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Eric.ed.gov – Important, but Not for Me: Parents and Students in Kansas and Missouri Talk about Math, Science and Technology Education

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 – The New Australian Curriculum, Teachers and Change Fatigue

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 – Inspiring Minds through a Professional Alliance of Community Teachers (IMPACT): Evaluation Results of the Cohort 1 Math and Science Apprentice Teachers. CRESST Report 826

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