eric.ed.gov har udgivet: For the nearly 39 million U.S. adults who do not have a high school diploma, the General Educational Development (GED) programs and exam have served as the main avenue for improving individuals’ skills and helping them earn a high school credential. However, few students who start these programs ever get this credential, and even fewer advance to the postsecondary education and higher-level training programs that could increase their earning potential. In response to this challenge, the American Council on Education (ACE) partnered with Pearson Inc. to release a new more rigorous GED test in 2014 that assessed the crucial thinking, writing, and analytical skills considered essential for success in today’s labor market. In addition, ACE partnered with the New York City Department of Education’s District 79 (D79),… Continue Reading →
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eric.ed.gov har udgivet: This guide presents math-focused learning projects and accompanying inquiry activities to help students pass the math portion of the GED 2002. It is Volume 2 of a proposed four-volume series; Volume 1 describing the concept of the GED as project is also available. Section 1 relates GED as project to the math portion of the GED and explains how inquiry activities use Official GED Math Practice Test questions as stimuli and can serve as models for teacher-designed activities. It introduces the template for math inquiry activities, a series of steps and questions that fulfill the learner-centered thinking and process this guide proposes. Section 2 is an introductory learning project that helps learners comprehend and internalize information about the GED, “GED Math and You.” The two inquiry activities… Continue Reading →
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eric.ed.gov har udgivet: A major challenge for practitioners in adult mathematics education is to achieve effective learning outcomes in the face of prevailing negative attitudes in their students, often present as a consequence of unsatisfactory early mathematics learning experience and flowing from the wellestablished connection between adult innumeracy and mathematics anxiety. Whether in nonspecialist mathematics teaching in diverse disciplines such as economics, nursing, and teacher education, or in adult numeracy teaching, the issues are essentially the same: traditional approaches to mathematics teaching, including constructivism, do not work for math-averse students. The need to find new ways to tackle old problems is further fuelled by the impact of the digital age, with mounting evidence that many aspects of accepted teaching and learning practices are being generally undermined by learners’ exposure to… Continue Reading →
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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: Helen Ladd takes a comparative look at policies that the world’s industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries–an obvious, but costly, policy tool. She finds, perhaps surprisingly, that students in countries with high teacher salaries do not in general perform better on international tests than those in countries with lower salaries. Ladd does find, however, that the share of underqualified teachers in a country is closely related to salary. In high-salary countries like Germany, Japan, and Korea, for example, only 4 percent of teachers are underqualified, as against more than 10 percent in the United States, where teacher salaries, Ladd notes, are low relative to those… Continue Reading →
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eric.ed.gov har udgivet: The objective of this article is to investigate meaning and relevance in the context of adult developmental math learning and instruction. In this case study, at the Art Institute of San Francisco, 12 vocational instructors and four math learners are interviewed on their early and current math experiences. During the semi-structured interviews, the adult math learners and vocational instructors reminisce on math in their learning and in their work. The interview transcripts are later analyzed for constructivist themes or codes. From instructor interviews, there appears to be a strong correlation between instructor views of meaning and learning and constructivist principles. There is a weaker correlation of these themes with the views of the adult learners, and there is evidence these developmental learners show signs of cognitive overload… Continue Reading →
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eric.ed.gov har udgivet: In the Adult Multiple Intelligences (AMI) study, 10 teachers of adults from the northeastern region of the United States explored for 18 months the ways that multiple intelligences (MI) theory could support instruction and assessment in various adult learning contexts. The results of this research were published in a book by Julie Viens called MI Grows Up. Two themes identified in the book, MI reflections and MI-inspired instruction, relate specifically to math instruction for adult learners. MI reflections focuses on ways to teach about MI theory and how to use it as a tool for student self-reflection and self-understanding. By creating AMI profiles for adult learners in an adult secondary education class, the researcher had success helping the learners identify the intelligences of problems or questions and… Continue Reading →
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eric.ed.gov har udgivet: Since its inception in 2002, the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) has funded over 700 education research grants and over 60 education training grants. The research grants have supported exploratory research to build theory or generate hypotheses on factors that may affect educational outcomes, development and innovation research to create or refine academic interventions, evaluation studies to test the efficacy and effectiveness of interventions, and measurement work to help develop more accurate and valid assessments, and the training grants have helped prepare the next generation of education researchers. NCER’s education research grantees have focused on the needs of a wide range of students, from pre-kindergarten through postsecondary and adult education, and have tackled a variety of topic areas. The… Continue Reading →
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eric.ed.gov har udgivet: In adult education, algebraic thinking can be a sense-making tool that introduces coherence among mathematical concepts for those who previously have had trouble learning math. Further, a modeling approach to algebra connects mathematics and the real world, demonstrating the usefulness of math to those who have seen it as just an academic exercise. This paper recommends two significant and necessary changes in the concept of algebra and the ways the authors approach it in education: a shift from thinking of algebra as one course to thinking of it as a content strand integrated into arithmetic instruction and a shift from thinking of algebra as merely manipulation skills to thinking of it as a means of representing and analyzing real situations. This fresh look at algebra and mathematics… Continue Reading →
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eric.ed.gov har udgivet: Between 2002 and 2014, the Institute of Education Sciences (Institute) supported over 400 projects focused on education technology through the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER). The majority of this work has been funded through Education Technology research topics of NCER and NCSER and the Institute’s Small Business Innovation Research (SBIR) program run by NCER. Both centers also support projects focusing on education technology through other research topic areas, including programs such as Cognition and Student Learning, Early Learning Programs and Policies, Math and Science, Reading and Writing, Social and Behavioral Context, Improving Education Systems, and Effective Teachers and Teaching. Together, researchers funded by NCER and NCSER have developed or studied more than 270 web-based tools, 85 virtual… Continue Reading →
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