Science proficiency and course taking in high school the relationship of science course-taking patterns to increases in science proficiency between 8th and 12th grades PDF Download

Author:
Publisher: DIANE Publishing
ISBN: 1428927727
Category :
Languages : en
Pages : 41

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Author: Timothy Madigan
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 52

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Author: Committee on the Evaluation Framework for Successful K-12 STEM Education
Publisher: National Academies Press
ISBN: 0309264820
Category : Education
Languages : en
Pages : 65

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Book Description
Following a 2011 report by the National Research Council (NRC) on successful K-12 education in science, technology, engineering, and mathematics (STEM), Congress asked the National Science Foundation to identify methods for tracking progress toward the report's recommendations. In response, the NRC convened the Committee on an Evaluation Framework for Successful K-12 STEM Education to take on this assignment. The committee developed 14 indicators linked to the 2011 report's recommendations. By providing a focused set of key indicators related to students' access to quality learning, educator's capacity, and policy and funding initiatives in STEM, the committee addresses the need for research and data that can be used to monitor progress in K-12 STEM education and make informed decisions about improving it. The recommended indicators provide a framework for Congress and relevant deferral agencies to create and implement a national-level monitoring and reporting system that: assesses progress toward key improvements recommended by a previous National Research Council (2011) committee; measures student knowledge, interest, and participation in the STEM disciplines and STEM-related activities; tracks financial, human capital, and material investments in K-12 STEM education at the federal, state, and local levels; provides information about the capabilities of the STEM education workforce, including teachers and principals; and facilitates strategic planning for federal investments in STEM education and workforce development when used with labor force projections. All 14 indicators explained in this report are intended to form the core of this system. Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing? summarizes the 14 indicators and tracks progress towards the initial report's recommendations.

Author: National Center for Education Statistics
Publisher:
ISBN:
Category : Educational statistics
Languages : en
Pages : 164

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 356

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Author: Kenneth K. Wong
Publisher: Routledge
ISBN: 1135482934
Category : Education
Languages : en
Pages : 184

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This special issue examines the underlying assumptions of the "A Nation At Risk" report, the context within which the Commission's work was situated, and the effects of the report in improving teaching and learning, as well as the performance of the public educational system. The purpose is to address three broad questions: Was America's education system really putting the nation at risk in the early 1980s? What is the legacy of "A Nation At Risk"? Given our current knowledge on education and human development, the report's overall concern is restated: What risks and opportunities lay before the nation today, and how will they affect the notion of a "learning society" and our public education system? Taken as a whole, the seven articles address the three broad issues identified regarding the past, current, and future of educational reform in the United States.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 112

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Author: United States. Department of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104

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Author:
Publisher:
ISBN:
Category : Educational statistics
Languages : en
Pages : 164

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Author: Ann Renninger
Publisher:
ISBN: 0935302425
Category : Education
Languages : en
Pages : 328

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Book Description
Interest in Mathematics and Science Learning, edited by K. Ann Renninger, Martin Nieswandt, and Suzanne Hidi, is the first volume to assemble findings on the role of interest in mathematics and science learning. As the contributors illuminate across the volume's 22 chapters, interest provides a critical bridge between cognition and affect in learning and development. This volume will be useful to educators, researchers, and policy makers, especially those whose focus is mathematics, science, and technology education.