eric.ed.gov har udgivet: In partnership with the Consortium for Policy Research in Education, RFA has been studying Philadelphia schools’ take-up of an instructional reform that has demonstrated positive impacts on teacher knowledge and student learning in math. The Ongoing Assessment Project (OGAP) is designed to deepen teachers’ understanding of foundational concepts in math and engage them in regular formative assessment of their students’ problem-solving strategies. Implementing an ambitious educational reform such as this one is notoriously challenging, as project staff, district personnel, and school leaders struggle to move from initial professional development–where so much money is invested–to deep, routine engagement in schools and classrooms. Teachers’ instructional practices are difficult to change, and it is particularly hard to engender reform ownership in contexts full of competing demands. In our 2019 study… Continue Reading →
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eric.ed.gov har udgivet: This study evaluates the impact of the Retired Mentors for New Teachers program, a two-year mentoring program at the elementary school level developed by Aurora Public Schools in Colorado. Many of the district’s schools serve a large percentage of economically disadvantaged children, experience high teacher turnover, and hire newer, less experienced teachers. The program addresses these challenges using master educators who recently retired from the district to provide tailored one-on-one mentoring to new teachers. The program requires mentees to meet weekly one-on-one with their mentor and monthly in school-level groups over the course of two years. This study was undertaken by Regional Educational Laboratory (REL) Central in collaboration with Aurora Public Schools. It used a randomized controlled trial to assess the impacts of the Retired Mentors for… Continue Reading →
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eric.ed.gov har udgivet: In an effort to identify instructional methods that might improve mathematics learning at the grade 4 level when used in a variety of educational settings under typical conditions, the REL Mid-Atlantic research team looked for promising, replicable practices that were being used broadly by teachers in U.S. schools, for which research showed promising results but had not been conducted using methodologies that can establish causal relationships. CompassLearning’s Odyssey[R] Math product met all of these criteria. Odyssey Math is a computer-based math curriculum developed by CompassLearning, Inc., to improve math learning for K-12 students. The software consists of a web-accessed series of learning activities, assessments, and math tools. These components constitute the basic framework of the software. CompassLearning professional development trainers presented the learning activities, math tools, and… Continue Reading →
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eric.ed.gov har udgivet: This report examines the impact of content-intensive Professional Development (PD) on teachers’ math content knowledge, their instructional practice, and their students’ achievement. The study’s PD had three components, totaling 93 hours. The core of the PD was “Intel Math,” an intensive 80-hour workshop delivered in summer 2013 that focused on deepening teachers’ knowledge of grades K-8 mathematics. Two additional PD components totaling 13 hours were delivered during the 2013-14 school year: the “Mathematics Learning Community,” a series of five 2-hour collaborative meetings focused on analyzing student work; and “Video Feedback Cycles,” a series of three one-on-one coaching sessions where teachers’ lessons were observed and critiqued. The purpose of these two components was to reinforce the math content in Intel Math and help teachers apply the content to… Continue Reading →
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eric.ed.gov har udgivet: Improving math achievement among U.S. students remains a high priority as results from recent math assessments continue to show room for improvement. For example, 60 percent of fourth-graders scored below the proficient level on the 2015 National Assessment of Educational Progress. On the most recent Program for International Student Assessment’s math problem-solving test, U.S. 15-year-olds outperformed students in only 6 of the 34 participating countries. In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students’ understanding of mathematical concepts. Teachers may thus benefit from professional development (PD) that deepens their own conceptual understanding of math. Elementary school teachers may especially benefit from content-focused PD because they are less likely to formally study math in college than secondary… Continue Reading →
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eric.ed.gov har udgivet: The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were also gathered via classroom observations and lesson plans. The findings of the study indicated that teachers did implement the literacy strategies following the professional development provided despite… Continue Reading →
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eric.ed.gov har udgivet: Recent results from national and international assessments continue to show a need for improvement in math achievement among U.S. students. For example, 60 per-cent of grade 4 students scored below the proficient level on the 2015 National Assessment of Educational Progress. In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students’ understanding of math concepts. Teachers may benefit from professional development (PD) that strengthens their own conceptual understanding of math, particularly elementary school teachers who are less likely to formally study math in college than secondary teachers are. To date, there is limited convincing evidence on the effectiveness of intensive, content-focused PD, a gap this study intended to address. This study examined the implementation and impact of… Continue Reading →
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eric.ed.gov har udgivet: Using state-representative teacher surveys in three states–Texas, Ohio, and Kentucky–we examine teachers’ implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states,… Continue Reading →
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eric.ed.gov har udgivet: Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in Mathematics (CCSS-M) across grades K-8. This research brief explores how best to select or develop and use classroom observation systems in order to document instructional shifts and inform MiC school district improvement efforts. The report is organized into three main sections: (1) An exploration of what the research literature says about existing observation systems and several design considerations for successful observation systems; (2) A detailed discussion of several considerations of these findings for school districts as they implement observation systems in order to better track and understand how teachers are implementing the Common Core State Standards in Mathematics in their… Continue Reading →
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eric.ed.gov har udgivet: The low level of mathematics performance of U.S. students in relation to national standards and in international comparisons has concerned educators and policy makers for many years. The authors’ primary goals were to design a feasible and usable intervention and gather data on the promise of the intervention to foster students’ conceptual understanding of whole number concepts and skills and procedural fluency. The FUSION curriculum was developed using an iterative design process aligned with design experiment methodology. The pilot study took place in nine schools in two suburban school districts in the northwest. The FUSION program is a Grade 1 (Tier 2) mathematics intervention that focuses specifically on building students’ early knowledge of whole number concepts. Results indicate that understanding student outcomes, program implementation fidelity, and interventionists’… Continue Reading →
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