eric.ed.gov har udgivet: Performance evaluation may change employee effort and decisions in unintended ways, for example, in multitask jobs where the evaluation measure captures only a subset of (differentially weights) the job tasks. We show evidence of this multitask distortion in schools, with teachers allocating effort across students (tasks). Teachers are evaluated based on student test scores; students who fail the test are retested 2-3 weeks later; and only the higher of the two scores is used in the teachers’ evaluations. This retesting feature creates a sharp difference in the returns to teacher effort directed at failing versus passing students, even though both barely failing and barely passing students have arguably equal educational claim on (returns to) teacher effort. Using RD methods, we show that students who barely fail the… Continue Reading →
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eric.ed.gov har udgivet: Concerns about inadequate development of subject expertise for American elementary school teachers have been well documented. There are many exceptions to this narrative, and there are many exemplary U.S. teacher preparation programs. However, it is clear that, overall, the preparation of elementary teachers in the United States in key subject areas has been inadequate. So, what are systems that have high-performing learning outcomes in key subjects doing to ensure quality teaching in math, science and literacy? This report analyses whether and how high-performing systems (specifically those in jurisdictions of Japan, Finland, Hong Kong, and Shanghai) have supported the subject expertise of their elementary school teachers. The findings highlight how different parts of these systems constantly reinforce the development of deep subject expertise in their elementary teachers. For… Continue Reading →
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eric.ed.gov har udgivet: A new national curriculum has recently been implemented across Australia. This paper reports on a case study of a regional Western Australia government school as they re-wrote and taught the phase one learning areas: maths, English, science and HASS. Results showed what it is like to work in an environment where continual change is not only expected, but also seen as best practice. Cynical, realistic and even enthusiastic teachers suffer change fatigue after years of rapid and continual curriculum change. The research traces back the reasons why teacher change fatigue might occur using Intuitive Inquiry (Anderson & Braud, 2011) as a hermeneutical process. It captures the reactions of teachers as they struggle to adapt to another top-down curriculum framework, badged as “continual school improvement.” It documents that… Continue Reading →
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eric.ed.gov har udgivet: While early childhood practitioners have long been asked to have complex understandings of child development and provide rich, meaningful educational experiences for children, focusing on mathematics marks new terrain. Consequently, teacher educators are now tasked with figuring out how to communicate new ideas about early mathematics education to early childhood practitioners, yet we know little about their work. This paper examines what early childhood teacher educators have to say about their work. We found that there were only small differences in how they described: (1) what they teach; (2) how to teach it; (3) resources they draw from; and (4) what informs their work. When there were differences in their approaches, these often were reflective of whether the teacher educators had more of an early childhood or… Continue Reading →
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eric.ed.gov har udgivet: REL Midwest conducted a systematic review of research on interventions that may improve academic outcomes for Black students. The review entailed a search for studies that provide evidence at Tier I (strong evidence), Tier II (moderate evidence), or Tier III (promising evidence) according to the Every Student Succeeds Act, and explicitly mention associations between an intervention and Black students’ achievement in math or reading, dropout rates, or graduation rates. After screening 3,917 studies, REL Midwest identified 24 studies that provided Tier III evidence (promising evidence) supportive of 22 interventions. No studies were identified that provided Tier I or Tier II evidence. The 22 interventions include consulting with district assistance and intervention teams, hiring certified teachers, adopting the Elementary School Success Profile Model of Assessment and Prevention, adopting… Continue Reading →
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eric.ed.gov har udgivet: Last December, the Science, Technology, Engineering, and Mathematics (STEM) Education Coalition–a national organization of more than 600 groups representing knowledge workers, educators, scientists, engineers, and technicians–wrote to President-elect Obama urging him to “not lose sight of the critical role that STEM education plays in enabling the United States to remain the economic and technological leader of the 21st century global marketplace.” While that imperative appears to have resonated in Washington, has it and should it resonate in Madison? This report attempts to answer that question by examining the extent to which STEM skills are a necessity for tomorrow’s Wisconsin workforce, whether schools are preparing students to be STEM-savvy workers, and where STEM falls in the state’s list of educational priorities. The author and his colleagues find that… Continue Reading →
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eric.ed.gov har udgivet: Middle and high school math and science teachers provide the foundation for education in the growing science, technology, engineering, and mathematics fields. They are crucial to California’s efforts to remain competitive in a global economy. This policy brief looks at the shortage and challenges involved in recruiting and retaining fully prepared math and science teachers. It also outlines actions policymakers and educators are taking to address the issue. (Contains 2 figures.) [Funding for this brief was provided by The Noyce Foundation.] Link til kilde
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eric.ed.gov har udgivet: In the last several years a good deal of public discourse was devoted to describing the effects that more than two decades of education reforms, the last iteration of which was known as the Every Student Succeeds Act (ESSA), has had on teaching and learning. It is widely argued that coupling teacher evaluations with students’ test scores, enforced standardization, and over-reliance on testing for measuring achievement results in a deadened curriculum hyper-focused on math and ELA achievement, divorced from lived experience, the arts, sciences, and history (Ravitch, 2013). The specific focus of this study was to examine the consequences of schooling under the reform mandates of the last two decades on the next generation of teachers. The authors investigated anecdotal evidence shared by teacher educators regarding teacher… Continue Reading →
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eric.ed.gov har udgivet: U.S. Federal and state education policies place considerable emphasis on assessing the effects that schools and teachers have on student test score performance. It is important for education policy makers to also consider other factors that can affect student achievement. This study finds that an exogenous school factor, discontinuous health insurance coverage, leads to a deficit in math achievement over time. A sample of Yuma County, Arizona public school students who experienced an illness or injury and whose health insurance coverage status was known were selected for inclusion into the study over five consecutive school years (1999-2003). The longitudinal math achievement trajectory of students who had private health insurance coverage was compared to students who had discontinuous coverage. Net of a student’s poverty status and other background… Continue Reading →
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eric.ed.gov har udgivet: STEM–science, technology, engineering, and mathematics–is critical to and supportive of many education reforms being undertaken today, from adoption of common internationally benchmarked standards to better teacher preparation to enhanced coordination across the entire K-20 education system. In fact, STEM is not a separate reform movement at all; rather, it is an emphasis. It stresses a multidisciplinary approach for better preparing all students in STEM subjects and growing the number of postsecondary graduates who are prepared for STEM occupations. The National Governors Association (NGA) first addressed STEM in its 2007 report, “Building a Science, Technology, Engineering and Math Agenda.” That report provided an overview of the STEM-related challenges, opportunities, and actions from the state perspective. This report updates those recommendations in light of recent state progress to improve… Continue Reading →
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