Learning and Understanding Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) / Chapter Skim
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11. Recommendations
11. Recommendations
Pages 197-205
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From page 197... ...
The committee's first and most important recommendation articulates a principle concerning, the goals of advanced study and is addressed to all those involved in developing or teaching, advanced study courses. RECOMMENDATION I: THE PRIMARY GOAL OF ADVANCED STUDY The primary goal of advanced study in any discipline should be for students to achieve a deep conceptual understanding of the
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From page 198... ...
Except for a small number of highly able students, courses that pursue acceleration as the sole objective may proceed too quickly for many students to develop deep conceptual understanding. RECOMMENDATION 2: ACCESS AND EQUITY Schools and school districts must find ways to integrate advanced study win the rest of their program by means of a coherent plan extending from middle school through the last years of secondary school.
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From page 199... ...
must work to expand these opportunities to all schools. Finally, districts, with the support of advanced study programs, must provide substantial professional development opportunities for teachers, invest appropriately in laboratory facilities and materials, and develop academic support systems for those students who reed them.
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From page 200... ...
While the quality of instruction depends on the knowledge, creativity, and sensitivity of teachers, program developers can do much to su~,~,est possible strategies, and school administrators need to provide both material resources and opportunities for professional development if high-quality teaching is to be achieved. Effective ways to use the Internet and other electronic resources should be encouraged and evaluated.
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From page 201... ...
Program staffshould assist teachers in developing formative assessments that measure student progress toward desired learning outcomes. While classroom assessment is primarily the responsibility of teachers, programs can favorably affect student progress and increase teacher effectiveness by suggesting appropriate strategies and providing, examples.
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From page 202... ...
University and college science and mathematics departments and schools of education must work collaboratively to develop discipline-specific approaches to teacher preparation and continuing professional development. States, in monitoring the quality of local education, should collect and report data on the qualifications of teachers of advanced study.
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From page 203... ...
RECOMMENDATION 10: CHANGES IN DIE AP AND IB PROGRAMS lO(a) : The College Board should abandon its practice of designing AP courses in most disciplines primarily to replicate typical introductory college courses.
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From page 204... ...
To this end, the College Board should provide more detailed curriculum, information about best practices for instruction and classroom assessment, and strategies for enhancing professional development opportunities lO(f) : The College Board and the IBO should offer more gliidance to educators, policymakers, and the general public concerning proper uses of their examination scores for Fission, placement, and teacher evaluation.
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From page 205... ...
The College Board and the IBO should develop ways to incorporate the results of this recommended research systematically into the ongoing improvement of their programs.
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