eric.ed.gov har udgivet: The Science-in-CTE pilot study tested a curriculum integration model that enhanced the science that oc-curs in CTE curricula. The study replicated the National Research Center for Career and Technical Ed-ucation’s (NRCCTE) Math-in-CTE experimental research design (Stone, Alfeld, & Pearson, 2008) with applied science in secondary agricultural education. The semester-length study was conducted in North Dakota with secondary agricultural educators who were randomly selected to participate in the experi-mental and control groups. The experimental treatment mirrored the Math-in-CTE model of extended professional development, partnering experimental CTE group teachers with science educators, and use of a 7-element pedagogic framework. Standardized measures of science achievement were administered to students to determine the impact of the treatment on their science knowledge and skills. The results of hierarchical linear modeling (HLM) analysis… Continue Reading →
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eric.ed.gov har udgivet: The Early Childhood Environment Rating Scale-Third Edition (ECERS-3) is the latest version of one of the most widely used observational tools for assessing the quality of classrooms serving preschool-aged children. This study was the first assessment of its factor structure and validity, an important step given its widespread use. An ECERS-3 observation was conducted in 1063 preschool classrooms in three states. In a subset of those classrooms (n = 119), Classroom Assessment Scoring System-Pre-K (CLASS Pre-K) and child assessment data were also collected. Analyses of the ECERS-3 suggested that a single factor does not adequately capture item variability. Of the solutions tested, the four-factor (Learning Opportunities, Gross Motor, Teacher Interactions, and Math Supports) provided the best combination of statistical support and theoretical utility. In general, the ECERS-3… Continue Reading →
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eric.ed.gov har udgivet: In this study, it is aimed to examine the effect of classroom assessment on science and mathematics achievements. For this purpose, hierarchical linear modeling (HLM) is performed using variables of like learning science/maths, engage teaching in science/maths, confidence in science/maths, and home resources for learning variables at the student level, and experience, education level, homework, and assessment at the teacher level. The sample of the study consists of 4th grade students who participated in TIMSS 2015 in Turkey. According to the findings; 36% of variance in science achievement, and 40% of variance in mathematics achievement are due to variability between classes. In a random coefficient model, all student variables were found to be statistically significant predictors of science and mathematics achievement. Among these variables, the greatest effect… Continue Reading →
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eric.ed.gov har udgivet: Aware of the challenges set before the Houston Independent school District by rapid growth in the numbers of English learner students, and a critical shortage of teachers with bilingual certification for more than a decade, members of Regional Educational Laboratory Southwest’s English Learners Research Alliance sought information that districts can use when recruiting teachers and assigning them to schools and classrooms that serve large numbers of English learner students. To respond to this need, this study examined the relationships between teacher certification and growth in math and reading achievement and English proficiency among English learner students using data from the Houston Independent School District and the Texas Education Agency. The study assessed whether a teacher’s certification type–bilingual or English as a second language–and certification route–additional exam (adding… Continue Reading →
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eric.ed.gov har udgivet: This paper describes findings from a blocked randomized design (BRD) field study conducted to examine the “Next Generation Preschool Math” (NGPM) program’s implementation in preschool classrooms and promise in improving young children’s mathematic learning. NGPM integrates traditional preschool activities with developmentally appropriate technology to support teaching and learning. During development, an evidence-based curriculum design framework and iterative development processes were employed (i.e. design-based research). Research questions guiding this research include: (1) Does experiencing NGPM impact young children’s mastery of subitizing and equipartitioning?; (2) Can the NGPM units feasibly be implemented in preschool classrooms?; (3) Does experiencing the NGPM unit 1 impact young children’s mastery of subitizing?; (4) Does experiencing the NGPM unit 2 impact young children’s mastery of equipartitioning?; and (5) Does experiencing the NGPM intervention improve… Continue Reading →
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eric.ed.gov har udgivet: This study intends to compare and contrast student and school factors that are associated with students’ mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables such as math teacher support and socioeconomic status (SES) between 15-year-old students in the U.S. and in Shanghai, China. The findings suggest that on average, students from Shanghai showed higher math self-efficacy and better achievement than those of American students. However, at the student level, similar positive relationships between math teacher support and math self-efficacy and between SES and math self-efficacy were found in both locations. That is, in the U.S. and Shanghai, an increase in math teacher support predicts… Continue Reading →
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eric.ed.gov har udgivet: Teacher motivation is one of the factors that affect the realization of the teaching objectives, motivation and academic achievement of student. This study aimed to answer to the question “How is the relation between the students’ academic (sciences and mathematics) achievement and teachers’ morale/motivation in Singapore, Japan, Finland and Turkey?” by using PISA 2012 data and TIMSS 2011 data. The researchers used descriptive statistics and hierarchical linear modeling (HLM) in order to study the effects of the morale and motivation qualities of the sciences and mathematics teachers on students’ academic achievement. Moreover, comparisons were made in this field according to the obtained results. The results showed that the teacher factor was more effective in countries with different income balance while the teacher morale and motivation generally has… Continue Reading →
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eric.ed.gov har udgivet: In Belize, the percentage of untrained teachers (i.e. teachers with the equivalent of a high school education or less) is one of the highest in the region of Latin America and the Caribbean. In response to growing student cohorts, the increased demand for more classroom teachers has led to significant decrease in the proportion of trained teachers at both the primary and secondary levels. Fewer than 45% of teachers at primary and secondary levels are trained, whereas some countries in the region report more than 80% are trained. Perhaps as a result of the lack of training, a content test that was applied to a representative sample of teachers nationwide as part of this study design revealed important gaps in teachers’ math content knowledge. The authors hypothesized… Continue Reading →
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