eric.ed.gov har udgivet: The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in the 2010-11 school year, when the children in the sample were in kindergarten, and will continue through the spring of 2016, when most of the children in the sample are expected to be in fifth grade. This brief report provides information from the data collection conducted in the spring of 2014, when the majority of the students were in third grade. The ECLS-K:2011 provides information on students’ status at school entry, on their transition into school, and… Continue Reading →
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eric.ed.gov har udgivet: The conceptual foundation for remedial education is straightforward: students are tested to determine whether they meet a given level of academic proficiency for college-level classes. For those who do not meet this level, deficiencies in skills are addressed through some form of supplementary instruction, most often remedial courses. The study summarized in this Brief employs a quasi-experimental design to examine remedial enrollment and outcomes of community college students throughout the state of Florida. Results of the study suggest that as a means for addressing the needs of under-prepared students, remediation has both benefits and drawbacks. After controlling for noncompliance and endogenous sorting around the placement test cutoff score, students on the margin of requiring math remediation were slightly more likely to persist to their second year. Similarly,… Continue Reading →
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eric.ed.gov har udgivet: The Science-in-CTE pilot study tested a curriculum integration model that enhanced the science that oc-curs in CTE curricula. The study replicated the National Research Center for Career and Technical Ed-ucation’s (NRCCTE) Math-in-CTE experimental research design (Stone, Alfeld, & Pearson, 2008) with applied science in secondary agricultural education. The semester-length study was conducted in North Dakota with secondary agricultural educators who were randomly selected to participate in the experi-mental and control groups. The experimental treatment mirrored the Math-in-CTE model of extended professional development, partnering experimental CTE group teachers with science educators, and use of a 7-element pedagogic framework. Standardized measures of science achievement were administered to students to determine the impact of the treatment on their science knowledge and skills. The results of hierarchical linear modeling (HLM) analysis… Continue Reading →
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eric.ed.gov har udgivet: This study was designed to assess the impact of “Mathematics Pathways and Pitfalls” (“MPP”) on the mathematics that second-, fourth-, and sixth-grade students learn. The specific research questions that were addressed are: (a) What is the impact of “MPP” on students’ knowledge of the mathematics topics addressed, compared to that of students using the regular math curriculum? and (b) How equitable is the impact of “MPP” on students’ mathematics knowledge across levels of English language proficiency and entering mathematics ability? A cluster-randomized experimental design was implemented in five school districts. In the first year of the study, second-, fourth-, and sixth-grade teachers were randomly assigned within their school districts to either an experimental or a control group. The experimental group teachers were taught how to implement “MPP”… Continue Reading →
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eric.ed.gov har udgivet: Growing interest in teaching quality and accountability has focused attention on the need for rigorous studies and evaluations of professional development (PD) programs. However, the study of PD has been hampered by a lack of suitable instruments. The authors present data from the Teacher Knowledge Assessment System (TKAS), which was designed to administer Learning Mathematics for Teaching (LMT) measures. TKAS is being widely adopted in the evaluation of PD programs with over 500 separate program administrations and 16,000 teachers representing every major region in the country. The purpose of the current study was to leverage the TKAS dataset to develop a set of empirical benchmarks of effect sizes for designing rigorous studies of teacher professional development programs. The research design consisted of two goals: (1) to investigate… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would not differ significantly (p less than 0.05) in their technical competence from students who participated in the traditional APT curriculum and instruction. This study included teachers and students from 32 high schools in Oklahoma (16 experimental classrooms; 16 control classrooms). Students were enrolled in an APT course during the 2004-2005 school year. The experimental design used was a posttest only control group; unit of analysis was the classroom. One-way analysis of variance (ANOVA) was used to test the study’s null hypothesis. The measure of students’ technical competence did not reveal results that held statistical significance… Continue Reading →
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eric.ed.gov har udgivet: The aim of the study was to investigate the effect of Microsoft Math Tool (graphical calculator) on students’ achievement in the linear function. The study employed Quasi-experimental research design (Pre-test Post-test two group designs). A total of ninety-eight (98) students were selected for the study from two different Senior High Schools (SHS) in Accra, Ghana. The two schools were categorized as control group of forty-eight (48) students and experimental group of fifty (50) students. The analysis of data was done using independent t-test with alpha value (a) = 0.05. Pre-test assessment conducted at the beginning of the study shown no significant difference, t (95.720) = -0.441, p = 0.660 between the control and experimental groups. This indicated that the two groups were homogeneous. The experimental group received… Continue Reading →
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