Teacher to Teacher: Mathematics and Science: The Beginning of a Beautiful Relationship

2006 ◽  
Vol 12 (2) ◽  
pp. 103-106
Author(s):  
Jon D. Davis ◽  
Sally Kent
Keyword(s):  
Secondary Students ◽  
American Association ◽  
Related Subject ◽  
Mathematics Knowledge ◽  
Subject Areas ◽  
Mathematics And Science

Engaging in meaningful problems outside of school rarely involves only mathematics knowledge. Oftentimes, multiple subject areas are involved when solving problems that professionals routinely encounter outside of school. unfortunately, middle and secondary students often experience subject areas as isolated islands within the ocean of their experiences. Efforts to bring the closely related subject areas of mathematics and science together have been promoted in documents by NCTM (1989, 2000) and the American Association for the Advancement of Science (1989).

scholarly journals Junior Secondary Students' Perceptions of Influences on Their Engagement with Schooling

2009 ◽  
Vol 53 (2) ◽  
pp. 176-191 ◽  
Author(s):  
Peter Sullivan ◽  
Angie Mornane ◽  
Vaughan Prain ◽  
Chris Campbell ◽  
Craig Deed ◽  
...  
Keyword(s):  
High School ◽  
Secondary Students ◽  
Strong Sense ◽  
Middle Years ◽  
Apparent Lack ◽  
Factors Influencing ◽  
Junior Secondary ◽  
Second Year ◽  
Positive Engagement ◽  
Mathematics And Science

Various explanations and solutions have been proposed over the last decade in relation to the implications of students' apparent lack of engagement with middle years schooling in Australia. This article reports on responses to a questionnaire by 333 Year 8 students (aged about 13, in the second year of high school) on perceptions of factors relating to their engagement with the academic curriculum. While the majority of students reported a strong sense of the importance of, and opportunities in, schooling, and saw English, mathematics and science connected to those opportunities, this orientation was not matched by corresponding positive engagement with these same subjects. There was diversity in the responses of students, and it is recommended that schools take steps to identify individual students' perceptions of factors influencing their engagement, and where appropriate, deal with those perceptions.

scholarly journals Searching for Knowledge: Teaching Information Technology to Secondary Students

2021 ◽  
pp. 277-290
Author(s):  
Eleanor B. Howe
Keyword(s):  
Secondary Students ◽  
Information Literacy ◽  
Computer Literacy ◽  
Accurate Information ◽  
Search Process ◽  
Knowledge Based ◽  
Electronic Search ◽  
Accurate Knowledge ◽  
Short Course ◽  
Subject Areas

This paper discusses the importance of accurate knowledge to a knowledge-based society and presents the rationale, organization, and content of a short course in electronic search skills that enables students to retrieve accurate information by evaluating their searches, citations, and resources in a variety of databases. Focusing on the Seven Steps in the electronic search process, the course develops students' skills in thinking, computer literacy, and the ethical use of information. Students learn the concepts, process, and skills of information literacy and technology as they integrate the results of their searches into subject areas across the secondary curriculum. A syllabus and daily topics are included. 

scholarly journals Integrating Literacy into STEM Education: Changing Teachers’ Dispositions and Classroom Practice

2020 ◽  
Vol 54 (1) ◽  
Author(s):  
Shoudong Feng ◽  
Umadevi Garimella ◽  
Carolyn Pinchback
Keyword(s):  
Student Success ◽  
Teacher Perceptions ◽  
Content Knowledge ◽  
Stem Education ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Integrated Stem ◽  
Core Concepts ◽  
Subject Areas ◽  
Mathematics And Science

In this paper, the results of a study of teachers’ dispositions and classroom practices regarding literacy integration into STEM courses are presented. The Connection Core Concepts (CCI) program, developed through Mathematics and Science Partnership (MSP) grant funds, was designed to support the integration of content across subject areas. Literacy is one of the emphases in Integrated STEM to enhance teacher content knowledge and increase student success. Research data were gathered from 30 teacher participants from Grades 5–8 through surveys, observations and interviews. The results indicated that there were positive changes in teacher perceptions as well as classroom practices in regard to integrating literacy into STEM.

scholarly journals Saudi National Assessment of Educational Progress (SNAEP)

2010 ◽  
Vol 5 (11) ◽  
Author(s):  
Abdullah Saleh Al Sadaawi
Keyword(s):  
Learning Outcomes ◽  
Student Outcomes ◽  
Basic Education ◽  
Assessment System ◽  
National Assessment ◽  
Quality Of Delivery ◽  
Subject Areas ◽  
Education Delivery ◽  
Mathematics And Science

To provide a universal basic education, Saudi Arabia initially employed a rapid quantitative educational strategy, later developing a qualitative focus to improve standards of education delivery and quality of student outcomes. Despite generous resources provided for education, however, there is no national assessment system to provide statistical evidence on students’ learning outcomes. Educators are querying the curricula and quality of delivery for Saudi education, especially following low student performances on the Trends in International Mathematics and Science Study (TIMSS) in 2003 and 2007. There is a growing demand for national assessment standards for all key subject areas to monitor students’ learning progress. This study acknowledges extant research on this important topic and offers a strategy of national assessment to guide educational reform.

scholarly journals Keeping the Kids in School: What the drama class tells us

2010 ◽  
Vol 11 ◽  
pp. 135-154 ◽  
Author(s):  
Debra McLauchlan
Keyword(s):  
Student Perceptions ◽  
Secondary Students ◽  
Student Attitudes ◽  
Peer Interaction ◽  
Board Of Education ◽  
Social Growth ◽  
Physical Mobility ◽  
Learning Tasks ◽  
Subject Areas ◽  
Senior Secondary

This study used questionnaires and interviews to discover senior secondary students’ perceptions of their drama class experiences in three different schools from an Ontario public board of education. Questionnaire results from entire classes supported interview results from four students in each class. No notable differences in student perceptions emerged, either between boys and girls, or among the three schools. Findings uncovered student attitudes about scholastic motivation, retention, and success that might be applicable across subject areas. For example, they enjoyed opportunities for physical mobility, peer interaction, and self-expression. They praised authentic, challenging, and relevant learning tasks that culminated in displays for audiences beyond their own classrooms. More than subject content, students valued drama class as a vehicle for enduring personal and social growth.

scholarly journals Can a Network Attack Be Simulated in an Emulated Environment for Network Security Training?

2017 ◽  
Author(s):  
Samuel Chapman ◽  
Richard Smith ◽  
Leandros Maglaras ◽  
Helge Janicke
Keyword(s):  
Network Security ◽  
Network Traffic ◽  
Requirements Specification ◽  
Network Services ◽  
Network Environment ◽  
Network Attack ◽  
Related Subject ◽  
Security Training ◽  
Network Topologies ◽  
Subject Areas

This paper outlines a tool developed with the purpose of creating a simple configurable emulated network environment that can be used in cyber defence exercises. Research has been conducted into the various related subject areas: cyber defence exercises, network threats, network emulation, network traffic replay, network topologies, and common network services. From this research a requirements specification was produced to encapsulate the features required to create this tool. A network, containing many of the aspects researched, was designed and implemented using Netkit-NG to act as a blueprint for the tool and to further knowledge in the construction of an emulated network. Following this the tool was developed and tested to ensure requirements were met.

Design libraries in Germany

1996 ◽  
Vol 21 (4) ◽  
pp. 31-32
Author(s):  
Helge Aszmoneit
Keyword(s):  
Graphic Design ◽  
Wide Spectrum ◽  
Related Subject ◽  
Special Collections ◽  
Wide Range ◽  
Subject Areas

Design-Bibliotheken in Deutschland definieren sich über ihren in der Regel sehr speziellen Bestand zu Themen im Produkt- und Grafik-Design. Diese Bibliotheken sind häufig in Institutionen angesiedelt, die sich in vielfältiger Weise mit Designthemen auseinandersetzen, wie z.B. Design-Zentren, Hochschulen, Museen oder als Spezialabteilungen in großen Bibliotheken. Die Verteilung der Design-Bibliotheken auf sehr unterschiedliche Einrichtungen bedeutet auch, daß ein durchaus großer Benutzerkreis angesprochen wird.Design libraries in Germany are characterized by their generally extremely specialized collections dedicated to aspects of product and graphic design. These libraries are frequently located in institutions which concern themselves with a wide range of design-related subject areas, such as design centres, universities, and museums, or else they exist as special collections in large libraries. This distribution of design libraries amongst very different institutions also means that they reach a very wide spectrum of users. Librarians working in design libraries have formed a loose network known as the Initiative der Design-Bibliotheken.

• All pupils will add two levels to their performance between Key Stage 3 at 14 and Key Stage 4 at age 16. • Targets for numbers or proportions achieving levels (say, Level 3, or graded levels within Level 2 in reading) at end of Key Stage 1, or average scores at end of Key Stage 1, in reading, writing, mathematics. • Targets for numbers or proportions achieving levels (say, Level 5) at end of Key Stage 2, or average scores at end of Key Stage 2, in English, mathematics and science. • Targets for numbers or proportions achieving levels at end of Key Stage 3, or average scores at end of Key Stage 3, in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade C in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade G in English, mathematics and science, individually and collectively. • The proportion of boys achieving the above levels at the four Key Stages. • The proportion of girls achieving the above levels at the four Key Stages. • The proportion of pupils of minority ethnic origin, or with English as a second language, achieving the above levels at the four Key Stages. • The proportion of pupils from different neighbourhoods within the school catchment area achieving the above levels at the four Key Stages. • The difference between the achievements of different groups of pupils within the school — by gender, ethnic origin, social class, residence, and other relevant categories. • The proportion of positive responses to a pupil satisfaction survey. • The equal application of rewards and sanctions across years, classes and subject areas. • The ratio of rewards given to sanctions applied (say, 3:1). • The average progress made by pupils will be equivalent to half a NC Level each year. No student will progress at less than half a level each x months.

2002 ◽  
pp. 66-66
Keyword(s):  
Ethnic Origin ◽  
Stage 4 ◽  
Level 3 ◽  
Subject Areas ◽  
The Difference ◽  
Stage 1 ◽  
Key Stage 3 ◽  
Minority Ethnic ◽  
Level 2 ◽  
Mathematics And Science
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