eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense attention to high quality instructional tasks, use of formative assessments embedded in those tasks, and professional development (PD) that attends to both content knowledge and instruction are essential considerations if teachers are to meet the demands of the CCSS. Experts from the Shell Centre have developed a set of formative assessment lessons (FALs) for high school mathematics teachers to facilitate CCSS-based student mathematics learning and provide teachers with feedback about student understanding and mastery. The tools are designed to target the “instructional core”… Continue Reading →
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eric.ed.gov har udgivet: Given the vital importance of using a scientific approach for curriculum development, the authors employed a design experiment methodology (Brown, 1992; Shavelson et al., 2003) to develop and evaluate, FUSION, a first grade mathematics intervention intended for students with or at-risk for mathematics disabilities. FUSION, funded through IES (Baker, Clarke, & Fien, 2008), targets students’ understanding of whole number concepts and skills and is being designed as a Tier 2 intervention for schools that use a multi-tiered service delivery model, such as Response to Intervention (RtI). In developing this intervention, the authors have drawn extensively from the converging knowledge base of effective math instruction (Gersten et al., 2009; National Math Advisory Panel, [NMAP] 2008) and the critical content areas of first grade mathematics recognized by national bodies… Continue Reading →
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eric.ed.gov har udgivet: Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year’s curriculum. Both tools target the “instructional core.” A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found evidence of initial success in tool use indicated by teachers’ perceptions that the tools positively influenced teacher practice. In the second year of the Initiative (2011-12), tool use grew within and across sites. The focus of the research has expanded accordingly to include an analysis of how the tools are being introduced to additional classrooms, schools and districts, and what strategies are most effective in sustaining and strengthening tool use. This brief focuses on efforts to scale up and sustain broader… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this 4-year efficacy trial, funded by IES under the Mathematics and Science Education topic, is to study the efficacy of a (Tier 1) core kindergarten math curriculum, “Early Learning in Mathematics” (ELM), when implemented under rigorous experimental conditions. In the first year of this study (2008-09), kindergarten classrooms were randomly assigned, blocking on schools, to treatment and control conditions in two districts in Oregon. There are two primary purposes of this presentation. The first is to briefly present impact findings from the first year of the 4-year study. The second focus of the presentation will be to discuss procedural fidelity and variations in the quality of implementation of the intervention. The focus of the discussion will be on the nature of the association between… Continue Reading →
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eric.ed.gov har udgivet: To help the United States stay globally competitive in terms of innovation and invention, the teaching of science, technology, engineering, and mathematics (STEM) has become a priority in P-12 education today. As the need for students to become stronger in STEM grows, so does the need for well-qualified STEM teachers who understand what is needed to develop relevant and high-quality STEM programs. Professional development (PD) can offer opportunities for those involved in the teaching of STEM to learn how to effectively integrate various instructional approaches, including “engineering design” into their teaching and learning environments. Professional development is important to STEM education, especially in the areas of technology and engineering. If engineering is to be recognized as an integral part of science, technology, and math education, stakeholders, organizations… Continue Reading →
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eric.ed.gov har udgivet: The Learning by Making (LbyM) project is funded by the U.S. Department of Education’s Investing in Innovation Fund (i3). As a five-year development project (2014-2018), Sonoma State University (SSU), in partnership with high-need schools and districts, has been developing an innovative, integrated high school Science, Technology, Engineering, and Mathematics (STEM) curriculum. The curriculum consists of Disciplinary Core Ideas (DCIs) in earth science and biology as described in the Next Generation Science Standards (NGSS, 2013) and utilizes an easy-to-use Logo programming language that conducts data transfer and network communications in support of student-designed investigations. The purpose of this study is to understand how LbyM is implemented in high school classrooms in rural environments, to observe the influences of this curriculum on student learning and engagement, and to explore… Continue Reading →
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eric.ed.gov har udgivet: California public schools serve a highly diverse student population, including: 65% minorities, 24.9% English Language Learners, 10.6% disabled, and 19% in poverty. In the face of this diversity, all teachers are expected to use the Curriculum Frameworks of the California State Board of Education as a “blueprint for implementing the content standards adopted by the California State Board of Education and are developed by the Curriculum Development and Supplemental Materials Commission.” The Curriculum Standards for California Public Schools and “No Child Left Behind” (NCLB) appear to have a goal of equal access to education for all students. “Education: The Promise of America” states that the goal of the NCLB legislation is to ensure that “all children are proficient in reading and math by the 2013-2014 school year”… Continue Reading →
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eric.ed.gov har udgivet: The concept of project-based learning (PBL) has garnered wide support among a number of K-12 education policy advocates and funders. This working paper builds on and updates a seminal literature review of PBL published in 2000. Focused primarily on articles and studies that have emerged in the 17 years since then, the working paper discusses the principles that underlie PBL, how PBL has been used in K-12 settings, the challenges teachers have confronted in implementing it, how school and district factors influence its adoption, and what is known about its effectiveness in improving students’ learning outcomes. PBL is grounded in cross-cutting “design principles” often related to what is taught, how it is taught, and how students should be evaluated in a PBL classroom. PBL design principles emphasize… Continue Reading →
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eric.ed.gov har udgivet: The need to improve math education around the country has been well documented, especially in urban school systems like Philadelphia. In Spring 2010, only 56.6% of students in Philadelphia Public schools scored proficient or advanced on the Pennsylvania State Standardized Assessment (PSSA). In Philadelphia Empowerment Schools, the 107 lowest performing schools in the Philadelphia School District, only 45.8% of students scored proficient or advanced (PSSA preliminary results). Yet, across these schools, there is wide variation. While over 80% of students in some Empowerment schools scored proficient or advanced in math, in other schools less than 20% of the student population reached math proficiency. In October 2009, former Philadelphia Public School Superintendent Arlene Ackerman implemented the Science Research Associates (SRA) Corrective Mathematics and Corrective Reading curriculum in all… Continue Reading →
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eric.ed.gov har udgivet: This study describes key challenges and necessary supports related to implementation of the Common Core State Standards for Mathematics (CCSSM) identified by rural math educators in the Northeast. The research team interviewed state and district math coordinators and surveyed teachers in Maine, New Hampshire, New York and Vermont, to assess their most pressing challenges and associated needs. Key challenges included time and support for teachers to change their instructional practices to meet the CCSSM, availability of high-quality instructional materials, and opportunities for collaboration. The report was produced in response to input from the Northeast Rural Districts Research Alliance (NRDRA), one of eight research alliances working with REL Northeast & Islands. This “Stated Briefly” report is a companion piece that summarizes the results of another report entitled “Gearing… Continue Reading →
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