eric.ed.gov har udgivet: In the first decade of the 21st century, the nation, the states, and colleges and universities began to grapple with the challenges of globalization, changing demography, the implications of the digital era, and of a less expansive public sector. Although not a transformative period for higher education, the decade saw significant innovations in teaching and learning, intense policy ferment, and debates over the future of colleges and universities and their roles and responsibilities in American society. Parts one and two of this book describe several of the most interesting and significant developments in higher education, and in public policy, reported by leading journalists in the field of higher education. In part three, observers of American higher education comment on critical issues facing colleges and universities, the states… Continue Reading →
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eric.ed.gov har udgivet: In 2011-2012, the Georgia legislature funded a series of ongoing studies to evaluate Georgia’s Pre-K Program. The 2016-2017 Georgia’s Pre-K Program Evaluation focuses on the results of the fourth year of this longitudinal study, through second grade. The purpose of the current evaluation study was to examine longitudinal outcomes for children related to key academic and social skills as well as the quality of their classrooms from pre-k through second grade. The primary evaluation questions included: (1) What are the learning outcomes through second grade for children who attended Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s instructional experiences from pre-k through second grade? To address these questions, the evaluation study included a sample of… Continue Reading →
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eric.ed.gov har udgivet: Due to the increasing achievement gap between schools of urban settings and their suburban counterparts, and in an environment where statewide testing that may begin to hinder the graduation of many urban students, there is a need to close the gap especially in the areas of Math and Science. Teachers in such environments face the daunting task of accelerating learning for urban students in two arenas: conceptual and affective. The conceptual tasks observed during this study included: building up the basic skills of students, developing literacy and proficiency around test taking, as well as completing the curriculum for Calculus. The primary affective tasks observed during this study included: confidence (swagger) development; positive interaction around the “Truth” of their academic status; and work ethic development. In order to… Continue Reading →
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eric.ed.gov har udgivet: The results of the SAT 9 tests administered to Guam students in grades 1, 3, 5, 7, 9, 10, and 11 have consistently indicated below average academic performance in the subjects of reading, math and language arts over the past decade of testing. To ensure that students attain the necessary skills and knowledge in reading, math, and language arts, the Student Focus Committee has constructed a district action plan designed to address problems by focusing on measurable objectives to raise student performance. These objectives, discussed in detail in the plan, are grouped into the following categories: (1) standards and assessment; (2) personnel quality and accountability; (3) federal, state, and local programs; (4) home-school connection; (5) Education Indicator System; and (6) system-wide needs/changes. Appended are the following: (1)… Continue Reading →
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eric.ed.gov har udgivet: This action research project was designed to increase students’ math competencies and reduce math anxiety in targeted high school classes in a Midwestern suburb. The study included 37 students and took place from September through December in 2002. Factors influencing students’ math achievement included self-perceptions of math competence, teachers’ perceptions of students’ abilities, and an overemphasis on remediation which left students unchallenged and behind their peers (Fiore, 1999). Curriculum redesign is one way of improving students’ confidence and competence in their math abilities (Allexsaht-Snider and Hart, 2001). Given this, a curriculum redesign was selected as an intervention for this study. To document student progress in mathematical achievement and improve self-perception, methods of assessment used included surveys, document analysis, and observations. Post-intervention data indicated an increase in students’… Continue Reading →
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eric.ed.gov har udgivet: Previous research shows inconsistent relationships between parent involvement and academic achievement and often asks why such inconsistencies occur. The research proposes a theoretical model that separates parent involvement into those practices linking parents to children and those practices linking parents to other adults in the school environment. The researcher hypothesizes that parent-child (i.e. discussion and monitoring) and parent-school (i.e. educational support strategies and Parent Teacher Organization involvement) practices will differentially affect student attitudes (educational expectations), behaviors (absenteeism, homework, truancy), and achievement (math and science). Using a national survey conducted in the United States of schools and students, the National Education Longitudinal Study (NELS:88), The research estimates a series of hierarchical models to test the direct and indirect effects of parent involvement on student attitudinal, behavioral and academic… Continue Reading →
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eric.ed.gov har udgivet: America’s leaders are increasingly concerned about U.S. competitiveness in a rapidly globalizing world. In response, during the 2006 State of the Union Address, President Bush introduced the American Competitiveness Initiative (ACI) to promote policy that bolsters student achievement in the areas of science, technology, engineering, and mathematics (STEM). At the Business-Higher Education Forum (BHEF) summer 2006 meeting, Secretary of Education Margaret Spellings discussed provisions of the ACI that address teacher shortages in mathematics and science, and corresponding student academic readiness. Specific ACI education provisions include the Adjunct Teacher Corps, the Advanced Placement-International Baccalaureate (AP/IB) Incentive Program, the National Math Panel, Math Now for Elementary Students, and Math Now for Middle School Students. (Contains 2 boxes, 2 figures and 1 table.) Link til kilde
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eric.ed.gov har udgivet: This study analyzed the impact of parent involvement and integration of multiple intelligences strategies in classroom instruction on student motivation and academic achievement. The population for this study comprised of 13 elementary students receiving special education services. Parent involvement was developed and supported through weekly home activities and daily take-home folders. Multiple intelligences strategies were implemented in reading, writing, and math classes. Data collection methods included surveys, observations and reflections, teacher-student conferences, exit cards, existing records and grade reports. The findings of this study showed positive effect on both student motivation and academic achievement. Students displayed an increase in positive attitude towards assignments, activities, and school overall; and 8 of 13 students achieved an increase in academic grades. Link til kilde
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eric.ed.gov har udgivet: The purpose of this study was to describe the sustainability of professional development, specifically the teacher utilization of the Science-in-CTE pedagogical model and science-enhanced agricultural education lessons in curricula one year following the Science-in-CTE pilot study. This quasiexperimental study included 41 teachers (15 treatment agricultural education, 14 control agricultural education, and 12 science) who participated in seven days of professional development in the pilot study in 2009-2010. This study was a partial replication of the Math-in-CTE follow-up study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Researchers found that a majority of the treatment agricultural education and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15… Continue Reading →
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eric.ed.gov har udgivet: While it is important for college and university senior administrators to embrace the traditional roles of their administrative positions, senior administrators’ interactions with students also shape institutional culture, students’ engagement, and ultimately play a role in students’ motivation to succeed. This engagement is especially evident in the Historically Black College and University (HBCU) context as senior administrators’ engagement with students can directly or indirectly affect how students perceive themselves and their ability to succeed. This article aims to illuminate the role that HBCU senior level administrators play in students’ motivation toward success. We also highlight the notion that senior level administrators’ role in organizational culture ultimately led historically-disempowered Black women students toward success in even the most historically inaccessible pathways in the science, technology, engineering, and math… Continue Reading →
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