eric.ed.gov har udgivet: This policy brief, a quick look at some aspects of the debate, illustrates the differences in New York City public schools that would result when layoffs are determined by seniority in comparison to a measure of teacher effectiveness. Due to data limitations and an interest in simplicity, this analysis employs the value added of teachers using the 4th and 5th grade math and ELA (English Language Arts) achievement of their students. Unsurprisingly, the authors find that layoffs determined by a measure of teacher effectiveness result in a more effective workforce than would be the case with seniority-based layoffs. However, they were surprised by facets of the empirical results. First, assuming readily available measures of teacher effectiveness actually measure true teacher effectiveness, an assumption to which they return… Continue Reading →
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eric.ed.gov har udgivet: Last week President Barack Obama announced that the administration plans to waive some aspects of the No Child Left Behind law. But states have to develop solid plans to improve instruction to receive a waiver. Specifically, states must adopt college- and career-ready standards for all students, focus interventions on the bottom 15 percent of low-performing schools, and develop teacher evaluation systems using student performance. Commentators are fixated on waiving the high-profile pieces of the law such as the timeline for ensuring all students are proficient in reading and math and seeking flexibility for the highly qualified teacher targets. But a critical waiver option on expanded learning time is being overlooked in all the hoopla. Expanded learning time is a valuable tool for improving student achievement, as demonstrated… Continue Reading →
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eric.ed.gov har udgivet: This report describes the effect of integrating math and science and employing technology to bridge the gap. The targeted population consisted of primary and secondary students in a diverse, blue-collar, rural community located in northeast central Illinois. The problem of low-test scores and errors on assignments in mathematics was evident and documented through daily work, student portfolios, and teacher generated tests. Analysis of probable cause data revealed that low student achievement in math skills was evident in the daily work, portfolios of students, and tests by teachers. Students were not motivated to learn math and science skills in a traditional classroom setting. Teaching strategies utilized technology, thematic units, and an integrated math and science course in order to make learning relevant to the students. A review of… Continue Reading →
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eric.ed.gov har udgivet: In a decade, virtual education in its contemporary form of asynchronous, computer-mediated interaction between a teacher and students over the Internet has grown from a novelty to an established mode of education that may provide all or part of formal schooling for nearly one in every 50 students in the US. In a non-random 2007 survey of school districts, as many as three out of every four public K-12 school districts responding reported offering full or partial online courses. There can be little question that virtual courses in certain areas (e.g., math, English, social studies) produce tested achievement results on a par with those of their conventionally taught counterparts. Nor is it debatable that more complex areas of the curriculum (e.g., the arts) are beyond the reach… Continue Reading →
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eric.ed.gov har udgivet: Formative assessment is a process that engages teachers and students in gathering, interpreting, and using evidence about what and how students are learning in order to facilitate further student learning during a short period of time. The process offers the potential to guide educator decisions about midstream adjustments to instruction that address learner needs in a timely manner. Formative assessment can be implemented in classrooms in various ways. For example, formative assessment can be quick and informal, such as giving students “I learned…” prompts to reflect on and discuss their progress toward lesson objectives. Formative assessment can also be more formal and involve multiple components, such as curriculum-based measurement, to frequently track and analyze individual student learning for the purpose of modifying instruction as warranted (Black &… Continue Reading →
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eric.ed.gov har udgivet: This study aims to investigate the effects of Science Technology Education Math (STEM) practices on academic achievement and motivations of students in the 5th grade of middle school in “Exploring and Knowing the World of Living Creatures” section in Science lecture. The study was designed in a semi-experimental pattern with pre-test post-test control group. A middle school in the center of Antakya was selected by appropriate sampling method. The sample of the study was formed by the 5th grade students who were studied in 2 sections where the same teacher taught. A group of students in one section formed the control group of students while the other branch formed experimental group. The unit ‘Exploring and Knowing the World of Living Creatures’ was explained through the lesson plans… Continue Reading →
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eric.ed.gov har udgivet: Schools are constantly engaged in implementing reform strategies to prepare students for postsecondary education leading to their career choices. Challenges here involve education initiatives addressing programs not strategically planned, educators not prepared for transition, and no follow-up support beyond initial implementation stages. This study examined school reform initiatives by the Texas Science, Technology, Engineering, and Math academies toward better-quality instruction, to prepare students for post-secondary education, and in-turn, for the knowledge economy of the 21st century. The purpose of the study was to gauge the effectiveness of these academies in math, science, and engineering, and if these academies are successful educational-reform systems. Inductive data analysis was conducted from general program data and teacher interviews from one rural and one urban high school. Data were obtained through observations,… Continue Reading →
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eric.ed.gov har udgivet: President Obama’s Educate to Innovate initiative has provided billions in additional federal funding for science, technology, engineering, and mathematics (STEM) education programs across the country. The Administration’s recognition of the importance of STEM education– for global competitiveness as well as for national security–is good and important. But the past 50 years suggest that federal initiatives are unlikely to solve the fundamental problem of American underperformance in STEM education. Heritage Foundation education and national security analysts explain that, though Educate to Innovate is intended to raise the U.S. “from the middle to the top of the pack in science and math,” the federal program’s one-size-fits-all approach fails to remedy the underlying problems of academic performance and does not plug the leaky pipeline in the American education system. (Contains… Continue Reading →
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eric.ed.gov har udgivet: Study Island is a practice and assessment tool that provides state-standards-aligned opportunities for students to practice their skills. It features a system of continual assessments with immediate feedback to adjust instruction and learning. When educators integrate Study Island into their instructional practices, it acts as a formative, ongoing assessment tool that provides students with a platform to practice or demonstrate their knowledge of taught standards. This approach reflects the elements of formative assessments as a process for monitoring progress and adjusting instruction. Research on formative assessment and progress-monitoring practices has demonstrated positive outcomes for student achievement (Bangert-Drowns, Kulik, & Kulik, 1991; Black & Wiliam, 1998; Fuchs & Fuchs, 1986; January et al., 2018; Stecker, Lembke, & Foegen, 2008; Stiggins, 1999; Van Norman, Nelson, & Parker, 2016; Wolf,… Continue Reading →
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eric.ed.gov har udgivet: The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics. The meta analysis results show important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs. The following are appended: (1) Meta Analysis Coding Form Excerpt: Scaffolded Guide for Determining Inclusion of a Document; (2) Effects… Continue Reading →
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