On My Mind: “Algebra for All”—Increasing Students' Access to Algebraic Ideas, Not Just Algebra Courses

1997 ◽  
Vol 2 (4) ◽  
pp. 204-207
Author(s):  
Edward A. Silver
Keyword(s):  
High School ◽  
High School Graduates ◽  
Remedial Mathematics ◽  
Poor Performance ◽  
National Assessment ◽  
Algebra For All ◽  
School Study ◽  
School Subjects ◽  
Crucial Component ◽  
American Students

Algebra has long been viewed as being a crucial component of American students' mathematics education. In fact, it has been called a “gatekeeper” because the successful completion of an algebra course is a prerequisite not only to further study in mathematics and other school subjects but also to many jobs and later opportunities. Because of the perceived importance of algebra, most American students, who complete high school, study algebra for two years. Nevertheless, the poor performance of twelfthgrade students on many algebra related tasks on the National Assessment of Educational Progress (NAEP) suggests that enrollment in these courses does not ensure that students acquire mastery of fundamental algebraic ideas (Mullis et al. 1991). Moreover, a lack of algebraic competence among even fairly successful high school graduates is evinced by the large number of remedial mathematics courses offered by the nation's colleges.

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

Students’ motivation to study music: Israel

2010 ◽  
Vol 32 (2) ◽  
pp. 169-184 ◽  
Author(s):  
Adena Portowitz ◽  
Patricia A. González-Moreno ◽  
Karin S. Hendricks
Keyword(s):  
High School ◽  
Task Difficulty ◽  
Music Participation ◽  
Art And Science ◽  
Expectancy Value ◽  
School Study ◽  
School Subjects ◽  
Competence Beliefs ◽  
Youth Population ◽  
Upper Level

As a part of a larger international mapping exercise to examine students’ motivation to study music as compared to other school subjects, this article reports data drawn from a sample of 2257 Israeli students (primary to high school). Questionnaires were based on the expectancy-value theoretical framework by examining students’ perceptions of values, competence and task difficulty. Mixed-design ANOVAs were used to examine differences in students’ motivational beliefs across school levels, between music and non-music learners, and between girls and boys. Results of the analyses showed two major issues distinctive from the comparison of the eight-country analyses: (a) the lowest perceptions of task values and competence beliefs for any country among non-music learners in the upper level grades, and (b) a significant developmental increase in task difficulty for music as compared to other school subjects. In addition, the results of the Israeli data revealed that music learners attached higher values to music, art and science than non-music learners, and expressed significantly lower perceptions of difficulty for music, art and science than non-music learners. Furthermore, while music was one of the lowest-ranked subjects for in-school study, it was one of the highest-ranked subjects for out-of-school study. This suggests that music participation itself is not lacking in motivation or interest among students in Israel, but that the school system is not presently providing for the musical needs and interest of much of its youth population, in upper-level grades (middle and high school).

The Teaching of Remedial Mathematics

1966 ◽  
Vol 59 (5) ◽  
pp. 437-443
Author(s):  
Bruce E. Meserve
Keyword(s):  
Higher Education ◽  
College Students ◽  
High School ◽  
High School Graduates ◽  
Remedial Mathematics ◽  
College Education ◽  
Junior Colleges ◽  
Local State ◽  
Federal Funds ◽  
Teachers Colleges

As a nation we pride ourselves that half our our high school graduates enter college. Yet many of these people will not graduate. Moreover, five years from now nearly 70 percent of all jobs will probably require at least two years of college education. We note that in the early 1950's about 11 percent of all college students were in junior colleges. Now about one million students are enrolled in two-year institutions; this represents about 20 percent of all students in college and about twice the number in teachers’ colleges. With the help of local, state, and federal funds junior colleges are growing very rapidly. It is clear that junior colleges play a vitally important role in our program of higher education.

After Commencement, Clarity

ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 52-55 ◽  
Author(s):  
Linda Freeman
Keyword(s):  
High School ◽  
High School Graduates ◽  
Autism Spectrum ◽  
Speech Language Pathologists

Without the supports of IEP programming, high school graduates on the autism spectrum may struggle. Here are five ways speech-language pathologists in schools can help them transition to what's next.

Russian Education in the Mirror of Demography

2003 ◽  
pp. 4-25 ◽  
Author(s):  
L. Grebnev
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Graduates ◽  
Educational Institutions ◽  
Level Of Education ◽  
Demographic Indicators ◽  
Federal Districts ◽  
Stage System ◽  
Migration Flows ◽  
Russian Education

The dynamics of several demographic indicators of Russia - child and teenage cohorts in 1970-2000, life expectancy in 1995-2000, migration flows among federal districts in the period between two censuses of 1989 and 2002 - are considered in the article. The author puts forward the hypothesis about the influence of these indicators on the level of education in narrow and broad senses - in educational institutions and the society as a whole. He estimates the perspectives of regional higher educational institutions under conditions of absence of plan distribution of graduates and the double cyclical fall in the number of high school graduates. The agenda for the development of a two-stage system of higher education corresponding with international integration processes is formulated.

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