eric.ed.gov har udgivet: The Accelerated Math and Science (AMS) Project is a 3 year program funded by the California Migrant Education Program Improvement Program. It targets 6th, 7th, and 8th grade low-achieving migrant students who are 2 to 4 years behind their language peer group. Two questions guided the second year evaluation study for the Region IX Migrant Education program: (1) How successful was the training provided to migrant students in science and math?, and (2) Did the attitude of participating migrant students change towards science and math? Middle schools, low achieving, migrant students (n=94) were recruited based upon: (1) inappropriate age/grade placement; (2) those students whose parents expressed a high degree of interest and commitment, to ensure student attendance in AMS; (3) students who had absentee rates of 10%… Continue Reading →
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eric.ed.gov har udgivet: InterMath, a five-year effort funded through the National Science Foundation, is a statewide Internet-based project with the goal of designing and implementing a series of workshops and ongoing support programs that feature contemporary applications of technology and mathematics pedagogy in the middle grades. Technology is used to deliver the curriculum through Web-based materials and to explore the mathematics using cognitive tools such as dynamic geometry software, spreadsheets, and graphing calculators. Objectives of InterMath include: strengthening the middle school teacher’s knowledge and understanding of mathematics; providing a support structure (online and in-school) to aid teachers in implementing and integrating technology tools for doing mathematics; and providing a structured in-service curriculum that follows Georgia’s Quality Core Curriculum objectives as well as reform efforts expressed in publications by the National… Continue Reading →
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eric.ed.gov har udgivet: In 2004-2005, North Carolina’s average teacher turnover rate was nearly 13 percent, ranging from a high of 29 percent to a low of 4 percent. Turnover among teachers in low-performing schools was substantially higher, with a low of 12 percent and a high of 57 percent. North Carolina has put strategies in place to address teacher retention but how will these strategies impact retention at low-performing schools? This research update summarizes three studies that address issues related to teacher retention. One study examined North Carolina’s use of an annual bonus to certified math, science and special education teachers working in high poverty or academically failing public secondary schools. The study found that: (1) The bonus payment was sufficient to reduce mean turnover rates of the targeted teachers… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this paper is to examine two InterMath pilot workshops and how they were able to meet the goals of learner-centered professional development. The paper focuses on the experiences of the learners, offers insights from each case as well as across cases, and provides suggestions to improve the experience for later learners. The data reported in this paper came only from the workshops and interviews with the teachers and the instructors. Several findings emerged that spanned across both cases. Support and interaction became very intertwined in the cross-case analysis. Another support/interaction issue that appeared was the overwhelming number of procedural questions that were asked by the participants. Finally, while the researchers provided every opportunity for collaborative learning, few teachers chose to engage in it. There… Continue Reading →
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eric.ed.gov har udgivet: The report describes briefly two foundation-funded inservice training institutes for middle school teachers in Los Angeles (California) who have limited-English-speaking students in their classes. The first was designed to: (1) introduce teachers to the communicative approach to math and science instruction; (2) help develop instructional materials that encourage students to interact with the language of mathematics and science; (3) identify effective instructional and assessment practices for integrating content and language instruction; and (4) train selected teachers to become trainers and to assist in the design and implementation of the second institute. The project was linked to a federally funded program targeting English language acquisition and academic achievement, which allowed inclusion of social studies into the academic content. The first institute took place in November 1991, the second… Continue Reading →
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eric.ed.gov har udgivet: As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5000 Introduction to Inquiry course or the Education 5010 Methods of Educational Research course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 5900 course is conducted through the use of an online, course… Continue Reading →
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eric.ed.gov har udgivet: The core of instruction is the interaction between the student, the content, and the teacher. Good instructional design accounts for the students’ needs and interests by personalizing the core to each student. Video games and simulations are one way to meet student needs and leverage their interests for increased student learning. In the 2011-12 school year, eighth grade students at Monroe Middle School in Eugene, Oregon, USA, participated in a pilot class that featured the popular online game Minecraft (minecraft.net). The project clarified for the author the question of how video games can be a tool for learning. It also brought into stark relief the misconceptions many career educators have regarding gaming in education. Peter Tromba, formerly a science, math, and computer teacher before becoming a middle… Continue Reading →
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eric.ed.gov har udgivet: Within a response to intervention framework, teachers regularly base important instructional decisions on the results of formative assessments. The validity of these decisions depends, in part, upon the validity of the inference of students’ skills drawn from the formative assessment. If formative assessment items do not genuinely measure the skills they purport to measure–that is, if they are misaligned with their content standards–then the resulting inferences may be threatened. Alignment is thus critical, given the potential practical repercussions of misalignment (e.g., students denied needed interventions). In the following technical report, we report on the alignment of a randomly selected sample of roughly half the easyCBM CCSS middle school math items with the Common Core State Standards (CCSS). Results suggest a high degree of alignment, with 87% of… Continue Reading →
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eric.ed.gov har udgivet: To address arts education disparities in middle level schools, this paper explores evidence that infusing the visual and performing arts into language arts, math, science, and history/social studies courses is a pedagogical approach that meets the developmental needs of early adolescents and fosters a relevant, challenging, integrative, and exploratory curriculum for all learners. The strategy, often identified as integrated or interdisciplinary arts education, is examined through the literature and a case study of five middle level classrooms. Findings from this study, derived from participant (teachers and administrators) interviews and classroom observations, provide the compelling argument to support implementation of arts integration pedagogy in middle level schools. Moreover, positive outcomes for diverse learners suggest that this study has direct implications for educational practice and policy. Arts-infused learning can… Continue Reading →
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eric.ed.gov har udgivet: In the first comprehensive analysis of Illinois’ statewide survey of school climate and learning conditions, this report finds systematic differences among schools in the degree to which students and teachers report strength in the five essential supports. Previous University of Chicago Consortium on Chicago School Research (UChicago CCSR) research has linked strength on the five essentials–effective leadership, collaborative teachers, involved families, supportive environments, and ambitious instruction–to engaging instruction and learning and ultimately to improvements in test score gains and attendance trends. This report analyzes data from the 2013 survey administered by the Illinois State Board of Education and the University of Chicago Urban Education Institute to all teachers and students in grades six through 12. The goal of the survey was to help schools across the state… Continue Reading →
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