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Access and Opportunities to Learn are Not Accidents: Engineering Mathematical Progress in Your School

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Authors:   Wlliam F. Tate, IV

As a companion to Turning Despondency into Hope: Charting New Paths to Improve Students' Achievement and Participation in Science Education, the focus of this new SERC publication, written by Dr. William Tate, is largely devoted to how time can best be used to improve the teaching and learning of mathematics, and ultimately the performance of students on measures of mathematics achievement.

For More Information Contact: Wendy McColskey

Product Specifics

Publisher: SERVE Center at the University of North Carolina at Greensboro
Number of pages: 72
Price: $0.00

Audience:

policymakers, administrators, teachers

Key Ideas:

  • The building blocks for engineering mathematical progress in any school are time, quality, and design.
  • Both learning and building mathematical progress in schools requires stability, long-term, and insightful leadership.
  • If educators are eager to listen, open to a variety of educational solutions, never content with just trial and error methods, and pressed to know why a method works with students, they represent the type of teachers and instructional leaders who can engineer changes in mathematics education.

Ways to use:

This document will assist schools to:
  • Identify the problems and trends associated with mathematics and achievement
  • Implement the Opportunity-to-Learn model to respond to student under performance
  • Assess research-based cases of school mathematics reform.

Resources:

Visit our Support for Students At-Risk section. 

APA Citation:

Tate VI, W. (2005). Access and opportunities to learn are not accidents: Engineering mathematical progress in your school. Greensboro, NC: Regional Educational Laboratory Southeast.

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