Search Results: (16-30 of 32 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC IRESPM07 | Progress in Mathematics © 2006
Progress in Mathematics © 2006 is a new core curriculum for students in kindergarten through grade 6. Progress in Mathematics © 2006 differs substantively from Progress in Mathematics © 2000 in both content and assessment material. Progress in Mathematics © 2006 uses a sequence of systematic lesson plans to teach mathematical concepts and skills. It incorporates the following features at each grade level: explicit instruction of mathematics content; development of conceptual understanding through a three-step process that begins with hands-on activities (concrete thinking to visual thinking to symbol use); fluency in numerical computation; problem solving; development of mathematical vocabulary; practice and review; and different types of assessment. Student textbooks, student workbooks, and teacher's editions are available for each grade level, as well as manipulatives and online practice exercises. |
4/23/2007 |
| WWC IRCEPA07REV | Positive Action
Positive Action, a K–12 program, aims to promote character development, academic achievement, and social-emotional skills and to reduce disruptive and problem behavior. The program is based on the philosophy that you feel good about yourself when you think and do positive actions, and there is always a positive way to do everything. The curriculum includes six units; some grades have a review for a seventh unit. All lessons are scripted and use classroom discussion, role-play, games, songs, and activity sheets or text booklets. Optional components that may or may not be implemented as part of the program are: site-wide climate development; drug education for grade 5 and middle school; conflict resolution; counselor, parent, and family classes; and community/coalition components. |
4/23/2007 |
| WWC IRCECSC07REV | Caring School Community™ (CSC) (formerly, The Child Development Project)
Caring School Community™ (CSC) is a modified version of a program formerly known as the Child Development Project. The Caring School Community ™ program has been recently revised to eliminate some elements of the Child Development Project that were shown in evaluation studies to be inconsistently or poorly implemented. CSC is a multiyear school improvement program that involves all students in grades K–6. The program aims to promote core values, prosocial behavior, and a schoolwide feeling of community. The program consists of four elements originally developed for the Child Development Project: class meeting lessons, cross-age "buddies" programs, "homeside" activities, and schoolwide community. Class lessons provide teachers and students with a forum to get to know one another, discuss issues, identify and solve problems collaboratively, and make a range of decisions that affect classroom life. Cross-age buddies activities pair whole classes of older and younger students for academic and recreational activities that build caring cross-age relationships and create a schoolwide climate of trust. Homeside activities, short conversational activities that are sent home with students for them to do with their parent or caregiver and then to discuss back in their classroom, incorporate the families' perspectives, cultures, and traditions, thereby promoting interpersonal understanding. Schoolwide community-building activities bring students, parents, and school staff together to create new school traditions. |
4/23/2007 |
| WWC IRMSCM07 | Connected Mathematics Project (CMP)
The Connected Mathematics Project (CMP) is a problem-centered mathematics curriculum designed for all students in grades 6–8. Each grade level of the curriculum is a full-year program and covers numbers, algebra, geometry/measurement, probability, and statistics. The program seeks to make connections within mathematics, between mathematics and other subject areas, and to the real world. The curriculum is divided into a sequenced set of units, each organized around different mathematical topics. The four to seven lessons in a unit each contain one to five problems that the teacher and students explore in class. Additional problem sets, called Applications, Connections, and Extensions, in each lesson help students practice, apply, connect, and extend their understanding and skills. Each lesson culminates in a Mathematical Reflections activity. According to the developers, the CMP addresses National Council of Teachers of Mathematics standards. |
4/9/2007 |
| WWC IRMSOC07 | University of Chicago School Mathematics Project (UCSMP) Algebra
University of Chicago School Mathematics Project (UCSMP) Algebra, designed to increase students' skills in algebra, is appropriate for students in grades 7–10, depending on the students' incoming knowledge. This one-year course highlights applications, uses statistics and geometry to develop the algebra of linear equations and inequalities, and includes probability concepts in conjunction with algebraic fractions. The curriculum emphasizes graphing, while manipulation with rational algebraic expressions is delayed until later courses. This curriculum uses the UCSMP textbook. |
3/26/2007 |
| WWC IRMSTM07 | Transition Mathematics
Transition Mathematics aims to increase 7th- through 12th-grade students' skills in applied arithmetic, pre-algebra, and pre-geometry. This one-year curriculum also addresses general application to different wordings of problems, types of numbers, and contexts for problems and aims to promote mathematical reading skills. The curriculum uses the University of Chicago School Mathematics Project (UCSMP) textbook. The sequence of the topics intends to assist the transition from arithmetic to algebra and geometry. |
3/12/2007 |
| WWC IRMSEM06 | The Expert Mathematician
The Expert Mathematician is designed to help middle school students develop the thinking processes for mathematical applications and communication. A three-year program of instruction, The Expert Mathematician uses a software and consumable print materials package with 196 lessons that teach the Logo programming language. Each lesson ranges from 40–120 minutes, or one to three class periods. The Expert Mathematician coursework combines integrated computer software with workbook activities. A test of unit concepts is administered at the end of each instructional unit. The developer used the computer program LogoWriter to develop the curriculum, which covers general mathematics, pre-algebra, and algebra I. The developer describes the curriculum as covering the range of concepts and content areas in the National Council of Teachers of Mathematics Curriculum and Evaluation Standards. |
10/14/2006 |
| WWC IRDPAL06 | ALAS (Achievement for Latinos through Academic Success)
ALAS, an acronym for “Achievement for Latinos through Academic Success” that means “wings” in Spanish, is a middle school (or junior high school) intervention designed to address student, school, family, and community factors that affect dropping out. Each student is assigned a counselor who monitors attendance, behavior, and academic achievement. The counselor provides feedback and coordinates students, families, and teachers. Counselors also serve as advocates for students and intervene when problems are identified. Students are trained in problem-solving skills, and parents are trained in parent-child problem solving, how to participate in school activities, and how to contact teachers and school administrators to address issues. |
10/5/2006 |
| WWC IRCELQA06 | Lions Quest—Skills for Adolescence
Lions Quest Skills for Adolescence is a schoolwide program designed for middle school students (grades 6–8). The program was designed to promote good citizenship skills, core character values, and social-emotional skills and discourage the use of drugs, alcohol, and violence. The program includes a classroom curriculum, schoolwide practices to create a positive school climate, parent and family involvement, and community involvement. The curriculum may vary in scope and intensity, lasting from nine weeks to three years. The lessons use cooperative group learning exercises and classroom management techniques to improve classroom climate. A related program is reviewed in the intervention report on Skills for Action. |
9/28/2006 |
| WWC IRCEVL06 | Voices Literature and Character Education (Voices LACE)
Voices Literature and Character Education Program (Voices LACE; formerly known as Voices of Love and Freedom and Literacy and Values) is a K–12 program that aims to promote positive character and citizenship values, literacy skills, and social skills. The program contains a curriculum that can be used over any length of time. During classroom lessons, students read books about such everyday issues as ethnic discrimination, fighting, and bullying, and elaborate on central themes through role-playing and discussions practiced in school and at home. Emphasis is given to promoting caring relationships between teachers and students and among students and to connecting the values taught through students’ personal stories. Voices LACE may also be implemented as a schoolwide improvement program. Optional components of the program include schoolwide events and restructuring of school organization and practices (establishing student assemblies and creating small learning communities), parental involvement (home visits and family nights), and community support (joint campaigns with supporting organizations and business). |
9/14/2006 |
| WWC IRCEV06 | Too Good For Violence (TGFV)
Too Good for Violence promotes character values, social-emotional skills, and healthy beliefs of elementary and middle school students. The program includes seven lessons per grade level for elementary school (K–5) and nine lessons per grade level for middle school (6–8). All lessons are scripted and engage students through role-playing and cooperative learning games, small group activities, and classroom discussions. Students are encouraged to apply these skills to different contexts. Too Good for Violence also includes optional parental and community involvement elements. Two related programs are addressed in the intervention reports on Too Good for Drugs and Violence (high school) and Too Good for Drugs™ (K–8). |
9/14/2006 |
| WWC IRCED06 | Too Good for Drugs™ (TGFD)
Too Good for Drugs™ is designed to promote life skills, character values, resistance skills to negative peer influence, and resistance to the use of illegal drugs, alcohol, and tobacco. The program, which targets elementary and middle school students, is based on classroom discussions and structured activities that center on interactive learning and skill-building exercises. Students engage in role-play and cooperative learning games and are encouraged to apply the skills to different contexts. Too Good for Drugs™ also includes the optional elements of parental and community involvement. Two related programs are addressed in the intervention reports on Too Good for Drugs and Violence (high school) and Too Good for Violence (K–8). |
9/14/2006 |
| WWC IRCELC06REV | Lessons in Character
Lessons in Character is designed to promote elementary and middle school students' knowledge about core character education values and, through that knowledge, shape children's positive behaviors and support academic success. It consists of 24 lessons organized around weekly themes, taught through stories, writing activities, and class projects. Teachers introduce the theme with a story that shows a value in action; students then engage that topic with a variety of activities. The program also includes daily oral language development and weekly writing assignments, optional parts of the program's implementation. |
9/8/2006 |
| WWC IRCEFH06REV | Facing History and Ourselves
Facing History and Ourselves aims to promote core character education values and to help middle and high school students develop moral reasoning skills. Students examine historical events, in particular the events that led to World War II and the Holocaust. Teachers participate in professional development seminars and apply the content and approaches to their own teaching or school program. Facing History and Ourselves also includes schoolwide components (such as guest speakers and videos), an optional part of the program evaluated. |
9/8/2006 |
| WWC IRCEBDS06REV | Building Decision Skills
Building Decision Skills aims to raise middle and high school students' awareness of ethics, help them gain practical experience in developing core values, and give them practical strategies for dealing with ethical dilemmas. Building Decision Skills consists of 10 lessons that can fill two consecutive weeks of daily lessons or be drawn out over a longer period. Using readings, handouts, and overheads, the teacher covers key concepts. Students are encouraged to think about the key concepts through small-group activities, class discussions, and homework assignments. The program also includes schoolwide components (such as group discussions, seminars, and assemblies). And it can be combined with service learning. |
9/8/2006 |
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