Jaime Escalante Mathematics and Science Program. National Science Foundation. Final Project Report.

Autor/inn/en	Madrid, George; Powers, Paul; Galvin, Kevin; Kester, Donald L.; Santos, Will; Yamarone, Steve
Titel	Jaime Escalante Mathematics and Science Program. National Science Foundation. Final Project Report.
Quelle	(1997), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Educational Practices; High Schools; Inner City; Junior High Schools; Mathematics Achievement; Mathematics Instruction; Middle Schools; Program Effectiveness; Program Implementation; Student Motivation; Summer Schools; Tutoring; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; High school; Oberschule; Sekundarstufe I; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Schulische Motivation; Summer school; Sommerkurs; Förderkonzept; Nachhilfeunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	The mathematics teaching and learning practices of Jaime Escalante, nationally known mathematics teacher, were implemented in a team approach in two high schools and three middle schools in Los Angeles (California). The 13 original project objectives were condensed into restructuring the curriculum, improving student performance, especially in mathematics, and replicating the program. There were nine program components: (1) summer academic instruction for 500 inner-city minority students; (2) Saturday school 29 times in an academic year; (3) afternoon tutoring; (4) peer tutoring; (5) parental involvement; (6) inservice teacher education; (7) curricular development; (8) intersegmental cooperation; and (9) corporate partnership. Mr. Escalante's instructional and motivational practices were studied and described in a guide published for the program. Over the six years of funding for this program, it became clear that minority students whose parents' educational and income levels were low experienced extraordinary success in higher mathematics. It was possible to restructure the curriculum to increase the number of advanced mathematics and science courses, accelerate and improve student mathematics achievement, and replicate the program beyond the two initial high schools. Teachers trained in the program were able to implement these practices successfully. Six appendixes present data on student calculus achievement and program replication, the executive summary of the instructional guide created in the program, and photos of project students and staff. (Contains three tables and five figures.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC