eric.ed.gov har udgivet: This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2010. Four years ago, NMSI was just an idea. NMSI not only hit the ground running in 2007, it picked up the best ideas in the country and rolled them out in schools and universities from coast to coast. Within a year of its creation, NMSI had awarded grants to six states to bring college-level Advanced Placement courses to more students, raising the bar in math and science education in public high schools. A new foundation was established for more students–rich or poor, urban or rural–to succeed in college. Grants were also awarded to 13 universities to implement the highly successful UTeach program to recruit, inspire and train the next generation of… Continue Reading →
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eric.ed.gov har udgivet: This study aimed to examine the types of Tagalog-English code-switching used in mathematics classroom discourse. Four purposively selected tertiary level math teachers in a college situated in a rural area in the Philippines were part of the study. Using a qualitative approach, data were gathered through non-participant class observations and interviews with selected math teachers and students. Syntactic analysis of code-switching types was done to categorize the Tagalog-English utterances. The findings showed that Tagalog-English intrasentential code-switching, which accounts for 58% of the code-switched utterances, was the most dominant type present in math teachers’ spoken discourse, and this was evident when math teachers had to explain math concepts and solutions, or provide examples, among others. Intersentential code-switching made up 38% of code-switched utterances, while tag switching was used… Continue Reading →
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eric.ed.gov har udgivet: STEM–science, technology, engineering, and mathematics–is critical to and supportive of many education reforms being undertaken today, from adoption of common internationally benchmarked standards to better teacher preparation to enhanced coordination across the entire K-20 education system. In fact, STEM is not a separate reform movement at all; rather, it is an emphasis. It stresses a multidisciplinary approach for better preparing all students in STEM subjects and growing the number of postsecondary graduates who are prepared for STEM occupations. The National Governors Association (NGA) first addressed STEM in its 2007 report, “Building a Science, Technology, Engineering and Math Agenda.” That report provided an overview of the STEM-related challenges, opportunities, and actions from the state perspective. This report updates those recommendations in light of recent state progress to improve… Continue Reading →
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eric.ed.gov har udgivet: This evaluation report on the Effective Teacher Fellowship (ETF) alternative certification program (ACP). This program evaluation compared the State of Texas Assessments of Academic Readiness (STAAR) and Stanford 10 test performance of student samples whose teachers participated in four types of ACPs during the 2012-2013 and 2013-2014 academic years (ETF, university/community college, education service center, and private entity). The analyses of reading and mathematics achievement revealed mixed results, depending on the test and student grade level. However, among the most notable findings: (1) The 2012-2013 ETF ACP cohort outperformed students of teachers in comparison ACP cohorts as well as all Houston Independent School District (HISD) students on the 2013 STAAR 3-8 math tests (Level II phase-in I, percent met Satisfactory standards), while the university/community college ACP cohort… Continue Reading →
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eric.ed.gov har udgivet: There is a global issue concerning the disparity in educational achievement associated with the socioeconomic status of students, known in the U.S. as the Achievement Gap. This Achievement Gap highly correlates with what has been called the Opportunity Gap for professional careers. This paper discusses this Opportunity Gap and how the University of Nebraska Omaha (UNO) is addressing the gap at a local level through summer STEM camps. Specifically, this paper looks at the increase of social capital of the participants of the UNO and Girls Inc. Eureka-STEM! summer camp through the development of instructional relationships between underserved girls ages 12-14 and UNO’s Institutional Agents, namely the Mathematics student camp leaders who were also pursuing teacher certification. A new assessment approach through the use of Social Network… Continue Reading →
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eric.ed.gov har udgivet: The proposed federal STEM Teacher Pathway program seeks to produce 100,000 new, high-quality math and science teachers in the next decade. How difficult will the goal be to achieve? This report uses data from the ACT® college readiness assessment to examine the feasibility of producing 100,000 high-quality math and science teachers in the next decade and finds that there is an insufficient number of graduates interested in and capable of math and science teaching to meet the 100,000 high-quality teacher goal. Of the 1.3 million 2012 ACT-tested graduates who tested during either their junior or senior year and were either “fairly sure” or “very sure” of their potential career occupation, only 0.25% identified that they wanted to be math teachers and 0.06% wanted to be science teachers.… Continue Reading →
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eric.ed.gov har udgivet: This paper analyzes 16 preservice secondary mathematics education majors’ mathematical autobiographies. Participants wrote about their previous experiences with mathematics. All participants discussed why they wanted to become mathematics teachers with the key factors being past experience with mathematics teachers, previous success in mathematics classes, and the intrinsic rewards associated with helping others with mathematics problems. Link til kilde
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