eric.ed.gov har udgivet: This policy brief, a quick look at some aspects of the debate, illustrates the differences in New York City public schools that would result when layoffs are determined by seniority in comparison to a measure of teacher effectiveness. Due to data limitations and an interest in simplicity, this analysis employs the value added of teachers using the 4th and 5th grade math and ELA (English Language Arts) achievement of their students. Unsurprisingly, the authors find that layoffs determined by a measure of teacher effectiveness result in a more effective workforce than would be the case with seniority-based layoffs. However, they were surprised by facets of the empirical results. First, assuming readily available measures of teacher effectiveness actually measure true teacher effectiveness, an assumption to which they return… Continue Reading →
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eric.ed.gov har udgivet: Background: It is known that success of a student is affected by the skills of motivation, time management. Studies have showed that there is positive relationship between academic achievement and study skills of a student. Purpose: It is thought that study skills of learners should be defined to be more successful on teaching-learning process. The aim of this study is to examine the study skills of student teachers if there is a significant difference regarding to discipline and gender. Setting: Research was implemented at Karadeniz Technical University (KTU) in Trabzon city of Turkey in 2007-2008 academic years. Study Sample: The sample of this study consists of 135 student teachers from the Science and Technology Education Program at Department of Primary Science Education and from Department of Secondary… Continue Reading →
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eric.ed.gov har udgivet: The primary claim of this Harvard Program on Education Policy and Governance report and the abridged Education Next version is that nations “that pay teachers on their performance score higher on PISA tests.” After statistically controlling for several variables, the author concludes that nations with some form of merit pay system have, on average, higher reading and math scores on this international test of 15-year-old students. Although the author lists numerous caveats, his broad conclusions do not heed these cautions. The fundamental differences among countries in the types of performance pay system are not properly considered. Nations are simply lumped together as having or not having a performance pay plan. Also, the length of time the program had been in place in each country is not addressed… Continue Reading →
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eric.ed.gov har udgivet: The current study aims to perform the adaptation of the Encouragement of Academic Skills of Young Children (EASYC) Scale into Turkish. The study group was determined by means of the convenience sampling technique. A total of 124 students aged at 48-84 months were included in the sampling of the study. The data collection tools of the study are the Turkish Version of Encouragement of Academic Skills of Young Children Scale (ÇEABD) and the Home Literacy Activities Questionnaire used for criterion validity. In the analysis of the data, explanatory and confirmatory factor analyses, Pearson correlation analysis, descriptive analysis, item total correlation, and internal consistency coefficient calculation were used. As a result of the study, the ÇEABD was proved to be valid and reliable scale in the Turkish sampling.… Continue Reading →
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eric.ed.gov har udgivet: We study the effects of various types of education and training on the ability of teachers to promote student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties addressing the non-random selection of teachers to students and of teachers to training. We address these issues by estimating models that include detailed measures of pre-service and in-service training, a rich set of time-varying covariates, and student, teacher, and school fixed effects. Our results suggest that only two of the forms of teacher training we study influence productivity. First, content-focused teacher professional development is positively associated with productivity in middle and high school math. Second, more experienced teachers appear more effective in teaching elementary math and reading and middle school math.… Continue Reading →
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eric.ed.gov har udgivet: Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom’s taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance… Continue Reading →
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eric.ed.gov har udgivet: Anxiety becomes one of the psychological symptoms that can appear in every student while solving mathematics problems. Anxiety cannot be denied to be one factor that affects students’ learning outcomes and interest in mathematics. Therefore, teachers should concern on this matter in order to decide the appropriate learning strategy. However, there is no instrument to measure the level of students’ anxiety towards mathematics, especially for junior high school students. For that reason, this research aims to: (1) design the construct of math anxiety scale instrument; and (2) find out the validity of the instrument. This research used Research and Development method to develop and validate the product which is in the form of a questionnaire. The analysis techniques used V Aiken for content validity, EFA for construct… Continue Reading →
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eric.ed.gov har udgivet: Introduction: This article, based on a study of 196 teachers of students with visual impairments, reports on the experiences with and opinions related to their decisions about instructing their students who are blind or have low vision in the abacus. Methods: The participants completed an online survey on how they decide which students should be taught abacus computation skills and which skills they teach. Data were also gathered on those who reported that they did not teach computation with the abacus. Results: The participants resided in the United States and Canada and had various numbers of years of teaching experience. More than two-thirds of those who reported that they taught abacus computation skills indicated that they began instruction when their students were between preschool and the second… Continue Reading →
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eric.ed.gov har udgivet: Thailand boasts a robust ESL system in both public and private schools, where students learn various subjects from native speakers in the English language. Foreign language classroom anxiety (FLCA) is a subject that is relevant to ESL instruction and learning. This study assesses associations between FLCA and academic performance in English and math subjects at a Thai government school which is in its second year of employing native English speaking teachers. 424 students were administered FLCA surveys, which were compared to English and math exams. Moderate-high FLCA levels were found in the sample, with no difference between an immersion group and non-immersion groups. A weak, negative correlation was found between FLCA and English performance (r = -0.163). Thai language math exam scores were significantly better than English… Continue Reading →
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eric.ed.gov har udgivet: The educational importance of teacher self-efficacy necessitates research into variables presumed to significantly influence teacher self-efficacy. In the current study, the role of personal and programmatic variables on the self-efficacy of school-based agriculture teachers was explored. Self-efficacy was measured in five aspects of the agriculture teaching profession: (a) classroom management, (b) instructional strategies, (c) leadership, (d) science teaching, and (e) math teaching. Early career agriculture teachers in five western states were used as the population for the study. Backward deletion model selection was completed for each of the five self-efficacy areas and multiple linear regression was used to analyze final models. The number of teachers within an agriculture program, years of teaching experience, number of students in the agriculture program, science credit being offered, and CASE certification… Continue Reading →
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