eric.ed.gov har udgivet: Background: This paper was written for a graduate level action research course at Muskingum University, located in New Concord, OH. Purpose: The purpose of this research was to determine which method of instruction best serves ALL high school students. Is it more advantageous to track (“ability group”) students or not to track students in high school core classes (Math, Science, History, and English)? Setting: This study was conducted during the 2009-2010 school year. All subjects involved in this research are associated with Caldwell High School, located in Caldwell, OH. Caldwell is a small rural town located in Southeastern Ohio, which is part of the Appalachian region. The high school currently has approximately 180 students in attendance and 11 educators teaching the four core subject areas. Study Sample:… Continue Reading →
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eric.ed.gov har udgivet: This is the second in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, “Teachers College Record,” edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. This brief considers the relationship between the racial and socioeconomic composition of a school and/or classroom and a variety of important educational measures. This research augments an already extensive body of work in this area, which has reached similar conclusions. However, the work published this year in “Teachers College Record” is particularly rigorous. It draws… Continue Reading →
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eric.ed.gov har udgivet: The stability of classroom behavior is examined from several perspectives: (1) the relative consistency of teacher behavior in two different sections of the same course taught concurrently; (2) the relative consistency of student behavior in math and English classes attended concurrently; and (3) differences in student and teacher behavior in math vs. English classes (to determine the effects of subject matter on teacher and student behavior). In general, stability coefficients obtained here were much higher than those expected on the basis of earlier research on stability in courses taught successively rather than concurrently. Even so, high inference ratings were more stable than low inference counts of discrete behaviors, and many behaviors did not occur often enough to allow stable measurement, despite intensive observation. The data are discussed… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to examine the relationship between the size of high schools, their percentage of SED (socio-economic disadvantaged) students, and API (academic performance index) scores in California, and determine if teacher preparation is a contributing factor. The 2010 API scores and median income of all 52 counties, and the 2010 API scores and % SED of 1,089 high schools were tabulated and graphed to determine the strength of the correlation between the two different sets of data. Also, the percent proficient levels (in English) for all high school students by grade (9-11) and by socio-economic status from 2003 to 2010 were compared. Lastly, the number and percent of English and math teachers with the proper credentials are presented for analysis. Results indicate there… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this paper is to test the premise that there is a significant correlation between Praxis1 scores and SAT scores among African American students who are applying for admission into the teacher education program. Data for the study included the Praxis 1 (reading, writing and math) scores and SAT (reading, writing and math) scores of African American students who attended a minority-populated institution between the years of 1998 and 2001. Sixty-four SAT math and 64 Praxis 1 math scores, 65 SAT writing and 65 Praxis 1 writing scores, and 68 SAT reading and 68 Praxis 1 reading scores were used in the statistical analysis and the scores were analyzed using the Statistical Analysis System (SAS). The results of the data analysis showed a statistically significant… Continue Reading →
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eric.ed.gov har udgivet: Oregon’s postsecondary attainment goal for 2025, adopted in 2011, calls for 40 percent of Oregon adults to have a bachelor’s degree or higher, 40 percent to have an associate’s degree or postsecondary certificate, and the remaining 20 percent to have a high school diploma or equivalent (S. 253, Or. 2011). As in other states a central strategy for increasing postsecondary attainment in Oregon is to promote accelerated college credit options–such as Advanced Placement, International Baccalaureate, dual credit, and dual enrollment courses–that enable high school students to earn college credit. Oregon has invested heavily in the accelerated college credit strategy, with particular attention to student groups that have historically not had access to these courses. The study focuses on options offered between 2005/06 and 2012/13 through Oregon community… Continue Reading →
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eric.ed.gov har udgivet: The universities and faculties which educate teachers of mathematics for teaching pupils/students of any age group from pre-school age to higher education carefully monitor and compare valuable results of this research, detect the areas in which the mathematical achievements of pupils should be improved at the national level and propose the ways to improve the quality of education and achieve better learning outcomes. We deem particularly valuable contributions of the researchers regarding the samples of poorer mathematical achievements at the “local level” in neighbouring countries, as well as the presentation of examples of good practice by means of which we pave the path towards better achievements of pupils and, consequently, the improvement in the quality of teaching mathematics at the “local,” as well as the global level.… Continue Reading →
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eric.ed.gov har udgivet: The likelihood-to-act (LtA) survey measures impulsive and analytic dispositions in solving mathematics problems. The current version has 16 impulsive and 16 analytic items. Its validity was assessed using a sample of 27 in-service and 92 pre-service teachers. Both the impulsive and analytic subscales were found to have internal consistency reliability, but they were not correlated with one another. The impulsive subscale was predictive of correctness in classifying the LtA items. The analytic subscale was predictive of how well a participant would perform in Part 2 of a math test after taking Part 1 and being warned that some items could be tricky. [For the complete proceedings, see ED585874.] Link til kilde
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eric.ed.gov har udgivet: The purpose of this study was to examine the relationship between the size of Alabama’s public high schools, selected school quality and financial indicators, and their students’ performance on standardized exams. When the socioeconomic level of the student bodies is held constant, the size of high schools in Alabama has relatively little relationship with 11th grade student (both regular and special education) performance on the reading and math portions of the Alabama High School Graduation Exam (AHSGE). High schools’ average daily attendance rates and pupil-to-computer (and computer with Internet connections) ratios do not vary in accordance with school size. Higher percentages of highly qualified teachers are found in Alabama’s largest high schools. There was very little difference in the percentage of teachers with a master’s degree or… Continue Reading →
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eric.ed.gov har udgivet: Located just southeast of Fresno in California’s Central Valley, Sanger Unified School District (USD) serves approximately 12,000 students in 20 schools. Sanger USD students are predominately from low-income families (73%); most are Latino/a (70%), and about one in five (18%) are English learners. During the accountability era of No Child Left Behind, Sanger had earned the reputation of being a turnaround district based on district students’ steep and steady improvement on California’s Test of Basic Skills between 2004 and 2012. Its success hinged on developing an organizational culture of continuous improvement and an instructional regime of direct instruction for students’ basic skills mastery. This case study addresses the question of how Sanger USD managed to shift instruction and student support to achieve exemplary results on the new… Continue Reading →
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