have American Indian student teams competing, hence the AISES bowl is meant to encourage American Indian student teams to increase their science knowledge in order to participate at the national level. The AISES competition brings together teams from various American Indian communities across the nation. Each team is provided with funds for travel to and from the event, as well as for lodging and meals. In 2011 and 2012, there were 10 teams participating; in 2013, the number of teams participating doubled to 20. Each Science and Math Bowl team is comprised of four middle school — grades 6 through 8 — students, one alternate, and a teacher who serves as advisor and coach — although in at least two cases, the coach was not a teacher, but was the Indian Education Coordinator. Each team member must have at least a 3.0 GPA. Furthermore, the majority of students in each team must be comprised of American Indian, Alaska Native or Native Hawaiian students. Under the current DOE grant, AISES sponsored three annual middle school science bowl competitions over the years 2011, 2012 and 2013. The science and math bowls have been held in late March concurrently with the National American Indian Science and Engineering Fair (NAISEF) and EXPO at the Albuquerque, NM Convention Center. Albuquerque is also the home of the AISES national office. The AISES staff also recruits volunteers to assist with implementation of the science and math bowl event. In 2011, there were 7 volunteers; in 2012, 15 volunteers, and in 2013, 19 volunteers. Volunteers are recruited from a variety of local sources, including Sandia Laboratories, Southwest Indian Polytechnic Institute students, Department of Defense, as well as family members of AISES staff. For AISES, the goals of the Intertribal Middle School Science and Math Bowl project are to have more Native students learn science, for them to gain confidence in competing, and to reward their effort in order to motivate them to pursue studies in the sciences and engineering. For DOE, the goals of the project are to get more Native students to compete at the National Science Bowl, held in Washington, DC.« less

A Study of the Level of Math Preparedness of Manufacturing Sciences Students in the Fall Semester of 2005

ERIC Educational Resources Information Center

Henning, Mark C.

2007-01-01

The main objective of this study was to gauge preparedness in math with achievement in first semester math for the fall 2005 intake of Manufacturing Sciences Division post-secondary program students. The data used to measure this level of preparedness was gleaned from students' high school Grade 12 (new and old curriculum) or Ontario Academic…

Math Remediation for the College Bound: How Teachers Can Close the Gap, from the Basics through Algebra

ERIC Educational Resources Information Center

Khatri, Daryao

2011-01-01

Algebra is the language that must be mastered for any course that uses math because it is the gateway for entry into any science, technology, engineering, and mathematics (STEM) discipline. This book fosters mastery of critical math and algebraic concepts and skills essential to all of the STEM disciplines and some of the social sciences. This…