eric.ed.gov har udgivet: For the past five years, Vermont has been developing an innovative statewide assessment system in which portfolios of student work in mathematics and writing are a key element. The use of mathematics portfolios, particularly in elementary school, is a novel aspect of the assessment system. This study examines the elementary school mathematics portfolio assessment and its instructional impact by exploring the conceptions of problem solving, the knowledge of problem-solving strategies, the evaluation of problem-solving tasks, and the instructional practices of 20 fourth-grade teachers. Teachers indicated that the portfolio assessment program has enhanced their understanding of mathematical problem solving and broadened their instructional practices, but that they have encountered difficulty in understanding certain components of the reform and making the relevant changes. Teachers did not share a common… Continue Reading →
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eric.ed.gov har udgivet: This report describes the condition of teacher education preparation at authorized colleges and universities in Colorado, including the total program enrollments, enrollments by licensure or endorsement area, and student demographic and institutional-level data. All approved teacher preparation programs at institutions of higher education, public and private, are compliant with the state’s performance based teacher education measures. The total number of undergraduate teacher education candidates grew twelve percent between 2006 and 2007. The number of traditional-aged students enrolled in teacher education programs grew by forty-seven percent. Students who are members of ethnic minority groups represented small numbers of enrollees in teacher preparation programs. There was a slight decrease in the representation of minority students in teacher education programs from 2006 to 2007: the decrease in Hispanic teacher education… Continue Reading →
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eric.ed.gov har udgivet: The present study, which was drawn from a larger project in which teachers developed and implemented performance assessments in their classrooms, investigates children’s perceptions of what reading and mathematics are and how they understand their teachers’ knowledge of them as readers and mathematicians. Two students from each of 13 third-grade classrooms were interviewed 3 times during the school year. In all, 75 interviews about reading and 76 about mathematics were conducted. Responses make it clear that students do recognize reading as a meaning-making task but that this recognition becomes distorted when they are assessed on their reading ability. They believe that assessment is often aimed at handwriting, punctuation, or expression when reading aloud. In mathematics, these students demonstrate consistency across definition of math and assessment of math.… 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 worked closely with its five partner states–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 California is continuing CCR standards implementation during a time of transition. For the purposes of this report and in keeping with C-SAIL’s focus, the concentration is on implementation of California’s English language arts (ELA) and math standards.… Continue Reading →
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eric.ed.gov har udgivet: One central component of a great school system is a clear set of expectations, or standards, that educators help all students reach. In Iowa, that effort is known as the Iowa Core. The Iowa Core represents the statewide academic standards, which describe what students should know and be able to do in math, science, English language arts, and social studies. The Iowa Core also addresses 21st Century Skills such as financial and technology literacy. These state standards provide Iowa students, parents, teachers, and other stakeholders with a clear, common understanding of what students are expected to learn at every grade level, regardless of where they live. The standards establish what Iowa students need to learn, but not how to teach. Local schools and teachers continue to create… Continue Reading →
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eric.ed.gov har udgivet: As governors respond to the need to significantly improve the quality of public education, they should consider incorporating stronger actions to improve mathematics instruction as part of their overall reform agenda. Governors can take the following actions to promote high-quality mathematics instruction for young children: (1) Become a champion for improvements in the quality of early math education with legislators, business leaders, educators, parents, and students; (2) Align high-quality mathematics standards through the educational pipeline, and support appropriate use of student assessments to measure results. State leaders could consider raising standards for the math skills and concepts children should learn in their state’s early learning guidelines; and (3) Promote changes in policies that improve educator preparation and that support their capacity to teach mathematics to young children.… Continue Reading →
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eric.ed.gov har udgivet: High schools throughout the United States are turning out graduates who are deficient in mathematics and science education. The field of education has come to be staffed by less competent teachers, as more qualified and more able individuals have been lured away to higher paying professions. The result of this has been the impairment of American ability to compete in the world market. Many high schools have deemphasized traditional core courses along with mathematics and the sciences. The National Education Association (NEA) has been a barrier to quality science and mathematics education in the public schools. The NEA has resisted efforts to institute standardized testing for teachers or assessment of teacher competence. The Department of Education has had deleterious effects on education, since it tends to promote… 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 Texas is approaching CCR standards implementation during a time of transition. The state has recently implemented revisions to the math standards and is currently revising the English language arts (ELA) standards. The revised ELA standards are expected to… Continue Reading →
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eric.ed.gov har udgivet: Study Island is a practice and assessment tool that provides state-standards-aligned opportunities for students to practice their skills. It features a system of continual assessments with immediate feedback to adjust instruction and learning. When educators integrate Study Island into their instructional practices, it acts as a formative, ongoing assessment tool that provides students with a platform to practice or demonstrate their knowledge of taught standards. This approach reflects the elements of formative assessments as a process for monitoring progress and adjusting instruction. Research on formative assessment and progress-monitoring practices has demonstrated positive outcomes for student achievement (Bangert-Drowns, Kulik, & Kulik, 1991; Black & Wiliam, 1998; Fuchs & Fuchs, 1986; January et al., 2018; Stecker, Lembke, & Foegen, 2008; Stiggins, 1999; Van Norman, Nelson, & Parker, 2016; Wolf,… Continue Reading →
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eric.ed.gov har udgivet: Federal policy directed to teaching and teachers is the subject of this review, which is organized around: (1) recruitment; (2) training; (3) accountability; (4) incentives; (5) qualifications; (6) class size reduction; (teacher working conditions; and (8) human resource management and the overall coordination of teacher policy. For each theme, the authors describe past and current federal policy; assess the evidence on policy effects and effectiveness; and conclude with an overall appraisal. Recommendations for future federal teacher policy are provided. Reported observations include: (1) lack of policy research that might supply direction to ongoing policy investments; (2) teaching presents a number of fundamental problems that policy has yet to address successfully; (3) local conditions in schools and districts play a large role in the effectiveness of federal teacher… Continue Reading →
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