Index
A
AAAS. See American Association for the Advancement of Science
ACT. See Algebra Cognitive Tutor
Adaptive reasoning, 67
Adult-child conversation
one-on-one or small group, 43
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), 28, 125
benchmarks, 127
textbook review, 128
American Association of Physics Teachers, 119
Analogy phonics, 38
Analytic phonics, 38
Answers
teachers relinquishing control of, 76
Argumentation, 132–133
science as, 134
bias in, 19–20
elements of an agenda for, 169–171
formative, in classroom to assist learning, 167–168
for program evaluation, 167–169
of student knowledge of algebra, 92–93
of student knowledge of early reading, 37–39
of student knowledge of physics, 114–115
of student knowledge of science across the school years, 134–135
of student learning of elementary mathematics, 75–76
summative, to determine student attainment levels, 167–168
Assessments of reading comprehension
beyond the early years, 54–56
comprehending text on the revised SAT, 60
formative and summative, 3, 58–61
measuring recall alone, 59
B
Benchmarks
for reading comprehension, 4, 63–65
Big Math for Little Kids, 70
Bill Nye, the Science Guy, 102
Buggy algorithms, 69
Business management
insights from, 23
Business math, 87
C
Calculus, 87
Carnegie Melon University, 92, 94–95
Case, Robbie, 73
Central conceptual structures, 72
Change
resistance to, 23
in students’ evolving knowledge, monitoring, 111
Cheche Konnen project, 134
Children entering kindergarten behind their peers
challenge of, 68
Children’s magazines, 102
Children’s Math Worlds, 70
Clement, John, 104
Cognitively Guided Instruction, 86
Collaborative learning, 57
Committee on Scientific Principles for Education Research, 146, 148
Committee on the Prevention of Reading Difficulties in Young Children, 35
Competence
strategic, 67
Comprehensive Test of Basic Skills (CTBS), 116–117
Content material
including less, but at greater depth, 129
“Cooperative learning,” 53
Criteria for choosing research topics, 26–27
existing rigorous R&D efforts already showing promising gains in student achievement, 1–2, 26
pervasive problems of practice lacking knowledge base to guide instructional interventions, 2, 26
CTBS. 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, 35–37
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
Decontextualized language instruction in the early years, 34
Decontextualized language structures, 33, 57
Differentiating instruction, 40–41
Discovery Channel, 102
E
Early mathematics assessments, 4, 81–84
implementing standards-based, 83–84
teacher understanding of, 83
technology support needed to assist teachers, 83
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 world-knowledge-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, 118–119, 134, 138, 168
Formative assessments
in classroom to assist learning, 167–168
G
Generalizing
across studies, 148–149
Goals of school science
reformulating, 129
Griffin, Sharon, 73
H
Hennessey, Sister Mary Gertrude, 131
Hestenes, David, 112
I
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
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 curriculum, 71
K
Kindergarten
challenge of children entering behind their peers, 68
“Knowledge packages,” 82
Knowledge-rich goal-focused inquiry
science as, 130
Knowledge tracing, 94
L
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
Magic School Bus, 102
Math Trailblazers curriculum, 71
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
instruction in high school physics, 112
introducing physics as, 111
science as, 133
Models
of integrated reading instruction, 3, 44–46
Momentum
misconceptions about, 18
N
NAEP. See National Assessment of Educational Progress
National Assessment of Educational Progress (NAEP), 36, 75, 102
National Council of Teachers of Mathematics (NCTM), 82, 95, 99
National Institute of Child Health and Human Development, 10, 31, 38, 44, 46–49, 52, 55, 58
National Reading Panel, 31, 40, 44, 48–49, 54, 58
National Research Council (NRC), 10, 19, 31, 67, 88, 125, 142, 145, 150, 170
Committee on the Prevention of Reading Difficulties in Young Children, 35
science standards, 127
National Science Foundation (NSF), 71
curricula supported by, 86, 97–98, 147
teacher enhancement projects, 119
NCTM. See National Council of Teachers of Mathematics
Newtonian mechanics, 104–105, 118
No Child Left Behind legislation, 43
NRC. See National Research Council
NSF. See National Science Foundation
Number-knowledge-focused curricula, 43
Number Knowledge Test, 70, 73–75, 168
Number words
ability to verbally count using, 73
Number Worlds curriculum, 70, 73–75, 86, 168
O
One-on-one adult-child conversation, 43
One-to-one correspondence
ability to count with, 73
Organizational environment
hampering adoption and use of improved instructional methods, 22–23
interdependent with student learning and teacher knowledge, 20–24
Organizing knowledge around core concepts
subtraction with regrouping, 76–80
P
PALS. See Virginia Phonological Awareness and Literacy Screening
Pasteur’s quadrant, 11
Payne, Roger, 130
Peabody Individual Achievement Test (PIAT), 75
Phonemic awareness, 34
“Phonics” instruction, 32–33, 38, 40
analogy phonics, 38
analytic phonics, 38
embedded phonics, 38
phonics through spelling, 38
in student knowledge of early reading, 38
synthetic phonics, 38
Phonological Awareness and Literacy Screening (PALS), 39
research agenda initiatives, 6, 120–124
student knowledge, 103–115
teacher knowledge, 115–120
Physics Education Group, 106–107
Physics teaching resource agent (PTRA) program, 119–120
PIAT. See Peabody Individual Achievement Test
Poverty
and math ability, 75
Practice
bridging gap with research, 19
bridging gap with theory, 145
Pre-service education, 99
Preventing Reading Difficulties in Young Children, 31, 39
Primary school mathematics, 72–75
ability to count with one-to-one correspondence, 73
ability to “mentally stimulate” the sensorimotor counting, 73
ability to recognize quantity as set size, 73
ability to verbally count using number words, 73
Principles and Standards for School Mathematics. See National Council of Teachers of Mathematics
Procedural fluency, 67
Productive disposition, 67
Professional development programs
on vocabulary and oral language development, 43
Professional scrutiny and critique
disclosing research for, 149–150
Proficiency
mathematical, 67
needed to meet demands of modern life, 27
Program evaluation
assessment for, 167–169
Progression of student understanding
in student knowledge of algebra, 89–91
in student knowledge of early reading, 31–34
in student knowledge of physics, 104–110
in student knowledge of reading comprehension beyond the early years, 51
in student knowledge of science across the school years, 125–127
in student learning of elementary mathematics, 68–69
PTRA. See Physics teaching resource agent
Q
Quality. 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
Reading Study Group, 49–52, 54, 56
R&D. See Research and development base in education
Read-alouds, 43
Readers
assessment of, 55
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
Research agenda
criteria for choosing topics, 26–27
framework for, 24–29
research domains, 27–29
Research agenda initiatives in algebra, 5, 97–101
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, 47–49
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, 120–124
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
developing materials for teachers using metacognitive strategy instruction, 3, 61–62
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, 135–141
developing and evaluating integrated learning-instruction models, 6, 137–138
developing assessment instruments to anchor meaningful comparisons, 138–139
evaluating standards for science achievement, 6, 141
teacher knowledge requirements, 6, 140
Research and development (R&D) base in education, 1–2, 14–17
assessing a student’s progress given general and discipline-specific norms and practices to support student learning, 16–17
bridging gap with practice, 19
elements of an agenda for assessment, 169–171
expected progression of student thinking based on knowledge of students’ common understandings and preconceptions of a topic, 16
improving, 17–20
instructional interventions to move students along a learning path, 16
misconceptions about momentum, 18
schematic questions for teaching and learning, 15
what students should know or be able to do, 15
Research quality and impact, 7–8, 142–151
disclosing research for professional scrutiny and critique, 149–150
linking research to relevant theory, 145–146
posing significant questions for empirical investigation, 143–144
providing a coherent and explicit chain of reasoning, 147–148
replicating and generalizing across studies, 148–149
using methods permitting direct investigation, 146–147
Revised SAT
comprehending text on, 60
S
SAT
comprehending text on revised, 60
Scalability
of promising physics curricula in different school contexts, 6, 121–123
Schematic questions
for teaching and learning, 15
as argumentation, 134
as knowledge-rich goal-focused inquiry, 130
as modeling, 133
as theory building, 130
Science education across the school years, 6, 124–141
research agenda initiatives, 6, 135–141
student knowledge, 124–135
student knowledge of, 124–135
teacher knowledge, 135
weakness in, 28
Science for All Americans, 125
Science-knowledge-focused curricula, 43
Scientific category system
helping students recognize objects and events within a, 111
Scientific Research in Education, 142
Scientists
Semantic level
text comprehension involving processing at, 50
Sensorimotor counting
ability to “mentally stimulate,” 73
SERP. See Strategic Education Research Partnership (SERP)
Small group, adult-child conversation, 43
Spelling
phonics through, 38
Standardized tests
shortcomings of, 169
Standards-based assessments
implementing, 83–84
Standards for science achievement
Strategic competence, 67
Strategic Education Research Partnership (SERP), 1–2, 7–10, 21, 61, 98, 129, 136, 138–139, 141–144, 149–151, 167–171
dealing with organizational issues, 23–25
mission of, 9
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, 167–168
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, 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 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
Student knowledge of science across the school years, 124–135
assessment, 134–135
curriculum and pedagogy, 127–134
progression of student understanding, 125–127
what children should know and be able to do, 124–125
Subtraction
with regrouping, 76–80
Success for All program, 41
Successful outcomes
Summative assessments
to determine student attainment levels, 167–168
of reading comprehension, 3, 58–61
Surface-level reading, 52
“Symbolic fluency,” 91
Synthetic phonics, 38
T
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, 47–49
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, 118–119, 134, 138, 168
needed for effective use of a physics curriculum, 6, 123–124
Teacher understanding
of assessments, 83
Teaching Children to Read, 31
Teaching number and operations
evaluating and comparing curricular approaches to, 4–5, 85–87
Technology support
needed to assist teachers, 83
Texas Primary Reading Inventory (TPRI), 39
Text
assessment of, 55–56
complexity of, 64–65
Text comprehension involving processing at different levels, 50
linguistic level, 50
semantic level, 50
in student knowledge of reading comprehension beyond the early years, 50
understanding level, 50
Theory
bridging gap with practice, 145
developing, 145–146
linking research to relevant, 145–146
Theory building
science as, 130
ThinkerTools
reflective assessment in, 113, 116–117, 151
Third International Mathematics and Science Study (TIMSS), 102, 128
3-2-1 Contact, 102
TIMSS. See Third International Mathematics and Science Study
TPRI. See Texas Primary Reading Inventory
Transferring strategy use, 54
Travel metaphor, 25–26
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), 39
W
What children should know and be able to do, 15
in knowledge of algebra, 88–89
in knowledge of early reading, 31
in knowledge of physics, 103–104
in knowledge of reading comprehension beyond the early years, 49–50
in knowledge of science across the school years, 124–125
in learning of elementary mathematics, 66–67
World-knowledge-focused curricula, 43