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: This report presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs–a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5. This evaluation seeks to determine whether the enhanced after-school instruction improves math or reading proficiency over what students would achieve in regular after-school programs, as measured by test scores. The evaluation also examines the impacts of the enhanced after-school instruction for subgroups of students based on their prior academic performance and grade level. The evaluation seeks to ascertain whether the enhanced after-school instruction affects other in-school academic behavior outcomes, as measured by reports from regular-school-day teachers of student engagement, behavior, and homework… Continue Reading →
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eric.ed.gov har udgivet: The development of an assessment tool to measure the quality of instruction is necessary to provide an informative accountability system in education. Such a tool should be capable of characterizing the quality of teaching and learning that occurs in actual classrooms, schools, or districts. The purpose of this paper is to describe the development of the Academic Rigor in Mathematics (AR-Math) rubrics of the Instructional Quality Assessment Toolkit and to share the findings from a small pilot study conducted in the Spring of 2003. The study described in this paper examined the instructional quality of mathematics programs in elementary classrooms in two urban school districts. The study assessed the reliability of the AR-Math rubrics, the ability of the AR-Math rubrics to distinguish important difference between districts, the… Continue Reading →
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eric.ed.gov har udgivet: Introduction: Many students with adventitious vision loss or progressive vision loss need to transition from print to braille as a primary literacy medium. It is important that this transition is handled efficiently so that the student can have continued access to a literacy medium and make progress in the core curriculum. For this study, we used constant time delay to teach literary braille contractions and Nemeth Code for Mathematics and Science Notation (hereafter, Nemeth Code) braille symbols to learners with visual impairments who were making the transition from print to braille. Methods: A single-subject, multiple-probe research design was used to test the effectiveness and efficiency of constant time delay to teach literary braille or Nemeth Code. Three female students, aged 13 to 15 years, participated at a… Continue Reading →
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eric.ed.gov har udgivet: This study evaluated an instructional model entitled “Integrating Computer Software into the Functional Mathematics Curriculum: A Diagnostic Approach,” which was intended to prepare middle-school special education students for the Maryland Functional Mathematics Test. The model consisted of eight major components: pretests/posttests, diagnostic evaluations, domain directories, software matrix, software summaries, skill sheets, computer software, and miscellaneous materials. The model was evaluated by comparing math performance and attitudes of students who received instruction based on the model with those of matched control students, and by conducting interviews with teachers using the model. Analysis of scores of 26 experimental and 26 comparison subjects on the 9th-grade Maryland Functional Mathematics Test indicated that 27% of experimental subjects passed the test, while 12% of the comparison students passed. Interviews with 17 teachers… Continue Reading →
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eric.ed.gov har udgivet: Researchers investigated the relationship between the American Federation of Teachers’ Thinking Math (TM) professional development program and mathematics achievement of 5th grade students in an urban school district in the northeast. Four schools were studied; 3 had TM trained 5th grade math teachers. Questionnaires gathered demographic data and teacher self-evaluation of the influence, efficacy, and implementation of 7 TM principles. Student achievement was measured by Stanford Achievement Tests and the Pennsylvania State System of Assessment. Findings are based on 37 questionnaires from TM trained teachers and 203 student records. The TM program and, specifically, having a 5th~grade TM math teacher, had positive effects on mathematics and reading achievement scores. TM training’s effect on teacher confidence and implementation varied across the principles. (Author) Link til kilde
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eric.ed.gov har udgivet: The likelihood-to-act (LtA) survey measures impulsive and analytic dispositions in solving mathematics problems. The current version has 16 impulsive and 16 analytic items. Its validity was assessed using a sample of 27 in-service and 92 pre-service teachers. Both the impulsive and analytic subscales were found to have internal consistency reliability, but they were not correlated with one another. The impulsive subscale was predictive of correctness in classifying the LtA items. The analytic subscale was predictive of how well a participant would perform in Part 2 of a math test after taking Part 1 and being warned that some items could be tricky. [For the complete proceedings, see ED585874.] Link til kilde
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eric.ed.gov har udgivet: Citing Aristotle, Franklin and Einstein as proponents of a broad, liberal-arts education, Finn and Ravitch promote the need for liberal learning as preparatory to the civic life needed for a well-functioning democracy. Drawing together the work of a number of educators, the editors have organized this volume in two sections. Part I, Liberal Learning: Its Value and Future, includes three papers that advocate both for liberal learning, and for a common curriculum. Part II, Restoring Liberal Art to the K-12 Curriculum, features eleven explorations of how to expand liberal learning by improving accountability systems, teacher training and education delivery. Maintaining that their support of liberal learning is well-documented, the editors conclude the volume by noting four opposing trends: (1) Gradual extinction of liberal learning in higher education;… 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: A set of teaching and workshop materials has been developed to illustrate the different uses of mathematics in high school mathematics and science classes. It consists of this packet of workshop activities with detailed instructions on how to use them in a combined mathematics-science workshop and a related set of problems (with solutions) that focus on the mathematical topics most commonly used in science classes. The packet includes: (1) background information on the workshops; (2) description of materials provided; (3) workshop responses; (4) a description of four types of workshops; (5) directions for and strategies used in leading the different types of workshops; (6) things to look for during workshop discussions; and (7) viewgraph (overhead transparency) masters. (JN) Link til kilde
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