Online Programs and Interactive Activities - Back to Top

Parent Involvement through Family Math and Science

• Parent Involvement in mathematics and science
• Examples of Parent Involvement in pictures andbooks at the elementary level, at themiddle level
• Principals' Best Ten Tips To Increase Parental Involvement in Schools
• Ask Dr. Math Elementary Level - All Levels

Equity for all Learners
• Equity   This is an excellent resource for educators concerned about creating
equitable conditions in which every child can succeed. These
equity materials can help teachers and administrators acknowledge
children's diverse strengths, identify inequities, and improve the ways
they serve students with varied needs.
 
• Making Schools Work for Every Child - Eisenhower National Clearing House.This Web site has links to articles that explain equity as a concept, through vignettes, cases, stories, journal articles, along with innovative programs and models.

• Gender Bias  -  a description of a video on ways to prevent gender bias

 
• Project Solve  - for K-8 teachers - Describes workshops offered by Saginaw Valley State University Regional Mathematics and Science Center University Center, MI 48710,  Phone: (989) 790-4114 .

• Gender Equity

• Education Planet and Access to Science Education - lesson plans and articles

• Equity Education Online  - research articles, materials and equity tools   A bibliography of suggested readings on gender equity is also available. This can be viewed on line and it can also be downloaded in text format or Microsoft Word 6.0 forma

• Achieving Gender Equity in Science Classrooms - Click on the contents in the left frame of the site.

• Online Equity and Diversity Links  - Provides a hotlist of links to equity sites.

• The Chilly Classroom Climate  -  focuses on promoting women's equity in the classroom

Classroom Management

• Discipline by Design - The Honor Level System has been described as "one of the
most refreshing, proactive" approaches to dealing with student discipline to ever come
to our schools. It is a perfect blend of Assertive and Empathetic discipline
that shows respect for the child.
• Disciplinehelp Resource - A discipline model for handling over one hundred
different misbehaviors at school and at home.
• 11 Techniques for Better Classroom Discipline Here are eleven techniques that you can use in your classroom that will help you achieve effective group management and control.

• Get Your Angries Out This sites is promoted by MEA. It has a conflict resolution model for a variety of situations.

Asssessment

• Closing the Achievement Gap by Kati Haycock

• Download Education Trust articles by Kati Haycock here.

• Inside the Black Box: Raising Standards Through Classroom Assessment By Paul Black and Dylan Wiliam Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement.

• Implementing Performance Assessment in the Classroom By Amy Brualdi, ERIC/AE from Practical Assessment, Research & Evaluation, 6(2)


Equity

• Weaving Gender Equity in Math Reform  Article on  "Equity in Standards-based Elementary
Mathematics Classrooms" As early as second grade, both boys and girls express gender
stereotyping by describing math as a male domain. By third grade, females, in comparison with males, rate their competence in

mathematics lower - even when they receive the same or better grades. By sixth grade, girls
see mathematics as less important and useful to career goals than boys do.

• NCREL's Rethinking Learning for Students at Risk This articles discusses
strategies for promoting learning for at-risk students can be enhanced by
appropriate assessment, ongoing professional development,
and parental involvement.
• Responses to Questions Teachers and Administrators Frequently Ask About Inclusive School Programs By James McLeskey and Nancy L. Waldron

• What Matters Most: A Competent Teacher For Every Child By Linda Darling-Hammond

• Implementing an Anti-Bias Curriculum in Early Childhood Classrooms by Julie Bisson Hohensee & Louise Derman-Sparks


Parent Involvement

• Building a Community for Learning Rethinking Parent Involvement By Judith A. Vandegrift and Andrea L. Greene While the "ideal parent" is a rarity, schools can do much to increase parental involvement. Results from the Arizona At-Risk Pilot Project suggest the importance of "meeting parents where they are."

• Tips for Reaching Parents By: William B. Ribas Cooperation and support from parents can lead to a positive climate in the classroom. Here are some tips for delivering powerful presentations to parents.

• Why Some Parents Don't Come to School By: Margaret Finders and Cynthia Lewis - Instead of assuming that absence means noncaring, educators must understand the barriers that hinder some parents from participating in their child's education.

• How to Involve Parents in a Multicultural School - by Bruce Davis

• ASCD Resources on Parent Involvement


Classroom Management

• The Metamorphosis of Classroom ManagementBy Fran Mayeski
This article examines recent changes in the field of classrom management and provide concrete examples of new approaches.

• ASCD Resources on Classroom Management

• "It's Our Classroom" Students Take Chargeby Linda Backus, Julie Welkowitz, and Karen Topper Vol. 2, Number 1, September 1998

The Process Communication Model: An Effective Tool to Motivate All Students by Dianne Bradley and Kathryn Smith Vol. 3, Number 1, September 1999

Equity Issues in Mathematics and Science
Type the name of the article in the search box of Wilson Select.

Achilles, Charles M., Finn, Jeremy D., Bain, Pate, Helen. (1998). Using class size to reduce the equity gap. Educational Leadership, v. 55, p. 40-3.

Tennessee's Project STAR (Student Teacher Achievement Ratio) has shown that small classes provide higher student outcomes and better student behaviors. Research also shows that students who are economically disadvantaged or from some ethnic minorities perform better in smaller classes. However, the misuse of the terms class size and student-teacher ratio has led to confusion. Clarification of these terms will advance more widespread application of small classes in early primary grades. Thinking in terms of space rather than classroom and using technology creatively can overcome the problem of lack of classrooms. Moreover, costs will be reduced, as there will be less grade retention and quicker diagnoses of learning problems.

Teachers spend more time with students during the weekday than anyone else. This article presents several things that teachers can do to help students develop positive attitudes about themselves, mathematics, learning mathematics and how to model gender equity through expectations and instruction.

The author describes a study that examined the Integrated Activity Learning Sequence (IALS) approach to teaching science. The study involved 16 fourth-grade teachers and 348 fourth-grade students. Results showed that the IALS approach effectively addresses the issue of equity in instruction, and that the use of IALS materials can increase success in mathematics and writing skills without detracting from the students' science learning.

The efforts of a number of school districts to close the black-white achievement gap are discussed.

The writers provide advice on how to ensure that new curricula and classroom strategies that have helped increase students' access to math are fairly assessed. Teachers should make assessment goals clear from the beginning, provide opportunities to learn, use equitable instruments, link instruction to assessment, and include self-assessment.

This digest summarizes the major characteristics of American Indian studentsÕ needs in the disciplines of science and math and then offers constructive ways in which students can be motivated for greater achievement.

This monograph provides suggestions for teachers about how to design a science program to foster enthusiasm, interest, and competence both for pursuing careers in the field of science and for the acquisition of skills and knowledge demanded by an increasingly technological society.

This instructional approach involves teachers using cooperative group work to teach at a high academic level in diverse classrooms and dealing with problems of unequal student participation. Achievement results in middle schools using cooperative learning, group tasks for cooperative learning, and status problems and treatment are discussed. A vignette illustrating cooperative learning in the middle school also is presented.

The writers propose a classroom assessment strategy for promoting equitable access that evolved out of field tests of the Middle School Math through Applications Project. The strategy asks students to consider four general questions, continually and communally that help name and apply the concepts and behaviors that they are asked to learn. The four questions are described.

The writer examines the critical changes needed in curriculum, pedagogy, policies, and beliefs to promote equity in math education for all students in schools throughout the country. The changes would result in an equitable learning environment that affirms the richness of cultural diversity and provides all students with an opportunity to engage in an interactive learning process.

The article describes different "forms of doing mathematics" or different "practices of a mathematical nature" or, even better, "mathematical practices of a different form" or "mathematics of a different style." The author suggests the importance of recognizing different theoretical frameworks or philosophical systems that support these practices and into which they fit. In the daily practice of a schoolteacher, opportunities for experiencing multiculturalism abound. Observe the way children count and perform the very elementary operations (e.g., 3 + 4): most of them will use fingers, but others will draw tally marks. What can the teacher do in this situation? From the multicultural standpoint, the teacher can learn from the student. The important point is to create a learning environment in the classroom in which the teacher recognizes that the student has preexisting knowledge, mainly knowledge based on cultural practices. The classroom is a place for the teacher also to acquire knowledge.

Based on the 1993 California Learning Assessment System (CLAS) Middle Grades Mathematics Performance Assessment, an innovative alternative assessment, the study explores whether all schools, regardless of the cultural, ethnic, or socioeconomic background of the students they serve, provide students with equal opportunity to learn that which is assessed.

Classroom assessment is a continuing process whereby teachers must regularly collect information to make decisions about when to continue, stop, or change direction and when to question, listen, and so on. Good teaching involves a combination of both seamless assessment and instruction.

This listing of books and other resources is intended for readers of all cultural and ethnic identities. The readings present a rich variety of contributions and achievements made by African American scientists, engineers, and inventors. Stories and biographies from these sources can be used to facilitate the celebration of diversity in the sciences among all readers as well as fuel the fires of imagination among young African American students.

The writer describes three roles that teachers play in approaching the issue of gender equity in the classroom. The roles involve teachers providing equal opportunities and respecting difference, ensuring that girls and boys have the same experiences, and treating boys and girls differently in an effort to compensate for gender inequities in society. There are advantages and disadvantages with each of these three roles.

This digest provides references to successful practices, which have increased mathematics and science achievement among diverse student populations.

The writer outlines some suggestions for giving girls more positive experiences in the physical sciences. In order to create a supportive atmosphere, a teacher should model ways to take intellectual risks, encourage students to think creatively, require students to treat classmates' contributions with respect, pay attention to the frequency and nature of female and male participation, and consider single-gender laboratory groups. Teachers can encourage girls taking science by creating mentoring relationships with female scientists, assigning students articles in professional journals written by female research scientists, etc.

Gender-related safety and health concerns still plague females; girls drop out more quietly, quickly, and permanently than boys; gifted programs are often "early in and early out" for girls; gender bias also affects males; student-teacher interaction puts males in the spotlight; the math and science gender gap is getting smaller but a new gender gap exists in technology.

Until recently there have not been many links to students' culture in the mathematics classroom. This may be one of the major barriers to achievement of many groups historically underrepresented in mathematics, for these students may see mathematics as a subject that has very little meaning or value for their current or future lives.

The article discusses the rich opportunities for integrating mathematics with American Indian cultures. Teachers can create opportunities for students to make meaningful connections among mathematics, social studies, art, language arts, science, and physical education.

We all have our own ways of doing things, from washing dishes to planning a trip. The preferences, tendencies, and strategies that individuals exhibit while learning constitute what have come to be called "learning styles." Formal study of learning styles has developed over the past 30 years from a variety of conceptual orientations. Among the theories of learning styles, that of Dunn and Dunn (1978) is among the most comprehensive in scope and practice for teachers.

Anguiano, Patricia. (2001). A first-year teacher's plan to reduce misbehavior in the classroom. Teaching Exceptional Children, v. 33, no. 3, p. 52-5.

This article describes the misbehaviors that were present in a first year teacherÕs classroom. The writer shares strategies that were implemented during her action research project.

The author discusses an eight-step conflict resolution program and how to present it to students.

The writer uses four surveys to present recommendations for relating to students in a positive manner; preventing student misbehavior; handling student discipline situations; and providing classroom leadership. The ideas presented in the surveys are consistent with current writings in the field of classroom management.

Advice for educators on coping with a difficult class is provided. Educators should define their central role in relation to the general class dynamic, improve the overall tone of the class by spending extra time on community building techniques and fostering individual accountability for actions, approach students privately and compliment them on what they choose to do well, respect students as individuals rather than stereotype them, realize that difficult classes often have a wide range of learning abilities, and reach out to colleagues and support staff.

This research study discusses three main discipline problems found in K-8 classrooms, talking and fidgeting, acts of defiance such as disrespectful behavior and disobedience, and acts of inattention such as being off task, not doing one's work, or out of seat.

Guidelines for teachers on developing classroom rituals and routines that will support children's emotional and social well-being are presented. The guidelines relate to greeting routines, arrival activities, book browsing, social circle, and planning routines that include children as partners.

The author presents an effective classroom management activity. The activity involves the use of a bulletin board that students can use to post notes about their concerns.

The writers examine the management of classroom crises. The characteristics of crises, types of crises, and the severity of crisis situations are presented. They discuss teacher behaviors that contribute to crisis situations, the identification and management of troubled students, violence prevention programs, responding to crisis situations, and formal programs. Finally, they offer four examples of crisis situations and suggestions for how these situations could have been defused.

This activity was great because it got the students discussing grammar from the moment they entered the room. The author is a 6th grade language arts teacher. She uses this strategy for several subject areas.

One approach being tried in Michigan, Minnesota, and Oregon, called Judicious Discipline, incorporates the constitutional language of rights and responsibilities into a democratic management framework and can support fair, safe, and respectful classroom environments. The consistent use of class meetings based on the framework of rights and responsibilities has been found to provide students in these state with a chance to discuss issues of common concern peacefully.

The author offers 10 ideas for making classroom rules.

The author offers 10 ideas for making snack time fun.

Principals should be careful not to focus on discipline when the real problem may be poor instruction. A sustained emphasis on educational change, classroom by classroom, will help faculty realize that improving instruction will dramatically decrease what they consider students' chronic misbehavior.

Becker, Henry Jay, Nakagawa, Kathryn, Corwin, Ronald G. (1997). Parent involvement contracts in California's charter schools: Strategy for educational improvement or method of exclusion? Teachers College Record, v. 98, p. 511-36.

This study examined the extent to which parent involvement contracts in charter schools are used as a strategy for education improvement or a method of exclusion. Participants were school administrators at 27 charter schools and 39 comparison schools in California. The results revealed that the charter schools did a great deal to encourage parent involvement in learning activities at home and that charter school parents were substantially more involved in the daily life of the school. The results of the study also indicated that at most of the charter schools the contracts were viewed as a means of obtaining compliance rather than as a positive vehicle for encouraging the growth of a more inclusive school community.

A new approach to alternative assessment at Prairie Middle School in Iowa combines portfolio assessment with student-led conferences. Components of this approach include greater student participation, ownership, and empowerment; self-assessment; effective communication; parental involvement; and accountability.

The author discusses IMPACT is a process for parental involvement based on sending home mathematics activities for parents and children to do together that has been launched in the Irving Independent School District, Texas. The program begins when teachers host a meeting to invite parents to participate in IMPACT. Then, teachers send home an IMPACT activity approximately once each week to support a math concept that is being explored in class. When the parents and children have completed the activity, they fill out a comment sheet in a diary that accompanies the activity.

Homeside Activities is a set of 15- to 20-minute exercises for grades K-6 that focuses on parental involvement in children's education by promoting student-parent conversations. The 18 activities encourage an exchange of ideas, develop a child's critical thinking and communication skills, and provide an intentionally open-ended framework for the adult and child to explore specific issues.

This monograph provides resources for parents to help develop their children's abilities to do mathematics, while at the same time encouraging more positive attitudes toward mathematics.

The author offers advice for teachers on involving parents in their children's schooling. The advice relates to how an effective teacher can open lines of communication with primary caregivers through active and consistent outreach and deals with telephoning, undertaking written communications, inviting parents to volunteer in the classroom, scheduling and getting through parent conferences, dealing with difficult parents, and making home visits. A review of research and professional literature supporting the positive effects of parental involvement on student achievement, attitudes toward learning, and self-esteem is also presented.

The author discusses the difficulties of involving parents in education. She presents five suggestions for creating a school culture that actively involves parents.

This article outlines a variety of ways that mathematics teachers can involve parents at the classroom and school level. Some of these include creating "parent rooms" at the school, emphasizing an open mathematics classroom in which parents feel comfortable to drop in and observe a mathematics lesson, and using parent volunteers in classrooms. Parent volunteers can help students with their mathematics assignments, create mathematics bulletin boards, help correct and record students' mathematics assignments and quizzes, and participate in the daily mathematics lesson. Parents can also direct lessons that incorporate their unique cultural backgrounds, lead field trips to their working environments, and develop and implement integrated curricular activities that reflect some of the variety in the students' cultural backgrounds. In addition to these suggestions, the article provides many more.

The writers discuss an at-home parental-involvement activity called Moon Watch, which is recommended by the Student-Parent Laboratories Achieving Science at Home program. Moon observation offers a chance for parents and students in grades 5-8 to learn science together, make first-hand observations, and record and analyze data.

This monograph discusses how family math programs, based on family literacy programs, successfully teach basic math skills to both children and their parents.

The writer discusses Family Night Out, a parent-involvement activity of the Montgomery County, Maryland, Public School Transition Demonstration. As part of a program that follows Head Start children and their families as they make the transition from Head Start to kindergarten and the first three grades, a school family dinner was designed to help parents become equal partners in their children's education.

This article describes the goals of the Minority College Awareness Program (MCAP) at the University of Kentucky. MCAP is designed to give students experiences that would help improve their mathematical, problem-solving, and written and verbal communication skills. Second, the program offers professional development for teachers so that they will feel better prepared to work with students from diverse backgrounds and equipped to teach lessons and use instructional strategies that are innovative and adaptable to different grade levels. The third goal is to develop workshops for parents so that they can be role models for their children, increase their involvement in their children's education, and become more knowledgeable about the mathematics and science curriculum.