eric.ed.gov har udgivet: This study tried to explore the degree of representation of math textbooks for grades (4-8) in the Kingdom of Saudi Arabia concerning the key concepts, shape, and levels of questions used in the TIMSS test. The study population of this study includes both students and teachers from fourth grade to eighth grade. The goal of this study was associated with six key concepts including numbers and their operations, algebra, geometry, measurement, statistics and probability, and a pro-rata. The researcher analyzed the questions and exercises used in the math textbooks to identify their effectiveness and efficiency. In addition, the researcher also calculated the percentages, the levels, and the shape for each key concept. The results of the study were organized in frequency tables. In the light of those… Continue Reading →
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eric.ed.gov har udgivet: This report contains the findings of the Oregon Applied Academics research and development project which spanned three academic years from 2010 through 2013. The overall purpose of the project was to develop and implement a technical math course that would meet graduation requirements and improve student performance. The State of Oregon has been actively engaged in the promotion of Career and Technical Education (CTE) curriculum integration over the past decade. The genesis of the Oregon Applied Academics Project began in 2006, with an initial implementation of the Math-in-CTE model with teachers from Lane County Educational Service District. The Math-in-CTE model was developed and tested as an intervention for CTE teachers. As partners in the professional development (PD) sessions, the math teachers learned new, authentic applications of mathematics.… Continue Reading →
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eric.ed.gov har udgivet: An experimental study tested a model for enhancing mathematics instruction in five high school career and technical education (CTE) programs (agriculture, auto technology, business/marketing, health, and information technology). The model consisted of a pedagogy and intense teacher professional development. Volunteer CTE teachers were randomly assigned to an experimental (n = 57) or control (n = 74) group. The experimental teachers worked with math teachers in communities of practice to develop CTE instructional activities that integrated more mathematics into the occupational curriculum. After 1 year of the math-enhanced CTE lessons averaging 10% of class time, students in the experimental classrooms performed significantly better on 2 tests of math ability-the TerraNova and ACCUPLACER[R]-without any negative impact on measures of occupational/technical knowledge. (Contains 23 tables, 5 figures, and 11 appendices.)… Continue Reading →
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eric.ed.gov har udgivet: We know from previous survey research that teachers who hold high expectations for all of their students significantly increase the odds that those young people will go on to complete high school and college. One indicator of teachers’ expectations is their approach to grading–specifically, whether they subject students to more or less rigorous grading practices. Unfortunately, “grade inflation” is pervasive in U.S. high schools, as evidenced by rising GPAs even as SAT scores and other measures of academic performance have held stable or fallen. The result is that a “good” grade is no longer a clear marker of knowledge and skills. Authored by American University’s Seth Gershenson, “Great Expectations: The Impact of Rigorous Grading Practices on Student Achievement” examines to what extent teachers’ grading standards affect student… Continue Reading →
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eric.ed.gov har udgivet: “The Right Trajectory” brings to the forefront an often-overlooked voice in the debate about new state assessments developed in consortia: that of the best teachers in the country. This research suggests, despite challenges still to overcome, that these front-line experts believe that the new consortia tests are an improvement on the former assessments and so represent movement in the right direction for students and for education in their states. What do great teachers think of the new assessments compared to the previous ones? As part of state transitions to college and career ready (CCR) standards, including the Common Core State Standards in more than 40 states (NGA & CCSSO, 2010), states are for the first time administering new summative assessments aligned to those standards and aiming for… Continue Reading →
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eric.ed.gov har udgivet: The papers in the monograph address different topics related to mathematics teaching and learning processes which are of great interest to both students and prospective teachers. Some papers open new research questions, some show examples of good practice and others provide more information about earlier findings. The monograph consists of six chapters. In the first chapter, the author studies the relation between the surface approach and the strategic approach to learning outcomes according to the results of research conducted with a group of university students in Denmark. This chapter presents the results of research carried out with the students who were required to recognise and interpret mathematical concepts that could be interpreted from the graphs in different contexts. It also provides an insight into a detailed analysis… Continue Reading →
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eric.ed.gov har udgivet: This two-part investigation (a) assessed the impact of the Jaime Escalante Math Program (JEMP), a structured summer mathematics intervention program, on the math achievement of urban middle school students, (b) identified the characteristics of the program that the administrators and teachers perceived to contribute to student achievement, and (c) compared the JEMP characteristics to those found in the literature on effective mathematics intervention programs. A mixed methods approach included analysis of two years of student math assessment data, administrator interviews, and teacher surveys. Quantitative findings indicate that student participants in the JEMP achieved significant growth in mathematics on two measures. Additionally, effective program elements are revealed in the qualitative data including specific classroom instructional strategies used in the JEMP. The results of this study will assist educators… Continue Reading →
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eric.ed.gov har udgivet: The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The goal of the grants is to increase the number of high-performing teachers in high-need schools by rewarding educators for improving students’ achievement. The report on which this snapshot is based describes TIF implementation in all 2010 TIF districts and analyzes, in greater detail, the implementation and impacts of pay-for-performance in 10 evaluation districts that implemented the TIF program for three years. Using information from the first (2011-2012), second (2012-2013), and third (2013-2014) years of TIF implementation, the report addresses the following four questions: (1) What are the characteristics of all 2010 TIF districts and their performance-based compensation systems? What implementation experiences and challenges have TIF districts encountered?;… Continue Reading →
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eric.ed.gov har udgivet: The International Association for the Evaluation of Educational Achievement’s (IEA) mission is to enhance knowledge about education systems worldwide and to provide high-quality data that will support education reform and lead to better teaching and learning in schools. In pursuit of this aim, it conducts and reports on major studies of student achievement in literacy, mathematics, science, citizenship, and digital literacy. IEA studies, most notably Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), International Civic and Citizenship Education Study (ICCS), and International Computer and Information Literacy Study (ICILS), have set the benchmark for international comparative studies in education. These well-established studies have generated vast datasets encompassing student achievement, disaggregated in a variety of ways, along with a wealth of contextual… Continue Reading →
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eric.ed.gov har udgivet: Flipped learning is a popular pedagogical approach in K-12 and in higher education (Graziano, 2017), however minimal research exists on the effectiveness of flipped learning in special education teacher preparation courses. Special education teacher candidates enrolled in five sections of a special education math methods course engaged with interactive, flipped “learning lessons” prior to class. During class, they participated in extension activities and lesson planning. The researchers utilized mixed methods to evaluate the impact of performance on and engagement with these learning lessons and found positive predictive relationships with student achievement on all individual summative assignments. Nearly all students agreed flipped learning was useful in helping them meet the course outcomes. Most students specifically credited the flipped lessons as a facilitator of their learning because they allowed… Continue Reading →
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