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: This work summarizes the results of two randomized control trails (RCTs) aimed at evaluating the effectiveness of a professional development program for lower secondary school math teachers. The program, called M@t.abel, was financed by the Ministry of Education in Southern Italy with EU funds. It lasts a full school year and it is based on formal and on-line tutoring, providing alternative methods for teaching traditional math contents. The program and its evaluation were both held at scale, a situation far from artificial settings and allowing for the observation of real constraints faced in delivering such a service. This situation, along with the replication of the RCT on two consecutive cohorts of teachers, provides several opportunities and challenges both from the policy and research practice points of view.… Continue Reading →
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eric.ed.gov har udgivet: Calls to advance students’ ability to engage in mathematical reasoning practices including conjecturing, generalising and justifying (CGJ) place significant new demands on teachers. This case study examines how Mathematics Studio provided opportunities for a team of U.S. middle school teachers to learn about these practices and ways to promote them in the classroom. Findings demonstrate how CGJ readings and focused discussions, coupled with repeated cycles of collaborative lesson planning, observation and debrief, supported the development of teacher knowledge, professional community, and teaching resources. In addition, this paper explores the role school leadership played in facilitating Math Studio to ensure these learning opportunities were realised. Documenting how Math Studio features and participants contributed to teachers’ ability to implement CGJ focused lessons not only provides insights into the difficulties… Continue Reading →
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eric.ed.gov har udgivet: The results of international comparative studies have shown that relationships exist between metacognition and cognitive activation and learning success. Since 2007 we have been carrying out projects in Indonesia to improve cognitive and metacognitive activities of pupils of year 7 and their teachers. These activities are to contribute to the construction and sensible use of sustainable mental models for mathematical concepts and methods by learners. This paper shows how games are used for the enhancement of metacognitive and discursive activities in class. Their effectiveness is documented exemplary by means of students’ outcomes and transcripts of lessons from project classes. Link til kilde
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eric.ed.gov har udgivet: “Solving the Unknown with Algebra” is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) standards and designed to help students practice pre-algebra skills including using formulas, solving for unknowns, and manipulating equations. Developed by The Actuarial Foundation with Scholastic, this program provides skill-building activities that use mathematics for real purposes, while motivating students to achieve success in the classroom and in real-world situations outside of school. [A poster that accompanies this teaching guide can be viewed and/or retrieved at: http://www.actuarialfoundation.org/pdf/Solving_Poster.pdf.] Link til kilde
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eric.ed.gov har udgivet: In this technical report, we describe the results of a study of mathematics items written to align with the Common Core State Standards (CCSS) in grades 6-8. In each grade, CCSS items were organized into forms, and the reliability of these forms was evaluated along with an experimental form including items aligned with the National Council of Teachers of Mathematics (NCTM) Focal Point Standards. The purpose of the experimental measure was to evaluate how previously existing math items functioned empirically relative to the CCSS items. All included NCTM items were previously rated as linked with the CCSS. Analyses included Rasch modeling to explore the difficulty and functioning of both sets of items, classical reliability statistics (Cronbach’s alpha, testretest, and alternate form reliability) and two sets of Generalizability… Continue Reading →
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eric.ed.gov har udgivet: Early in 2010, EdSource released a landmark study on middle grades education in California. “Gaining Ground in the Middle Grades” looked at the critical 6th- to 8th-grade years in the context of standards-based education. The analysis identified a comprehensive set of practices that differentiated higher from lower schoolwide academic achievement among a sample of 303 middle grades schools. As the authors began that study in 2008, the California State Board of Education passed a controversial motion–subsequently blocked through legal action–to make the state’s Algebra I test the “sole test of record” for grade 8 math for federal accountability purposes. And in the course of conducting the “Gaining Ground” study, the authors observed that schools in their sample differed widely in how they placed students into Algebra I… Continue Reading →
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eric.ed.gov har udgivet: In this study, we expand the Cohen and Ball triangle of interactions to explore the relationship of professional development to classroom practice. We consider a case study of one teacher’s implementation of a task from professional development in her 7th grade classroom. We were specifically interested in how the content and pedagogy of the professional development would be adopted by the teacher. Our findings suggest that this teacher treated pedagogy and mathematical content as separable, which led to problematic implementation of PD practices. [For the complete proceedings, see ED585874.] Link til kilde
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eric.ed.gov har udgivet: “The Power of Probability” is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) and Common Core State Standards, which gives students opportunities to practice their skills and knowledge of the mathematics of probability. Developed by The Actuarial Foundation, the program’s lessons and worksheets motivate students through activities that use mathematics for real purposes. [A poster that accompanies this teaching guide can be viewed and/or retrieved at: http://www.actuarialfoundation.org/pdf/poster-conversions-rock.pdf.] Link til kilde
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eric.ed.gov har udgivet: “Louisiana Believes” embraces the principle that all children can achieve at high levels, as evidenced in Louisiana’s recent adoption of the Common Core State Standards (CCSS). “Louisiana Believes” also promotes the idea that Louisiana’s educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State’s commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The iLEAP Assessment Guide provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with… Continue Reading →
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