eric.ed.gov har udgivet: This paper examines a social design-based approach to supporting beginning elementary school teachers toward ambitious and equitable mathematics teaching. First-year teachers were enlisted as co-designers of a learning community aimed at supporting participants to build classroom math communities that leverage students’ diverse mathematical resources. Findings show that teachers collectively moved from thinking about teaching as fixing local problems to engaging in relational investigations of teaching and learning that centered students’ mathematical experiences. This shift supported teachers to take up and make progress toward complex problems of practice in their classroom teaching. This study has implications for how we conceptualize, analyze, and design for equity-oriented learning for beginning teachers. [For the complete proceedings, see ED606556.] Link til kilde
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eric.ed.gov har udgivet: Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of “de facto” segregation and “second-generation segregation.” Moreover, the predominantly White teaching force — a negative consequence of desegregation — has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several… Continue Reading →
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eric.ed.gov har udgivet: This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2008. Eighteen months ago, the National Math and Science Initiative did not exist. Today NMSI is helping lead the country forward in math and science. In just 18 months, NMSI has rolled out the first round of grants and has implemented programs in 14 vanguard states. In 2007, NMSI awarded grants of $13.2 each to non-profits in six states to institute AP Training and Incentive programs and grants of $2.4 million to 13 institutions of higher learning for the replication of the UTeach training program for math and science teachers. These programs are essential to address two of the country’s most pressing challenges: (1) Getting more American students to master the math… Continue Reading →
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eric.ed.gov har udgivet: Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the classroom. She hypothesizes that content coverage varies by classroom composition, because teachers respond to the needs and abilities of their students and make adjustments to teaching. More specifically, she asks: (1) Within advanced math courses with the same title, to what extent does content coverage breadth vary by classroom minority composition; (2) Within advanced math courses with the same title, to what extent does content coverage depth vary by classroom… Continue Reading →
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eric.ed.gov har udgivet: Science, technology, engineering, and math (STEM) related fields comprise the top 30 occupations expected to grow the fastest by 2026. This increase in job opportunities, coupled with the evolution of technology, is creating higher demands for diversity in the labor market. Currently all students require innovative training and support from a young age to pursue STEM careers successfully. However, women and girls with disabilities face unique barriers along the STEM education pipeline. In this paper, we report the current and projected labor market trends in the United States. We then consider how this labor market information can be used by elementary educators to engage girls with disabilities in STEM-related learning effectively. Finally, through our analysis of labor market needs and the available assessment and intervention literature, we… Continue Reading →
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