scholarly journals Fostering Literacy Practices in Secondary Science and Mathematics Courses: Pre-service Teachers’ Pedagogical Content Knowledge

2014 ◽  
Vol 16 (1) ◽  
pp. 91 ◽  
Author(s):  
Anne Murray Orr ◽  
Jennifer Mitton Kukner ◽  
D.J. Timmons
Keyword(s):  
High School Students ◽  
Literacy Practices ◽  
Content Area Literacy ◽  
Content Area ◽  
School Students ◽  
Pedagogical Content ◽  
Literacy Strategies ◽  
Content Area Teachers ◽  
And Mathematics ◽  
Mathematics And Science

A significant number of high school students struggle to read textbooks and other course materials and to write successfully in content area courses such as mathematics and science (Kane, 2011). This paper investigates how pre-service teacher education can provide a strong literacy foundation for content area teachers. A pilot study, undertaken as part of an ongoing longitudinal study, examines how secondary pre-service teachers plan to infuse their teaching of secondary mathematics and science with literacy practices.  This paper inquires into the perspectives of six mathematics and science pre-service teachers who were interviewed after completing a course in content area literacy. Pre-service teachers emphasized their growing awareness of how literacy strategies can enhance student learning in their specific subject areas.

scholarly journals Every Teacher a Literacy Teacher? An Analysis of the Literacy-related Messages in Secondary Methods Textbooks

2002 ◽  
Vol 34 (3) ◽  
pp. 357-384 ◽  
Author(s):  
Roni Jo Draper
Keyword(s):  
High School Students ◽  
The United States ◽  
Content Area Literacy ◽  
Content Area ◽  
School Students ◽  
Reading And Writing ◽  
Content Area Teachers ◽  
Course Work ◽  
Methods Textbooks ◽  
Secondary Methods

Every teacher a reading teacher has been the call of educators who have made their life work the promotion of reading and writing for middle and high school students (Gray, 1925; Herber, 1970; Ruddell, 1997; Vacca & Vacca, 2002). State departments of education in many states in the United States require secondary content-area teachers to complete course work in content-area reading and writing in order to obtain a teaching license (Romine, McKenna, & Robinson, 1996), seemingly to support this notion that every content-area teacher should also be a teacher of reading and writing. Although these requirements may be changing to accommodate other state requirements (Stewart & O'Brien, 2001), course work in content-area literacy remains common. Instructors with expertise in adolescent and content-area literacy have provided preservice courses to inform secondary teachers of methods to infuse literacy instruction with content instruction in ways that strengthen students' content-area learning and promote general literacy development. However, despite the slogans, the legislation, and the coursework, limited instruction in literacy occurs in secondary content-area classrooms (Eldridge & Muller, 1986, in Alvermann & Moore, 1991; Ratekin, Simpson, Alvermann, & Dishner, 1985).

scholarly journals Academic Reading Proficiency of Freshmen in the College of Education of DMMMSU-SLUC: Input to the Design of Instructional Modules for English 101

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Dionisio M. Uychoco
Keyword(s):  
High School Students ◽  
Reading Strategies ◽  
Reading Proficiency ◽  
Content Area Reading ◽  
Content Area ◽  
Learning Activities ◽  
Instructional Materials ◽  
School Students ◽  
Content Area Teachers ◽  
Academic Reading

The study described the academic reading proficiency level of incoming college freshmen which served as an input to the design of learning modules. It used a validated 50-item researchermade test and two sets of questionnaires to determine the adequacy of learning activities and the extent of utilization of academic reading strategies by content area teachers. The research found the studentrespondents unprepared for college work given the moderate academic reading proficiency index. Concerned language and content area teachers failed to provide enough learning activities and sufficient opportunity and training in the use of academic reading strategies that will enhance students’ level of proficiency in content area reading. It is recommended that topics designed to develop academic reading skills of senior high school students be included in the course content in secondary schools; that English teachers provide more learning activities and experiences expected in content area reading; and that content area teachers become active reading teachers by facilitating comprehension through the use of time-tested academic reading strategies. Keywords - academic reading strategies, proficiency test, content area reading, instructional materials

scholarly journals LANGUAGE PERFORMANCE AND MATHEMATICS/SCIENCE PERFORMANCE: A CORRELATIONAL CASE STUDY OF JHS STUDENTS IN SEKONDI/TAKORADI AND SHAMA DISTRICTS

2012 ◽  
Vol 5 ◽  
pp. 83-99
Author(s):  
Charles Owu-Ewie
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Strong Positive Correlation ◽  
Language Performance ◽  
School Students ◽  
Statistical Tool ◽  
Main Hypothesis ◽  
Positive Correlation ◽  
And Mathematics ◽  
Mathematics And Science

This paper is a correlational study aimed at finding out the relationship between language (English and Fante - a Ghanaian language) performance and mathematics and science performances. The main hypothesis tested in the study was whether there is a positive correlation between performance in language (English and Fante) and mathematics and science and whether it is significant or not. The data used for the study involved Basic Education Certificate Examination results of 740 Junior High School students from 10 schools in two district; Shama and Sekondi-Takoradi. The statistical tool used in testing the hypotheses was the Spearman Correlation (t-test) of the SPSS (a statistical package for social sciences). The study identified that there was strong positive correlation between language (Ghanaian language - Fante and English) performance and that of mathematics and science. The correlation between Ghanaian language and mathematics (r = 0.803) and between Ghanaian language and science (r = 0.809), and the correlation between English and mathematics (r = 0.850) and the correlation between English and science (r = 0.873) (a = .05) were found.

Communicating Mathematics and Science: Teaching and Tutoring Writing in a Summer Program for High School Students

2019 ◽  
pp. 623-628
Author(s):  
Gregory A. Wickliff
Keyword(s):  
High School ◽  
High School Students ◽  
Student Writing ◽  
Summer Program ◽  
School Students ◽  
Mathematics Program ◽  
And Mathematics ◽  
Talented Students ◽  
The University ◽  
Mathematics And Science

Supplemental instruction and tutoring in writing, genre, and document design and illustration, can improve the quality of formal mathematics and science papers and presentations composed by rising high school junior and senior students in a four-week summer program. This paper discusses the program history and goals, its structure, the methods of instruction and tutoring, and the professional and student writing samples delivered through the University of North Carolina at Charlotte’s Summer Ventures in Science and Mathematics program. The program is a no-cost, state-funded program for academically talented students who aspire to careers in science, technology, engineering, and mathematics. Participants reside on the university campus for four weeks and conduct research around topics of their own interest individually or in collaboration with like-minded peers. Participants engage in research under the supervision of university faculty.

Construction of a model demonstrating neural pathways and reflex arcs.

1996 ◽  
Vol 271 (6) ◽  
pp. S14 ◽  
Author(s):  
V Chan ◽  
J M Pisegna ◽  
R L Rosian ◽  
S E DiCarlo
Keyword(s):  
High School Students ◽  
Teaching Methods ◽  
Higher Learning ◽  
Neural Pathways ◽  
School Students ◽  
Major Reform ◽  
And Mathematics ◽  
Basic Level ◽  
Use Of Models ◽  
Mathematics And Science

Employment opportunities in the future will require higher skills and an understanding of mathematics and science. As a result of the growing number of careers that require solid science and mathematics training, the methods of science education are undergoing major reform. To adequately equip students for technologically advanced positions, new teaching methods must be developed that prepare tomorrow's workforce for the challenges of the 21st century. One such method is the use of models. By actively building and manipulating concrete models that represent scientific concepts, students are involved in the most basic level of Piaget's learning scheme: the sensorimotor stage. Models are useful in reaching all students at the foundational levels of learning, and further learning experiences are rapidly moved through higher learning levels. This success ensures greater comprehension and understanding compared with the traditional methods of rote memorization. We developed an exercise for the construction of an inexpensive, easy-to-build model demonstrating neural pathways and reflex arcs. Our exercise also includes many supplemental teaching tools. The exercise is designed to fulfill the need of sound physiological teaching materials for high school students.

scholarly journals Jack and Jill Went Up the Hill, but Jill Won Both Ways: The True Story about Differential Academic Achievement

2021 ◽  
Vol 28 (4) ◽  
Author(s):  
Rayya G. Younes ◽  
Robert M. Capraro ◽  
Mary M. Capraro ◽  
Roslinda Rosli ◽  
Yujin Lee ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Repeated Measures ◽  
Project Based Learning ◽  
School Students ◽  
High Stakes ◽  
True Story ◽  
And Mathematics ◽  
The Hill ◽  
Mathematics And Science

This longitudinal study was designed to examine how science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affected the success of high school women in comparison with high school men in mathematics and science, with English performance as a control. We analysed the four-year performance, course-taking, and retention of high school students (n = 186) in these three subjects in a school where STEM PBL was enacted. Students’ Texas state-mandated high-stakes test scores were collected. A repeated measures MANOVA was used for analysing changes in performance after infusing STEM PBL activities into their classes. The results indicated that there was a statistically significant change in scores for both men and women in mathematics and science; however, the attrition for women was much less than for men. We included implications for how to escalate women's performance and retention in STEM-based areas.

THE DEVELOPMENT OF ALGORITHMIC CULTURE AND PROGRAMMING CULTURE OF STUDENTS IN PROFILE CLASSES WHILE STUDING THE BASIS OF PROGRAMMING IN C++

2020 ◽  
pp. 24-33
Author(s):  
K. V. Rozov
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Process ◽  
Writing Programs ◽  
School Students ◽  
Knowledge And Skills ◽  
C Programming ◽  
And Mathematics ◽  
Basic Level ◽  
Special Control

The article presents the structure, content and results of approbation of the C++ programming course developed for the 10th grade students of physics and mathematics profile and implemented as part of the academic subject “Informatics”. The aim of the course is to develop in the student not only knowledge and skills in programming, but also his algorithmic culture and programming culture as important qualities of a potential IT-specialist. This is facilitated by special control of educational process by the teacher, which consists in monitoring the activities of students in writing programs and timely correction of this activity. The assessment of the level of development of student algorithmic culture and programming culture relative to the basic level of their formation (when mastering the basics of algorithmization and programming in the 9th grade) was carried out on the basis of a number of criteria presented in the article. The results of approbation showed that the specially organized teacher activity makes it possible to increase the level of algorithmic culture and programming culture of high school students when studying the basics of programming in C++.

DEVELOPING READING MATERIALS FOR JUNIOR HIGH SCHOOL STUDENTS BASED ON CONTENT AREA

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Anggita Kasanra Lubis And Rafika Dewi Nasution
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Content Area Reading ◽  
Junior High School Students ◽  
Content Area ◽  
English Teacher ◽  
School Students ◽  
First Semester ◽  
Reading Materials

Reading is the basic in learning every subject. The more understanding the text, the more information students can gain. However, the reading materials that the students use is not appropriate based on syllabus. Therefore, the reading materials should be developed to fulfil the syllabus and the students' needs also. Because English is included Content Area Reading, so the development of reading materials is based on content area which focus on strengthen the vocabularies, specifically the unfamiliar ones, by giving glossary and related pictures. The developed text is only focus in the first semester which is descriptive and recount text. The research was conducted at SMP Muhammadiyah 7 Medan. The data was taken from interviewing the English teacher and distributing questionnaires for 30 students in grade VIII-4. The data showed that students need materials which is related to their environment and constructed by familiar vocabularies. Based on the result of the study, conclusion and suggestion are directed to the English teacher who is teaching in that school to provide reading materials based on syllabus and students' needs regularly.

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