eric.ed.gov har udgivet: Disability Research Encompassing Native Americans in Math and Science (DREAMS) is a comprehensive program that offers math and science experiences to Native American students with disabilities and encourages systems change in schools on or near Indian reservations in related domains. These domains include development of science instructional models based on hands-on learning and conceptual development, approaches to meet national science and mathematics standards, infusion of Native American culture into instruction and methods, accommodations for students with disabilities in science and math instruction, and career exploration in technical fields. DREAMS is a partnership between the University of North Dakota and 10-12 public and tribal schools in North Dakota. Project activities include curriculum and materials development; two annual week-long summer institutes for students, parents, and teachers; teacher education in… Continue Reading →
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eric.ed.gov har udgivet: California State University, Bakersfield (CSUB) received funding from National Science Foundation’s (NSF) Robert Noyce Teacher Scholarship Program to recruit Noyce Scholars from upper-division science, technology, engineering, and mathematics (STEM) majors, graduate students, and professionals switched to STEM teaching from other fields (NSF DUE-0934944). The program purpose is to increase the number of highly qualified science and math teachers at high-needs schools. This report is based on multilevel quantitative and qualitative data from university records, program minutes, as well as individual-level information gatherings from Noyce Scholars and Advisors. In addition, the report design is grounded on a thorough review of updated literature to ensure its conformation to best professional practices. The results show that the program quality is supported involvement of a group of award-winning faculty in STEM… Continue Reading →
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eric.ed.gov har udgivet: This report focuses on the results of the second year of this longitudinal study–the 2014-2015 Georgia’s Pre-K Program Evaluation. The purpose of this evaluation study was to examine initial longitudinal outcomes related to school readiness for children and the quality of their classrooms from pre-k through kindergarten. The primary evaluation questions addressed included: (1) What are the learning outcomes through kindergarten for children attending Georgia’s Pre-K Program; (2) What factors predict better learning outcomes for children; and (3) What is the quality of children’s experiences in pre-k and kindergarten? To address these questions, the evaluation study included a sample of 1,169 children (139 Spanish-speaking dual language learners/DLLs) attending a random sample of 199 Georgia’s Pre-K classrooms in year 1, and 1,034 of these children (118 Spanish-speaking DLLs)… Continue Reading →
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eric.ed.gov har udgivet: This paper describe Georgia’s progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, it highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Race to the Top focuses on improving Science, Technology, Engineering, and Mathematics (STEM) education for Georgia students. The plan includes providing professional development for math and science teachers, strengthening the pipeline of science and math teachers from institutes of higher education, and expanding STEM related virtual courses. As a result, in partnership with the Georgia Department of Education, Georgia Tech received funding through the Race to the Top program to expand… Continue Reading →
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eric.ed.gov har udgivet: The Magic Breakfast project provided 106 schools with support and resources to offer a free, universal, before-school breakfast club, including to all Year 2 and Year 6 pupils. The aim of the project was to improve attainment outcomes by increasing the number of children who ate a healthy breakfast. The schools in the project were schools in England with a relatively high proportion of disadvantaged pupils. The project ran between September 2014 and July 2015. Schools were provided with free food, support from a Magic Breakfast school change leader, and a £300 grant towards up-front costs. The intervention itself was delivered by school staff and volunteers. The impact of the project was evaluated using a randomised controlled trial involving around 8,600 pupils. The process evaluation involved qualitative… Continue Reading →
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eric.ed.gov har udgivet: In January 2012, the West Virginia Governor’s Office released an influential report, “Education Efficiency Audit of West Virginia’s Primary and Secondary Education System,” written by Public Works (2012), a management consulting company headquartered in West Chester, Pennsylvania. Based largely on this report, the West Virginia Legislature passed education reform legislation, which was signed into law by the Governor in spring 2013. The Catalyst School Research Study examined the initial stage of an initiative that grew out of that reform. The Transforming Professional Learning initiative focused on changing the way the West Virginia Board of Education (WVBE) defined professional learning and the ways major providers involved themselves in the professional learning of educators in the state, especially the West Virginia Department of Education (WVDE) and regional education service… Continue Reading →
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eric.ed.gov har udgivet: This directory reviews 13 diagnostic-prescriptive mathematics progres. Ten of the programs are complete mathematics programs; the remaining three are supplementary programs. These programs are designed for use in one or a combination of grade levels from grades K-9. Each program is outlined according to: nature of program, rationale of program, general goals and objectives, organization of program, materials provided for both student and teacher, classroom activities, assessment of student progress, use of materials; implementation requirements and provisions, cost of implementing the program, how the program was developed, the present status of the program, how the program has been evaluated, indicated strengths and weaknesses of the program, and where the program can be obtained. Description of implementation of these programs for eight New Jersey school districts during the… Continue Reading →
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eric.ed.gov har udgivet: This executive summary presents results from a study that began in 2013-2014, and involves a longitudinal design to follow a sample of 1,169 children (139 Spanish-speaking DLLs) who attended 199 randomly-selected Georgia’s Pre-K classrooms. These findings focus on results from the second year of the study, which included 1,034 of these children (118 Spanish-speaking DLLs) who were attending kindergarten. Researchers conducted individual child assessments near the beginning and end of pre-k and kindergarten to examine growth in children’s skills, as well as factors associated with greater growth. The assessment measures covered multiple domains of learning, including language, literacy, math, and general knowledge, and teacher ratings of behavior skills. For the DLL subsample, assessments were conducted in both English and Spanish using parallel measures. Researchers also conducted observations… Continue Reading →
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eric.ed.gov har udgivet: Constructivist approaches to mathematics instruction based on the standards of the National Council of Teachers of Mathematics (NCTM) have been widely advocated and are expanding in use. However, many educators express a need for constructivist approaches that provide specific student materials, assessments, teachers’ manuals, professional development, and other supports to enable a broad range of teachers to succeed with a broad range of children. MathWings, part of a comprehensive school reform effort funded by New American Schools, was designed to accomplish this goal. In grades 3 through 5, MathWings provides a practical, comprehensive approach based on the NCTM standards. Three evaluations have examined the impact of MathWings. One, involving four rural Maryland schools, found substantially greater gains on the mathematics sections of the Maryland School Performance Assessment… Continue Reading →
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eric.ed.gov har udgivet: This report documents the results of an evaluation of the Future Foundations Society CIC (Future Foundations) academic summer school which took place in August 2013. The Future Foundations summer school programme is a literacy and numeracy catch-up intervention which provided extra schooling in the summer holidays. Pupils attending the four-week programme followed a specially designed curriculum involving regular literacy and numeracy lessons taught by trained primary and secondary school teachers. The programme took place in the summer of 2013 across three sites in London and the South East: Brighton, Enfield, and Islington. It was targeted at pupils in Years 5 and 6 who were eligible for free school meals (FSM) and at pupils who had not achieved Level 4 in English or maths at the end of… Continue Reading →
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