eric.ed.gov har udgivet: The education system is complex, but at its core, it is a learning partnership between the student, the family and teachers. This partnership — supported by the Ministry — is ultimately responsible for ensuring every learner receives a high quality education. A high quality education enables learners to realize their full potential and contribute to the well being of society. It supports students as they develop the foundational skills of reading, writing, and math, as well as other essentials necessary in the 21st century, such as self-reliance, communication, critical thinking, inquiry, creativity, problem solving, innovation, teamwork and collaboration, cross-cultural understanding, and digital information literacy. This annual service plan report provides data and discusses the results related to the measures in the Ministry of Education 2012/13-2014/15 Service Plan.… Continue Reading →
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eric.ed.gov har udgivet: This paper analyses the impact of teacher gender towards students’ test results in a blinded Math test administered to students in Catalonia (Spain). The data for this analysis are drawn from a sample of secondary school students who participated in an international blind-test known as the “Mathematical Kangaroo” in 2008. The estimation considers a two-stage procedure since participation on the test leads to the presence of sample selection. Results show a correlation between female teacher gender and student results. Moreover, students with female teachers have a higher probability of participating in the “Kangaroo” test (in this case, the effect being more marked among male students). Link til kilde
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eric.ed.gov har udgivet: Recently much have been invested in the interactive whiteboard educational technology in Turkey. The government is still wishful to spread it to schools of all levels. This study tries to understand teachers’ and students’ attitudes toward interactive whiteboard technology along with differences in attitudes resulting from some demographic factors. Two parallel surveys consisting of 25 items were applied to 255 students and 23 teachers from three private schools. Students from sixth to twelfth grades and teachers from 15 different branches participated in this research study. The results indicate that interactive whiteboards are highly rated by both teachers and students. Students mostly prefer the usage of interactive whiteboards in math courses, and their attitudes differ across their genders and school levels. As students get elder, their positive attitudes… Continue Reading →
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eric.ed.gov har udgivet: This paper presents a series of illustrative LEGO Mindstorms-based science and math activities, developed under an NSF GK-12 Fellows project, for elementary, middle, and high school grades. The activities, developed by engineering and science graduate Fellows in partnership with K-12 teachers, are grade appropriate, address pertinent learning objectives, and adhere to the science and math learning standards of New York City and State. To measure the effectiveness of the use of LEGO Mindstorms-based lab activities in science and math lessons, pre- and post-lesson assessment surveys, consisting of content and evaluation questions, were administered to all participating students. In this paper, we provide: our motivation to investigate the effectiveness of LEGO Mindstorms-based lessons; descriptions of six LEGO Mindstorms-based science and math activities and their associated assessment; statistical analysis;… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this article is to describe Discourse Time (D.T.), a teaching practice that aims to integrate argumentative literacy, the third piece of the literacy puzzle, into math learning environments. Snapshots from a tenth grade classroom at Skyview Academy High School in Thornton, Colorado is used to paint a vivid picture of what D.T. looks and feels like in addition to the way it impacts student learning. Link til kilde
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eric.ed.gov har udgivet: We explored whether students’ perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students’ perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at… Continue Reading →
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eric.ed.gov har udgivet: Technology is an indispensable part of the educational curriculum, and large budgets have been allocated to provide technological infrastructure in secondary education institutions in Turkey. It is important that teachers have the technological pedagogical content knowledge (TPCK) to successfully integrate technology into their courses. The aim of this study is to examine the development of the TPCK of a mathematics teacher who participated in in-service training course organized for the use of Geogebra software in geometry teaching. The in-service training is designed in accordance with the Technology Integration Model stages, and Geogebra software is used taking into account the learning outcomes of 9th and 10th grade secondary school geometry. The case study method has been employed, and data was collected through interviews, observation, self-assessment forms, and field… Continue Reading →
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eric.ed.gov har udgivet: Staffing problems are pervasive in certain subject areas, such as secondary math and science and special education, where the combination of training requirements and relatively high alternative wages makes it difficult to attract and retain high-quality teachers. This project evaluated the impacts of the Florida Critical Teacher Shortage Program (FCTSP) and Teacher Recruitment and Retention Fund (TRRF) on the supply of new teachers and the retention of teachers in high-need areas such as special education, math, and science. The research: (1) addressed specific research questions pertaining to three programs (loan forgiveness, tuition reimbursement, and recruitment/retention bonuses); (2) investigated the causal effects of the programs; and (3) addressed questions related to the general characteristics of the program and participating teachers. The authors’ initial descriptive analysis indicated that FCTSP… Continue Reading →
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eric.ed.gov har udgivet: The study examined the impact of Teach for America (TFA) and The New Teacher Project’s Teaching Fellows (TF) programs on the mathematics achievement of students in grades 6-12. TFA and TF provide alternative routes to teacher certification and aim to provide high-quality teachers to schools in low-income areas. TFA and TF were studied separately, using students in eight states during the 2009-10 and 2010-11 school years. For each analysis, students were randomly assigned to either an intervention (TFA or TF) or a comparison teacher who taught the same mathematics subject. The TFA analysis included more than 5,700 students, and the TF analysis included more than 6,800 students. End-of-year state mathematics achievement tests were administered to middle school students. End-of-course mathematics assessments,developed by the Northwest Evaluation Association, were… Continue Reading →
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