eric.ed.gov har udgivet: A mixed-methods research design was employed to investigate the impact of use of learning centers to support language and academic skills of children aged 61-72 months. The sample of quantitative data of the study consisted of 70 children (35 in the experimental group and 35 in the control group). In the quantitative dimension of the study, data were collected using the “Kaufman Survey of Early Academic and Language Skills,” “Progress in Maths 6 Test,” and the “Control List for the Evaluation of the Print Awareness of Pre-School Children” scales. In the qualitative dimension of the study, semi-structured interviews were conducted with the teachers of the experimental group through the “Teacher Interview Form” developed by the researchers. During the implementation period, learning centers were established and organized in… Continue Reading →
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eric.ed.gov har udgivet: This theme issue contains six articles on improving math and science education for minority group students, particularly language-minority students. “Accelerating Content Area Gains for English Language Learners” (Laura Chris Green) describes the Young Scientists Acquiring English project, which seeks to improve the content-area achievement of inner-city middle school students who are acquiring English by providing inservice teacher training and technical assistance. “Teaching Content Subjects to LEP Students: 20 Tips for Teachers” (Frank Gonzales) focuses on simplification of language rather than content, experiential learning, use of manipulatives and all senses, cooperative learning, higher order thinking skills, explicit review of goals and instructions, and adaptations to classroom communication practices. “MIJA Girls Getting Excited about Math: Assessing the Outcomes of the MIJA Program” (Anna De Luna, Felix Montes) describes the… Continue Reading →
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eric.ed.gov har udgivet: This report measures Illinois’ educational performance from early childhood through postsecondary education. It tracks how students have performed during the past decade and how that performance compares with students in other states. The state knows that improvement does not happen overnight. By tracking what happens to students over time, Illinois can continuously refine strategies to support them. This report examines six key data measures that make up the rungs of Illinois’ ladder to college success, which spans preschool to postsecondary completion. They show the numbers of: (1) Children starting school kindergarten-ready; (2) 4th-graders proficient in reading; (3) 8th-graders proficient in math, a critical measure of preparedness for high school; (4) High school students graduating college- and career-ready; (5) High school students enrolling in postsecondary education; and (6)… Continue Reading →
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eric.ed.gov har udgivet: This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from… Continue Reading →
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eric.ed.gov har udgivet: When presenting results from rigorous, field-based evaluations of educational interventions, researchers often reveal methodological barriers they face in designing studies to assessing program effectiveness. The evaluations funded by the Investing in Innovation Fund (i3) present a timely opportunity for identifying relevant and pressing issues arising in current education evaluations. With over $1 billion dollars invested in the implementation and evaluation of 117 education interventions, the i3 program represents a major investment by the U.S. Department of Education in educational interventions that will both serve students, teachers and schools, and generate evidence about intervention effectiveness. The breadth and number of i3 evaluations provides a unique opportunity to learn about the features of, and challenges encountered in, the design and implementation of the evaluations. Researchers from the National Evaluation… Continue Reading →
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eric.ed.gov har udgivet: This paper explores the ways preschool teachers orchestrate instructional environments to promote mathematical play related to early number and, how they intervene during play to promote children’s engagement with early number. We highlight these practices to identify resources for the growing numbers of early childhood teachers. This is important as many prospective and practicing teachers do not have access to the knowledge of teaching that supports young children’s math learning because of the constraints of mathematics methods courses and the dearth of research on early childhood mathematics in mathematic education journals — particularly in-depth attention to early number and teaching mathematics in play. [For the complete proceedings, see ED583989.] Link til kilde
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eric.ed.gov har udgivet: This report summarizes findings from a national survey of 1,902 teachers of preschoolers regarding the extent to which they are able to engage in the educational practices they endorse. Teachers were given a list of 21 practices and asked to rate the extent to which each practice happened in their classroom and the extent to which they would want the practice to occur in a “perfect world.” Findings indicate few discrepancies between reported practices and beliefs. There were significant differences in the extent to which teachers from various types of programs endorsed group-centered beliefs, that is, those that encourage all children to engage in the same activities at the same time and at the same pace. Teachers in public schools, Head Start centers, and other non-profit centers… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the 2015-2016 NC Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the long-term effects of participation in NC Pre-K at the end of kindergarten. Two groups of children were compared–those who attended NC Pre-K (treatment) and those who had not attended NC Pre-K (comparison). Propensity score matching (PSM) was used to select a matched sample of children with similar characteristics across the two groups. This study found significant treatment effects for participation in the NC Pre-K Program on children’s outcomes at the end of kindergarten in the areas of math skills and executive function. Although effect sizes were in the small range, there were effects across all aspects of math. There were significant differences for calculation skills and the math composite, and marginally significant… Continue Reading →
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eric.ed.gov har udgivet: One widely used tool that captures the process quality of preschool classrooms, including interactions between teachers and children, is the Classroom Assessment Scoring System-Preschool (Pre-K CLASS; Pianta et al. 2008). The Bill & Melinda Gates Foundation funded Mathematica to conduct a literature scan to search for recent studies analyzing how well widely used classroom quality measures–including the Pre-K CLASS–perform (see box at the end of the brief for more details about methods). This brief focuses on what is known about how the Pre-K CLASS relates to children’s outcomes in general, and whether its relationships with outcomes differs for key subgroups of children. The authors include outcomes that reveal a child’s readiness for school, categorized as language; literacy; math; and social-emotional, executive function, and physical skills (coordination of… Continue Reading →
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eric.ed.gov har udgivet: This paper looks at the popularity of after-school mathematics by focusing on the Kumon and Russian School of Mathematics models. In 1954, Toru Kumon, a high school math teacher in Japan, designed a series of math worksheets to help improve the test scores of his son Takeshi, a second grader. Toru’s goal was to teach Takeshi how to learn independently through the worksheets and improve his calculation skills prior to reaching high school. By working every day on the problems, Takeshi was able to reach the level of differential and integral calculus when he was just a few months into the sixth grade. The Kumon model is based on four elements: (1) Individualized instruction; (2) Self-learning; (3) Small-step worksheets; and (4) Kumon instructors. Parents who want to… Continue Reading →
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