Böcker av Center for Education

The Mathematics Teacher Preparation Content Workshop activities focused on using actual acts of teaching such as examining student work, designing tasks, or posing questions, as a medium for teacher learning. This work is a collection of the papers presented, the activities, and plenary sessions that took place.

Summary of the discussion at a workshop held at the William and Flora Hewlett Foundation, Menlo Park, Calif., Oct. 15-16, 2009.

"Based on the National Research Council report, Learning science in informal environments: people, places and pursuits."

Provides an account of the synthesis of research into teaching and learning science in kindergarten through eighth grade. This book summarizes various findings from the learning sciences and builds cases of science educators at work to make the implications of research for science educators.

Reviews the Department of Education's Title VI and Fulbright-Hays Programs, which provide higher education funding for international education and foreign language programs. This book also examines the federal government's proposal to create a new National Security Language Initiative, and the efforts to hold higher education programs accountable.

Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. This book describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas.

Offers a picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. It is helpful for those involved in K-8 science education.

Explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. This work presents principles for designing, and examples to illustrate the principles. It also explores implications for policy, practice, and research.

Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. This book provides information to improve school mathematics from pre-kindergarten through eighth grade. It explains the five strands of mathematical proficiency.