eric.ed.gov har udgivet: This is the second in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, “Teachers College Record,” edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. This brief considers the relationship between the racial and socioeconomic composition of a school and/or classroom and a variety of important educational measures. This research augments an already extensive body of work in this area, which has reached similar conclusions. However, the work published this year in “Teachers College Record” is particularly rigorous. It draws… Continue Reading →
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eric.ed.gov har udgivet: The Partnership for 21st Century Skills (P21) has forged alliances with key national organizations representing the core academic subjects, including Social Studies, English, Math, Science, Geography, World Languages and the Arts. These collaborations have resulted in the development of 21st Century Skills Maps that illustrate the essential intersection between core subjects and 21st Century Skills. The Partnership advocates for the integration of 21st Century Skills into K-12 education so that students can advance their learning in core academic subjects. Developed through a year-long collaborative process, this map reflects the collective effort of Mathematics professors, teachers and thought leaders, and illustrates the integration of Mathematics and 21st Century Skills. It will provide educators, administrators and policymakers with concrete examples of how 21st Century Skills can be integrated into… Continue Reading →
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eric.ed.gov har udgivet: The State-specific summary report serves as an assessment of Massachusetts’ annual Race to the Top implementation. The Year 4 report for Phase 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2013 through September 2014. In Year 4, Massachusetts continued to refine its use of the Delivery process to track project implementation within the Massachusetts Department of Elementary and Secondary Education (ESE), gather data on progress, and share updates with senior leadership. The State’s college- and career-readiness initiatives included multiple strategies for supporting educators in meeting the demands of new standards and raising standards for students. In school year (SY) 2013-2014, the State developed and made available a variety of instructional resources, standards-aligned assessments, and curriculum documents to support… Continue Reading →
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eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high quality instructional and formative assessment tools to support teachers’ incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Literacy experts have developed a framework and a set of templates that teachers can use to develop content area modules focused on high quality writing tasks closely tied to subject area texts. Math experts have developed Classroom Challenges that teachers can incorporate throughout the year’s curriculum. These tools were introduced and revised in multiple settings throughout the 2010-2011 co-development year; during the 2011-2012 pilot year additional sites came on board and most existing sites saw expansion. The initiatives, the Literacy Design Collaborative (LDC) and the Mathematics Design Collaborative (MDC), have continued… Continue Reading →
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eric.ed.gov har udgivet: In 1999, the National Reading Panel investigated arguments regarding how best to teach reading. The members of the panel examined thousands of articles on literacy development and identified six key factors in teaching reading. Further, the passage of No Child Left Behind in 2001 obligated teachers to use scientifically proven practices, or evidence-based practices, supported by research that is both valid and compelling. In 1999, the Association of College Educators-Deaf & Hard of Hearing initiated a review of the literature surrounding practices in the areas of literacy, mathematics, and science. The associations’ researchers identified 20 strategies regarded by the profession to be best practices in literacy, in mathematics, and in science instruction for deaf and hard of hearing students prior to and surrounding the beginning of the… Continue Reading →
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eric.ed.gov har udgivet: This document presents the evaluation results for the Title VII Special Alternative Instructional Program grant to Cicero Public School District 99 (Illinois) for the 1994-95 school year. This was the third year of funding and implementation of this grant, which provided summer school funds with emphasis in building literacy through the use of mathematics and science. A program director, 18 teachers, and 5 staff members served 180 students in grades 3 through 6 in the evaluation year. In the course of the evaluation, several on-site visits were made, and many pieces of additional data were analyzed. The program was designed to increase literacy development for students who have achieved some oral proficiency in English and are designated Limited English Proficiency (LEP). A dual purpose was to increase… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study is to illuminate the reciprocal relation between teacher leaders’ perception and practice to subject matter. The researcher conducted interviews and observations of 30 teachers from 8 urban elementary schools. The data and results evidently identify those teachers’ views of subject matter both shaped and were shaped by their teaching strategies. Teachers’ strategies for improving math instruction focused on external supports such as professional training in mathematics and building skills through sequenced instruction and curriculum. In improving literacy instruction, teachers emphasized the school community as the locus for development of literacy programs and materials that applied to a variety of academic subjects. (Contains 2 tables.) Link til kilde
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eric.ed.gov har udgivet: Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year’s curriculum. Both tools target the “instructional core.” A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found evidence of initial success in tool use indicated by teachers’ perceptions that the tools positively influenced teacher practice. In the second year of the Initiative (2011-12), tool use grew within and across sites. The focus of the research has expanded accordingly to include an analysis of how the tools are being introduced to additional classrooms, schools and districts, and what strategies are most effective in sustaining and strengthening tool use. This brief focuses on efforts to scale up and sustain broader… Continue Reading →
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eric.ed.gov har udgivet: The state of Utah is leading the nation in a surge of new elementary language immersion programs. Their unprecedented growth of programs, over a four-year span, has been both intentional and systemic, taking advantage of a supportive base and promoting language learning as a way to increase economic benefits for the state. While math and science are core content components, literacy, aligned to the Common Core English Language Arts, is also an important feature of their immersion curriculum. Gregg Roberts, Utah’s Department of Education World Language consultant and 2009 winner of the Pearson State Supervisor of the Year, answered questions about how the program began, what it looks like, how it builds literacy, and what is being done to sustain it. He responded to questions such as:… Continue Reading →
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eric.ed.gov har udgivet: This paper reports on a study to document influences on five beginning mathematics and science teachers’ instructional beliefs after a preservice methods course in secondary literacy. The participants were former military officers who had selected teaching as a second career. The study looked at: the teachers’ beliefs about uses of literacy in their content instruction from preservice through the second teaching year; influences the teachers perceived as affecting their beliefs; and how and why the teachers’ beliefs about literacy in their content instruction changed or remained constant over the 3-year period. Results showed: all five teachers’ beliefs had been influenced by the methods course; the teachers’ instructional beliefs became more elaborate and specific during their student teaching and first year of teaching; as student teachers, they were… Continue Reading →
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