How to Use the Best Strategies from Singapore to Strengthen Your Math Instruction (Grades K‑6)
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Singapore: Rapid Improvement Followed by Strong Performance
7 Singapore: Rapid Improvement Followed by Strong Performance Singapore is one of Asia’s great success stories, transforming itself from a developing country to a modern industrial economy in one generation. During the last decade, Singapore’s education system has remained consistently at or near the top of most major world education ranking systems. This chapter examines how this “tiny red dot” on the map has achieved and sustained so much, so quickly. From Singapore’s beginning, education has been seen as central to building both the economy and the nation. The objective was to serve as the engine of human capital to drive economic growth. The ability of the government to successfully match supply with demand of education and skills is a major source of Singapore’s competitive advantage. Other elements in its success include a clear vision and belief in the centrality of education for students and the nation; persistent political leadership and alignment between policy and practice; a focus on building teacher and leadership capacity to deliver reforms at the school level; ambitious standards and assessments; and a culture of continuous improvement and future orientation that benchmarks educational practices against the best in the world. Strong PerformerS and SucceSSful reformerS in education: leSSonS from PiSa for the united StateS © OECD 2010 159 7 Singapore: rapid improvement Followed by Strong perFormance introduction When Singapore became independent in 1965, it was a poor, small (about 700 km2), tropical island with few natural resources, little fresh water, rapid population growth, substandard housing and recurring conflict among the ethnic and religious groups that made up its population. -
Attending Kindergarten Improves Cognitive Development in India, but All Kindergartens Are Not Equal∗
Attending kindergarten improves cognitive development in India, but all kindergartens are not equal∗ Joshua T. Dean Seema Jayachandran University of Chicago Booth School of Business Northwestern University July 23, 2020 Abstract Early childhood is a critical period for child development, and several studies find high returns to formal early schooling (e.g., pre-K) in developed countries. However, there is limited evidence on whether formal pre-primary schooling is an effective model in developing countries. We study the impacts of attending kindergarten on child devel- opment in Karnataka, India, through a randomized evaluation. We partnered with a private kindergarten provider to offer two-year scholarships to children in low-income families. Children who attend the partner kindergarten due to the scholarship experi- ence a 0.8 standard deviation gain in cognitive development. Some children induced to attend the partner kindergarten would not have attended kindergarten, while others would have attended a different kindergarten. We use machine learning techniques to predict each child's counterfactual activity and then estimate separate treatment ef- fects for each type of switcher. We find that the short-run effect on cognition is driven mostly by children who would have otherwise not attended kindergarten. About 40% of the effect on cognitive development persists through first grade, with more persis- tence for higher-order thinking skills. In contrast, we find no effects on socioemotional development, which could be due to most children interacting with other children in daycare centers even if they do not attend kindergarten. ∗We thank UBS Optimus Foundation for funding this research; Tvisha Nevatia, Sadish Dhakal, Aditya Madhusudan, Akhila Kovvuri, Sachet Bangia, Alejandro Favela, Ricardo Dahis, and Ariella Park for research assistance; and Azzurra Ruggeri for advising us on measurement of child development. -
SHERMAN ALEXIE Indian Education
SHERMAN ALEXIE SHERMAN ALEXIE is a poet, fiction writer, and filmmaker known for witty and frank explorations of the lives of contemporary Native Americans. A Spokane/Coeur d'Alene Indian, Alexie was born in 1966 and grew up on the Spokane Indian Reservation in Wellpinit, Washington. He spent two years at Gonzaga University before transferring to Washington State University in Pullman. The same year he graduated, 1991, Alexie published The Business ofFancydancing, a book of poetry that led the New York Times Book Review to call him "one of the major lyric voices of our time." Since then Alexie has published many more books of poetry, including I Would Steal Horses ( 1993) and One Stick Song (2000); the novels Reservation Blues (1995) and Indian Killer (1996); and the story collections The Lone Ranger and Tonto Fistfight in Heaven (1993), The Toughest Indian in the World (2000), and Ten Little Indi ans ( 2003). Alexie also wrote and produced Smoke Signals, a film that won awards at the 1998 Sundance Film Festival, and he wrote and directed The Business of Fancydancing (2002), a film about the paths of two young men from the Spokane reservation. Living in Seattle with his wife and children, Alexie occasionally performs as a stand-up comic and holds the record for the most consecutive years as World Heavyweight Poetry Bout Champion. Indian Education Alexie attended the tribal school on the Spokane reservation through the seventh grade, when he decided to seek a better education at an off-reservation :', \ all-white high school. As this year-by-year account of his schooling makes clear, he was not firmly at home in either setting. -
Evolution and Impact of English Language Policy in Taiwan
University of Mississippi eGrove Honors College (Sally McDonnell Barksdale Honors Theses Honors College) Spring 5-2-2021 Evolution and Impact of English Language Policy in Taiwan Kaitlin Ashleigh Rigby University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/hon_thesis Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Rigby, Kaitlin Ashleigh, "Evolution and Impact of English Language Policy in Taiwan" (2021). Honors Theses. 1732. https://egrove.olemiss.edu/hon_thesis/1732 This Undergraduate Thesis is brought to you for free and open access by the Honors College (Sally McDonnell Barksdale Honors College) at eGrove. It has been accepted for inclusion in Honors Theses by an authorized administrator of eGrove. For more information, please contact [email protected]. EVOLUTION AND IMPACT OF ENGLISH LANGUAGE POLICY IN TAIWAN By Kaitlin Ashleigh Rigby A thesis submitted to the faculty of The University of Mississippi in partial fulfillment of the requirements of the Sally McDonnell Barksdale Honors College. Oxford, MS May 2021 Approved By ______________________________ Advisor: Dr. Cheng-Fu Chen ______________________________ Reader: Dr. Zhini Zeng ______________________________ Reader: Dr. Joshua Howard i © 2021 Kaitlin Ashleigh Rigby ALL RIGHTS RESERVED ii ABSTRACT This thesis takes a look at how English language policy (ELP) in Taiwan has changed over time and how it has affected the education system. This thesis also investigates the different attitudes directed toward ELP, some areas of concern, and problems that have occurred as a result of Taiwan’s approach toward ELP. Understanding why Taiwan supports the English language as much as it does while also considering its approach to implementing policy will provide insight on how Taiwan believes that the ELP is a necessary part of globalization. -
Brief Introduction to Technology Education in Taiwan
Preface Technology Education at both elementary and secondary schools levels has become an important means to develop citizens' technological literacy for all worldwide. In Taiwan, Living Technology is also necessary to be energetically offered at both elementary and secondary school levels in order to improve technological literacy of the public. This brief introduction is to present the national status of technological literacy education at both elementary and secondary school levels, and provides examples of schools, written by school teachers, in the hope that domestic and international people will gain a better understanding of the ideal and reality of this field. We would like to acknowledge the support of funds for facilitating academic performances from the National Taiwan Normal University. Also, thanks to hardworking authors and editors. All of them are essential to the publication of this brief introduction. Lung-Sheng Steven Lee (Professor & Dean) July 2004 1 The National Status The Overview of Technology Education in Taiwan The Technology Education in Kindergartens, Elementary Schools, and Junior High Schools Technology Education at the Senior High School Level Technology Teacher Education Professional Associations and Events of Technology Education Examples of Schools The Affiliated Kindergarten of National Taiwan Normal University Taipei Municipal Jianan Elementary School Taichung Municipal Li Ming Elementary School Taipei Municipal Renai Junior High School Taipei Municipal Jinhua Junior High School The Affiliated Senior -
User's Manual for the ECLS-K:2011 Kindergarten–Second Grade Data File and Electronic Codebook, Public Version
Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) User’s Manual for the ECLS-K:2011 Kindergarten–Second Grade Data File and Electronic Codebook, Public Version NCES 2017-285 U.S. DEPARTMENT OF EDUCATION Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) User’s Manual for the ECLS-K:2011 Kindergarten–Second Grade Data File and Electronic Codebook, Public Version February 2017 Karen Tourangeau Christine Nord Thanh Lê Kathleen Wallner-Allen Nancy Vaden-Kiernan Lisa Blaker Westat Michelle Najarian Educational Testing Service Gail M. Mulligan Project Officer National Center for Education Statistics NCES 2017-285 U.S. DEPARTMENT OF EDUCATION U.S. Department of Education Institute of Education Sciences Thomas W. Brock, Commissioner for Education Research Delegated Duties of the Director National Center for Education Statistics Peggy G. Carr Acting Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high- quality data to the U.S. -
6Th GRADE REQUIRED COURSES
2012-2013 COURSE DIRECTORY Core 6 class as well as independent consultation with students. Text: The Reader’s Choice, Course 1 Glencoe/McGraw Hill 6 Mathematics Basic operations involving integers, fractions, and decimals are used to evaluate expressions, solve equations, and calculate ratios, percent, probability, area, and volume. Additional topics include geometry, data analysis, problem solving, and other practical applications of mathematics in daily life. 6 Text: Math, Course 1 McDougal Little Social Studies From the earliest known people through the fall of Rome, students examine how early people of the Eastern Hemisphere have contributed to our lives. Students learn about the geography, history, 6 culture, and economy of these regions through exercises from the text as well as projects, map work, discussion, and presentations. 6th GRADE REQUIRED COURSES Text: History Alive! The Ancient World The sixth grade core program includes Language Arts, Teachers’ Curriculum Institute Reading, Social Studies, and Mathematics in four class periods daily. Science, PE/Music, and Elective courses SCIENCE round out the seven period day. Intensive instruction in the use of reference materials and technology is provided by Sixth grade Science students develop an the Piedmont Middle School teacher librarians for all Core understanding of the living and non-living factors 6 and science classes throughout the year. of the earth. They investigate the ecosystems of the Northern California watershed and San Francisco Estuary using the scientific method. CORE 6 The standards-based studies focus on geology, Language Arts ecology, and adaptations with an emphasis on Writing is the main focus of the 6th grade Language Arts inquiry skills. -
Kindergarten-Sixth Grade Parent-Student Handbook
CALVARY ROAD CHRISTIAN SCHOOL Kindergarten-Sixth Grade Parent-Student And whatever you do, do it heartily, as to the Lord Handbook and not to men, knowing that from the Lord you will receive the reward of the inheritance; for you serve the Lord Christ. -Colossians 3:23-24 2018-2019 Table of Contents TABLE OF CONTENTS ........................................................................................................................................................... 1 1. ADMISSIONS ................................................................................................................................................................ 1 A. FAMILY QUALIFICATIONS ................................................................................................................................................. 1 B. AGE ........................................................................................................................................................................... 1 C. ENTRANCE TESTING ....................................................................................................................................................... 1 D. ACADEMIC RECORDS ...................................................................................................................................................... 1 E. ACCEPTANCE OF STUDENTS WITH SPECIAL NEEDS .................................................................................................................. 1 F. ACCEPTANCE OF CHILDREN DIAGNOSED WITH ADHD/ADD -
Children's Reading and Mathematics Achievement in Kindergarten and First Grade
Children's Reading and Mathematics Achievement in Kindergarten and First Grade Kristin Denton, Education Statistics Services Institute Jerry West, National Center for Education Statistics Acknowledgments The authors wish to recognize the 20,000 children and their parents, and the more than 8,000 kindergarten and first grade teachers who participated during the first 2 years of the study. We would like to thank the administrators of the more than 1,000 schools we visited across the United States for allowing us to work with their children, teachers and parents, and for providing us with information about their schools. We are especially appreciative of the assistance we received from the Chief State School Officers, district superintendents and staff, and private school officials. We would like to thank Elvie Germino Hausken and Jonaki Bose of the National Center for Education Statistics, and Lizabeth Reaney, Naomi Richman, Amy Rathbun, Jill Walston, Thea Kruger, Sarah Kaffenberger, Nikkita Taylor, and DeeAnn Brimhall of the Education Statistics Services Institute for their hard work and dedication in supporting all aspects of the ECLS-K program. We also appreciate the comments we received from program offices within the Department of Education and NCES staff members Sam Peng, Laura Lippman, and Bill Fowler. In addition, we would like to recognize the input we received from Barbara Wasik of Johns Hopkins University, Doug Downey of the Ohio State University, and Susan Fowler of the University of Illinois at Urbana-Champaign. Westat, Incorporated—in affiliation with the Institute for Social Research and the School of Education at the University of Michigan, and the Educational Testing Service, under the direction of the National Center for Education Statistics (NCES)—conducted the base-year and first grade study. -
Sahithi's Speech
Acceptance Speech by Sahithi Vuppula (AIS-Kuwait) 2013 Stanley Haas/Luke Hansen Student Award Winner Good morning to all the respected teachers and the delegates of NESA. My name is Sahithi Vuppula, and I am an eighth grade student from the American International School of Kuwait. I am Canadian of Indian origin. To Begin with, I would like to humbly thank my parents, my Brother Saketh, my teachers, especially Ms. Lyndsey Cox, my sixth grade teacher, and Ms. Kit Whitney, my Middle School Counselor, who both offered support and encouragement. And NESA for granting me the opportunity to stand Before you all and speak. When I was a child, I grew up in Canada, where I was presented with the basic needs of life. I would often help my mother solicit donations for organizations such as The Heart and Stroke Foundation of Canada, and the Canadian DiaBetes Association. But I had no real idea what community service truly meant. As a young child I was under the impression that the world was a small and sheltered place, where everyone was as well off as I was, and that everyone had the same opportunities that I was presented with. It wasn’t until my first trip to India that I realized that my notion of how small and perfect the world was completely changed. I saw children worked hard and were not presented with the same opportunities I was presented with. A desire soon grew to try and help the people I saw. I asked my father what I could do to make a difference, and he told me that good things come in small packages, and that any heartfelt service to people, no matter how small the contriBution, could help make the world a Better place, one step at a time. -
The Netherlands
THE NETHERLANDS Martina Meelissen Annemiek Punter Faculty of Behavioral, Management & Social Sciences, University of Twente Introduction Overview of Education System Dutch schools traditionally have significant autonomy. The Dutch education system is based on the principle of freedom of education, guaranteed by Article 23 of the Constitution.1 Each resident of the Netherlands has the right to establish a school, determine the principles on which the school is based, and organize instruction in that school. Public and private schools (or school boards) may autonomously decide how and to a large extent, when to teach the core objectives of the Dutch curriculum based on their religious, philosophical, or pedagogical views and principles. The Minister of Education, Culture, and Science is primarily responsible for the structure of the education system, school funding, school inspection, the quality of national examinations, and student support.2 The administration and management of schools is decentralized and is carried out by individual school boards. Specifically, these boards are responsible for the implementation of the curriculum, personnel policy, student admission, and financial policy. A board can be responsible for one school or for a number of schools. The board for public schools consists of representatives of the municipality. The board for private schools often is formed by an association or foundation. Two-thirds of schools at the primary level are privately run. The majority of private schools are Roman Catholic or Protestant, but there also are other religious schools and schools based on philosophical principles. The pedagogical approach of a small number of public and private schools is based on the ideas of educational reformers such as Maria Montessori, Helen Parkhurst, Peter Petersen, Célestin Freinet, and Rudolf Steiner. -
Grade Level Content Expectations
S E V E N T H G R A D E SCIENCE GRADE LEVEL CONTENT 7 EXPECTATIONS v.4.07 SCIENCE Welcome to Michigan’s K-7 Grade Level Content Expectations SCIENCE PROCESSES Purpose & Overview In 2004, the Michigan Department of Education embraced the challenge of creating Grade Level Content Expectations in response to the federal No Child Left Behind Act of 2001. This act mandated the existence of a set of PHYSICAL SCIENCE comprehensive state grade level assessments in Mathematics and English Language Arts that are designed based on rigorous grade level content. In addition, assessments for science in elementary, middle and high school, LIFE SCIENCE were required. To provide greater clarity for what students are expected to know and be able to do by the end of each grade, expectations for each grade level have been developed for science. In this global economy, it is essential that Michigan students possess EARTH SCIENCE personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, and contribute to the future businesses that employ them and the communities in which they choose to live. Reflecting best practices and current research, the Grade Level Content Expectations provide a set of clear and rigorous expectations for all students, and provide teachers with clearly defined statements of what students should know and be able to do as they progress through school. Development In developing these expectations, the Scholar Work Group depended heavily on the Science Framework for the 2009 National Assessment of Educational Progress (National Assessment Governing Board, 2006) which had been the gold standard for the high school content expectations.