eric.ed.gov har udgivet: In response to the recession that began in 2007, the U.S. Congress passed, and President Barack Obama signed into law, the American Recovery and Reinvestment Act of 2009 (Pub. Law 111-5). At an estimated cost of $831 billion, this economic stimulus package sought to save and create jobs, provide temporary relief to those adversely affected by the recession, and invest in education, health, infrastructure, and renewable energy. States and school districts received $100 billion to secure teachers’ jobs and promote innovation in schools. This funding included $3 billion for School Improvement Grants (SIG), one of the Obama administration’s signature programs and one of the largest federal government investments in an education grant program. The SIG program awarded grants to states that agreed to implement one of four… Continue Reading →
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eric.ed.gov har udgivet: The article begins with a brief overview of the situation throughout the world regarding problem solving. The activities of the ProMath group are then described, as the purpose of this international research group is to improve mathematics teaching in school. One mathematics teaching method that seems to be functioning in school is the use of open problems (i.e., problem fields). Next we discuss the objectives of the Finnish curriculum that are connected with problem solving. Some examples and research results are taken from a Finnish-Chilean research project that monitors the development of problem-solving skills in third grade pupils. Finally, some ideas on “teacher change” are put forward. It is not possible to change teachers, but only to provide hints for possible change routes: the teachers themselves should… Continue Reading →
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eric.ed.gov har udgivet: This second issue of “Connect” highlights innovative teaching as practiced by teachers and administrators in Michigan schools as they seek to provide greater personalization for every student’s learning. Nicholas Provenzano and Ben Gilpin give field reports from their schools, which have implemented a version of 20-Time–a concept borrowed from business where it has been used to encourage creativity in product development. 20-Time seeks to promote students’ motivation, autonomy, and communication and interpersonal skills in collaborative endeavors–all characteristics deemed essential for their working careers. Tara Maynard and Delia Bush provide field reports on their flipped math classes. Flipped classrooms take advantage of technology by reversing the traditional schoolwork-homework activities. This arrangement allows greater personalization, and creates extra class time for teachers to help individual students or small groups… Continue Reading →
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eric.ed.gov har udgivet: The Sharing Success program, recognizes exemplary public school programs and practices in the states of Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina. Each year, SERVE emphasizes a specific program area for recognition based on one of the national goals for education. This “Sharing Success” publication documents several dozen of the region’s most effective programs in the areas of mathematics, science, and technology (computer-assisted instruction). Programs are ranked for quality and innovation and are presented in three sections: (1) Programs of Excellence, highest rated programs (21) in the areas of Mathematics, Science, Math/Science, and Technology (e.g., science–tropical rain forest, summer science fun lab; math–elementary math lead teachers, problem-solving approach to algebra; math/science–Hayes Cooper Center [magnet school]; technology–writing to write); (2) Quality Programs (46) meeting a high… 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: Romain Bertrand is a middle school math teacher and Opportunity Culture enthusiast. As the 2012-13 school year wound down, he was already thoroughly looking forward to the next–when he will become a multi-classroom leader at Ranson IB Middle School, taking accountability for the learning results of 700 students. At Ranson, a Project L.I.F.T. school in Charlotte, N.C., Bertrand sees the opportunities of its new Opportunity Culture–to extend the reach of excellent teachers to more students, for more pay, and develop other teachers–giving him and others exactly the sort of recognition and respect he says teachers now sorely lack. Bertrand grew up in Avignon, in the south of France, the son of teachers who both went on to become principals. After teaching middle school math in France for… Continue Reading →
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eric.ed.gov har udgivet: This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin American face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O’Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into… Continue Reading →
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eric.ed.gov har udgivet: This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS. The processes described in this resource are applicable to all States’ CCRS, including the CCSS. The content of this resource is drawn from leading theory and research… Continue Reading →
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eric.ed.gov har udgivet: Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in Mathematics (CCSS-M) across grades K-8. This research brief explores how best to select or develop and use classroom observation systems in order to document instructional shifts and inform MiC school district improvement efforts. The report is organized into three main sections: (1) An exploration of what the research literature says about existing observation systems and several design considerations for successful observation systems; (2) A detailed discussion of several considerations of these findings for school districts as they implement observation systems in order to better track and understand how teachers are implementing the Common Core State Standards in Mathematics in their… Continue Reading →
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eric.ed.gov har udgivet: Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the relationship between teacher and learner does not reflect sensitivity to attitudes, beliefs and emotions (areas in which advocates of NLP claim effectiveness). The present study investigated these claims and the combined effect of such approaches using a pre- and post-treatment test design with 173 adult numeracy learners. Teachers were randomly allocated to three conditions, these were: (1) teachers given no training (control condition); (2) teachers trained in innovative maths pedagogy (including more frequent higher-order questioning, challenge, problem solving and collaborative learning); and (3)… Continue Reading →
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