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In contrast, there has been relatively little controversy over a different kind of partnership between a company and a private college: a joint effort of Tiffin University, a small private institution in northeast Ohio, and Altius Education, a for-profit company based in San Francisco.

every Ivy Bridge student is assigned a “personal success coach” — a non-instructional employee — who helps with everything from course selection to academic support to career counseling.

he is cautiously optimistic about the preliminary student success figures.

Einstein's students were developing too many shortcuts and not enough understanding.

While 71 percent of its fourth graders meet state math goals, only 17 percent of its 11th graders do.

At Einstein, the problem became clear when teachers gave fifth graders a simple test. They told them to put down their pencils and estimate answers to simple questions, different ones than they were used to.

Avatar Reality, developers of the premium 3D virtual world and social platform, Blue Mars, today announced the release of Blue Mars Mobile, its first application for iPhone®, iPad™, and iPod Touch®. Available for free, the app provides a new level of accessibility to Blue Mars and broadens its reach beyond the PC.

Perhaps, but we have been working awfully hard to produce a final build of a software suite called Epaati, that will assist teaching children from both grade 2 and grade 6 (8 respectively 12 years old) maths and English.

PBS program "Design Squad Nation" has announced it will partner with Rocket21 to engage its community of tweens in the show's content and activities to help meet the demand for engineers in the job market in the years to come.

The use of social media is important to the venture, both through the Design Squad Nation and Rocket21 sites and through other social media sites. More information on Rocket21 can be found by liking Rocket21 on Facebook at facebook.com and by following Rocket21 on Twitter at twitter.com. Viewers also can follow Design Squad Nation on Facebook at facebook.com and through Design Squad Nation’s Twitter feed at twitter.com.

Sixth grade: Sixty-nine students, 1-2 hours a week, 45 percent passed. Of those who did not pass, four students gained more than a year’s progress in math on the TAKS test. Sevents grade: Twenty-six students 1-2 hours a week, 65 percent passed. Of those who did not pass, 3 students gained more than a year’s progress in math on the TAKS test. Eighth grade: Sixty students 1-2 hours a week, 63 percent passed. Of those who did not pass, 12 students gained more than a year’s progress in math on the TAKS test. After the second administration of the TAKS test, the total eighth grade pass rate rose from 74 percent to 86 percent. The only real difference was the use of Ascend Math for three weeks, where students worked six to nine hours a week before the second administration of the test. We had a few eighth grade students who have never passed a TAKS math in middle school or their entire academic lives until this year. We attribute this to the use of Ascend Math.

A major aspect was getting students to work on the program with fidelity. After meeting with students and parents, a rigorous schedule was implemented, along with automatic daily reminder phone calls and second calls to parents to inform them of the next day’s schedule. Students who missed a tutorial session are assigned a makeup day.

Parental buy in was important!

The SMARTER Balanced Assessment Consortium has released its content specifications in math.

• #1: Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. • #2: Students can frame and solve a range of complex problems in pure and applied mathematics. • #3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. • #4: Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.

a new draft will be issued for comment on Sept. 19. That's the day that comment on the first-round math content specifications is due as well.

“The 3DS is sufficiently novel and cool to reverse this trend,” he said, predicting that it would sell out through the end of the year. “It will get people excited, and will make kids and parents forget the mobile phone.”

The novel touch-screen device does not require users to wear special glasses to see the 3-D images.

This new teaching and learning style, often called “flipped” or “inverted” learning, makes the students the focus of the class, not the teacher, by having students watch a lecture at home and then apply the lesson with the teacher in the classroom.

they should be able to leave my class knowing how to question, research, and test scientific claims regardless of what they choose to do afterwards

At the same time, I also feel that those students who do excel in STEM fields need to have classes that push them and challenge them with real-world problems, and not just memorized facts from a textbook.”

People need language to fully understand numbers. This discovery – long suspected, and now backed by strong evidence – may shed light on the way children acquire their number sense.

homesigners were given a set of objects and asked to use tokens to create a second set containing the same number of tokens as objects. Again, their accuracy dropped significantly above sets of three objects.

Children learn this count list well before they actually understand that "four" refers to four objects rather than three or six, says Michael Frank at Stanford University in California.

In a small grove at the entrance to the school, first graders acquire the rudiments of addition and subtraction by collecting pine cones and stones and solving problems contained in notes attached to trees. Another group plays a memory game, using cards with arithmetic exercises whose solutions are found on a game board painted on the playground. The second grade is engaged in a treasure hunt, with arithmetic exercises that send children scurrying from one location to another. The third graders are at the seashore, researching the sand 0f(and not one of them has run into the water 0f). An arithmetic class for the fourth grade is underway in the gym: Small groups of children are scattered charmingly across the floor, playing games with boxes. Here the major attraction is the group standing in a line opposite the teacher, who holds up signs showing numbers that are the result of multiplication. The children’s task is to say which two numbers were multiplied to produce this result. Those who give the right answer also get to shoot a basketball.

“Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution.”

“Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations.”

“Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem.”

there are ways to be even more efficient, more search-savvy. And it’s our responsibility to teach kids how to find and research information, how to judge its veracity, and when it’s time to ask for a grownup’s help.

CONFIRM CONTENT. It’s common to find the same phrases and sentences on different sites all over the Web because people duplicate content all the time. To determine the original source of the content, you can look at the date it was written, but that’s also not entirely accurate. When authors edit an article, that changes the posting date. So even if it was originally written in 2005, the date will say 2011 if it was edited last week. Again, here’s when you put on your journalist hat. Trustworthy websites typically have an “errata column” or something like it where mistakes or corrections are posted

KEEP IT SIMPLE. Use search terms the way you’d like to see them on a Web site.