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Author : United States. Congress. House. Committee on Science
Publisher : Unknown
Page : 320 pages
File Size : 49,7 Mb
Release : 1998
Category : Mathematics
ISBN : PSU:000032133622
Author : United States. Congress. House. Committee on Science and Technology
Publisher : Unknown
Page : 452 pages
File Size : 44,7 Mb
Release : 1999
Category : Electronic
ISBN : PURD:32754075464135
Author : Anonim
Publisher : Unknown
Page : 128 pages
File Size : 54,9 Mb
Release : 1998-07
Category : Government publications
ISBN : WISC:89117117812
Author : Anonim
Publisher : Unknown
Page : 608 pages
File Size : 48,8 Mb
Release : 1999
Category : Government publications
ISBN : OSU:32437011142243
Author : National Institute on Educational Governance, Finance, Policymaking, and Management (U.S.)
Publisher : U.S. Government Printing Office
Page : 50 pages
File Size : 45,7 Mb
Release : 1998
Category : Mathematics
ISBN : MINN:31951D01711531S
To explore the policy implications of the Third International Mathematics and Science Study (TIMSS), the National Institute on Educational Governance, Finance, Policymaking, and Management of the Office of Educational Research and Improvement (OERI) in the U.S. Department of Education, and the Consortium for Policy Research in Education held a TIMSS Policy Forum in Washington, D.C. in October, 1997. This forum brought together a diverse group of TIMSS researchers, state and local policymakers, teachers, school administrators, mathematics and science specialists, business representatives, university educators, and federal officials. Participants discussed what TIMSS means for systemic education reform and identified several future directions for policy decisions and policy research. This policy brief synthesizes the presentations and discussions that occurred during the TIMSS Policy Forum and draws from the TIMSS reports of the National Center for Education Statistics (NCES) and from papers prepared by researchers involved in TIMSS. (ASK)
Author : Anonim
Publisher : Unknown
Page : 1510 pages
File Size : 54,7 Mb
Release : 2000
Category : United States
ISBN : UOM:39015087610237
Author : Leslie Koltai,Michael Wilding
Publisher : Unknown
Page : 88 pages
File Size : 53,8 Mb
Release : 1991
Category : Education
ISBN : UOM:39015024993571
An overview is provided of the status and future of science, engineering, and mathematics education in public two-year colleges. In addition, results of several national-level studies are reviewed, and 15 recommendations developed by the National Task Force for the Improvement of Science, Engineering, and Mathematics Education in Community, Technical, and Junior Colleges are presented. Parts I through III of this report provide background to the study; examine the role of the American Association of Community and Junior Colleges in advancing science, math, and engineering education; review study methodology; and provide an overview of the report. Part IV discusses the important role of two-year college faculty in the success of student pursuing careers in science and technology. Part V profiles students enrolled in such programs and discusses influences on their success. This section also discusses pre-college students, examining Scholastic Aptitude Test scores and noting the factors which may influence students to pursue science and mathematics in higher education. Part VI stresses the need for a curricular reform that emphasizes science literacy in two-year colleges. Part VII summarizes relevant data generated by several national studies, and data acquired from a review of state documents. This section examines student enrollments, program financing, and state support, and presents the results of a survey of two-year college coordinating offices. Parts VIII and IX present recommendations dealing with state and local college boards, local colleges, faculty and staff, and national concerns. A 26-item bibliography, and a list of task force members are included. (JMC)
Author : Michael O. Martin,Ina V. S. Mullis,Pierre Foy,Gabrielle M. Stanco
Publisher : Unknown
Page : 517 pages
File Size : 46,6 Mb
Release : 2012
Category : Education and state
ISBN : 1889938645
Author : Anonim
Publisher : Unknown
Page : 26 pages
File Size : 46,9 Mb
Release : 1997
Category : Mathematics
ISBN : MINN:31951D003786925
Author : Michael O. Martin,International Association for the Evaluation of Educational Achievement
Publisher : Timss & Pirls International Study Center Lynch School of Edu
Page : 467 pages
File Size : 55,9 Mb
Release : 2004-01-01
Category : Academic achievement
ISBN : 1889938335
Author : Committee on Undergraduate Science Education,Board on Science Education,Division of Behavioral and Social Sciences and Education,National Research Council
Publisher : National Academies Press
Page : 128 pages
File Size : 44,8 Mb
Release : 1999-04-08
Category : Education
ISBN : 9780309592581
Today's undergraduate students--future leaders, policymakers, teachers, and citizens, as well as scientists and engineers--will need to make important decisions based on their understanding of scientific and technological concepts. However, many undergraduates in the United States do not study science, mathematics, engineering, or technology (SME&T) for more than one year, if at all. Additionally, many of the SME&T courses that students take are focused on one discipline and often do not give students an understanding about how disciplines are interconnected or relevant to students' lives and society. To address these issues, the National Research Council convened a series of symposia and forums of representatives from SME&T educational and industrial communities. Those discussions contributed to this book, which provides six vision statements and recommendations for how to improve SME&T education for all undergraduates. The book addresses pre-college preparation for students in SME&T and the joint roles and responsibilities of faculty and administrators in arts and sciences and in schools of education to better educate teachers of K-12 mathematics, science, and technology. It suggests how colleges can improve and evaluate lower-division undergraduate courses for all students, strengthen institutional infrastructures to encourage quality teaching, and better prepare graduate students who will become future SME&T faculty.
Author : Alphonse Buccino,National Science Foundation (U.S.). Office of Scientific and Engineering Personnel and Education
Publisher : Unknown
Page : 242 pages
File Size : 44,6 Mb
Release : 1982
Category : Degrees, Academic
ISBN : WISC:89033938796
Author : United States. Congress. House. Committee on Science, Space, and Technology. Subcommittee on Science
Publisher : Unknown
Page : 208 pages
File Size : 44,9 Mb
Release : 1992
Category : Law
ISBN : PSU:000019985367
This document presents the transcript of a congressional hearing to consider the American Math and Science Student Support Act, H.R. 4595. The legislation is designed to address the issue of attracting a greater proportion of U.S. citizens to graduate study in science, mathematics, and engineering. The hearings include testimony and prepared statements from witnesses who have been asked to comment on the possible effects of the bill on increasing the participation of U.S. citizens in such graduate study. Witnesses include Dr. Jules LaPidus, President, Council of Graduate Schools, representing the Association of American Universities, Washington, D.C.; Dr. Frank Morris, Dean of Graduate Studies, Morgan State University, Baltimore, Maryland, and President, Council of Historically Black Graduate Schools; Dr. William Powers, Provost, Michigan Technological University, Houghton, Michigan; Dr. Stanford Penner, Professor of Applied Mechanics and Engineering Sciences, University of California, San Diego, California, and Chairman of the National Academy of Sciences Committee on the International Exchange and Movement of Engineers. Appendices include: Dr. Morris' address to the plenary session of the Council of Graduate Schools on Dec. 5, 1991; a letter from J. P. Densler to P. Henry; a statement from NAFSA Association of International Educators; and a statement from the National Association of State Universities and Land-Grant Colleges. (MDH)
Author : Dennis Adams,Mary Hamm
Publisher : Rowman & Littlefield
Page : 157 pages
File Size : 51,6 Mb
Release : 2020-06-15
Category : Education
ISBN : 9781475856736
This book builds on an interdisciplinary approach that combines two or more of the STEM subjects. The goal is to help students see the relationship among science, technology, engineering, and mathematics. Useful ideas, activities, and lesson plans are part of the package. It is up to the teachers to encourage students to apply STEM knowledge to interesting real-world problems. Motivating ideas and activities are presented in this book. Teacher/student friendly suggestions build on collaboration, communication, critical thinking, and creativity. Creating a STEM culture in the classroom can help students learn the qualities that must be cultivated in a technology-intensive world. Innovations that radiate from the STEM subjects are driven by intellectual curiosity and the ability to act on beliefs. The future is something we can and should influence. Understanding of the STEM subjects is key to making a positive difference.
Author : W.H. Schmidt,Curtis C. McKnight,S. Raizen
Publisher : Springer Science & Business Media
Page : 202 pages
File Size : 49,9 Mb
Release : 2007-05-08
Category : Education
ISBN : 9780306472091
A Splintered Vision: An Investigation of U.S. Science and Mathematics Education is the US report on the curriculum analysis component of the Third International Mathematics and Science Study (TIMSS) which was sponsored by the International Association for the Evaluation of Educational Achievement (IEA). The report summarizes data from the TIMSS curriculum analysis and integrates it with teacher questionnaire data from the US, Japan, and Germany on science and mathematics topic coverage and instructional practices. The authors of A Splintered Vision discuss and provide evidence of the unfocused nature of US mathematics and science curricular intentions, textbooks, and teacher practices. They offer the premise that producers of US textbooks and curriculum guides have attempted to answer calls for curricular reform by adding new content to already existing materials instead of devoting time to restructuring the materials. The authors also suggest that US teachers, inundated with a myriad of competing visions, are attempting to cover all the topics they confront in their resource documents and to meet all the instructional demands placed on them by those with a stake in education. In keeping with the `incremental assembly line' philosophy in American society, US teachers also tend to lean toward a piecemeal approach to education. The authors speculate on what such practices may mean for the mathematics and science achievement of US students. The work is sure to spur discussion among educational researchers, policy makers, and others concerned about the future of mathematics and science education in the US.