Math and Science

How to Assess Student Performance in Science: Going Beyond Multiple-Choice Tests (2006)
This publication provides science teachers with an easy introduction to rigorous assessment methods. Short chapters on instructional goals, assessment methods, rubrics, and grading methods introduce the terminology and examples to help teachers understand how to use a variety of assessment methods to align with challenging instructional goals. The document was significantly revised in 2005.

How to Assess Student Performance in Science: Using Classroom Assessments to Enhance Learning (2006)
This publication is used to enhance the use of formative assessment practices in the classroom. These formative practices are ones that support students while they are learning. The practices also ensure that students receive feedback and guidance on their performances in a timely manner, so they can make improvements to those performances before being evaluated. This will help teachers do the following: (a) clarify science learning targets for their students, (b) understand the range of assessment methods available to teachers and explore the alignment of these methods to learning targets, (c) analyze assessment information to determine individual student learning needs, (d) modify instructional and/or assessment practices to enhance student learning, and (e) reflect on current grading practices and determine if current methods accurately portray student achievement.

Science Graduate Students in K-8 Classrooms: Experiences and Reflections. (2005)

This monograph features chapters written by participants in a National Science Foundation funded Graduate Teaching Fellows Project at Florida State University (GK-12 Fellows). These chapters provide descriptive and analytical reflections on how highly qualified science graduate students and K-12 educators learned from each other in teaching K-12.

Experiential Learning for Preservice Science and Mathematics Teachers: Applications to Secondary Classrooms. (2002)

This monograph features chapters written by teachers about their experiences while conducting action research and/or scientific research. It offers a look at how professional learning communities are created when pre-service teachers, practicing teachers, and scientists work together as co-learners.

Language, Discourse, & Learning in Science: Improving Professional Practice through Action Research . (2000)

This monograph features 14 teacher-initiated action research papers that examine various aspects of the development of a scientific discourse in elementary and middle school science classrooms.

A Survey of Mathematics and Science Reform in the Southeast: A Landscape Paper (2003)

This publication provides a synopsis of K–12 mathematics and science education reform efforts in the SERVE region from 1992 to the present. The intent of this document is to examine, not evaluate, the reform movement in the southeast and to inform the audience of key reform activities in the region.

Turning Despondency into Hope: Charting New Paths to Improve Students' Achievement and Participation in Science Education (2004)

This new monograph offers a realistic look at current trends in student achievement and the participation of underrepresented populations and the many factors that serve to sustain them. In addition, it offers new insights and concrete suggestions for change based on the analysis of recent reports and promising field-based studies.

Access and Opportunities to Learn are Not Accidents: Engineering Mathematical Progress in Your School (2005)

As a companion to Turning Despondancy into Hope: Charting New Paths to Improve Students' Achievement and Participation in Science Education, the focus of this publication, written by Dr. William Tate, is largely devoted to how time can best be used to improve the teaching and learning of mathematics, and ultimately the performance of students on measures of mathematics achievement.

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This Reading First document examines the five essential components of reading instruction. It provides summaries of research findings, descriptions of instructional strategies, lesson excerpts illustrating the strategies in use, and references and resources for the study of specific topics.

This document is for elementary school faculties who wish to strengthen their reading programs. It uses professional learning team format and complements Reading First legislation. ARA is a synthesis of research and includes accompanying instructional strategies in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.

The middle school version of ARA-M is designed to help educators build and strengthen their existing reading programs. It incorporates a professional learning team format and includes sections on the reading process, vocabulary development, and comprehension. In each section terminology, research, and instructional strategies are provided.

This video provides a rationale, a description, and a modeling of the professional learning team approach as it applies to the use of Advancing Reading Achievement documents in elementary schools and middle schools.

The Competent Assessment of Reading (CAR) Professional Development Module for Middle School Teachers (2004)

This module for middle school teachers includes reading and assessment materials focused on teacher reflections on current practices, analysis of new research, and the implementation of effective instructional strategies.

The Competent Assessment of Reading (CAR) Toolkit for Professional Developers (2004)

This toolkit is a collection of professional development activities that have been used with teachers to expand their understanding of reading assessment in the classroom. The comprehensive toolkit is structured into three sections to help teachers understand three important roles: teacher as instructor, teacher as assessor, and teacher as action researcher.

 

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