eric.ed.gov har udgivet: Partnerships between scientists and teachers are an important focus of the current reform in science education. This study examined the roles and the dynamics of interactions in an NSF-funded Graduate Teaching Fellows in K-12 Education (GK-12) project. Data sources included interviews with teachers, fellows, and students at eight K-12 schools. Data were analyzed for emergent categories recognized by teachers and fellows alike. Roles played by the fellows were those of science/ math expert, scientist/mathematician role model, source of material resources, source of curricular enrichment, and teaching partner. Teacher roles were perceived as liaison between fellow and schools, teaching partner, teaching mentor, and science/math learner. Although the project underdefined the roles of the teachers, teachers showed noteworthy consistency in perception of their roles. The roles of the fellows… Continue Reading →
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eric.ed.gov har udgivet: “Teach For America” (“TFA”) is a highly selective route to teacher certification that aims to place non-traditionally trained teachers in high-need public schools. The What Works Clearinghouse (WWC) identified seven studies of teachers trained through “TFA” that both fall within the scope of the Teacher Training, Evaluation, and Compensation topic area and meet WWC group design standards. The WWC considers the extent of evidence for teachers trained through “TFA” on the academic achievement of students in grades pre-K-12 to be medium to large for two student outcome domains–mathematics achievement and English language arts achievement–and small for two student outcome domains–science achievement and social studies achievement. “TFA” teachers were found to have positive effects on mathematics achievement, potentially positive effects on science achievement, and no discernible effects on… Continue Reading →
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eric.ed.gov har udgivet: The Woodrow Wilson International Center for Scholars was delighted to host a group of current and former Albert Einstein Distinguished Educator Fellows as they celebrated the 20th anniversary of the fellowship program. Outstanding math and science teachers in America’s K-12 schools, the Einstein Fellows spend a year (or sometimes two) working on Capitol Hill or in the science related offices of several federal agencies. The 1990 cohort of Einstein Fellows was part of a growing national concern about the performance of Americas K-12 schools and the lagging performance of American students in mathematics and science. Now, 20 years later they continue to be a part of a growing federal role in seeking excellence and equal opportunity in the nation’s schools. The road to effective education reform has… Continue Reading →
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eric.ed.gov har udgivet: Schools serving low-income students struggle to attract effective teachers, particularly in science and math. In response to these staffing difficulties, states have tried to lower the barriers to becoming a teacher by establishing “alternative routes to certification.” These routes enable teachers to begin teaching before completing all the requirements for certification and, in many cases, require less education coursework than traditional teacher preparation routes in the same states. Currently, as many as two-fifths of new teachers enter the profession through alternative routes. Most programs providing alternative routes to certification admit most applicants, although a few, including Teach For America and the Teaching Fellows programs, are highly selective, admitting fewer than 15 percent of applicants. To provide evidence on the effectiveness of teachers from alternative routes to certification,… Continue Reading →
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eric.ed.gov har udgivet: Both Ohio’s state leadership and its foundation community recognized that, to move forward in a global economy, Ohio would need a highly trained workforce that would attract high tech companies to the state. Though STEM shortages have been a pervasive problem for decades, with the election of a new Governor in 2008, there was call to action from state higher education executive officers to address the STEM shortage areas as well as the growing achievement gap. In the years leading up to 2010, the state had significant teacher shortages in ten subject areas, with the greatest need in mathematics, sciences, and special education. These shortages, already severe, were projected to worsen as the state looked to adopt new rules for additional math and science courses required for… Continue Reading →
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eric.ed.gov har udgivet: Teach For America (TFA) and the Teaching Fellows programs are an important and growing source of teachers of hard-to-staff subjects in high-poverty schools, but comprehensive evidence of their effectiveness has been limited. This report presents findings from the first large-scale random assignment study of secondary math teachers from these programs. The study separately examined the effectiveness of TFA and Teaching Fellows teachers, comparing secondary math teachers from each program with other secondary math teachers teaching the same math courses in the same schools. The study focused on secondary math because this is a subject in which schools face particular staffing difficulties. The study had two main findings, one for each program studied: (1) TFA teachers were more effective than the teachers with whom they were compared. On… Continue Reading →
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eric.ed.gov har udgivet: Teach For America (TFA) and the Teaching Fellows programs are an important and growing source of teachers of hard-to-staff subjects in high-poverty schools, but comprehensive evidence of their effectiveness has been limited. This report presents findings from the first large-scale random assignment study of secondary math teachers from these programs. The study separately examined the effectiveness of TFA and Teaching Fellows teachers, comparing secondary math teachers from each program with other secondary math teachers teaching the same math courses in the same schools. The study focused on secondary math because this is a subject in which schools face particular staffing difficulties.The study had two main findings, one for each program studied: (1) TFA teachers were more effective than the teachers with whom they were compared. On average,… Continue Reading →
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eric.ed.gov har udgivet: This study explores the effects of a professional development teacher leadership training program on the pedagogical and content development of math and science teacher leaders at the elementary level. The study is qualitative in nature, and the authors collected data using the online survey instrument Survey Monkey. The major implications of the study are twofold: (a) The professional development training that the fellows received enhanced their pedagogical and content knowledge and provided them the necessary experience to be effective teacher leaders; and (b) meaningful teacher leader-teacher relationships have a positive impact on teachers embracing an inquiry-based style of teaching using a Math, Science, and Technology Initiative program. Link til kilde
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