New Equations: The Urban Schools Science and Mathematics Program.

Autor/in	Archer, Elayne
Institution	Academy for Educational Development, Inc., New York, NY.
Titel	New Equations: The Urban Schools Science and Mathematics Program.
Quelle	(1993), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-89492-101-0
Schlagwörter	Algebra; Black Students; Career Education; Elementary School Students; Enrichment Activities; Females; Hispanic American Students; Hispanic Americans; Intermediate Grades; Junior High School Students; Junior High Schools; Mathematics Education; Middle Schools; Minority Groups; Program Descriptions; Science Education; Staff Development; Urban Education + Suchen Sie Ihr Suchwort? Arbeitslehre; Bereicherungsprogramm; Weibliches Geschlecht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Mittelstufe; Junior High Schools; Sekundarstufe I; Mathematische Bildung; Middle school; Mittelschule; Mittelstufenschule; Ethnische Minderheit; Naturwissenschaftliche Bildung; Personnel development; Personalentwicklung; Stadtteilbezogenes Lernen
Abstract	This report describes the efforts of three urban school districts participating in the Urban Schools Science and Mathematics Program (USSAMP) to enhance mathematics and science education in the middle grades and to prepare more African-American, Latino, and female students for career opportunities in technology and science. In Atlanta (Georgia), activities of the USSAMP program included establishing a professional development institute and a Saturday Mathematics and Science Academy, providing increased student supports for math and science, and introducing middle grade students to algebra. The Cleveland (Ohio) effort included activity-based instruction, mathematics and science clubs, mathematics competitions, a school banking program, science fairs, career awareness education, self-esteem building efforts, and professional development, as well as other activities. The Detroit (Michigan) project involved a Saturday Institute as part of teacher professional development, increased school instruction time for mathematics and science, the purchase of materials, family mathematics sessions, and career awareness supports. A final chapter summarizes lessons learned at the three sites in vision formulation, the importance of district-level support, the principal's role, planning, technical assistance, ongoing professional development, minority contributions, access to algebra, and other areas. An appendix lists participants, resources, and members of the Academy for Educational Development Board of Directors. (JB)
Anmerkungen	Academy for Educational Development, Inc., 100 Fifth Avenue, New York, NY 10011.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC