eric.ed.gov har udgivet: Holding a college major in education is not correlated with effectiveness in elementary and middle school classrooms, regardless of the university at which the major was earned. Teachers do become more effective with a few years of teaching experience, but (except in elementary reading) no gains–and some declines–in effectiveness appear in the second decade after a teacher has begun teaching. These and other results are obtained from estimations using value-added models that control for student characteristics as well as school and (where appropriate teacher) fixed effects that estimate teacher effectiveness in reading and math for Florida students in 4th through 8th grades for six school years, 2001-02 through 2006-07. The findings suggest that teacher selection and compensation policies are in need of revision. (Contains 2 figures, 11… Continue Reading →
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eric.ed.gov har udgivet: This paper describes implementation of a Lesson Study project with third grade teachers in a small school district to study the development of the critical lenses (perspectives) necessary for meaningful lesson study work. Adapting the Lesson Study process to meet school system needs, two outside facilitators stimulated teacher thinking with math explorations and probing/what if questioning. Using a qualitative methodology and the group as the unit of analysis, data were coded for evidence of and change in the lenses. After one year, the 8 participating teachers showed a qualitative difference in two of the three lenses: the student lens and the curriculum developer lens. (Contains 2 tables and 2 figures.) Link til kilde
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eric.ed.gov har udgivet: Teacher preparation programs are in danger of seriously under-preparing elementary teachers to teach mathematics for understanding if they wait to provide students with evidence of effective mathematics teaching methods in the mathematics methods courses. With strong traditional beliefs about how mathematics ought to be taught and their determination to be able to explain mathematics to elementary children, the methods course is much too late to change preservice teachers’ perceptions of mathematics or how to teach it. If we want to change the way they teach mathematics, we must do it in their mathematics content courses. In the content courses, we have a chance to provide them with positive and successful personal mathematics constructions. Only when they learn to become active problem-solvers, can they teach others the importance… Continue Reading →
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eric.ed.gov har udgivet: Presented are the following reports: (1) Math Anxiety: Real and Complex; (2) Math Anxiety and Middle School Students; (3) Math Anxiety and College Freshmen; (4) Math Anxiety and Elementary Teachers; and (5) Math Anxiety: Conclusions, Discussions, and Remedies. The studies attempt to answer questions regarding mathematics anxiety: (1) what is it, (2) who has it, (3) why do people have it, and (4) what can be done to prevent or cure this anxiety? Anxiety was measured by a standardized rating scale and information on related variables was determined by a standardized test and an investigator-developed questionnaire. Findings are presented separately for each study. Among the conclusions are: (1) group membership has little impact on a person’s anxiety unless the group membership reflects actual mathematics performance or an… Continue Reading →
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eric.ed.gov har udgivet: This article reports on the effectiveness of an intervention using conceptual change approaches within challenging tasks, on the mathematics gains for low-performing year 3-6 students in in six primary schools. Quantitative data from PAT-Maths testing for each year showed a consistently large effect size of 0.7 compared to expected gain data from DECD [South Australia’s Department for Education and Child Development]. All six experimental groups caught up with DECD expectations within one year. Over the two years, students from years 3-5 gained an additional 27 months of mathematics learning over the expectations and students from years 4-6 gained 29 months, indicating the potential of the approach for closing educational gaps for low-performing students. Link til kilde
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eric.ed.gov har udgivet: In the last two decades, mathematics teachers have shown a great deal of interest in how students learn mathematics through journal writing. I have also used journals in mathematics classes for the last five years. Based on the analysis of more than 1800 journal entries written by approximately 200 students in the last five years, I conclude that journal writing has potential to aid in student mathematical learning even though teachers need a large amount of time to examine student journals and provide feedback. Math journals not only help instructors in understanding students’ feelings, likes, and dislikes about classes but also help students to demonstrate their mathematical thinking processes and understanding. (Author) Link til kilde
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eric.ed.gov har udgivet: The nation’s higher goals for student learning in mathematics cannot be reached without improved teacher capacity. To accomplish these goals an analysis of current teacher preparation in mathematics is necessary, along with the development of an agenda for improvement. Based on groundwork laid during a meeting in Washington, D.C. in March 2007, the eight members of this study’s Mathematics Advisory Group guided the National Council on Teacher Quality’s evaluation of the mathematics preparation of elementary teachers. The Mathematics Advisory Group consists of mathematicians and distinguished teachers with a long history of involvement in K-12 education. The study sample included 77 institutions representing programs of all types and in 49 states and the District of Columbia (excluding Alaska), constituting more than 5 percent of those institutions offering undergraduate… Continue Reading →
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eric.ed.gov har udgivet: On August 14, 2010, the “Los Angeles Times” published the results of a statistical analysis of student test data to provide information about elementary schools and teachers in the Los Angeles Unified School District (LAUSD). The analysis, covering the period from 2003 to 2009, was put forward as an evaluation of the effects of schools and their teachers on the performance of students taking the reading and math portions of the California Standardized Test. In Los Angeles, teachers were classified into one of five levels of “effectiveness” for their teaching in reading, math and a composite of the two. The decision by the “L.A. Times” to make these results publicly available at a dedicated web site, and to publish an extensive front page story that contrasted–by name–teachers… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to ascertain the attitudes of primary grade teachers and elementary principals about grade retention. Because grade retention is typically initiated in the primary grades, it is important to understand educators’ beliefs about it as a viable option for low-performing students. A paper survey was sent to teachers and principals in one school district, inviting them to provide their perceptions about the reasons for grade retention, the most appropriate time to retain students, and the effectiveness of interventions in deterring the use of grade retention. Overall, teachers and principals believed students should be retained because of academic performance and perceived parental involvement as the most promising intervention to deter the use of grade retention. Teachers agreed significantly more than principals that retention… Continue Reading →
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eric.ed.gov har udgivet: Lesson Study is a popular approach to teacher professional development used widely in Japan. It involves a small group of teachers co-planning a series of lessons based on a shared learning goal for the pupils, with one teacher leading the co-constructed lesson and their colleagues invited to observe pupil learning in the lesson. The team then develop their practice further, based on feedback. Some of the features of Lesson Study have been adopted, in a variety of formats, in the U.K. A team at Edge Hill University developed a Lesson Study programme combined with a Talk for Learning content focus, which involved a team of three teachers collaborating to plan, teach, (informally) observe and analyse the impact of teaching on pupil response and progress. Each teacher identified… Continue Reading →
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