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Author : Gordon Press Publishers
Publisher : Unknown
Page : 128 pages
File Size : 51,6 Mb
Release : 1997-06
Category : Electronic
ISBN : 0849060885
Author : Susan T. Hill,Samuel S. Peng
Publisher : DIANE Publishing
Page : 91 pages
File Size : 55,9 Mb
Release : 1996-09
Category : Electronic
ISBN : 9780788132926
Provides information about the family resources, school practices, and individual characteristics of black, Hispanic, and American Indian secondary school students. Compares the achievements of these minority students to white and Asian students in an effort to see where they stand and how to improve upon their learning in today's competitive world. Focuses on students in the 8th and 10th grades. Charts and graphs.
Author : Samuel S. Peng,DeeAnn Wright,Susan Hill
Publisher : U.S. Government Printing Office
Page : 80 pages
File Size : 41,9 Mb
Release : 1995-01-01
Category : Academic achievement
ISBN : 0160455197
This study was designed to address two related issues: (1) Why are Blacks, Hispanics, and American Indians underrepresented in science and mathematics-related fields, and (2) Why do students of these minority groups have lower achievement test scores in science and mathematics than other students? Data on a number of home, school, and student variables were collected from the 1988 eighth-grade cohort of the National Education Longitudinal Study. Major findings include: (1) At early ages, all students have equally positive attitudes toward science and mathematics learning in school and have similar aspirations for science and mathematics-related careers, but as they get older, more minority students become unprepared to enter these fields as they fall behind in mathematics and science learning; (2) a larger percentage of minority students come from families in poverty which have fewer learning materials at home such as books and computers, and their parents are more likely than others to have low educational levels and to be unemployed and are less likely to provide adequate mentoring or role models for mathematics and science learning; and (3) these minority students are more likely to attend disadvantaged schools where the overall academic and supporting environments are less conducive to learning, suffer from the lack of persistent effort and active involvement in school, and are in low-track achievement groups. Appendices include data tables; National Center for Education Statistics (NCES) Databases for Studies of Science and Mathematics in Education; Specification of Variables Used in the Study; and a table of Correlation Coefficients for Contextual and Process Variables. (Contains 44 references.) (MKR)
Author : Anonim
Publisher : Unknown
Page : 272 pages
File Size : 48,5 Mb
Release : 2000
Category : Handicapped
ISBN : UIUC:30112048183039
Author : Joseph Murphy
Publisher : Corwin Press
Page : 305 pages
File Size : 54,7 Mb
Release : 2010
Category : Education
ISBN : 9781412964555
'Beginning with a remarkably comprehensive and accessible analysis of the gap's causes, the book offers a refreshingly balanced, evidence-based, state-of-the-art outline of productive solutions that should inform the work of all educational stakeholders' - Ken Leithwood, Professor, OISE/University of Toronto 'No one is better positioned than Joseph Murphy to provide lessons for education leaders on this important topic' - Andrew Porter, George and Diane Weiss Professor of Education , University of Pennsylvania 'For too long, the achievement gap has been proclaimed, discussed, and then dismissed as a subject of despair. Seldom has it been systematically defined, placed in historical perspective, or positively addressed. Through thorough scholarship, comprehensive knowledge, and creativity, this book fills that void' - James W. Guthrie, Patricia and Rodes Hart Professor of Educational Leadership and Public Policy, Vanderbilt University 'While offering no simple pathway to progress, this book reminds us how much more we can do to close achievement gaps' - Michael S. Knapp, Director Center for the Study of Teaching & Policy, University of Washington Distinguished researcher Joseph F. Murphy has gathered and analyzed the most up-to-date research and data to help headteachers understand what the achievement gap is, why it persists, and what teachers can do about it. This comprehensive handbook: - Examines external factors that contribute to achievement gaps, such as socioeconomic status, family environment, racism, and individual differences - Covers internal factors such as instruction, school culture, and school support - Provides strategies for addressing both internal and external factors to make an impact.
Author : Robert H. Tai,Mary L. Kenyatta
Publisher : Rowman & Littlefield
Page : 232 pages
File Size : 50,8 Mb
Release : 1999
Category : Education
ISBN : 0847691144
In Critical Ethnicity, leading scholars from several disciplines explore the interactions of ethnicity, race, and education in the United States, which are embedded within discussions of diversity, multiculturalism, and identity politics.
Author : Herbert J. Walberg
Publisher : IAP
Page : 265 pages
File Size : 45,8 Mb
Release : 2006-07-01
Category : Education
ISBN : 9781607524960
Most of the research contained in this book was supported by grants to the individual authors from the American Educational Research Association Grants Program.
Author : Anonim
Publisher : Unknown
Page : 1092 pages
File Size : 43,8 Mb
Release : 1995
Category : Government publications
ISBN : OSU:32435058894031
Author : Anonim
Publisher : Unknown
Page : 1094 pages
File Size : 49,6 Mb
Release : 1995-12
Category : Government publications
ISBN : UIUC:30112075789062
Author : Xiufeng Liu
Publisher : Springer Science & Business Media
Page : 142 pages
File Size : 42,5 Mb
Release : 2009-05-01
Category : Science
ISBN : 9781402099113
For many people, a high standard for student learning is desirable. This is what underlies current standard-based science education reforms around the world. As someone who was born and brought up in a less-privileged home and educated in a resource-limited school environment in a developing country, I always had to study hard to meet various standards from elementary to high school to univ- sity. My first book in English published over 10 years ago (Liu, X. [1996]. Mathematics and Science Curriculum Change in the People’s Republic of China. Lewiston, NY: The Edwin Mellen Press) provided me an opportunity to examine standards (i. e. , Chinese national science teaching syllabi) from a historical and political point of view. I argued that standards are developed for particular poli- cal agendas in order to maintain the privileged position of certain groups (i. e. , urban residents) in a society at expenses of others (i. e. , rural residents). Thus, underneath standards is systematic discrimination and injustice. Since then, I have had opportunities to study the issue of standards in much more breadth and depth. This book, Linking Competence to Opportunities to Learn: Models of Competence and data mining, provides me an opportunity to examine standards from a different perspective: opportunity to learn.
Author : Anonim
Publisher : Unknown
Page : 246 pages
File Size : 45,7 Mb
Release : 1995
Category : Academic achievement
ISBN : PURD:32754066431762
Author : Anonim
Publisher : Unknown
Page : 360 pages
File Size : 52,6 Mb
Release : 1995
Category : Education
ISBN : MINN:30000010537748
Author : Wen Ma,Guofang Li
Publisher : Routledge
Page : 302 pages
File Size : 52,9 Mb
Release : 2016-03-02
Category : Education
ISBN : 9781317331032
This comprehensive look at Chinese-heritage students’ academic, sociocultural, and emotional development in the public schools examines pertinent educational theories; complex (even inconvenient) realities; learning practices in and outside of schools; and social, cultural, and linguistic complications in their academic lives across diverse settings, homes, and communities. Chinese-heritage students are by far the largest ethnic group among Asian American and Asian Canadian communities, but it is difficult to sort out their academic performance because NAEP and most state/province databases lump all Asian students’ results together. To better understand why Chinese-heritage learners range from academic role models to problematic students in need of help, it is important to understand their hearts and minds beyond test scores. This book is distinctive in building this understanding by addressing the range of issues related to Chinese-heritage K-12 students’ languages, cultures, identities, academic achievements, and challenges across North American schools.
Author : Institute of Medicine,National Academy of Engineering,National Academy of Sciences,Government-Industry-University Research Roundtable,Marye Anne Fox
Publisher : National Academies Press
Page : 240 pages
File Size : 45,7 Mb
Release : 2003-12-10
Category : Education
ISBN : 9780309089609
Each of 32 nonprofit organizations contributing a presentation to the Pan-Organizational Summit on the Science and Engineering Workforce (November 11-12, 2002; The National Academies, Washington, DC) was invited to issue a corresponding position paper to be reproduced in this volume. The bulk of this report comprises these papers. In addition, Shirley Jackson and Joseph Toole, two of the keynote speakers, have included their remarks.
Author : Sharon J. Lynch
Publisher : Routledge
Page : 318 pages
File Size : 44,7 Mb
Release : 2000
Category : Education
ISBN : 9781135668945
This lucid, accessible, thought-provoking discussion of issues related to equity in science education reform is for science educators, including idealists and exacting pragmatists, who are dedicated to exploring what it means to put into practice rallying cries like "science literacy for all," "equity and excellence," and "standards-based reform." Intended as an enjoyable and stimulating read, as opposed to a comprehensive summary of everything ever written about equity in science education, it is a response to the new science education standards and reforms, with their goal of science literacy for all. If this goal is to be taken seriously, the implications are immense. A central purpose of this book is to project and discuss how achieving this goal would affect science education reform and vice versa. The work is research based, using statistics, tables, and figures drawn primarily from NSF reports and other public information documents to provide a foundation for equity concerns. However, these statistics are not the main focus of the book. Rather, they are used to make a case, backed by pertinent research, the literature on best practice, and provocative examples from schools and classrooms. Charts, tables, and graphic organizers provide visual evidence and enhance the arguments presented. Moving from research-based studies to classroom stories, Equity and Science Education Reform encourages readers to think about the complexity of the issues. No easy answers or quick fixes are offered. Researching across "identity" areas and attempting to unite them in a discussion that recognizes both the common elements as well as important distinctions, it provides a comprehensive picture of equity concerns across ethnicity, class, gender, and location. Encompassing a broad literature in science education, reform and policy, and equity issues, it offers an "equity schema" as a unifying concept to guide discussion throughout. This book is based, in part, on a series of nine background papers that were commissioned by the American Association for the Advancement of Science's Project 2061 and the summary document, which was written by the author of this book. But it goes far beyond the original study to provide a consistent, coherent, and lively discussion that vividly illustrates the issues raised by the experiences of teachers and students who are struggling with equity principles in the context of science education reform.