eric.ed.gov har udgivet: Every year, the Improving Teacher Quality State Grants Program issues a Request for Proposals (RFP) to award funds provided annually from the federal No Child Left Behind Act of 2001. In recent years, each RFP has focused on a specific objective tied to state priorities in teacher quality. Six grants were awarded in 2008: (1) Bell Gardens Science Project; (2) Science and Academic Library; (3) Algebraic Learning in Elementary Grades: Results, Independence, Achievement (ALEGRIA!); (4) Teacher Efficacy Affects Math and Science Success (TEAMS!); (5) Advancing Collaboration For Equity In Science (ACES); and (6) Making Algebra Accessible Project (MAAP). Since 2005, the grants have required scientifically based evaluation research in each project. The intent is to extend project evaluation beyond evaluating whether grants effectively carried out the promised… Continue Reading →
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eric.ed.gov har udgivet: The shift to the Common Core at the Lazaro Cardenas Elementary School, a pre-K to third grade school in a predominantly Latino area in southwest Chicago, rested on instructional improvement efforts Jeremy Feiwell initiated five years earlier in 2006, when he became Cardenas’s principal. Feiwell knew from his years as a teacher at Cardenas that curriculum and instruction at the school varied widely–every teacher was doing something different in his or her classroom. Meanwhile, the school–where 52 percent of students are English language learners and 97 percent come from low-income households–was the lowest performing of the 23 schools in the community. By 2016, the school was the highest performing in math in the south side of Chicago, and one of the top schools for reading. Cardenas’s staff… Continue Reading →
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eric.ed.gov har udgivet: The authors’ hypothesis is that if teachers (as experts) understand and teach concepts from the position of expertise teacher quality will improve. They believe that focusing on the key ideas will deepen both teacher and student understanding and allow learners to build the concepts necessary to form solid foundations for the application of mathematics both in and out of school. But such methods of instruction often require that teachers learn to reorganize and teach fundamental concepts in more expert-like ways. Because many teachers were taught in a system that stressed procedure rather than conceptual understanding, and the dearth of guidance on how teachers might change their teaching in this manner, such change may be difficult. Building on the expert-novice literature, and the findings by Carpenter, Fenamya, Levi,… Continue Reading →
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eric.ed.gov har udgivet: Last week President Barack Obama announced that the administration plans to waive some aspects of the No Child Left Behind law. But states have to develop solid plans to improve instruction to receive a waiver. Specifically, states must adopt college- and career-ready standards for all students, focus interventions on the bottom 15 percent of low-performing schools, and develop teacher evaluation systems using student performance. Commentators are fixated on waiving the high-profile pieces of the law such as the timeline for ensuring all students are proficient in reading and math and seeking flexibility for the highly qualified teacher targets. But a critical waiver option on expanded learning time is being overlooked in all the hoopla. Expanded learning time is a valuable tool for improving student achievement, as demonstrated… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this hearing was to review the effectiveness and value of the National Science Foundation’s (NSF’s) past and present programs in support of improvement of K-12 science and math education and to examine what role the Foundation should play in future federal initiatives for strengthening K-12 science and math education. This hearing follows up on the March 30 Science Committee hearing entitled, “K-12 Science and Math Education Across the Federal Agencies,” which featured Secretary of Education Margaret Spellings, NSF Director Arden Bement, and representatives from the National Aeronautics and Space Administration, the National Oceanographic and Atmospheric Administration, and the Department of Energy. The officials outlined their individual agencies’ activities to improve K-12 science and math education and described interagency coordination efforts. The charter for that… Continue Reading →
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eric.ed.gov har udgivet: In a time of evolving Algebraic standards and expectations for Minnesota teachers and students, the establishment of quality professional development and technical assistance can help educators move more confidently toward greater mathematics understanding and, subsequently, successful teaching and learning. To this end, the Minnesota Department of Education has developed the Math and Science Teacher Academy (MSTA), a statewide infrastructure focused on the improvement of mathematics and science instruction. As external evaluators, Hezel Associates has supported Minnesota’s initiative through formative and summative research since the program’s inception during the summer of 2008. In this report of the MSTA evaluation’s activities, findings, commendations and recommendations, the evaluators focus on presenting new information that has not been presented elsewhere. They combine this new information with key points that were described… Continue Reading →
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eric.ed.gov har udgivet: The last two decades have witnessed a vast expansion in the use of education data to improve classroom instruction and raise student achievement. Schools and districts face important challenges in implementing increased data use for instructional improvement. One key challenge is the need for teachers and administrators to have “data literacy”–the skills to analyze data, and to use a variety of data sources to refine and improve instruction. Data systems and data initiatives have grown at a much faster pace than educator training around data use. This reality justifies the evaluation of a program such as TERC’s Using Data, which aims to provide teachers with the needed training. A table and figure are appended. Using school-level random assignment, this study seeks to estimate the causal impact of… Continue Reading →
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eric.ed.gov har udgivet: Science, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding… Continue Reading →
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eric.ed.gov har udgivet: Math is often taught poorly emphasizing rote, procedural methods rather than creativity and problem solving. Alberta Education developed a new mathematics curriculum to transform mathematics teaching to inquiry driven methods. This revised curriculum provides a new vision for mathematics and creates opportunities and requirements for professional learning by teachers. Conventional offsite, after school, or weekend professional development is typically “sit and listen, maybe try on Monday”. Professional development that is embedded, responsive, and personalized is known to be more effective at changing teaching practice. Alberta teachers are geographically dispersed making online professional learning a desirable alternative to on-site workshops. As access to and use of the Internet gains momentum in schools across the country, opportunities for collaborative, online professional development become more viable. The online professional development… Continue Reading →
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eric.ed.gov har udgivet: In an effort to identify instructional methods that might improve mathematics learning at the grade 4 level when used in a variety of educational settings under typical conditions, the REL Mid-Atlantic research team looked for promising, replicable practices that were being used broadly by teachers in U.S. schools, for which research showed promising results but had not been conducted using methodologies that can establish causal relationships. CompassLearning’s Odyssey[R] Math product met all of these criteria. Odyssey Math is a computer-based math curriculum developed by CompassLearning, Inc., to improve math learning for K-12 students. The software consists of a web-accessed series of learning activities, assessments, and math tools. These components constitute the basic framework of the software. CompassLearning professional development trainers presented the learning activities, math tools, and… Continue Reading →
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