eric.ed.gov har udgivet: Over the last decade, policy and business leaders have come to know what parents have always known: teachers make the greatest difference to student achievement. With new statistical and analytical methods used by a wide range of researchers, evidence has been mounting that teacher quality can account for a large share of variance in student test scores. The evidence on the distribution of qualified and effective teachers is also clear–and the findings are not good. Teachers who have met the demanding standards of National Board Certification and those who have generated higher “value-added” student achievement gains are far less likely to teach economically disadvantaged and minority students. As a result, high-poverty schools are more likely to be beset with teaching vacancies in math and special education, and… Continue Reading →
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eric.ed.gov har udgivet: This paper describes New York’s progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report 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. Highlights of this report include: (1) The State Board of Regents adopted the Common Core State Standards for Math and ELA; made progress in developing and disseminating CCSS implementation resources–including conducting a statewide webinar with David Coleman and creating the EngageNY.org microsite; completed the design of its very successful statewide Network Team Summer Institute for approximately 500 educators (August 2011); continued its active engagement as a governing state for… Continue Reading →
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eric.ed.gov har udgivet: Arguing that transformative teacher professional development may require more than a shift in the content of teachers’ thinking, this paper examines how the structure of teachers’ meaning-making systems might affect their experiences in three mathematics teacher professional development programs. The paper describes the change goals of three teacher professional development programs and their methods for accomplishing those goals. SummerMath for Teachers attempts to support a shift in teachers’ paradigms about mathematics and learning by asking them to personally engage with and reflect on mathematics and pedagogy. The Math Case Methods Project supports teachers in re-evaluating and complicating their ideas about mathematics and mathematics teaching through collaborative inquiry into practice via mathematics teaching cases. The Algebra Project seeks to change the expectations of teachers, students, and the broader… Continue Reading →
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eric.ed.gov har udgivet: A 1992 conference on mathematics and science teaching focused on two specific topics: enhanced professional development for educators and better instructional materials for the classroom. Teachers, members of Congress, governors, teacher educators, professors, researchers, and policymakers shared what they believed was needed to be done to improve mathematics and science education in the United States. This booklet reports the views of the participants and the general consensus of the conference regarding changes needed in the education system. The concepts of systemic reform in education and the setting of national standards as exemplified by the National Council of Teachers of Mathematics are discussed in section 1. The second section discusses the necessity of providing all children with an opportunity to learn mathematics and science. The third section reports… Continue Reading →
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eric.ed.gov har udgivet: This report summarizes the thirteenth survey of states by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results are presented for 49 states and 6 of the 11 unique states. The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of education reform as states documented the academic achievement of students with disabilities. Key findings include: (1) Fewer than half of the states have defined what college-and-career-readiness means for students with disabilities participating in the alternate assessment based on alternate achievement standards (AA-AAS); (2) Fewer than half of the states offered their current general state assessments on computer-based platforms for math, reading, or science; (3) State technology staff contributed to… Continue Reading →
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eric.ed.gov har udgivet: The State-specific summary report serves as an assessment of Massachusetts’ annual Race to the Top implementation. The Year 4 report for Phase 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2013 through September 2014. In Year 4, Massachusetts continued to refine its use of the Delivery process to track project implementation within the Massachusetts Department of Elementary and Secondary Education (ESE), gather data on progress, and share updates with senior leadership. The State’s college- and career-readiness initiatives included multiple strategies for supporting educators in meeting the demands of new standards and raising standards for students. In school year (SY) 2013-2014, the State developed and made available a variety of instructional resources, standards-aligned assessments, and curriculum documents to support… Continue Reading →
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eric.ed.gov har udgivet: The Dwight D. Eisenhower Mathematics and Science Education Program is the largest federal program for training elementary and secondary teachers in mathematics and science. It has two major components: the national program provides funding for projects of national significance and the state grant program allocates 75% of the funds to different types of state agencies and local school districts and the remaining 25% to the state agency for higher education. This document reports on: (1) how state grant funds are spent, (2) how experts view proposed improvements to the program, (3) how well the Department of Education collects and analyzes data on the program, and (4) how the various federal agencies sponsoring math and science education programs coordinate their efforts. The report concludes that the predominately short-term… Continue Reading →
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eric.ed.gov har udgivet: This case study of East School, a central Vermont K-2 school with 125 students, describes the early stages of changing instruction and learning in a school with established district-wide standards. Changes in teaching at the local level were led by example, modeled by a dynamic principal as she encouraged the teachers to move towards a more integrated teaching framework. The case study also describes the contributions and struggles of a dedicated volunteer who felt a deep ownership of the project and yet was not allowed to truly work with the team, which brings forth questions around the inner-workings of the team, the role of outside facilitators, and team understanding of project goals and objectives. The findings of this case study lead to the conclusion that the principal’s… Continue Reading →
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eric.ed.gov har udgivet: Four research and synthesis activities were undertaken: review of reforms in science, math, and English; survey of 12 secondary tech prep administrators; focus group of tech prep teachers; and survey of 156 tech prep stakeholders using concept mapping. Five themes for teacher education emerged: (1) teaching through application; (2) student-centered, inquiry-based instruction; (3) vocational-academic integration; (4) collaboration; and (5) real-world experience. (Author/SK) Link til kilde
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eric.ed.gov har udgivet: This paper describes Tennessee’s progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report 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. Tennessee’s application for Race to the Top laid out an ambitious education reform agenda at all levels–from the state to the school district to the classroom. The state established equally ambitious goals for improving both teacher and leader effectiveness and student achievement. In the first year of implementation of the Tennessee First to the Top initiatives, the state made modest gains towards achieving those goals. From 2010 to 2011, overall… Continue Reading →
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