eric.ed.gov har udgivet: The Changing Mindsets project sought to improve academic attainment by supporting pupils to develop a growth mindset: the belief that intelligence is not a fixed characteristic and can be increased through effort. Previous research (Good et al., 2003; Blackwell et al., 2007) has suggested that holding this belief enables pupils to work harder and achieve better results. The project consisted of two separate interventions: (1) an intervention that taught pupils directly about the malleability of intelligence through six workshops, which were delivered by undergraduates from the University of Portsmouth, and four further sessions delivered by two local organisations: the Education Business Partnership, and Pompey Study Centre (now called Portsmouth in the Community); and (2) a professional development course that trained teachers on approaches to developing and reinforcing… Continue Reading →
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eric.ed.gov har udgivet: Like many countries building up human and technological resources, the Kingdom of Saudi Arabia (KSA) has embarked on the goal of Teaching English as a Foreign Language (TEFL) to its citizens. One goal for the KSA Ministry of Education is increasing acceptance rates at teacher colleges for both genders specializing in English, in addition to Arabic, Math, Science and Computer Science (The Executive Summary of the Ministry of Education Ten-Year Plan, 2005). Virtually all government policies come with unexpected results. For example, Native English speaking teachers (NESTs) teaching English as a foreign language (TEFL) often interact in ways that can be at odds with their host countries. Concerns involving pedagogy have been expressed in many countries with TEFL programs using NESTs (Degen & Absalom, 1998; Liu &… Continue Reading →
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eric.ed.gov har udgivet: This report presents the findings from an efficacy trial and process evaluation of the Parent Engagement Programme (PEP). The PEP was a school-level intervention designed to improve pupil outcomes by engaging parents in their children’s learning. The programme was developed collaboratively by research teams from the University of Bristol and Harvard University and was delivered between September 2014 and July 2015. The study was conducted by the Centre for Effective Education, Queen’s University Belfast between February 2014 and February 2016. The trial involved 15,697 students in Years 7, 9, and 11 from 36 English secondary schools, with schools sending an average of 30 texts to each parent over the period of the trial. The developers of the intervention managed its delivery to ensure optimal implementation. It was… Continue Reading →
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eric.ed.gov har udgivet: Transition curricula are courses, learning modules, or online tutorials typically developed jointly by secondary and postsecondary faculty and offered no later than 12th grade to students at risk of being placed into remedial math or English programs in college. Based on interviews and other data, this brief describes key elements of English transition curricula in seven states. In discussing six trends that are salient in the development and implementation of transition curricula, the brief also highlights the different ways that this intervention may serve to help prepare students for college. English transition curricula are usually aligned to rigorous K-12 content standards and tend to emphasize college-level writing skills more than other content areas. Some transition curricula also incorporate contextualized learning, teach nonacademic skills that are valuable for… Continue Reading →
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eric.ed.gov har udgivet: Begun in 1983, the Math English Science Technology Education Project (MESTEP) is a collaborative effort among the University of Massachusetts, a network of Massachusetts school systems, and private corporations, designed to recruit into teaching academically talented college graduates with degrees in math, English, and science. MESTEP is an intensive 15-month program during which candidates complete an M.Ed. degree program that includes certification in one of three disciplines, one full semester paid teaching internship, and one full semester paid industry internship. The combination of course work, teaching, and industry experience represents a new route by which college graduates can enter teaching. Teaching interns are employed by a school system to assume most of the responsibilities of a full-time teacher; industry interns work in a full-time position at one… Continue Reading →
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eric.ed.gov har udgivet: Increasing numbers of high schools are offering senior-year transition curricula in math and English to better prepare graduating students for college. These transition curricula are typically full-year, high school credit-bearing courses taken by students at risk of being placed into developmental (also known as remedial) courses upon enrollment in college. In many cases, students who successfully complete a transition course are officially designated as “college ready” and therefore bypass developmental education altogether. Educators who are interested in developing transition courses currently have limited information about how others have done so. Based on the experiences of those who have developed or overseen transition courses, this brief provides a typology of transition course design options for those thinking about how to best plan and implement these offerings. Among other… Continue Reading →
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eric.ed.gov har udgivet: In lower- and middle-income countries, including Ghana, students in rural areas dramatically underperform their urban peers. Rural schools struggle to attract and retain professionally trained teachers (GES 2012; World Bank 2012). We explore one potential solution to the problem of teacher recruitment: distance instruction. Through a cluster randomized controlled trial, we estimate the impact of a program that broadcasts live instruction via satellite to rural primary school students. The program equipped classrooms in 70 randomly selected Ghanaian schools with the technology required to connect to a studio in Accra. An additional 77 schools served as the control. Instructors in Accra provided math and English lessons to classrooms in the treatment group. The model is interactive, and students in satellite classes could communicate in real time with their… Continue Reading →
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eric.ed.gov har udgivet: Today’s educators serve the United States public-school system at a time of considerable curricular, technological, and demographic change. In 2010, the Common Core State Standards in Math and English Language Arts significantly altered the curricular landscape of K-12 classrooms. On the heels of this reform came the adoptions of English Development/Proficiency Standards and Next Generation Science Standards. These new standards are not only more academically rigorous, but they also call for teachers to prepare students for successful learning with 21st century tools. Increased expectations for technology integration have resulted in school districts seeking ways to improve their Internet infrastructure and provide 1:1 computing devices for all students. Such standards reform and technology demands have also come at a time of significant demographic change in the U.S., particularly… Continue Reading →
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eric.ed.gov har udgivet: The aim of the intervention was to raise levels of engagement and attainment across English, maths, and science in primary schools by improving the quality of teacher and pupil talk in the classroom. The approach, termed “dialogic teaching”, emphasises dialogue through which pupils learn to reason, discuss, argue, and explain in order to develop their higher order thinking as well as their articulacy. The intervention was developed and delivered by a team from the Cambridge Primary Review Trust (CPRT) and the University of York. Year 5 teachers in 38 schools, and a teacher mentor from each school, received resources and training from the delivery team, and then implemented the intervention over the course of the autumn and spring terms in the 2015/2016 school year. Following the intervention,… Continue Reading →
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eric.ed.gov har udgivet: Powerful Learning Conversations (PLC) sought to improve the feedback that teachers give to pupils in Year 9, by training them to apply techniques used in sports coaching. It is based on the idea that feedback in sports coaching is often provided immediately after a task is performed, and delivered in a way that children are more likely to respond positively to. The training programme adopted a ‘cascade’ model: expert teachers were trained in the approach and then expected to disseminate their training to English and Maths teachers in their school. PLC was developed in the UK secondary school context by the Youth Sport Trust (YST) in collaboration with the University of Exeter. This feasibility pilot study was conducted in 20 schools between January 2014 and November 2014.… Continue Reading →
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