eric.ed.gov har udgivet: Previous norms for the easyCBM assessment system were computed using scores from all students who took each measure for every grade and benchmark season (fall, winter, and spring). During the 2013-14 school year, new national norms were developed to more accurately (proportionately) represent reading and mathematics performance by two variables: region and student demographic. Five hundred students were proportionately and randomly sampled from each of four regions of the country (Midwest, West, Northeast, and Southeast). Percentiles by region are displayed in tables at the top of each page (pp. 15-170) for every season, grade, and measure available on easyCBM. To assist in navigating through all of the tables in the document, each page contains a heading at the top right listing the season, grade, and measure. In… Continue Reading →
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eric.ed.gov har udgivet: This report describes one of a series of pilot studies that were conducted to evaluate the instructional effectiveness of the Harcourt Math Program. Harcourt School Publishers (HSP) contracted with the Educational Research Institute of America (ERIA) to conduct a series of independent pilot studies to evaluate the effectiveness of the Harcourt Math Program. HSP sought out volunteer teachers to participate in the study, the Harcourt Department of Test Services scored the standardized tests, and ERIA conducted the study and analyzed the data that were collected. The study described in this report was conducted during the spring of the 1999-2000 school year. Research questions included: (1) Is the Harcourt Math Program instructionally effective?; and (2) Do selected chapters significantly increase students’ understanding of key math skills, concepts, and… Continue Reading →
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eric.ed.gov har udgivet: This booklet is designed to be used with a video of the classroom of second-grade teacher Victoria Bill. The 40-minute video shows the teacher using a variety of manipulations, facilitating both large- and small-group discussions, and applying a problem-solving approach to math. The text in the booklet is based on spoken comments made by observers as they watched the videotape, and provides added insight into the instructional methods used in the class. The video and the accompanying booklet are divided into 16 events, each representing a change in the activities in the classroom. The discussion of each event begins with an assessment and overall description of the event, followed by discussions of classroom management, problem solving, and teaching strategies used in each example. (ND) Link til kilde
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eric.ed.gov har udgivet: An analysis of a student teacher’s lesson in multiplication for Norwegian second graders explored why the lesson did not succeed. Two interpretive frameworks were used to analyze the lesson: teaching as a complex cognitive activity and teaching as improvisation. The student teacher, Marte, believed in child-centered education and tried to create situations in the classroom where her children experienced success. The analysis of student and teacher exchanges showed that Marte’s class derailed because her pupils offered unexpected types of comments for which she was not prepared; she used the dialogue teaching method which created an unstable and unpredictable classroom environment; and in her responses to the unexpected answers she attended to the wrong things. She was also derailed due to lack of pedagogical content knowledge in mathematics.… Continue Reading →
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eric.ed.gov har udgivet: Children’s learning of early number bonds is a significant issue in South African schools because evidence shows that flexible and efficient (fluent and reasoned) knowledge of number bonds to 20 correlates with success at the end of primary schooling, yet the evidence is that many South African students are over-reliant on inefficient counting methods. This paper focuses on why and how treating early number bonds as scientific concepts may be the key to raising learners’ attainment in these. The paper argues that teacher mediation is crucial and that mediation for learning scientific concepts has to be meaningful, relational and transcendent. This theoretical position is illustrated with examples from a dynamic assessment interview with a Grade 2 learner carried out as part of the Wits Maths Connect —… Continue Reading →
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eric.ed.gov har udgivet: Act, Sing, Play (ASP) offered music and drama tuition to Year 2 pupils. The aim of the programme was to evaluate whether music workshops had a bigger impact than drama workshops in terms of pupils’ maths and literacy attainment. The evaluation was based on the hypothesis that participation in high-quality music instruction promotes educational attainment over and above instruction in other artistic pursuits (see Schellenberg, 2004). The ASP programme was developed specifically for this trial and ran from September 2013 to June 2014: 909 pupils participated in 19 schools across London, Essex, Sussex and Coventry. In each participating Year 2 class, pupils were randomly allocated to one of three groups: violin or cello workshops (ASP-strings), singing lessons (ASP-singing), or drama workshops (ASP-drama). The two music groups (strings… Continue Reading →
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eric.ed.gov har udgivet: Recognizing the role numbers play in people’s everyday lives is crucial to students’ math understanding now and down the road. That’s why Bob Krech, a curriculum specialist in New Jersey’s West Windsor-Plainsboro district, likes to teach a lesson he calls “Numbers All Around Us.” This lesson uses real-world examples to show that numbers help people answer many questions, including “How much?” “How fast?” and “Where do I go?” Expert teacher Bob Krech shares strategies for teaching real-world math. Link til kilde
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eric.ed.gov har udgivet: In lower- and middle-income countries, including Ghana, students in rural areas dramatically underperform their urban peers. Rural schools struggle to attract and retain professionally trained teachers (GES 2012; World Bank 2012). We explore one potential solution to the problem of teacher recruitment: distance instruction. Through a cluster randomized controlled trial, we estimate the impact of a program that broadcasts live instruction via satellite to rural primary school students. The program equipped classrooms in 70 randomly selected Ghanaian schools with the technology required to connect to a studio in Accra. An additional 77 schools served as the control. Instructors in Accra provided math and English lessons to classrooms in the treatment group. The model is interactive, and students in satellite classes could communicate in real time with their… Continue Reading →
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eric.ed.gov har udgivet: This article reports on the effectiveness of an intervention using conceptual change approaches within challenging tasks, on the mathematics gains for low-performing year 3-6 students in in six primary schools. Quantitative data from PAT-Maths testing for each year showed a consistently large effect size of 0.7 compared to expected gain data from DECD [South Australia’s Department for Education and Child Development]. All six experimental groups caught up with DECD expectations within one year. Over the two years, students from years 3-5 gained an additional 27 months of mathematics learning over the expectations and students from years 4-6 gained 29 months, indicating the potential of the approach for closing educational gaps for low-performing students. Link til kilde
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eric.ed.gov har udgivet: This study investigates the effects of repeating first grade on children’s further academic growth, by tracking the actual performance and the teacher-rated performance of a cohort of Flemish first-graders until the end of elementary school. Two research questions are raised: (1) How do first-grade repeaters, at the cost of one extra year of education, develop in comparison to younger children with whom they will eventually finish elementary school (i.e., same-grade comparison), taking into account their propensity of repeating first grade?; and (2) How would first-grade retainees have developed, had they been promoted to second grade instead (i.e., same-age comparison)? This study is part of the large-scale longitudinal SiBO project, designed to investigate Flemish children’s development and school trajectory throughout elementary education (Maes, Ghesquiere, Onghena, & Van Damme,… Continue Reading →
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