eric.ed.gov har udgivet: A total of 58 preservice teachers enrolled in an elementary childhood program at Fitchburg State College in Massachusetts were surveyed before and after taking a special math, science, and social studies course called Piggybacking. This course emphasizes child-centered and cooperative learning by allowing elementary school students to choose individual preservice teachers to work with on a one-to-one basis for an entire semester. The elementary school students learn math, science, and social studies concepts, and the preservice teachers learn by observing how children think and learn. Before enrolling in the course, the preservice teachers indicated high levels of concern about innovative methods such as child-centered and cooperative learning. After the course, however, levels of concern dropped by an average of 20 percent. (MDM) Link til kilde
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eric.ed.gov har udgivet: One of the major series of reviews in elementary and secondary education is the Best Evidence Encyclopedia, or the BEE. Up to now, findings for systematic reviews have largely been restricted to the reviews themselves, with few cases in which lessons learned across many reviews using similar methods can be synthesized. The completion of the Best Evidence Encyclopedia reading and math reviews permits a first opportunity to describe both substantive and methodological patterns across a broad set of studies involving all elementary and secondary grades, reviewed using a common set of review procedures. The purpose of the proposed paper is to synthesize both substantive and methodological findings across the five main Best Evidence Encyclopedia reviews of reading and math programs in grades K-12. The paper considers the… Continue Reading →
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eric.ed.gov har udgivet: Public schools are increasingly investigating portfolio assessment as a means of evaluating student performance. A project examined student participation in portfolio assessment and cooperative learning in a “Reading in the Content Areas” class for preservice teachers. Students were a diverse group which included preservice middle school and secondary teachers of English, science, music, and art–as well as preservice elementary teachers seeking to learn methods for teaching math, social studies, science, and art. Of the 30 students, 18 were traditional undergraduate students; 2 were returning students who had been classroom teachers; 5 held baccalaureate degrees but no teacher certification; and the remaining 5 were nontraditional undergraduate students. During the 15-week semester, 10 projects were completed, 8 in cooperative groups and 2 individually. The instructor assessed student knowledge of… Continue Reading →
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eric.ed.gov har udgivet: This document presents the proceedings of the 17th Annual Research Forum held June 29, 2012, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) “Reading and Writing”: A Study Comparing the Strengths of Peer Review and Visible Author Writing Strategies (Elizabeth Behar); (2) Project Based Learning: Is this New Method an Effective Educational Approach to Learning? (Camille Collier); (3) Building a Sense of Community in a High School Physics Class (Nick Corak); (4) Seeing Double: Visual Media and Expanding Definitions of Literacy in the English Classroom (John Randall Davis); (5) Improving Student Attitudes towards Science through Scientific Module Instruction (Carson V. Dobrin); (6) Web 2.0 in High School Social Studies: What Happens? (Kate Douglass); (7) Creative Expression in… Continue Reading →
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eric.ed.gov har udgivet: This document presents first-hand experiences of teachers and students using the Internet in K-12 math and science, as well as articles on getting the right hardware, choosing an Internet service provider, designing an online project, and fostering acceptable use. Chapters include: (1) “Something in the Air” (Linda Maston): a computer-assisted environmental investigation; (2) “Penumbra” (Greg Lockett): a cooperative astronomy project that led to one young woman finding friendship and a new mode of self-expression; (3) “Tall Shadows” (Karen Nishimoto): study of the Earth’s circumference using the Internet; (4) “Pedagogically Speaking” (Bill Barnes): an online class for fourth through eighth grade math teachers examining the best kinds of cooperative activites; (5) “Hoop Happenings” (Caroline Brennan and Joanna Yantosh): math problem solving via e-mail between elementary and middle school… Continue Reading →
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eric.ed.gov har udgivet: What is realia and theory-building? Tim Kinard and Jesse Gainer explain that when students explore using “realia,” they are not just being exposed to abstract concepts or text on a page, they are using “real-life” objects to build understandings of the natural world while they builds vocabulary about it. Handling and discussing real-world objects (acorns, pine cones, flowers, bones, antlers, dirt), in both the first language of the students, as well as a second language learned in school, builds vocabulary quickly as students engage in meaningful communication with scaffolds bridging first and second languages. The use of “realia” and other visuals are one way to provide ESL students opportunities for meaningful communication in English. Creating strategic partnerships that pair ELLs with native English speakers is another effective… Continue Reading →
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eric.ed.gov har udgivet: Items in the North Central Regional Educational Laboratory’s (NCREL) School Development Library series are multimedia packages consisting of print, video, audio, and CD-ROM resources designed to support educators in their efforts to improve classroom instruction. This particular set consists of a 35-minute video and a printed booklet focusing on David Burchfield, a first-grade teacher. The video of his classroom shows him using a variety of cognitive instructional practices including an emphasis on the problem-solving process, group learning, and laboratory activities during a math lesson. It is actual footage of a first-grade classroom and is divided into 16 events, each division representing a change in the activities or flow of the classroom. The text of the booklet is based on spoken comments made by various people as they… Continue Reading →
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eric.ed.gov har udgivet: Items in the North Central Regional Educational Laboratory’s (NCREL) School Development Library series are multimedia packages consisting of print, video, audio, and CD-ROM resources designed to support educators in their efforts to improve classroom instruction. This particular set consists of a 40-minute video and a printed booklet focusing on Linda Hallenbeck, a fifth-grade teacher. The video of her classroom shows her teaching a math lesson on probability incorporating coin flipping, spinner spinning, and die throwing. The lesson is a combination of whole group and small group hands-on, collaborative activities. The teacher asks probing questions to help children formulate their ideas about probability and encourages the children to express their reasoning and to listen carefully to each other. The lesson emphasizes that mathematics is about solving everyday, real-life… Continue Reading →
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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: Literacy skills are critical to students’ academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. “Passport Reading Journeys” [TM] is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten-lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students. This What Works Clearinghouse (WWC) report, part of the WWC’s Adolescent Literacy topic area, explores the effects of “Passport Reading Journeys” [TM]… Continue Reading →
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