eric.ed.gov har udgivet: It is widely believed that the teacher is one of the most important factors influencing a student’s success at school. In many countries, teachers’ salaries and promotion prospects are determined by their students’ performance. Value-added models (VAMs) are increasingly used to measure teacher effectiveness to reward or penalize teachers. The aim of this paper is to examine the relationship between teacher effectiveness and student academic performance, controlling for other contextual factors, such as student and school characteristics. The data are based on 7543 Grade 8 students matched with 230 teachers from one province in Turkey. To test how much progress in student academic achievement can be attributed to a teacher, a series of regression analyses were run including contextual predictors at the student, school and teacher/classroom level.… Continue Reading →
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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: Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of “de facto” segregation and “second-generation segregation.” Moreover, the predominantly White teaching force — a negative consequence of desegregation — has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several… Continue Reading →
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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: This study, firstly, aimed at investigating the various types of the multiple math representations and transitions among them in the 8th grade math textbook, and secondly, teachers’ use of these representations in teaching. The current study employed the content analysis approach to investigate the multiple mathematical representations and transitions among them in 8th Grade Mathematics Textbook. An observation method was used to analyses the teacher practices (n=35 observations), and record the representations and transitions. The results showed that there was an existence of symbol and verbal representations in the textbook and teachers’ implementation. Meanwhile, the other three representations (pictures and figures, models and Cutters, and life situations) and the transactions between them were at low rates in the textbook and teachers’ implementation. Link til kilde
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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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eric.ed.gov har udgivet: The study aims to identify the effect of using computerized based education on Eighth grade achievement in Math. In addition the study aims to identify the effect of gender on students’ achievement who received computerized education. The study was based on the selection of students from two schools in Ma’an City one for females and the other for males. The selection was based on the availability of computer labs and a teacher who has technological experience in class. Two groups were chosen in each school; one was a controlled group and the other was the experimental group which used computerized education. The total number of selected subjects was 109 students. The four groups undertook a pretest and comparative analysis showed that there was no similar correspondence between… Continue Reading →
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eric.ed.gov har udgivet: As the recession that began in 2008 continues to impact schools at every level, collaboration among educational entities is a matter of survival because public schools and universities are strapped for resources. Therefore, they must reach out and combine their efforts to provide needed services at a minimum cost. A natural partnership exists between public schools and institutions of higher learning that provide the lifeline to schools via their teacher preparation programs. When properly coordinated, collaboration between a college of education and public schools can benefit everyone involved. This article outlines the collaborative efforts between a university and a school district focusing on a math program, the eX-Games Project, a community-based project that brings together pre-service and in-service teachers, graduate students, and K-8th grade students to develop… Continue Reading →
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eric.ed.gov har udgivet: “Saxon Math” is a textbook series covering grades K-12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. The series is aligned with standards of the National Council of Teachers of Mathematics (NCTM) and various states, and can be adapted for special education students in inclusion classrooms, pullout programs, or self-contained resource classrooms. Although content differs by course, the incremental, distributed approach of “Saxon Math” is the same, with mathematical concepts presented in a series of short “lessons” intended to gradually build understanding and previously-taught concepts practiced and assessed throughout the course. Developed in the early 1980s, “Saxon Math” included four middle school math textbooks used in the studies included in this intervention report.… Continue Reading →
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