eric.ed.gov har udgivet: The development of an assessment tool to measure the quality of instruction is necessary to provide an informative accountability system in education. Such a tool should be capable of characterizing the quality of teaching and learning that occurs in actual classrooms, schools, or districts. The purpose of this paper is to describe the development of the Academic Rigor in Mathematics (AR-Math) rubrics of the Instructional Quality Assessment Toolkit and to share the findings from a small pilot study conducted in the Spring of 2003. The study described in this paper examined the instructional quality of mathematics programs in elementary classrooms in two urban school districts. The study assessed the reliability of the AR-Math rubrics, the ability of the AR-Math rubrics to distinguish important difference between districts, the… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to examine the relationship between the size of Alabama’s public high schools, selected school quality and financial indicators, and their students’ performance on standardized exams. When the socioeconomic level of the student bodies is held constant, the size of high schools in Alabama has relatively little relationship with 11th grade student (both regular and special education) performance on the reading and math portions of the Alabama High School Graduation Exam (AHSGE). High schools’ average daily attendance rates and pupil-to-computer (and computer with Internet connections) ratios do not vary in accordance with school size. Higher percentages of highly qualified teachers are found in Alabama’s largest high schools. There was very little difference in the percentage of teachers with a master’s degree or… Continue Reading →
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eric.ed.gov har udgivet: In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they engage in an online coaching discourse to form a relationship of inquiry. Within these relationships, coachees pass through processes of practical inquiry process while a coach supports the process. In this study, a framework and coding scheme were developed for use in a transcript coding procedure including 3,109 messages from an online coaching case in math for K-12 students. It is found that the elements of cognitive, teaching, and social presence, as well as the newly proposed emotional presence, which outlines… Continue Reading →
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eric.ed.gov har udgivet: In 2004-2005, North Carolina’s average teacher turnover rate was nearly 13 percent, ranging from a high of 29 percent to a low of 4 percent. Turnover among teachers in low-performing schools was substantially higher, with a low of 12 percent and a high of 57 percent. North Carolina has put strategies in place to address teacher retention but how will these strategies impact retention at low-performing schools? This research update summarizes three studies that address issues related to teacher retention. One study examined North Carolina’s use of an annual bonus to certified math, science and special education teachers working in high poverty or academically failing public secondary schools. The study found that: (1) The bonus payment was sufficient to reduce mean turnover rates of the targeted teachers… Continue Reading →
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eric.ed.gov har udgivet: Research for Action (RFA) has completed its second year of a five-year external evaluation of the Project Leadership and Investment for Transformation (LIFT) Initiative in the Charlotte-Mecklenburg School District (CMS). Project LIFT is a public-private partnership between CMS and the local philanthropic and business communities in Charlotte, designed to turn around nine schools in the West Charlotte Corridor. Starting in the 2012-13 school year, Project LIFT operates as a semi-autonomous Learning Community within CMS, providing the initiative with CMS infrastructural support and access to an initial $55 Million investment of private resources to drive a multifaceted reform effort in Charlotte’s highest poverty schools. Project LIFT’s long-term goals are to significantly improve student achievement in the following ways: 1) 90% of students will achieve proficiency in math and… Continue Reading →
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eric.ed.gov har udgivet: The foundation of school choice is offering families a variety of schools and letting them choose one they believe is most suitable for their child. For school choice to matter, schools need to have different features that parents are seeking. The District of Columbia Opportunity Scholarship Program was created by Congress to provide tuition vouchers to low-income parents who want their child to attend a private school. This brief provides a snapshot of features of traditional public schools, charter schools, and those private schools that participate in the Opportunity Scholarship Program (OSP), in Washington, DC, in order to describe the landscape facing students and parents who are considering applying to the OSP. It first looks at the number of each type of school and enrollment changes in… Continue Reading →
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eric.ed.gov har udgivet: This study provides a comprehensive look at a constructivist one-to-one computing program’s effects on teaching and learning practices as well as student learning achievements. The study participants were 476 fourth and fifth grade students and their teachers from four elementary schools from a school district in the Dallas, Texas, area. Findings indicated consistent and highly positive findings of the efficacy of a constructivist one-to-one computing program in terms of student math and reading achievement, differentiation in teaching and learning, higher student attendance, and decreased disciplinary actions, suggesting a range of possible educational benefits that can be achieved through a comprehensive one-to-one computing educational environment. (Contains 3 tables.) Link til kilde
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eric.ed.gov har udgivet: In the first comprehensive analysis of Illinois’ statewide survey of school climate and learning conditions, this report finds systematic differences among schools in the degree to which students and teachers report strength in the five essential supports. Previous University of Chicago Consortium on Chicago School Research (UChicago CCSR) research has linked strength on the five essentials–effective leadership, collaborative teachers, involved families, supportive environments, and ambitious instruction–to engaging instruction and learning and ultimately to improvements in test score gains and attendance trends. This report analyzes data from the 2013 survey administered by the Illinois State Board of Education and the University of Chicago Urban Education Institute to all teachers and students in grades six through 12. The goal of the survey was to help schools across the state… Continue Reading →
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eric.ed.gov har udgivet: The document is from a presentation at the Texas Region VII 2014 Curriculum Conference. The study examined the effects of a three-tiered high school program designed to increase student achievement and Texas end-of-course (EOC) TAKS and STAAR chemistry scores. The student sample (n = 625) consisted 75% high school sophomores and 25% high school juniors. EOC test results showed the presenter’s students (on-level, inclusion (IN) special education, limited English proficiency (LEP), economically disadvantaged (EDS), and 504 monitored) scored yearly in the 90% passing range. From 2008 to the present, results indicated that the students made significant academic progress. The three-tiered program components were based on school culture findings, productive classroom management research, and classroom programs and strategies. This program will also apply to 6-12 math and social… Continue Reading →
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eric.ed.gov har udgivet: This standards review is the first in a series of annual reviews of the Colorado Model Content Standards. Its purpose is to identify student performance over time on measures of exiting mathematics standards, identify ways to affirm and strengthen standards and more clearly articulate the practices used by Colorado schools to promote student achievement to those standards. Discussion areas include: (1) national overview of K-12 mathematics; (2) math standards and achievement in Colorado; (3) input from educators; (4) research and financial resources; and (5) characteristics of “math-successful” elementary and secondary schools. Ten recommendations are presented for improving mathematics teaching and performance: (1) Be clear about the math topics students are expected to know at each grade level; (2) Be clear about what specific proficient student work looks… Continue Reading →
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