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From page 181... ... See Algebra Cognitive Tutor Adaptive reasoning, 67 Adding It Up, 87, 99 Adult-child conversation one-on-one or small group, 43 Algebra, 5, 87-101 importance of, 87 research agenda initiatives, 5, 97-101 student knowledge, 87-93 teacher knowledge, 93-97 Algebra assessments developing for various grade levels, 5, 100 Algebra Cognitive Tutor (ACT) , 92-95, 98 Algorithms buggy, 69 rigid application of, 69 Alternative approaches to the teaching and learning of algebra, 5, 97-98 American Association for the Advancement of Science (AAAS) Read the entire page →
From page 182... ... See Comprehensive Test of Basic Skills Curriculum and pedagogy for reading instruction in first through third grade, 36-37 in student knowledge of algebra, 91-92 in student knowledge of early reading, 3537 in student knowledge of physics, 110-114 in student knowledge of reading comprehension beyond the early years, 51-54 In student knowledge of science across the school years, 127-134 in student learning of elementary mathematics, 70-75 D Data collection systems, 143, 148 Decoding language, 32-33, 46 Decontextualized language instruction in the early years, 34 182 Decontextualized language structures, 33, 57 Diagnoser program, 115, 123 Differentiating instruction, 40-41 Discovery Channel, 102 DiSessa, Andrea, 18, 104 E Early mathematics assessments, 4, 81-84 implementing standards-based, 83-84 teacher understanding of, 83 technology support needed to assist teachers, 83 Early reading, 2-3, 31-49 research agenda initiatives, 3, 41-49 student knowledge, 31-39 teacher knowledge, 39-41 Early Reading First Guidelines, 42 Early reading preparedness, 3, 42-43 increased use of one-on-one or small group, adult-child conversation, 43 professional development programs on vocabulary and oral language development, 43 use of read-alouds, 43 use of science-, number-, or worldknowledge-focused curricula, 43 Educational Development Center, 71 Eisenhower math-science programs, 119 Elementary mathematics, 4-5, 66-87 research agenda initiatives, 4-5, 80-87 student learning, 66-76 teacher knowledge, 76-80 Embedded phonics, 38 Empirical investigation methods of, 129-131 posing significant questions for, 143-144 Evaluation. See Assessments Everyday Mathematics curriculum, 71, 76, 151 Exemplary teaching practice learning from, 45 Expected progression of student thinking, 16 Experimentation, 126 F Follow-through, 19 Force Concept Inventory, 111-112, 114, 118119, 134, 138, 168 Formative assessments in classroom to assist learning, 167-168 of reading comprehension, 3, 58-61 I N D E X Read the entire page →
From page 183... ... G Generalizing across studies, 148-149 Goals of school science reformulating, 129 Griffin, Sharon, 73 H Hennessey, Sister Mary Gertrude, 131 Hestenes, David, 112 Implementation amounts of variability in, 122-123 In-service education, 99 Informal mathematical reasoning building on children's, 68 Instructional interventions to move students along a learning path, 16 Instructional practices promoting reading comprehension, 3-4, 62 63 Instructional programs differentiating, 6, 121 Integrated learning-instruction models developing and evaluating, 6,137-138 Integrated reading instruction, 40 developing and testing reading intervention, 46 learning from exemplary practice, 45 Interdependence of student learning, teacher knowledge, and organizational environment, 20-24 Investigation using methods permitting direct, 146-147 Investigations in Number, Data and Space Models curriculum, 71 Language development, 32 Learning formative assessment in classroom to assist, 167-168 trajectory for teachers, 22 "Lift," 133 Linguistic level text comprehension involving processing at, 50 M Ma, Liping, 77-79, 84 Magic School Bus, 102 Math Trailblazers curriculum, 71 Mathematics, 4-5, 28, 66-101 algebra, 5, 87-101 contribution to future earnings, 88 contribution to test results, 27 elementary mathematics, 4-5, 66-87 Mazur, Ed, 106 McDermott, Lillian, 104 Meaningful comparisons developing assessment instruments to anchor, 138-139 Medical metaphor, 11-14 "Mental counting line," 72 Metacognition developing, 52-53 Metacognitive strategy instruction, 54, 57 developing materials for teachers using, 3, 61-62 Metz, Kathleen, 129-130 Modeling, 94, 131-132 instruction in high school physics, 112 introducing physics as, 111 science as, 133 of integrated reading instruction, 3, 44-46 Momentum K Kindergarten N challenge of children entering behind their peers, 68 "Knowledge packages," 82 Knowledge-rich goal-focused inquiry science as, 130 Knowledge tracing, 94 I N D E X misconceptions about, 18 NAEP. See National Assessment of Educational Progress National Assessment of Educational Progress (NAEP) Read the entire page →
From page 184... ... , 75 Phonemic awareness, 34 "Phonics" instruction, 32-33, 38, 40 analogy phonics, 38 analytic phonics, 38 embedded phonics, 38 184 phonics through spelling, 38 in student knowledge of early reading, 38 synthetic phonics, 38 Phonological Awareness and Literacy Screening (PALS) , 39 Physics, 5-6, 103-124 research agenda initiatives, 6, 120-124 student knowledge, 103-115 teacher knowledge, 115-120 Physics Education Group, 106-107 Physics teaching resource agent (PTRA) Read the entire page →
From page 185... ... See Research quality and impact Quantity as set size ability to recognize, 73 Questioning the author, 52-53, 61 Questions schematic, for teaching and learning, 15 R RAND, 47, 67 Reading Study Group, 49-52, 54, 56 R&D. See Research and development base in education Read-alouds, 43 Readers assessment of, 55 Reading, 2-4, 28, 30-65 See also Early reading Reading comprehension beyond the early years, 3-4, 49-65 contribution to test results, 27 prominence in learning of most subject areas, 28 research agenda initiatives, 3-4, 58-65 student knowledge, 49-56 teacher knowledge, 56-58 Reading Excellence Act, 42 Reading intervention developing and testing, 46 Reading Mastery program, 41 Reasoning adaptive, 67 providing a coherent and explicit chain of, 147-148 Recall alone measuring, 59 Reciprocal teaching, 53, 57, 61 "Reflective assessment," 121 in ThinkerTools, 113, 116-117, 151 Replication across studies, 148-149 independent, 20 I N D E X Research agenda criteria for choosing topics, 26-27 framework for, 24-29 research domains, 27-29 Research agenda initiatives in algebra, 5, 97101 alternative approaches to teaching and learning, 5, 97-98 developing assessments for various grade levels, 5, 100 knowledge of mathematics needed to teach effectively, 5, 99 students' proficiency over time with algebra as a K-12 topic, 5, 100-101 Research agenda initiatives in early reading, 3, 41-49 knowledge requirements for teachers, 3, 4749 models of integrated reading instruction, 3, 44-46 narrowing the gap in preparedness for, 3, 42-43 Research agenda initiatives in elementary mathematics, 4-5, 80-87 developing better assessments, 4, 81-84 evaluating and comparing curricular approaches to teaching number and operations, 4-5, 85-87 knowledge required to teach, 4, 84-85 Research agenda initiatives in physics, 6, 120124 differentiating instructional programs and identifying successful outcomes, 6, 121 scalability of promising curricula in different school contexts, 6, 121-123 teacher knowledge requirements for effective use of a curriculum, 6, 123-124 Research agenda initiatives in reading comprehension beyond the early years, 3-4, 58-65 benchmarks for, 4, 63-65 developing materials for teachers using metacognitive strategy instruction, 3, 6162 formative and summative assessments of, 3, 58-61 instructional practices promoting, 3-4, 62-63 Research agenda initiatives in science education across the school years, 6, 135141 developing and evaluating integrated learning-instruction models, 6, 137-138 185 1 Read the entire page →
From page 186... ... , 1-2, 7-10, 21, 61, 98, 129, 136, 138-139, 141-144, 149-151, 167-171 dealing with organizational issues, 23-25 field sites for, 7, 87, 122 mission of, 9 networks of, 28-30, 63 opportunity to develop integrated assessment system, 82, 123 Strategy instruction, 52 Student achievement existing rigorous R&D efforts already showing promising gains in, 1-2, 26 over time, with algebra as a K-12 topic, 5, 100-101 summative assessment to determine, 167168 i N D E X Read the entire page →
From page 187... ... Student knowledge fostering long-term development of, 129 interdependent with teacher knowledge and organizational environment, 20-24 Student knowledge of algebra, 87-93 assessment, 92-93 curriculum and pedagogy, 91-92 progression of student understanding in algebra, 89-91 what children should know and be able to do, 88-89 Student knowledge of early reading, 31-39 assessment, 37-39 curriculum and pedagogy, 35-37 curriculum components for reading instruction in first through third grade, 168 36-37 decontextualized language instruction in the early years, 34 phonics instructional approaches, 38 progression of understanding, 31-34 what children should know and be able to do, 31 Student knowledge of elementary mathematics, 66-76 assessment, 75-76 buggy algorithms, 69 curriculum development, 70-75 primary school mathematics, 72-75 progression of understanding, 68-69 rigid application of algorithms, 69 what children should know and be able to do, 66-67 Student knowledge of physics, 103-115 assessment, 114-115 curriculum and pedagogy, 110-114 modeling instruction in high school physics, 112 progression of student understanding in 47 49 algebra, 104-110 '' understanding electrical circuits, 106-107 understanding fluid/medium effects and gravitational effects, 108-109 what children should know and be able to do, 103-104 Student knowledge of reading comprehension beyond the early years, 49-56 assessment, 54-56 curriculum and pedagogy, 51-54 progression of understanding, 51 text comprehension involving processing at different levels, 50 what children should know and be able to do, 49-50 I N D E X Student knowledge of science across the school years, 124-135 assessment, 134-135 curriculum and pedagogy, 127-134 progression of student understanding, 125127 what children should know and be able to do, 124-125 Subtraction with regrouping, 76-80 Success for All program, 41 Successful outcomes identifying, 6, 121 Summative assessments to determine student attainment levels 167ot reading comprehension, 3, 58-61 Surface-level reading, 52 "Symbolic fluency," 91 Synthetic phonics, 38 Teacher knowledge accounting for variance in students' achievement scores, 21 of how to integrate research insights into instructional practice, 41, 54 interdependent with student learning and organizational environment, 20-24 for reading comprehension beyond the early years, 56-58 for science education across the school years, 6, 135, 140 teachers needed to convey, 80 Teacher knowledge of algebra, 5, 93-97, 99 Algebra Cognitive Tutor (ACT) , 92-95, 98 Teacher knowledge of early reading, 3, 39-41, differentiating instruction, 40-41 integrating instruction, 40 Teacher knowledge of elementary mathematics, 4, 76-80, 84-85 organizing knowledge around core concepts subtraction with regrouping, 76-80 Teacher knowledge of physics, 115-120 Force Concept Inventory, 111-112, 114, 118119, 134, 138, 168 needed for effective use of a physics curriculum, 6, 123-124 reflective assessment in ThinkerTools, 113, 116-117, 151 187 Read the entire page →
From page 188... ... See Texas Primary Reading Inventory Transferring strategy use, 54 Travel metaphor, 25-26 188 U Understanding conceptual, 67 electrical circuits, 106-107 fluid/medium effects and gravitational effects, 108-109 Understanding level text comprehension involving processing at, 50 University of Arizona, 112 University of Washington Physics Education Group, 106-107 U.S. Department of Education, 142 V Virginia Phonological Awareness and Literacy Screening (PALS) Read the entire page →

From page 181...

... See Algebra Cognitive Tutor Adaptive reasoning, 67 Adding It Up, 87, 99 Adult-child conversation one-on-one or small group, 43 Algebra, 5, 87-101 importance of, 87 research agenda initiatives, 5, 97-101 student knowledge, 87-93 teacher knowledge, 93-97 Algebra assessments developing for various grade levels, 5, 100 Algebra Cognitive Tutor (ACT) , 92-95, 98 Algorithms buggy, 69 rigid application of, 69 Alternative approaches to the teaching and learning of algebra, 5, 97-98 American Association for the Advancement of Science (AAAS)

Read the entire page →

From page 182...

... See Comprehensive Test of Basic Skills Curriculum and pedagogy for reading instruction in first through third grade, 36-37 in student knowledge of algebra, 91-92 in student knowledge of early reading, 3537 in student knowledge of physics, 110-114 in student knowledge of reading comprehension beyond the early years, 51-54 In student knowledge of science across the school years, 127-134 in student learning of elementary mathematics, 70-75 D Data collection systems, 143, 148 Decoding language, 32-33, 46 Decontextualized language instruction in the early years, 34 182 Decontextualized language structures, 33, 57 Diagnoser program, 115, 123 Differentiating instruction, 40-41 Discovery Channel, 102 DiSessa, Andrea, 18, 104 E Early mathematics assessments, 4, 81-84 implementing standards-based, 83-84 teacher understanding of, 83 technology support needed to assist teachers, 83 Early reading, 2-3, 31-49 research agenda initiatives, 3, 41-49 student knowledge, 31-39 teacher knowledge, 39-41 Early Reading First Guidelines, 42 Early reading preparedness, 3, 42-43 increased use of one-on-one or small group, adult-child conversation, 43 professional development programs on vocabulary and oral language development, 43 use of read-alouds, 43 use of science-, number-, or worldknowledge-focused curricula, 43 Educational Development Center, 71 Eisenhower math-science programs, 119 Elementary mathematics, 4-5, 66-87 research agenda initiatives, 4-5, 80-87 student learning, 66-76 teacher knowledge, 76-80 Embedded phonics, 38 Empirical investigation methods of, 129-131 posing significant questions for, 143-144 Evaluation. See Assessments Everyday Mathematics curriculum, 71, 76, 151 Exemplary teaching practice learning from, 45 Expected progression of student thinking, 16 Experimentation, 126 F Follow-through, 19 Force Concept Inventory, 111-112, 114, 118119, 134, 138, 168 Formative assessments in classroom to assist learning, 167-168 of reading comprehension, 3, 58-61 I N D E X

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From page 183...

... G Generalizing across studies, 148-149 Goals of school science reformulating, 129 Griffin, Sharon, 73 H Hennessey, Sister Mary Gertrude, 131 Hestenes, David, 112 Implementation amounts of variability in, 122-123 In-service education, 99 Informal mathematical reasoning building on children's, 68 Instructional interventions to move students along a learning path, 16 Instructional practices promoting reading comprehension, 3-4, 62 63 Instructional programs differentiating, 6, 121 Integrated learning-instruction models developing and evaluating, 6,137-138 Integrated reading instruction, 40 developing and testing reading intervention, 46 learning from exemplary practice, 45 Interdependence of student learning, teacher knowledge, and organizational environment, 20-24 Investigation using methods permitting direct, 146-147 Investigations in Number, Data and Space Models curriculum, 71 Language development, 32 Learning formative assessment in classroom to assist, 167-168 trajectory for teachers, 22 "Lift," 133 Linguistic level text comprehension involving processing at, 50 M Ma, Liping, 77-79, 84 Magic School Bus, 102 Math Trailblazers curriculum, 71 Mathematics, 4-5, 28, 66-101 algebra, 5, 87-101 contribution to future earnings, 88 contribution to test results, 27 elementary mathematics, 4-5, 66-87 Mazur, Ed, 106 McDermott, Lillian, 104 Meaningful comparisons developing assessment instruments to anchor, 138-139 Medical metaphor, 11-14 "Mental counting line," 72 Metacognition developing, 52-53 Metacognitive strategy instruction, 54, 57 developing materials for teachers using, 3, 61-62 Metz, Kathleen, 129-130 Modeling, 94, 131-132 instruction in high school physics, 112 introducing physics as, 111 science as, 133 of integrated reading instruction, 3, 44-46 Momentum K Kindergarten N challenge of children entering behind their peers, 68 "Knowledge packages," 82 Knowledge-rich goal-focused inquiry science as, 130 Knowledge tracing, 94 I N D E X misconceptions about, 18 NAEP. See National Assessment of Educational Progress National Assessment of Educational Progress (NAEP)

Read the entire page →

From page 184...

... , 75 Phonemic awareness, 34 "Phonics" instruction, 32-33, 38, 40 analogy phonics, 38 analytic phonics, 38 embedded phonics, 38 184 phonics through spelling, 38 in student knowledge of early reading, 38 synthetic phonics, 38 Phonological Awareness and Literacy Screening (PALS) , 39 Physics, 5-6, 103-124 research agenda initiatives, 6, 120-124 student knowledge, 103-115 teacher knowledge, 115-120 Physics Education Group, 106-107 Physics teaching resource agent (PTRA)

Read the entire page →

From page 185...

... See Research quality and impact Quantity as set size ability to recognize, 73 Questioning the author, 52-53, 61 Questions schematic, for teaching and learning, 15 R RAND, 47, 67 Reading Study Group, 49-52, 54, 56 R&D. See Research and development base in education Read-alouds, 43 Readers assessment of, 55 Reading, 2-4, 28, 30-65 See also Early reading Reading comprehension beyond the early years, 3-4, 49-65 contribution to test results, 27 prominence in learning of most subject areas, 28 research agenda initiatives, 3-4, 58-65 student knowledge, 49-56 teacher knowledge, 56-58 Reading Excellence Act, 42 Reading intervention developing and testing, 46 Reading Mastery program, 41 Reasoning adaptive, 67 providing a coherent and explicit chain of, 147-148 Recall alone measuring, 59 Reciprocal teaching, 53, 57, 61 "Reflective assessment," 121 in ThinkerTools, 113, 116-117, 151 Replication across studies, 148-149 independent, 20 I N D E X Research agenda criteria for choosing topics, 26-27 framework for, 24-29 research domains, 27-29 Research agenda initiatives in algebra, 5, 97101 alternative approaches to teaching and learning, 5, 97-98 developing assessments for various grade levels, 5, 100 knowledge of mathematics needed to teach effectively, 5, 99 students' proficiency over time with algebra as a K-12 topic, 5, 100-101 Research agenda initiatives in early reading, 3, 41-49 knowledge requirements for teachers, 3, 4749 models of integrated reading instruction, 3, 44-46 narrowing the gap in preparedness for, 3, 42-43 Research agenda initiatives in elementary mathematics, 4-5, 80-87 developing better assessments, 4, 81-84 evaluating and comparing curricular approaches to teaching number and operations, 4-5, 85-87 knowledge required to teach, 4, 84-85 Research agenda initiatives in physics, 6, 120124 differentiating instructional programs and identifying successful outcomes, 6, 121 scalability of promising curricula in different school contexts, 6, 121-123 teacher knowledge requirements for effective use of a curriculum, 6, 123-124 Research agenda initiatives in reading comprehension beyond the early years, 3-4, 58-65 benchmarks for, 4, 63-65 developing materials for teachers using metacognitive strategy instruction, 3, 6162 formative and summative assessments of, 3, 58-61 instructional practices promoting, 3-4, 62-63 Research agenda initiatives in science education across the school years, 6, 135141 developing and evaluating integrated learning-instruction models, 6, 137-138 185 1

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From page 186...

... , 1-2, 7-10, 21, 61, 98, 129, 136, 138-139, 141-144, 149-151, 167-171 dealing with organizational issues, 23-25 field sites for, 7, 87, 122 mission of, 9 networks of, 28-30, 63 opportunity to develop integrated assessment system, 82, 123 Strategy instruction, 52 Student achievement existing rigorous R&D efforts already showing promising gains in, 1-2, 26 over time, with algebra as a K-12 topic, 5, 100-101 summative assessment to determine, 167168 i N D E X

Read the entire page →

From page 187...

... Student knowledge fostering long-term development of, 129 interdependent with teacher knowledge and organizational environment, 20-24 Student knowledge of algebra, 87-93 assessment, 92-93 curriculum and pedagogy, 91-92 progression of student understanding in algebra, 89-91 what children should know and be able to do, 88-89 Student knowledge of early reading, 31-39 assessment, 37-39 curriculum and pedagogy, 35-37 curriculum components for reading instruction in first through third grade, 168 36-37 decontextualized language instruction in the early years, 34 phonics instructional approaches, 38 progression of understanding, 31-34 what children should know and be able to do, 31 Student knowledge of elementary mathematics, 66-76 assessment, 75-76 buggy algorithms, 69 curriculum development, 70-75 primary school mathematics, 72-75 progression of understanding, 68-69 rigid application of algorithms, 69 what children should know and be able to do, 66-67 Student knowledge of physics, 103-115 assessment, 114-115 curriculum and pedagogy, 110-114 modeling instruction in high school physics, 112 progression of student understanding in 47 49 algebra, 104-110 '' understanding electrical circuits, 106-107 understanding fluid/medium effects and gravitational effects, 108-109 what children should know and be able to do, 103-104 Student knowledge of reading comprehension beyond the early years, 49-56 assessment, 54-56 curriculum and pedagogy, 51-54 progression of understanding, 51 text comprehension involving processing at different levels, 50 what children should know and be able to do, 49-50 I N D E X Student knowledge of science across the school years, 124-135 assessment, 134-135 curriculum and pedagogy, 127-134 progression of student understanding, 125127 what children should know and be able to do, 124-125 Subtraction with regrouping, 76-80 Success for All program, 41 Successful outcomes identifying, 6, 121 Summative assessments to determine student attainment levels 167ot reading comprehension, 3, 58-61 Surface-level reading, 52 "Symbolic fluency," 91 Synthetic phonics, 38 Teacher knowledge accounting for variance in students' achievement scores, 21 of how to integrate research insights into instructional practice, 41, 54 interdependent with student learning and organizational environment, 20-24 for reading comprehension beyond the early years, 56-58 for science education across the school years, 6, 135, 140 teachers needed to convey, 80 Teacher knowledge of algebra, 5, 93-97, 99 Algebra Cognitive Tutor (ACT) , 92-95, 98 Teacher knowledge of early reading, 3, 39-41, differentiating instruction, 40-41 integrating instruction, 40 Teacher knowledge of elementary mathematics, 4, 76-80, 84-85 organizing knowledge around core concepts subtraction with regrouping, 76-80 Teacher knowledge of physics, 115-120 Force Concept Inventory, 111-112, 114, 118119, 134, 138, 168 needed for effective use of a physics curriculum, 6, 123-124 reflective assessment in ThinkerTools, 113, 116-117, 151 187

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From page 188...

... See Texas Primary Reading Inventory Transferring strategy use, 54 Travel metaphor, 25-26 188 U Understanding conceptual, 67 electrical circuits, 106-107 fluid/medium effects and gravitational effects, 108-109 Understanding level text comprehension involving processing at, 50 University of Arizona, 112 University of Washington Physics Education Group, 106-107 U.S. Department of Education, 142 V Virginia Phonological Awareness and Literacy Screening (PALS)

Read the entire page →

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Index Pages 181-188

Index
Pages 181-188