Skip to main content

Home/ Middle School Matters/ Group items tagged edu

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Ron King

Phillips Exeter Academy | Hands On Math - 0 views

www.exeter.edu/...7327_7401.aspx

Hands On Exeter math

shared by Ron King on 03 Aug 12 - No Cached
  • Ron King on 03 Aug 12
     
    The Exeter Mathematics Institute courses are tailored and designed for the needs of each school district. These sample course descriptions are examples of courses that have been offered in various school districts over the years. In most of these courses, we use the same Exeter Mathematics Problem Sets that are used during the Exeter school year. In the Geometer's Sketchpad course and in all of the hands-on courses, we use materials that have been specifically developed by Exeter Math Institute instructors. All of these materials are available using the links below
Ron King

Policy Analysis for California Education (PACE) - 0 views

www.stanford.edu/...atters-how-technology-can-help

shared by Ron King on 22 Feb 12 - No Cached
  • Ron King on 22 Feb 12
     
    Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at Stanford University, the University of California - Berkeley, and the University of Southern California. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California's education system, from early childhood to post-secondary education and training. PACE bridges the gap between research and policy, working with scholars from California's leading universities and with state and local policymakers to increase the impact of academic research on educational policy in California.
Monte Tatom

Learn How To Integrate Technology into The Classroom on the Educational CyberPlayGround. - 0 views

www.edu-cyberpg.com/...HowToIntegrateTech.html

#fhuedu642 technology web2.0 mobile learning msm

shared by Monte Tatom on 07 Aug 13 - Cached
  • Monte Tatom on 07 Aug 13
     
    Great resource for integrating technology into the classroom!
Troy Patterson

Homework: An unnecessary evil? … Surprising findings from new research - The ... - 0 views

www.washingtonpost.com/...ing-findings-from-new-research

msm286 homework

shared by Troy Patterson on 04 Oct 14 - No Cached
  •  A brand-new study on the academic effects of homework offers not only some intriguing results but also a lesson on how to read a study — and a reminder of the importance of doing just that:  reading studies (carefully) rather than relying on summaries by journalists or even by the researchers themselves.
  • First, no research has ever found a benefit to assigning homework (of any kind or in any amount) in elementary school.  In fact, there isn’t even a positive correlation between, on the one hand, having younger children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of achievement.  If we’re making 12-year-olds, much less five-year-olds, do homework, it’s either because we’re misinformed about what the evidence says or because we think kids ought to have to do homework despite what the evidence says.
  • Second, even at the high school level, the research supporting homework hasn’t been particularly persuasive.
  • ...6 more annotations...
  • It’s easy to miss one interesting result in this study that appears in a one-sentence aside.  When kids in these two similar datasets were asked how much time they spent on math homework each day, those in the NELS study said 37 minutes, whereas those in the ELS study said 60 minutes. 
  • it was statistically significant but “very modest”:  Even assuming the existence of a causal relationship, which is by no means clear, one or two hours’ worth of homework every day buys you two or three points on a test.
  • There was no relationship whatsoever between time spent on homework and course grade, and “no substantive difference in grades between students who complete homework and those who do not.”
  • The better the research, the less likely one is to find any benefits from homework.
  • you’ll find that there’s not much to prop up the belief that students must be made to work a second shift after they get home from school.  The assumption that teachers are just assigning homework badly, that we’d start to see meaningful results if only it were improved, is harder and harder to justify with each study that’s published.
  • many people will respond to these results by repeating platitudes about the importance of practice[8], or by complaining that anyone who doesn’t think kids need homework is coddling them and failing to prepare them for the “real world” (read:  the pointless tasks they’ll be forced to do after they leave school).
‹ Previous 21 - 40 of 70 Next › Last »
Showing 20▼ items per page