eric.ed.gov har udgivet: “Informed math self-placement,” a program implemented at American River College in Sacramento, California, to determine students’ readiness for college-level math, has been in place for three years. This case study describes the development and implementation of math self-placement at American River. Math self-placement consists of a Web-based testing and information site that allows students, or potential students, to gauge their level of math proficiency prior to talking with a counselor or enrolling in classes. Math faculty members and administrators are hopeful that self-placement, as an alternative to traditional placement, will provide students with concrete knowledge and experience about math standards, since self-placement includes actual self-assessment instruments (tests), developed and approved by the college’s math faculty. American River’s experience in math self-placement is noteworthy in its potential to… Continue Reading →
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eric.ed.gov har udgivet: Many states have adopted the Common Core Standards for literacy and math and have begun enacting these standards in school curriculum. In states where these standards have been adopted, professional educators working in K-12 contexts have been working to create transition plans from existing state-based standards to the Common Core standards. A part of this process has included re-aligning professional development models to support implementation of these new standards. While K-12 professional educators have been hard at work in this changeover, little attention has been paid to early childhood contexts and the need of pre-school curriculum to support learners in moving toward new kindergarten goals in the Common Core. This study examines the alignment between an existent professional development model for preschool literacy widely employed in one… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to assess the impact of the Pathways to STEM Initiative (PSI) on students and science teachers and to describe the level of PSI implementation. One group of middle schools participated in PSI, which included project-based science, technology, engineering, and math (STEM) coursework; extra-curricular STEM opportunities for students; and teacher professional development. A multivariate matching algorithm was used to identify a comparison group of schools that received the participating district’s standard science curriculum. The students in the study schools were 62% Hispanic/Latino, 17% Black/African American, and 12% White. Additionally, 23% of the students were English language learners. The study compared students’ science achievement and teachers’ beliefs about science and attitudes toward STEM across the treatment and comparison schools and assessed the fidelity… Continue Reading →
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eric.ed.gov har udgivet: The goal of the two Power of Data (POD) projects was to increase science, technology and math skills through the implementation of project-based learning modules that teach students how to solve problems through data collection and analysis utilizing geospatial technologies. Professional development institutes in two formats were offered to encourage teachers to implement the modules. We compared teacher learning, teacher implementation, and student learning from the two different professional development formats to examine how each format supported teachers to implement the modules, and, ultimately, improve student understanding. Teacher surveys, content and technology assessments, classroom observations, student assessments, and student work samples were analyzed for comparison between a two-week summer institute and monthly meetings held throughout the academic year. Teachers and students from both formats showed improvement in… Continue Reading →
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eric.ed.gov har udgivet: Following the recommendations of a 2013 instructional audit, the Academically or Intellectually Gifted department implemented a co-teaching instructional strategy in 41 volunteer schools starting in the 2014-15 school year. Implementation data and discussions with central office staff suggest that while implementation fidelity was relatively strong in the first year, it declined in 2015-16. Still, the first year of implementation offered evidence to guide any future co-teaching implementation. First, the “one teach, one assist” method of co-teaching was most frequently observed, suggesting that co-teachers may have defaulted to one of the less optimal instructional strategies under the model. Second, AIG teachers and co-teachers perceived the initiative similarly but differed on a few particularly meaningful survey items pertaining to the perceptions and role of the specialist. Third, AIG students… Continue Reading →
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eric.ed.gov har udgivet: This report on the SCALE Institutions of Higher Education (IHE) Case Studies line of work provides preliminary findings about SCALE activities at the University of Wisconsin-Madison (UW-Madison). This study focuses on the structural and behavioral dynamics influencing the implementation of the four core SCALE strategies for effecting change in IHEs: (1) reform undergraduate science, technology, engineering and mathematics (STEM) courses; (2) promote collaboration between STEM and education departments regarding pre-service teacher education; (3) promote collaboration between IHEs and K-12 districts regarding in-service professional development; and (4) improve institutional policies and practices at the IHE level that support faculty engaged in pre- and in-service activities. Preliminary findings indicate that SCALE is making progress in each of these areas. Through the Math Masters and Immersion Unit professional development programs… Continue Reading →
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eric.ed.gov har udgivet: Having a more effective teacher or principal can substantially improve students’ academic outcomes. The Teacher Incentive Fund (TIF) program, established in 2006, provided competitive grants to help states and districts implement a multi-strategy approach to enhancing educator effectiveness. TIF grantees were required to measure educator performance and use this information to make decisions about the support and compensation they provide for educators. The 2015 reauthorization of the Elementary and Secondary Education Act replaced TIF with the Teacher and School Leaders (TSL) Incentive Grants program. This program, like the TIF program, provides grants to eligible entities to develop, implement, improve, or expand performance-based compensation systems and human capital management systems in schools. This brief brings together the findings of two studies from the Institute of Education Sciences (IES)… Continue Reading →
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eric.ed.gov har udgivet: Pennsylvania Pre-K Counts (PA PKC) is a state-funded prekindergarten program for 3- and 4- year-old children to help them gain school readiness skills. The goal of PA PKC is to help reduce educational disparities by providing high quality prekindergarten for children who lack opportunities or reside in environments that place them at risk of school failure. This Impact Study examined the effects of participation in PA PKC on children’s early academic, social, and executive function skills in kindergarten. In particular, the study focused on whether there were differences in performance for children with 1 or 2 years of enrollment in PA PKC compared to children with no early childhood education (ECE) experience in the 2 years prior to kindergarten. Two primary research questions (1 and 2) guided… Continue Reading →
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eric.ed.gov har udgivet: Under waivers to the No Child Left Behind (NCLB) Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these “Focus Schools.” In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are uniquely interesting for several reasons. One is that the state developed unusually explicit guidance for Focus Schools centered on a comprehensive school-planning process. Second, the state identified Focus Schools using a “super subgroup” measure that combined traditionally low-performing subgroups into an umbrella group. This design feature may have catalyzed broader whole-school reforms and attenuated the incentives to target reform efforts narrowly. Using regression discontinuity designs, we find that these reforms led to… Continue Reading →
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eric.ed.gov har udgivet: Hope Elementary School recently purchased tablets for all of its students to facilitate the use of technology in the classroom. The principal at Hope Elementary understands that technology can be an efficient and effective way for teachers to access materials and differentiate instruction to support the achievement of all learners. However, some teachers are struggling to determine how to best use the tablets in the classroom. Ms. Williams is a special education teacher at Hope Elementary School. She is excited about the tablet initiative and has a number of ideas about ways she can effectively and meaningfully integrate technology into instruction. The principal at Hope Elementary has asked Ms. Williams to serve as an example for other teachers at the school to help alleviate their concerns about… Continue Reading →
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