-
Notifications
You must be signed in to change notification settings - Fork 0
/
WI.html
1 lines (1 loc) · 3.19 KB
/
WI.html
1
<html><head><script async src="https://www.googletagmanager.com/gtag/js?id=G-VJ281EFGY0"></script><script>window.dataLayer = window.dataLayer || [];function gtag(){dataLayer.push(arguments);}gtag('js', new Date());gtag('config', 'G-VJ281EFGY0');</script><script async src="https://www.googletagmanager.com/gtag/js?id=G-VJ281EFGY0"></script><script>window.dataLayer = window.dataLayer || [];function gtag(){dataLayer.push(arguments);}gtag('js', new Date());gtag('config', 'G-VJ281EFGY0');</script><link rel="stylesheet" href="/GIStandards/assets/css/style.css?v=9962c8b6eb19196156a3a652b9103377a7d12ef7"><title>State: Wisconsin</title> </head><body><div class="wrapper"><header><h1><a href='https://trbaker.github.io/GIStandards'>GIStandards</a></h1><p></p> <p class="view"><a href="https://trbaker.github.io/GIStandards">https://trbaker.github.io/GIStandards/</a></p><P>A machine analysis of geospatial language in US K-12 state curriculum standards</p></header><section><h1 id="geospatial-keywords-in-us-k12-curriculum-standards"><h1>Wisconsin</h1>Report date: 2021-07-08<br /><br /><b>The frequency of all keywords found in this state's standards:</b> 2<br>Comparable state score: 0.134 (median: .303, SD: .324)<br /><ul>The frequency above is the sum of all keywords found in all of this state's four core academic standards and the state's CTE/career standards. This total count is broken down by keyword and discipline area below.<br><br>On this site, 'comparable scores' are calculated as: keywords found divided by total words in the standards document(s) - multiplied by 100,000. The comparable scores attempt to normalize data, accounting for very different sizes of curriculum guidance documentation.</ul>Frequencies by <a href="https://trbaker.github.io/GIStandards/appendix_keywords.html">keyword or phrase</a>:<ul><li> spatial: 2</li><li>GIS: 0</li><a border=0 href='plots/WI.png'><img align='right' width=350 src='plots/WI.png'></a></ul>Frequencies by discipline area: <ul><li>SS: 0<br /> (Comp: 0.0)</li><li>SC: 0<br /> (Comp: 0.0)</li><li>MA: 2<br /> (Comp: 0.282)</li><li>ELA: 0<br /> (Comp: 0.0)</li><li>CTE: 0<br /> (Comp: 0.0)</li></ul></ul>Support files: <ul><li><a target="new" href="https://www.dropbox.com/sh/o7qyehlwi4am7zv/AAAU6VyWrNlhiAmJKsC0mh_Aa?dl=0">standards document(s) used in this machine search</a></li><li><a target="new" href="https://www.dropbox.com/sh/o7qyehlwi4am7zv/AAAU6VyWrNlhiAmJKsC0mh_Aa?dl=0&preview=ref.txt">researcher field notes</a></li></ul>Examples of keyword use by discipline area (and document): <ul><li>MA</li><ul><li>ADA_CC_MathStandards.pdf, page:2, position:227<br> greater focus and coherenceMathematics experiences in early childhood settings should concentrate on (1)number (which includes whole number, operations, and relations) and (2)geometry,<b> spatial</b> relations, and measurement, with more mathematics<li>ADA_CC_MathStandards.pdf, page:8, position:1334<br> objects in combined sets, or counting the number of objectsthat remain in a set after some are taken away.(2)Students describe their physical world using geometric ideas (e.g.,shape, orientation,<b> spatial</b> relations) and vocabulary. They identify, name,a</ul></ul><hr noshade> </body></html>