eric.ed.gov har udgivet: One of the major series of reviews in elementary and secondary education is the Best Evidence Encyclopedia, or the BEE. Up to now, findings for systematic reviews have largely been restricted to the reviews themselves, with few cases in which lessons learned across many reviews using similar methods can be synthesized. The completion of the Best Evidence Encyclopedia reading and math reviews permits a first opportunity to describe both substantive and methodological patterns across a broad set of studies involving all elementary and secondary grades, reviewed using a common set of review procedures. The purpose of the proposed paper is to synthesize both substantive and methodological findings across the five main Best Evidence Encyclopedia reviews of reading and math programs in grades K-12. The paper considers the… Continue Reading →
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eric.ed.gov har udgivet: Charter schools are largely viewed as a major innovation in the public school landscape, as they receive more independence from state laws and regulations than do traditional public schools, and are therefore more able to experiment with alternative curricula, pedagogical methods, and different ways of hiring and training teachers. Unlike traditional public schools, charters may be shut down by their authorizers for poor performance. But how is charter school performance measured? What are the effects of charter schools on student achievement? Assessing literature that uses either experimental (lottery) or student-level growth-based methods, this analysis infers the causal impact of attending a charter school on student performance. Focusing on math and reading scores, the authors find compelling evidence that charters under-perform traditional public schools in some locations, grades,… Continue Reading →
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eric.ed.gov har udgivet: The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics. The meta analysis results show important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs. The following are appended: (1) Meta Analysis Coding Form Excerpt: Scaffolded Guide for Determining Inclusion of a Document; (2) Effects… Continue Reading →
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eric.ed.gov har udgivet: Charter schools represent an increasingly important form of school choice in the United States. Charter schools are public schools, with a difference. Compared to traditional public schools, they are exempted from some of the state laws and regulations that govern traditional public schools. In this way, parents come to have a greater number of choices among schools, and, due to deregulation, it is expected that the charter schools are distinct from traditional public schools. The intent is that charter schools can provide students with alternative curricula, teaching methods, and teachers who may differ in educational background and training from teachers in traditional public schools. This study, after reviewing research from across the United States, asks whether charter schools are producing higher achievement for students compared to traditional… Continue Reading →
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eric.ed.gov har udgivet: States are increasingly interested in including measures of student achievement growth, or “value- added,” in evaluating teachers. Annual state assessments, however, which are the typical measure of student growth, usually cover only reading and math teachers and only in grades 4-8. These state assessments thus cannot generally be used to measure contributions to student achievement growth for early elementary school teachers, most high school teachers, and teachers of other subjects. As a consequence, a growing number of states and school districts are exploring alternatives for measuring teachers’ contributions to student learning. These alternatives have the potential to be used for evaluating not only teachers who work in grades and subjects outside the annual state testing regime but also as complementary growth measures for teachers of tested grades… Continue Reading →
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eric.ed.gov har udgivet: This meta analysis study focused on identifying and analyzing research studies that measured effects of teacher professional development with a content focus on math or science. This meta analysis was carried out to address two primary questions: (1) What are the effects of content-focused professional development for math and science teachers on improving student achievement as demonstrated across a range of studies?; and (2) What characteristics of professional development programs (e.g., content focus, duration, coherence, active learning, and collective participation of teachers) explain the degree of effectiveness, and are the findings consistent with prior research on effective professional development? This meta analysis of studies of teacher professional development programs in mathematics and science found that 16 studies reported significant effect sizes for teacher development in relation to… Continue Reading →
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eric.ed.gov har udgivet: This meta-analysis reports on the use of practitioner inquiry (PI) with early program teacher candidates in conjunction with elementary science and math methods courses using cognitive load theory as a theoretical framework. The findings suggest that the teacher candidates enhanced their knowledge of practice within practice across 5 dimensions of practice: inclusion, classroom discussion, classroom engagement, understanding student learning and grouping. The sixth outcome provides evidence of the ways that the practitioner inquiry fostered learning about how to learn from practice. Cognitive load theory can be used to explain the difficulty of assimilating theory into practice for emerging teacher candidates. Implications for teacher education are included. Link til kilde
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eric.ed.gov har udgivet: This Campbell systematic review examines the effects of targeted school-based interventions on standardised tests in reading and maths. The review analyses evidence from 71 studies, 52 of which are randomised controlled trials. School-based interventions targeting students with, or at risk of, academic difficulties in Grades 7-12 have on average positive effects on standardised tests in reading and maths. The most effective interventions have the potential to considerably decrease the gap between at-risk and not-at-risk students. Effects vary substantially between interventions, however, and the evidence for using certain instructional methods or targeting certain domains is weaker. This review examines the effects of a broad range of school-based interventions targeting students with, or at risk of, academic difficulties on standardised tests in reading and maths. Included interventions changed instructional… Continue Reading →
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