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University of Pennsylvania

1995

Curriculum and Instruction

Articles 1 - 6 of 6

Full-Text Articles in Education

Upgrading High School Math: A Look At Three Transition Courses, Paula A. White, Andrew C. Porter, Adam Gamoran, John Smithson Sep 1995

Upgrading High School Math: A Look At Three Transition Courses, Paula A. White, Andrew C. Porter, Adam Gamoran, John Smithson

CPRE Policy Briefs

This issue of CPRE Policy Briefs focuses on the nature of instruction in transition math courses, the consequences of student placement in the new transition courses, and the linkages among course type, course content, and student achievement. The findings presented here are based on both qualitative and quantitative data gathered from seven high school across four districts in two states.

We studied transition math courses in seven high schools in San Diego and San Francisco in California and in Buffalo and Rochester in New York. We chose schools that had high percentages of minority and low-income students, because the problem ...


Toward A Theory Of Thematic Curricula: Constructing New Learning Environments For Teachers & Learners, Carole Cook Freeman, Harris Sokoloff Sep 1995

Toward A Theory Of Thematic Curricula: Constructing New Learning Environments For Teachers & Learners, Carole Cook Freeman, Harris Sokoloff

GSE Publications

A theory of thematic curriculum emerged during the development of a unit on pets, entitled Pets & Me. The unit was designed through a school/university partnership for children pre-school to grade 5. Analysis of data collected during the unit's development and field tests supports a dynamic view of curriculum that challenges policy makers to rethink policies that begin from a view of curriculum as a static list of "facts" to be learned or "topics" to be mastered. Reflection on the project led to the differentiation of three distinct constructs: (1) facts and information, (2) topics, and (3) themes. Each ...


Helping Teachers Teach Well: Transforming Professional Development, Thomas B. Corcoran Jun 1995

Helping Teachers Teach Well: Transforming Professional Development, Thomas B. Corcoran

CPRE Policy Briefs

This brief from 1995 reviews what was known about professional development. The brief discusses its organization, costs, and effects on practice. It also suggests some principles to guide professional development in the future and offers a framework for designing and assessing policies and programs.


Standards For Adult Literacy: Focal Points For Debate, Regie Stites, Ellen Lillian Foley, Daniel A. Wagner Jan 1995

Standards For Adult Literacy: Focal Points For Debate, Regie Stites, Ellen Lillian Foley, Daniel A. Wagner

Working Papers (Literacy.org)

The prospect of developing content, performance, and opportunity-to-learn standards for adult literacy has generated much discussion. However, the lack of a common vocabulary and the relatively narrow range of interests represented in these discussions have been major impediments to progress in developing standards for adult literacy. This paper reviews literature on the theory and practice of education standards and summarizes the progress toward designing content, performance, and opportunity-to-learn standards for adult literacy. This review helps to highlight the technical issues and challenges to standards-based reform of the field. The development of efficient and equitable accountability systems for adult literacy programs ...


Introduction, Donald Hirsch, Daniel A. Wagner Jan 1995

Introduction, Donald Hirsch, Daniel A. Wagner

Book Chapters (Literacy.org)

Children are sent to school and told they must learn. Adults do their learning on a mostly voluntary basis. School is traditionally intended to prepar children for adult life and to pass on the wisdom of previous generations. Adult education is traditionally intended to offer citizens the possibility of bettering themselves and of filling gaps in their initial schooling. School is life's compulsory initiation. Adult learning has often been seen as life's optional extra.


Literacy And Cultural Differences: An Afterword, Daniel A. Wagner Jan 1995

Literacy And Cultural Differences: An Afterword, Daniel A. Wagner

Book Chapters (Literacy.org)

Within the educational research community, social, cultural, and linguistic interpretations of group differences have become increasingly prevalent. Whether one considers infant care, women at work, or IQ scores, there is no shortage of research that describes the various social attributes that "must have" led to such differences. As a number of chapters in this volume have indicated, a cultural explanation seems far more palatable—and allows for more societal intervention—that predecessor biological (read racial) claims. Yet, what do we really know about how societal interventions can take place effectively in a given educational domain or for individuals with different ...