eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), funded by the Institute of Education Sciences, examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing California’s learning standards in English language arts (ELA) and math. C-SAIL examines how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment. C-SAIL researchers interviewed 10 state officials and 13 district officials in six California districts. They selected the six case study districts by identifying… Continue Reading →
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eric.ed.gov har udgivet: This paper describes the genesis of YuMi Deadly Maths, a school change process that has been used in over 200 schools to develop mathematics teaching and learning to improve students’ employment and life chances. The paper discusses the YuMi Deadly Maths approach to mathematics content and pedagogy, implemented through a process of PD and school change, and looks at the strengths and weaknesses of the process and the challenges it faces. Link til kilde
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eric.ed.gov har udgivet: Success in primary and secondary school mathematics is becoming increasingly important to today’s teachers, students, parents and employment providers in Australia. Mathematics is viewed as high status and essential for a range of employment opportunities. The Disability Standards for Education [1] and the Australian Curriculum, Reporting and Assessment Authority [2] underscore the rights of students with disability to access the curriculum on the same basis as students without disability. They are entitled to rigorous, relevant and engaging learning opportunities drawn from Australian Curriculum content on the same basis as students without disability. Taking this context into account, this paper provides a work-in-progress report about a two year mathematics intervention project conducted in twelve special schools (Preparatory to Year 12) in Queensland, Australia. The purpose of the project… Continue Reading →
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eric.ed.gov har udgivet: In the context of a persistent achievement lag among low-income children despite substantial investments in early education, policymakers and practitioners continue to seek ways to improve the quality of children’s preschool experiences. The Making Pre-K Count study addresses whether strengthening prekindergarten (pre-K) instruction in math, hypothesized to be a “linchpin” skill in children’s development, can improve children’s short- and longer-term learning. Specifically, the study rigorously evaluated the effect of an evidence-based math curriculum called Building Blocks along with ongoing training and in-classroom coaching, relative to the typical pre-K experience. Making Pre-K Count took place in 69 pre-K sites and over 170 classrooms across New York City. Thirty-five of the pre-K sites were assigned to receive the math curriculum, training, and coaching over two years (the “BB-MPC” group),… Continue Reading →
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eric.ed.gov har udgivet: The author argues that students’ persistent struggles with mathematics suggest a new form of professional development for teachers is needed. The author draws on a model of professional learning in literacy education to propose an analogous model for mathematics education: teachers of mathematics need to produce mathematical ideas, themselves, in order to better support their students in becoming mathematical thinkers. It is not enough to focus singularly on developing teachers’ content understanding, however, because mathematical ideas are embedded within their representational forms; therefore, any content-related professional development must also include pedagogical discussions. The author concludes by describing a research-based, high-quality professional development community–the Philadelphia Area Math Teachers’ Circle (PAMTC)–in which authentic mathematical inquiry and pedagogical analysis occur hand-in-hand. Link til kilde
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eric.ed.gov har udgivet: In this presentation, we introduce a conceptual framework for in-service professional development–the Whole Teacher approach, which attends simultaneously to the attitudes, knowledge, and practice of a teacher’s growth. Putting the framework in operation, we describe a project designed to improve teachers’ competence and increase children’s performance in early mathematics. Utilizing a quasi-experimental design, pre- and post-measures with intervention and comparison groups have been collected. The results indicated that significant growth in children’s mathematical performance favored to the intervention group. The discussion focuses on the significance of the Whole Teacher approach to teacher professional development. [For the complete proceedings, see ED584443.] Link til kilde
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eric.ed.gov har udgivet: This paper describes the pedagogical framework used by YuMi Deadly Maths, a school change process used to improve mathematics teaching and thus enhance employment and life chances for socially disadvantaged students. The framework, called the RAMR cycle, is capable of being used by mathematics teachers for planning and delivering lessons and units of work with minimal training and external support, as demonstrated by three case studies. These, and other cases, suggest that the YuMi Deadly Maths approach is an effective model for scaling up professional development programs where school participation is voluntary and costs have to be minimised. Link til kilde
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eric.ed.gov har udgivet: Instructional choice is a low-intensity strategy that can improve academic engagement. In this study, we investigated the effects of within-activity choices offered during math by third-grade teachers to participating students with behavioral and academic needs. We utilized a professional development model to train teachers to implement instructional choice in the classroom while collecting direct observation data on student’s academic engagement. Teachers were able to implement practices with high levels of integrity and collect momentary time sampling data on one student with high levels of reliability. Using a withdrawal design, we found no clear functional relation between instructional choice and increases in student’s academic engagement. However, some students demonstrated an increase in level upon the introduction of the intervention. Both teachers and students rated the intervention goals, procedures,… Continue Reading →
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eric.ed.gov har udgivet: Math Teachers’ Circles (MTCs) are an innovative, problem-solving focused approach to professional development. This model provides teachers opportunities to develop their problem solving skills as well as help them to communicate with others on classroom implementation of problem-solving activities. As with any professional development with teachers, it is important to explore the impact of this model in terms of teachers’ learning and development. In this report we provide our implementation of a zone theory lens provided by Goos as a way to investigate the MTC model. Initial analysis implementing this particular theoretical lens helps us gain insights in ways to improve this new model of professional development activities for future participants. [For the complete proceedings, see ED583989.] Link til kilde
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), funded by the Institute of Education Sciences, examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing Massachusetts Curriculum Frameworks in English language arts (ELA) and math. C-SAIL examines e how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment. Since their research began in 2015, C-SAIL researchers have interviewed 10 state officials, and 12 district officials in six Massachusetts… Continue Reading →
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