eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense attention to high quality instructional tasks, use of formative assessments embedded in those tasks, and professional development (PD) that attends to both content knowledge and instruction are essential considerations if teachers are to meet the demands of the CCSS. Experts from the Shell Centre have developed a set of formative assessment lessons (FALs) for high school mathematics teachers to facilitate CCSS-based student mathematics learning and provide teachers with feedback about student understanding and mastery. The tools are designed to target the “instructional core”… Continue Reading →
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eric.ed.gov har udgivet: The Hampshire Hundreds project was a local authority-led intervention which brought together lead teachers from Hampshire primary schools to provide them with evidence and support for effective teaching strategies to decrease the attainment gap between disadvantaged pupils (aged 9-11) and their peers. The intervention involved a facilitator working with staff from a number of schools, and providing supporting materials comprising the “Hampshire Hundreds Handbook,” to provide good quality teaching and support to disadvantaged pupils. The evaluation was set up as a randomised control trial to test the impact of the Hampshire Hundreds intervention in comparison to a ‘business as usual’ control group, with the local authority leading the training and overseeing the provision of the intervention. As the intervention was run by the local authority it is… Continue Reading →
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eric.ed.gov har udgivet: Large-scale assessment regularly takes place in most jurisdictions across Canada, a fact not lost on the Fraser Institute and other right wing think tanks such as AIMS (Atlantic Institute for Market Studies) which use the test results as the primary basis for compiling school rankings at both the elementary and secondary level (see Gutstein, 2010). The frequency of external testing at different levels (provincial/territorial, national, international)–coupled with the high visibility accorded by the mainstream media to the results, usually in the form of league tables, and the imperatives of short term political mandates–have all contributed to a focus on improving one’s position within the list of rankings, as well as to a narrow focus on the tested subjects–math, science, reading. In this era of accountability-by-numbers, the elevated… Continue Reading →
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eric.ed.gov har udgivet: Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year’s curriculum. Both tools target the “instructional core.” A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found evidence of initial success in tool use indicated by teachers’ perceptions that the tools positively influenced teacher practice. In the second year of the Initiative (2011-12), tool use grew within and across sites. The focus of the research has expanded accordingly to include an analysis of how the tools are being introduced to additional classrooms, schools and districts, and what strategies are most effective in sustaining and strengthening tool use. This brief focuses on efforts to scale up and sustain broader… Continue Reading →
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eric.ed.gov har udgivet: California State University, Bakersfield (CSUB) received funding from National Science Foundation’s (NSF) Robert Noyce Teacher Scholarship Program to recruit Noyce Scholars from upper-division science, technology, engineering, and mathematics (STEM) majors, graduate students, and professionals switched to STEM teaching from other fields (NSF DUE-0934944). The program purpose is to increase the number of highly qualified science and math teachers at high-needs schools. This report is based on multilevel quantitative and qualitative data from university records, program minutes, as well as individual-level information gatherings from Noyce Scholars and Advisors. In addition, the report design is grounded on a thorough review of updated literature to ensure its conformation to best professional practices. The results show that the program quality is supported involvement of a group of award-winning faculty in STEM… Continue Reading →
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eric.ed.gov har udgivet: Low- and middle-income countries have made significant progress getting children into school, but student learning and achievement are often dreadfully low (Berry, Barnett, & Hinton, 2015; Pritchett, 2013). Approximately 250 million children across the world are not acquiring basic reading and math skills, even though about half have spent at least 4 years in school (United Nations Educational, Scientific, and Cultural Organisation, 2014). Zambia faces many common educational challenges. Literacy rates among young Zambian adults ages 15–24 are 58.5% for females and 70.3% for males, despite an average of 7.7 years and 7.9 years of education, respectively (Zambia Demographic and Health Surveys, 2013–14; UNICEF, 2015). Community schools in Zambia are in need of a cost-effective solution for delivering quality education in order to improve learning outcomes. The… Continue Reading →
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eric.ed.gov har udgivet: Seven district improvement initiatives were implemented in 2011-12 in the Wake County Public School System (WCPSS). All were well designed and coordinated, with common goal setting processes and use of common monitoring tools. All initiatives either met or partially met 2011-12 goals. Some were more successful in showing student outcomes, with the most positive initiatives being elementary mathematics and adolescent literacy. These results should be used to influence future decisions about continuation or strengthening of these efforts. New components that were well received and implemented by those trained (but which did not have achievement results as yet) should also be considered for future funding. Appended are: (1) SIOP® Training and 6 Tables; (2) LEA AYP Results; (3) Elementary Math Coach Initiative with Results and Elementary Math Outcomes;… Continue Reading →
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eric.ed.gov har udgivet: Having a more effective teacher or principal can substantially improve students’ academic outcomes. The Teacher Incentive Fund (TIF) program, established in 2006, provided competitive grants to help states and districts implement a multi-strategy approach to enhancing educator effectiveness. TIF grantees were required to measure educator performance and use this information to make decisions about the support and compensation they provide for educators. The 2015 reauthorization of the Elementary and Secondary Education Act replaced TIF with the Teacher and School Leaders (TSL) Incentive Grants program. This program, like the TIF program, provides grants to eligible entities to develop, implement, improve, or expand performance-based compensation systems and human capital management systems in schools. This brief brings together the findings of two studies from the Institute of Education Sciences (IES)… Continue Reading →
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eric.ed.gov har udgivet: “Peer-Assisted Learning Strategies” is a peer-tutoring program for grades K-6 that aims to improve student proficiency in math and other disciplines. This report focuses on “Peer-Assisted Learning Strategies” for math. The math program supplements students’ existing math curriculum and is based on peer-mediated instruction, a process whereby students work in pairs or small groups to tutor each other. During tutoring sessions, students work together on worksheets that target specific math skills, with one student designated to correct his or her partner’s errors, award points for correct responses, and provide consistent encouragement and feedback. The program uses videos and teacher-provided scripted instruction to train students to engage in peer tutoring. Developers recommend that students participate in peer-tutoring sessions two to three times a week for approximately 30 minutes… Continue Reading →
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eric.ed.gov har udgivet: CoTA (Collaborations: Teachers and Artists) is a professional development program that empowers teachers to access the arts in everyday instruction to support student achievement. CoTA schools commit to intense, 3-year collaborations for ten weeks each year where teachers learn to capitalize on arts content and strategies to promote knowledge and skills in other curricular areas, such as language arts and math. Teachers and artists work together to identify the learning needs of students, customize a project to meet those needs (while aligning to the standards), refine the project on a weekly basis through collaborative meetings, and formally reflect on the experience in a cycle of continuous improvement. As the program progresses, responsibility for designing arts-infused units increasingly falls to the classroom teachers as the artists shift into… Continue Reading →
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