eric.ed.gov har udgivet: This paper describes the longitudinal impacts of a partnership between the University of Colorado Boulder’s K-12 Engineering Education initiative and the St. Vrain Valley School District. Together, university and high school educators created a replicable pre-college engineering model in a nine-school feeder system, which serves many Colorado students who are traditionally underrepresented in the engineering profession, and culminates with a high school STEM (science, technology, engineering, and mathematics) Academy whose graduates are motivated to thrive in engineering colleges. However, the following question, “Is this an effective model for increasing student STEM persistence and performance?” remains a driver for our investments as we refine the K-12 engineering program based on partner school feedback and quantitative and qualitative assessment results. Data show that our K-12 engineering program has positively… Continue Reading →
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eric.ed.gov har udgivet: The College Ambition Program (CAP) model was developed to support high schools in preparing their students to enter STEM fields. CAP includes four programmatic components: mentoring, course counseling and advising, college-related activities and workshops, and teacher professional development and instructional support. This study is part of a larger project that will test the overall effectiveness of the CAP intervention model that is concluding its first year of implementation and data collection (2010-2011). Currently, two experimental schools and two control schools will be included in the analysis. Data will be collected from school records, student surveys, and merged with state data. Each component of the intervention has specific measures for assessing relative value for increasing college attendance and STEM interest among students who are college ready, but do… Continue Reading →
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eric.ed.gov har udgivet: This teacher’s guide is intended for use in helping Kodak Corporation employees develop the basic mathematics skills required to perform the manufacturing and quality control tasks expected of them. The following topics are covered in the first five modules: the four basic functions (adding, subtracting, multiplying, and dividing), calculations involving decimals, percentages, positive and negative numbers, and fractions. The sixth module reviews the topics covered in the preceding modules and helps students transfer the mathematics skills presented to applications on the shop floor. Each module includes some or all of the following: the module goal, an introduction, materials and guidelines for direct instruction, activities for use in guided practice, materials for use in applied practice, activities to develop critical thinking strategies, and a pretest and posttest. Transparency… Continue Reading →
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eric.ed.gov har udgivet: “Let’s Begin with the Letter People”[R] is an early education curriculum that uses 26 thematic units to develop children’s language and early literacy skills. A major focus is phonological awareness, including rhyming, word play, alliteration, and segmentation. Children are encouraged to learn as individuals, in small groups, and in a whole-class environment. Teacher resource books and a set of classroom books and other program materials are available as a program kit. Two studies of “Let’s Begin with the Letter People”[R] meet What Works Clearinghouse (WWC) evidence standards and no studies meet WWC evidence standards with reservations. The two studies include children in 49 classrooms in 25 preschools in Houston, Texas, and southeastern New York State. Based on these two studies, the WWC considers the extent of evidence… 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 potential use of computer-based assessments has raised concerns from educators, policymakers, and parents about information technology infrastructure in school districts and the preparation of staff and students to use new technologies for assessment purposes, and the potential impact of testing activities on core school functions, particularly teaching and learning. This case study documents lessons learned in the district- or school-wide administration of computer-based student assessments in the Burlington and Revere School Districts during the spring 2014 Partnership for Assessment of Readiness for College and Careers (PARCC) field test. The case study focused on three research questions: (1) What was the preparation process for district- and school-wide implementation of an online student assessment, including decision making on scheduling, staffing, professional development, technology and hardware, and test materials… Continue Reading →
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eric.ed.gov har udgivet: The Mathematics Mastery programme is a whole-school approach to teaching mathematics that aims to raise attainment for all pupils and close the attainment gap between pupils from low income families and their peers. The programme aims to deepen pupils’ conceptual understanding of key mathematical concepts. This clustered Randomised Controlled Trial (RCT) investigated whether implementing the Mathematics Mastery programme led to improvement in Year 7 pupils’ maths test scores. It was intended that schools would also begin to use the programme in Year 8 in the second year of implementation, and continue until the approach was in place across the school. 44 schools from London and the South East participated in the trial, with a total sample of 5,938 pupils. Participating schools received training and resources to support… Continue Reading →
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eric.ed.gov har udgivet: Commencing in 2011, the Mathematics Academies Initiative is a series of professional development academies (lasting 1 to 2 years, depending on cohort) with the primary objectives of (a) providing educators with a high quality professional development experience that enhances their mathematical content knowledge and pedagogical skills, and (b) increasing positive attitudes and confidence when providing mathematical instruction. As coordinator of the initiative, the West Virginia Department of Education (WVDE) Office of Special Programs (OSP) partners with regional education service agencies (RESAs) and local school districts to identify and invite teachers to the math academies, and with Carnegie Learning Inc., an external vendor, to provide instruction and materials. This research study is an evaluation of the first cohort (hereafter, Cohort 1) of the Mathematics Academies Initiative. Cohort 1,… Continue Reading →
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eric.ed.gov har udgivet: The 2013-2014 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was designed to examine the longitudinal outcomes through kindergarten for children who attended the Pre-K program, along with comparisons to previous cohorts of program attendees. A sample of 561 children was included in the study, with data gathered at the beginning and end of NC Pre-K (2012- 2013) and kindergarten (2013-2014) to examine their growth in skills. Researchers conducted individual assessments of children’s language, literacy, math, and general knowledge skills and gathered teacher ratings of behavior skills. For 119 Spanish-speaking dual language learners (DLLs) in the sample, parallel assessments were conducted in both English and Spanish to examine their progress when measured in both languages. In addition, program characteristics and services were examined for the 2013-2014 NC Pre-K… Continue Reading →
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eric.ed.gov har udgivet: Critical thinking, along with other skills, is included as a basic skill in the constructive education program that has been in use in Turkey since 2005. Therefore, a large increase has been observed in studies on critical thinking skills since 2005. In this frame, the present study was conducted in order to systematically examine research papers on critical thinking skills in terms of several variables published between the years 2005 and 2014 in national journals which are indexed by SSCI and the ULAKBIM social sciences database. In this context, a total of 93 articles from 29 different journals were analyzed using the NVivo 10, SPSS 18, and Microsoft Excel programs and performing content analysis which is widely used in qualitative studies. According to the findings, a large… Continue Reading →
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