eric.ed.gov har udgivet: The potential use of computer-based assessments has raised concerns from educators, policymakers, and parents about information technology infrastructure in school districts and the preparation of staff and students to use new technologies for assessment purposes, and the potential impact of testing activities on core school functions, particularly teaching and learning. This case study documents lessons learned in the district- or school-wide administration of computer-based student assessments in the Burlington and Revere School Districts during the spring 2014 Partnership for Assessment of Readiness for College and Careers (PARCC) field test. The case study focused on three research questions: (1) What was the preparation process for district- and school-wide implementation of an online student assessment, including decision making on scheduling, staffing, professional development, technology and hardware, and test materials… Continue Reading →
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eric.ed.gov har udgivet: This qualitative case study reports on processes and outcomes of the National Science Foundation (NSF)-funded System-Wide Change for All Learners and Educators (SCALE) project at the California State University, Northridge (CSUN). It addresses a critical challenge in studying systemic reform in complex organizations: the lack of methodologies that incorporate technical, social, cultural, and cognitive elements. Guiding questions include (a) how the institutional context influenced the project, (b) whether project activities affected science, technology, engineering, and mathematics (STEM) instruction, interdisciplinary collaboration on preservice programs, and inter-institutional collaboration on in-service programs, and (c) if and how change initiatives are accepted and incorporated. In-depth interviews (N = 34), relevant documents, and observation data were collected in 2006 and 2007. Findings identified several factors that supported and several that inhibited achievement… Continue Reading →
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eric.ed.gov har udgivet: Citing Aristotle, Franklin and Einstein as proponents of a broad, liberal-arts education, Finn and Ravitch promote the need for liberal learning as preparatory to the civic life needed for a well-functioning democracy. Drawing together the work of a number of educators, the editors have organized this volume in two sections. Part I, Liberal Learning: Its Value and Future, includes three papers that advocate both for liberal learning, and for a common curriculum. Part II, Restoring Liberal Art to the K-12 Curriculum, features eleven explorations of how to expand liberal learning by improving accountability systems, teacher training and education delivery. Maintaining that their support of liberal learning is well-documented, the editors conclude the volume by noting four opposing trends: (1) Gradual extinction of liberal learning in higher education;… Continue Reading →
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eric.ed.gov har udgivet: ‘This action research study was conducted on a fourth grade rural classroom in Orange County, N.Y. for the purpose of determining if the use of the VoiceThread program will affect student performance in mathematics writing. A baseline of student performance on this measure was administered in the fall of 2010 using the NYS Holistic rubric of a 3 point total value as provided from the NYS 2009 4th grade Math Test. Four questions on varying topics were pulled from the same test as the rubric mentioned here. In addition, a graphic organizer was utilized to support organization of student thoughts on the problem. A survey was administered to the students at the end of this study which demonstrated positive attitudes towards the use of graphic organizers and… Continue Reading →
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eric.ed.gov har udgivet: Commencing in 2011, the Mathematics Academies Initiative is a series of professional development academies (lasting 1 to 2 years, depending on cohort) with the primary objectives of (a) providing educators with a high quality professional development experience that enhances their mathematical content knowledge and pedagogical skills, and (b) increasing positive attitudes and confidence when providing mathematical instruction. As coordinator of the initiative, the West Virginia Department of Education (WVDE) Office of Special Programs (OSP) partners with regional education service agencies (RESAs) and local school districts to identify and invite teachers to the math academies, and with Carnegie Learning Inc., an external vendor, to provide instruction and materials. This research study is an evaluation of the first cohort (hereafter, Cohort 1) of the Mathematics Academies Initiative. Cohort 1,… Continue Reading →
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eric.ed.gov har udgivet: The Study of School Turnaround (SST) examines the change process in a diverse, purposive sample of schools receiving federal School Improvement Grants (SIG) from 2010-11 to 2012-13. With the passage of the American Recovery and Reinvestment Act of 2009 (ARRA), the SIG program underwent three major shifts. First, ARRA boosted total SIG funding in fiscal year 2009 to approximately 6.5 times the original 2009 appropriation through Title I, section 1003(g) of the Elementary and Secondary Education Act (ESEA). SIG funds were distributed to states by formula based on each state’s Title I share. States then had to competitively make SIG awards to districts with eligible schools. Second, ARRA targeted funds at only the very worst schools–those that were in the bottom 5 percent of performance and had… Continue Reading →
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eric.ed.gov har udgivet: The state of Utah is leading the nation in a surge of new elementary language immersion programs. Their unprecedented growth of programs, over a four-year span, has been both intentional and systemic, taking advantage of a supportive base and promoting language learning as a way to increase economic benefits for the state. While math and science are core content components, literacy, aligned to the Common Core English Language Arts, is also an important feature of their immersion curriculum. Gregg Roberts, Utah’s Department of Education World Language consultant and 2009 winner of the Pearson State Supervisor of the Year, answered questions about how the program began, what it looks like, how it builds literacy, and what is being done to sustain it. He responded to questions such as:… Continue Reading →
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eric.ed.gov har udgivet: This study examined the International Education and Resource Network Science Technology and Math (iEARN-STM) online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the interactions of a cohort of participants in the course. The participants were 28 educators enrolled in the course, who were either teacher educators or teachers, working in different educational institutions in different countries throughout the world. The purpose of the study was to understand how the iEARN online professional development course supported teachers’ learning through effective discourse in an online environment and to identify the constructivist learning principles that were behind the success of the course. The… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this paper is to examine two InterMath pilot workshops and how they were able to meet the goals of learner-centered professional development. The paper focuses on the experiences of the learners, offers insights from each case as well as across cases, and provides suggestions to improve the experience for later learners. The data reported in this paper came only from the workshops and interviews with the teachers and the instructors. Several findings emerged that spanned across both cases. Support and interaction became very intertwined in the cross-case analysis. Another support/interaction issue that appeared was the overwhelming number of procedural questions that were asked by the participants. Finally, while the researchers provided every opportunity for collaborative learning, few teachers chose to engage in it. There… Continue Reading →
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eric.ed.gov har udgivet: Although some research-based educational practices have shown promise, many fail to be implemented at a scale that affects more than a small proportion of children. Further, research on interventions for young children includes mixed results, with most documenting “fadeout” of effects after several years, but some showing lasting effects. In this study, the authors evaluated the long-term impacts of a model for scaling up early interventions, in this case a successful early mathematics curriculum, testing to see whether the originally-sustained impacts persisted up to 7 years beyond baseline. The original evaluation of TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) employed a cluster randomized trial (CRT) design to test the effectiveness of the TRIAD scale-up approach, using the Building Blocks® early mathematics curriculum (BB) in preschool. In… Continue Reading →
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