B) dumped into local landfills
C) exported to foreign countries
D) recycled by computer manufacturers
1
Throughout the nations more than 15,000 school districts, widely differing approaches to teaching science and math have emerged. Though there can be strength in diversity, a new international analysis suggests that this variability has instead contributed to lackluster achievement scores by U.S. children relative to their peers in other developed countries.
Indeed, concludes William H. Schmidt of Michigan State University, who led the new analysis, no single intellectually coherent vision dominates U.S. educational practice in math or science. The reason, he said, is because the system is deeply and fundamentally flawed.
The new analysis, released this week by the National Science Foundation in Arlington, Va., is based on data collected from about 50 nations as part of the Third International Mathematics and Science Study.
Not only do approaches to teaching science and math vary among individual U.S. communities, the report finds, but there appears to be little strategic focus within a school districts curricula, its textbooks, or its teachers activities. This contrasts sharply with the coordinated national programs of most other countries.
On average, U.S. students study more topics within science and math than their international counterparts do. This creates an educational environment that is a mile wide and an inch deep, Schmidt notes.
【大学英语六级真题阅读理解的强化练习一】相关文章:
最新
2016-10-18
2016-10-11
2016-10-11
2016-10-08
2016-09-30
2016-09-30