The Impact of the Maryland and Yale Programs

1960 ◽  
Vol 7 (2) ◽  
pp. 66-70, 79
Author(s):  
L. Roland Genise
Keyword(s):  
Public Schools ◽  
Junior High School ◽  
University Of Maryland ◽  
Primary Responsibility ◽  
8Th Grade ◽  
Mathematics Program ◽  
Detective Stories ◽  
K 12 ◽  
The University ◽  
The Impact

I BELIEVE MY REASONS FOR CHOOSING this topic are good ones. First, as they say in the T.V. detective stories, K-12 and beyond is “my beat.” As supervisor of mathematics education for the Brentwood Public Schools, it is my primary responsibility to provide the leadership for the development of a comprehensive and modern mathematics program for the young citizens of the Brentwood community. Second, we have, this past year, had some of our students enrolled in the University of Maryland Mathematics Project. Third, our Junior High School will have many more students enrolled in both the UMMaP and Yale SMSG 7th and 8th grade programs.

The Impact of Computing Technology on School Mathematics: Report of an NCTM Conference

1985 ◽  
Vol 32 (8) ◽  
pp. 14-60
Keyword(s):  
Mathematics Curriculum ◽  
Computing Technology ◽  
University Of Maryland ◽  
Critical Problems ◽  
Education Today ◽  
Mathematical Sciences ◽  
K 12 ◽  
The University ◽  
The Impact ◽  
Insight Into

One of the critical problems facing mathematics education today is the need for curricula and instructional methods to respond to the influence that computing technology is having on mathematics and its teaching. Numerous conferences, reports, and projects have focused on different aspects of the effect of emerging technology on mathematics curricula and instruction. For example, the Conference Board of the Mathematical Sciences produced a set of guidelines that identified fundamental topics in K–12 mathematics (CBMS 1983), and an NSF-sponsored conference at the University of Maryland resulted in a document that provided insight into the effect of the computer on subjects in the traditional secondary mathematics curriculum (Fey 1984).

University of Maryland Mathematics Project

1960 ◽  
Vol 7 (2) ◽  
pp. 61-65
Author(s):  
Helen L. Garstens ◽  
M. L. Keedy ◽  
John R. Mayor
Keyword(s):  
Public Schools ◽  
Public School ◽  
Junior High School ◽  
The United States ◽  
School Systems ◽  
University Of Maryland ◽  
Public School Systems ◽  
University Departments ◽  
Education Psychology ◽  
The University

In the fall of 1957 the University of Maryland Mathematics Project (Junior High School) was started. The project was undertaken as a cooperative enterprise of the departments of mathematics, education, psychology, and engineering of the University of Maryland and the four major public school systems in the Washington area—Washington, D. C. public schools, Arlington County (Virginia) public schools, and Montgomery and Prince Georges Counties (Maryland). The project has been guided from its beginning by an Advisory Committee which also includes representatives of the Maryland State Department of Education, the Mathematics Section of the Maryland State Teachers Association, and the United States Office of Education, as well as the cooperating university departments and public school systems.

scholarly journals Assessment of Science, Technology, Engineering and Mathematics Strand of the K-12 Program among Selected Public Schools in Zone 2 Division of Zambales

2021 ◽  
Vol 2 (10) ◽  
pp. 870-881
Author(s):  
Lyra Castillo Honrado ◽  
Adelia D. Calimlim
Keyword(s):  
Public Schools ◽  
Professional Learning ◽  
Technology Use ◽  
Lesson Study ◽  
Innovative Technology ◽  
Teaching Staff ◽  
High Expectations ◽  
Minimum Number ◽  
K 12 ◽  
The Impact

The study determined the impact of the STEM Strand implementation of senior high schools in the Division of Zambales. The study was limited to fifty secondary public-school teachers in Zone II.The study revealed that majority teacher-respondents, are generally young with only a minimum number of trainings attended. STEM trends, there were more males than females and a larger are married. There were no significant differences in the success of the STEM schools in Palauig, Botolan and Iba in the following domains:college preparation;integrated and innovative technology use; STEM-rich informal experiences; connections with industry and the world of work; well-prepared STEM teachers and professionalized teaching staff and  positive school community and culture of high expectations  for all. Based on the summary of findings and the conclusions arrived at, the researcher has offered the following recommendations that professional learning in the form of learning action cells and lesson study should be provided to relatively novice STEM teachers in order to expose them to effective instructional strategies and impact their actual classroom practices as opposed to cascading in-service trainings. Greater involvement of these partners through planning, implementation, and review should be targeted instead of only involving them for immersion activities. A more intensive evaluation of the STEM implementation following the Context-Input-Process-Product approach should be conducted to strengthen and confirm the findings of the study. A more study that would monitor the whole system as opposed to the present investigation’s focus on teacher perception would lend greater credence to the results.

scholarly journals Global Monitoring of the Impact of COVID-19 Pandemic through Online Surveys Sampled from the Facebook User Base

2021 ◽  
Author(s):  
Christina M Astley ◽  
Gaurav Tuli ◽  
Kimberly A Mc Cord - De Iaco ◽  
Emily L Cohn ◽  
Benjamin Rader ◽  
...  
Keyword(s):  
Social Media ◽  
Risk Mitigation ◽  
Cross Sectional ◽  
University Of Maryland ◽  
Participant Engagement ◽  
Local Resources ◽  
Light Gradient ◽  
Government Data ◽  
The University ◽  
The Impact

Simultaneously tracking the global COVID-19 impact across multiple populations is challenging due to regional variation in resources and reporting. Leveraging self-reported survey outcomes via an existing international social media network has the potential to provide reliable and standardized data streams to support monitoring and decision-making world-wide, in real time, and with limited local resources. The University of Maryland Global COVID Trends and Impact Survey (UMD-CTIS), in partnership with Facebook, invites daily cross-sectional samples from the social media platform's active users to participate in the survey since launch April 23, 2020. COVID-19 indicators through December 20, 2020, from N=31,142,582 responses representing N=114 countries, weighted for nonresponse and adjusted to basic demographics, were benchmarked with government data. COVID-19-related signals showed similar concordance with reported benchmark case and test positivity. Bonferroni significance and minimal Spearman correlation strength thresholds were met in the majority. Light Gradient Boost machine learning trained on national and pooled global data verified known symptom indicators, and predicted COVID-19 trends similar to other signals. Risk mitigation behavior trends are correlated with, but sometimes lag, risk perception trends. In regions with strained health infrastructure, but active social media users, we show it is possible to define suitable COVID-19 impact trajectories. This syndromic surveillance public health tool is the largest global health survey to date, and, with brief participant engagement, can provide meaningful, timely insights into the COVID-19 pandemic and response in regions under-represented in epidemiological analyses.

One-to-One Technology in the K-12 Classroom

Education ◽  
2020 ◽  
Author(s):  
Andrea H. Parrish
Keyword(s):  
Public Schools ◽  
Learning Environments ◽  
Teaching And Learning ◽  
The United States ◽  
Dynamic Learning ◽  
Computing Device ◽  
Access To Technology ◽  
One To One ◽  
K 12 ◽  
The Impact

In Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments (cited under General Overviews), one-to-one learning environments are described as classrooms in which every student has access to a personal computing device (such as a laptop or a tablet) and continuous access to the Internet. This model for student computing was first discussed in educational research beginning in the 1980s, most notably in the Apple Classrooms of Tomorrow (ACOT) project, a research collaborative among public schools, universities, and research teams funded by Apple and outlined in The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-Technology Classroom: First-fourth Year Findings (cited under Origins of One-to-One Technology: Apple Classrooms of Tomorrow [ACOT]). The original premise, based on the work of computer scientist and mathematician Seymour Papert, is rooted in the idea that ubiquitous access to technology can create more dynamic learning environments. In recent years, the proliferation of mobile technology has caused a renewed interest in one-to-one computing, as the improved portability and functionality of technology tools coupled with advances in wireless Internet capability makes one-to-one computing attainable for many schools and districts. Despite the continued debate about the impact of technology on learning, the U.S. Department of Education elevated the concept of a one-to-one technology ratio from unique innovation to moral imperative in its document, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update (cited under Resources). Even before this, the prevalence of one-to-one computing initiatives increased, both in the United States is discussed in The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations (cited under General Overviews) and around the world in Large-Scale 1:1 Computing Initiatives: An Open Access Database (cited under International Perspectives on One-to-One Technology). The growth of these initiatives has been accompanied by an increase in peer-reviewed research and evaluation reports that document the impact of one-to-one technology on teaching and learning. A topic that was once dominated by white papers and evaluation reports now boasts a growing body of peer-reviewed studies, research syntheses, and government reports. The references cited in this article provide a cross-section of these various forms of literature that depict the use of one-to-one technology in K-12 classrooms, including implementation resources for districts and key empirical findings.

scholarly journals Findings From the EASY Minds Cluster Randomized Controlled Trial: Evaluation of a Physical Activity Integration Program for Mathematics in Primary Schools

2016 ◽  
Vol 13 (2) ◽  
pp. 198-206 ◽  
Author(s):  
Nicholas Riley ◽  
David R. Lubans ◽  
Kathryn Holmes ◽  
Philip J Morgan
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Intervention Effects ◽  
Integration Program ◽  
School Day ◽  
Mathematics Program ◽  
The Impact

Background:To evaluate the impact of a primary school-based physical activity (PA) integration program delivered by teachers on objectively measured PA and key educational outcomes.Methods:Ten classes from 8 Australian public schools were randomly allocated to treatment conditions. Teachers from the intervention group were taught to embed movement-based learning in their students’ (n = 142) daily mathematics program in 3 lessons per week for 6 weeks. The control group (n = 98) continued its regular mathematics program. The primary outcome was accelerometer-determined PA across the school day. Linear mixed models were used to analyze treatment effects.Results:Significant intervention effects were found for PA across the school day (adjusted mean difference 103 counts per minute [CPM], 95% confidence interval [CI], 36.5–169.7, P = .008). Intervention effects were also found for PA (168 CPM, 95% CI, 90.1–247.4, P = .008) and moderate-to-vigorous PA (2.6%, 95% CI, 0.9–4.4, P = .009) in mathematics lessons, sedentary time across the school day (–3.5%, 95% CI, –7.0 to –0.13, P = .044) and during mathematics (–8.2%, CI, –13.0 to –2.0, P = .010) and on-task behavior (13.8%, 95% CI, 4.0–23.6, P = .011)—but not for mathematics performance or attitude.Conclusion:Integrating movement across the primary mathematics syllabus is feasible and efficacious.

scholarly journals Effectiveness of 3 Versus 6 ft of Physical Distancing for Controlling Spread of Coronavirus Disease 2019 Among Primary and Secondary Students and Staff: A Retrospective, Statewide Cohort Study

2021 ◽  
Author(s):  
Polly van den Berg ◽  
Elissa M Schechter-Perkins ◽  
Rebecca S Jack ◽  
Isabella Epshtein ◽  
Richard Nelson ◽  
...  
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Confidence Interval ◽  
Secondary Students ◽  
Incidence Rates ◽  
School Staff ◽  
School Settings ◽  
K 12 ◽  
Incident Cases ◽  
The Impact

Abstract Background National and international guidelines differ about the optimal physical distancing between students for prevention of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) transmission; studies directly comparing the impact of ≥3 versus ≥6 ft of physical distancing policies in school settings are lacking. Thus, our objective was to compare incident cases of SARS-CoV-2 in students and staff in Massachusetts public schools among districts with different physical distancing requirements. State guidance mandates masking for all school staff and for students in grades 2 and higher; the majority of districts required universal masking. Methods Community incidence rates of SARS-CoV-2, SARS-CoV-2 cases among students in grades K-12 and staff participating in-person learning, and district infection control plans were linked. Incidence rate ratios (IRRs) for students and staff members in traditional public school districts with ≥3 versus ≥6 ft of physical distancing were estimated using log-binomial regression; models adjusted for community incidence are also reported. Results Among 251 eligible school districts, 537 336 students and 99 390 staff attended in-person instruction during the 16-week study period, representing 6 400 175 student learning weeks and 1 342 574 staff learning weeks. Student case rates were similar in the 242 districts with ≥3 versus ≥6 ft of physical distancing between students (IRR, 0.891; 95% confidence interval, .594–1.335); results were similar after adjustment for community incidence (adjusted IRR, 0.904; .616–1.325). Cases among school staff in districts with ≥3 versus ≥6 ft of physical distancing were also similar (IRR, 1.015, 95% confidence interval, .754–1.365). Conclusions Lower physical distancing requirements can be adopted in school settings with masking mandates without negatively affecting student or staff safety.

Mathematics Framework for California Public Schools K-12 Calculator Technology

1987 ◽  
Vol 34 (6) ◽  
pp. 64
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Mathematics Program ◽  
California Public Schools ◽  
K 12

Calculators are used pervasively because of their efficiency in computation. For this reason and because of their value in the teaching and learning of mathematics, calculators must be incorporated in the school's mathematics program.

Book Reviews

2014 ◽  
Vol 52 (2) ◽  
pp. 550-552
Keyword(s):  
Los Angeles ◽  
Brain Aging ◽  
Disease Risk ◽  
Public Affairs ◽  
University Of Maryland ◽  
Socioeconomic Gradients ◽  
Physiological Processes ◽  
The Life Course ◽  
The University ◽  
The Impact

Sergio Urzua of the University of Maryland reviews “The Biological Consequences of Socioeconomic Inequalities”, by Barbara Wolfe, William Evans and Teresa E. Seeman. The Econlit abstract of this book begins: “Eight papers consider a potential research program surrounding the biology of disadvantage that quantifies whether and how material deprivation affects basic physiological processes. Papers discuss the socioeconomic status (SES) and health gradient—a brief review of the literature; promise of biomarkers in assessing and predicting health; biological imprints of social status—socioeconomic gradients in biological markers of disease risk; dissecting pathways for socioeconomic gradients in childhood asthma; cardiovascular consequences of income change; cognitive neuroscience and disparities in SES; brain development and poverty—a first look; and reversing the impact of disparities in SES over the life course on cognitive and brain aging. Wolfe is Professor of Economics, Population Health Sciences, and Public Affairs and Faculty Affiliate at the Institute for Research on Poverty at the University of Wisconsin–Madison. Evans is Keough-Hesburgh Professor of Economics at the University of Notre Dame. Seeman is Professor of Medicine and Epidemiology at the University of California, Los Angeles.”

scholarly journals Global monitoring of the impact of the COVID-19 pandemic through online surveys sampled from the Facebook user base

2021 ◽  
Vol 118 (51) ◽  
pp. e2111455118 ◽  
Author(s):  
Christina M. Astley ◽  
Gaurav Tuli ◽  
Kimberly A. Mc Cord ◽  
Emily L. Cohn ◽  
Benjamin Rader ◽  
...  
Keyword(s):  
Social Media ◽  
Local Community ◽  
Cross Sectional ◽  
University Of Maryland ◽  
Participant Engagement ◽  
Local Resources ◽  
The Social ◽  
The University ◽  
The Impact ◽  
Social Media Network

Simultaneously tracking the global impact of COVID-19 is challenging because of regional variation in resources and reporting. Leveraging self-reported survey outcomes via an existing international social media network has the potential to provide standardized data streams to support monitoring and decision-making worldwide, in real time, and with limited local resources. The University of Maryland Global COVID-19 Trends and Impact Survey (UMD-CTIS), in partnership with Facebook, has invited daily cross-sectional samples from the social media platform's active users to participate in the survey since its launch on April 23, 2020. We analyzed UMD-CTIS survey data through December 20, 2020, from 31,142,582 responses representing 114 countries/territories weighted for nonresponse and adjusted to basic demographics. We show consistent respondent demographics over time for many countries/territories. Machine Learning models trained on national and pooled global data verified known symptom indicators. COVID-like illness (CLI) signals were correlated with government benchmark data. Importantly, the best benchmarked UMD-CTIS signal uses a single survey item whereby respondents report on CLI in their local community. In regions with strained health infrastructure but active social media users, we show it is possible to define COVID-19 impact trajectories using a remote platform independent of local government resources. This syndromic surveillance public health tool is the largest global health survey to date and, with brief participant engagement, can provide meaningful, timely insights into the global COVID-19 pandemic at a local scale.

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