eric.ed.gov har udgivet: This Issue Brief is based on telephone interviews of 21 state policymakers to discuss the salient education issues in their states and their views on arts education. Six state senators, eight state representatives, one state board of education member, two deputy commissioners of education, three current state superintendents and one former state superintendent were interviewed between November 21, 2005 and February 27, 2006. All of the legislators serve on their respective education committees, and most chair these committees. Political affiliation among these policymakers was approximately equal, with nine Republicans, 10 Democrats and two unidentified. When asked to describe the most salient education issues in their states, quite a few policymakers mention issues that arts can help address, such as dropout prevention and the achievement gap between poor… Continue Reading →
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eric.ed.gov har udgivet: Latino students, as children of historically underachieving populations, often have their academic success in jeopardy. For many schools, after-school programs complement the regular school day, with more than half of the 49,700 U.S. elementary schools having one or more on-site programs. Such programs vary in intent, purposes, and resources and typically emphasize remediation rather than developing interests or competencies in curricular areas beyond language arts and math. This qualitative case study explores the practices of one dual language elementary school in a high poverty Latino community and its academic/enrichment extended day program. Wenger’s (1998) community of practice framework captures the mutual engagement, joint enterprise, and shared repertoire of practices tightly woven between the regular school day’s classroom teachers and the after-school instructional assistants. This investigation provides insight… Continue Reading →
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eric.ed.gov har udgivet: “Alabama Education News” is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the “Code of Alabama”, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Alabama Math, Science, and Technology Initiative Plays a Starring Role in Boosting Student Achievement; (2) 2004-2005 Teacher of the Year Named; (3) Power the Classroom with APTPLUS: Free Online Media-Rich Resources to Enhance Teaching!; and (4) What’s Juicy and Sweet and Fun to Eat? Alabama’s New Official State Fruit, The Blackberry. Regular features include: (1) Good News in Alabama Schools; (2) Awards,… Continue Reading →
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eric.ed.gov har udgivet: This document presents the proceedings of the 17th Annual Research Forum held June 29, 2012, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) “Reading and Writing”: A Study Comparing the Strengths of Peer Review and Visible Author Writing Strategies (Elizabeth Behar); (2) Project Based Learning: Is this New Method an Effective Educational Approach to Learning? (Camille Collier); (3) Building a Sense of Community in a High School Physics Class (Nick Corak); (4) Seeing Double: Visual Media and Expanding Definitions of Literacy in the English Classroom (John Randall Davis); (5) Improving Student Attitudes towards Science through Scientific Module Instruction (Carson V. Dobrin); (6) Web 2.0 in High School Social Studies: What Happens? (Kate Douglass); (7) Creative Expression in… Continue Reading →
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eric.ed.gov har udgivet: This paper asks whether placement recommendations for a developmental math course at an elite public institution impact students’ future academic performance, course-taking, and college outcomes. Researchers use these specific outcomes to measure whether developmental courses help students develop the skills necessary to succeed in college, inspire them to take different courses, and help them graduate or persist in college. The study examines the ways in which instructor characteristics can drive these outcomes, and whether instruction at this university in a program for low-achieving students and particularly underprepared low-income, first-generation, and underrepresented minority students achieves its goal of reducing achievement gaps. This informs specific course and instructor policies to help underprepared students in their first semesters in college. The research setting is an elite public institution with a… Continue Reading →
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eric.ed.gov har udgivet: This summer, “Instructor’s” Editor in Chief, Bernadette Grey, traveled to Washington, D.C., for an exclusive one-on-one meeting with the U.S. Department of Education’s high-profile leader, Secretary of Education Margaret Spellings. Appointed by President Bush, Spellings is responsible for the overall direction, supervision, and coordination of activities and functions as the Chief Operating Officer for the entire Department. Spellings, who replaced the controversial Rod Paige earlier this year, has been focused thus far on implementing No Child Left Behind and on sharing the stories of improved test scores in many American school districts. Charming and tenacious, she also made it clear that she feels a special bond with teachers and wants and needs them on her side. This article presents the conversation between Grey and Spellings wherein they… Continue Reading →
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eric.ed.gov har udgivet: Value-added models measure teacher performance by the test score gains of their students, adjusted for a variety of factors such as the performance of students when they enter the class. The measures are based on desired student outcomes such as math and reading scores, but they have a number of potential drawbacks. One of them is the inconsistency in estimates for the same teacher when value added is measured in a different year, or for different subjects, or for different groups of students. Some of the differences in value added from year to year result from true differences in a teacher’s performance. Differences can also arise from classroom peer effects; the students themselves contribute to the quality of classroom life, and this contribution changes from year to… Continue Reading →
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eric.ed.gov har udgivet: Emerging research from across the nation demonstrates that school working conditions–time, teacher empowerment, school leadership, professional development, and facilities and resources–are critical to increasing student achievement and retaining teachers. The existing national data regarding working conditions impact on student achievement and teacher turnover provided a meaningful impetus for the Clark County School District of Nevada (CCSD) and its schools to conduct a survey to gather data with which to inform local working condition reform strategies. By placing the perceptions of Clark County educators at the center of school and district efforts to better recruit and retain teachers, the goal is to create a stable teaching force that allows for a high quality teacher in every classroom across the district. Analysis of the approximately 8,500 survey responses (representing… Continue Reading →
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eric.ed.gov har udgivet: This is a research report on children’s use of multiple languages and the school curriculum. The study explored factors that trigger use of, and fluency in, multiple languages; and how fluency in multiple languages relates to thought processes and school performance. Advantages and disadvantages of using only one of the languages spoken were explored. Data were collected in five schools in three regions in Tanzania. This context provided multilingual children for the study. Data included faculty and parent questionnaires, parent interview notes, teacher observation notes on children&’s interactions, and performance scores as secondary data. The data were processed using the Statistical Package for the Social Sciences (SPSS 15.0) as well as content analysis. Results revealed school related and family related factors that trigger and support childhood multilingualism,… Continue Reading →
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eric.ed.gov har udgivet: This is a report of a pilot programme of the SHINE in Secondaries Saturday school transition intervention. The programme aims to improve attainment by focusing on literacy and numeracy and revisiting areas where pupils are struggling through a creative curriculum approach and enrichment opportunities. The Saturday programme is run by teachers from the school for 25 weeks throughout Year 7. Schools are responsible for developing their own curriculum of activities to suit the abilities and needs of their pupils following guiding principles specified by SHINE. The programme is designed to run for approximately 60 pupils staffed by four qualified teachers, three teaching assistants and three peer mentors all recruited and employed by the host secondary school. This evaluation was set up as a pilot study with four… Continue Reading →
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