eric.ed.gov har udgivet: The field test report on the “Construction Industry Related Math” instructional unit for grade 7 is one of a series of reports on the Arizona developed Career Education Curriculum Units. Presented is specific information as to the success of the units in terms of the learner’s cognitive, affective, and psychomotor behavior according to expressed performance and behavioral objectives. Cognitive and student and teacher attitudinal data were collected from six sites and projects in Arizona. Following the introduction, a brief description of the unit is given. The body of the document presents and discusses various tables showing field test results in the following areas: (1) information describing the field test, including demographic characteristics of both participating teachers and learners, (2) attitudinal data from both teachers and learners concerning… Continue Reading →
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eric.ed.gov har udgivet: This study aims to determine the attitudes of prospective teachers of Secondary Mathematics Education toward Instructional Technologies and Material Development (ITMD) Course. The participants of this descriptive research include 44 students, who take ITMD Course at Department of Secondary Mathematics at Necatibey Faculty of Education in Balikesir University. The questionnaire developed by researchers was conducted before and after the course at 2007-2008 fall semesters. The accuracy of the difference in the attitudes of the prospective math teachers before and after the course was tested by t test and it was seen to be statically significant in the level of p=0.05. Moreover, according to results of the interviews, the prospective teachers emphasized that ITMD Course aims to provide permanent learning and to prepare materials that are appropriate to… Continue Reading →
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eric.ed.gov har udgivet: This study details parents’ and students’ current thinking about math, science and technology (MST) education and their satisfaction with the existing curriculum which most experts see as vastly below world-class standards. The study finds just 25% of Kansas/Missouri parents think their children should be studying more math and science; 70% think things “are fine as they are now.” The report also explains why parents and students are so complacent in this area and what kinds of changes might be helpful in building more interest in and support for more rigorous MST courses. The findings are based on a random survey of 1,472 parents and 1,295 middle and high school students in Kansas and Missouri, probing their attitudes on math, science, and to a lesser extent, technology education.… Continue Reading →
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eric.ed.gov har udgivet: A new national curriculum has recently been implemented across Australia. This paper reports on a case study of a regional Western Australia government school as they re-wrote and taught the phase one learning areas: maths, English, science and HASS. Results showed what it is like to work in an environment where continual change is not only expected, but also seen as best practice. Cynical, realistic and even enthusiastic teachers suffer change fatigue after years of rapid and continual curriculum change. The research traces back the reasons why teacher change fatigue might occur using Intuitive Inquiry (Anderson & Braud, 2011) as a hermeneutical process. It captures the reactions of teachers as they struggle to adapt to another top-down curriculum framework, badged as “continual school improvement.” It documents that… Continue Reading →
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eric.ed.gov har udgivet: This evaluation reports findings from a study of a UCLA teacher education program called IMPACT, Inspiring Minds through a Professional Alliance of Community Teachers. To measure program quality and goal attainment, the evaluation team used a comprehensive, multiple measures approach which included instructional artifacts, classroom logs, measures of pedagogical content knowledge, performance assessments, and teaching attitudes and beliefs. The evaluation team found that math and science teacher apprentices who completed the IMPACT program generally had a positive opinion of the program and applied what they learned in the classroom to their teaching. However, the team also found that the program did not significantly increase the pedagogical content knowledge of teachers nor contribute to substantial changes in teacher instructional strategies across lessons. Differences found in the experience and… Continue Reading →
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