eric.ed.gov har udgivet: Members of the West Virginia School Leadership Research Alliance partnered with Regional Educational Laboratory Appalachia to study the average retention, attrition, and mobility rates among teachers and administrators in the West Virginia public school system. There is increasing evidence nationwide that low teacher and administrator retention rates adversely affect student academic outcomes, particularly in reading and math, which are reform priorities in many states (Béteille, Kalogrides, & Loeb, 2012; Branch, Hanushek, & Rivkin, 2012; Kane & Staiger, 2008; Ronfeldt, Lankford, Loeb, & Wyckoff, 2013). West Virginia policymakers and educators have thus expressed interest in increasing teacher and administrator retention rates to improve student achievement. This report provides descriptive information about retention, attrition, and mobility among teachers and administrators that can be used to inform policy and program… Continue Reading →
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eric.ed.gov har udgivet: Massive Open Online Courses (MOOCs) are a relatively new, low-cost resource that hold potential for improving learning in developing nations where resources are constrained and teacher expertise can be limited. However, little information currently exists about the effectiveness of leveraging MOOCs as a vehicle for teacher training. The aim of this study is to learn more about the awareness, interest and ability to access MOOCs among junior high and high school teachers in rural Ghana. Specifically, the author addresses the following questions: (1) What is the take-up following a light informational intervention nudging math teachers to enroll in a MOOC related to math education?; (2) What is the demand among school leaders, specifically headmasters, for MOOCs as a vehicle for teacher training?; (3) Can headmasters influence the… 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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eric.ed.gov har udgivet: There have long been anecdotal reports that some Maine districts have difficulty filling vacancies and retaining teachers. This is a common lament for schools in rural areas, and for schools across the state in hiring teachers for certain subject areas-namely math, science, special education, and foreign languages. Current policy initiatives in Maine such as the push for proficiency-based high school diplomas are raising the stakes for schools to employ high-quality teachers in all content areas. There is a concern that schools facing persistent teacher shortages may struggle to provide a comprehensive educational program, resulting in inequitable learning opportunities for their students. To further investigate the empirical evidence behind these anecdotal reports, the Joint Standing Committee on Education and Cultural Affairs commissioned this study of the Maine Education… Continue Reading →
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eric.ed.gov har udgivet: Rural schools are in a precarious time currently facing funding issues, decreasing resources, dwindling populations, and difficulties hiring candidates for existing vacancies. As a result, a Midwestern university’s College of Education sought to help alleviate some of those issues by exposing its pre-service teachers to the benefits of teaching in the college’s extensive rural footprint, while emphasizing a connection between school and community. Rural Arts Day (RAD) was designed to address the critical issues facing rural schools by making pre-service teachers more aware of what rural schools can offer, through an alternative field experience in a K-12 school building. With positive results, this pilot project has become the impetus for an ongoing program to be implemented on a regular basis at sites across the state. This university/school… Continue Reading →
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eric.ed.gov har udgivet: The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program. This study used a two-cohort sample with 25 high schools in year 1 (SY 07/08: 13 treatment and 12 control) and 22 in year 2 (SY 08/09: 11 and 11), the randomized sample included 6,908 students, 61.4 percent of whom were in rural schools. As reported in the study, “Effects of the Kentucky Virtual Schools Hybrid Program for Algebra I on Grade 9 Student Math Achievement,” researchers found that the hybrid class format was no more effective at increasing student achievement and future coursetaking in math than algebra offered in the traditional face-to-face format Eight appendixes… Continue Reading →
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eric.ed.gov har udgivet: This article describes the evaluation of an online professional development program funded by the State of Colorado to address the need for highly qualified science teachers in high need and/or rural school districts. Recruitment and the retention of highly qualified educators in high need and/or rural school districts is a critical factor affecting the education and the possible career trajectory of students enrolled in science, technology, engineering and math (STEM) related courses. The program describes the participants experiences with the online format, the educational courses offered, and the overall effect of the program. The results of the evaluation provided positive results for participants experience and valuable information regarding improvements to such programs. Link til kilde
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eric.ed.gov har udgivet: The increased pressure for gains in academic performance in mathematics and science are not going to dissipate, and rural schools must find a way to meet these challenges. The No Child Left Behind (NCLB) and the Carl D. Perkins Federal Vocational and Technical Education Act legislations have also put pressure on career and technical education (CTE) to increase academic standards in CTE curriculum. Infusing mathematics into the curriculum will give students a chance to see the mathematics in a real-world context. The model of infusion proposed by the National Research Center for Career and Technical Education (NRCCTE) has given a viable option to aid in teaching mathematics in context. Further research is needed in order to guide everyone to the best model of mathematics infusion. The NRCCTE… Continue Reading →
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eric.ed.gov har udgivet: This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2010. Four years ago, NMSI was just an idea. NMSI not only hit the ground running in 2007, it picked up the best ideas in the country and rolled them out in schools and universities from coast to coast. Within a year of its creation, NMSI had awarded grants to six states to bring college-level Advanced Placement courses to more students, raising the bar in math and science education in public high schools. A new foundation was established for more students–rich or poor, urban or rural–to succeed in college. Grants were also awarded to 13 universities to implement the highly successful UTeach program to recruit, inspire and train the next generation of… Continue Reading →
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eric.ed.gov har udgivet: The technological, pedagogical, and content knowledge (TPACK) framework provides an understanding of a teacher’s knowledge in the three areas and how it is used to effectively teach with technology (Koehler, Mishra, & Cain, 2013). This study explores the TPACK of middle and high school math and special education teachers and how teachers integrate technology in their mathematics classrooms. Teachers in a rural public school district in the Mid-Atlantic region of the U.S were surveyed. In the concurrent mixed-method design, data were collected using a survey with 22 close-ended questions from Zelkowski, Gleason, Cox, & Bismark (2013) to measure teachers’ TPACK (Likert scale of 1 to 5) and 7 open-ended questions regarding technology integration. Descriptive statistics were used to analyze the quantitative data while a two-cycle coding process,… Continue Reading →
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