Bold Ventures - Volume 1: Patterns Among Innovations in by S. Raizen, E.D. Britton

By S. Raizen, E.D. Britton

Quantity 1 of daring Ventures illuminates styles between 8 in demand U.S. strategies: California's technology schooling reform, ChemCom, modern Precalculus, childrens community, venture 2061, NCTM criteria, city arithmetic Collaboratives, and Voyage of the Mimi. styles integrated altering conceptions of faculty technological know-how and arithmetic, new techniques for effecting reform, better emphasis on lecturers as designers and items of swap, and underplayed consciousness to fairness matters and venture overview.

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External testing of students to establish what they know has a long history in the United States. , for student placement at both lower and higher levels of education (for example, standardized tests used for assignment to various tracks in elementary and secondary schools; Student Aptitude/Achievement Tests— SATs—used for college admission decisions, and Advanced Placement examinations used to award college credit). The amount of student testing greatly escalated in the 1970s, with an emphasis on minimum competency as documented by “objective” measures and the growth of federally funded compensatory education programs that required standardized testing to establish student eligibility.

During the data collection periods, the researchers who conducted each site visit offered reports, impressions, and insights regarding the visit at subsequent research team meetings. The team met two to four times each month to articulate themes and areas of interest—generally focused on individual sites—as well as to handle technical details of the case study. The text of all interviews was electronically processed using HyperRESEARCH (Hesse-Bieber et al. 1993), a computer application designed to 16 Study Background facilitate qualitative research.

Scientists and Educators While the economic motivation has loomed large at the national and state policy levels, the scientific and educational communities have had their own perceptions of the needs for reform in mathematics and science education: the changing 24 The General Context for Reform character of the fields of science and mathematics brought about by the advent of powerful computers; the disaffection of much of the student population with science and mathematics courses; the accumulating research on how children learn, specifically in mathematics and science; and the impetus for alternative curricular and instructional strategies provided by educational technology.

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