eric.ed.gov har udgivet: This Learner Response System (LRS) intervention involves the use of electronic handheld devices that allow teachers and pupils to provide immediate feedback during lessons. For example, pupils can respond to a question using the device and responses are immediately visible to the teacher, or they can work through problems on the device at their own pace with answers provided as they go. The aim is to improve outcomes by increasing the speed and quality of classroom feedback. A team from Edge Hill University developed the intervention and trained teachers to deliver it to pupils in Years 5 and 6 in primary schools with higher than average proportions of children ever eligible for free school meals. The devices were to be used in at least three lessons a… Continue Reading →
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eric.ed.gov har udgivet: Quality teaching is essential to providing children with the knowledge and skills necessary for a high quality of life. It’s essential to the economy, as well. Business thrives when it has ready access to an educated workforce, allowing Arizona to compete for the best industries and companies. Quality teaching helps build the society in which we live today and tomorrow. This report uses hard data as well as voices from teachers themselves to describe the current state of Arizona’s educational workforce, specifically focusing on the factors that attract new teachers into the profession and those factors that drive too many existing teachers out of it. Highlights of the findings include the following: (1) Teachers of the baby-boom generation are approaching the end of their careers and will… 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: The aim of the intervention was to raise levels of engagement and attainment across English, maths, and science in primary schools by improving the quality of teacher and pupil talk in the classroom. The approach, termed “dialogic teaching”, emphasises dialogue through which pupils learn to reason, discuss, argue, and explain in order to develop their higher order thinking as well as their articulacy. The intervention was developed and delivered by a team from the Cambridge Primary Review Trust (CPRT) and the University of York. Year 5 teachers in 38 schools, and a teacher mentor from each school, received resources and training from the delivery team, and then implemented the intervention over the course of the autumn and spring terms in the 2015/2016 school year. Following the intervention,… 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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eric.ed.gov har udgivet: HIPPY targeted parents of children zoned to 100 Houston Independent School District (HISD) elementary campuses during the 2018-2019 academic year, which reflected an increase from 80 campuses the previous year. Academic performance of students whose parents participated in HIPPY was assessed using the kindergarten 2018 Logramos and Iowa assessments, the prekindergarten CIRCLE assessment, and the combined English and Spanish STAAR 3-8. HIPPY kindergarten students attained higher mean normal curve equivalent (NCE) scores on the Logramos reading and mathematics subtests compared to the district, and comparable Iowa mathematics subtest scores as the district. CIRCLE results revealed that the majority of HIPPY students met benchmark by EOY on English and Spanish mathematics subtests. However, by EOY, students’ performance fell below the district on most CIRCLE English math subtests. Students… Continue Reading →
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eric.ed.gov har udgivet: Background: The Waterford Early Math & Science (WEMS) program is a comprehensive educational software program designed to build math and science skills and concepts in grades K-2, alone or to supplement existing curricula. The program’s capability to individualize lessons, assess and track student progress, and reteach lessons is aimed at keeping potentially “at risk” students at grade level. Purpose: The present evaluation of the Waterford Early Math & Science program is the first independent study of its effectiveness. Setting: The study was carried out in five low-income, largely Hispanic schools in the Tucson Unified School District during the 2005-06 school year. Study Sample: This report covers the 22 kindergartens (345 students) of a larger study of 59 K-2 classrooms (923 students) in the five schools. Intervention: Treatment… Continue Reading →
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eric.ed.gov har udgivet: Children who grow up in poverty are less likely to graduate high school, enter college and find economic stability. REAL School Gardens believes the right educational opportunities — ones that engage and motive children to learn — can break this cycle. The REAL School Gardens Program builds learning gardens and offers teacher training to improve academic engagement and performance in low-income elementary schools. Since its launch, REAL School Gardens has partnered with 92 low-income schools, and preliminary findings show that 84% of students experiencing hands-on academic lessons in a REAL School Garden report high levels of engagement, specifically in math in science. Another study demonstrated that REAL School Gardens’ partner schools exhibit, on average, standardized science test score pass rates 5.5% higher than non-partner schools. This article… Continue Reading →
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eric.ed.gov har udgivet: This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race validating pedagogy to implement among students who place in community college developmental education courses. [This Scholarly Paper was commissioned for the 9th Annual Conference of the American Association of Hispanics in Higher Education, 2014. Appendix A, “Levels and Descriptors of Developmental Education Math and English Courses at Case Study Site” is not included in the ERIC version of this report.] Link til kilde
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eric.ed.gov har udgivet: This article describes some of the features of the Mathematics for Learning Inclusion program. The program is designed to improve the teaching and learning of mathematics in clusters of primary schools serving low socio-economic communities (low SES). Specifically, it aims to improve the engagement and learning outcomes for low SES and Aboriginal learners by enhancing the capacity of primary teachers in the effective and inclusive teaching of mathematics. (Contains 4 figures.) Link til kilde
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