Política de álgebra universal I, acesso, e desigualdade: Resultados de uma pesquisa nacional

Many in the US view algebra as a gatekeeper to advanced study of mathematics, and increasing enrollment in algebra courses as a strategy to address unequal access to educational opportunity. As a result, universal enrollment policies, which require all students to complete Algebra I by grade 8 or 9, have garnered attention in school districts or states. Based on a view that school districts are the primary implementers of state and national policy in the US, this study surveyed a nationally representative sample of districts to investigate the prevalence of such policies and their relationship to algebra enrollment. Districts reported substantial increases in Algebra I enrollments in eighth grade, although ninth grade remains the most common year students enroll. Only 26% of districts reported having universal enrollment policies; in these districts, linear regression indicated that an association with higher eighth grade Algebra I enrollment was moderated by poverty level (measured by FRL). As a result, universal policies, while decreasing within-district disparities, may increase disparities between districts. These disparities may be explained by maximally maintained inequality (Raftery Hout, 1993) and effectively maintained inequality theories (Lucas, 2001), which posit that more affluent groups take deliberate action to perpetuate inequalities.Muchas personas en EEUU ven la álgebra como un portero para el estudio de matemáticas avanzadas y más inscripciones en cursos de álgebra como una estrategia para abordar el acceso desigual a las oportunidades educativas. La álgebra I en le nivel 8 o 9 se ha prestado atención a los distritos o estados escolares. En base a una visión de que los distritos escolares son los principales implementadores de la política estadual y nacional en los Estados Unidos, este estudio investigó una muestra de distritos para investigar la prevalencia de dichas políticas y su relación con la matrícula de álgebra. Los distritos reportaron aumentos sustanciales en las inscripciones de Álgebra I en le nivel 8, aunque la matrícula de le nivel 9 es más común. Sólo el 26% de los distritos relataron tener políticas universales de matrícula y regresión lineal indicaron que una asociación con inscripción superior en álgebra I de le nivel 8 fue moderada por el nivel de pobreza en esos distritos. Como resultado, al disminuir las disparidades dentro del distrito, las políticas universales pueden aumentar las disparidades entre los distritos. Esas disparidades pueden ser explicadas por la desigualdad máxima mantenida (Raftery Hout, 1993) y teorías de desigualdad efectivamente mantenidas (Lucas, 2001), que argumentan que grupos más afluentes toman acciones deliberadas para perpetuar las desigualdades.Muchas pessoas em EUA ven a álgebra como um portero para o estudo de matemáticas avançadas e mais inscrições em cursos de álgebra como uma estratégia para abordar o acesso desigual às oportunidades educativas. A álgebra I en le nivel 8 o 9 se ha prestado atenção a distritos ou estados escolares. Na base de uma visão de que os distritos escolares são os principais implementadores da política estadual e nacional nos Estados Unidos, este estudo investigou uma amostra de distritos para investigar a prevalência de políticas e sua relação com a matrícula de álgebra. Os distritos reportaram aumentos substanciales em inscrições de Álgebra I en le nivel 8, embora a matrícula do nível 9 es más común. Apenas os 26% dos distritos relataram ter políticas universais de matrícula e regresso lineal indicando que é uma associação com inscrição superior em álgebra I do nível 8 foi moderada pelo nível de propriedade de seus imigrantes. Como resultado, al disminuir as disparidades dentro do distrito, as políticas universais podem aumentar as disparidades entre os distritos. Estudo das expectativas para a desigualdade máxima da manutenção (Raftery Hout, 1993) e teorias de desigualdad efetivamente mantenidas (Lucas, 2001), que argumentan que grupos mais afluentes toman acciones deliberadas para perpetuar las desigualdades

Elementary teachers’ reflections on their use of digital instructional resources in four educational contexts : Belgium, Finland, Sweden, and US

We examine teachers' reflections on incorporating digital instructional resources (DIRs) into their mathematics teaching. We analyze qualitative interviews with 39 elementary school teachers from four educational contexts: Belgium, Finland, Sweden, and the U.S., using a framework proposed by Pepin et al. (Int J Math Educ 46: 645-661, 2017) to consider opportunities for DIRs to shift elements of teaching and learning in potentially transformative ways. Teachers described three major domains of teaching practice where they used DIRs: (a) class instruction, (b) student practice, and (c) professional participation. We found that teachers readily used DIRs during class instruction and to support student practice, guided by their existing instructional goals, which were shaped in part by education structures in the context. Few teachers incorporated DIRs in ways that transformed typical learning spaces. We also found that DIRs impacted several aspects of teachers' professional practices, including professional learning and collaboration. In particular, participation in social media and resource sharing altered the nature of and ways teachers participated in their own professional learning. We assert that efforts to use DIRs to stimulate change need to begin with an understanding of teachers' current practices and use our findings to identify three potential levers that might support movement toward change.Peer reviewe

Pet feeding practices of dog and cat owners in the United States and Australia

Most pet dogs and cats in developed countries are fed commercial foods, but there is growing interest in the use of noncommercial foods for pets, including homemade and raw food diets. A survey of dog and cat owners in the United States and Australia revealed that > 90% of pets were fed commercial foods, but that noncommercial foods comprised at east 25% of the diet for 17.3% of dogs and 6.3% of cats