eric.ed.gov har udgivet: The study described in this report examined whether the use of “daily report cards” (“DRCs”) in elementary school classrooms improved behavior and academic achievement among students diagnosed with combined inattentive and hyperactive/impulsive attention deficit hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder (ODD)/conduct disorder. Students with an Individualized Education Program (IEP) in grades 1-6 were recruited for the study and tested for ADHD to determine eligibility. Following an intake process that determined diagnosis and eligibility, a total of 63 students, each with a unique teacher, were randomly assigned either to the intervention condition (n = 33) or to the comparison condition (n = 30). The study assessed the effectiveness of “DRCs” by comparing behavioral and academic outcomes for the intervention and comparison groups at the conclusion of… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular… Continue Reading →
Like this:
Like Loading...
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
Like this:
Like Loading...
eric.ed.gov har udgivet: Act, Sing, Play (ASP) offered music and drama tuition to Year 2 pupils. The aim of the programme was to evaluate whether music workshops had a bigger impact than drama workshops in terms of pupils’ maths and literacy attainment. The evaluation was based on the hypothesis that participation in high-quality music instruction promotes educational attainment over and above instruction in other artistic pursuits (see Schellenberg, 2004). The ASP programme was developed specifically for this trial and ran from September 2013 to June 2014: 909 pupils participated in 19 schools across London, Essex, Sussex and Coventry. In each participating Year 2 class, pupils were randomly allocated to one of three groups: violin or cello workshops (ASP-strings), singing lessons (ASP-singing), or drama workshops (ASP-drama). The two music groups (strings… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Massachusetts is one of a handful of states that is often recognized as a leader in public education, and for good reason. The Commonwealth consistently outperforms most states on national reading and math tests and often leads the pack in education innovations. “Starting Young: Massachusetts Birth-3rd Grade Policies that Support Children’s Literacy Development,” a report from the Early & Elementary Education Policy team at New America, examines state policies and local initiatives that aim to give children a strong start and offers recommendations to help ensure more students are moving up the learning staircase. Massachusetts has taken important steps, but to have a larger sustainable impact on children’s literacy development, more is needed. The report also provides a list of interviews and notes. Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: Pennsylvania Pre-K Counts (PA PKC) is a state-funded prekindergarten program for 3- and 4- year-old children to help them gain school readiness skills. The goal of PA PKC is to help reduce educational disparities by providing high quality prekindergarten for children who lack opportunities or reside in environments that place them at risk of school failure. This Impact Study examined the effects of participation in PA PKC on children’s early academic, social, and executive function skills in kindergarten. In particular, the study focused on whether there were differences in performance for children with 1 or 2 years of enrollment in PA PKC compared to children with no early childhood education (ECE) experience in the 2 years prior to kindergarten. Two primary research questions (1 and 2) guided… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The National Research Center for Career and Technical Education (NRCCTE) has undertaken three scientifically based research studies in an effort to determine whether the integration of career and technical education (CTE) courses with academic content can increase student achievement. These include the Math-in-CTE study, completed in 2005 (also known as “Building Academic Skills in Context”; Stone, Alfeld, Pearson, Lewis, & Jensen, 2006); the Authentic Literacy Applications in CTE pilot study, completed in 2009, with a full-year study launched in 2010; and the Science-in-CTE pilot study, launched in 2010. Each of these three studies was designed as a group-randomized trial in which teachers and their classes were randomly assigned to control and experimental groups. Each also employed a mixed-methods approach intended to capture qualitative data in order to… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The challenges of education in the era of the industrial revolution include disruption 4.0, 21st-century skills, globalization, and global competition. Chemistry is a subject that needs to be developed in order to improve the educational system in the era of disruption. The purpose of this research is to identify and analyze the needs of the media-based chemistry study ICT at grade X redox materials in State Senior Highschool 8 Semarang during the disruption. The method used in this research is a descriptive qualitative method which consists of the study of literature and the study of the field. Method of data collection is done through observation, question form, documentation, interview teachers, as well as interview students. This research instrument consisting of a sheet of observation, question form, and… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The K-5 school years are crucial, setting the framework for all subjects as well as critical thinking skills. The single most important component in a classroom is the teacher. However, in a formative timeframe for elementary-school aged children, the number of K-5 teachers that are educated with a Science, Technology, Engineering or Math specialization (“STEM”) is substantially underrepresented. At The College of New Jersey (TCNJ) it was felt that the Department of Technological Studies was well positioned to provide a unique academic major by combining the T&E with the M&S components of STEM, resulting in a program breadth that matches the breadth of skills needed by a highly skilled K-5 teacher. Such a program was established at TCNJ and is formally referred to as the Math-Science-Technology or… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The current study investigated the predictive utility among teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report, the Child Behavior Rating Scale, an observer report, the Observed Child Engagement Scale, and a direct assessment, the Head-Toes-Knees-Shoulders task, relate to early math and literacy skills. The sample consisted of 247 children from 31 preschool classrooms. Trained research assistants observed a subsample of 104 children. Results indicated significant, positive relationships for teacher-rated and directly assessed behavioral self-regulation for early math and literacy skills. Teacher ratings were the strongest predictors of literacy, and the direct assessment emerged as the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Discussion focuses on domain… Continue Reading →
Like this:
Like Loading...
Læst 13 gange