scholarly journals Opportunities to Learn Mathematics Pedagogy and Connect Classroom Learning to Practice: A Study of Future Teachers in the United States and Singapore

2018 ◽  
pp. 279-309
Author(s):  
Traci Shizu Kutaka ◽  
Wendy M. Smith ◽  
Lorraine M. Males
Keyword(s):  
United States ◽  
The United States ◽  
Opportunities To Learn ◽  
Classroom Learning ◽  
Future Teachers ◽  
Mathematics Pedagogy

In a World of Migration

2009 ◽  
Vol 1 (1) ◽  
pp. 71-92
Author(s):  
Elizabeth P. Quintero
Keyword(s):  
United States ◽  
Teacher Development ◽  
The United States ◽  
Colleges Of Education ◽  
Development Programs ◽  
Future Teachers ◽  
Host Countries ◽  
The World ◽  
Target Languages ◽  
Responsible Research

This article has evolved from teaching future teachers about literacy and language in multilingual contexts. The examples are taken from contexts in the United States with learners from around the world. Professionals in the classrooms, in the teacher development programs, and in schools and colleges of education have been doing responsible research for many years, and have learned much regarding the learning of multilingual people who represent a multitude of histories. In this article the focus is on rethinking literacy, languages (home languages and target languages of host countries), the connections between personal and communal history and learning texts, and how all of the above relate to the curriculum in various learning arenas.

scholarly journals What Happens after an Abortion Denial? A Review of Results from the Turnaway Study

2020 ◽  
Vol 110 ◽  
pp. 226-230
Author(s):  
Sarah Miller ◽  
Laura R. Wherry ◽  
Diana Greene Foster
Keyword(s):  
United States ◽  
Human Capital ◽  
Longitudinal Data ◽  
Administrative Data ◽  
The United States ◽  
Opportunities To Learn ◽  
Study Team

We provide a brief overview of the Turnaway Study, the first study to collect longitudinal data on individual women who received versus were denied a wanted abortion in the United States. The study team collected data on nearly 1,000 women seeking an abortion from 30 facilities around the country and followed them for 5 years. We discuss some of the main findings from the study related to the health, labor, and human capital outcomes of the women who were denied abortions and gave birth. We conclude by describing future opportunities to learn from the study with new linkages to administrative data.

Low-income children’s readiness for group-based learning at age 3 and prekindergarten outcomes at age 5

2020 ◽  
Vol 18 (3) ◽  
pp. 259-274
Author(s):  
Hannah B Mudrick ◽  
JoAnn L Robinson ◽  
Holly E Brophy-Herb
Keyword(s):  
United States ◽  
Low Income ◽  
Social Communication ◽  
Academic Outcomes ◽  
Effortful Control ◽  
The United States ◽  
Classroom Learning ◽  
Classroom Adjustment ◽  
The Relationship ◽  
Early Developmental

Although 3-year-olds in the United States may attend prekindergarten prior to formal school entry in kindergarten, few investigations focus on the socioemotional foundations of classroom learning at age 3 and their relationship to later achievement. This study examined the relationship between age 3 readiness for group-based learning, modeled as the latent constructs, effortful control and social communication, and age 5 classroom adjustment and pre-academic outcomes. Data from the Early Head Start Research and Evaluation Project in the United States ( n = 797) included observations, direct assessment, and examiner and teacher report. Children’s effortful control predicted classroom adjustment and their social communication predicted pre-academic outcomes. Readiness for group-based learning provides a way to describe key constructs of early skill development and a framework to support children’s classroom learning. Implications include promoting parents’ and educators’ capacities to support early developmental foundations for later adjustment and learning by fostering infants’ and toddlers’ effortful control and social communication. Efforts to support these skills simultaneously across diverse experiences in the home and classroom by focusing on children’s individual needs may prove advantageous.

Putting Technology Education Standards into Practice

1999 ◽  
Vol 83 (608) ◽  
pp. 57-63
Author(s):  
William E. Dugger
Keyword(s):  
United States ◽  
Educational Reform ◽  
Technology Education ◽  
The United States ◽  
State Standards ◽  
Community Leaders ◽  
Classroom Learning ◽  
Government Officials ◽  
Education Standards ◽  
United States Today

Educational reform in the United States today is based on a nationwide movement focused on standards. How these national and state standards influence local classroom learning, achievement, and assessment is of great importance to a myriad of educators, business and community leaders, and government officials.

scholarly journals Job Satisfaction among Academic Cataloger Librarians

2009 ◽  
Vol 70 (3) ◽  
pp. 273-297 ◽  
Author(s):  
Joan M. Leysen ◽  
Jeanne M. K. Boydston
Keyword(s):  
United States ◽  
Job Satisfaction ◽  
Career Choice ◽  
The United States ◽  
Future Research ◽  
Opportunities To Learn ◽  
Benefits Package

This article details the results of a May 2007 study of job satisfaction of cataloger librarians at ARL member libraries in the United States. Eighty-eight percent of the cataloger librarians studied were satisfied with their current job and the majority would make the same career choice again. Job facets that cataloger librarians found most important were the benefits package, relationships with coworkers, and opportunities to learn new skills. Catalogers wanted to be treated fairly, be consulted about issues directly related to their work, be informed about current activities in their department, have their opinions respected and considered, and have an administration that supports catalogers. Topics for future research are suggested.

scholarly journals Oportunidades de aprender matemática no Brasil, Chile e Estados Unidos

2017 ◽  
Vol 28 (68) ◽  
pp. 444
Author(s):  
Paula Louzano ◽  
Ariane Faria dos Santos
Keyword(s):  
United States ◽  
International Student ◽  
Mathematics Curriculum ◽  
Student Assessment ◽  
The United States ◽  
Opportunities To Learn ◽  
Mathematical Concepts ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Brazilian Students

<p>Este trabalho utiliza dados do Programme for International Student Assessment (PISA) 2012 do Brasil, Chile e Estados Unidos para analisar a oportunidade de os alunos de diferentes níveis socioeconômicos em aprender matemática, medida pela exposição a conceitos e problemas dessa disciplina. Os alunos brasileiros apresentam grandes desvantagens em relação aos demais na cobertura curricular e mesmo os alunos mais ricos apresentam baixa probabilidade de exposição curricular frente aos seus colegas dos outros países. Além disso, a probabilidade de nunca terem sido expostos a conceitos e problemas matemáticos aumenta à medida que os conceitos ficam mais complexos, assim como cresce a desigualdade entre os mais pobres e os mais ricos. Portanto, não só observamos grandes desigualdades entre ricos e pobres em suas oportunidades de aprender matemática, mas também baixa exposição curricular dos alunos brasileiros de modo geral.</p><p><strong>Palavras-chave:</strong> Oportunidade de Aprendizagem; Pisa; Ensino de Matemática; Currículo.</p><p> </p><p><strong>Oportunidades de aprender Matemáticas en Brasil, Chile y Estados Unidos</strong></p><p>Este trabajo utiliza datos del Programme for International Student Assessment (PISA) 2012 de Brasil, Chile y Estados Unidos para analizar la oportunidad de que alumnos de distintos niveles socioeconómicos aprendan matemáticas, medida por la exposición a conceptos y problemas de tal disciplina. Los alumnos brasileños presentan grandes desventajas en relación a los demás en la cobertura curricular e incluso los alumnos más ricos presentan baja probabilidad de exposición curricular con relación a sus colegas de los demás países. Por otra parte, la probabilidad de que nunca hayan sido expuestos a conceptos y problemas matemáticos aumenta a medida que los conceptos se hacen más complejos, así como crece la desigualdad entre los más pobres y los más ricos. Por lo tanto, no solo observamos grandes desigualdades entre ricos y pobres en sus oportunidades de aprender matemáticas, sino también una baja exposición curricular de los alumnos brasileños en general.</p><p><strong>Palabras-clave:</strong> Oportunidad de Aprendizaje; Pisa; Enseñanza de Matemáticas; Currículo.</p><p> </p><p><strong>Opportunities to learn Mathematics in Brazil, Chile and the United States</strong></p><p>This paper uses data from the Program for International Student Assessment (PISA) 2012 of Brazil, Chile and the United States to analyze the opportunity of students from different socioeconomic backgrounds to learn Mathematics, assessed by the exposure to concepts and problems of this discipline. The Brazilian students present major disadvantages compared to the others in terms of curriculum coverage and even the richest students have a low probability of curriculum exposure compared with their peers from other countries. In addition, the likelihood of never having been exposed to mathematical concepts and problems increases as the concepts become more complex, and as inequality increases between the poorest and the richest. Therefore, not only do we observe large inequalities between rich and poor regarding their opportunities to learn Mathematics, but also a low curriculum exposure of Brazilian students as a whole.</p><strong>Keywords:</strong> Learning Opportunity; Pisa; Teaching of Mathematics; Curriculum.

Reconceiving Fidelity of Implementation: An Investigation of Elementary

2009 ◽  
Vol 40 (4) ◽  
pp. 363-395 ◽  
Author(s):  
Stacy A. Brown ◽  
Kathleen Pitvorec ◽  
Catherine Ditto ◽  
Catherine Randall Kelso
Keyword(s):  
United States ◽  
Classroom Practices ◽  
The United States ◽  
Fidelity Of Implementation ◽  
Opportunities To Learn ◽  
Intended Curriculum ◽  
Whole Number ◽  
Written Curriculum ◽  
Curricular Materials ◽  
Grade Classroom

Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine interactions between teachers and curricula as evidenced by their enactments of whole-number lessons from a Standards-based curriculum. Specifically, we analyze videorecorded 1st- and 2nd-grade classroom lessons in terms of students' opportunities to reason and communicate about mathematics. This analysis indicates that the level of fidelity to the written curriculum differs from the level of fidelity to the authors' intended curriculum during lesson enactments. Drawing on this analysis, this article explores how curricula support and hinder teachers as they engage students in opportunities to learn mathematics and how teachers' instructional moves and choices impact the enactment of curricula.

Party Strength in the United States: Some Corrections

1975 ◽  
Vol 37 (2) ◽  
pp. 641-642 ◽  
Author(s):  
Paul T. David
Keyword(s):  
United States ◽  
The United States ◽  
Party Strength
Sign in / Sign up

Export Citation Format

Share Document