eric.ed.gov har udgivet: Previous research suggests that there are academic benefits when students and teachers share the same race/ethnicity because such teachers can serve as role models, mentors, advocates, or cultural translators. In this paper, we obtain estimates of achievement changes as students are assigned to teachers of different races/ethnicities from grades 3 through 10 utilizing a large administrative dataset provided by the Florida Department of Education that follows the universe of test-taking students in Florida public schools from 2001-02 through 2008-09. We find small but significant positive effects when black and white students are assigned to race-congruent teachers in reading (0.004 to 0.005 standard deviations) and for black, white and Asian/Pacific Island students in math (0.007 to 0.041 standard deviations). We also examine the effects of race matching by… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The middle grades are a critical transition period in students’ mathematics trajectories, as students move from arithmetic to the more complex and abstract concepts of algebra. Teachers’ and parents’ judgments of students’ math abilities in these years are important to instructional planning and decision making for teachers, and can advise parents and students on future course placement. This study specifically examined teacher and parent judgments of students’ performance and preparedness for the next grade level in 5th and 6th grades mathematics. Results demonstrate that teacher and parent perceptions of students’ abilities are not calibrated to national norms, but to local contexts. Our findings are similar to other work suggesting that high poverty school contexts may provide teachers and parents a false comparative context for judging how well… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The Public Broadcasting Service (PBS) sought to build on the strengths of high quality professional development through an online venture funded under the U.S. Department of Education’s Ready To Teach (RTT) program. PBS TeacherLine was designed to provide high-quality, facilitated online professional development for K-12 teachers nationwide. Through PBS TeacherLine, more than 20,000 educators have participated in 90 online, facilitated courses in reading, mathematics, science, instructional strategies, instructional technology, and curriculum mapping. To what extent has PBS TeacherLine been successful in creating an online model of teacher professional development that gets to the heart of education needs–impacting teacher beliefs, classroom instruction, and student learning? This paper presents the results from one component of the comprehensive external evaluation of PBS TeacherLine: an experimental study that unfolded in the… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The purpose of this study was to investigate the relationship between the TVAAS growth score given by the Tennessee Department of Education and the overall Tennessee Educator Assessment Model (TEAM) observation rating for teachers in grades 3 through 8. The participating county public school system for this study is located in Northeast Tennessee. Participants were teachers in the school system teaching Math, English/Language Arts, Science, and Social Studies in grades 3 through 8 in 10 elementary schools, 6 middle schools, and 2 K-8 schools. Specifically, this research examined the relationship between the TEAM observation scores and overall TVAAS growth score given to the teacher from the Tennessee Department of Education based upon yearly-standardized test scores. Research reinforced mixed views about the validity and purpose of teacher evaluation… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: In this quantitative correlational research study, the degree to which a school leader’s culture-based communication style could predict student achievement outcomes in the Hawaii State Assessment (HSA) in reading and math in: (a) schools with a Native Hawaiian mission, and (b) schools without a Native Hawaiian mission, were examined. The population of the study was all 284 K-12 Department of Education schools in Hawaii and publicly funded charter schools. Within this selected population of K-12 schools, 20 schools and corresponding school leaders were selected from Hawaiian-missioned schools, and 20 from Western-missioned schools. Findings include that culture-based communication style of leaders only influences learner reading sores, where school leaders who use engagement culture-based communication style score significantly high than those who have leaders who use other communication styles.… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The purpose of this study was to examine the impact of the Florida Master Teacher Initiative (FMTI)–an i3-funded early learning program aimed at improving the quality of teaching and student outcomes in grades PreK through third grade in high need schools. The FMTI schools participated in four program components: (1) a job-embedded graduate degree program with an early childhood specialization, (2) a Teacher Fellows program through which teachers engage in yearlong inquiry projects around their practice, (3) a Principal Fellows program during which principals work together to strengthen their facilitative leadership skills, and (4) Summer Leadership Institutes to review data and engage in action planning. The impact evaluation had two primary goals: (1) to assess the school-level impact of FMTI on teachers and students; and (2) to… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Teacher preparation refers to a “state-approved course of study, the completion of which signifies that an enrollee has met all the state’s educational or training requirements for initial certification or licensure to teach in the state’s elementary or secondary schools” (Department of Education, 2016, p. 6). The widespread concern for the quality of teacher preparation has extended to both traditional programs at four-year institutions and alternative programs created to address teacher shortages. This brief seeks to inform policies on teacher preparation by reviewing research on the effects of teacher certification and preparation programs in relation to student performance and teacher outcomes. Main findings include: (1) Traditional teacher preparation generally refers to a four- or five-year undergraduate program at a postsecondary institution. Alternative preparation programs, such as Teach… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This study was conducted to examine the promising practice of using technology in teaching math and science in a charter high school in California. The research employed an in-depth qualitative case study method. The main participants were principals, lead teachers, teachers, and support staff. Interviews, observations, and archival documents were the main data collection tools. The study found that the practice of using technology in teaching by the school, Center for Advanced Research and Technology (CART), has lead to positive educational outcomes. These include increased student achievement in standardized test scores, increased motivation, growth in mean GPA, less behavior problems from students, and improved school attendance by students. Implications for policy and practice were discussed. Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data–including achievement data from untested grades–and teacher survey data from a large urban district, we examine schools’ responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers with more positive performance measures in both tested and untested classrooms are more likely to be placed in a tested classroom in the following year. Performance measures even more strongly predict a high-stakes teaching assignment in schools with low state accountability grades and where principals exercise more assignment influence. In elementary schools, we show that such “strategic” teacher assignment disadvantages early grades, concentrating less effective teachers in K-2 classrooms. Reassignment of ineffective upper-grades teachers to early grades systematically results in lower… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The study attempted to know the performance and progress of students enrolled at NFE centers and also available infrastructure and human resources of center in Delhi.”In the study 80 students were selected from four centers.” The entire study was conducted in 2 phases. In first phase: Standard Procedure for the standardization of Achievement Test, Administration of the Standardized tests on a sample of 80 Students was carried out. In second phase: the final data was collected on a sample of 80 students. Findings of the study revealed that the learners who studied at the center having adequate facilities achieved (86.50%) marks in math and Hindi and learners who studied at the center having Inadequate learning facilities had less academic achievement (73.60%) than adequate learning centres. The centres… Continue Reading →
Like this:
Like Loading...
Læst 7 gange