eric.ed.gov har udgivet: A shortage of highly qualified math and science teachers pervades the U.S. public school system. Clearly, recruitment of talented STEM educators is critical. Previous literature offers many suggestions for how STEM teacher recruitment programs and participant selection should occur. This study investigates how early STEM majors who are not already considering teaching careers experienced a summer teaching recruitment internship and how it influenced their ideas about teaching and learning and interest in teaching high school as a possible future career. Using multiple qualitative data sources including interviews and daily internship reflections, a multi-case comparative case study was developed. The findings support that some interns substantially increased their interest in teaching careers, while other interns’ interest did not change or decreased. The impact of the recruitment internship was… Continue Reading →
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eric.ed.gov har udgivet: School districts and states across the Regional Educational Laboratory Mid-Atlantic Region and the country as a whole have been modifying their teacher evaluation systems to identify more effective and less effective teachers and provide better feedback to improve instructional practice. The new systems typically include components related to student achievement growth and instruments for observing and rating instructional practice. Many school districts and states are considering adopting commercially available instruments for the instructional practice component of their evaluation systems. Yet little data are available to help districts and states choose among available instruments or determine which dimensions of instructional practice merit the greatest emphasis. Most existing data comparing different observation instruments, including their statistical characteristics and their relationship to student achievement, come from the Bill & Melinda… Continue Reading →
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eric.ed.gov har udgivet: Science education reform standards have shifted focus from exploration and experimentation to evidence-based explanation and argumentation to prepare students with knowledge for a changing workforce and critical thinking skills to evaluate issues requiring increasing scientific literacy. However, in urban schools serving poor, diverse populations, where the priority is on students’ assessment results in reading and math, students may not receive reform-based science. The rationale for this qualitative study was to examine how two elementary teachers from high-poverty urban schools planned for reform-based science in response to a quality state science assessment in conjunction with their training and resources. Their state assessment included an inquiry task requiring students to construct responses to questions based on their investigation data. From evaluating evidence using Zembal-Saul’s continuum for teaching science as… Continue Reading →
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eric.ed.gov har udgivet: This action research project looks at what happened when a small group of adult numeracy teachers with widely different experiences of learning and teaching mathematics explored their own informal numeracy practices and undertook a series of collaborative mathematical tasks. Evidence from qualitative data collected during the enquiry suggests that “realistic” tasks can provoke a range of mathematical thinking and learning responses which allow us to identify ways in which “procedural” and “conceptual” thinking is being used, and to track learning journeys through different stages of problem-solving. Although more experienced numeracy teachers could move between and within their “real worlds” and “maths worlds” with intent and ease, others had less integrated experiences, often valuing perceived mathematical powers over their own intuitive powers, with mixed success. Link til kilde
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eric.ed.gov har udgivet: This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race validating pedagogy to implement among students who place in community college developmental education courses. [This Scholarly Paper was commissioned for the 9th Annual Conference of the American Association of Hispanics in Higher Education, 2014. Appendix A, “Levels and Descriptors of Developmental Education Math and English Courses at Case Study Site” is not included in the ERIC version of this report.] Link til kilde
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eric.ed.gov har udgivet: Community colleges are facing increased pressure to accelerate students through their developmental mathematics sequence. However, many individuals feel that some state legislatures and college leaders are frequently bypassing developmental math faculty expertise when implementing acceleration and compression initiatives. This qualitative study focuses on faculty viewpoints with regard to acceleration and compression in developmental math. Guiding this study was the research question: Based on faculty experience, what is the best fit for the practices of acceleration and compression in developmental mathematics? Data has been gathered using a structured interview format for six developmental math instructors, two at each of three community colleges. Findings from this study suggested that the practices of acceleration and compression are a proper fit for students who are comfortable with computer software. Incoming skill… Continue Reading →
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eric.ed.gov har udgivet: New semiotic perspectives about the role of language in mathematics education indicate that teachers have a fundamental role in communicating and teaching the language that carries mathematical meaning. However, little is known about how educators of young children understand and use the language of mathematics. This study addresses this void. Supported by the understanding that mathematics has its own language (Pimm, 1987), the study focuses on code switching–the mixing of words from two languages–by educators as they shift between the language of instruction and the language of mathematics. A qualitative multiple case study approach utilizing discourse analysis was used to explore three early years teachers’ math talk. Findings indicate that these educators code-switched to the mathematics register when they talked about numbers, number words and counting, to… Continue Reading →
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eric.ed.gov har udgivet: Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, educators need to understand what globally competent teachers actually do in classrooms across subject areas and grade levels. This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of 10 in-service teachers in one southeastern state who teach for global competence in math, music, science, English, social studies, and language classes across elementary, middle, and high schools. We found three signature pedagogies that characterized globally competent teaching practices across… Continue Reading →
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eric.ed.gov har udgivet: This enquiry based project set out to find out if adult English language learners, known as ESOL (English for Speakers of Other Languages) learners in the UK, might benefit, in terms of their acquisition of English, from studying maths. This research has been conducted at a medium sized FE college in the East Midlands where I teach. I evaluate this in two ways, firstly by analysing learners’ results, and secondly by asking experienced ESOL teachers to observe and reflect on an ESOL Maths session. This project found a correlation between attending a maths class and improved English language exam results over 5 cohorts of students. In addition, ESOL teachers noted many and varied opportunities for English language learning in an ESOL Maths class, with higher levels of… Continue Reading →
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eric.ed.gov har udgivet: In an effort to discern the perceptions of the importance or value of mathematics education held by ordinary people in Appalachia, a qualitative research study was performed in accordance with an agreement with the ACCLAIM Research Initiative. The study engaged the qualitative research method known as “folknography” and targeted the community of Padua (a pseudonym), in a state in the Appalachian south. The study was conducted in late March, 2004, by undergraduate students previously enrolled in a related course taught by the principal investigator. This report was developed from data analyzed after the completion of the field work. The student researchers collected nearly 650 surveys and conducted nearly 250 interviews with informants in three age groups (youth, adults, seniors). Overall, Padua residents were quick to respond and… Continue Reading →
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