eric.ed.gov har udgivet: On February 9, 2012, U.S. Secretary of Education Arne Duncan granted 10 states waivers of key accountability requirements of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind (NCLB) Act. One year later, applications for this ESEA flexibility, also known as NCLB waivers, had been approved for an additional 24 states and the District of Columbia. States that receive waivers have the flexibility to depart from some of NCLB’s most significant requirements, such as judging school performance against a goal of 100% of students reaching reading and math “proficiency” by 2014 and implementing specific interventions in schools that fall short of performance targets. States with approved waiver applications must meet several new requirements, described below, that relate to standards and assessments,… Continue Reading →
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eric.ed.gov har udgivet: People do better when more is expected of them. In education circles, this is called the Pygmalion Effect. It has been demonstrated in study after study, and the results can sometimes be quite significant. In one research project, for instance, teacher expectations of a pre-schooler’s ability was a robust predictor of the child’s high school GPA. Raising student expectations has been in the news a lot recently as part of a larger conversation about improving learning outcomes. Most notably, a group of states have developed the Common Core State Standards, which go a long way toward establishing higher standards by setting out what students should know and be able to accomplish in reading and math. More than 40 states have adopted the standards so far. Recently, however,… Continue Reading →
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eric.ed.gov har udgivet: This paper examines the reality of teaching math in the rural southeast. Rural districts have low student expenditures and high transportation costs, due in part to the limited tax-base available. This leaves limited funds for technology. Universities prepare preservice teachers to teach math using the latest technology, however, many of these preservice teachers will return to classrooms with limited or out-dated technology. This paper presents a case-study of preservice students’ education and field experiences in rural northern Mississippi. Further, implications for changes in how we teach technology to preservice students who will likely return to rural settings are discussed. (Contains 3 figures.) Link til kilde
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