History of mathematics in education and history of mathematics education – mathematical education cultures. Special issue: Teaching innovations, Vol. 27 No. 3

The history of mathematics and its uses of in mathematics education have been identified and described many times in the last century or so. More recently, in the past decade, they have been classified and identified both in terms of the uses in the classroom, and the uses of the history of mathematics in mathematics teacher education and training

Critical Analysis of the Educational Success of African Immigrants and African Americans in the U.S.

Using the cultural-ecological and culturally relevant theory as the theoretical overarching framework, this study works to quantify the high school achievement gap in mathematics and reading IRT scores between immigrants and U.S.-born black minorities as well as between these students and whites. Based on a nationally representative sample of 1,669 black and 8,682 white students from the NCES Education Longitudinal Study of 2002, a hierarchical linear regression model confirmed that the achievement in mathematics and reading was statistically significant and higher for voluntary compared to involuntary black minorities, but with a small effect size of about one-tenth of a standard deviation. The black-white achievement gap among native black students in these subjects was found to be approximately three times that of voluntary immigrants. The study recommends a critical analysis of individual and structural variables that influence the academic performance of diverse black minority students

Key Competences in Europe: Opening Doors For Lifelong Learners Across the School Curriculum and Teacher Education

The aim of the study is to provide a comparative overview of policy and practice concerning the development and implementation of key competences in the education systems of the 27 Member States of the European Union. In particular, the study assesses the implementation of the 8 key competences contained in the European Reference Framework of Key Competences in primary and secondary schools across the EU as well as the extent to which initial and in-service education and training of teachers equips them with the skills and competences necessary to deliver key competences effectively.key competences, lifelong learning, cross-curricular, competence

Economics and Business handbook

2004 handbook for the faculty of Economics and Busines

Rethinking Schooling

Taking a collection of seminal articles from the Journal of Curriculum Studies, this book offers readers a vantage point for thinking about the worlds of schools and curricula, focusing in particular on the concept of seeing schools, curricula and teaching in new ways. Each of the chapters sheds fresh light on the ways of thinking the aforementioned. Themes include: classrooms and teaching pedagogy science and history education school and curriculum development students’ lives in schools. Written by an international group of distinguished scholars from Britain, North America, Sweden and Germany, the chapters draw on the perspectives offered by curriculum and pedagogical theory, history, ethnography, sociology, psychology and organisational studies and experiences in curriculum-making. Together they invite many questions about why teaching and curricula must be as they are. Rethinking Schooling provides new futures for education and alternative ways of seeing them

2003-2005 Otterbein College Undergraduate Course Catalog

https://digitalcommons.otterbein.edu/coursecatalogs/1045/thumbnail.jp

A qualitative investigation of student interactions in a learning activity center: Defining success, at-risk factors, and resiliency for developmental programs in community colleges

This purposive study selected ten students of different background in order to understand how the educational success of adults was affected by Learning Activity Centers (LAC) in a community college. The ten selected students were all non-traditional students who had at least these three at-risk factors: (a) they scored below the college minimums on a diagnostic test in reading, writing, or mathematics, (b) they were below student financial aid guidelines, and (c) they had an interrupted educational history of two or more years. The ten students were paired into five categories: (a) Sudanese males, (b) Mexican females, (c) single parent females, (d) single females over 40, and (e) males over 40. The ten selected community college students were all graduates or students who were in their final semester who had used the LAC more than 50 hours. Interviews were conducted to determine how the students viewed academic success, how they overcame their at-risk factors, how they interacted with the staff and resources in the LAC, and how the LAC affected their eventual success. First, although students partially agree with institutional definitions of success, such as retention, GPA, and graduation, these non-traditional, at-risk students have additional definitions of success which include increased social status, independence, and stabilizing their life situations. Second, the interviews also review how students use resiliency factors to counter the negative affects of at-risk factors. Third, while the developmental curriculum teaches study skills, reading, writing improvement, mathematics, and English as a second language, students need the additional modeling, mentoring, and advising they receive in the LAC to practice what they learn, improve their skills, and adjust to the social and academic demands of postsecondary education. The research study concludes with suggestions on how to improve staff training in the LAC and that further studies need to focus on additional diverse cultural groups to determine how students can benefit from LACs

1997-1999 Otterbein College Bulletin

Volume 87https://digitalcommons.otterbein.edu/coursecatalogs/1034/thumbnail.jp