Presentation on theme: "Secondary & Postsecondary Perspectives. This report has 5 components: The study committees report Disciplinary panel reports for: Biology Chemistry Mathematics."— Presentation transcript:
This report has 5 components: The study committees report Disciplinary panel reports for: Biology Chemistry Mathematics (emphasis on calculus) Physics
zNSF Awards $1.8 Million to Study High-School Advanced Placement Work in Math and Science zMay 2, 2006 - The National Science Foundation (NSF) awarded a $1.8 million grant to the College Board to redesign Advanced Placement Program (AP) courses in biology, chemistry, physics and environmental science. The funds will be used to develop a process for making ongoing changes in the courses and exams to incorporate the latest science developments and leverage best practices in science teaching. zThe College Board's AP redesign plan draws on the recommendations of Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, issued by the National Research Council in 2002.
ORIGIN OF STUDY zJointly requested by the Department of Education and NSF following the release of 12 th grade data from TIMSS showing that students in the U.S. who had taken calculus or physics scored much lower than their counterparts in most other countries.
CONTENTS 1. INTRODUCTION 2. CONTEXT OF ADVANCED STUDY 3. ADVANCED PLACEMENT PROGRAM 4. INTERNATIONAL BACCALAUREATE PROGRAM 5. OTHER APPROACHES TO ADVANCED STUDY 6. LEARNING WITH UNDERSTANDING: SEVEN PRINCIPLES 7. DESIGNING CURRICULUM, INSTRUCTION, ASSESSMENT, AND PROFESSIONAL DEVELOPMENT 8. ANALYSIS OF THE AP AND IB PROGRAMS BASED ON LEARNING RESEARCH 9. ANALYSIS OF AP AND IB CURRICULUM, INSTRUCTION, ASSESSMENT, AND PROFESSIONAL DEVELOPMENT 10. USES, MISUSES, AND UNINTENDED CONSEQUENCES OF AP AND IB 11. RECOMMENDATIONS
THE AP PROGRAM zDeveloped by the College Board. z10 courses in 8 science/math subjects. zCourse outlines based on college surveys. zLimited specific advice to teachers. Actual courses may vary widely. zPreparation and experience of AP teachers also may vary widely. zElective, end-of-course exams; 1-5 scale; 34% of students enrolled in courses do not take the exams. Enrollment in AP courses not required to take exams.
INTERNATIONAL BACCALAUREATE PROGRAM zStarted as an international standard for families stationed outside home countries. z272 U.S. schools, 51,000 examinations zMost students are diploma candidates; integrated program of 6-7 courses over 2 years, integrating with Theory of Knowledge course. zIn-course and final examinations to measure knowledge, understanding, and cognitive skill. zInternal assessments: laboratory investigations; portfolios in mathematics zNot originally designed for college credit, but credit is sometimes given. zMonitored by IBO. IBNA in the U.S.
Number of Schools and Colleges Participating in AP Program
Growth in Number of Students Taking AP Exams and Number of Exams Taken
This percentage was calculated as follows: The numerator includes each public school student in the graduating class of 2008 who earned an AP Exam score of 3 or higher on an AP Exam at any point in his or her high school years; if a student earned more than one AP Exam grade of 3 or higher, she or he was still only counted once. The denominator is simply the overall number of public school students graduating from high school in 2008, as projected in Knocking at the College Door (2008), Western Interstate Commission for Higher Education.
Race/Ethnicity of Total Student Population Versus Students Scoring 3 or Higher Source: http://www.collegeboard.com/html/aprtn/theme_2_reflect_demographics.html#figure_2http://www.collegeboard.com/html/aprtn/theme_2_reflect_demographics.html#figure_2
FINDINGS AND RECOMMENDATIONS: Primary Goal of Advanced Study zThe primary goal of advanced study in high school should be to help students develop deep understanding of the organizing concepts and principles of a subject domain.
FINDINGS AND RECOMMENDATIONS: Primary Goal of Advanced Study zThe primary goal of advanced study in high school should be to help students develop deep understanding of the organizing concepts and principles of a subject domain. zAccelerated Advanced Study Study ?
FINDINGS AND RECOMMENDATIONS: Research on Learning zNeither program has used research about how people learn and its applications to improving curriculum, instruction, assessment, and teacher professional development to the extent that they should, although there have been some attempts to do so (e.g., AP calculus.
FINDINGS AND RECOMMENDATIONS: Curriculum zMuch greater efforts should be made to align middle and high school curricula, instruction, and assessments in ways that enable all students who wish to pursue advanced study to do so. zThe committee supports recommendations of many other organizations that low-level courses in mathematics and science be eliminated from middle and high school curricula.
FINDINGS AND RECOMMENDATIONS: Assessment of Learning zAssessments for advanced study students should include content and process dimensions of performance and should evaluate depth of understanding in addition to mastery of content knowledge. zGreater emphasis should be placed on measuring learning through multiple assessments rather than relying on end-of-course examinations.
FINDINGS AND RECOMMENDATIONS: Teacher Qualifications and Education zSchools and districts offering advanced study should provide frequent opportunities for continuing professional development to enable teachers to improve their knowledge of both content and pedagogy.
Americas Lab Report: Investigations in High School Science
This report by the National Research Councils Committee on Undergraduate Science Education and the activities that led to its production were supported by a grant from the Exxon Education Foundation
Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology Directed primarily toward two- and four-year postsecondary institutions.
Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology Pre-college preparation in science, mathematics, and technology z Quality undergraduate courses, especially at the introductory level z Continual assessment of courses z Roles of SME&T faculty in K-12 teacher preparation and professional development z Institutional roles in promoting and sustaining reform z Roles and responsibilities of graduate and postdoctoral programs Vision statements and implementation strategies address:
Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology Pre-college preparation in science, mathematics, and technology Vision 1: All postsecondary institutions would require all entering students to undertake college-level studies in SME&T. Entry into higher education would include assessment of students understanding of these subjects that is based on the recommendations of national K-12 standards.*
Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology zQuality undergraduate courses, especially at the introductory level Vision 2: SME&T would become an integral part of the curriculum for all undergraduate students through required introductory courses that engage all students in SME&T and their connections to society and the human condition.
Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology zContinual assessment of courses Vision 3: All colleges and universities would continually and systematically evaluate the efficacy of courses in SME&T.
Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology zRoles of SME&T faculty in K-12 teacher preparation and professional development Vision 4: SME&T faculties would assume greater responsibility for the pre-service and in-service education of K-12 teachers.
Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology Institutional roles in promoting and sustaining reform Vision 5: All postsecondary institutions would provide the rewards and recognition, resources, tools, and infrastructure necessary to promote innovative and effective undergraduate SME&T teaching and learning.
Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology Roles and responsibilities of graduate and postdoctoral programs Vision 6: Postsecondary institutions would provide quality experiences that encourage all of their graduate and postdoctoral students, and especially those who aspire to careers as postsecondary faculty in SME&T disciplines, to become skilled teachers and current postsecondary faculty to acquire additional knowledge about how teaching methods affect student learning.
Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology Accompanying each vision is a series of strategies for implementing the visions. Primary audiences for implementation strategies: - Chief Academic Officers - Individual faculty and departments
Bio2010: Tranforming Undergraduate Education for Future Research Biologists Research in biology has undergone a major transformation in the last 10 to 15 years… In contrast, undergraduate biology education is still geared to the biology of the past. Although most colleges and universities require biology majors to enroll in courses in math, chemistry and physics, these subjects are not well integrated into biology courses. Furthermore, most courses, especially those for first-year students, are still primarily lecture-based, and do not convey the exciting reality of biology today.
Bio2010: Tranforming Undergraduate Education for Future Research Biologists Biology in Context: An Interdisciplinary Curriculum Central Concepts in Biology Math and Computer Science Chemistry Physics Engineering Energizing the Curriculum Interdisciplinary Approaches Building on Concepts through Labs Undergraduate Research Professional Development in Teaching
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