eric.ed.gov har udgivet: States and districts are beginning to use student achievement growth–as measured by state assessments (often using statistical techniques known as value-added models or student growth models)–as part of their teacher evaluation systems. But this approach has limited application in most states, because their assessments are typically administered only in grades 3-8 and only in math and reading. In response, some districts have turned to alternative measures of student growth. These alternative measures include alternative assessment-based value-added models (VAMs) that use the results of end-of-course assessments or commercially available tests in statistical models, and student learning objectives (SLOs), which are determined by individual teachers, approved by principals, and used in evaluations that do not involve sophisticated statistical modeling. For this report, administrators in eight districts that were early… Continue Reading →
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eric.ed.gov har udgivet: Iowa is working to provide teachers with more effective and relevant professional development that measurably increases their instructional skills and their students’ learning growth. This is particularly important as new Iowa Core Standards with higher expectations for student learning are put in place. While the Iowa Core focuses on what students need to learn, an equally important question is: how do teachers adjust their instruction to support new, more challenging standards for learning? One important district initiative to support strong classroom instruction is TAP: The System for Teacher and Student Advancement (TAP) which is being implemented with the support of a federal Teacher Incentive Fund (TIF) grant. The TIF project in Iowa has an emphasis on the development of teacher leadership and effectiveness across all subjects, with… Continue Reading →
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eric.ed.gov har udgivet: The plethora of data that confronts teachers on a daily basis requires that they know more than simply being able to calculate. It demands that they understand the context in which the mathematical ideas are embedded and what those ideas are telling them in relation to that context. Also, it necessitates that they are prepared to question how data, and the associated claims, are presented. For primary teachers, the implication is that they must be prepared to help their students to develop these skills. The “Finding the Maths” strategy described in this article has been shown to be successful in helping students achieve this outcome. The aim of using this strategy is to encourage students to develop the three types of thinking referred to in the numeracy… Continue Reading →
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eric.ed.gov har udgivet: Most states’ teacher evaluation systems have changed substantially in the past decade. New evaluation systems typically require school leaders to observe teachers’ classrooms two to three times a school year instead of once (Doherty & Jacobs, 2015). The feedback that school leaders provide to teachers after these observations is a key but understudied step in the teacher evaluation cycle. The feedback and subsequent professional development are intended to help teachers change their instructional practices and improve student achievement (Correnti & Rowan, 2007; DeNisi & Sonesh, 2011; Taylor & Tyler, 2012). However, little is known about the feedback that school leaders provide to teachers following classroom observations or about how to train leaders to make that feedback more effective. This study examined the impact of disseminating a detailed… Continue Reading →
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eric.ed.gov har udgivet: This National Center for Education Research (NCER) Practice Guide is the second in a series of IES guides in education. The goal of this practice guide is to formulate specific and coherent evidence-based recommendations that educators can use to encourage girls in the fields of math and science. The target audience is teachers and other school personnel with direct contact with students, such as coaches, counselors, and principals. The practice guide includes specific recommendations for educators and the quality of evidence that supports these recommendations. This practice guide provides five recommendations for encouraging girls in math and science. These recommendations together form a coherent statement: To encourage girls in math and science, we need to begin first with their beliefs about their abilities in these areas, second… Continue Reading →
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eric.ed.gov har udgivet: An extensive body of research has demonstrated that the use in a K-12 classroom of technology, such as the Internet, computers, and software programs, enhances the learning of mathematics (Cheung & Slavin, 2013; Cohen & Hollebrands, 2011). In particular, growing empirical evidence supports that certain types of technology, such as intelligent tutoring systems and adaptive learning systems, have a positive impact on students’ academic achievement in math and their attitudes toward math (Arroyo, Burleson, Tai, Muldner, & Woolf, 2013; Ma, Adesope, Nesbit, & Liu, 2014; Pane, Griffin, McCaffrey, & Karam, 2013; Steenbergen-Hu & Cooper, 2013). These kinds of learning systems yield positive effects by providing students with personalized instruction tailored to “the pace, order, location, and content of a lesson uniquely for each student” (Enyedy, 2014, p.… Continue Reading →
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eric.ed.gov har udgivet: It is widely accepted that the learning of a new language, among other advantages, promotes respect and interest of the students towards other cultures and languages. The question is how learning languages can be promoted in educational settings. The aim of the present study is to explore the principles of communicative language teaching in primary-education CLIL and FL classrooms. More specifically, in this paper we address to what extent collaborative work, attention to language and content and corrective feedback are observed during teacher-student and peer interaction in these educational settings. Following an action research approach, ten Spanish and ten Math sessions were observed and recorded. Furthermore, whole group interaction and peer interaction were analysed in relation to the participants’ attention to language and content. Results from the… Continue Reading →
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eric.ed.gov har udgivet: The paper presents the results of a study based on a training program for in-service mathematics teachers, targeting to improve their skills of problem posing and qualitative appreciation of problems. During this training program, we found an improvement in participating teachers’ availability to discuss and analyse math problems, but also resistance to adapt posed tasks to the students’ thinking. [For the complete proceedings, see ED597799.] Link til kilde
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eric.ed.gov har udgivet: Three Arizona school districts surveyed teachers and students in grades 3-12 in spring 2019 to better understand the association between teachers’ use of formative assessment practices and students’ use of self-regulated learning strategies and to help shape related teacher development efforts moving forward. Formative assessment is a set of practices that enable teachers and students to examine how learning is progressing throughout a lesson or related series of lessons, so that teaching and learning activities can be adjusted as needed. Self-regulated learning is a proactive process in which students select an appropriate learning strategy to advance their learning goals. The survey results indicated that responding teachers frequently gave students feedback but less frequently provided occasions for students to provide feedback to one another, while responding students frequently… Continue Reading →
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eric.ed.gov har udgivet: This study examined preservice teachers’ perceptions about teaching elementary level mathematics lessons integrated with music. It also sought to determine how preservice teachers would strategize the integration of music activities when introducing elementary level mathematics lessons. The participants, 53 undergraduate preservice teachers at a large public university in a southern metropolitan area, were provided a series of six 40-minute interactive music-math integrated activities. Results of qualitative data analyses revealed that the majority of preservice teachers provided positive feedback about music-integrated pedagogy for teaching mathematics because it allowed them opportunities to escape from the limitations of traditional mathematics instruction. Link til kilde
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