eric.ed.gov har udgivet: There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This paper is one of the first to estimate the effects of features of teachers’ preparation on teachers’ value-added to student test score performance in Math and English Language Arts. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their first year. Sample Results for Math with… Continue Reading →
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eric.ed.gov har udgivet: School districts and states across the Regional Educational Laboratory Mid-Atlantic Region and the country as a whole have been modifying their teacher evaluation systems to identify more effective and less effective teachers and provide better feedback to improve instructional practice. The new systems typically include components related to student achievement growth and instruments for observing and rating instructional practice. Many school districts and states are considering adopting commercially available instruments for the instructional practice component of their evaluation systems. Yet little data are available to help districts and states choose among available instruments or determine which dimensions of instructional practice merit the greatest emphasis. Most existing data comparing different observation instruments, including their statistical characteristics and their relationship to student achievement, come from the Bill & Melinda… Continue Reading →
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eric.ed.gov har udgivet: This study tried to explore the degree of representation of math textbooks for grades (4-8) in the Kingdom of Saudi Arabia concerning the key concepts, shape, and levels of questions used in the TIMSS test. The study population of this study includes both students and teachers from fourth grade to eighth grade. The goal of this study was associated with six key concepts including numbers and their operations, algebra, geometry, measurement, statistics and probability, and a pro-rata. The researcher analyzed the questions and exercises used in the math textbooks to identify their effectiveness and efficiency. In addition, the researcher also calculated the percentages, the levels, and the shape for each key concept. The results of the study were organized in frequency tables. In the light of those… Continue Reading →
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eric.ed.gov har udgivet: This study examined uses of adolescent literature included secondary teacher preparation in English, math, science, and social studies education at 12 institutions. Analyses revealed programs emphasized adolescent literature in a variety of ways and most often in courses for English majors. Only two institutions required that prospective math, science, and social studies teachers take literacy courses. References to adolescent literature in syllabi other than English/literacy education courses were almost nonexistent. Adolescent literature was primarily used (a) to ensure knowledge of texts, (b) to address issues of diversity in the classroom, and (c) as a means of effective classroom instruction. (Contains 1 table.) Link til kilde
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eric.ed.gov har udgivet: As a growing body of evidence links school success and early mathematical experiences, there is increasing interest in offering young children opportunities to bridge their informal understanding of mathematics with more formal concepts and processes. At the same time, many teachers and caregivers in the early care and education (ECE) field may not be adequately equipped to provide appropriate math-related experiences and instruction to young children age birth through five. The aim of this project, Strengthening the Math-Related Teaching Practices of the Early Care and Education Workforce, has been to identify promising practices and strategies for enhancing the ability of ECE practitioners to promote children’s mathematical understanding and competence. This paper summarizes the perspectives of nationally recognized experts in the field of mathematics and early care and… Continue Reading →
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eric.ed.gov har udgivet: The main purposes of this one-year case study are to create learning environments for indigenous students through culture-based mathematics instructional modules, and what teachers’ responds are in two tribes. The researcher leads sixteen in-service teachers and seven pre-service teachers to enter two indigenous tribes- “Cado” and “Jayama,” and design culture-based math modules for indigenous students of tribal elementary schools. Through five stages of guidance, including “preparation and planning,” “exploration and understanding,” “reading and design,” “comment and revision,” and “practice and reflection,” the participants work together to develop seven sets of culture-based math modules in total. Based on observation, interview, and analysis of related documents, it is shown that the implementation through culture-based mathematics instructional modules could motivate students’ interest in learning math, and enhance their initiatives in… Continue Reading →
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eric.ed.gov har udgivet: Science Olympiad (SO) is a national non-profit organization which holds science competitions for students in grades 7-12 within 50 states with each event aligned to Next Generation Science Standards (NGSS, 2010). The purpose of this article is not only to align the Common Core State Standards in Mathematics (CCSSM) with Science Olympiad events, but also to determine Webb’s Depth of Knowledge Levels (DOK) within the mathematics content. This alignment was achieved by utilizing a content analysis and the Depth of Knowledge alignment processes (Webb, 1999). The findings in this study indicate there are a significant number of SO events that are aligned to the CCSSM with high levels of Depth of Knowledge within the Division B (grades 6-8) and C (grades 9-12) events. Link til kilde
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