Northwest Regional Comprehensive Center
Printed from: http://nwrcc.educationnorthwest.org/stem
Upcoming Events
Science, Technology, Engineering, and Mathematics (STEM)
NWRCC provides assistance to state education agencies (SEAs) in their efforts to meet the requirements of the Elementary and Secondary Education Act (ESEA) (currently known as the No Child Left Behind Act of 2001 [NCLB]). Under NCLB, states are expected to establish clear and high standards for what students in each grade should know and be able to do in mathematics, science, and technology. NCLB also requires that states annually assess mathematics achievement of all students in grades three through eight and once in high school. NWRCC provides support to state education agencies in working toward the goal of ensuring that all students are proficient by 2013-2014.
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Mathematics: Research Overview The National Science Foundation has created a Web site that looks at topics of major research in mathematics. Topics include assembling information into a big picture; managing and modeling complexity; deciding on the best choice; and pattern hunting and statistical learning. |
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Highlights of the TIMSS 1999 Video Study of Eighth Grade Science Teaching The National Center for Educational Statistics has released this document that highlights key findings from the full report, Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. |
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The Nation's Report Card: 12th-Grade Reading and Mathematics 2005 Note: Link will take you to the current assessment. |
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A Synopsis of a Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students The Center on Instruction recently published a synopsis that highlights key findings and outlines recommendations for practice from the 2002 synthesis A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students (Scott Baker, Russell Gersten, Dae-Sik Lee, Elementary School Journal, Vol. 103, No. 1 (September, 2002), pp. 51-73), which synthesized findings from 28 years of research on interventions for students struggling to learn math. |
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Doing What Works The U.S. Department of Education has launched a new Web site to provide teachers, administrators, and other educators with recommendations on effective teaching practices and examples of possible ways to implement those practices to help promote excellence in American education and improve student achievement. The first in the series focuses on English language learners. |
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Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers The Center on Instruction has recently released a guide for teachers describing seven effective instructional practices for teaching mathematics to K–12 students with learning disabilities. The guide also incorporates recommendations from the Final Report of the National Mathematics Advisory Panel as well as specifying research-based recommendations for students with learning disabilities and for students who are experiencing difficulties in learning mathematics but are not identified as having a math learning disability. |
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Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research The Center on Instruction recently released a meta-analysis report synthesizing experimental and quasi-experimental research on instruction that enhances the mathematics performance of students in grades 1–12 with learning disabilities. Implications for practice and suggestions for next steps for research and professional development efforts in this field are also discussed. |
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Effective Science Instruction: What Does Research Tell Us? The Center on Instruction is disseminating a brief that distills the research on science learning to inform a common vision of science instruction and to describe the extent to which K–12 science education currently reflects this vision. A final section of this publication examines the implications of the findings for policymakers and science education practitioners and identifies possible actions. |
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Assisting Students Struggling With Mathematics: Response to Intervention (RTI) for Elementary and Middle Schools The U.S. Department of Education's What Works Clearinghouse recently released a guide providing eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RTI) to identify students who need assistance in mathematics and to address the needs of these students through focused interventions. The practice guide provides suggestions on how to carry out each recommendation and explains how educators can overcome potential roadblocks to implementing the recommendations. |
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An Introduction to Progress Monitoring in Mathematics The Center on Instruction has a new professional development module, consisting of a PowerPoint presentation and a presenter's manual. The module describes progress monitoring, explains common techniques often mistaken for progress monitoring, and discusses the application of progress monitoring in mathematics at both the elementary and secondary grade levels. Resources for additional information are also identified. |
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Recruiting Science, Technology, Engineering, and Mathematics (STEM) Teachers The National Comprehensive Center for Teacher Quality recently released a key issue brief focusing on strategies for recruiting STEM teachers, especially in the critical shortage areas of mathematics and science. |
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Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress The National Center for Education Statistics (NCES) released a report providing detailed information on the size of the achievement gaps between black and white students at both the national and state levels and how those achievement gaps have changed over time. Most of the data in this report are derived from the results of the 2007 main NAEP assessments, and are supplemented with data from the long-term trend assessments. |
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Identifying Professional Development Needs in Mathematics: A Planning Tool for Grades 3–7 The Center on Instruction released a planning tool identifying professional development needs specific to mathematics. It includes a series of guiding questions that help state education agencies (SEAs) evaluate their existing programs and identify professional development activities that meet their needs. It is designed to be used by regional Comprehensive Centers in their work with State Departments of Education, but may also be used by SEAs and districts independently. |
| National Mathematics Advisory Panel |
| National Mathematics Advisory Panel Final Report |
| NMAP Fact Sheet |
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Doing What Works (Math and Science) Sponsored by the Office of Planning, Evaluation & Policy Development at U.S. Dept. of Education. Contains essential concepts, recommended practices, and planning templates from the final report; also provides practical recommendations in early childhood education, English language learners, the psychology of learning, and school improvement. |
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National Math Panel Forum Action plans, pictures, speaker presentations from the October 6-7, 2008 forum attended by over 300 participants. |
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National Council of Teachers of Mathematics: Response to National Mathematics Advisory Panel Report Council's response to the NMAP Report |
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A Legacy of Leadership and Lessons Learned: Results From the Rural Systemic Initiatives for Improving Mathematics and Science Education Edvantia Report |
