eric.ed.gov har udgivet: The study investigated alternative explanations for differences in mathematics achievement between pairs of handicapped students exhibiting comparable amounts of academic engaged time. Forty-two students in grades 2-4 from urban and suburban districts participated; 14 students were classified as learning disabled, 14 as emotionally or behaviorally disturbed, and 14 as educable mentally retarded. Explanations investigated were student demographics, cognitive functioning, home and family factors, teacher stress, student cognitions (including cognitive style), student motivation, behavior, and conditions in the learning environment. Of all factors investigated, only cognitive ability served as a consistent explanation for differences in math achievement for students matched on academic engaged time. Creating composite variables (specifically attitude modeling by significant others, stress/chaos in the child’s environment, and home-school cooperation) was not helpful in explaining math achievement… Continue Reading →
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eric.ed.gov har udgivet: Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Teaching Quality and includes: (1) Ensuring Teaching Quality in a Civil Rights Context (Bradley Scott); (2) An Unspoken Culture Clash–The Deeper Culprit of Teacher Beliefs (Veronica Betancourt and Kristin Grayson); (3) Texas Accountability–A Fast Track for Some; A Dead End for Others (Josie Danini Cortez); and (4) How One Group of Families Explored Clues about their Children’s Math Education (Aurelio M. Montemayor). (Individual articles contain resources.) Link til kilde
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eric.ed.gov har udgivet: To disrupt patterns of marginalization that play out through interactions in math classrooms, teachers need to identify and address inequities in student participation, both in terms of participation outcomes and processes. In this study, I take an expansive view of participation and examine how the “quiet” participation of one 9th grade student is co-constructed through small-group interactions during an Algebra task. Analysis reveals three features of the group’s interactions that fostered the co-construction of Becca’s “quiet” participation: 1. Becca was positioned as a non-contributing silent beneficiary of learning, 2. Becca’s contributions received less support than her peers’, 3. Disagreement with Becca was softer than with John. Findings suggest that the perceived issue of low verbal production did not reside within Becca, but rather was the result of… Continue Reading →
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