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Articles 31 - 36 of 36
Full-Text Articles in Education
Secondary Education In The United States: What Can Others Learn From Our Mistakes?, John H. Bishop , Ferran Mane, Michael Bishop
Secondary Education In The United States: What Can Others Learn From Our Mistakes?, John H. Bishop , Ferran Mane, Michael Bishop
John H Bishop
Secondary schools are the least successful component of the U.S. education system. Students learn considerably less than in other industrialized nations and dropout rates are significantly higher. This paper provides an explanation for this failure, describes the standards based reforms strategies that many states are implementing to attack these problems, and evaluates the success of these efforts.
The Role Of End-Of-Course Exams And Minimum Competency Exams In Standards-Based Reforms, John H. Bishop, Ferran Mane, Michael Bishop, Joan Moriarty
The Role Of End-Of-Course Exams And Minimum Competency Exams In Standards-Based Reforms, John H. Bishop, Ferran Mane, Michael Bishop, Joan Moriarty
John H Bishop
[Excerpt] Educational reformers and most of the American public believe that most teachers ask too little of their pupils. These low expectations, they believe, result in watered down curricula and a tolerance of mediocre teaching and inappropriate student behavior. The result is that the prophecy of low achievement becomes self-fulfilling. Although research has shown that learning gains are substantially larger when students take more demanding courses2, only a minority of students enroll in these courses. There are several reasons for this. Guidance counselors in many schools allow only a select few into the most challenging courses. While most schools give …
Incentives For Learning: Why American High School Students Compare So Poorly To Their Counterparts Overseas, John H. Bishop
Incentives For Learning: Why American High School Students Compare So Poorly To Their Counterparts Overseas, John H. Bishop
John H Bishop
[Excerpt] The scientific and mathematical competence of American high school students is generally recognized to be very low. The National Assessment of Educational Progress (NAEP) reports that only 7.5 percent of 17 year old students can "integrate specialized scientific information" (NAEP 1988a p.51) and 6.4 percent "demonstrated the capacity to apply mathematical operations in a variety of problem settings." (NAEP 1988b p. 42) There is a large gap between the science and math competence of young Americans and their counterparts overseas. In the 1960s, the low ranking of American high school students in such comparisons was attributed to the fact …
Breaking Barriers: Elementary Teachers And Technology Integration, Jaimie Clapp, Katie Rojek
Breaking Barriers: Elementary Teachers And Technology Integration, Jaimie Clapp, Katie Rojek
Leah A. Nillas
“The nation has spent over 38 billion dollars to bring technology and internet access to schools” (Benton Foundation qtd. in Franklin, 2007, p. 268). Growing availability of technologies in schools require teachers to be prepared for and accepting of technology integration. This research study investigates current elementary school teachers’ technological knowledge and beliefs to determine barriers inhibiting the most effective use of new resources. Using surveys distributed to two local study sites, participants were asked to reflect upon their competency and attitudes concerning technology. Responses analyzed for common themes and trends revealed that many teachers felt competent in their technological …
Novice Science Teachers: Expectations And Experiences, Scott Watson
Novice Science Teachers: Expectations And Experiences, Scott Watson
Scott Watson
No abstract provided.
Preservice Preparation For The Urban Context, William Sharpton, Renee Casbergue, Kyle Scafide
Preservice Preparation For The Urban Context, William Sharpton, Renee Casbergue, Kyle Scafide
Kyle Scafide
Describes decision points facing teacher education programs with an urban focus. Provides examples of strategies resulting from each decision point from the perspectives of researchers involved in an effort to redesign an urban teacher education program at the University of New Orleans. (SLD)