Download Bold Ventures: Patterns among Innovations in Science and by Raizen PDF

By Raizen

Quantity 1 of daring Ventures illuminates styles between 8 popular U.S. strategies: California's technology schooling reform, ChemCom, modern Precalculus, young children community, undertaking 2061, NCTM criteria, city arithmetic Collaboratives, and Voyage of the Mimi. styles integrated altering conceptions of college technology and arithmetic, new recommendations for effecting reform, better emphasis on lecturers as designers and gadgets of swap, and underplayed consciousness to fairness concerns and venture evaluate.

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Extra resources for Bold Ventures: Patterns among Innovations in Science and Mathematics Education

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The role of NCISE coordination was to pool the results of these interim meetings, structure the next steps, and organize the following session. In this way, findings from each study were fed into a collective forum as they emerged. They could then be compared with other substudies, discussed with other teams, and probed for emerging commonalities and distinctions. At the same time, collective scrutiny was a strong—and not always painless—stimulant to heightening reliability, guarding against bias, making a stronger case for emerging conclusions, and trying on leitmotifs or emerging trends to see if they really fit the data set.

At the national level, economic concerns appeared to motivate almost every report on the status of education. For example, much of the justification for the sense of crisis that permeated A Nation at Risk centered on the perception of America’s declining industrial competitiveness. Issues of unemployment, productivity, and the balance between exports and imports seemed to point to a troubled economy. As noted, the implicit linkage to education was fostered and reenforced by reports on education and the economy issued by associations representing business and industry.

Their attraction to the articulation of education standards, and the impetus this may provide for greater national uniformity with respect to the curriculum, stems from a sense of social injustice. Why should children who go to certain schools receive an education that is far superior to the one students get who go elsewhere? They see standards as a way to raise expectations for all children and make the system fairer. A potent catalyst for the efforts to develop standards was provided by the National Council of Teachers of Mathematics in their curriculum standards project, the results of which were published in 1989.

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