eric.ed.gov har udgivet: The purpose of the 2013-2014 Georgia’s Pre-K Program Evaluation was to examine the learning outcomes for children and the quality of their classrooms during Pre-K, as the baseline year of the Pre-K through third-grade longitudinal study. The primary evaluation questions addressed included: (1) What are the learning outcomes for children attending Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s experiences in Georgia’s Pre-K classrooms? To address these questions, the evaluation study included a random sample of 199 Georgia’s Pre-K classrooms and a sample of 1,169 children attending these classrooms. Researchers conducted individual child assessments near the beginning and end of the Pre-K year to examine growth in children’s skills. The assessment measures covered multiple domains… Continue Reading →
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eric.ed.gov har udgivet: Techniques for integrating English-as-a-Second-Language (ESL) instruction and mathematics instruction, particularly the language of mathematics, are discussed. Focus here is on mathematics instruction for limited-English-speaking students in the mainstream classroom. First, examples of the academic language of mathematics that students must develop are outlined. Some instructional techniques that incorporate students’ own language and background in the construction of mathematics concepts and formal mathematics register are then offered. These include: techniques to make mathematics lessons more comprehensible and ways to promote interaction and provide a classroom environment conducive to language and literacy acquisition; methods for maintaining high expectations for language minority students and helping them develop higher-order cognitive and metacognitive skills and strategies; and assessment of language development alongside conceptual knowledge. A concluding discussion looks at the roles of… Continue Reading →
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eric.ed.gov har udgivet: Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years. The report describes disadvantaged students’ access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given… Continue Reading →
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eric.ed.gov har udgivet: Factors influencing the learning of mathematics in the linguistically diverse classroom are examined, drawing on the literature of mathematics and science instruction and of multicultural education. Teachers are encouraged to be aware that several linguistic, cultural, and cognitive factors affect the learner’s academic performance, and to use linguistically and culturally sensitive instructional methods and activities to ensure success in math. First, a rationale for multicultural math instruction is presented, and then the relationship between language and math is examined in terms of the specific needs of limited-English-proficient students. Finally, some pedagogical implications and recommendations for classroom activities are offered. The latter include word problems that encourage repetitive language use, concrete and sensory experiences, cooperative activities that encourage interpersonal contact and problem-solving, writing and rewriting math problems, and… Continue Reading →
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eric.ed.gov har udgivet: This the executive summary of the 2013-2014 study which provided the baseline year for the longitudinal study. The study included observations of teaching practices in a random sample of 199 Georgia’s Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavior skills of a sample of 1,169 children attending these classrooms, including parallel assessments in English and Spanish of 139 dual-language learners (DLLs). Classroom/teacher characteristics were examined as predictors of the quality of classroom practices, while both classroom quality as well as child/family and classroom/teacher characteristics were examined as moderators of children’s growth in skills. [To view the full report, see ED593274.] Link til kilde
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eric.ed.gov har udgivet: A project to develop special training materials to introduce college teachers to the math-language approach is reported. The materials link language learning techniques to mathematics concept formation and are intended for teachers of limited-English-proficient (LEP) students. Specialists in both fields produced a three-part training package consisting of an instructor’s guide and a video program, to be used as an introduction to and rationale for using the approach, and as a general blueprint for a text and workbook produced by the Center for Applied Linguistics and entitled “English Skills for Algebra.” The report describes activities undertaken in developing the materials and assessing their effectiveness as compared to the conventional workshop method of teacher training. Results of interviews and surveys indicate that the materials provide the necessary classroom guidance… Continue Reading →
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eric.ed.gov har udgivet: This report assesses Illinois’ academic performance from early childhood through postsecondary, providing a snapshot of how Illinois compares to other states and nations as we collectively work to provide all students a world-class education. The analysis is divided into three parts: (1) The first section examines how Illinois public schools serve 2 million students by spotlighting performance on key academic milestones such as 4th-grade reading, 8th-grade math, college readiness in core subjects and postsecondary graduation; (2) The second section examines the interlocking set of reforms that state education leaders, legislators and advocates have crafted to lay the foundation for future academic growth since the State We’re In: 2010. The report also illustrates how the various initiatives fit together to lay a strong academic foundation for Illinois going… Continue Reading →
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eric.ed.gov har udgivet: This theme issue contains six articles on improving math and science education for minority group students, particularly language-minority students. “Accelerating Content Area Gains for English Language Learners” (Laura Chris Green) describes the Young Scientists Acquiring English project, which seeks to improve the content-area achievement of inner-city middle school students who are acquiring English by providing inservice teacher training and technical assistance. “Teaching Content Subjects to LEP Students: 20 Tips for Teachers” (Frank Gonzales) focuses on simplification of language rather than content, experiential learning, use of manipulatives and all senses, cooperative learning, higher order thinking skills, explicit review of goals and instructions, and adaptations to classroom communication practices. “MIJA Girls Getting Excited about Math: Assessing the Outcomes of the MIJA Program” (Anna De Luna, Felix Montes) describes the… Continue Reading →
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eric.ed.gov har udgivet: This newsletter focuses on efforts to make math and science more attractive, relevant, and accessible to students, especially limited-English-proficient, minority, economically disadvantaged, female, and at-risk students. “TAAS Math Performance” (Linda Cantu) outlines recent statewide results for the controversial Texas Assessment of Academic Skills and describes Project Pathways, a staff development program to help Texas students, especially minority and disadvantaged students, master the test. “Content in Context: Technology That Makes Sense in Education” (Felix Montes) discusses the trend in educational technology towards engaging students as active creators of knowledge by making an assortment of learning tools available to them in a flexible format. “Texas Statewide Systemic Initiative” (David Hill) describes a collaborative effort among education, business, government, and community to provide Texas communities with the resources to implement… Continue Reading →
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eric.ed.gov har udgivet: This report measures Illinois’ educational performance from early childhood through postsecondary education. It tracks how students have performed during the past decade and how that performance compares with students in other states. The state knows that improvement does not happen overnight. By tracking what happens to students over time, Illinois can continuously refine strategies to support them. This report examines six key data measures that make up the rungs of Illinois’ ladder to college success, which spans preschool to postsecondary completion. They show the numbers of: (1) Children starting school kindergarten-ready; (2) 4th-graders proficient in reading; (3) 8th-graders proficient in math, a critical measure of preparedness for high school; (4) High school students graduating college- and career-ready; (5) High school students enrolling in postsecondary education; and (6)… Continue Reading →
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