eric.ed.gov har udgivet: This newsletter focuses on efforts to make math and science more attractive, relevant, and accessible to students, especially limited-English-proficient, minority, economically disadvantaged, female, and at-risk students. “TAAS Math Performance” (Linda Cantu) outlines recent statewide results for the controversial Texas Assessment of Academic Skills and describes Project Pathways, a staff development program to help Texas students, especially minority and disadvantaged students, master the test. “Content in Context: Technology That Makes Sense in Education” (Felix Montes) discusses the trend in educational technology towards engaging students as active creators of knowledge by making an assortment of learning tools available to them in a flexible format. “Texas Statewide Systemic Initiative” (David Hill) describes a collaborative effort among education, business, government, and community to provide Texas communities with the resources to implement… Continue Reading →
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eric.ed.gov har udgivet: This report measures Illinois’ educational performance from early childhood through postsecondary education. It tracks how students have performed during the past decade and how that performance compares with students in other states. The state knows that improvement does not happen overnight. By tracking what happens to students over time, Illinois can continuously refine strategies to support them. This report examines six key data measures that make up the rungs of Illinois’ ladder to college success, which spans preschool to postsecondary completion. They show the numbers of: (1) Children starting school kindergarten-ready; (2) 4th-graders proficient in reading; (3) 8th-graders proficient in math, a critical measure of preparedness for high school; (4) High school students graduating college- and career-ready; (5) High school students enrolling in postsecondary education; and (6)… Continue Reading →
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eric.ed.gov har udgivet: This report draws on the findings of nearly four dozen others: national and international studies that speak with a strong, collective voice about what it takes to improve math and science education. But the authors’ intent with “World Class” is not simply to synthesize those reports. It is to establish a statewide, working agenda for Massachusetts–a blueprint for how to enact the cumulative recommendations of the researchers and educators mentioned in this paper. This report is also a K-12 public education companion to the report issued last year by Mass Insight Education’s sister organization, Mass Insight Corporation. “Choosing To Lead: The Race for National R&D Leadership” and “New Economy Jobs” presented an action plan to help Massachusetts maintain its position as a sci-tech leader and to secure… Continue Reading →
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eric.ed.gov har udgivet: It’s a woeful fact: Few students with special needs achieve a high (or even modest) level of academic proficiency. The latest (2011) National Assessment of Educational Progress (NAEP) results show, for example, that 62 percent of eighth graders with disabilities fell below the “basic” level in reading, as did 64 percent in math. This study is intended to open some windows and encourage some fresh breezes by examining three key questions: (1) How much variation in special education spending exists among districts?; (2) What can we learn from school districts that spend less on special education, yet achieve the same or better outcomes than demographically similar but higher-spending counterparts?; and (3) What savings might be realized if the special education field focused on outcomes rather than inputs?… Continue Reading →
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eric.ed.gov har udgivet: This groundbreaking study finds that nearly all parents seek schools with a solid core curriculum in reading and math, an emphasis on science, technology, engineering, and math (STEM) education, and the development in students of good study habits, strong critical thinking skills, and excellent verbal and written communication skills. But some parents also prefer specializations and emphases that are only possible in a system of school choice. “Pragmatists” (36 percent of K-12 parents) assign high value to schools that, “offer vocational classes or job-related programs.” Compared to the total parent population, Pragmatists have lower household incomes, are less likely themselves to have graduated from college, and are more likely to be parents of boys. “Jeffersonians” (24 percent) prefer a school that “emphasizes instruction in citizenship, democracy, and… Continue Reading →
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eric.ed.gov har udgivet: The study aimed at identifying the reasons behind the Jordanian students’ drop of performance in the TIMSS 2015 from the point of view of their teachers. Survey method was used because teachers are the most able to decide upon the reasons of this fall and so a questionnaire was designed to recognize their point of view concerning the reasons of this retreat. The study population consisted of 130 teachers of science and mathematics in Ma’an governorate. Teachers whose teaching experience was more than one year to make sure they are familiar with TIMSS tests. Random sampling technique was used to select 90 teachers representing 69% of the study population. For data analysis, means and standards deviations were calculated, and the Schiffe test was used to determine the… Continue Reading →
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eric.ed.gov har udgivet: The 2009 “State Teacher Policy Yearbook” provided a comprehensive review of states’ policies that impact the teaching profession. As a companion to last year’s comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized “Blueprint for Change,” building off last year’s “Yearbook” goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines “low-hanging fruit,” policy changes that can be implemented in relatively… Continue Reading →
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eric.ed.gov har udgivet: The Improving Teacher Quality (ITQ) State Grants Program is currently operating professional development grants for California teachers at 40 sites statewide. This is as large a cadre of projects as the California Postsecondary Education Commission has operated since the ITQ Program began with the passage of the No Child Left Behind Act of 2001. The projects are: (1) Academic Literacy in Secondary Education (seven projects); (2) Science and Math Teacher Retention Master Grant Initiative (19 sites); (3) K-2 Education (eight projects); and (4) Elementary Education (six projects). This paper reports updates on the Improving Teacher Quality Program. Link til kilde
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eric.ed.gov har udgivet: As the final stage of West Virginia’s rollout of the Next Generation Content Standards and Objectives (NxGen CSOs), the regional education service agencies (RESAs) conducted six train-the-trainer events in the spring of 2013 to prepare educators–mostly teachers–to provide professional development back in their home schools and districts. These events, called Educator Enhancement Academies (EEAs), lasted two or three days depending on which RESA conducted them, and targeted teachers in grade levels that had not yet received professional development in the NxGen CSOs, that is, Grades 2-3, 6-8, and 10-12. The first phase of this study looked at how well prepared those trainers were at the end of their EEA experience by asking them about their experiences during the training and after they, themselves, conducted training sessions during… Continue Reading →
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eric.ed.gov har udgivet: Various indicators suggest that math and science students in many developing countries are lagging behind their counterparts in other nations. Using Madagascar as a case study, we aimed to: (1) evaluate the effectiveness of education among those enrolled in science and math programs at primary, secondary, and university institutions; and, (2) understand barriers to student progression through the education system. To that end we conducted 63 semi-structured interviews in June and August 2012 with science and math teachers in five population centers, across all three levels of both public and private school systems. We found that crowded classes, limited resources (pedagogical and infrastructural), an average student range in age of seven years per classroom (suggestive of grade repetition and/or late school starting age), and discontinuities in the… Continue Reading →
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