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Improving Indicators of the Quality of Science and Mathematics Education in Grades K-12.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Washington :
National Academies Press,
1900.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- ""Improving Indicators of the Quality of Science and Mathematics Education in Grades K�12""; ""Copyright""; ""Preface""; ""Contents""; ""1 Summary and Recommendations""; ""INDICATORS OF SCIENCE AND MATHEMATICS EDUCATION""; ""RECOMMENDATIONS""; ""Indicators of Learning in Science and Mathematics""; ""Indicators of Student Behavior""; ""Indicators of Teaching Quality""; ""Indicators of Curriculum Quality""; ""Indicators of Financial and Leadership Support""; ""2 Science and Mathematics Education""; ""SCIENTIFIC AND MATHEMATICAL LITERACY""; ""Literacy in Science""
- ""The Nature of the Scientific World View""""The Nature of the Scientific Enterprise""; ""Scientific Habits of Mind""; ""Science and Human Affairs""; ""Literacy in Mathematics""; ""Practical Literacy in Mathematics""; ""Civic Literacy in Mathematics""; ""Using Mathematics as a Tool""; ""Cultural Literacy in Mathematics""; ""A CONCEPTION OF SCHOOLING""; ""Schooling as the Behavior of Students and Teachers""; ""Incentives and Constraints""; ""The Distribution of Excellence""; ""3 What Are Indicators?""; ""DEFINING INDICATORS""; ""INTERPRETING INDICATORS""; ""Choice of Variables""
- ""Problems of Aggregation""""Aggregation Effects and the Ecological Fallacy""; ""Inconsistent Aggregation and Self-Selection""; ""Problems of Scale""; ""INDICATORS FOR WHOM?""; ""COLLECTING INFORMATION""; ""Comparability Versus Depth of Information""; ""Timing""; ""Design of Expert Panels for Assessment""; ""Rater Variability""; ""Validity and Reliability""; ""Coordination of Strategies for Collecting Data""; ""4 Indicators of Learning in Science and Mathematics""; ""AN APPRAISAL OF CURRENT TESTS OF STUDENT ACHIEVEMENT""; ""Purposes of Testing""; ""Evaluation of Student Learning""
- ""Improving Instruction""""Criticisms of Current Testing""; ""Multiple-Choice Tests Penalize Creative Thinking""; ""Multiple-Choice Tests Are Not Representative of Real-Life Problem Situations""; ""Multiple-Choice Tests Are Undesirably Coachable""; ""Multiple-Choice Tests Exert Undesirable Influence on the Curriculum""; ""Multiple-Choice Tests Are Not Based on Theory""; ""Science Content in Multiple-Choice Achievement Tests is Questionable""; ""Some Virtues of the Current Testing System""; ""NEW METHODS OF ASSESSMENT""; ""Global Assessment""
- ""Assessment of Conceptual Knowledge and Processing Skills""""Speed of Processing""; ""Pattern Recognition""; ""Organization of Knowledge""; ""Skill in Retrieving Information""; ""Internal Representations of Problems""; ""Procedural Knowledge""; ""The Development and Use of New Methods""; ""Summary""; ""Recommendations""; ""IMPLICATIONS FOR STATE EDUCATION AGENCIES""; ""ASSESSING ADULTS SCIENTIFIC AND MATHEMATICAL LITERACY""; ""Desired Attributes of Indicators""; ""Target Populations for Assessment""; ""Data Collection Strategies""; ""Assessing Grasp of Grand Conceptual Schemes""