News and Notes

1921 ◽  
Vol 14 (7) ◽  
pp. 401-404
Keyword(s):  
High School ◽  
Secondary Mathematics ◽  
University Of Minnesota ◽  
School Of Education ◽  
The University

W. D. Reeve, formerly head of the department of mathematics in the University of Minnesota High School, has been elected to the principalship of the school. Mr. Reeve will continue to give the professional courses in the School of Education on the teaching of secondary mathematics.

The General Mathematics Movement and Raleigh Schorling's Significant Contribution to It

1951 ◽  
Vol 44 (2) ◽  
pp. 81-82
Author(s):  
William D. Reeve ◽  
John R. Clark
Keyword(s):  
High School ◽  
Significant Contribution ◽  
Secondary Mathematics ◽  
Reform Movement ◽  
University Of Chicago ◽  
School Of Education ◽  
Teachers College ◽  
Chicago Area ◽  
The University ◽  
Integrated Mathematics

The reform movement in the teaching of secondary mathematics, variously known as fused mathematics, correlated mathematics, integrated mathematics, fundamental mathematics and general mathematics, was initiated and promoted by a group of teachers in the Chicago area during the first two decades of the century. Among the group in order of their identification with it, were George Myers of the School of Education of the University of Chicago, Ernst Breslich, R. M. Matthews, William D. Reeve, and Raleigh Schorling, of the University of Chicago High School, Harold Rugg of the School of Education of the University of Chicago, and John R. Clark of the Chicago Teachers College.

News Notes

1951 ◽  
Vol 44 (2) ◽  
pp. 156
Keyword(s):  
High School ◽  
Panel Discussion ◽  
College Of Education ◽  
Ohio State University ◽  
State University ◽  
University Of Michigan ◽  
School Of Education ◽  
Ann Arbor ◽  
The University

A Geometry Teaching Institute, sponsored by The School of Education with the cooperation of the Department of Mathematics was hold at the University of Michigan on Saturday, January 13, 1951. An audience and panel discussion included brief reports from Josephine Montague of Central Michigan College of Education, Dorothy Noyes of Ann Arbor High School, Clara. Mueller of Cass Technical Iligh School in Detroit, Howard F. Beatty of Saginaw High School and Harold Fawcett of Ohio State University. Discussion and laboratory groups met in the morning and afternoon and were led by Russell Schneider of Lansing Eastern High School, Donald Marshall of Dearborn High School, Norman Anning of the University of Michigan, Gertrude Pratt of Central Michigan College of Education, Kenneth Leisenring of the University of Michigan and Lauren Woodby of the University High School. The principal address was delivered in the afternoon by Professor Fawcett and was entitled “The Interplay of Induction and Deduction in the Teaching of Geometry.”

News Notes

1934 ◽  
Vol 27 (2) ◽  
pp. 102-105
Author(s):  
Elizabeth Harmon
Keyword(s):  
High School ◽  
Annual Meeting ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Achievement Testing ◽  
Mathematics Section ◽  
And Mathematics ◽  
The University ◽  
Science And Mathematics Teachers

The mathematics Section of The Central Association of Science and Mathematics Teachers held its annual meeting at the Congress Hotel in Chlcago on Friday December 1, 1933, with Mr. Maurice L. Hartung of the University High School of Madison, Wisconsin presiding. The following program was given: Appointment of Nominating Committee; “Achievement Testing in Secondary Mathematics,” H. T. Lundholm, The Blake School, Minneapolis, Minnesota; “Dimensionality,” Prof. E. P. Lane, University of Chlcago; “Geometry's Tribute to Tradition,” Dr. Elizabeth B. Cowley, Pittsburgh, Pennsylvania; General Discussion; Election of Officers.

A Statistical Study in Correlation of Efficiency in Secondary Mathematics and Efficiency in other High School Branches

1919 ◽  
Vol 11 (4) ◽  
pp. 172-176
Author(s):  
Nelle L. Ingels
Keyword(s):  
High School ◽  
Foreign Language ◽  
Statistical Study ◽  
Secondary Mathematics ◽  
University Of Illinois ◽  
Similar Investigation ◽  
The University

It is the purpose of this paper to record the results obtained from an investigation concerning the correlation of efficiency— (1) in the study of mathematics and history, (2) in the study of mathematics and foreign language, and (3) in the study of history and foreign language. A similar investigation was made several years ago by Prof. H. L. Rietz and Miss Imogene Shade, “On the Correlation of Efficiency in Mathematics and Efficiency in Other Branches,” in the University of Illinois.*

scholarly journals The Week-End Astronomy Class for Teachers

1990 ◽  
Vol 105 ◽  
pp. 311-313
Author(s):  
James H. Hensley
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School Teachers ◽  
School Science ◽  
High School Science ◽  
Science Assessment ◽  
University Of Minnesota ◽  
School Teachers ◽  
Course Work ◽  
The University

Astronomy is an integral part of many high-school science programs. Project STAR and the Science Assessment and Research Project at the University of Minnesota have recently recognized this. In addition, astronomy is a part of most elementary and middle-school science programs. In the Platteville, Wisconsin, school system, the solar system is a unit of study for all third grade students and a study of the stars is a part of the eighth grade science program. This is also true for other school systems in this area, in the Chicago area, and I would suspect, across the nation.However, most elementary school teachers have had little science course work and none in astronomy. Middle-school and high-school teachers have better backgrounds for teaching science but little or no astronomy course work. Some of those who teach astronomy are active in local astronomy groups and read Astronomy or Sky and Telescope magazines, but this is the exception rather than the rule.

scholarly journals From the Chair

2018 ◽  
Vol 46 (4) ◽  
pp. 3
Author(s):  
Hallie Pritchett
Keyword(s):  
High School ◽  
Work Experience ◽  
Academic Library ◽  
Collection Development ◽  
Full Time ◽  
University Of Minnesota ◽  
Profound Impact ◽  
Library School ◽  
The University ◽  
Technical Services

Although I have worked in libraries since I was in high school (which was much longer ago than I care to admit), I did not become a librarian until 2007. Why I chose to wait so long before going to library school is a story for another time. But there are some advantages to working as a student employee and then as a full-time paraprofessional in a large academic library—in my case, the University of Minnesota Libraries—before going to library school. One is that over the years I have done just about everything there is to do in a library. I have shelved books, worked in circulation, answered reference questions, done collection development, worked in technical services, shifted collections, done preservation work . . . the list goes on. As first a branch manager and now as a library administrator, the depth and breadth of my work experience in libraries has been invaluable; my work as a paraprofessional in particular has had a profound impact on how I approach librarianship in general.

Raleigh Schorling—Teacher

1951 ◽  
Vol 44 (2) ◽  
pp. 76
Author(s):  
James B. Edmonson
Keyword(s):  
High School ◽  
Student Teaching ◽  
Columbia University ◽  
University Of Michigan ◽  
School Of Education ◽  
Educational Work ◽  
Teachers College ◽  
Teaching Research ◽  
The University

While the major contributions of Professor Raleigh Schorling in teaching, research, and writing were largely in the field of mathematics, he made an enviable reputation in other educational work, He had in influential part in the organization of the Lincoln School of Teachers College, Columbia University, and served as the first principal of the school. At the University of Michigan he organized the University High School and served as its first principal. He also planned and directed the first program in student teaching offered by the School of Education of the University of Michigan. In addition to his University duties he served on numerous state and national committees and was an exceedingly valuable member of such committees because of his unusual resourcefulness, marked initiative, and fine professional spirit.

Projects: The Mathematics and Science Center at the University of Kansas

1998 ◽  
Vol 91 (2) ◽  
pp. 191-192
Author(s):  
Susan Gay
Keyword(s):  
High School ◽  
High School Students ◽  
College Education ◽  
Department Of Education ◽  
University Of Kansas ◽  
School Of Education ◽  
Science Center ◽  
School Students ◽  
The University ◽  
Mathematics And Science

Helping students in their efforts to complete high school successfully and obtain a college education is the goal of the Mathematics and Science Center (MSC) at the University of Kansas (KU). Funded by the U.S. Department of Education, MSC identifies, recruits, selects, and supports high school students wjth academic potential who demonstrate an interest in pursuing a career associated with mathematics or science and who meet eligibility guidelines for participation in the project. MSC is sponsored by the KU School of Education.

Role of Creative Thinking and Intelligence in High School Achievement

1964 ◽  
Vol 14 (3) ◽  
pp. 783-789 ◽  
Author(s):  
Kaoru Yamamoto
Keyword(s):  
High School ◽  
Creative Thinking ◽  
School Achievement ◽  
Gifted Students ◽  
University Of Minnesota ◽  
High School Achievement ◽  
Tenth Grade ◽  
High Intelligence ◽  
Group A ◽  
The University

A total of 272 Ss of the ninth through twelfth grades of the University of Minnesota High School were administered a battery of tests of creative thinking, Lorge-Thorndike Intelligence Test, and Iowa Tests of Educational Development. Three groups of “gifted” students were identified in each grade: (1) High Intelligence Group—a group in the upper 20% on IQ but not in the upper 20% on creativity, (2) High Creativity Group—a group in the upper 20% on the test of creativity but not in the upper 20% on IQ, and (3) High Intelligence-Creativity Group—a group high on both IQ and creativity. Twenty-six Ss each were placed in the first two groups and 28 in the third group. if IQ alone had been used as the basis for identifying “giftedness,” about 48% of those in the upper 20% on creativity would have been excluded. When rs between IQ and creativity were computed for each grade, it was found that, except in the tenth grade, coefficients were less than .20 and statistically nonsignificant. In the tenth grade, r = .56 and statistically significant. For all 272 Ss, an r of .30 was significant ( p = .01). rs between IQ and creativity in the three “gifted” groups ranged from -.29 to .12 and all were statistically nonsignificant. Although the High Intelligence Group averaged 20 points higher on IQ than the High Creativity Group and 7 points higher on IQ than the High Intelligence-Creativity Group, there was no difference among these three groups on the various achievement measures. No sex difference was found. The findings supported the results of previous studies of Getzels and Jackson (1962) and Torrance (1959).

Offering an anatomy and physiology course through a high school-university partnership: the Minnesota model

2013 ◽  
Vol 37 (2) ◽  
pp. 157-164 ◽  
Author(s):  
Murray Jensen ◽  
Allison Mattheis ◽  
Anne Loyle
Keyword(s):  
High School ◽  
Experiential Learning ◽  
High School Teachers ◽  
Concurrent Enrollment ◽  
Program Quality ◽  
University Of Minnesota ◽  
School Teachers ◽  
Anatomy And Physiology ◽  
The University ◽  
Student Inquiry

This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning. Recommendations are made for anatomy and physiology instructors who are involved in similar endeavors.

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