Achievement Effects of Four Early Elementary School Math Curricula PDF Download
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Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 12
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Book Description
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 12
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Book Description
Author:
Publisher: Academic Press
ISBN: 0128134496
Category : Psychology
Languages : en
Pages : 324
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Book Description
The Development of Early Childhood Mathematics Education, Volume 53 in the Advances in Child Development and Behavior series, includes chapters that highlight some of the most recent research in the field of developmental psychology. Users will find updated chapters on a variety of topics, including sections on The DREME Network: Research and Interventions in Early Childhood Mathematics, The Use of Concrete Experiences in Early Childhood Mathematics Instruction, Interventions in Early Mathematics: Avoiding Pollution and Dilution, Coaching in Early Mathematics, and Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count. Each chapter provides in-depth discussions, with this volume serving as an invaluable resource for developmental or educational psychology researchers, scholars and students. - Contains chapters that highlight some of the most recent research in the area of child development and behavior - Presents a wide array of topics that are discussed in detail
Author: James A. Middleton
Publisher: Springer
ISBN: 3319077163
Category : Education
Languages : en
Pages : 448
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Book Description
In recent years, funding agencies like the Institute of Educational Sciences and the National Science Foundation have increasingly emphasized large-scale studies with experimental and quasi-experimental designs looking for 'objective truths'. Educational researchers have recently begun to use large-scale studies to understand what really works, from developing interventions, to validation studies of the intervention, and then to efficacy studies and the final "scale-up" for large implementation of an intervention. Moreover, modeling student learning developmentally, taking into account cohort factors, issues of socioeconomics, local political context and the presence or absence of interventions requires the use of large data sets, wherein these variables can be sampled adequately and inferences made. Inroads in quantitative methods have been made in the psychometric and sociometric literatures, but these methods are not yet common knowledge in the mathematics education community. In fact, currently there is no volume devoted to discussion of issues related to large-scale studies and to report findings from them. This volume is unique as it directly discusses methodological issue in large-scale studies and reports empirical data from large-scale studies.
Author: Yasmin A Sitabkhan
Publisher: RTI Press
ISBN:
Category : Education
Languages : en
Pages : 27
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Book Description
This occasional paper examines common instructional strategies in early-grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy
Author: Julie Bullard
Publisher: Routledge
ISBN: 1351336630
Category : Education
Languages : en
Pages : 308
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Book Description
Creating Curriculum in Early Childhood explores the backward design model of curriculum development, equipping readers with the tools and methods they need to effectively apply backward design in the early childhood classroom. Clear yet comprehensive chapters walk new and veteran educators through an effective method for curriculum design that promotes meeting standards through intentional teaching while engaging children in developmentally appropriate, interest-based education focused on big ideas and conceptual understanding. Featuring desired results, assessment methods, and teaching techniques specific to birth to age eight, this critical guide also includes practical tips for educators new to the method. Designed to help students and practitioners alike, this powerful textbook combines early childhood philosophy and developmental research with highly practical descriptions, rationales, and examples for developing curricular units using backward design.
Author: Frank K. Lester
Publisher: IAP
ISBN: 160752709X
Category : Education
Languages : en
Pages : 1380
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Book Description
The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
Author: Paul J. Riccomini
Publisher: Corwin Press
ISBN: 1412966353
Category : Education
Languages : en
Pages : 169
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Book Description
Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.
Author: Janine T. Remillard
Publisher: Routledge
ISBN: 1135855625
Category : Education
Languages : en
Pages : 499
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Book Description
This book compiles and synthesizes existing research on teachers’ use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on – but not restricted to – those materials developed in the 1990s in response to the NCTM’s Principles and Standards for School Mathematics. Despite the substantial amount of curriculum development activity over the last 15 years and growing scholarly interest in their use, the book represents the first compilation of research on teachers and mathematics curriculum materials and the first volume with this focus in any content area in several decades.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309147433
Category : Education
Languages : en
Pages : 399
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Book Description
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Author: M. Night Shyamalan
Publisher: Simon and Schuster
ISBN: 1476716471
Category : Education
Languages : en
Pages : 320
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Book Description
In this vital book, the famed filmmaker tells how his passion for education reform led him to learn that there are five tested, indispensable keys to transforming America’s underperforming schools. Famed director M. Night Shyamalan has long had a serious interest in education. The foundation he and his wife started once gave college scholarships to promising inner-city students, but Shyamalan realized that these scholarships did nothing to improve education for all the other students in under-performing schools. When he learned that some schools were succeeding with similar student populations, he traveled across the country to find out how they did this and whether these schools had something in common. He eventually learned that there are five keys to closing America’s achievement gap. But just as we must do several things to maintain good health— eat the right foods, exercise regularly, get a good night’s sleep—so too must we use all five keys to turn around our lowest-performing schools. These five keys are used by all the schools that are succeeding, and no schools are succeeding without them. Before he discovered them, Shyamalan investigated some popular reform ideas that proved to be dead ends, such as smaller class size, truculent unions, and merit pay for teachers. He found that the biggest obstacle to school reform is cognitive biases: too many would-be reformers have committed themselves to false solutions. This is a deeply personal book by an unbiased observer determined to find out what works and why so that we as a nation can fulfill our obligation to give every student an opportunity for a good education.
