Mathematics: A Report on Improving Career-Bound Students' Learning. High Schools That Work.

Autor/inn/en	Bottoms, Gene; Presson, Alice
Institution	Southern Regional Education Board, Atlanta, GA.
Titel	Mathematics: A Report on Improving Career-Bound Students' Learning. High Schools That Work.
Quelle	(1995), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Education; Career Education; High Schools; Integrated Curriculum; Mathematics Instruction; Mathematics Skills; Parent Influence; Parent Student Relationship; Teacher Expectations of Students; Teacher Student Relationship; Teaching Methods; Vocational Education + Suchen Sie Ihr Suchwort? Schulleistung; Akademische Bildung; Arbeitslehre; High school; Oberschule; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung
Abstract	In 1994, the Student Assessment was administered to approximately 12,000 students at 197 new High Schools that Work (HSTW) sites in 13 states; student scores from the mathematics portion of the assessment were analyzed. Vocational completers had an average mathematics score of 282.0, which was 13 points below the HSTW mathematics goal, while the average mathematics score for academic students nationwide in 1990 was 316.8. White vocational completers scored significantly higher than African American vocational completers, who scored significantly higher than African Americans in the national sample. Student achievement reflected teachers' beliefs and expectations. Mathematics achievement improved when career-bound students took higher-level mathematics courses taught to high standards, when students had opportunities to use and discuss mathematics as it related to real circumstances, when families supported their children with studies, and when a guidance system reinforced the importance of mathematics. Schools faced six challenges in raising the mathematics achievement of career-bound students: raising expectations for mathematics learning, getting students to see the need for mathematics outside of class and school, helping mathematics teachers use a variety of teaching strategies, developing a guidance system that involves parents, holding students to higher standards and providing extra help, and supporting mathematics and vocational teachers with staff development and resource materials. (YLB)
Anmerkungen	Southern Regional Education Board, 592 Tenth St., N.W., Atlanta, GA 30318-5790 (Product No. 95V03). Tel: 404-875-9211.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC