Stafford Hood

Gerunda Hughes3
Henry Frierson3
Debra J Rog2
Veronica Thomas2
Melvin M Mark2
3Gerunda Hughes
3Henry Frierson
2Debra J Rog
2Veronica Thomas
2Melvin M Mark
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  • Henry Frierson, Stafford Hood, Gerunda Hughes, Conrad Katzenmeyer, January
  • 2002
NOTE: Any views, findings, conclusions, or recommendations expressed in this report are those of the authors, and do not necessarily represent the official views, opinions, or policy of the National Science Foundation. NTRODUCTION his Handbook was developed to provide managers working with the National Science Foundation (NSF) with a basic guide for the(More)
—When culture is integrated into the mathematics classroom, it improves students' academic achievement [3], helps move classrooms towards an equitable learning environment [30] [31], helps students have positive beliefs about mathematics [23], and integrates mathematics with other disciplines [56], [58]. Moreover, if you observe today's kids, the use of(More)
Cultural responsiveness is gaining recognition as a critical feature of the evaluation process. Culture is a cumulative body of learned and shared behavior, values, customs, and beliefs common to a particular group or society. In essence, culture makes us who we are. In doing project evaluation, it is also important to consider cultural context in which the(More)
It is the policy of the United States to encourage men and women, equally, of all ethnic, racial, and economic backgrounds to acquire skills in science, engineering and mathematics, to have equal opportunity in education, training, and employment in scientific and engineering fields, and thereby to promote scientific and engineering literacy and the full(More)
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