eric.ed.gov har udgivet: This hearing discussed how lack of coordination between laboratory exercises and classroom lectures, inadequately trained teachers, languishing facilities, and current high school organization diminish the value these exercises can have or prohibit them all together, and highlighted how a strong hands-on experience can create scientifically literate students, interested in pursuing a career in science. Statement presenters include: Representative Brian Baird, Chairman, Subcommittee on Research and Science Education, Committee on Science and Technology, U.S. House of Representatives; Representative Vernon J. Ehlers, Ranking Minority Member, Subcommittee on Research and Science Education, Committee on Science and Technology, U.S. House of Representatives; Honorable Ruben Hinojosa, Congressional Representative from Texas; Dr. Arthur Eisenkraft, Distinguished Professor of Science Education; Director, Center of Science and Math in Context (COSMIC), University of Massachusetts, Boston; Linda… Continue Reading →
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eric.ed.gov har udgivet: This document describes a project which has serviced 226 students of limited English proficiency. Participating students received instruction in English as a Second Language (ESL); Haitian native language arts (NLA); and the content areas of mathematics, science, and computer science. Multicultural education was an integral part of programming. Teachers of participating students had the opportunity to attend weekly meetings, conferences, and workshops. Project CARISMA sought to establish an active parental component, which included ESL classes and educational field trips. Project CARISMA met its objectives for NLA; the content areas of science and computer science; dropout prevention; attendance; staff development; and parental involvement. The project failed to meets its objectives for ESL and the content area of mathematics. Recommendations of the project include: (1) Assess reasons for lack… Continue Reading →
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eric.ed.gov har udgivet: The 2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content (Preschool Pilot) is an important part of the authors’ multiyear “Ready To Learn” (RTL) summative evaluation initiative. Through this initiative funded by the Corporation for Public Broadcasting (CPB) and Public Broadcasting Service (PBS), it was the responsibility of the Education Development Center, Inc. (EDC), and SRI International (SRI) to document and, whenever possible, to measure the impact of transmedia mathematics and literacy resources on learning for children from low-income families across a variety of settings: early childhood classrooms, community settings, and home. In this phase of the evaluation, the authors explored the potential of using technology (interactive whiteboards and laptops) and transmedia resources (digital videos and interactive games)–specifically games developed using the CPB-PBS RTL Mathematics framework,… 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: This is a report of a pilot programme of the SHINE in Secondaries Saturday school transition intervention. The programme aims to improve attainment by focusing on literacy and numeracy and revisiting areas where pupils are struggling through a creative curriculum approach and enrichment opportunities. The Saturday programme is run by teachers from the school for 25 weeks throughout Year 7. Schools are responsible for developing their own curriculum of activities to suit the abilities and needs of their pupils following guiding principles specified by SHINE. The programme is designed to run for approximately 60 pupils staffed by four qualified teachers, three teaching assistants and three peer mentors all recruited and employed by the host secondary school. This evaluation was set up as a pilot study with four… Continue Reading →
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eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Literacy experts have developed a framework and a set of templates that teachers can use to develop content area modules focused on high quality writing tasks closely tied to subject area texts. Math experts have developed formative assessment lessons (FALs) that teachers can incorporate throughout the year’s curriculum. Across both content areas, the tools target the “instructional core” by raising the level of content; enhancing teachers’ skill and knowledge about instruction, content and formative assessment; and catalyzing student engagement in their learning so that they will achieve at high levels. These tools… Continue Reading →
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eric.ed.gov har udgivet: The likelihood-to-act (LtA) survey measures impulsive and analytic dispositions in solving mathematics problems. The current version has 16 impulsive and 16 analytic items. Its validity was assessed using a sample of 27 in-service and 92 pre-service teachers. Both the impulsive and analytic subscales were found to have internal consistency reliability, but they were not correlated with one another. The impulsive subscale was predictive of correctness in classifying the LtA items. The analytic subscale was predictive of how well a participant would perform in Part 2 of a math test after taking Part 1 and being warned that some items could be tricky. [For the complete proceedings, see ED585874.] Link til kilde
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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: So1 is a new, individualized, technology-rich math program being implemented in three New York City middle schools. The program offers a high level of customization for each student, both in the content and material with which students engage, and in the teaching and learning modalities that are used to enhance students’ mastery of the material. Student, teacher, and parent surveys as well as ongoing assessment information inform how the program is tailored for each student. So1 is the recipient of a three-year, five million dollar Investing in Innovation (I3) development grant from the federal Department of Education, and was named one of the top fifty inventions of 2009 by Time magazine. The proposed paper evaluates the effectiveness of So1 in improving math test scores in its first… Continue Reading →
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eric.ed.gov har udgivet: The Science-in-CTE pilot study tested a curriculum integration model that enhanced the science that oc-curs in CTE curricula. The study replicated the National Research Center for Career and Technical Ed-ucation’s (NRCCTE) Math-in-CTE experimental research design (Stone, Alfeld, & Pearson, 2008) with applied science in secondary agricultural education. The semester-length study was conducted in North Dakota with secondary agricultural educators who were randomly selected to participate in the experi-mental and control groups. The experimental treatment mirrored the Math-in-CTE model of extended professional development, partnering experimental CTE group teachers with science educators, and use of a 7-element pedagogic framework. Standardized measures of science achievement were administered to students to determine the impact of the treatment on their science knowledge and skills. The results of hierarchical linear modeling (HLM) analysis… Continue Reading →
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