eric.ed.gov har udgivet: This document is a summary of one of two presentations about collaborative projects between scientists and science educators. Each paper offers insights into accomplishments and obstacles encountered during the respective programs. Paper summaries include: (1) “Academy for Excellence in Science and Mathematics Education”; (2) “Bemidji State University”; (3) “The Collaborative Vision for Science and Mathematics Education at Michigan State University”; (4) “Do It For Yourself First”; (5) “Fort Hayes State University: Improving Teacher Preparation through the General Education Science and Mathematics Curriculum”; (6) “Greater Wichita Area Mathematics and Science Education (GWAMSE) Collaborative”; (7) “Kalamazoo College Science Education Collaborative”; and (8) “Teagle Project: Reforming Math and Science Teacher Education.” (WRM) Link til kilde
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eric.ed.gov har udgivet: Both Ohio’s state leadership and its foundation community recognized that, to move forward in a global economy, Ohio would need a highly trained workforce that would attract high tech companies to the state. Though STEM shortages have been a pervasive problem for decades, with the election of a new Governor in 2008, there was call to action from state higher education executive officers to address the STEM shortage areas as well as the growing achievement gap. In the years leading up to 2010, the state had significant teacher shortages in ten subject areas, with the greatest need in mathematics, sciences, and special education. These shortages, already severe, were projected to worsen as the state looked to adopt new rules for additional math and science courses required for… Continue Reading →
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eric.ed.gov har udgivet: The aim of this case study is to demonstrate how a co-design approach could be used within design-based research (DBR) with diverse multi-stakeholders in the LUMA1 ecosystem to promote social creativity towards novel student-based solutions and pedagogical innovations. As a case, a national LUMA2020 development program (2019-2020), organized by the national LUMA Centre Finland and funded by the Finnish Ministry of Education and Culture, was studied in detail. The different data sources (e.g. an action plan, written observations) were analysed through qualitative content analysis. The Edelson’s design-based research model used in the program offered a systematic framework or a map for codesigning both the action plan and its implementation. The co-design approach within the model was organised through three stages to engage all multistakeholders (altogether about three… Continue Reading →
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eric.ed.gov har udgivet: In this paper, the authors present their experiences from participating in a National Science Foundation (NSF) I-Corps L training program established for business startups, using Blank’s Lean LaunchPad, Osterwalder’s Business Model Canvas, and associated tools. They used the entrepreneurial skills acquired through this training to scale-up their emerging innovation, the Cincinnati Engineering Enhanced Math and Science Program (CEEMS), which had been developed, implemented, and evaluated with successful results over a period of seven years in a targeted 14 school-district partnership in Greater Cincinnati. The overriding goal was to improve student learning and success rates in K-12 math and science courses by helping to accelerate the process of bringing effective educational innovation, CEEMS, to scale. In CEEMS, teachers were trained in using challenge-based learning (CBL) and the engineering… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines through four lines of study to determine how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing the Kentucky Academic Standards (KAS) in English language arts (ELA) and math. Examined are how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment. Other district characteristics were examined such as percentage of students receiving free or reduced-price lunch, student achievement or growth… 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, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing the Texas Essential Knowledge and Skills (TEKS) state standards in English language arts (ELA) and math. How and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment are examined. This report highlights key survey findings on teacher perceptions on curriculum, professional development, assessments, technology, SWDs, and ELs. Detailed insights from the… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines through four lines of study to determine how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing Ohio’s Learning Standards in English language arts (ELA) and math. How and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment were examined. This report highlights key survey findings on teacher perceptions on curriculum, professional development, assessments, technology, SWDs, and ELs. Detailed insights from… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), funded by the Institute of Education Sciences, examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing California’s learning standards in English language arts (ELA) and math. C-SAIL examines how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment. C-SAIL researchers interviewed 10 state officials and 13 district officials in six California districts. They selected the six case study districts by identifying… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), funded by the Institute of Education Sciences, examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing Massachusetts Curriculum Frameworks in English language arts (ELA) and math. C-SAIL examines e how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment. Since their research began in 2015, C-SAIL researchers have interviewed 10 state officials, and 12 district officials in six Massachusetts… Continue Reading →
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eric.ed.gov har udgivet: This article presents a mixed-method study of the innovative “Senso-Math” preschool program and the reactions of both the facilitators, who underwent a special training program, and the preschool teachers in whose classes the program was implemented. The goal of the program is to enhance mathematical development in preschool children through the intervention of trained facilitators who bring the adjunct program into preschools. The results indicate a positive change in the attitudes of the facilitators to their professional calling and, after an adjustment period, a positive attitude overall regarding the facilitators’ contribution to mathematics education in the preschool as evidenced by the significant relationships that developed between the facilitators and the preschool teachers. Link til kilde
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