Tuesday, June 29, 2010
Monday, June 28, 2010
Saturday, June 26, 2010
Friday, June 25, 2010
Thursday, June 24, 2010
Wednesday, June 23, 2010
Listening to all the chatter about NAEP performance and California math standards, one may be misled to believe that CA's standards are "just too high" because their performance appears to be comparatively low.
All I have to say is CA MUST BE DOING SOMETHING RIGHT!!
Looks like Professor Milgram knows what he's talking about!!
See National Assessment of Educational Progress (NAEP) Testimony
Jim Stergios of the Pioneer Institute explains what I call "The Rush to Mediocrity"
With the date set by the Commissioner for the Board to adopt the proposed national standards (July 21, 9 am, Malden), there really isn’t room for a public comment period, which usually takes 60 days. Originally, because the Commissioner’s plan called for a special Board of Education meeting on August 2nd (60 days after the June 1 application submission date), we hoped they would allow a comment period. Nope. Nada.
Friday, June 18, 2010
Wednesday, June 16, 2010
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist,Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching MUST (MUST) READ:
How Much and What Type of Guidance is Optimal for Learning from Instruction?*
For the past half-century,studies examining the interaction between student aptitudes and different forms of instructional treatments (most often called aptitude x treatment or ATI studies)have consistently reported that students with lower ability levels and/or less prior knowledge and/or lower motivation are more vulnerable to learning difficulties when instruction is incomplete, unstructured,or gives inaccurate information (e.g., Cronbach & Snow, 1977; Kyllonen & Lajoie, 2003). ACT-R Learning Theory and Math
One does read claims that such cognitive analyses are no longer relevant to the new curriculum standards but such claims are simply false. Instead, we have found that the learning of the new curriculum consists of componential learning just like the old curriculum (Koedinger, Anderson, Hadley & Mark, 1995). It is every bit as important to practice these components of “new look” curriculum to achieve a high level of mastery as it was to practice the components of the “traditional” curriculum.
Seattle, Washington – February 4, 2010 – Judge Julie Spector today announced her finding of “arbitrary and capricious” in the Seattle School Board's May 6 vote to adopt the Discovering Math series of high school texts despite insufficient evidence of the series' effectiveness. Judge Spector's decision states, “The court finds, based upon a review of the entire administrative record, that there is insufficient evidence for any reasonable Board member to approve the selection of the Discovering series.”
Tuesday, June 15, 2010
Monday, June 14, 2010
If you haven't heard about the eMINTS instructional model, look on the right side here.
AND THEN CONTRAST THAT WITH SOME REAL RESEARCH ABOUT INQUIRY-BASED INSTRUCTION!
(scroll down to see the red text)
Some of the links on that post don't work anymore, but luckily I had inserted the actual text from their old website. This is the only thing I can find on those grants right now, so maybe they've stopped their coercive practices. One can hope!
Saturday, June 12, 2010
"Of all pre-college curricula, the highest level of mathematics one studies in secondary school has the strongest continuing influence on bachelor's degree completion. Finishing a course beyond the level of Algebra 2 (for example, trigonometry or pre-calculus) more than doubles the odds that a student who enters postsecondary education will complete a bachelor's degree. [pp. 16-18]"
First, there was a story about curriculum, the content of schooling, that was compelling in its secondary school dimensions in the original Tool Box, and is even more compelling now on both secondary and postsecondary stages. What you study, how much of it, how deeply, and how intensely has a great deal to do with degree completion.
Second, this curriculum story, joined by nuances of attendance patterns that turn out to have significant leverage, continues into higher education.
It’s not merely getting beyond Algebra 2 in high school any more: The world demands advanced quantitative literacy, and no matter what a student’s postsecondary field of study—from occupationally-oriented programs through traditional liberal arts— more than a ceremonial visit to college-level mathematics is called for.
The Toolbox Revisited http://www2.ed.gov/rschstat/research/pubs/toolboxrevisit/index.html
Paths to Degree Completion from High School Through College
Friday, June 11, 2010
Thursday, June 10, 2010
Education Commissioner Alice Seagren says the proposed national math standards don't align well with the rigorous standards Minnesota already has. She says that's what a group of teachers and other education officials found when they reviewed the proposals.
Spurring Innovation Through Education: Four Ideas
Russ Whitehurst writes that America's economic productivity and competitiveness are grounded in education, and that the nation's public schools and higher education institutions are falling behind those of its counterparts. Whitehurst offers up four policy proposals for improving American education that are achievable and have low costs.
My favorite part is "Link K-12 Curricula to Comparative Effectiveness"
Little attention has been paid to choice of curriculum as a driver of student achievement. Yet the evidence for large curriculum effects is persuasive. Consider a recent study of first-grade math curricula, reported by the National Center for Education Evaluation and Regional Assistance in February 2009. The researchers randomly matched schools with one of four widely used curricula. Two curricula were clear winners, generating three months’ more learning over a nine-month school year than the other two. This is a big effect on achievement, and it is essentially free because the more effective curricula cost no more than the others.
The federal government should fund many more comparative effectiveness trials of curricula, and schools using federal funds to support the education of disadvantaged students should be required to use evidence of effectiveness in the choice of curriculum materials. The Obama administration supports comparative effectiveness research in health care. It is no less important in education.
Wednesday, June 9, 2010
Monday, June 7, 2010
You'll also want to read about CA legislation to ensure their educational standards are of the highest quality. Every state should have this!
Skeptics named to common-core commission