By Senta A. Raizen (auth.), Senta A. Raizen, Edward D. Britton (eds.)
This publication, in keeping with precise stories of 8 thoughts in arithmetic and technological know-how schooling, has many insights to supply on present college reform. considering each one innovation studied has taken its personal special approach, the set as an entire spans the spectrum from curriculum improvement to systemic reform, from c- centrating on specific tuition populations to addressing all of K-12 schooling. but those reform tasks percentage a typical context, an international view on what m- ters in technology and arithmetic for college students of the Nineties and past, conv- tions approximately what constitutes powerful guide, and a few notions approximately how university swap should be led to. those commonalities are drawn out within the ebook and illustrated with examples from the person case experiences which are reportedin complete in BoldVentures, Volumes 2 and three. The 8 innovations—all of them initiatives which are recognized, not less than by way of identify, to U. S. audiences—are in brief defined in bankruptcy 1. each one was once the s- ject of an in-depth, three-year case examine. The study groups analyzed many records, attended various undertaking conferences, visited a number of websites, condu- ed dozens of person interviews. The workforce leaders, having spent a lot time with arithmetic or technological know-how schooling over lengthy careers, checked out those reform tasks via a number of lenses; the groups sifted throughout the mountains of knowledge they'd amassed with the intention to inform the tale of every venture in wealthy detail.
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Additional resources for Bold Ventures - Volume 1: Patterns Among U.S. Innovations in Science and Mathematics Education
Presentday reformers would argue that their approach is different, lodged not in intellectual abstractions but rather in student experiences and in practical applications of interest to them. However, this philosophy, too, has a long history dating back to Dewey and his emphasis on project work (Cremin 1964), as we note in the next chapter. Second, some of the very perceptions of shortcomings within US. science and mathematics education—inadequacy of the current curriculum and instruction to prepare students for citizenship and work in the 21st century—are shared by other industrialized countries and have motivated them to undertake reforms aimed at these subjects.
NCTM further defines standards as serving three purposes: minimal criteria for quality (originally intended as a check on curricular and textbook claims), an expression of expectations of goals, and means for leading a group toward new goals (NCTM 1989). Thus, NCTM’s standards publications encompass statements about education in mathematics that can be held up to exemplify contemporary thinking about best practice. They are intended as much to inspire as to prescribe. For many of those shaping education policy, however, the idea of standards is attractive because they use a meaning of the term that attaches it to accountability.
Its secondary effects are also noteworthy. Seldom have senior researchers interacted as intensively and extensively on a single project. And seldom have junior researchers been included as equal participants in presentations, comparisons, “buzz” sessions to create new frameworks or interpretive grids, and confrontations on method and substance—all relative to settings they virtually lived in and data of which they had the most first-hand knowledge. This, as one senior researcher put it, was a moveable intellectual feast.