Books, Articles, Reports
Stone, James R. III. Building Academic Skills In Context: Testing the Value of Enhanced Math Learning In CTE, National Research Center for Career and Technical Education and University of Minnesota, July 2006.
An experimental study tested a model for enhancing mathematics instruction in five high school career and technical education (CTE) programs (agriculture, auto technology, business/ marketing, health, and information technology). The model consisted of a pedagogy and intense teacher professional development. Volunteer CTE teachers were randomly assigned to an experimental (n = 57) or control (n = 74) group. The experimental teachers worked with math teachers in communities of practice to develop CTE instructional activities that integrated more mathematics into the occupational curriculum. After 1 year of the math-enhanced CTE lessons averaging 10% of class time, students in the experimental classrooms performed significantly better on 2 tests of math ability–the TerraNova and ACCUPLACER®–without any negative impact on measures of occupational/technical knowledge.
Barton, Mary Lee and Clare Heidema. Teaching Reading in Mathematics, 2nd Edition. Mid-continent Research For Education and Learning, Aurora Colorado, 2002.
Rust, Amber. What Does Reading Have to Do With Math? (Everything)When a student is not successful in math, teachers usually assume the difficulty is with the student's mathematical ability or possibly the student's dislike of mathematics, but the truth may more likely lie with the student's poor ability to read the mathematics textbook. This PowerPoint presentation provides specific strategies on how to integrate reading into mathematics.
WorkKeys Applied Mathematics skill levels summarized.
Conzemius, Anne and O’Neill, Jan. Building Shared Responsibility for Student Learning, Association for Supervision and Curriculum Development, 2001. In this book Conzemius and O’Neill “blaze a path to educational responsibility – to shared responsibility for student learning.” Shared responsibility occurs when the school staff understands what “success” means and when learning takes place as the result of common focus, collaboration, and reflection [assessment and ongoing evaluation].
Sejnost, Roberta L. and Thiese, Sharon M. Building Content Literacy: Strategies for the Adolescent Learner. Corwin, 2010. With step-by-step instructions, a wealth of examples, and numerous student reproducibles, this book presents an approach that secondary teachers can implement across all content areas. Sejnost and Thiese focus on research-based practices that increase comprehension and learning.
Daggett, Willard R. Successful Schools: From Research To Action Plans, International Center for Leadership In Education, June 2005.www.icle.net. A comprehensive analysis of effective schools research that identifies ten central findings that schools should use as a platform for success in reform initiatives: create a culture of high expectations for all students, use data in decision making, provide real-world applications, create a framework to organize curriculum, create multiple pathways for students to pursue excellence, set high expectations, sustained focused professional development, leverage parental involvement, establish a safe and orderly environment, and provide effective leadership.
Marzano, Robert J. What Works In Schools: Translating Research Into Action, Association for Supervision and Curriculum Development, 2003.