eric.ed.gov har udgivet: Project SUCCESS sought to recruit, train, and support paraprofessionals and mid-career adults in high-need teaching fields (math, science, special education, bilingual) in transitioning to teach in high-need schools. A 27-minute video was produced to supplement reporting of project evaluation outcomes. This paper highlights procedures and recommendations for production of video to report evaluation outcomes. Email video invitation is appended. Link til kilde
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eric.ed.gov har udgivet: A conference/workshop held in late 1979 which was aimed at improving the teaching of mathematics is reviewed. The conference was a response to the PRIME-80 conference of the Mathematical Association of America (MAA), which had produced recommendations that something should be done to reverse the decline of educational skills among entering college freshmen. The conference was viewed as a success by both the participants and the organizers. It was stated that many colleges can offer a conference of this sort in their own community that could focus on the particular needs and issues in mathematics education for the region. Such a conference can provide benefits that can far outweigh the small monetary outlay. (MP) Link til kilde
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eric.ed.gov har udgivet: “Voices from the Field: Collaborative Innovations in Early Childhood Educator Preparation” is jointly published by the Illinois Education Research Council (IERC) and the Illinois Board of Education (IBHE), and highlights the accomplished work of many of the state’s two- and four-year faculty to redesign early childhood educator preparation programs to meet regional and state workforce needs. This edited book has chapters authored by EC faculty from both the 2-year and 4-year sectors and provides clear, tangible examples of how universities across Illinois worked together, often with regional employers, to design pathways for early childhood educators to earn the state’s industry-recognized Gateways credentials while taking college coursework leading to degrees. Each chapter has a unique focus and together, their “Voices” provide significant insight into the innovative partnerships that… Continue Reading →
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eric.ed.gov har udgivet: This report describes a program created specifically to address the fact that individuals with disabilities, especially girls, have been widely under-served and under-educated in the areas of science, math, and technology. The “Daughters with Disabilities” project was designed to encourage more girls with disabilities from five inner-city schools to prepare for careers in science, math, and technology by: (1) increasing the interests and achievement in science, math, and technology of girls in special education classes at the five participating schools; (2) enhancing existing science, math, and technology curricula for girls with disabilities in urban settings; (3) introducing and teaching the concept of “pre-transition” knowledge in the science, math, and technology areas; and (4) creating a network of support and training for pre-service and in-service special and regular… Continue Reading →
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eric.ed.gov har udgivet: Increasing numbers of high schools are offering senior-year transition curricula in math and English to better prepare graduating students for college. These transition curricula are typically full-year, high school credit-bearing courses taken by students at risk of being placed into developmental (also known as remedial) courses upon enrollment in college. In many cases, students who successfully complete a transition course are officially designated as “college ready” and therefore bypass developmental education altogether. Educators who are interested in developing transition courses currently have limited information about how others have done so. Based on the experiences of those who have developed or overseen transition courses, this brief provides a typology of transition course design options for those thinking about how to best plan and implement these offerings. Among other… Continue Reading →
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eric.ed.gov har udgivet: States and districts are beginning to use student achievement growth–as measured by state assessments (often using statistical techniques known as value-added models or student growth models)–as part of their teacher evaluation systems. But this approach has limited application in most states, because their assessments are typically administered only in grades 3-8 and only in math and reading. In response, some districts have turned to alternative measures of student growth. These alternative measures include alternative assessment-based value-added models (VAMs) that use the results of end-of-course assessments or commercially available tests in statistical models, and student learning objectives (SLOs), which are determined by individual teachers, approved by principals, and used in evaluations that do not involve sophisticated statistical modeling. For this report, administrators in eight districts that were early… Continue Reading →
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eric.ed.gov har udgivet: States and districts are beginning to use student achievement growth–as measured by state assessments (often using statistical techniques known as value-added models or student growth models)–as part of their teacher evaluation systems. But this approach has limited application in most states, because their assessments are typically administered only in grades 3-8 and only in math and reading. In response, some districts have turned to alternative measures of student growth. These alternative measures include alternative assessment-based value-added models (VAMs) that use the results of end-of-course assessments or commercially available tests in statistical models, and student learning objectives (SLOs), which are determined by individual teachers, approved by principals, and used in evaluations that do not involve sophisticated statistical modeling. For this report, administrators in eight districts that were early… Continue Reading →
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eric.ed.gov har udgivet: In an effort to identify and incorporate exemplary practices into existing and future afterschool programs, the U.S. Department of Education commissioned a large-scale evaluation of the 21st Century Community Learning Center (CCLC) program. The purpose of this evaluation project was to develop resources and professional development that addresses issues relating to the establishment and sustainability of afterschool programs. Fifty-three high functioning programs representative across eight regional divisions of the nation, including rural and urban programs, community-based and school district related programs, were identified using rigorous methods. Exemplary practices in program organization, program structure, and especially in content delivery were studied. The findings were synthesized into the Afterschool Toolkit that was made available to programs nationwide via the world-wide-web. Professional development was conducted consistently and extensively throughout the… Continue Reading →
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eric.ed.gov har udgivet: Both Ohio’s state leadership and its foundation community recognized that, to move forward in a global economy, Ohio would need a highly trained workforce that would attract high tech companies to the state. Though STEM shortages have been a pervasive problem for decades, with the election of a new Governor in 2008, there was call to action from state higher education executive officers to address the STEM shortage areas as well as the growing achievement gap. In the years leading up to 2010, the state had significant teacher shortages in ten subject areas, with the greatest need in mathematics, sciences, and special education. These shortages, already severe, were projected to worsen as the state looked to adopt new rules for additional math and science courses required for… Continue Reading →
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eric.ed.gov har udgivet: The National Executive Service Corps, an organization which uses the skills and experiences of senior professionals, responded to the perceived shortage of qualified mathematics and science teachers in New York City. This paper describes a project designed to tap the skills and talents of retired scientists, engineers, and mathematicians who wished to enter teaching as a second career. The program consisted of five major parts: recruitment, orientation, training, placement, and support. These activities are described in the main body of this report. A project summary points out that second career teachers bring something current, real, and relevant to lessons. However, while they recognized the content area knowledge of this group of new teachers, supervisors also noted weaknesses in classroom management skills and urged the inclusion of a… Continue Reading →
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