eric.ed.gov har udgivet: Raising academic standards has been part of the education policy discourse for decades. As early as the 1990s, states and school districts attempted to raise student achievement by developing higher standards and measuring student progress according to more rigorous benchmarks. However, the caliber of the standards–and their assessments–varied greatly from state to state. For example, Massachusetts adopted some of the highest standards and most challenging exams in the country and has some of the highest-achieving students in the nation. On the other hand, Mississippi set a low bar, and the state’s students are often ill prepared for college and careers. Recognizing that the previous patchwork system did not work, a group of bipartisan governors and state superintendents came together to develop a shared set of more rigorous,… Continue Reading →
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eric.ed.gov har udgivet: The gap among ethnicities and gender in mathematics achievement is a well-known problem. While the gap has been shrinking over the past three decades, it has not completely diminished (Jencks & Phillips, 1998; McGraw, Lubienski, & Strutchens, 2006). The ALEKS, Assessment and LEarning in Knowledge Spaces, tutoring system is one promising example of a technology that can target this problem. ALEKS is a Web-based intelligent tutoring system (ITS) that instructs students on the mathematical topics that they are most ready to learn, assesses students’ current knowledge, and evaluates student performance on problems related to those topics. In order to better understand the role that technology can play in decreasing achievement gaps for gender and ethnicity, the authors examined the effect of interacting with ALEKS in a 6th… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to assess the impact of the Pathways to STEM Initiative (PSI) on students and science teachers and to describe the level of PSI implementation. One group of middle schools participated in PSI, which included project-based science, technology, engineering, and math (STEM) coursework; extra-curricular STEM opportunities for students; and teacher professional development. A multivariate matching algorithm was used to identify a comparison group of schools that received the participating district’s standard science curriculum. The students in the study schools were 62% Hispanic/Latino, 17% Black/African American, and 12% White. Additionally, 23% of the students were English language learners. The study compared students’ science achievement and teachers’ beliefs about science and attitudes toward STEM across the treatment and comparison schools and assessed the fidelity… Continue Reading →
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eric.ed.gov har udgivet: Rural schools, like others in the nation, are enjoined to use national and state standards as the basis for educational reform. Moreover, national standards for mathematics education were established early (1989) and have been disseminated widely. Nevertheless, little is known about the dynamics of standards-based reform of mathematics in rural schools. This paper reports findings from a set of four case studies of mathematics education in rural secondary schools to provide insights into the dynamics of instructional reform. Analysis of data from interviews, observations, and documents revealed two emergent themes: (1) math teachers address calls for improvement by building on traditional practices and (2) math teachers meld traditional and reform practices. Link til kilde
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eric.ed.gov har udgivet: The flipped classroom model has become more popular and one of the focus of many researchers and teachers in the recent years. The aim of current study is to explore the effect of flipped classroom model on students’ achievements in the new SAT 2016 mathematics skills (Heart of Algebra, Problem solving and data analysis, and Passport to Advanced Math) for the eleventh grade Emirati female students in Al Ain, United Arab Emirates. Specifically, this study aims at determining whether there was a statistically significant difference in student achievements in the new SAT mathematics skills between two groups of grade 11 students. Thus, pretest/posttest quasi-experimental design was applied. The experimental group was taught by flipped classroom model, and the control group was taught by traditional instruction methods. The… Continue Reading →
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eric.ed.gov har udgivet: Market models of education reform predict that the growth of charter schools will infuse competition into the public school sector, forcing traditional public schools to improve the practices they engage in to educate students. Some scholars have criticized these models, arguing that competition from charter schools is unlikely to produce significant change among public schools. Using data from the Early Childhood Longitudinal Study-Kindergarten Class, I attempt to identify potential mechanisms linking charter competition to achievement in traditional public schools. The results provide little support for the market model. Competition from charter schools is not associated with reading or math scores, and is only associated with three of ten organizational measures. There is some support for an indirect relationship between math achievement and competition through reductions in teacher… Continue Reading →
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eric.ed.gov har udgivet: The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. Reasoning Mind’s Grade 5 Common Core Curriculum was a comprehensive, adaptive, blended learning approach that treated schools implemented for an entire school year. The study was completed in 46 schools throughout West Virginia, resulting in achievement data from 1,919 students. It also included exploratory investigations of teacher practice and student engagement. The main experimental finding was a null result; achievement was similar in both experimental groups. The exploratory investigations help to clarify interpretation of this result. As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, our findings provide a relevant caution. However, our findings are not… Continue Reading →
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eric.ed.gov har udgivet: Can increasing student perception and engagement though alternative teaching methods, such as introducing math in an everyday context improve student test scores? Literature on this subject suggests improving student engagement and introduction of math in everyday applications can improve student comprehension. This study looks at a second grade classroom in rural Michigan. Nine different data sources were utilized including a pre and post study parent survey, a daily classroom observational chart, conference interviews, comparison of pre and post-test of lessons taught traditionally and using everyday math, a teacher journal of observations made during lessons, an evaluation of student report cards, and comparisons of state standardized test and district objective scores. The study found student improvement regardless of lesson delivery, and improved engagement with introduction of everyday math.… Continue Reading →
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eric.ed.gov har udgivet: This single subject design study (ABAB) investigated the effects of using iPads in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school. The study also examined the advantages of and challenges to using iPads for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were collected during every phase. Descriptive and visual analysis techniques were used to… Continue Reading →
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eric.ed.gov har udgivet: Teacher preparation refers to a “state-approved course of study, the completion of which signifies that an enrollee has met all the state’s educational or training requirements for initial certification or licensure to teach in the state’s elementary or secondary schools” (Department of Education, 2016, p. 6). The widespread concern for the quality of teacher preparation has extended to both traditional programs at four-year institutions and alternative programs created to address teacher shortages. This brief seeks to inform policies on teacher preparation by reviewing research on the effects of teacher certification and preparation programs in relation to student performance and teacher outcomes. Main findings include: (1) Traditional teacher preparation generally refers to a four- or five-year undergraduate program at a postsecondary institution. Alternative preparation programs, such as Teach… Continue Reading →
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