eric.ed.gov har udgivet: The purpose of the 2013-2014 Georgia’s Pre-K Program Evaluation was to examine the learning outcomes for children and the quality of their classrooms during Pre-K, as the baseline year of the Pre-K through third-grade longitudinal study. The primary evaluation questions addressed included: (1) What are the learning outcomes for children attending Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s experiences in Georgia’s Pre-K classrooms? To address these questions, the evaluation study included a random sample of 199 Georgia’s Pre-K classrooms and a sample of 1,169 children attending these classrooms. Researchers conducted individual child assessments near the beginning and end of the Pre-K year to examine growth in children’s skills. The assessment measures covered multiple domains… Continue Reading →
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eric.ed.gov har udgivet: This study examined associations between classroom quality, amount of instruction in Spanish, and academic learning of Spanish-speaking 4 years-olds. Findings suggest that gains in reading and math were larger when children received more instruction in Spanish in classrooms with more responsive and sensitive teachers. It is possible that instruction in Spanish in high-quality classrooms may enhance the academic skills for children with limited English. [This research brief is based on the following published study: Burchinal, M., Field, S., Lopez, M. L., Howes, C., & Pianta, R. (2012). Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners. “Early Childhood Research Quarterly,” 27, 188-197. (EJ958040)] Link til kilde
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eric.ed.gov har udgivet: The public high school and three private high schools in Chuuk State (formerly called Truk), Federated States of Micronesia (FSM), are located on the main island of Weno. This report documents the present state of secondary and postsecondary mathematics education in Chuuk State. The information is primarily based on interviews with administrators and mathematics teachers at both the secondary and postsecondary levels in Chuuk State. It is reported that the quality of mathematics education varies from school to school ranging from an evolving system at the public high school to high quality and a commitment to excellence at Xavier High School, one of two Catholic high schools on the island. Except for these two catholic schools, there appears to be a shortage of mathematics teachers at the… Continue Reading →
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eric.ed.gov har udgivet: This pamphlet offers tips and strategies from teachers who are successful in encouraging both girls and boys to participate in the classroom. Although successful teachers are all different, each classroom has the following things in common: (1) the classroom environment is respectful of students and teachers; (2) all students participate in class; and (3) the classrooms incorporate multiple modes of learning. Sections of the pamphlet include: (1) “Teachers’ Tips and Strategies”; (2) “From Harassment to Respect: Changing Classroom Climates”; (3) “We’re All in This Together: Improving Classroom Interaction”; and (4) “Motivation, Fun, and Hard Work: Increasing Academic Success.” A 9-item reference and sources section concludes the pamphlet. (EH) Link til kilde
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eric.ed.gov har udgivet: This executive summary presents results from a study that began in 2013-2014, and involves a longitudinal design to follow a sample of 1,169 children (139 Spanish-speaking DLLs) who attended 199 randomly-selected Georgia’s Pre-K classrooms. These findings focus on results from the second year of the study, which included 1,034 of these children (118 Spanish-speaking DLLs) who were attending kindergarten. Researchers conducted individual child assessments near the beginning and end of pre-k and kindergarten to examine growth in children’s skills, as well as factors associated with greater growth. The assessment measures covered multiple domains of learning, including language, literacy, math, and general knowledge, and teacher ratings of behavior skills. For the DLL subsample, assessments were conducted in both English and Spanish using parallel measures. Researchers also conducted observations… Continue Reading →
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eric.ed.gov har udgivet: Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years. The report describes disadvantaged students’ access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given… Continue Reading →
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eric.ed.gov har udgivet: This document examines various topics and issues related to the quality of science and mathematics education in the United States. They include: (1) competition from Japan and the Soviet Union; (2) federal programs and legislation designed to improve the quality of science and mathematics education; (3) scientific literacy; (4) the basics in mathematics education, outlining those recommended in the National Council of Teachers of Mathematics report, “An Agenda for Action” and discussing the importance of problem-solving skills and real-world mathematical applications; (5) science and pseudoscience, examining the scientific method and the Creationist threat; (6) National Assessment of Educational Progress science and mathematics achievement data; (7) exemplary mathematics programs and the criteria for excellence in these programs (including the development of thinking skills); (8) exemplary science programs; (9)… Continue Reading →
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eric.ed.gov har udgivet: The George W. Bush Institute began the Middle School Matters (MSM) initiative in 2010 with the goal of increasing the number of students who are prepared for high school and postsecondary success. The initiative accomplishes this by drawing upon evidence-based research to develop practical tools and engaging support opportunities for middle grade campuses, allowing research-based practices to be brought to life in classrooms across the nation. The heart of the initiative is the deliberate connection between research and the instructional practice of educators. More specifically, MSM turned high-quality research into actionable strategies for districts, schools, and teachers to use to improve reading, writing, and math instruction — and to improve use of data systems to identify students who are at-risk of dropping out. This report continues the… Continue Reading →
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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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