eric.ed.gov har udgivet: “Children’s Choices,” a project of a joint committee supported by the International Reading Association (IRA) and the Children’s Book Council, is published annually in “The Reading Teacher.” Books recommended by children are grouped by levels: Beginning Reader (ages 5-7); Young Readers (ages 8-10); and Advanced Readers (ages 11-13). Books listed at the Beginning Reader level and Young Reader level of “Children’s Choices” from 1996 through 2006 were analyzed for support of specific curriculum areas. Books related to language arts, math, social studies, and science were categorized and listed according to Louisiana content standards for prekindergarten, kindergarten, first, second, and third grade. The resulting categorized, annotated book list reflects content areas and standards, and each annotation reflects age range as indicated in “Children’s Choices.” Early childhood teachers will… Continue Reading →
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eric.ed.gov har udgivet: Since 2009, the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University has worked in partnership with the Redwood City School District (RCSD) to gain a deeper understanding of classroom practices that promote motivation and achievement in middle school. Each spring, all middle school students in the district complete a survey about their motivational beliefs and their classroom experiences. The 2011 survey incorporated a new set of questions designed to capture students’ perceptions of classroom practices that convey care and support. This focus emerged from conversations with teachers and administrators and reflects RCSD’s commitment to building supportive classroom communities that emphasize effort and improvement. This research suggests that all middle school students in the district can benefit from practices that communicate care for… Continue Reading →
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eric.ed.gov har udgivet: In this lesson, students identify the question-answer relationship (QAR) for word problems that relate to a graphic or table. They then use the QAR strategy to determine the mathematical and cognitive actions required to answer the word problem. This activity is particularly appropriate for fourth- and fifth-grade students. During two 40-minute sessions, students will: preview tables to stimulate prior knowledge, make predictions, interact with print, and generate questions and answers about the content; understand that the format of a table supports comprehension of the relationship between data and the self-monitoring of responses to questions; practice analyzing word problems using the QAR strategy to predict a computation strategy and determine a response; understand that the type of question may indicate the need for different cognitive and mathematical actions;… Continue Reading →
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eric.ed.gov har udgivet: While much progress has been made in treating math anxiety, little is yet known about its causes, correlates or effects. The present study examined factors related to the prevalence and intensity of math anxiety in college students and the extent to which math anxiety is predictive of math course grades. The 655 subjects were obtained from two math courses and one psychology course at Ohio State University. Results indicated that math anxiety occurs frequently among college students, and that it is more likely to occur among women than among men and among students with inadequate high school math backgrounds. Higher levels of math anxiety were related to lower mathematics achievement test scores, higher levels of test anxiety and higher levels of trait anxiety. Students reporting confidence in… Continue Reading →
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eric.ed.gov har udgivet: The current study investigated the predictive utility among teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report, the Child Behavior Rating Scale, an observer report, the Observed Child Engagement Scale, and a direct assessment, the Head-Toes-Knees-Shoulders task, relate to early math and literacy skills. The sample consisted of 247 children from 31 preschool classrooms. Trained research assistants observed a subsample of 104 children. Results indicated significant, positive relationships for teacher-rated and directly assessed behavioral self-regulation for early math and literacy skills. Teacher ratings were the strongest predictors of literacy, and the direct assessment emerged as the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Discussion focuses on domain… Continue Reading →
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eric.ed.gov har udgivet: Teacher evaluation is at the center of current education policy reform. Most evaluation systems rely at least in part on principals’ assessments of teachers, and their discretionary judgments carry substantial weight. However, we know relatively little about what they value when determining evaluations and high stakes personnel decisions. The author leverages unique data from a public charter school district to explore the extent to which school administrators’ formative evaluations of teachers align with teacher and school effectiveness and predict future personnel decisions. While previous research has examined administrators’ subjective evaluations of teachers in surveys and in practice, this study links a detailed evaluation in practice with multiple types of personnel decisions to provide new insights into administrator decision-making. A better understanding of the teacher contributions that administrators… Continue Reading →
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eric.ed.gov har udgivet: In light of shortages of mathematics and science teachers, alternative certification was introduced in the mid-1980s. This study examined the effect of alternative certification among math and science teachers who moved to a different school or left the profession. This was accomplished using the national “SASS” and “TFS” databases. The results indicated that alternatively certified teachers were comparable in their commitment to their current school and the teaching profession when compared with their traditionally certified colleagues. Findings are discussed with respect to their relevance for education policy makers and school administrators. Link til kilde
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eric.ed.gov har udgivet: In this quantitative correlational research study, the degree to which a school leader’s culture-based communication style could predict student achievement outcomes in the Hawaii State Assessment (HSA) in reading and math in: (a) schools with a Native Hawaiian mission, and (b) schools without a Native Hawaiian mission, were examined. The population of the study was all 284 K-12 Department of Education schools in Hawaii and publicly funded charter schools. Within this selected population of K-12 schools, 20 schools and corresponding school leaders were selected from Hawaiian-missioned schools, and 20 from Western-missioned schools. Findings include that culture-based communication style of leaders only influences learner reading sores, where school leaders who use engagement culture-based communication style score significantly high than those who have leaders who use other communication styles.… Continue Reading →
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eric.ed.gov har udgivet: The “Building Blocks PreK Math Curriculum” (Clements & Sarama, 2007) was designed to facilitate children’s engagement in math and talk about math. Much research investigates the effect of curriculum on classrooms or teacher practices. This study used a mediational model to look at a curriculum’s effect on children’s achievement gain, operating through specific child behaviors in the classroom. Specifically, this study looked at how a math curriculum affected children’s focus in math alone or in all learning activities (math, literacy, science, social-studies, and other), talking during math-related activities or in all learning activities, and engagement during math or during all learning activities. Additionally, this study examined how those child behaviors predicted children’s math achievement gain. It is hypothesized in the existing literature that much of the variability… Continue Reading →
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eric.ed.gov har udgivet: School gardening has become increasingly popular as a context for learning in which children construct new knowledge, learn cultural and societal values related to ecological awareness, and develop and practice authentic or real-world skills (Blair, 2009; Bowker & Tearle, 2007). The present research was a longitudinal case study of children’s gardening experiences at a Reggio-inspired preschool in the United States. Eleven children and their teacher were observed over nine days in various activities such as preparing the garden beds, planting, and harvesting. Through sustained participation in a variety of gardening activities, preschoolers engaged in science-rich dialogue utilizing complex and abstract science process skills such as observing, predicting, evaluating, and comparing. Discussion of number-related concepts, spatial orientation, and size estimation and comparison was also recurrent during gardening activities.… Continue Reading →
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