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couraging Girls in Math and Science: IES Practice Guide(National Center fEncouraging Girls in Math and Science: Practice Guide (National Center for Education Research, 2007). Developed by a panel of experts, this NCER guide brings together the best available evidence and expertise to provide educators with specific and coherent evidence-based recommendations on how to encourage girls in the fields of math and science. The objective is to provide teachers with specific recommendations that can be carried out in the classroom without requiring systemic change. Guide rEd
Organizing Instruction and Study to Improve Student Learning: Practice Guide (National Center for Education Research, 2007). This guide reflects an expert panel's consensus on some of the most important principles to emerge from research on learning and memory. The guide draws on the best available evidence and expertise to provide teachers with specific strategies for organizing instruction and students' studying of material to facilitate learning and remembering, and for helping students use what they have learned in new situations. The guide includes a set of concrete actions relating to the use of instructional and study times that are applicable to subjects that demand a great deal of content learning, including social studies, science, and mathematics. Along with seven recommendations for teachers, the panel also indicates the quality of evidence that supports each recommendation. Guide rtional Research, 2007),
What science knowledge and skills are expected of Florida's high school graduates? A survey of over 13,000 science educators from across the country, including 4800 high school biology, chemistry, earth space, and physics faculty, as well as 6642 post-secondary professors evenly spread across the major disciplines, revealed that the educational priorities of high school science teachers are out of alignment with those of their counterparts at the college level. In short, the report concludes that while high school science teachers -- and state science standards -- tend to place a premium on specific content knowledge, a large majority of college professors polled placed more importance on student attainment of science process and inquiry skills. Full ACT Report
Understanding University Success (Center for Educational Policy Research, 2003). Understanding University Success describes foundational skills and content standards (elsewhere referred to as Knowledge and Skills for University Success) in English, mathematics, natural sciences, social sciences, second languages, and the arts. The 80-page booklet addresses each discipline in a separate chapter.
Full booklet
Download indivdual chapters/CEPR website
College Knowledge (David T. Conley, 2005). Describes the cognitive skills and subject area knowledge a student needs to succeed in college and includes ways high schools can prepare students for college.Based on the CEPR report Understanding University Success (see entry above). Publisher site The Science Standards
Closing the Expectations Gap 2007 (Achieve, Inc., American Diploma Project Network, 2007). This survey updates the efforts of all 50 states to align their high school standards, graduation requirements, assessments, and accountability systems with the demands of college and work, and finds that at least 48 states are now actively engaged in reform efforts of some kind. Report
College Learning for the New Global Century (Report by the 2007).The Association of American Colleges and Universities, a leading advocate for liberal-arts education, warned on Wednesday that college graduates are increasingly less prepared to compete in the global economy. The solution, the group said in a report, is for colleges to adopt a broader curriculum, with less focus on specific technical training and more on skills like critical thinking and problem solving. The report, "College Learning for the New Global Century,"drew on a month long survey of both employers and recent college graduates, and recommends a series of steps that colleges should take to prepare students for the modern work force.
CTE & COLLEGE PREP STEERS STUDENTS TO TECH & ENGINEERING CAREERS. New U.S. Department of Education (USDOE) research suggests that career and technical education (CTE) combined with a college-prep curriculum can successfully steer students into technical and engineering careers. Students concentrating in CTE and college-prep class, though socio-demographically similar to students earning general education diplomas, completed more undergraduate credits. CTE students were also more likely to earn postsecondary credentials in business, technology and communications and trade and industry related fields. The USDOE report, The Postsecondary Educational Experiences of High School Career and Technical Education Concentrators is available at online. Report
Improving College Readiness and Success for All Students: A Joint Responsibility Between K-12 and Postsecondary Education (The Secretary of Education's Commission on the Future of Higher Education, 2006). Written by Michael W. Kirst and Andrea Venezia, this is the twelfth in a series of Issue Papers released at the request of Chairman Charles Miller to inform the work of the Commission.) Report
The State of State Science Standards (by Paul Gross, Thomas B. Fordham Foundation, December 2005). The State of State Science Standards finds that even though th majority of states have reworked, or crafted from scratch, their science standards over the past five years, we're no better off now than before. The good news is many of the standards are easily fixed. To find out how serious we are about addressing the public's anxiety about the future of our nation's science prowess, read the Report.
Good Teachers Raise Student Achievement ("The Market for Teacher Quality,", NBERA Website, Thursday, October 20, 2005.) This working paper found that teacher effectiveness can be determined by the second year of employment and that students performed better with a teacher of the same race. The overall results have variety of direct policy implications for the design of school accountability and the compensation of teachers. Paper
Subject-Matter Groups Want More From Teachers Than NCLB Seeks. (Education Week, September 14, 2005) National Council of Teachers of Mathematics and National Council of Teachers of English have created policies defining skills and knowledge needed to be "highly qualified". Report
Teaching Teachers: Professional Development to Improve Student Achievement, " (Lauren B. Resnick (Ed.) AERA Research Points, Summer 2005). "Good teachers form the foundation of good schools, and improving teachers' skills and knowledge is one fo the most important investments of time and money that local, state, and national leaders make in education. Yet with the wide variety of professional development options available, which methods have the most impact on student learning? Report
Instructional Time and Student Achievement (ASCD Research Brief, May 10, 2005.)This brief describes a study of the likely effect of instructional time on student achievement, both within nations and across nations. It was found that curriculum and instructional quality appear to have a much greater effect on achievement than do total hours of instructional time. Research Brief
Study: Student Success Linked to Certification (2005). This describes a 6-year study that shows that elementary students in Houston, Texas, consistently performed better when they were taught by certified teachers rather than by instructors lacking formal preparation. Full Report
Crisis at the Core: Preparing All Students for College and Work (ACT Report, 2004). This report by the ACT, an independent, not-for-profit organization that provides assessment, research, information, and program management services in the broad areas of education planning, career planning, and workforce development, explains that high school graduates are not adequately prepared for college or the workforce. The ACT recommends more rigorous coursework. Report |
