eric.ed.gov har udgivet: In this study, special education teachers identified students with learning disabilities who were working on math skills usually taught two grades below the grade in which the student was enrolled. Each student (n=33) took two levels of the MAT/7 math computation test, an on-grade test, and an out-of-level test intended for students two grades below. All levels of the MAT/7 are statistically linked to permit scores comparisons across levels. On average, the students obtained a higher scale score on the on-grade test (mean=557) than on the out-of-level test (mean=541). When a correction was made for random guessing, the mean scale score on the on-grade test (mean=535) was lower than the mean scale score on the out-of-level test (mean=550), although the difference was not statistically significant. More of… Continue Reading →
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eric.ed.gov har udgivet: The Instructional Conversation (IC) is a complete classroom pedagogy that focuses on teaching through small-group dialogue with students allowing responsive instruction for each student. The IC is anchored by cognitive-developmental theory and by four decades of multi-method quasi-experimental studies. This study describes the first research of an Institute Education Sciences-funded, randomized efficacy trial of IC effects on standardized test outcomes for both English Language Learner (ELL) and Non-ELL students. The main research question for this study is: Do ELLs taught by teachers who implement the IC pedagogical model perform above controls? The study aims to explore how well and for whom the pedagogy works if indeed effects are found. The focus in this multi-cohort design (over three years) involves districts and schools where students are clustered. This… 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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