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Eric.ed.gov – A Quasi-Experimental Study on the Utility and Efficacy of Lead4ward in HISD toward Improving Instructional Planning and Student Achievement, 2018-2019. Research Educational Program Report

eric.ed.gov har udgivet: This program evaluation assessed the utility and efficacy of lead4ward toward facilitating meaningful instructional planning, and improving STAAR reading, English language arts, and math performance of students whose teachers participated in lead4ward professional development. A web-based survey on HISD’s HUB yielded responses from 340 educators who had direct exposure to lead4ward. The highest percentages of respondents found that lead4ward was closely aligned to TEKS (87.1). In addition, 79.0% of respondents indicated that they used lead4ward in grade level, developmental planning, and PLCs meetings. Nearly 70.0% of respondents noted that the Field Guides were helpful in planning and implementing lessons well (69.8%). Respondents found that lead4ward resources improved proficiency among students “more than a little” in mathematics, English language arts/reading, science, social studies, teacher induction, and intervention/RTI. Instructional… Continue Reading

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Eric.ed.gov – Cross-Country Evidence on Teacher Performance Pay. Program on Education Policy and Governance Working Papers Series. PEPG 10-11

eric.ed.gov har udgivet: The general-equilibrium effects of performance-related teacher pay include long-term incentive and teacher-sorting mechanisms that usually elude experimental studies but are captured in cross-country comparisons. Combining country-level performance-pay measures with rich PISA-2003 international achievement microdata, this paper estimates student-level international education production functions. The use of teacher salary adjustments for outstanding performance is significantly associated with math, science, and reading achievement across countries. Scores in countries with performance-related pay are about one quarter standard deviations higher. Results avoid bias from within-country selection and are robust to continental fixed effects and to controlling for non-performance-based forms of teacher salary adjustments. (Contains 7 tables, and 1 figure, and 18 footnotes.) Link til kilde

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Eric.ed.gov – Moving Teachers: Implementation of Transfer Incentives in Seven Districts. Executive Summary. NCEE 2012-4052

eric.ed.gov har udgivet: This report describes the implementation and intermediate impacts of an intervention designed to provide incentives for a school district’s highest-performing teachers to work in its lowest-achieving schools. The report is part of a larger study in which random assignment was used to form two equivalent groups of classrooms organized into teacher “teams” that are composed of teachers in the same grade level and subject (math, reading, or both in the case of an elementary school grade). Teams were assigned to either a treatment group that had the chance to participate in the intervention described below and or a control group that did not. Intermediate outcomes, measured for both the treatment and control teams, include the mix of teachers who make up the team, the climate of collaboration… Continue Reading

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Eric.ed.gov – Purposeful Movement: The Integration of Physical Activity into a Mathematics Unit

eric.ed.gov har udgivet: Classroom physical activity (PA) has been linked to a multitude of health and academic benefits. However, due to barriers such as lack of time and resources many teachers are not implementing classroom PA to the degree they would like to. One innovative solution is to integrate classroom PA into academic concepts. Based on self-determination theory, this pilot study evaluated the effectiveness of a teacher-developed purposeful movement teaching strategy on PA, on-task behavior and academic achievement. Two third grade classrooms participated in this pilot study, one acting as the comparison and the other working with the school Physical Education teacher to develop the active lessons. The evaluation consisted of accelerometers, direct observation, academic assessments and a write and draw activity to assess student perceptions. Significant improvements were found… Continue Reading

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Eric.ed.gov – Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment. Executive Summary. NCEE 2014-4004

eric.ed.gov har udgivet: One way to improve struggling schools’ access to effective teachers is to use selective transfer incentives. Such incentives offer bonuses for the highest-performing teachers to move into schools serving the most disadvantaged students. In this report, we provide evidence from a randomized experiment that tested whether such a policy intervention can improve student test scores and other outcomes in low-achieving schools. The intervention, known to participants as the Talent Transfer Initiative (TTI), was implemented in 10 school districts in seven states. The highest-performing teachers in each district–those who ranked in roughly the top 20 percent within their subject and grade span in terms of raising student achievement year after year (an approach known as value added)–were identified. These teachers were offered $20,000, paid in installments over a… Continue Reading

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Eric.ed.gov – Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. Executive Summary. NCEE 2016-4005

eric.ed.gov har udgivet: Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of teaching experience and degree attainment, do not reward effective teaching or provide incentives for the most effective teachers to teach in high-need schools. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This study focuses on performance-based compensation systems that were established under TIF grants awarded in 2010. It examines grantees’ programs and implementation experiences and the impacts of pay-for-performance bonuses… Continue Reading

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Eric.ed.gov – Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. NCEE 2016-4004

eric.ed.gov har udgivet: Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of teaching experience and degree attainment, do not reward effective teaching or provide incentives for the most effective teachers to teach in high-need schools. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This study focuses on performance-based compensation systems that were established under TIF grants awarded in 2010. It examines grantees’ programs and implementation experiences and the impacts of pay-for-performance bonuses… Continue Reading

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Eric.ed.gov – Representing Rural Context in Doctoral-Level Math Education Courses: A Guide for Mathematics Education Professors. Occasional Paper No. 12

eric.ed.gov har udgivet: This short paper is designed to serve as a kind of primer for professors interested in thinking through ways to build a rural dimension into mathematics education courses in the interest of squarely addressing the vision and mission of ACCLAIM. Few words, therefore, will be deployed in the interest of establishing an intellectual warrant for the assumptions and assertions embedded in these pages. In fact, all that will be said in this regard is that 1) the ascendancy of what is loosely referred to as “constructivist learning theory” over the past decade clearly elevates the role of context in the development of human understanding. In other words, if professors want students (pre-school through doctoral level) to achieve at high levels, the insertion of context is currently seen… Continue Reading

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Eric.ed.gov – Using Data to Inform Decisions: How Teachers Use Data to Inform Practice and Improve Student Performance in Mathematics

eric.ed.gov har udgivet: The last two decades have witnessed a vast expansion in the use of education data to improve classroom instruction and raise student achievement. Schools and districts face important challenges in implementing increased data use for instructional improvement. One key challenge is the need for teachers and administrators to have “data literacy”–the skills to analyze data, and to use a variety of data sources to refine and improve instruction. Data systems and data initiatives have grown at a much faster pace than educator training around data use. This reality justifies the evaluation of a program such as TERC’s Using Data, which aims to provide teachers with the needed training. A table and figure are appended. Using school-level random assignment, this study seeks to estimate the causal impact of… Continue Reading

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Eric.ed.gov – Increasing Math Achievement through Use of Music.

eric.ed.gov har udgivet: This report describes a program for increasing math achievement through the use of musical interventions including repeated exposure to Mozart classical music and School House Rock, and introduction to teacher-made songs that introduce mathematical concepts in the music classroom. The students of the targeted second and fourth grade classes exhibited low levels of achievement according to local and national standards. Evidence for the existence of the problem included teacher- made pre-tests, parent questionnaires, and student questionnaires. Probable causes for low levels of student mathematical achievement were identified through a review of the literature and analysis of the setting and can be divided into student, home, school, teacher, and district influences. The following probable causes were cited: disabilities, classroom climate, motivation, problem behaviors, lack of homework support due… Continue Reading