tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract This study aims to uncover some key elements of successful home-learning of mathematics, based on students’ perceptions, during the COVID-19 pandemic and offer recommendations for mathematics learning beyond the crisis. Throughout our work, we aimed to examine students’ reflections on mathematics learning and learning environments that assisted their ease of transition from in-school face-to-face learning to home-schooling during the COVID-19 isolation. In this paper, we will present how mathematics learning has changed for upper secondary school students in Austria and outline students’ perspectives in relation to their new learning experiences during the period of school closures. Through the use of case study principles enhanced by some design-based research approaches, we were able to illustrate that (a) familiarity with the… Continue Reading →
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eric.ed.gov har udgivet: Studies have found substantial sorting of teachers across schools, with the schools with the highest proportions of poor, non-white, and low-scoring students having the least qualified teachers as measured by certification, exam performance, and inexperience (Lankford, Loeb and Wyckoff, 2002). Yet, there have been substantial changes in the educational policy landscape over the past five years. New laws, including the No Child Left Behind Act of 2001 (NCLB), have changed requirements for teachers. Assessment-based accountability policies at the state-level have created standards and increased oversight of schools, especially those with low-achieving students. New routes into teaching, many with fewer requirements before teaching, have changed the cost for individuals to enter the teaching profession. These changes have affected teacher labor markets profoundly. In this paper the authors examine… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article aims at deepening the understanding of how central governments enact meta-governance. Drawing on meta-governance and policy network theory, a heuristic analytical framework of meta-governance strategies was applied on two contrasting Dutch education policy cases. The results show that the use of meta-governance strategies differs according to the degree of formal responsibility of the central government. Creating nodes in a policy network turns out to be a specific strategy, and the effectiveness of different meta-governance strategies is interrelated. Lastly, the lack of involvement of education practice impinge on the adequacy of meta-governance practice. Link til kilde
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eric.ed.gov har udgivet: The research report reviewed here concludes that many initially high-achieving students are falling further and further behind over the course of their years in school. The report intends to raise the alarm and to advocate for improved programs for these students. It is, however, a false alarm due to biased methodology and misleading arguments. The report’s norm-referenced framework guarantees “losers” as well as “winners,” regardless of any true improvement made by the students. Also, the “regression to the mean” effect produces a false illusion of a tradeoff of over-progress by low achievers at the cost of under-progress for high achievers. Finally, its prescription for stronger school accountability for high-achieving students under NCLB does not follow research-based guidance on how to improve student learning. Other research, including that… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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eric.ed.gov har udgivet: The Partnership for 21st Century Skills (P21) has forged alliances with key national organizations representing the core academic subjects, including Social Studies, English, Math, Science, Geography, World Languages and the Arts. These collaborations have resulted in the development of 21st Century Skills Maps that illustrate the essential intersection between core subjects and 21st Century Skills. The Partnership advocates for the integration of 21st Century Skills into K-12 education so that students can advance their learning in core academic subjects. Developed through a year-long collaborative process, this map reflects the collective effort of Mathematics professors, teachers and thought leaders, and illustrates the integration of Mathematics and 21st Century Skills. It will provide educators, administrators and policymakers with concrete examples of how 21st Century Skills can be integrated into… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained by self-determination theory (SDT), is a prerequisite for learning. Therefore, this study investigated how the three perceived psychological needs in SDT affected student engagement in online learning using pre- and post-questionnaires completed by 1201 Grade 8 and 9 students within 6 weeks of partaking in online learning. The results suggested that digital support strategies better satisfied students’ needs, that all of the needs were predictors of the level of engagement, and that relatedness support was very important. Link til kilde
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eric.ed.gov har udgivet: This report by the American Federation of Teachers (AFT) is the first comprehensive effort to assess student achievement in public schools managed by Mosaica Education, Inc., one of the leading private management companies in education, marketing itself to charter boards and school districts since 1997. Schools examined in the report had been managed by Mosaica for at least two years, some for three or more years, to provide an analysis of trends. The first part of the evaluation compares student achievement between 11 charter schools managed by Mosaica during 2000-2001, to other schools in the state with the same grade levels and a comparable percentage of low-income students. The AFT study ranks each Mosaica school among the comparison schools based on the 2000-2001 average math and reading… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Something Very Fishy: An Informal STEAM Project Making a Case for Ocean Conservation and Climate Change Link til kilde
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eric.ed.gov har udgivet: Designed to assist the classroom teacher interested in implementing career education, this guide presents lesson plans, prepared by public school teachers, which integrate career education activities. Learner objectives, which provide a base for implementation plans, are listed in the introductory section and relate to self-knowledge, decisionmaking skills, career awareness, economic awareness, educational awareness, attitudes and appreciation, and social awareness. Each lesson plan is presented in the following format: Grade or IGE unit, subject, educational concept, elements and element objectives, activities, resources, and followup activities. The lesson plans cover the units of math (grades 9-10); Spanish (grades 9-12); home economics (grades 9-12); agriculture (grades 9-12); physical education (grades 9-12); biology (grade 10); social studies (grades 9-12); math, geometry, algebra (grades 9-12); distributive education (grade 11); French I and… Continue Reading →
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