Calendar Problems: February 2004

2004 ◽  
Vol 97 (2) ◽  
pp. 120-125
Author(s):  
Steve Benson
Keyword(s):  
Web Site ◽  
National Council ◽  
State University ◽  
University Of Pittsburgh ◽  
Link Type ◽  
Central Missouri State University ◽  
K 12

Problems 1–24 were all taken from problems originally appearing in The Ideas of Algebra, K–12, the 1988 NCTM Yearbook (Reston, Va.: National Council of Teachers of Mathematics, 1988). The problems were supplied by Terry Goodman, Central Missouri State University, Warrensburg, and Martin Cohen, University of Pittsburgh. Problems 25 and 26 came from the Math Forum Problems of the Week available at www.mathforum.org. Problems 27–29 originally appeared on the 2003 AMC12 examination, sponsored by American Mathematical Competitions (Web site www.unl.edu/amc).

Green ‘N’ Growing: Digitizing Historical 4-H and Home Demonstration Materials

2007 ◽  
Vol 36 (2) ◽  
Author(s):  
Todd J. Kosmerick ◽  
Amy Rudersdorf ◽  
Brian Dietz
Keyword(s):  
North Carolina ◽  
Web Site ◽  
State University ◽  
North Carolina State University ◽  
The North ◽  
Home Demonstration

During the summer of 2004, the North Carolina State University (NCSU) Libraries commenced a two-year project to create a resource-based research and educational web site titled

How Does Location Impact Meaning and Opportunity? Rural Schools and the NCATE Diversity Standard

2012 ◽  
Vol 114 (5) ◽  
pp. 1-36
Author(s):  
Debra Miretzky ◽  
Sharon Stevens
Keyword(s):  
Teacher Education ◽  
Rural Schools ◽  
Quantitative Methods ◽  
Online Survey ◽  
Teacher Education Programs ◽  
National Council ◽  
Education Programs ◽  
Ample Evidence ◽  
Rural Teacher ◽  
K 12

Background/Context While there is ample evidence that the K–12 student population is becoming increasingly diverse and the teacher workforce is not, very little literature addresses the specific problems rural teacher education programs may experience attempting to meet the National Council for the Accreditation of Teacher Education (NCATE) diversity standard. A 2005 NCATE-sponsored survey found that an unknown number of respondents indicated difficulty in meeting the requirements of the standard and that “geographically isolated” programs were especially affected. The existing research that targets rural programs tends to describe specific practices. As NCATE and TEAC, the two major teacher education accreditation programs, move toward consolidation, revisiting the expectations regarding diversity is critical. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to explore rural SCDEs’ experiences with the diversity standard as well as the implications of these experiences, with the aim of reporting and suggesting possible strategies for enhancing the application of the standard at the institutional and agency levels. We hypothesized that rural schools experience difficulty with meeting aspects of the standard due to the potential limitations associated with the schools’ locations. Research questions focused on how rural programs define diversity, identification of obstacles, priorities for programs, and adaptations. One hundred and sixteen NCATE coordinators and/or deans participated in the study's online survey. Research Design This research was an exploratory study that used qualitative and quantitative methods. The instrument included survey questions and items for open-ended responses. Conclusions/Recommendations Rural teacher education programs do experience difficulties with meeting the requirements of the NCATE diversity standard. Respondents singled out recruitment and retention of diverse faculty and candidate's inability to provide high-quality diversity experiences, and location as the biggest issues. Respondents perceived that NCATE focuses on race and ethnicity to the exclusion of other categories. In particular, respondents reported strong beliefs that SES and exceptionalities are more universal and more locally relevant and deserve to be recognized as critical priorities for educating candidates who could build on this competence in working with other diversities—a kind of “transferable skills” perspective. Programs would like to see recognition for “good faith” efforts and would value the opportunity to demonstrate the strengths and generalizability of their diversity programs. As NCATE and the Teacher Education Accreditation Council (TEAC) move toward consolidation, new frameworks for assessing these frameworks should be considered.

Stereocontrolled C-O Ring Construction: The Fuwa/Sasaki Synthesis of Attenol A

2011 ◽  
Author(s):  
Douglass Taber
Keyword(s):  
Gold Catalysis ◽  
Membered Ring ◽  
Allylic Alcohol ◽  
State University ◽  
Prins Cyclization ◽  
University Of Florida ◽  
University Of Pittsburgh ◽  
Colorado State University ◽  
Institute Of Technology ◽  
The University

Since five-membered ring ethers often do not show good selectivity on equilibration, single diastereomers are best formed under kinetic control. Aaron Aponick of the University of Florida demonstrated (Organic Lett. 2008, 10, 669) that under gold catalysis, the allylic alcohol 1 cyclized to 2 with remarkable diastereocontrol. Six-membered rings also formed with high cis stereocontrol. Ian Cumpstey of Stockholm University showed (Chem. Commun. 2008, 1246) that with protic acid, allylic acetates such as 3 cyclized with clean inversion at the allylic center, and concomitant debenzylation. J. Stephen Clark of the University of Glasgow found (J. Org. Chem. 2008, 73, 1040) that Rh catalyzed cyclization of 5 proceeded with high selectivity for insertion into Ha, leading to the alcohol 6. Saumen Hajra of the Indian Institute of Technology, Kharagpur took advantage (J. Org. Chem. 2008, 73, 3935) of the reactivity of the aldehyde of 7, effecting selective addition of 7 to 8, to deliver, after reduction, the lactone 9. Tomislav Rovis of Colorado State University observed (J. Org. Chem. 2008, 73, 612) that 10 could be cyclized selectively to either 11 or 12. Nadège Lubin-Germain, Jacques Uziel and Jacques Augé of the University of Cergy- Pontoise devised (Organic Lett. 2008, 10, 725) conditions for the indium-mediated coupling of glycosyl fluorides such as 13 with iodoalkynes such as 14 to give the axial C-glycoside 15. Katsukiyo Miura and Akira Hosomi of the University of Tsukuba employed (Chemistry Lett. 2008, 37, 270) Pt catalysis to effect in situ equilibration of the alkene 16 to the more stable regioisomer. Subsequent condensation with the aldehyde 17 led via Prins cyclization to the ether 18. Paul E. Floreancig of the University of Pittsburgh showed (Angew. Chem. Int. Ed. 2008, 47, 4184) that Prins cyclization could be also be initiated by oxidation of the benzyl ether 19 to the corresponding carbocation. Chan-Mo Yu of Sungkyunkwan University developed (Organic Lett. 2008, 10, 265) a stereocontrolled route to seven-membered ring ethers, by Pd-mediated stannylation of allenes such as 21, followed by condensation with an aldehyde.

Elementary classroom libraries and social studies trade books

2019 ◽  
Vol 14 (1) ◽  
pp. 14-27
Author(s):  
Tracey S. Hodges ◽  
Katherine Landau Wright ◽  
Julianne M. Coleman ◽  
Holly Hilboldt Swain ◽  
Claire Schweiker ◽  
...  
Keyword(s):  
Social Studies ◽  
Elementary Classroom ◽  
Easy Access ◽  
National Council ◽  
Trade Books ◽  
High Quality ◽  
Content Type ◽  
The Social ◽  
Classroom Libraries ◽  
K 12

Purpose Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to social studies presumably has led to more integrated social studies and literacy instruction. The purpose of this paper is to document the types of high-quality social studies children’s books found in classroom libraries across five states. Design/methodology/approach In the present mixed methods study, the researchers utilized a database of 60 classroom libraries across five states to identify which high-quality trade books, defined by the National Council for the Social Studies, were present. The researchers document trends in both frequencies of books and social studies content across decades, classrooms, grade levels and states from 1972 to 2015. Findings The findings indicate that National Council for the Social Studies (NCSS) Notable Trade Books for Young People texts are largely missing from the elementary classroom libraries the researchers sampled. Of the 5,544 unique titles included on the NCSS lists from 1972 to 2015, 453 were located in the US classroom libraries database, representing 8.17 percent of books found on the notable lists. Originality/value Before teachers can take steps toward integrating social studies and literacy, they need easy access to high-quality social studies texts. Many high-quality trade books are recommended each year for exposing students to social studies content; however, the researchers found limited numbers of these books in classroom libraries. The researchers recommend the lists be circulated to a wider audience to inform more teachers about these texts.

Will you contribute to a forthcoming yearbook?

1961 ◽  
Vol 8 (1) ◽  
pp. 20
Author(s):  
Julius H. Hlavaty
Keyword(s):  
Board Of Directors ◽  
Mathematical Education ◽  
National Council ◽  
Talented Student ◽  
The Board Of Directors ◽  
K 12

The Board of Directors of The National Council of Teachers of Mathematics at the April, 1960 meeting approved the preparation and publication of a yearbook to be devoted to the problem of the mathematical education of the talented student in grades K- 12.

Christmas Meeting in Tempe, Arizona December 27-30, 1960: The National Council of Teachers of Mathematics

1960 ◽  
Vol 7 (7) ◽  
pp. 376
Keyword(s):  
National Council ◽  
State University ◽  
Arizona State University

The Nineteenth Christmas Meeting of The National Council of Teachers of Mathematics will be held in Tempe, Arizona, on December 27-30, 1960, at Arizona State University.

News from the Net: Mrs. Glosser's Math Goodies

2003 ◽  
Vol 9 (7) ◽  
pp. 407
Author(s):  
Barbara L. Clanton
Keyword(s):  
Prior Knowledge ◽  
Classroom Environment ◽  
Mathematics Classroom ◽  
Learning Opportunities ◽  
School Mathematics ◽  
National Council ◽  
Link Type ◽  
New Knowledge ◽  
Good Resource

The National Council of Teachers of Mathematics (NCTM) lists the Learning Principle as one of its six principles for school mathematics. The Learning Principle suggests that students learn by actively building new knowledge from prior knowledge. In doing so, they will become autonomous learners. NCTM promotes a mathematics classroom environment in which students feel comfortable making mistakes that can lead to learning opportunities. Mrs. Glosser's Math Goodies, located at www.mathgoodies.com, can support teachers' implementation of these two recommendations and is a good resource for students in grades 4–9 as well as parents.

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