eric.ed.gov har udgivet: This manual describes the process used in determining the objectives of a project to develop effective remediation strategies for use by teachers of mathematics. It presents two tools developed for use in assessing remedial mathematics teaching: (1) the “Effective Remedial Mathematics Checklist,” for use in supervising teachers of remedial math, and (2) the “Math Remediation Methods Questionnaire (MRMQ),” designed to assess what teachers, as a group, know about effective remediation in mathematics. Information is presented on the theoretical background, test development, test administration, scoring, and analysis. Appended are (1) the checklist; (2) the questionnaire, Form A (K-6); (3) the questionnaire, Form B (7-12); and (4) an extensive bibliography. (TE) Link til kilde
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eric.ed.gov har udgivet: The Idaho Rural Education Task Force was formed in July 2007 with the goal of proposing and examining solutions to challenges facing rural schools. The task force’s work this year has focused on three areas: recruitment and retention of highly qualified teachers, funding shortages related to insurance costs and staff allowances, and the technology gap between rural and urban schools. Rural districts are challenged to find enough teachers to meet their needs, and often the qualified applicant pool for open positions is very small or non-existent. The situation is becoming more critical due to the increased math and science graduation standards recently adopted by the State of Idaho, elevating need for teachers. To assist districts in retaining teachers and to maximize the use of the current teacher… Continue Reading →
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eric.ed.gov har udgivet: This State-specific summary report serves as an assessment of the Florida’s annual Race to the Top implementation. The Year 3 report for Phase 1 and 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2012 through September 2013. In Year 3, the State continued to execute contracts and implement activities consistent with the State’s amended timelines. In Year 3, Florida implemented the Common Core State Standards (CCSS) in first grade and trained approximately 13,000 educators on implementing the CCSS during summer institutes. Florida Department of Education (FDOE) continued to add CCSS-aligned resources to the Teacher Standards Instructional Tool (TSIT). The State also continued the Math Formative Assessment System (MFAS) providing Florida educators access to approximately 374 tasks and rubrics… Continue Reading →
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eric.ed.gov har udgivet: American students are failing to demonstrate expected competency on basic skills taught in schools. The educational system needs a major overhaul to address declines in scholarly engagement. The State Board of Education (SBE) designed the California High School Exit Exam (CAHSEE) to give some merit to the high school diploma. Minorities and economically disadvantaged students fail to attain minimal proficiency levels on standardized tests and to achieve gains comparable to those attained by students from affluent school districts, even when the most rudimentary skills are being tested. The purpose of this study is to compare existing differences in student achievement by viewing existing data and to gauge faculty perspectives on why some students fare better than others on the CAHSEE. Appended are: (1) Letter of Informed Consent;… Continue Reading →
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eric.ed.gov har udgivet: This submission contains the Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Brock University in St. Catharines, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions.… Continue Reading →
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eric.ed.gov har udgivet: Every three years the focus of the international education community shifts to the release of the Programme for International Student Assessment (PISA) study conducted by the Organisation for Economic Co-operation and Development (OECD). No other international study of education commands as much attention as PISA. In an age of intense global competition among information-based economies where education is increasingly viewed as an important (if not the most important) national “competitive advantage”, in less than two decades, PISA has become the widely used if inadequate proxy for the performance of education systems around the world. The OECD’s interest in education in the service of human capital development and economic growth is of course not surprising given the organization’s focus. The expansion of PISA to include the assessment of… Continue Reading →
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eric.ed.gov har udgivet: This paper describe Georgia’s progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, it highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Race to the Top focuses on improving Science, Technology, Engineering, and Mathematics (STEM) education for Georgia students. The plan includes providing professional development for math and science teachers, strengthening the pipeline of science and math teachers from institutes of higher education, and expanding STEM related virtual courses. As a result, in partnership with the Georgia Department of Education, Georgia Tech received funding through the Race to the Top program to expand… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Ohio is approaching CCR standards implementation during a time of transition, as they revised the Ohio Learning Standards in 2015-2016. The approval process will take place in 2016-2017, with new materials and revised standards ready for the 2017-2018… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Massachusetts is approaching CCR standards implementation during a time of transition, as it develops the Next-Generation Massachusetts Comprehensive Assessment System, or the “Next-Gen MCAS,” in 2015-2016. The transition will take place in 2016-2017, with full implementation of the… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly regarding students with disabilities (SWDs) and English language learners (ELLs).This report examines how the state of Kentucky is continuing CCR standards implementation during a time of transition. As their state legislature mandates a review of the standards and accountability system every six years, the Kentucky Department of Education (KDE) is in the midst of drafting potential revisions… Continue Reading →
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