eric.ed.gov har udgivet: This study seeks to answer the following question: Are impacts on Head Start classroom quality associated with impacts of Head Start on children’s learning and development? This study employs a variety of descriptive and quasi-experimental methods to explore the role of classroom quality as a mediator or mechanism of Head Start impacts. This research uses data from the Head Start Impact Study (HSIS) and includes 4,440 3- and 4-year-old children who were randomly assigned off a waitlist to either receive an invitation to participate in Head Start services or to the control group. Children initially applied to 351 Head Start programs across 81 Head Start grantees. A total of 2,644 children were randomized to receive Head Start services and 1,796 were randomized to the control group. Following… Continue Reading →
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eric.ed.gov har udgivet: Using a single-subject alternating treatments reversal design, the effects of three conditions, tactile stimulation, auditory stimulation, and choice of the two, were compared on the math story problem solving of elementary students with attention problems. Students attempted and solved slightly more problems and engaged in fewer off-task behaviors in the stimulation conditions than in baseline. Effects were very modest. Students chose stimulation conditions that were related to their behavior more than their accuracy. Link til kilde
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eric.ed.gov har udgivet: This manual describes the process used in determining the objectives of a project to develop effective remediation strategies for use by teachers of mathematics. It presents two tools developed for use in assessing remedial mathematics teaching: (1) the “Effective Remedial Mathematics Checklist,” for use in supervising teachers of remedial math, and (2) the “Math Remediation Methods Questionnaire (MRMQ),” designed to assess what teachers, as a group, know about effective remediation in mathematics. Information is presented on the theoretical background, test development, test administration, scoring, and analysis. Appended are (1) the checklist; (2) the questionnaire, Form A (K-6); (3) the questionnaire, Form B (7-12); and (4) an extensive bibliography. (TE) Link til kilde
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eric.ed.gov har udgivet: Critical thinking, along with other skills, is included as a basic skill in the constructive education program that has been in use in Turkey since 2005. Therefore, a large increase has been observed in studies on critical thinking skills since 2005. In this frame, the present study was conducted in order to systematically examine research papers on critical thinking skills in terms of several variables published between the years 2005 and 2014 in national journals which are indexed by SSCI and the ULAKBIM social sciences database. In this context, a total of 93 articles from 29 different journals were analyzed using the NVivo 10, SPSS 18, and Microsoft Excel programs and performing content analysis which is widely used in qualitative studies. According to the findings, a large… Continue Reading →
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eric.ed.gov har udgivet: The Early Childhood Environment Rating Scale-Third Edition (ECERS-3) is the latest version of one of the most widely used observational tools for assessing the quality of classrooms serving preschool-aged children. This study was the first assessment of its factor structure and validity, an important step given its widespread use. An ECERS-3 observation was conducted in 1063 preschool classrooms in three states. In a subset of those classrooms (n = 119), Classroom Assessment Scoring System-Pre-K (CLASS Pre-K) and child assessment data were also collected. Analyses of the ECERS-3 suggested that a single factor does not adequately capture item variability. Of the solutions tested, the four-factor (Learning Opportunities, Gross Motor, Teacher Interactions, and Math Supports) provided the best combination of statistical support and theoretical utility. In general, the ECERS-3… Continue Reading →
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eric.ed.gov har udgivet: Co-teaching models have been established in research as an instructional delivery method to provide instruction to diverse students in an inclusive general education setting. Research of inclusive classrooms where general education and special education teachers co-instruct indicates learning for students with learning disabilities (LD) is improved (Cramer, Liston, Nevin & Thousand, 2010). Co-teaching models have been addressed in the literature, however, responsibilities of general and special education teachers regarding co-planning, co-instruction and co-assessing to implement co-teaching effectively requires further investigation (Mastropieri et al., 2005). This qualitative study investigated two co-taught elementary classrooms. The case study examined information from teachers in reading and math co-taught classrooms to document method of implementation and to gain insight into participants’ knowledge and perceptions of co-teaching. Information was gathered from two elementary… Continue Reading →
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eric.ed.gov har udgivet: Profile analyses were used to investigate differences in the self-efficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers’ self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such as preparation in their teaching domain. (Contains 3 tables and 4 figures.) Link til kilde
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eric.ed.gov har udgivet: Ever so slowly, the United States is taking a harder look at how its teacher preparation schools are improving the quality of the teachers they produce. The signs are everywhere–from proposed federal action to state legislatures and school boards passing new oversight laws and regulations, to a newly marshaled push for stronger accreditation by the institutions themselves. The country is finally waking up to the critical importance of improving teacher preparation quality to produce more classroom-ready teachers. But as “NCTQ Teacher Prep Review 2014” shows, far more needs to be done to expand the pool of teachers properly prepared to meet the challenges of the contemporary American classroom. Still, an upsurge in quality has begun. It is good news indeed to be able to report some movement,… Continue Reading →
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eric.ed.gov har udgivet: The majority of early education programs promote children’s learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children’s experiences with teachers in these contexts as they relate to children’s skill development. Participants were preschool children (N = 283, M age = 52 months, 48% girls, 70% Mexican or Mexican American) from families of a lower socioeconomic status. Observations captured children’s time in child- and teacher-managed contexts and experiences with teachers in each context. School readiness was assessed directly and through teacher reports. Research Findings: Time spent in teacher-managed contexts was positively related to children’s academic and social skill development. Experiences in child-managed context predicted vocabulary, math, and social skills when… Continue Reading →
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eric.ed.gov har udgivet: Reflective leadership plays a key role in successfully maintaining the operation in organizations and in achieving their far and near objectives. In order to enable this success in school organizations, each employee in the school should make an effort for development and effective operation of the school organization. A reflective school leader is effective in enabling and sustaining this success by utilizing their reflective leadership traits. The aim of this research is to determine the reflective leadership levels of school principals by science and math teachers’ viewpoints. Sample of the research is composed of a total of 147 volunteer teachers 68 of whom serve as science teachers and 79 as math teachers in high schools in Çorum city center. Data have been collected through “reflective leadership” scale… Continue Reading →
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