eric.ed.gov har udgivet: Teacher evaluation is at the center of current education policy reform. Most evaluation systems rely at least in part on principals’ assessments of teachers, and their discretionary judgments carry substantial weight. However, we know relatively little about what they value when determining evaluations and high stakes personnel decisions. The author leverages unique data from a public charter school district to explore the extent to which school administrators’ formative evaluations of teachers align with teacher and school effectiveness and predict future personnel decisions. While previous research has examined administrators’ subjective evaluations of teachers in surveys and in practice, this study links a detailed evaluation in practice with multiple types of personnel decisions to provide new insights into administrator decision-making. A better understanding of the teacher contributions that administrators… Continue Reading →
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eric.ed.gov har udgivet: Schools in 47 high-poverty school districts located mostly along the Atlantic Coast of North Carolina, South Carolina, and Virginia may have a head start on new requirements of the No Child Left Behind (NCLB) Act of 2001, thanks to a $6 million grant from the National Science Foundation. Begun in April 2000, the five-year Coastal Rural Systemic Initiative (CRSI) is striving to stimulate sustainable systemic improvements in science and mathematics education in school districts with a long history of low student expectations, persistent poverty, low teacher pay, and high administrator turnover. The CRSI capacity-building model is designed to address issues in rural school districts that traditionally limit the capacity for creating sustainable improvements in math and science programs. A critical action step is that each school district… Continue Reading →
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eric.ed.gov har udgivet: Many people feel mathematics education in the U.S. is in need of improvement. Fennema and Franke (1992) note that teachers’ knowledge (or lack thereof) is often associated with poor instruction and thus, low student achievement on instruments which measure mathematical aptitude. For this reason, universities across the country have become mathematical and pedagogical (re)-training grounds for future, novice, and even experienced teachers. Fennema et al. (1996) indicate that the object of many professional development programs is to instill in teachers the kind of knowledge which will enable them to modify their own teaching so that students understand mathematics in a more meaningful way. But these authors also note that there is little agreement and even less evidence pointing to what specific knowledge is actually needed by teachers… Continue Reading →
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eric.ed.gov har udgivet: The New York State Early Childhood Advisory Council (ECAC) serves the Governor and is charged with ensuring that all of New York’s young children are healthy, learning, and thriving in families that are supported by a full complement of services and resources essential for successful development. The council’s Workforce Work Group is dedicated to the development of those adults who work in a range of programs to realize this vision. Teacher preparation, the Birth to Grade 2 Certification, and leadership development are strong components of the Workforce Work Group’s charge. To gain a clearer picture of early childhood-related offerings throughout the state’s higher education system, and to explore some specific issues related to the state’s teacher preparation system, the ECAC with its partner members, New York Early… Continue Reading →
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eric.ed.gov har udgivet: The education system is complex, but at its core, it is a learning partnership between the student, the family and teachers. This partnership — supported by the Ministry — is ultimately responsible for ensuring every learner receives a high quality education. A high quality education enables learners to realize their full potential and contribute to the well being of society. It supports students as they develop the foundational skills of reading, writing, and math, as well as other essentials necessary in the 21st century, such as self-reliance, communication, critical thinking, inquiry, creativity, problem solving, innovation, teamwork and collaboration, cross-cultural understanding, and digital information literacy. This annual service plan report provides data and discusses the results related to the measures in the Ministry of Education 2012/13-2014/15 Service Plan.… Continue Reading →
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eric.ed.gov har udgivet: The success of any education reform depends on many factors. A critical component is whether school staff are supportive of the initiative and view it as likely to improve educational outcomes. Equally important is whether school staff have the professional development opportunities they need to ensure their practice is aligned with the goals of the initiative. Chicago Public Schools (CPS) has been preparing to implement the Common Core State Standards (CCSS) since 2011-12. Teachers were expected to teach the new English and Language Arts (ELA) standards by 2013-14 and the new math standards one year later, in 2014-15. This report describes teachers’ and administrators’ experiences preparing for this transition, using survey responses from the spring of 2014 and the spring of 2015. Survey questions focused on four… Continue Reading →
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eric.ed.gov har udgivet: Traditionally, the purpose of education in the United States has been conceived broadly, encompassing several goals, such as equity, civic participation, “whole-person” development, aesthetic appreciation, and greater cultural awareness. The renewed focus on equipping students with marketable skills is both a response to the globally-competitive labor market engendered by the Financial Crisis of 2008 and an implicit critique of the traditional American liberal education model. Innovative approaches to fostering student participation in STEM fields (Science, Technology, Engineering, and Math) are being promoted by a wide spectrum of politicians, corporations, and policy think tanks. Many observers argue that educational outcomes should reflect the changing needs of the workforce, and high school curricula should integrate academic instruction with work-based learning. With these trends in mind, researchers at the Pullias… Continue Reading →
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eric.ed.gov har udgivet: People do better when more is expected of them. In education circles, this is called the Pygmalion Effect. It has been demonstrated in study after study, and the results can sometimes be quite significant. In one research project, for instance, teacher expectations of a pre-schooler’s ability was a robust predictor of the child’s high school GPA. Raising student expectations has been in the news a lot recently as part of a larger conversation about improving learning outcomes. Most notably, a group of states have developed the Common Core State Standards, which go a long way toward establishing higher standards by setting out what students should know and be able to accomplish in reading and math. More than 40 states have adopted the standards so far. Recently, however,… Continue Reading →
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eric.ed.gov har udgivet: Despite the growing use of computers and software in every facet of our economy, not until recently has computer science education begun to gain traction in American school systems. The current focus on improving science, technology, engineering, and mathematics (STEM) education in the U.S. School system has disregarded differences within STEM fields. Indeed, the most important STEM field for a modern economy is not only one that is not represented by its own initial in “STEM” but also the field with the fewest number of high school students taking its classes. It is also by far the one that has the most room for improvement, and that is computer science. Among the key findings in this report: (1) Only a quarter of high schools offer computer science,… Continue Reading →
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eric.ed.gov har udgivet: In the United States, the prevailing high school mathematics course sequence begins with a year of Algebra I, followed by a year of geometry and a year of Algebra II. Educators and others have raised concerns about the extent to which this sequence, which prioritizes the mastery of algebra, is appropriate for the longer-term education and career goals of students who do not intend to pursue STEM degrees in college. These concerns have impelled educators and policymakers to reexamine the prominence of algebra in high school mathematics curricula and to consider new approaches that provide students with more mathematics course options better aligned with their academic and career goals. In this paper, we explore existing approaches to high school mathematics curricula as well as new developments in… Continue Reading →
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