eric.ed.gov har udgivet: The State-specific summary report serves as an assessment of Massachusetts’ annual Race to the Top implementation. The Year 4 report for Phase 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2013 through September 2014. In Year 4, Massachusetts continued to refine its use of the Delivery process to track project implementation within the Massachusetts Department of Elementary and Secondary Education (ESE), gather data on progress, and share updates with senior leadership. The State’s college- and career-readiness initiatives included multiple strategies for supporting educators in meeting the demands of new standards and raising standards for students. In school year (SY) 2013-2014, the State developed and made available a variety of instructional resources, standards-aligned assessments, and curriculum documents to support… Continue Reading →
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eric.ed.gov har udgivet: Parent, school, and community engagement is widely established as a collaborative strategy to improve the school experience and educational outcomes for children and youth (Epstein & Sanders, 2006; SEDL, 2013; Weiss, Lopez, & Rosenberg, 2011; Barr & Saltmarsh, 2014). Consistent with this viewpoint, the Houston Independent School District (HISD), through the Family and Community Engagement (FACE) Department, initiated the Parent Engagement Representatives (PERs) program. The PERs program is funded by the Title I, Part A Parent Involvement grant. The program was aligned with the Dual Capacity-Building Framework for Family-School Partnerships. This home to school partnership model incorporates activities that are designed to enhance parent/teacher conference participation and parent awareness of district and community programs and resources. PERs partnered with school staff at 20 HISD elementary, middle, and… Continue Reading →
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eric.ed.gov har udgivet: This paper describes Tennessee’s progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Tennessee’s application for Race to the Top laid out an ambitious education reform agenda at all levels–from the state to the school district to the classroom. The state established equally ambitious goals for improving both teacher and leader effectiveness and student achievement. In the first year of implementation of the Tennessee First to the Top initiatives, the state made modest gains towards achieving those goals. From 2010 to 2011, overall… Continue Reading →
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eric.ed.gov har udgivet: The University of Wyoming (UW) teacher education program is a collaborative between UW faculty and educators from school districts throughout the state. Though the university faculty is charged with teaching teachers, the equally important “teachers of teachers” are the exemplary classroom teachers who provide modeling and expertise for preservice teachers. Throughout their training, students participate in campus-based coursework and classroom-based experiences at an assigned school site. There are four program elements: Phase 1, “Focus on Learning”; Phase 2, “Teacher as Decision Maker”; Phase 3, “Teaching Humanities, Literacy, Math/Science”; and Phase 4, a teaching residency. The university views technology as a powerful pedagogical tool, and focuses on using technology to improve student achievement rather than on the equipment and infrastructure. Students integrate technology into their individual and group… Continue Reading →
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eric.ed.gov har udgivet: Of the 53 million K-12 students in the United States, 93%, or 51 million, of them play video games (Etuk, 2008). ALTEC Learning Games utilize the excitement of video games to engage students and provide teachers authentic online resources that reinforce skills in math and language arts. Our recent work was partially supported by a partnership with the Ohio Board of Regents through the federally funded Star Schools Program. This work demonstrates the use of online games, including single player and competitive and collaborative multiplayer formats, on both computers and emerging mobile technologies (EMTs). (Contains 3 figures.) Link til kilde
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eric.ed.gov har udgivet: Funded by The Bill & Melinda Gates Foundation, the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) offer a set of instructional and formative assessment tools in literacy and math, which were developed to help educators better prepare all students to meet the Common Core State Standards (CCSS) and succeed beyond high school. Following three years of extensive data collection in LDC study sites throughout the country, Research for Action (RFA) has produced three case studies to illustrate how the LDC and MDC tools have been adopted in different settings and contexts, and which approaches and supports have contributed to the successful adoption and use of the tools. The case studies provide a set of “road maps” for other sites that will be adopting or scaling… Continue Reading →
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eric.ed.gov har udgivet: Improving teacher quality in P-12 mathematics is a national need, and many universities and schools are working to address it. With the support of the National Science Foundation (NSF), twelve math and science institutes across the country are helping P-12 teachers strengthen their capacity to support students’ learning. These NSF Institutes operate under the leadership of STEM university faculty, representing colleges of arts and science as well as colleges of education. The strategy is to build capacity by improving teachers’ content knowledge, pedagogy, and leadership skills. One such venture is The Math in the Middle Institute Partnership (M2) at the University of Nebraska-Lincoln (UNL). As part of their efforts to understand the place of rural in M2, the research team systematically interviewed the 63 rural participants from… Continue Reading →
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eric.ed.gov har udgivet: Four organizations with promising practices in teacher Professional Growth & Support have significantly raised outcomes for low-income students. The charter management networks, Achievement First and Aspire Public Schools, and the two reform organizations, Teach Plus and Agile Mind, have successfully increased student achievement with a sustained focus on teaching effectiveness and capacity. As these organizations respond to the challenges of Common Core standards, invest heavily in teaching capacity through teacher leadership and collaborative planning time, and capitalize on assessment and evaluation data and technology, they exemplify best practices in Professional Growth & Support. They also reinforce what Education Resource Strategies (ERS) terms the Eight Principles of a Strategic Professional Growth & Support System which are presented here. The eight principles summarize ERS research and work with partner… Continue Reading →
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eric.ed.gov har udgivet: In 1998, Congress reauthorized and amended the “Higher Education Act of 1965 (HEA)”, creating, under Title II, the Teacher Quality Enhancement Grants Program for States and Partnerships. One initiative under this amendment, the partnership grants program, funded partnerships among colleges of education, schools of arts and sciences, and local school districts. Congress designed the partnership initiative as one of several pre-“No Child Left Behind Act (NCLB)” efforts to support accountability for teacher preparation and to improve the work of teacher-preparation programs. It was anticipated that the collaboration among the partners would result in the successful implementation of reforms holding teacher-training programs accountable for producing high-quality teachers and providing sustained and quality preservice field experiences and professional development opportunities. This evaluation report focuses on the 25 grantees of… Continue Reading →
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eric.ed.gov har udgivet: On February 9, 2012, U.S. Secretary of Education Arne Duncan granted 10 states waivers of key accountability requirements of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind (NCLB) Act. One year later, applications for this ESEA flexibility, also known as NCLB waivers, had been approved for an additional 24 states and the District of Columbia. States that receive waivers have the flexibility to depart from some of NCLB’s most significant requirements, such as judging school performance against a goal of 100% of students reaching reading and math “proficiency” by 2014 and implementing specific interventions in schools that fall short of performance targets. States with approved waiver applications must meet several new requirements, described below, that relate to standards and assessments,… Continue Reading →
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