Tämä sivusto käyttää evästeitä palvelujen toimittamiseen, toiminnan parantamiseen, analytiikkaan ja (jos et ole kirjautunut sisään) mainostamiseen. Käyttämällä LibraryThingiä ilmaiset, että olet lukenut ja ymmärtänyt käyttöehdot ja yksityisyydensuojakäytännöt. Sivujen ja palveluiden käytön tulee olla näiden ehtojen ja käytäntöjen mukaista.
At a time when popular solutions to the educational plight of poor children of color are imposed from the outside-national standards, high-stakes tests, charismatic individual saviors-the acclaimed Algebra Project and its founder, Robert Moses, offer a vision of school reform based in the power of communities. Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity. Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize- 'Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.' We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years. Radical Equationsprovides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools.… (lisätietoja)
Moses makes a compelling case to parallel the dangerous fight for voter registration in the 1960s South of the US and the its call for political literacy and cultural awareness to the need to improve Math education in very much the same geographic areas. Education is the key to better jobs, and history is rather painfully repeating itself with a system that denies students access to good education. I am looking forward to learning more about the Algebra Project - it strikes me as a necessary movement. ( )
Tiedot englanninkielisestä Yhteisestä tiedosta.Muokkaa kotoistaaksesi se omalle kielellesi.
The sit-ins woke me up.
Sitaatit
Viimeiset sanat
Tiedot englanninkielisestä Yhteisestä tiedosta.Muokkaa kotoistaaksesi se omalle kielellesi.
This last discussion should discourage any thought that the concepts treated in the transition curriculum are not of the utmost importance, requiring detailed and careful attention in some treatment or other if we, the adult community of educators, are to be responsible in our all-consuming movement to see the student community meet our standards in elementary algebra.
At a time when popular solutions to the educational plight of poor children of color are imposed from the outside-national standards, high-stakes tests, charismatic individual saviors-the acclaimed Algebra Project and its founder, Robert Moses, offer a vision of school reform based in the power of communities. Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity. Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize- 'Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.' We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years. Radical Equationsprovides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools.
)
Google Books — Ladataan...
(4)
2