Redirection or Return to Direction in Mathematics

1945 ◽  
Vol 38 (7) ◽  
pp. 306-308
Author(s):  
Lehman Hoefler
Keyword(s):  
High School ◽  
Secondary Schools ◽  
State Department ◽  
The State ◽  
Department Of Education ◽  
Youth Services ◽  
The Past ◽  
School Teaching ◽  
High School Teaching ◽  
State Department Of Education

For the past eight years the Bureau of Youth Services of the Connecticut State Department of Education, which is charged among other responsibilities with the general supervision of instruction in the secondary schools in Connecticut, has been especially and deeply concerned about the outcomes of high school teaching in the state.

Experimental Programs: Project D: Program for Talented Students in Mathematics in Secondary Schools in Hawaii

1966 ◽  
Vol 59 (6) ◽  
pp. 564-571
Author(s):  
Nancy C. Whitman ◽  
Eugene D. Nichols
Keyword(s):  
Secondary Schools ◽  
State Department ◽  
The State ◽  
Department Of Education ◽  
State Department Of Education ◽  
Talented Students ◽  
The University ◽  
Mathematically Talented ◽  
Cooperative Venture

This project was a cooperative venture between the State Department of Education of Hawaii and the University of Hawaii. Its primary purpose was to provide appropriate materials and curriculum experiences for mathematically talented students in the three-year sequences (1) grades seven through nine and (2) grades ten through twelve.

Foreign Language Offerings and Enrollments in Public High Schools

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 52-56 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
State Department ◽  
The United States ◽  
The State ◽  
Department Of Education ◽  
Language Teachers ◽  
Public High Schools ◽  
Foreign Language Teachers ◽  
State Department Of Education

The Accompanying table gives the most recent data obtainable on the extent to which foreign languages are offered and studied in public secondary schools in the United States. The last national survey was made by the U. S. Office of Education in 1948–49, and comparisons are made with the results of this survey to show the subsequent gain or loss in each state for which more recent figures could be obtained. For some states the data are incomplete because the state department of education does not know, and apparently does not care to find out, what the pupils in the high schools are currently studying. In seventeen states, the information existed only on reports filed by each high school, and it was assembled through the help of foreign language teachers who went to the state department of education and spent days tabulating the reports.

Shall We Defer the Teaching of Algebra to the Tenth Year?*

1940 ◽  
Vol 33 (7) ◽  
pp. 325-327
Author(s):  
Harriet A. Welch
Keyword(s):  
High School ◽  
High School Principals ◽  
School Principals ◽  
State Department ◽  
Department Of Education ◽  
Plane Geometry ◽  
Public High School ◽  
Monthly Bulletin ◽  
Tenth Grade ◽  
State Department Of Education

In the April number of the monthly bulletin published by the California State Department of Education, there appeared the following statement: “Replies from 324 public high school principals establish that more than half of these institutions have moved algebra from the ninth to the tenth grade. Plane geometry is an eleventh year subject in more than a third of these schools; in some, it is even postponed to the twelfth year.”

AAAS Section on Mathematics

1971 ◽  
Vol 64 (8) ◽  
pp. 766-767
Keyword(s):  
New Jersey ◽  
State Department ◽  
The State ◽  
Department Of Education ◽  
Research Center ◽  
National Council ◽  
Mathematical Association ◽  
Teaching Of Mathematics ◽  
State Department Of Education

The National Council of Teachers of Mathematics and the Mathematical Association of America are cosponsoring a session called “The Relation between the Applications of Mathematics and the Teaching of Mathematics” at the AAAS convention to be held this December in Philadelphia. The session has been arranged by Henry O. Pollak and Isabelle P. Rucker. Henry Pollak is director of the Mathematics and Statistics Research Center at Bell Telephone Laboratories, Murray Hill, New Jersey, and Isabelle Rucker is supervisor of mathematics for the State Department of Education, Richmond, Virginia.

School counsellors' knowledge of the nature of child sexual abuse and proceedures and laws

2000 ◽  
Vol 10 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Juliette D. G. Goldman ◽  
Usha K. Padayachi
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
State Department ◽  
The State ◽  
Department Of Education ◽  
General Knowledge ◽  
School Counsellors ◽  
Formal Procedure ◽  
The Law ◽  
State Department Of Education

All school counsellors employed by the State Department of Education in Queensland, Australia, were sent a questionnaire asking about their understanding of child sexual abuse, and their familiarity with procedures and current laws. Results from the 122 respondents (52 males and 70 females), show that they have diverse knowledge of child sexual abuse. There was uncertainty among them as to whether their school had a formal procedure for reporting cases. Most school counsellors have a general knowledge of the laws in Queensland on reporting suspected cases of abuse, but only a minority of them know what the laws require them to do. When asked to describe the laws in Queensland, counsellors who indicated they knew about the law, then described four differing laws. In terms of knowledge of child sexual abuse, females made more accurate statements about sexual abuse than males. Training does contribute to improving counsellors' knowledge of child sexual abuse.

Sound Off!: The Myth of Differentiation in Mathematics: Providing Maximum Growth

2013 ◽  
Vol 107 (1) ◽  
pp. 9-11
Author(s):  
Jason Lee O'Roark
Keyword(s):  
High School ◽  
School Districts ◽  
Test Scores ◽  
Maximum Growth ◽  
Sixth Grade ◽  
High School Mathematics ◽  
The Past ◽  
School Teaching ◽  
State Test ◽  
High School Teaching

After teaching high school mathematics in Maryland for three years, I began teaching sixth-grade mathematics in one of the best school districts in Pennsylvania (according to state test scores) and have been teaching there for the past six years. My high school teaching background led me to differentiate differently from my colleagues. I share my observations of the result of the differences in methodology and my conclusions from those observations, and I offer a plan to implement changes in the way that mathematics is taught.

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