eric.ed.gov har udgivet: In the first comprehensive analysis of Illinois’ statewide survey of school climate and learning conditions, this report finds systematic differences among schools in the degree to which students and teachers report strength in the five essential supports. Previous University of Chicago Consortium on Chicago School Research (UChicago CCSR) research has linked strength on the five essentials–effective leadership, collaborative teachers, involved families, supportive environments, and ambitious instruction–to engaging instruction and learning and ultimately to improvements in test score gains and attendance trends. This report analyzes data from the 2013 survey administered by the Illinois State Board of Education and the University of Chicago Urban Education Institute to all teachers and students in grades six through 12. The goal of the survey was to help schools across the state… Continue Reading →
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 →
eric.ed.gov har udgivet: The Carl D. Perkins Career Technical Improvement Act of 2006 encourages integration of academic instruction to improve student learning, impact employment skills of students, and enhance problem-solving skills by using authentic real-world situations. Academic integration is accomplished by integrating concepts of English, math, science, technology, etc., into career and technical education (CTE) course content, or by two teachers from different content areas collaborating to align and team-teach course standards. This article describes a project that provided an opportunity for educators in Greenhouse Management, Nutrition and Foods, and Family and Consumer Sciences (FACS) to align course standards and curriculum while collaborating on plans to address the problem of obesity in the local school and community. With the help of a hydroponic garden, university researchers collaborated with CTE teachers… Continue Reading →
eric.ed.gov har udgivet: This study was conducted to describe a high school engineering curriculum, identify teaching strategies used to increase math and science literacy, and discover challenges and constraints that occur during its development and delivery, as well as what strategies are used to overcome these obstacles. Semi-structured interviews were conducted with the engineering instructor. In addition, students were observed and curriculum documents, teacher lesson plans, and teacher resources were examined. Concepts created the platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis for learning activities, and project based learning and teaching was critical. There was a clear emphasis on creative thought and work. Assessment of student learning was dubious and elusive and stakeholders tended to be uneasy with this… Continue Reading →
eric.ed.gov har udgivet: The middle school and high school lessons featured in this collection were crafted by science and math teachers who participated in a week-long seminar sponsored by the Eisenhower Professional Development Program administered by the Ohio Board of Regents. The lessons showcase a variety of active learning strategies from using hands-on, low-tech approaches to integrating high-tech, cutting-edge resources. Lesson topics include: (1) Investigating Energy Sources; (2) Probing the World of Energy and Its Conservation; (3) Fish Out of Water–Man Out of Land; (4) Are You Listening? (Noise Pollution); (5) Countdown to Population Explosion; (6) Hazardous Chemicals in Your Home!; (7) Water, Water Everywhere–How Much Is There to Drink?; (8) Water, Water Everywhere–But Not a Drop to Drink; (9) A Multi-Level Water Study; (10) Futuristic Fuel from Water; and… Continue Reading →
eric.ed.gov har udgivet: Representatives from the Michigan Department of Education and the Center for Educational Performance and Information requested assistance in estimating Michigan’s capacity to adequately staff its high schools to meet the course requirements of the new Michigan Merit Curriculum. The study team devised a formula to estimate the number of additional full-time equivalent (FTE) teachers needed for each subject at each Michigan high school. The formula was calculated using Michigan-specific values for key variables. Such an analysis may be particularly useful when new graduation or course requirements are being planned. Schools can adjust the variables in the formula (such as class size and number of periods taught by each FTE teacher) to fit their own needs. Analysis of data for Michigan high schools identified a number of schools… Continue Reading →
eric.ed.gov har udgivet: Special education teachers in Georgia are required to develop grade level tasks, reflecting grade level standards, teach the tasks and document the progress of their students with significant cognitive disabilities in the areas of math, science, literature, and social studies. The teachers must then compile the evidence of the students’ progress on the tasks into a portfolio that is graded to determine if the students (and sometimes the schools) make adequate yearly progress. This literature review will look at research concerning teachers’ perceptions of alternate assessments. This literature will attempt to prove the hypothesis that teachers perceive alternate assessments as an assessment of their ability to complete the task rather than student learning and knowledge. The literature is arranged chronologically. Link til kilde
eric.ed.gov har udgivet: “Alabama Education News” is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the “Code of Alabama,” as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) 83% of Alabama Schools Make AYP; (2) “First Choice” Gives Alabama’s Graduates an Edge; (3) New Deputy Superintendent’s Plan for Instruction; (4) Math and Science Program Completes its Statewide Expansion; (5) All Alabama High Schools Get Granted ACCESS; (6) Alabama Moving Forward; and (7) McKinney Elected as Board Vice President. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities,… Continue Reading →
eric.ed.gov har udgivet: A model for use in identifying assessment needs in association with teacher-made mathematics and science tests at the secondary level was developed. The model focuses on the identification and narrowing of discrepancies between teachers’ perceptions of their testing practices and actual practice. All 19 math and 16 science teachers at a 4-year high school in a mixed suburban/rural school district participated in the project. Subjects’ involvement consisted of completing a brief survey instrument and supplying their most recently administered unit or quarter test. Data from 35 questionnaires and 34 tests containing more than 1,400 items were analyzed. Results cover the nature of classroom assessment, characteristics of teacher-made tests, item formats, cognitive levels treated, quality of items, and teachers’ confidence in testing skills. Topics identified as important for… Continue Reading →
eric.ed.gov har udgivet: Children enter school with vastly different skill levels and formal schooling often magnifies these disparities over time. Widening achievement gaps between high- and low-income children have grown substantially in the last 50 years. Further, the opportunity gap facing most low-income students contributes to a host of academic and social challenges including: lower performance in math and reading, increased truancy and incarceration, less higher-level course taking, and lower graduation and college entrance rates than their higher-income peers, and these disparities are not new. Teach For America (TFA) was founded with the purpose of addressing these educational inequities. Early on in its existence, TFA became focused on “closing the achievement gap” for students in the schools it serves, and put a large stake in promoting, “significant gains,” (defined as… Continue Reading →
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