eric.ed.gov har udgivet: Children benefit academically when parents and educators work together. For this reason, parents’ involvement in their children’s education is a priority of the “No Child Left Behind Act of 2001.” But a strong connection between parents and educators does not come about automatically. Both parties may need to learn new roles and skills and develop the confidence to use them, especially as parents move beyond traditional activities, like helping children with homework, and toward shared responsibility for school improvement. Intermediary organizations, like federally funded Parental Information and Resource Centers (PIRCs), can help. Drawing on lessons learned from five PIRCs across the country that have been meeting this challenge, this guide shares promising strategies for increasing effective parent involvement. It explains “how to” strategies that the Parent Information… Continue Reading →
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eric.ed.gov har udgivet: Single-sex educational environments can create young women who are engaged, active leaders. Girls receive differential treatment in combined-sex education environments. Girls often do not receive the encouragement or instruction to assume leadership. I want to identify the elements of single-sex education that foster female leadership and consider their application in the public education system. The literature in the field clearly indicates that girls and boys develop differently, learn differently, and therefore have unique needs in education. While girls in education have made great strides in the last forty years, a gender gap still exists in education. Girls’ test scores have improved drastically in the areas of math and science since the 1980s, but girls enrollment in math and science courses are still not equal to that of… Continue Reading →
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eric.ed.gov har udgivet: The San Francisco Math Leadership Project is an attempt to re-educate elementary teachers, many of whom do not consider mathematics their favorite subject and have limited mathematics backgrounds. The task is to increase the mathematics knowledge of these teachers and build their confidence in their own ability to do mathematics and to teach it. Leadership development begins with a 4-week summer institute and continues with workshops presented by participants at their school sites. In this paper, discussions include background of former participants, goals of the project, and leadership activities of former participants. Three graphs and three tables are included, as well as survey forms and responses. (DC) Link til kilde
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eric.ed.gov har udgivet: This policy brief is the first in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. This paper introduces Democracy Prep, a network of seven public charter schools with a civic mission at its core. Democracy Prep’s founder and superintendent is Seth Andrew, an energetic former teacher born and raised in the Washington Heights neighborhood of New York City. Andrew’s passion for civic activism and academic rigor are at the center of Democracy Prep’s model. The network’s motto–“Work hard. Go to college. Change the world!”–couples the “no-excuses” charter school movement’s emphasis on student achievement with a decidedly civic focus. The fact that Democracy Prep is a charter school is crucial to its civic mission.… Continue Reading →
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eric.ed.gov har udgivet: This groundbreaking study finds that nearly all parents seek schools with a solid core curriculum in reading and math, an emphasis on science, technology, engineering, and math (STEM) education, and the development in students of good study habits, strong critical thinking skills, and excellent verbal and written communication skills. But some parents also prefer specializations and emphases that are only possible in a system of school choice. “Pragmatists” (36 percent of K-12 parents) assign high value to schools that, “offer vocational classes or job-related programs.” Compared to the total parent population, Pragmatists have lower household incomes, are less likely themselves to have graduated from college, and are more likely to be parents of boys. “Jeffersonians” (24 percent) prefer a school that “emphasizes instruction in citizenship, democracy, and… Continue Reading →
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eric.ed.gov har udgivet: The Middle-Grades Leadership Development (MLD) Project was designed to develop principal leaders and leadership teams who create high-performing middle-grades schools. Designed by the National Forum to Accelerate Middle-Grades Reform, the four-year project was funded from 2013 to 2017 by a U.S. Department of Education Investing in Innovation (i3) development grant. The project was implemented in 12 middle-grades schools in rural and small town areas of Kentucky and Michigan. Schools received an extensive set of school improvement supports, including: creating a vision using the Forum’s Schools to Watch (STW) criteria; engaging in an assessment and planning process for improvement; STW leadership coach; principal mentor; STW mentor schools; leadership team; networking opportunities; and focused professional development. The evaluation of the MLD Project used a quasi-experimental design (QED) with matched… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this descriptive survey research study conducted with agriculture teachers in North Carolina was to determine their in-service training needs in order to be effective for preparing students with the 21st century skills necessary for students to be successful. This study reaffirms the need for continuation of leadership education as an important skill and integration of reading, writing, and math concepts into all agricultural education curricula for preparing students to be successful in the 21st century. The role of agriculture in global food security; application of problem-based learning; planning and delivering lessons to utilize higher order thinking skills; teaching leadership skills; and development of teamwork and student collaboration were identified as the five most important in-service training needs for preparing agriculture teachers to be effective… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to examine the impact of the Florida Master Teacher Initiative (FMTI)–an i3-funded early learning program aimed at improving the quality of teaching and student outcomes in grades PreK through third grade in high need schools. The FMTI schools participated in four program components: (1) a job-embedded graduate degree program with an early childhood specialization, (2) a Teacher Fellows program through which teachers engage in yearlong inquiry projects around their practice, (3) a Principal Fellows program during which principals work together to strengthen their facilitative leadership skills, and (4) Summer Leadership Institutes to review data and engage in action planning. The impact evaluation had two primary goals: (1) to assess the school-level impact of FMTI on teachers and students; and (2) to… Continue Reading →
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eric.ed.gov har udgivet: The educational importance of teacher self-efficacy necessitates research into variables presumed to significantly influence teacher self-efficacy. In the current study, the role of personal and programmatic variables on the self-efficacy of school-based agriculture teachers was explored. Self-efficacy was measured in five aspects of the agriculture teaching profession: (a) classroom management, (b) instructional strategies, (c) leadership, (d) science teaching, and (e) math teaching. Early career agriculture teachers in five western states were used as the population for the study. Backward deletion model selection was completed for each of the five self-efficacy areas and multiple linear regression was used to analyze final models. The number of teachers within an agriculture program, years of teaching experience, number of students in the agriculture program, science credit being offered, and CASE certification… Continue Reading →
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eric.ed.gov har udgivet: This study explores the effects of a professional development teacher leadership training program on the pedagogical and content development of math and science teacher leaders at the elementary level. The study is qualitative in nature, and the authors collected data using the online survey instrument Survey Monkey. The major implications of the study are twofold: (a) The professional development training that the fellows received enhanced their pedagogical and content knowledge and provided them the necessary experience to be effective teacher leaders; and (b) meaningful teacher leader-teacher relationships have a positive impact on teachers embracing an inquiry-based style of teaching using a Math, Science, and Technology Initiative program. Link til kilde
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