eric.ed.gov har udgivet: This single subject design study (ABAB) investigated the effects of using iPads[R] in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school for students with moderate to severe disabilities. An additional purpose of the study was to identify the advantages of and challenges to using iPads[R] for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad[R] was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were… 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: The STEM (science, technology, engineering and mathematics) movement has developed from a non-educational rationale. Although some think it may enliven the delivery of maths and science in classrooms, the social and economic rationales are those that have initiated this movement. Spurred on by the global financial crisis, it is hoped that coordination and integration of STEM activities will better equip a workforce for dealing with the contemporary nature of business and industry, and encourage more school leavers to seek further training and employment in areas of engineering and science. The problem for educators here is that the consequent absence of a sound educational rationale for this combination of subjects inhibits its development. There needs to be a reason for integrating these subjects which relates to quality learning… Continue Reading →
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eric.ed.gov har udgivet: Rigorous evidence from around the world has shown that significant improvements in learning can be obtained at comparatively low cost by spending more, focused time ensuring that the bottom half of the class in the early grades does not get left behind. The authors present results from the Teacher Community Assistant Initiative (TCAI) that tests the provision of remedial education as one possible solution to low learning levels in school. The theory of change of this program is simple: primary schools across the developing world fail to equip pupils with basic literacy and numeracy skills, often because schools are not able to target teaching to the actual learning levels of pupils. TCAI data collection included a baseline, 6 rolling midlines and 2 endline surveys. Preliminary results from… Continue Reading →
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eric.ed.gov har udgivet: The Democratic Republic of the Congo continues to balance a commitment to education in general, and girls’ education more specifically, and additional challenges brought about through cyclical conflict. The Valorisation de la Scholarisation de la Fille project aimed to improve literacy and numeracy by providing scholarships, tutoring, and comprehensive professional development for teachers. Using a randomized control design (RCT), we tracked both the achievement and attendance outcomes of these girls over a period of three years. Several factors positively influenced student growth in reading and mathematics, including the proportion of female teachers in the school, girls’ perceptions of the school environment, receipt of a scholarship, and tutoring (math only). Household survey data suggest that the project minimized/reduced an already existing gap between enrollment in school for control… Continue Reading →
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eric.ed.gov har udgivet: This brief examines California’s Multi-Tiered System of Supports (MTSS), which is a framework designed to identify and assist students performing below grade level. MTSS involves at least three tiers of support; Tier 2 includes personalized assistance. Unfortunately, Tier 2 services are not adequately resourced so it is not surprising that California students rank only 38th in the nation in reading and math. To move higher, it is important that the state provide categorical funding for Tier 2 services. California teachers already have a full-time job. To successfully implement MTSS, they need additional Tier 2 personnel (e.g., paraprofessional instructional aides and trained clerical staff to manage student progress monitoring) to assist them. Link til kilde
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eric.ed.gov har udgivet: National studies reveal that 50 percent to 70 percent of community college students are required to take developmental, or remedial, math courses upon enrollment, and only 20 percent of developmental math students ever successfully complete a college-level math course. Taking up the challenge is the “New Mathways Project” (NMP), developed by the Charles A. Dana Center at the University of Texas at Austin in partnership with the Texas Association of Community Colleges. This new initiative aims to change the standard pathways to and through colleges’ traditional math sequences. This report analyzes the development of the “New Mathways Project” (NMP) from spring 2012 through its first year of rollout at nine colleges in Texas in 2013-2014, as well as student outcomes at the colleges before and during the… Continue Reading →
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eric.ed.gov har udgivet: There is a dearth of literature that use research design for causal inference that estimate the effect of information and communications technology (ICT) programs on literacy outcomes in early primary, particularly in Sub-Saharan Africa. There are several programs that have used ICT at a large scale, including Los Angeles, Peru, Nicaragua, Rwanda and an ongoing program in Turkey. Seldom have the studies directly estimated the effect of the ICT program on learning, as the measures used have typically been a middle level of the causal chain (Strigel & Pouezevara, 2012). Mobile phones are increasingly available in the market, and several authors argue that mobile learning is an increasingly ideal way to increase outcomes at scale (UNESCO, 2012; GSMA, 2012; McKinsey & Co., 2012; Vosloo, 2012). There are… Continue Reading →
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eric.ed.gov har udgivet: This single subject design study (ABAB) investigated the effects of using iPads in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school. The study also examined the advantages of and challenges to using iPads for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were collected during every phase. Descriptive and visual analysis techniques were used to… Continue Reading →
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eric.ed.gov har udgivet: The No Child Left Behind (NCLB) Act of 2001 requires states to ensure that all students make adequate yearly progress in achieving proficiency in English language arts and math. This study examines how six diverse schools have responded to the challenge of educating their students in math, particularly students with disabilities and other struggling learners. The report intends to help educators by providing examples and ideas to consider for their own school or district efforts to improve math teaching and learning. This report describes in-depth practices at six schools (3 in Massachusetts and 3 in New York) that are making targeted efforts to improve math education for students with disabilities and other struggling learners. It examines each school’s practices for improving the math learning of all students… Continue Reading →
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