eric.ed.gov har udgivet: This book reports on a study of the implementation of the 1995 Mathematics Curriculum Framework conducted by the Massachusetts Teachers Association’s Center for Educational Quality and Professional Development (CEQ). It examines whether schools and districts provide students with the curriculum and instruction necessary to succeed on the Massachusetts Comprehensive Assessment System (MCAS) Mathematics Test. This study concludes that in the process of implementing elements of education reform, teachers and principals have been marginalized by the state agency. (KHR) Link til kilde
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eric.ed.gov har udgivet: Every year, the Improving Teacher Quality State Grants Program issues a Request for Proposals (RFP) to award funds provided annually from the federal No Child Left Behind Act of 2001. In recent years, each RFP has focused on a specific objective tied to state priorities in teacher quality. Six grants were awarded in 2008: (1) Bell Gardens Science Project; (2) Science and Academic Library; (3) Algebraic Learning in Elementary Grades: Results, Independence, Achievement (ALEGRIA!); (4) Teacher Efficacy Affects Math and Science Success (TEAMS!); (5) Advancing Collaboration For Equity In Science (ACES); and (6) Making Algebra Accessible Project (MAAP). Since 2005, the grants have required scientifically based evaluation research in each project. The intent is to extend project evaluation beyond evaluating whether grants effectively carried out the promised… 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: This issue offers a collection of timely topics focused on mathematics and science education. It uncovers the past, present, and future of the national standards movement in mathematics and science education with two articles entitled “Setting Standards for Excellence” and “On the Road to REAL Progress.” A close-up look at students doing real-life water ecology research is provided. This issue also features articles on “Math Wars,” teacher shortages, and curriculum research centers. (ASK) Link til kilde
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eric.ed.gov har udgivet: In the first decade of the 21st century, the nation, the states, and colleges and universities began to grapple with the challenges of globalization, changing demography, the implications of the digital era, and of a less expansive public sector. Although not a transformative period for higher education, the decade saw significant innovations in teaching and learning, intense policy ferment, and debates over the future of colleges and universities and their roles and responsibilities in American society. Parts one and two of this book describe several of the most interesting and significant developments in higher education, and in public policy, reported by leading journalists in the field of higher education. In part three, observers of American higher education comment on critical issues facing colleges and universities, the states… Continue Reading →
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eric.ed.gov har udgivet: Building an inclusive society in which all people can participate effectively and live together requires understanding inclusive education and its impact on the social order. As countries of different regions face the vast array of challenges unique to their educational systems, it becomes apparent that inclusive societies are intricately tied to social inclusion policy initiatives and developments in education. Governments are becoming increasingly aware of the need to review their educational systems as they attempt to define what an inclusive society is and how to make inclusion truly effective. Singapore is a unique example of a country that has the resources and the vision, but currently lacks an educational system designed to fully include individuals with special needs. Although Singaporean students consistently score near the top in… 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: 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: With a B.S. in math but no prior math education training, the author’s first job as a math teacher was at an alternative charter school with a holistic mission. The author struggled tremendously and no doubt left numerous opponents to math reform in his wake. Fortunately, he attributed his ineffectiveness to his lack of experience and skill as a facilitator and curriculum writer, not to a flaw in the vision. Though he has no way of knowing, he has since wondered what percentage of new educators in similar situations would draw a different conclusion, something like, “Math is different from other subjects. It can’t be learned collaboratively. You just have to memorize.” This experience motivated him to understand why and how math teachers can become effective in… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to describe the sustainability of professional development, specifically the teacher utilization of the Science-in-CTE pedagogical model and science-enhanced agricultural education lessons in curricula one year following the Science-in-CTE pilot study. This quasiexperimental study included 41 teachers (15 treatment agricultural education, 14 control agricultural education, and 12 science) who participated in seven days of professional development in the pilot study in 2009-2010. This study was a partial replication of the Math-in-CTE follow-up study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Researchers found that a majority of the treatment agricultural education and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15… Continue Reading →
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