High Failure Rates in Required Mathematics Courses: Can a Modified Block Schedule Be Part of the Cure?

Rettig, Michael D.; Canady, Robert Lynn

doi:10.1177/019263659808259611

Cited by 2 publications

(1 citation statement)

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“…In mathematics, algebra I part 1 and algebra I part 2, which are typically yearlong courses, can be scheduled as semester block courses, allowing students to finish both in one year. Several 4 x 4 schools have used a scheduling and curriculum adaptation called &dquo;Progressive Algebra&dquo; to allow acceleration and/or remediation for some students (see Rettig and Canady 1998). Other sequencing alternatives are possible in the 4 x 4.…”

Section: Adaptabilitymentioning

confidence: 99%

The Connected School: Technology and Learning in High School

McCampbell¹

2001

NASSP Bulletin

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In The Connected School: Technology and Learning in High School, the authors have put together an excellent book that imparts the findings resulting from their intensive study of selected urban high schools' use of technology. These findings are delivered in a clear and organized story, broken into readable and useful segments, which allow readers to take them as a whole or refer to them individually. Although background information about suburban school districts is included to provide some perspective, the study focuses on six schools selected from the Chicago and Detroit Public School systems to examine the challenges that urban schools face in implementing technology in the classroom. In addition to reviewing the general technology implementation challenges shared by the schools as a whole, The Connected School fleshes out its story by selecting two to three interesting uses of technology from each school and looking at them in more detail. The authors also offer recommended actions for school districts, high school leaders, and teachers.Beyond describing interesting case studies of successful technology implementation in urban schools, this book serves as a guide for those trying to unlock the secrets or best practices for technology integration in schools. The examples in this book provide clear answers to several important questions about the use of technology in schools, such as: What does teaching and learning supported by technology look like in urban schools? How is it different from these schools' suburban counterparts? Is technology inevitably a magnifier of educational inequality? What barriers do urban schools have to overcome? Are there urban schools using technology in ways that empower students? If so, how do they do it? What would it take for other urban schools to emulate their strategies?Part of what makes The Connected School work so well is that the authors draw from a wealth of professional experience to answer these questions but do not overwhelm the reader with the technical minutia of the subject matter. Besides being an educational psychologist, Barbara Means is the codirector of the Center for Technology and Learning at SRI International Resource ReviewReviewed by Bill McCampbell, associate director of instructional technology at NASSP. Correspondence concerning this review may be sent to mccampbellb@principals.org.

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Section: Adaptabilitymentioning

confidence: 99%