HIGHLIGHTS AT A GLANCE
1. NEW IN LIBRARY
A. "Teaching and Learning by Example," by Helen L. Chick, In J. Watson & K. Beswick (Ed) Mathematics: Essential Research, Essential Practice (vol 1, pp. 61-70). Hobart, (2-6 July 2007).
B. "Eighth Grade: First Findings From the Final Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)," Jill Walston, Amy Rathbun and Elvira Germino Hausken, National Center for Education Statistics, September 2008.
C. "Projections of Education Statistics to 2017," William J Hussar and Tabitha M. Bailey, National Center for Education Statistics, September 2008.
2. PROJECT HIGHLIGHT
"Georgia PRISM Presents Best Practices to Educators, Business Leaders," by Karin Koser, September 2008.
3. NEW IN RESOURCES
Mapping Educational Progress 2008 - U.S. Dept. of Education Statistics
DETAILS BELOW
1. NEW IN LIBRARY
A. "Teaching and Learning by Example," by Helen L. Chick, In J. Watson & K. Beswick (Ed) Mathematics: Essential Research, Essential Practice (vol 1, pp. 61-70). Hobart, (2-6 July 2007).
"The mathematical problems, tasks, demonstrations, and exercises that teachers and students engage with in classrooms are, in general, specific instantiations of general principles. Indeed, the usual purpose of such examples is to illustrate those principles and thus facilitate their learning. With this in mind, it is clearly important for teachers to be able to choose or design suitable examples, to recognise what is offered (or afforded) by particular examples, and to know how to adapt an already existing example to better suit an intended purpose. Although writers of textbooks and other teaching resources also need these skills, it is ultimately the teacher who puts the examples to work in the classroom. Teachers' choice and use of examples is indicative of their pedagogical content knowledge (PCK)-- the complex amalgam of mathematical and pedagogical knowledge fundamental to teaching and learning--and reflects their understanding of the mathematics to be taught and how students can be helped to learn it. This paper examines some of the issues associated with example use and how it is informed by and can inform us about PCK."
MSPnet Location: LIBRARY>>Teaching & Learning
http://hub.mspnet.org/entry.cfm/16131
B. "Eighth Grade: First Findings From the Final Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)," Jill Walston, Amy Rathbun and Elvira Germino Hausken, National Center for Education Statistics, September 2008.
"This first look uses data collected from the final round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) when most of the cohort was in the eighth grade. This report is intended to provide a snapshot of the eighth-grade round of the ECLS-K and make the data available to encourage more in-depth analysis using more sophisticated statistical methods. It looks at multiple aspects of the cohort's middle school year; including overall achievement in reading, mathematics, and science; attainment of specific reading and mathematics proficiencies; participation in various school-sponsored activities; time spent on homework; and educational aspirations. The focus of this report is on the majority of the cohort promoted on schedule and for these children, the estimates are presented by various child and family characteristics."
MSPnet Location: LIBRARY>>Ed Change & Policy
http://hub.mspnet.org/entry.cfm/16128
C. "Projections of Education Statistics to 2017," William J Hussar and Tabitha M. Bailey, National Center for Education Statistics, September 2008.
"This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2017. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2017. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections."
MSPnet Location: LIBRARY>>Ed Change & Policy
http://hub.mspnet.org/entry.cfm/16132
2. PROJECT HIGHLIGHT
"Georgia PRISM Presents Best Practices to Educators, Business Leaders," by Karin Koser, September 2008.
This press release summarizes the PRISM sponsored Accepting the STEM Challenge Conference which brought together educators, business leaders, and policy makers to create an open dialogue about mathematics, technology, engineering and science based education.
MSPnet Location: PROJECT SHOWCASE>>Project Highlights
http://hub.mspnet.org/entry.cfm/16130
3. NEW IN RESOURCES
Mapping Educational Progress 2008 - U.S. Dept. of Education Statistics
"Six years after No Child Left Behind's passage, we have collected more data than ever before about the academic performance of our students and schools. See data on how we're doing as a nation -- student achievement in reading and math, high school graduation rates, schools making adequate yearly progress, highly qualified teachers, parents taking advantage of tutoring and choice options, state participation in flexibility options, and more."
MSPnet Location: RESOURCES>>Useful Websites
http://hub.mspnet.org/entry.cfm/16125