Author: United States. National Assessment Governing BoardPublisher:
ISBN:
Category : Educational change
Languages : en
Pages : 88
Book Description
Mathematics Framework for the 2007 National Assessment of Educational Progress
Author: United States. National Assessment Governing BoardPublisher:
ISBN:
Category : Educational change
Languages : en
Pages : 88
Book Description
Mathematics Framework for the 2007 National Assessment of Educational Progress
Author: United States. National Assessment Governing BoardPublisher:
ISBN:
Category : Educational change
Languages : en
Pages : 90
Book Description
Mathematics 2007
Author: The Nation's Report Card
Author: Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 380
Book Description
Response to Intervention in Math
Author: Paul J. RiccominiPublisher: Corwin Press
ISBN: 1412966353
Category : Education
Languages : en
Pages : 169
Book Description
Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.
Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas
Author: Maria K. DiBenedettoPublisher: Springer
ISBN: 3319909282
Category : Education
Languages : en
Pages : 468
Book Description
This book shows how principles of self-regulated learning are being implemented in secondary classrooms. The 14 chapters are theoretically driven and supported by empirical research and address all common high school content areas. The book comprises 29 lesson plans in English language arts, natural and physical sciences, social studies, mathematics, foreign language, art, music, health, and physical education. Additionally, the chapters address students with special needs, technology, and homework. Each chapter begins with one or more lesson plans written by master teachers, followed by narratives explaining how the lesson plans were implemented. The chapters conclude with an analysis written by expert researchers of the self-regulated learning elements in the lessons. Each lesson and each analysis incorporate relevant educational standards for that area. Different types of high schools in several states serve as venues. This powerful new book edited by Maria K. DiBenedetto provides a unique and invaluable resource for both secondary teachers and researchers committed to supporting adolescents in the development of academic self-regulation. Each chapter is jointly written by teachers who provide a wealth of materials, including lesson plans, and researchers who situate these lesson plans and academic self-regulation goals within the larger work on self-regulation. The topics covered are far broader than any other book I have seen in terms of developing academic self-regulation, covering over a dozen content areas, including literacy, mathematics, social studies, the sciences, and the arts. Teachers and scholars alike will find this book a must read. Karen Harris, EdD, Arizona State University A practical and magnificent blend of educational research and application. This book goes beyond presenting the findings of research on self regulation by connecting detailed strategies that align with the standards to the research. DiBenedetto et al. clearly illustrate how to develop self regulated learners in the classroom. A refreshing must read for all secondary educators and educational researchers seeking to be well grounded in education research and practical application techniques. Heather Brookman, PhD, Fusion Academy- Park Avenue Self-regulated learning is a research-based process by which teachers help students realize their own role in the learning process. Connecting Self-Regulated Learning and Performance with Instruction Across High School Content Areas consists of model teachers’ lessons and analyses by prominent educational psychologists in the field of self-regulated learning. The book provides teachers with the tools needed to increase students’ awareness of learning and inspires all educators to use self-regulated learning to promote engagement, motivation, and achievement in their students. The book also provides administrators with the principles needed to infuse evidenced based self-regulated learning into their curriculum and instruction. I highly recommend the book! Marty Richburg, Northside High School
How Chinese Teach Mathematics: Perspectives From Insiders
Author: Lianghuo FanPublisher: World Scientific
ISBN: 9814415839
Category : Mathematics
Languages : en
Pages : 754
Book Description
This unique book represents another concerted research effort concerning Chinese mathematics education, with contributions from the world's leading scholars and most active researchers. The book presents the latest original research work with a particular focus on the 'teaching' side of Chinese mathematics education to a wide international audience. There are mainly three sections in the book. The first section introduces readers to a historical and contemporary perspective, respectively, on traditional mathematical teaching in ancient China and on how modern Chinese mathematics teachers teach and pursue their pre-service training and in-service professional development. The second section presents studies investigating a wide range of issues at both the macro- and micro-levels on how Chinese mathematics teachers teach mathematics. The third section focuses on Chinese mathematics teachers, investigating issues about their knowledge, belief, teacher training and professional development. Like its predecessor, How Chinese Learn Mathematics: Perspectives from Insiders, this book is a must for educational researchers, practitioners, and policy-makers who are interested in knowing more about mathematics teaching, teachers, teacher education and professional development concerning Chinese teachers and learners.
Assessment in Mathematics Education Contexts
Author: Jonathan D. BosticPublisher: Routledge
ISBN: 0429942117
Category : Education
Languages : en
Pages : 204
Book Description
This book aims to provide theoretical discussions of assessment development and implementation in mathematics education contexts, as well as to offer readers discussions of assessment related to instruction and affective areas, such as attitudes and beliefs. By providing readers with theoretical implications of assessment creation and implementation, this volume demonstrates how validation studies have the potential to advance the field of mathematics education. Including chapters addressing a variety of established and budding areas within assessment and evaluation in mathematics education contexts, this book brings fundamental issues together with new areas of application.
Author: 
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