eric.ed.gov har udgivet: “Saxon Math” is a textbook series covering grades K-12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. The series is aligned with standards of the National Council of Teachers of Mathematics (NCTM) and various states, and can be adapted for special education students in inclusion classrooms, pullout programs, or self-contained resource classrooms. Although content differs by course, the incremental, distributed approach of “Saxon Math” is the same, with mathematical concepts presented in a series of short “lessons” intended to gradually build understanding and previously-taught concepts practiced and assessed throughout the course. Developed in the early 1980s, “Saxon Math” included four middle school math textbooks used in the studies included in this intervention report.… Continue Reading →
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eric.ed.gov har udgivet: District and state education leaders frequently use screening assessments to identify students who are at risk of performing poorly on end-of-year achievement tests. This study examines the use of a universal screening assessment of reading skills for early identification of students at risk of low achievement on nationally normed tests of reading and math and provides support for the interpretation of screening scores to inform instruction. Several members of the Regional Educational Laboratory Southeast Improving Literacy Alliance already use a reading screening assessment–the Florida Center for Reading Research Reading Assessment (FRA)–for all students in grades 3-8 to identify students who may be at risk of poor end-of-year reading outcomes. To gain more information to drive instruction without students having to spend more time taking tests, these alliance… Continue Reading →
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eric.ed.gov har udgivet: Grading is one of teachers’ greatest challenges and most important professional responsibilities. Educators are unclear on whether standards-based grades or traditional-based grades do a better job of accurately reflecting what students have learned, so the purpose of this study was to understand the relationship between classroom grades and scores on the Scholastic Math Inventory (SMI) assessment. The individuals were sixth-, seventh-, and eighth-grade mathematics students from five different middle schools in the same district as they took the SMI assessment. There were about 500 students in the standards-based grading system and about 1,900 students in the traditional grading system. Link til kilde
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eric.ed.gov har udgivet: Double-dosing in math expands the time for students to learn by having them enroll in two (or occasionally more) math courses during the regular school day. Although the practice can take different forms and be used at different grade levels (Chait, Muller, Goldware, & Housman, 2007; Nomi & Allensworth, 2009), most research on double-dosing in math has focused on students who need preparation to make the transition to Algebra I or similar rigorous high school math courses–typically, grade 8 or grade 9 students. This study aims to provide a more complete picture of the prevalence of double-dosing in math in North Carolina in 2011/12, the most recent year that data were available. It also reports on the use of double-dosing for remediation, maintenance, and enrichment; compares schools… Continue Reading →
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eric.ed.gov har udgivet: Much debate surrounds the effectiveness of the common educational practice of homework (Cooper et al., 2006). A randomized-controlled trial has shown that using a web-based homework system that provides immediate feedback to students, while they are doing their mathematics homework, and detailed item reports to teachers significantly improves student learning. The use of that data also changed the homework review process, leading to a more comprehensive and meaningful review of student errors and misconceptions. [For the complete proceedings, see ED597799.] Link til kilde
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eric.ed.gov har udgivet: There is a global issue concerning the disparity in educational achievement associated with the socioeconomic status of students, known in the U.S. as the Achievement Gap. This Achievement Gap highly correlates with what has been called the Opportunity Gap for professional careers. This paper discusses this Opportunity Gap and how the University of Nebraska Omaha (UNO) is addressing the gap at a local level through summer STEM camps. Specifically, this paper looks at the increase of social capital of the participants of the UNO and Girls Inc. Eureka-STEM! summer camp through the development of instructional relationships between underserved girls ages 12-14 and UNO’s Institutional Agents, namely the Mathematics student camp leaders who were also pursuing teacher certification. A new assessment approach through the use of Social Network… Continue Reading →
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eric.ed.gov har udgivet: Science Olympiad (SO) is a national non-profit organization which holds science competitions for students in grades 7-12 within 50 states with each event aligned to Next Generation Science Standards (NGSS, 2010). The purpose of this article is not only to align the Common Core State Standards in Mathematics (CCSSM) with Science Olympiad events, but also to determine Webb’s Depth of Knowledge Levels (DOK) within the mathematics content. This alignment was achieved by utilizing a content analysis and the Depth of Knowledge alignment processes (Webb, 1999). The findings in this study indicate there are a significant number of SO events that are aligned to the CCSSM with high levels of Depth of Knowledge within the Division B (grades 6-8) and C (grades 9-12) events. Link til kilde
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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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