Titlebook: Bold Ventures Volume 1; Patterns Among U.S. Senta A. Raizen,Edward D. Britton Book 1997 Springer Science+Business Media Dordrecht 1997 eva

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The General Context for Reform,nce and mathematics education in grades K-12 in particular. We note some general reform directions, how they affected the eight innovations, and, in turn, how they were affected by them. The major themes that developed from our research, referred to briefly in this chapter, are discussed in greater

慢慢啃

The Changing Roles of Teachers,novation and their participation in developing and implementing innovation in the “New Math and Science” era of the 1960s is pronounced. Curriculum projects of the 1960s were not devoid of teacher participation, but clearly placed a greater emphasis on disciplinary rigor than on “teachability.”

聰明

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Underplayed Issues, consider some issues that might well have been given greater attention by the reformers—and hence the case study researchers—but were not, perhaps surprisingly in view of the current context of reform described in chapter 2. These underplayed elements were the assessment of student achievement; for

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Assessing the Implementation of Innovations in Mathematics and Science Education,thematics judged worth teaching in school. Within that broad mandate, all put less emphasis on traditional disciplinary knowledge and more on linkages across subjects, on socially relevant topics, and on scientific and mathematical derivations related to real-world or practical problems.

Regurgitation

橢圓

Book 1997ince each innovation studied has taken its own unique approach, the set as a whole spans the spectrum from curriculum development to systemic reform, from con- centrating on particular school populations to addressing all of K-12 education. Yet these reform projects share a common context, a world v

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Elektromagnetische Lichttheorieitional instruction (Stake and Easley 1978). Similar findings had emerged from the multitude of innovations— some of them large scale—studied by the Rand Corporation (Berman and McLaughlin 1978), and from those followed by the NETWORK Inc. (Crandall et al. 1982).

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Coda: New Paths for Bold Ventures,itional instruction (Stake and Easley 1978). Similar findings had emerged from the multitude of innovations— some of them large scale—studied by the Rand Corporation (Berman and McLaughlin 1978), and from those followed by the NETWORK Inc. (Crandall et al. 1982).