eric.ed.gov har udgivet: Rural schools, like others in the nation, are enjoined to use national and state standards as the basis for educational reform. Moreover, national standards for mathematics education were established early (1989) and have been disseminated widely. Nevertheless, little is known about the dynamics of standards-based reform of mathematics in rural schools. This paper reports findings from a set of four case studies of mathematics education in rural secondary schools to provide insights into the dynamics of instructional reform. Analysis of data from interviews, observations, and documents revealed two emergent themes: (1) math teachers address calls for improvement by building on traditional practices and (2) math teachers meld traditional and reform practices. Link til kilde
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eric.ed.gov har udgivet: The National Study of Charter Management Organization (CMO) Effectiveness is a four-year study designed to assess the impact of CMOs on student achievement and to identify effective structures and practices. An earlier report from this study documented the substantial variation in CMO student achievement impacts as well as variation in CMOs’ use of particular educational strategies and practices. That report noted that the most effective CMOs emphasize two practices in particular: schoolwide behavior strategies and intensive teacher coaching and monitoring. This report is designed to provide an in-depth description of the student behavior and teacher coaching practices of five high-performing CMOs that rely on these practices. Focusing on five high-performing CMOs, the report seeks to help educators learn more about these promising practices. To identify practices associated… Continue Reading →
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eric.ed.gov har udgivet: This groundbreaking study finds that nearly all parents seek schools with a solid core curriculum in reading and math, an emphasis on science, technology, engineering, and math (STEM) education, and the development in students of good study habits, strong critical thinking skills, and excellent verbal and written communication skills. But some parents also prefer specializations and emphases that are only possible in a system of school choice. “Pragmatists” (36 percent of K-12 parents) assign high value to schools that, “offer vocational classes or job-related programs.” Compared to the total parent population, Pragmatists have lower household incomes, are less likely themselves to have graduated from college, and are more likely to be parents of boys. “Jeffersonians” (24 percent) prefer a school that “emphasizes instruction in citizenship, democracy, and… Continue Reading →
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eric.ed.gov har udgivet: This study examines the problem of underachievement among gifted high school students. Low achievers were compared to high and moderate achievers on their motivation, self-regulation, and attitudes toward their school and teachers. Participants were all highly able students from grades 10 and 11 in an academically selective gifted high school in Australia (n=197). Teachers were asked to rank the students into high, moderate, and low achievers in terms of their performance in two subjects English and Mathematics. Participants were asked to respond to two surveys that measured their personality characteristics. The results indicate that math achievement and not language achievement may be used with confidence to classify gifted students; high achiever had higher mean scores than moderate and low achievers on all study variables; intrinsic motivation then… Continue Reading →
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eric.ed.gov har udgivet: This study examined how principals in eight high-functioning elementary schools provide teacher supervision and evaluation to promote high levels of student achievement. Perceptions of teachers were measured to provide an understanding of which specific principal behaviors translated into better instructional practices within the selected schools. Schools were chosen based on their performance on both state communication arts and math standardized assessments, which were in the top 10% of all elementary schools in the state. Data were collected from 74 teachers using an online survey tool to assess perceptions about principals’ supervision within pre-observation and post-observation conferences. Quantitative analyses, part of a larger inquiry previously analyzed by the authors, revealed that 64% percent of the variability in principals’ pre-conference supervisory effectiveness was accounted for by discussing how students… Continue Reading →
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eric.ed.gov har udgivet: In this article, the author relates how a math-assessment software has allowed his school to track the academic progress of its students. The author relates that in the first year that the software was deployed, schoolwide averages in terms of national standing on the math ITBS rose from the 42nd to 59th percentile. In addition, a significant number of students became grade jumpers after the software had been installed. Because of the positive effects brought about by the software, the author concludes that the computer, the massive accumulation of performance data, and the descriptive power of standardized testing are among his most powerful allies as a teacher. Link til kilde
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eric.ed.gov har udgivet: A series of observations in math classrooms revealed a pervasive problem of “re-teaching”. It matters little the subject; before the teacher can begin teaching new material, basic skills often have to be re-taught before the lesson can move forward. Perhaps some methods are more effective than others in the classroom. Consequently, this study addressed two research questions: Q1: What teaching strategies are considered preferential by math teachers for teaching math concepts? Q2: Do teacher demographics influence those teacher preferences? Consequently, this study seeks to add to the existing literature regarding math teacher preferences for teaching the Pythagorean Theorem to high achieving and low achieving secondary mathematics students. Thirty mathematics teachers were asked to rate their preferences of six research-based standards with respect to teaching a specific math… Continue Reading →
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