eric.ed.gov har udgivet: Career and technical education (CTE) is emerging as a reading content area similar to other academic areas such as social studies, math and science. The primary reason for this is that CTE is more integrated with academic subjects. This trend is prompting CTE teachers to become more active in supporting their students’ reading through their CTE subject area. CTE teachers are perfectly positioned to motivate their students to read because they offer learning that is interesting and practical, and this contextual learning can serve as a vehicle for bolstering students’ understanding of academic subjects. In this article, the author aims to explain the emerging role of CTE in reading, and to offer direction for CTE teachers to support their students’ reading interest and ability. Link til kilde
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eric.ed.gov har udgivet: Background: Research is proposed for preservice secondary mathematics teachers to develop and use reading strategies in math classrooms. Purpose: to determine if increased instruction on using specific reading strategies in secondary mathematics classrooms significantly impacts a) the type of reading-specific instructional strategies used, b) awareness of preservice math teachers of their roles as content reading teachers and understanding of reading issues as related to mathematics. Setting: University undergraduate content area reading course for preservice teachers; university undergraduate mathematics methods course for preservice secondary math teachers. Study Sample: all secondary preservice teachers enrolled in each course will participate. Intervention: The treatment course students will receive intensified reading training in the content area reading course as relates to mathematics. Additionally, specific reading strategies will be discussed in the math… Continue Reading →
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eric.ed.gov har udgivet: Math and reading teachers who also coach athletics in the public school system are challenged to balance the responsibilities that come with fulfilling dual occupational roles. While many studies have examined teacher-coaches’ stress levels and job perception in the context of role strain, there is no evidence of how student achievement in tested subjects is affected by assignment to these teacher-coaches. A large administrative panel data set provided by the Florida Department of Education allows us to match students to teachers and use a student fixed effects approach to track changes in math and reading test scores over a seven-year time period, from 2002 through 2009. Despite the challenges associated with holding dual occupational roles, we find that students assigned to teacher-coaches perform at the same level… Continue Reading →
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