Projects: Appalachian Mathematics and Science Partnership

2003 ◽  
Vol 96 (5) ◽  
pp. 383
Author(s):  
Paul Eakin
Keyword(s):  
Higher Education ◽  
School Districts ◽  
National Science Foundation ◽  
Institutions Of Higher Education ◽  
Eastern Kentucky ◽  
National Science ◽  
Mathematics And Science

The Appalachian Mathematics and Science Partnership (AMSP) is a National Science Foundation Math Science Partnership (MSP) project (NSF 0227028) that consists of 52 school districts in eastern Kentucky, northeastern Tennessee, and western Virginia, together with nine institutions of higher education. It was proposed in spring 2002 and received its initial funding effective October 1, 2002. The overall focus and primary purpose of AMSP is to help improve all students' performance in mathematics and science throughout the region.

Improving Problem Solving through Drawings

1999 ◽  
Vol 6 (1) ◽  
pp. 48-51
Author(s):  
Janet A. Kelly
Keyword(s):  
Problem Solving ◽  
National Science Foundation ◽  
Single Mode ◽  
Fifth Grade ◽  
Algorithmic Approach ◽  
Mathematics Problem Solving ◽  
National Science ◽  
Math Problems ◽  
Mathematics Problem ◽  
Mathematics And Science

While working with third-, fourth-, and fifth-grade teachers in a National Science Foundation–sponsored project designed to enhance the mathematics and science teaching of in-service elementary teachers, we recognized that teaching mathematics problem solving was one of their greatest challenges. Discussions with the teachers revealed that most were using an algorithmic approach to problem solving with an emphasis on facts, rules, and procedures. Their students were being taught to solve word problems in a systematic, single-mode manner. We found that the teachers were most comfortable with the algorithmic approach because that is how they were taught mathematics when they were in school. As one teacher commented, “I was stunned to find out that not everyone worked math problems the same way.”

scholarly journals The emergence of university rankings: a historical‑sociological account

2021 ◽  
Author(s):  
Stefan Wilbers ◽  
Jelena Brankovic
Keyword(s):  
Higher Education ◽  
Organizational Performance ◽  
National Science Foundation ◽  
The United States ◽  
University Rankings ◽  
Sociological Perspective ◽  
Social Scientists ◽  
American Council On Education ◽  
National Science ◽  
The Status

AbstractNowadays, university rankings are a familiar phenomenon in higher education all over the world. But how did rankings achieve this status? To address this question, we bring in a historical-sociological perspective and conceptualize rankings as a phenomenon in history. We focus on the United States and identify the emergence of a specific understanding of organizational performance in the postwar decades. We argue that the advent of this understanding constituted a discursive shift, which was made possible—most notably but not solely—by the rise of functionalism to the status of a dominant intellectual paradigm. The shift crystallized in the rankings of graduate departments, which were commissioned by the National Science Foundation and produced by the American Council on Education (ACE) in 1966 and 1970. Throughout the 1970s, social scientists became increasingly more interested in the methods and merits of ranking higher education institutions, in which they would explicitly refer to the ACE rankings. This was accompanied by a growing recognition, already in the 1970s, that rankings had a place and purpose in the higher education system—a trend that has continued into the present day.

Summer institutes in mathematics and science-mathematics for elementary-school personnel

1961 ◽  
Vol 8 (2) ◽  
pp. 90
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
National Science Foundation ◽  
School Personnel ◽  
School Teachers ◽  
National Science ◽  
Elementary School Personnel ◽  
Science Information ◽  
Mathematics And Science

The National Science Foundation has provided funds to support nineteen summer institutes in 1961 for elementary-school teachers, supervisors, and principals. Primary emphasis in the institutes will be devoted to strengthening the participants' knowledge of mathematics and science. Information and application blanks may be obtajned only from the host institutions. The completed application blanks must be postmarked by March 15, 1961, to assure consideration.

Evolutionary Studies in Higher Education

2019 ◽  
pp. 13-28
Author(s):  
Glenn Geher ◽  
Rosemarie Sokol-Chang ◽  
Jennifer Waldo ◽  
David Sloan Wilson ◽  
Hadassah Mativetsky
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Educational Outcomes ◽  
National Science Foundation ◽  
Final Section ◽  
Interdisciplinary Approach ◽  
National Science Foundation Grant ◽  
Evolutionary Studies ◽  
National Science ◽  
The Future

The field of Evolutionary Studies (EvoS) stands at a significant junction. On one hand, the field has demonstrated the ability to serve as a model for a truly interdisciplinary approach to higher education. That said, evolutionary approaches outside certain areas of biology proper have been often met with skepticism and academic mistrust. In 3 discrete sections, this chapter seeks to demonstrate that EvoS provides a powerful academic framework that effectively integrates many academic areas and enhances educational outcomes in these areas. Further, the chapter seeks to demonstrate the broad reach of EvoS in terms of student success, partly by summarizing outcomes of a recent National Science Foundation grant. The final section addresses controversies in the field of EvoS. This section seeks to show how developing a sophisticated understanding of the different facets of these issues may serve a conciliatory and progressive role in the future.

Summer institutes in mathematics and science

1963 ◽  
Vol 10 (2) ◽  
pp. 103
Keyword(s):  
Elementary Teachers ◽  
National Science Foundation ◽  
National Science ◽  
Science Area ◽  
Mathematics And Science

The National Science Foundation is supporting eleven summer institutes in mathematics only and six which offer mathematics in conjunction with a science area. This makes a group of seventeen out of a total of thirty-three institutes granted for elementary teachers, supervisors, and principals.

Goals for Computing in Higher Education

1980 ◽  
Vol 9 (2) ◽  
pp. 171-178 ◽  
Author(s):  
Robert G. Gillespie
Keyword(s):  
Higher Education ◽  
National Science Foundation ◽  
Administrative Support ◽  
National Level ◽  
Nationwide Survey ◽  
Educational Computing ◽  
National Science ◽  
Educational Structures ◽  
Industry And Education ◽  
Impact On Instruction

The revolutionary growth of information technology is creating new national issues and is affecting higher education's approach to computing. A study sponsored by the National Science Foundation is identifying the current policies and future needs in educational computing in order to present recommendations for dealing with the issues at the national level. Responses from a nationwide survey have helped to identify the major issues and to suggest some goals for higher education. These responses will be used in recommending possible programs for action. The continuing developments in microcomputers will greatly increase the already rapid diffusion of computing in education. We are entering a new stage in the use of computers in which there will be a much larger impact on instruction and administrative support. Since this diffusion is characterized by the kinds of technology available, as well as by educational structures, developments in educational computing will result from the interaction of those in government, industry, and education.

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