eric.ed.gov har udgivet: The middle grades are a critical transition period in students’ mathematics trajectories, as students move from arithmetic to the more complex and abstract concepts of algebra. Teachers’ and parents’ judgments of students’ math abilities in these years are important to instructional planning and decision making for teachers, and can advise parents and students on future course placement. This study specifically examined teacher and parent judgments of students’ performance and preparedness for the next grade level in 5th and 6th grades mathematics. Results demonstrate that teacher and parent perceptions of students’ abilities are not calibrated to national norms, but to local contexts. Our findings are similar to other work suggesting that high poverty school contexts may provide teachers and parents a false comparative context for judging how well… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to investigate the relationship between the TVAAS growth score given by the Tennessee Department of Education and the overall Tennessee Educator Assessment Model (TEAM) observation rating for teachers in grades 3 through 8. The participating county public school system for this study is located in Northeast Tennessee. Participants were teachers in the school system teaching Math, English/Language Arts, Science, and Social Studies in grades 3 through 8 in 10 elementary schools, 6 middle schools, and 2 K-8 schools. Specifically, this research examined the relationship between the TEAM observation scores and overall TVAAS growth score given to the teacher from the Tennessee Department of Education based upon yearly-standardized test scores. Research reinforced mixed views about the validity and purpose of teacher evaluation… Continue Reading →
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eric.ed.gov har udgivet: In this quantitative correlational research study, the degree to which a school leader’s culture-based communication style could predict student achievement outcomes in the Hawaii State Assessment (HSA) in reading and math in: (a) schools with a Native Hawaiian mission, and (b) schools without a Native Hawaiian mission, were examined. The population of the study was all 284 K-12 Department of Education schools in Hawaii and publicly funded charter schools. Within this selected population of K-12 schools, 20 schools and corresponding school leaders were selected from Hawaiian-missioned schools, and 20 from Western-missioned schools. Findings include that culture-based communication style of leaders only influences learner reading sores, where school leaders who use engagement culture-based communication style score significantly high than those who have leaders who use other communication styles.… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to examine the impact of the Florida Master Teacher Initiative (FMTI)–an i3-funded early learning program aimed at improving the quality of teaching and student outcomes in grades PreK through third grade in high need schools. The FMTI schools participated in four program components: (1) a job-embedded graduate degree program with an early childhood specialization, (2) a Teacher Fellows program through which teachers engage in yearlong inquiry projects around their practice, (3) a Principal Fellows program during which principals work together to strengthen their facilitative leadership skills, and (4) Summer Leadership Institutes to review data and engage in action planning. The impact evaluation had two primary goals: (1) to assess the school-level impact of FMTI on teachers and students; and (2) to… Continue Reading →
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eric.ed.gov har udgivet: Some Factor’s That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of surveying the number of respondents as many as 102 teachers of mathematics taken by stratified proportional random sampling. The research found there is a direct influence of organizational knowledge on achievement motivation, decision making, organizational commitment and the performance of math teacher respectively 16.3%, 13.1%, 12.2% and 4.54%. Achievement motivation, decision making, and organizational commitment have directly effects on the performance of mathematics teacher. The magnitude of changes in performance that can directly determine organizational knowledge, achievement motivation, decision-making… Continue Reading →
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eric.ed.gov har udgivet: This study represents the implementation of an English version of the Mathematics Teaching Anxiety Scale (MTAS), originally published in Turkey (Sari, 2014). One hundred and twenty-seven primary school teachers from across the U.K. completed the survey, including 74 qualified teachers and 53 trainees. Following item-reduction and factor analysis, the 19-item MTAS was found to have excellent internal consistency ([alpha] = 0.94) and has a two-factor structure. Factor one, labelled Self-Directed Mathematics Teaching Anxiety, includes 12 items pertaining to a teacher’s own teaching practice and perceived ability, whereas factor two, labelled Pupil/Student-Directed Mathematics Teaching Anxiety, includes 7 items pertaining to anxiety concerning pupils/students failing assessments or not reaching curriculum/school targets. Pre-service teachers, compared to in-service teachers, self-reported significantly higher overall maths teaching anxiety. Among in-service teachers, there was… Continue Reading →
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eric.ed.gov har udgivet: We explored whether students’ perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students’ perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at… Continue Reading →
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eric.ed.gov har udgivet: To understand the immediate impact of a university-school district partnership that places preservice teachers (both traditional undergraduates and graduate students in an initial licensure residency program) in a Professional Development School (PDS) model, this exploratory study reviewed data from yearly examinations required by the Kansas State Department of Education for the purpose of monitoring average yearly progress in reading and math. Scores of students (grades 3-5) in 16 PDS sites were compared to scores of students in 16 non-PDS sites in the same district, matched for similarity based on demographic criteria. Findings indicate statistically significant differences in gains in the percent of students performing at or above proficient on state reading assessments, with students attending PDS sites outperforming those who attend non-PDS sites. Findings related to math… Continue Reading →
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eric.ed.gov har udgivet: Aware of the challenges set before the Houston Independent school District by rapid growth in the numbers of English learner students, and a critical shortage of teachers with bilingual certification for more than a decade, members of Regional Educational Laboratory Southwest’s English Learners Research Alliance sought information that districts can use when recruiting teachers and assigning them to schools and classrooms that serve large numbers of English learner students. To respond to this need, this study examined the relationships between teacher certification and growth in math and reading achievement and English proficiency among English learner students using data from the Houston Independent School District and the Texas Education Agency. The study assessed whether a teacher’s certification type–bilingual or English as a second language–and certification route–additional exam (adding… Continue Reading →
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eric.ed.gov har udgivet: Both anecdotal and systematic evidence points to the importance of teachers for students’ long-run success. Previous research on effective teachers has focused almost exclusively on student test score gains in math and reading. For this study we are able to link middle and high school teachers to the class-attendance of students in their classrooms, and to create measures of teachers’ contributions to student attendance. Student absence is a growing concern for policy makers. On average, secondary students in the United States are absent from school three weeks per year (Snyder & Dillow, 2013), and even when they are in school, they miss many classes. We find systematic variation in teacher effectiveness at reducing class absences. These differences across teachers are as stable as those for student achievement.… Continue Reading →
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