eric.ed.gov har udgivet: This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is “Mathematics: Essential research, essential practice.” The theme draws attention to the importance of developing and maintaining links between research and practice and ties in with the joint day of presentations with the 21st biennial conference of the Australian Association of Mathematics Teachers (AAMT). This special feature highlights the benefits of collaboration between researchers, practicing classroom teachers, and curriculum developers. Volume 1 contains the following papers: (1) The Beginnings of MERGA (Ken Clements); (2) Teaching and Learning by Example: The Annual Clements/Foyster Lecture (Helen L. Chick); (3) Introducing Students to Data Representation and Statistics (Richard Lehrer); (4) Studies in the Zone… Continue Reading →
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eric.ed.gov har udgivet: The research report reviewed here concludes that many initially high-achieving students are falling further and further behind over the course of their years in school. The report intends to raise the alarm and to advocate for improved programs for these students. It is, however, a false alarm due to biased methodology and misleading arguments. The report’s norm-referenced framework guarantees “losers” as well as “winners,” regardless of any true improvement made by the students. Also, the “regression to the mean” effect produces a false illusion of a tradeoff of over-progress by low achievers at the cost of under-progress for high achievers. Finally, its prescription for stronger school accountability for high-achieving students under NCLB does not follow research-based guidance on how to improve student learning. Other research, including that… Continue Reading →
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eric.ed.gov har udgivet: This report examines issues in the low achievement of American students in mathematics, with emphasis on the low representation of minority students in this field. American myths about mathematics which emphasize the importance of innate ability rather than hard work are seen as reinforcing racial and gender stereotypes about who can do mathematics. Examples of prominent mathematicians and physicists whose lives counter these myths are offered. Comparisons are made showing that American students at all levels lag behind their foreign counterparts in mathematics achievement. Details of these comparisons and how they have influenced reform efforts in mathematics education are considered. Specific barriers to mathematics achievement experienced by minority students are identified and statistics showing minority underrepresentation in this field are detailed. The Strengthening Underrepresented Minority Mathematics Achievement… Continue Reading →
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eric.ed.gov har udgivet: Located just southeast of Fresno in California’s Central Valley, Sanger Unified School District (USD) serves approximately 12,000 students in 20 schools. Sanger USD students are predominately from low-income families (73%); most are Latino/a (70%), and about one in five (18%) are English learners. During the accountability era of No Child Left Behind, Sanger had earned the reputation of being a turnaround district based on district students’ steep and steady improvement on California’s Test of Basic Skills between 2004 and 2012. Its success hinged on developing an organizational culture of continuous improvement and an instructional regime of direct instruction for students’ basic skills mastery. This case study addresses the question of how Sanger USD managed to shift instruction and student support to achieve exemplary results on the new… Continue Reading →
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eric.ed.gov har udgivet: This report measures trends in performance among urban schools receiving federal School Improvement Grant (SIG) awards as part of the American Recovery and Reinvestment Act of 2009 (ARRA). The Council of the Great City Schools aims to document how member districts of the Council of the Great City Schools implemented SIG and specifically what effects the program had on student test scores and school “holding power”–the ability of high schools to move students through the system on a timely basis. Finally, based on interviews with district and school-based staff in several case study districts, common characteristics of successful and unsuccessful implementation of the SIG program in Council schools and districts are identified and described. Results of the analysis across states for grades three through eight in both… Continue Reading →
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eric.ed.gov har udgivet: The San Diego Unified School District (SDUSD) supports teaching and learning in California’s second-largest school district, educating students from preschool to high school each day. Nearly three quarters of SDUSD students are students of color, including 47% who are Latino/a and 9% who are African American. Almost 60% of students are economically disadvantaged, and 24% are English learners. Despite the wide achievement gaps across the state between students from different racial and socioeconomic backgrounds, SDUSD has excelled at supporting the learning of all students. SDUSD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students all did better than predicted on California’s math and… Continue Reading →
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eric.ed.gov har udgivet: Sitting just north of the U.S.-Mexico border, the Chula Vista Elementary School District (CVESD) supports teaching and learning in California’s largest elementary school system. Across its 47 schools, CVESD educators serve over 30,000 students each day, 90% of whom are students of color and over one third of whom are English learners. CVESD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California’s math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies within CVESD that have promoted student learning, especially… Continue Reading →
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eric.ed.gov har udgivet: Long Beach Unified School District (LBUSD) has been nationally recognized as a consistently high-functioning district for more than 2 decades. The district educates approximately 72,200 students, from preschool to high school, in its 86 schools. Almost 90% are students of color, with 57% Latino/a and 12% African American, while 65% are from economically disadvantaged families and 15% are English learners. LBUSD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California’s math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies… Continue Reading →
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eric.ed.gov har udgivet: While many of the concepts and approaches that comprise student-centered learning have deep roots in learning theory, the cognitive sciences, and youth and child development, empirical research on student-centered learning’s impact in K-12 classrooms remains limited. This report offers highlights from three studies commissioned by Nellie Mae, researched by Education Connection, American Institutes for Research (AIR) and Stanford Center for Opportunity Policy in Education (SCOPE) to examine student-centered learning in depth–what it looks like, and how students may benefit. Together, these studies strengthen the evidence base for those seeking to identify practices that will produce the greatest benefits for students. Furthermore, they provide new insights into how to achieve the highest outcomes equitably. These studies look at how to ensure that all students–including those in underserved groups–get… Continue Reading →
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eric.ed.gov har udgivet: Building an inclusive society in which all people can participate effectively and live together requires understanding inclusive education and its impact on the social order. As countries of different regions face the vast array of challenges unique to their educational systems, it becomes apparent that inclusive societies are intricately tied to social inclusion policy initiatives and developments in education. Governments are becoming increasingly aware of the need to review their educational systems as they attempt to define what an inclusive society is and how to make inclusion truly effective. Singapore is a unique example of a country that has the resources and the vision, but currently lacks an educational system designed to fully include individuals with special needs. Although Singaporean students consistently score near the top in… Continue Reading →
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