eric.ed.gov har udgivet: Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the themed program “Are You Game? Math Academy–Explorations in Probability,” which teachers can use to enhance their math instruction while staying true to the academic rigor required by the state standards framework. Included in this booklet are activities the author used for The Game Company Math Academy. This Math Academy is designed to help students understand probability through playing games. Teachers may choose to implement a grade-level or school-wide Math Academy, or they may prefer to implement these activities in their own classroom. Whichever format they use, teachers should keep… Continue Reading →
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eric.ed.gov har udgivet: Early in 2010, EdSource released a landmark study on middle grades education in California. “Gaining Ground in the Middle Grades” looked at the critical 6th- to 8th-grade years in the context of standards-based education. The analysis identified a comprehensive set of practices that differentiated higher from lower schoolwide academic achievement among a sample of 303 middle grades schools. As the authors began that study in 2008, the California State Board of Education passed a controversial motion–subsequently blocked through legal action–to make the state’s Algebra I test the “sole test of record” for grade 8 math for federal accountability purposes. And in the course of conducting the “Gaining Ground” study, the authors observed that schools in their sample differed widely in how they placed students into Algebra I… Continue Reading →
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eric.ed.gov har udgivet: Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of “de facto” segregation and “second-generation segregation.” Moreover, the predominantly White teaching force — a negative consequence of desegregation — has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several… Continue Reading →
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eric.ed.gov har udgivet: Competency-based education has received growing attention in recent years as a way to address preK-12 learning goals. In competency-based education, students are promoted to the next course of study or grade level in each subject area after demonstrating mastery of identified learning targets aligned to standards. Westminster Public Schools in Colorado began the transition to a competency-based education system in 2009. In the Westminster Public Schools system, courses of study are organized according to performance level rather than according to traditional grade levels. Westminster Public Schools, a member of the Regional Educational Laboratory Central College and Career Readiness Research Alliance, asked for assistance in examining how long it takes students in the district to progress through their performance levels, especially students who are below their traditional grade… Continue Reading →
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eric.ed.gov har udgivet: We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations–middle school math, ninth-grade algebra and geometry, and ninth-grade biology–and find evidence that a teacher’s basic skills test scores are modestly predictive of student achievement in middle and high school math and highly predictive of student achievement in high school biology. A teacher’s subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school. Link til kilde
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eric.ed.gov har udgivet: General education teachers are seeing an increase of students with disabilities being included. A major contributing factor to this is that students with disabilities are required to be in least restrictive environments and given access to the general curriculum in the major subjects like math and science as mandated by federal legislation (Individuals with Disabilities Education Act, 2004; No Child Left Behind, 2001). This parallel mixed methods design study (Newman, Newman, & Newman, 2011) investigated inclusion strategies with classroom observations, teacher interviews, and archival document reviews. The focus was on nine middle school teachers, six of whom were math and science teachers, in inclusive classrooms and the curriculum modifications/instructional accommodations they were using for their students with autism. Link til kilde
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eric.ed.gov har udgivet: UTeach is a well-known, university-based program designed to increase the number of high-quality science, technology, engineering, and mathematics (STEM) teachers in the workforce. The UTeach program was originally developed by faculty at the University of Texas at Austin but has rapidly spread and is now available at 44 universities in 21 states; it is expected to produce more than 9,000 math and science teachers by 2020. Despite substantial investment and rapid program diffusion, there is little evidence to date about the effectiveness of UTeach graduates. Using administrative data from the state of Texas, we measure UTeach impacts on student test scores in math and science in middle schools and high schools. We find that students taught by UTeach teachers perform significantly better on end-of-grade tests in math… Continue Reading →
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eric.ed.gov har udgivet: The study examined the impact of Teach for America (TFA) and The New Teacher Project’s Teaching Fellows (TF) programs on the mathematics achievement of students in grades 6-12. TFA and TF provide alternative routes to teacher certification and aim to provide high-quality teachers to schools in low-income areas. TFA and TF were studied separately, using students in eight states during the 2009-10 and 2010-11 school years. For each analysis, students were randomly assigned to either an intervention (TFA or TF) or a comparison teacher who taught the same mathematics subject. The TFA analysis included more than 5,700 students, and the TF analysis included more than 6,800 students. End-of-year state mathematics achievement tests were administered to middle school students. End-of-course mathematics assessments,developed by the Northwest Evaluation Association, were… Continue Reading →
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eric.ed.gov har udgivet: “Plan, Save, Succeed!” is a new program aligned with Jumpstart Coalition National Standards in K-12 Personal Finance Education, National Council of Teachers of Mathematics (NCTM) Standards, and Common Core Standards for Mathematical Practice. “Plan, Save, Succeed!” is designed to help students understand key financial literacy topics including budgeting, income, saving, and credit. Developed by The Actuarial Foundation with Scholastic, the program’s lessons and worksheets provide knowledge and skill-building activities designed to address important personal finance concepts in a real-world context that middle school students will find meaningful. [A poster that accompanies this teaching guide can be viewed and/or retrieved at:http://www.actuarialfoundation.org/pdf/PSS poster.pdf.] Link til kilde
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eric.ed.gov har udgivet: Math Snacks animations and support materials were developed for use on the web and mobile technologies to teach ratio, proportion, scale factor, and number line concepts using a multi-modal approach. Included in Math Snacks are: Animations which promote the visualization of a concept image; written lessons which provide cognitive complexity for understanding; and active, situated learning activities to facilitate memorable experiences to deepen comprehension. This pilot study compared pre-post test gains for 460 sixth and seventh grade students enrolled in nine different classrooms. In five of the nine classrooms, teachers utilized the “Teacher Guide: that corresponded with the five Math Snacks animations and one game and in four classrooms teachers used the same Math Snacks animations and one game, but were free to develop their own lessons… Continue Reading →
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