Science and Mathematics Education Commons^™

Development Of Reporting Scales For Reading And Mathematics: A Report Describing The Process For Building The Uis Reporting Scales, Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Gayl O'Connor

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

Development Of Reporting Scales For Reading And Mathematics: A Report Describing The Process For Building The Uis Reporting Scales, Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Dr Claire Scoular

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

Development Of Reporting Scales For Reading And Mathematics: A Report Describing The Process For Building The Uis Reporting Scales, Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Professor Ray Adams

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

Development Of Reporting Scales For Reading And Mathematics: A Report Describing The Process For Building The Uis Reporting Scales, Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Dr Ursula Schwantner

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

Development Of Reporting Scales For Reading And Mathematics: A Report Describing The Process For Building The Uis Reporting Scales, Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Dr Dan Cloney

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

Timss 2015 : A First Look At Australia's Results, Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues

Elizabeth O'Grady

The goal of TIMSS is to provide comparative information about educational achievement across countries to improve teaching and learning in mathematics and science. It is designed, broadly, to align with the mathematics and science curricula in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. It also provides comparative perspectives on trends in achievement in the context of different education systems, school organisational approaches and instructional practices; and to enable this, TIMSS collects a rich array of background data from students, schools and teachers, and also collects data about the education systems themselves. …

Timss 2015 : A First Look At Australia's Results, Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues

Nicole Wernert

The goal of TIMSS is to provide comparative information about educational achievement across countries to improve teaching and learning in mathematics and science. It is designed, broadly, to align with the mathematics and science curricula in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. It also provides comparative perspectives on trends in achievement in the context of different education systems, school organisational approaches and instructional practices; and to enable this, TIMSS collects a rich array of background data from students, schools and teachers, and also collects data about the education systems themselves. …

Lessons From Pisa 2012 About Mathematical Literacy : An Illustrated Essay, Ross Turner

Ross Turner

Thinking It Through: Australian Students’ Skills In Creative Problem Solving, Lisa De Bortoli, Greg Macaskill

Lisa De Bortoli

In every PISA survey, students from every participating country are assessed in the core domains of mathematics, science and reading literacy. In addition to assessing these literacy domains, the OECD proposes additional assessments in other domains. In PISA 2003, a paper-based assessment of cross- disciplinary problem solving was first assessed, when it was included as a core domain. In PISA 2012, problem solving was once again assessed, this time as an optional computer-based assessment.

The focus of the PISA 2012 assessment of problem solving was: Are today’s 15-year-old students acquiring the problem-solving skills that will prepare them to meet the …

Does It All Add Up? What’S The Story With Mathematical Literacy And Numeracy? Where To Next?, Ross Turner, Dave Tout

David (Dave) Tout

Does It All Add Up? What’S The Story With Mathematical Literacy And Numeracy? Where To Next?, Ross Turner, Dave Tout

Ross Turner

Lessons From Pisa For Mathematical Literacy, Ross Turner

Ross Turner

An Exercise In Institutional Reflection: The Learning Analytics Readiness Instrument (Lari), Kimberly E. Arnold, Steven Lonn, Matthew Pistilli

Matthew Pistilli

Interview With Paulo Speller, Brazilian Higher Education Secretary, Marion Lloyd

Marion Lloyd

In an interview, Paulo Speller, Brazil´s secretary for higher education, speaks of the challenges in overseeing sweeping higher education reforms, including federally mandated affirmative action policies and the region´s largest science and technology study-abroad scholarship program.

Exploring Mathematical Competencies, Ross Turner

Ross Turner

The author describes a set of competencies that are fundamental to the development of ‘mathematical literacy’, or a person’s ability to apply their mathematical knowledge to practical situations.

Attracting Black Male Students To Research Careers In Education: A Report From The Grad Prep Academy Project, Shaun R. Harper, Ph.D., Andrew C. Porter, Ph.D.

Shaun R. Harper, Ph.D.

This report is about the University of Pennsylvania’s Grad Prep Academy, a project that prepares Black undergraduate men for graduate study and research-related careers in the field of education. The project is also a longitudinal research study that enables us to analyze Black men’s trajectories from undergraduate study through graduate degree programs and eventually into their careers. Eighteen students participated in our first two cohorts of Academy Scholars. The project described in this report, as well as the recommendations we offer, can be instructive for other schools of education and a range of stakeholders who are concerned about the diversity …

O Debate Ciências Versus Humanidades No Século Xix: Reflexões Sobre O Ensino De Ciências No Collegio De Pedro Ii [The Science Vs. Humanities Debate In The Xix Century: Reflections On The Teaching Of The Sciences In The College Pedro Ii], Karl M. Lorenz, Ariclê Vechia

Karl M Lorenz

O trabalho analisa a organização e a composição dos estudos do Colégio Pedro II no âmbito dos debates travado na Europa e nas Américas sobre a importância dos estudos humanísticos e científicos, durante o século XIX, em decorrência do desenvolvimento cientifico e tecnológico. Apresenta algumas reflexões sobre o ensino de Ciências no referido colégio e aponta que essa instituição seguiu a tendência verificada no ensino de países europeus, notadamente na França.
The chapter analyzes the changes in the organization and composition of the program of studies of the College Pedro II during the XIX century. The discussion of the changes …

Ciência, Educação E Livros Didáticos Do Século Xix. Os Compêndios Das Ciências Naturais Do Colégio Pedro Ii [Science, Education And Textbooks In The Nineteenth Century. The Natural Science Compendiums Of The College Pedro Ii], Karl M. Lorenz

Karl M Lorenz

A obra apresenta um panorama do ensino de Ciências no Brasil no século XIX, por meio da análise de livros didáticos utilizados no ensino secundário. Toma como referência os compêndios adotados no Colégio de Pedro II, por ser esta a instituição modelo para o ensino secundário público oitocentista no Brasil. Para melhor compreender o significado destas obras, que foram identificadas em programas de ensino que correspondem às reformas educacionais efetuadas pelo Governo Central de 1838 a 1898, o autor insere seu trabalho em uma discussão maior sobre o desenvolvimento histórico das Ciências Naturais e do ensino das Ciências no Colégio …

The Standardization Of Scientific Terminology And The Teaching Of The Natural Sciences In Nineteenth-Century Brazil: The Contribution Of Benjamin Ramiz Galvão [A Padronização Da Terminologia Científica E O Ensino Das Ciências Naturais No Brasil Oitocentista: A Contribuição De Benjamin Ramiz Galvão], Karl M. Lorenz

Karl M Lorenz

During the nineteenth century, and the first years of the twentieth century, science textbooks and science teaching in the faculties of medicine and engineering and in the secondary schools of Brazil were characterized by the lack of a standardized scientific terminology. The rules governing the orthography and prosody of many scientific terms in the life, physical and earth sciences were inconsistent. The paper examines this phenomenon and recounts the first significant attempt to standardize scientific terminology in the Portuguese language by the Brazilian philologist, Benjamin Franklin Ramiz Galvão.
Durante o século XIX e os primeiros anos do século XX os …

O Positivismo No Ensino De Ciências Naturais Na Escola Secundária Brasileira: 1890-1900 [Positivism And The Teaching Of The Natural Sciences In The Brazilian Secondary School: 1890-1900], Karl M. Lorenz

Karl M Lorenz

O trabalho analisa a influência do Positivismo no ensino de ciências no Ginásio Nacional, antigo Colégio de Pedro II, fundado em 1837 no Rio de Janeiro, como modelo para as instituições secundárias em todo o país. Com a proclamação da República em 1889, e a subsequente reforma educacional do Ministro Benjamin Constant em 1890, o currículo do colégio foi profundamente marcado pelas ideias positivistas de August Comte, e de modo particular, o ensino de Ciências. Uma análise dos programas de ensino cientifico adotados no referido Ginásio, de 1890 a 1900, demonstra que os mesmos foram organizados seguindo uma forma remanescente …

Idéias Educacionais Transnacionais E O Ensino Secundário Brasileiro: O Imperial Collégio De Pedro Ii Como Uma Versão Do Ensino Secundário Frances [Transnational Education Ideas And Brazilian Secondary Education: The Imperial College Pedro Ii As A Version Of The French Lycée], Karl M. Lorenz, Ariclê Vechia

Karl M Lorenz

The paper discusses the adoption of French curriculum models and educational practices, from 1837 to 1889, by the College Pedro II, the premier secondary school of Brazil during the empire. The college was founded in Rio de Janeiro to attend to the children of the elite in the Municipality of the Court and to serve as a model institution for public and private secondary schools in the provinces.
O trabalho discute a adoção de modelos curriculares e de praticas educativas da França, de 1838 a 1889, pelo Colégio de Pedro II, a escola secundaria preeminente durante o Império. O colégio …

Relatório Do Projeto: Os Livros Didáticos De Ciências Para O Ensino Secundário Brasileiro Do Século Xix [Project Report: Science Textbooks In Brazilian Secondary Education During The Nineteenth Century], Karl M. Lorenz

Karl M Lorenz

Este trabalho apresenta um sumario dos objetivos, metodologia, e resultados preliminares de uma projeto de pesquisa, iniciada em 2002, que identifica, descreve e contextualiza 32 textos escolares de ciência adotados no Colégio de Pedro II, a instituição secundário modelo no Brasil durante o século XIX.
The paper presents a summary of the objectives, methodology and preliminary results of a research project, initiated in 2002, that identifies, describes and contextualizes 32 science textbooks adopted in the College Pedro II, the model secondary institution in Brazil during the XIX century.

First Experiences With Object Lessons In Nineteenth-Century Brazil: Origins Of A Progressive Pedagogy For The Brazilian Primary School [Primeiras Experiências Com O Ensino Por Objetos No Brasil Oitocentista: Origens De Uma Pedagogia Progressiva Para A Escola Primaria Brasileira], Karl M. Lorenz, Ariclê Vechia

Karl M Lorenz

This paper describes the methodology of Object Teaching and relates how its appearance in Brazil was a transnational phenomenon that achieved its maximum articulation in 1886 with Rui Barbosa’s translation of Norman Calkins’ Primary Object Lessons. It begins with an overview of primary school teaching in Brazil in the second half of the 19th century, followed by discussion of Barbosa’s ideas on promoting change in the schools. Central to the exposition are the ideas contained in a report that Barbosa submitted to the National Assembly in 1882, in which he proposed a new organization of primary school education, suggestions for …

A Reforma Do Ensino De Ciências No Ensino Secundário Brasileiro Nas Décadas De 1960 E 1970 [Science Education Reform In Brazilian Secondary Schools In The 1960s And 1970s], Karl M. Lorenz

Karl M Lorenz

Na segunda metade do século dezoito, foi transplantado para o Brasil um paradigma que focalizava no processo da investigação científico no ensino das Ciências Naturais na escola secundária. O paradigma teve origem nos Estados Unidos em resposta às criticas internas referentes ao ensino secundário e aos acontecimentos internacionais. Inicialmente sustentado por subvenções estrangeiras, e mais tarde patrocinado pelo ministério da Educação, um movimento surgiu no Brasil que objetivava a produção e divulgação de materiais didáticos que incorporassem os princípios desse paradigma. Este trabalho descreve a trajetória do paradigma e do movimento reformista do ensino de Ciências, desde sua origem nos …

Rui Barbosa And The Argument For Teaching The Natural Sciences In The Brazilian Primary School Of The Xix Century [Rui Barbosa E O Ensino De Ciências Naturais Na Escola Brasileira Do Século Xix], Karl M. Lorenz

Karl M Lorenz

The paper discusses the ideas of Rui Barbosa on the importance of teaching science in the primary schools of nineteenth-century Brazil. Barbosa was one of the great parliamentarians of his time and one of Brazil’s most vocal advocates of educational reform in the nineteenth century. In 1882 Barbosa was directed to provide a written assessment of the1878 educational reform of Minister Leonçio de Carvalho. In the document that resulted, Barbosa states his rationale for why and how the natural sciences should be taught in the primary school. This paper relates Barbosa’s ideas on science teaching and argues that he was …

Os Livros Didáticos De Matemática Na Escola Secundaria Brasileira No Século Xix [Mathematics Textbooks And Brazilian Secondary Education In The Xix Century], Karl M. Lorenz, Ariclê Vechia

Karl M Lorenz

O estudo identifica os livros didáticos de matemática utilizados no Colégio de Pedro II do Rio de Janeiro no século XIX, considerado "padrão" para seus congêneres. A partir de informações contidas nos programas de ensino adotados no Colégio de 1838 a 1900 e com auxílio da literatura especializada, foi possível identificar a autoria e o título de trinta e dois livros-texto, sendo a maioria deles escrita por autores brasileiros e um número menor escrito por autores franceses. Infere-se que houve equivalência entre os estudos de matemática do Colégio Pedro II e dos demais colégios do Rio de Janeiro e das …

O Collegio De Pedro Ii E A Modernização Do Currículo Da Escola Secundária Brasileira [The College Pedro Ii And The Modernization Of The Secondary School Curriculum In Brazil], Karl M. Lorenz

Karl M Lorenz

Este trabalho examine o papel do currículo do Colégio Pedro II na modernização do ensino secundário no Brasil de 1837 a 1889. O trabalho argumenta que o Governo Imperial seguia duas linhas de ação para alcançar este objetivo. Primeiro, introduziu no Colégio modelos curriculares e conteúdos nas disciplinas parecidos a aqueles encontrados nas melhores escolas Europeias. Segundo, implementou legislação que induzia as escolas secundárias a adotar o currículo do Colégio. Visto que a constituição proibiu que o Governo Central diretamente efetuasse mudanças nas escolas provinciais, o Corte agiu indiretamente por oferecer incentivos aos formados das instituições que adotaram o currículo …

The College Pedro Ii And The Modernization Of The Secondary School Curriculum In Imperial Brazil, Karl M. Lorenz

Karl M Lorenz

This work examines the role of the curriculum of the College Pedro II to modernize secondary school education in Brazil from 1838 to 1889. It argues that the Imperial Government followed two lines of action in achieving this goal. First, the Court sought to make education in the College exemplary by continuously introducing curriculum models and course content similar to that found in the best schools in Europe. Second, it enacted legislation that induced schools to adopt the program of studies of the College. Because the constitution prohibited the Central Government from directly effecting change in provincial schools, the Court …

O Ensino De Ciências E O Imperial Collegio Pedro Ii: 1838-1889 [Science Education And The Imperial College Pedro Ii: 1838-1889], Karl M. Lorenz

Karl M Lorenz

Este capitulo discorre sobre o ensino de Ciências na escola secundaria brasileira, enfocando o Colégio Pedro II. O colégio imperial foi estabelecido em 1837 como modelo a ser seguido pelas escolas secundarias publicas e particulares nas províncias. O trabalho apresenta observações e dados sobre o ensino das Ciências ao nível nacional e uma descrição do ensino de Ciências no Colégio durante o século XIX. É discutido o currículo, os livros didáticos de ciências adotados no programa, e a relação entre o ensino secundário de Ciências e os exames preparatórios para as faculdades de medicina, direito e engenharia.
The chapter discusses …

Science Education And The Imperial College Pedro Ii: 1838-1889, Karl M. Lorenz

Karl M Lorenz

The chapter discusses science teaching in the secondary school in Brazil, with a focus on the College Pedro II. The imperial College was founded in 1837 as a model institution to be emulated by public and private secondary schools in the provinces. The paper presents observations and data on science education at the national level and a description of science teaching in the College during the XIX century. Attention is given to the curriculum, the textbooks adopted in the science courses, and the relationship between secondary science education and the entrance examinations to the medical, law and engineering faculties. Este …