eric.ed.gov har udgivet: Emerging research from across the nation demonstrates that school working conditions–time, teacher empowerment, school leadership, professional development, and facilities and resources–are critical to increasing student achievement and retaining teachers. The existing national data regarding working conditions impact on student achievement and teacher turnover provided a meaningful impetus for the Clark County School District of Nevada (CCSD) and its schools to conduct a survey to gather data with which to inform local working condition reform strategies. By placing the perceptions of Clark County educators at the center of school and district efforts to better recruit and retain teachers, the goal is to create a stable teaching force that allows for a high quality teacher in every classroom across the district. Analysis of the approximately 8,500 survey responses (representing… Continue Reading →
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eric.ed.gov har udgivet: As part of an effort to improve basic math instruction at Vocational-Technical Institute (T-VI) in New Mexico, a survey was conducted asking teachers, tutors, and instructional technicians to assess the importance of and student performance on 35 basic math competencies. Survey responses were then related to two national standards of mathematical literacy: the vocational standards of the Secretary of Labor’s Commission on Achieving the Necessary Skills (SCANS) and the academic standards of the National Council of Teachers of Mathematics (NCTM). Study highlights included the following: (1) several skills seen as important by SCANS and NCTM were viewed as unimportant by teachers of math and math-related subjects, including “working together in groups to solve problems,””using calculators,””ability to estimate,””ability to use measuring tools and systems,” and “ability to use… Continue Reading →
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eric.ed.gov har udgivet: This booklet reports the results of a recent National Science Foundation study of the impact of mandated testing programs on curriculum and instruction in elementary and secondary mathematics and science education, especially the impact on teachers with large percentages of minority students. The study included three strands: (1) an item-by-item analysis of the most widely-used standardized tests and textbook tests in mathematics and science for grades 4, 8, and selected high school subjects; (2) a nationwide questionnaire survey responded to by 2,229 mathematics and science teachers in grades 4-12; and (3) interviews with 200 teachers and 100 administrators in 6 urban districts in 6 states nationwide. Included is a figure titled “Percent of items testing types and levels of thinking” and two tables titled “Percent of teachers… Continue Reading →
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eric.ed.gov har udgivet: Like many sectors in society, the teacher preparation community is working to address challenges the nation faces in relation to global competitiveness. This document highlights institutions around the country that are preparing tomorrow’s teachers in the fields of science, technology, engineering, and mathematics (STEM). Well-known shortages of qualified math and science teachers continue to exist in most states and districts across the country. Thus unprepared teachers are assigned to teach math or science “out of field,” although research shows that students learn more from mathematics and science teachers who studied teaching methods in the subject they teach than from those who did not. In addition, the annual turnover rates of both math and science teachers of 16% are the highest of all fields. Schools, colleges, and departments… Continue Reading →
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eric.ed.gov har udgivet: In 1990, the Illinois Community College Board (ICCB) conducted a study to determine ways in which the community college system could increase its participation in the preparation of elementary and secondary teachers. Drawing information from ICCB course files and unit cost data, as well as a survey of the colleges, the study investigated the employment outlook for teachers; the number of community college students planning to major in teacher education; courses available in teacher education at the colleges; the number of credit hours generated in teacher education courses; methods used to promote teacher education; and articulation agreements between community colleges and four-year institutions. Study findings included the following: (1) statewide employment outlook data anticipate teacher shortages in math, science, special education, and bilingual education through the year… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to examine the impact of the Florida Master Teacher Initiative (FMTI)–an i3-funded early learning program aimed at improving the quality of teaching and student outcomes in grades PreK through third grade in high need schools. The FMTI schools participated in four program components: (1) a job-embedded graduate degree program with an early childhood specialization, (2) a Teacher Fellows program through which teachers engage in yearlong inquiry projects around their practice, (3) a Principal Fellows program during which principals work together to strengthen their facilitative leadership skills, and (4) Summer Leadership Institutes to review data and engage in action planning. The impact evaluation had two primary goals: (1) to assess the school-level impact of FMTI on teachers and students; and (2) to… Continue Reading →
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