eric.ed.gov har udgivet: Historically, secondary students with emotional behavioral disorders (EBD) have made poor progress in mathematics putting them at risk for school failure and placement in an alternative setting. Two under studied areas essential to success in mathematics are fractions and algebra. The purpose of this study was to test the effects of a multi-component intervention on the math performance for middle school students with EBD in an alternative educational setting. This study used a one-group nonequivalent dependent variables design (Shadish, Cook, & Campbell, 2002) with multiple measures in multiple waves to assess the effects. Repeated measures ANOVA indicated that students significantly improved their math performance on both fractions and algebra using researcher developed measures. Social validity results indicated that teacher and students found the intervention to be an… Continue Reading →
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eric.ed.gov har udgivet: We use panel data in Washington State to study the extent to which teacher assignments between fourth and eighth grade explain gaps between advantaged and disadvantaged students–as defined by underrepresented minority status (URM) and eligibility for free or reduced price lunch (FRL)–in their eighth grade math test scores and high school course taking. We find some significant gaps between advantaged and disadvantaged students in the value added of the teachers to which they are assigned in these grades, although gaps in middle school grades are sensitive to the specification of value added. We then show that teacher assignments are highly predictive of both eighth-grade test scores and advanced course taking in high school, and that differences between advantaged and disadvantaged students in teacher assignments explain significant portions… Continue Reading →
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eric.ed.gov har udgivet: Since established by an Appropriations Act in 2006, the Teacher Incentive Fund (TIF) competitive grant program in the U.S. Department of Education (USDE) has supported human capital strategies “to ensure that students attending high-poverty schools have better access to effective teachers and principals, especially in hard-to-staff subject areas” such as science and math. Responding to the national agenda to improve STEM education, in 2012, the fourth cohort of the Teacher Incentive Fund federal grant competition (TIF4) included special consideration for projects designed to improve STEM education by identifying, developing, and utilizing master teachers as leaders of broader improvements (OESE, 2012a). A human capital approach to strengthening STEM education addressed the TIF4 project schools’ need for high-quality supports for student learning, and the systemic challenges to teacher retention,… Continue Reading →
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eric.ed.gov har udgivet: The research aims to reveal the specific way to evaluate learning mathematics, so that we get the “measuring tool” for the achievement of learners in mathematics that reflect their level of understanding by score (mark), which we trust it with high degree. The behavior of the learner can be measured by a professional way to build the test, through a sequence of steps that make the mark obtained has full confidence, and reflect the real level of the learner. Link til kilde
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eric.ed.gov har udgivet: This paper reports on a design-based implementation study of the use of a diagnostic classroom assessment tool framed on learning trajectories (LTs) for middle grades mathematics, where teachers and students are provided immediate data on students’ progress along LTs. The study answers the question: “How can one characterize the challenges encountered when a school implements a diagnostic assessment system around learning trajectories at scale?” by identifying three explanatory themes: shifting to classroom assessment, understanding the concept and content of the LT, and seeing the results as a call to action. Each theme is discussed with references to observed activities and discussions with participants and related to the challenges connected with taking the concept of LTs to scale. [For the complete proceedings, see ED606556.] Link til kilde
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eric.ed.gov har udgivet: The study provided a structural equation modeling (SEM) of school leaderships? views of school emphasis on academic success relative to students? performances in Trends in Mathematics and Science Study (TIMSS) 2015 in Science and Math in the United Arab Emirates (UAE). The school emphasis was reflected by teachers, parents, and students? priority and ambition for academic success. The school questionnaire items related to school leaders? perception of teachers, parents, and students were used for the analysis (13 items). Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to construct the SEM. The SEM provided acceptable fit statistics with several significant paths. Results pointed to the significance of attitudes and behavior of teachers, parents, and students. There were significant paths from teachers to students, from… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study is to outline a partnership program that involved a local elementary school district, an institution of higher education, the local business community, and a state economic education advocacy group to integrate economics into math in grades K-5. The “Economics: Math in Real Life” program was provided in collaboration with a Title I program to integrate economics and personal finance content into mathematics instruction to demonstrate real-life applications of math concepts and increase students’ knowledge in this content area. Pretests and posttests were administered to gauge effectiveness of the authentic instruction program in increasing student knowledge in math and economics and teacher knowledge in economics. Empirical results indicate learning occurred in both math and economics for students in grades 3-5 and in economics… Continue Reading →
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eric.ed.gov har udgivet: In light of the strong correlation between Kindergarten performance and later cognitive and achievement outcomes, this paper investigates the link between student achievement and the educational background characteristics of Kindergarten teachers. This study will utilize the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K), a nationally representative dataset, in order to address the following questions: (1) Does a teacher having a master’s degree or higher have a positive effect on student achievement gains in reading and math in kindergarten compared to teachers with only a bachelor’s degree?; (2) Are there effects of teacher coursework in reading, math, and child development on student achievement gains in kindergarten? If so, do impacts of coursework on reading and math scores vary by number of courses taken?; and (3) Do regular and… Continue Reading →
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eric.ed.gov har udgivet: “Accelerated Math®,” published by Renaissance Learning, is a software tool that provides practice problems for students in grades K-12 and provides teachers with reports to monitor student progress. “Accelerated Math®” creates individualized student assignments, scores the assignments, and generates reports on student progress. The software is typically used with the math curriculum being used in the classroom to add practice for students and help teachers differentiate instruction through the program’s progress-monitoring data. This review focuses on studies of the use of “Accelerated Math®” in kindergarten through pre-algebra classes. The What Works Clearinghouse (WWC) identified six studies of “Accelerated Math®” that both fall within the scope of the Primary Mathematics topic area and meet WWC group design standards. Two studies meet WWC group design standards without reservations, and… Continue Reading →
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