Briefs

 

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Vol. 3, No. 3 - June 2000

Value-Added Indicators: A Powerful Tool for Evaluating Science and Mathematics Programs and Policies  
Robert H. Meyer

• A Critique of the Average Test Score as a Measure of School and Program Performance

• An Example Based on National Data

• Value-Added Indicators: Data Requirements

• Conclusions and Recommendations

Vol. 3, No. 2 - November 1999   

Form and Substance in Mathematics and Science Professional Development
Mary M. Kennedy

• The Literature

• Programs Aimed at Improving Student Learning in Mathematics

• Program Aimed at Improving Student Learning in Science

• The Relevance of Program Form and Structure

• Summary and Conclusion

Vol. 3, No. 1 - April 1999 

Designing Professional Development for Science and Mathematics Teachers: Decision Points and Dilemmas
Susan Mundry & Susan Loucks-Horsley

• Focus of the Professional Development - Philosophic or Pragmatic?

• Audience - Fewer Teachers in Depth or Every Teacher?

• Curriculum - Develop or Adopt?

• Framework for Planning and Analyzing Professional Development Programs

• Summary

Vol. 2, No. 3 - August 1998  

Measuring Progress Toward Equity in Science and Mathematics Education
Jane Butler Kahle

• Developing an Equity Metric: From Guideposts to Indicators

• Constructing a Metric: Selecting Indicators

• Different Challenges, Different Indicators

• Using an Equity Metric: Measuring Central City's Progress

• Summing It Up: Why Is Equity Important in Systemic Reform?

Vol. 2, No. 2 - May 1998

Surfing the Web for Science: Early Data on the Users and Uses of The Why Files

William P. Eveland, Jr. & Sharon Dunwoody

• The Why Files

• Creation and Maintenance

• Research Questions

• Data Collection

• Preliminary Findings

• Implications

Vol. 2, No. 1 - January 1998

From Barrier to Lever: Revising Roles for Assessment in Mathematics Education

James Ridgway

• Revising Assessment Systems

• `Balanced Assessment'

• Dimensions of Balance

• Developing New Tasks

• What Do Tasks Assess?

• Key Roles for Assessment

• The Design and Redesign of Assessment

• Conclusions

Vol. 1, No. 3 - June 1997

The Status of Science and Mathematics Teaching in the United States
Comparing Teacher Views and Classroom Practice to National Standards

Iris R. Weiss

• Time Spent on Science and Mathematics Instruction

• Objectives of Science and Mathematics Education

• Class Activities

• Quality Education for All

• Teachers' Views on Science and Mathematics Education

• The Context for Science and Mathematics Teaching

• Conclusions

• Further Reading

Determining Alignment of Expectations and Assessments in Mathematics and Science Education
Norman L. Webb

• Why Alignment Is Important

• Methods of Alignment

• Specific Criteria

• Conclusions

• Further Reading

Vol. 1, No. 1 - May 1996

Principles of Effective Professional Development for Mathematics and Science Education: A Synthesis of Standards

Susan Loucks-Horsley, Katherine Stiles & Peter Hewson

• A Common Vision

• Standards and Related Resources

• Policy Recommendations