eric.ed.gov har udgivet: This guide was developed for two purposes: to enrich science and mathematics programs in schools and to encourage the professional growth of teachers of science and mathematics. A basic premise behind the development of this guide is that all students should have a variety of learning experiences, especially students in categorical programs such as Chapter 1, bilingual, migrant, and other compensatory education programs. These students should see that the study of science is not confined to the classroom but offers a way to investigate and understand the curious phenomena to be found in the every-day world. Similarly, mathematics is not only the scientist’s primary tool but also a world of its own full of curious phenomena. This publication lists contests and fairs for individuals and teams; extracurricular… Continue Reading →
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eric.ed.gov har udgivet: For many teacher education programs, the development of the effective teacher is one of their primary goals. Research has shown that teachers’ sense of efficacy is a significant indicator of effective teacher teachers. This study attempts to reveal novice, beginning, and expert science and mathematics in-service or pre-service teachers’ pedagogical knowledge and how the teachers’ knowledge is related to their sense of efficacy. The expert and beginner teachers reported higher teaching efficacy than the novice teachers as measured by a formal psychological scale. The experts and beginners also related more teaching efficacy-related statements than novices. (Contains 33 references.) (ASK) Link til kilde
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eric.ed.gov har udgivet: This paper presents a project description of efforts to improve preservice teacher education programs. The project focuses on two aspects. The first aspect probes Auburn Junior High School eighth-grade students and Auburn University preservice teachers, while the second probes Auburn Junior High School faculty and Auburn University faculty. The necessity of starting professional development before certification as a teacher is advocated. Two interdependent timelines of the project are provided. (YDS) Link til kilde
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eric.ed.gov har udgivet: Countless reports have analyzed the impact of the No Child Left Behind Act of 2001 on teacher quality and student achievement. What many of these reports truly leave behind, however, is the reality that state governments–not the federal government–have the strongest impact on the work of America’s 3.1 million teachers. With that in mind, three years ago the National Council on Teacher Quality (NCTQ) began the process of analyzing states’ teacher policies. NCTQ analysts sifted through tens of thousands of pages of state codes, regulations and rules, regularly corresponding with state officials who graciously provided their important knowledge and perspectives. The “State Teacher Policy Yearbook” is the first project of its kind to provide a 360-degree detailed analysis of any and every policy that states have that… Continue Reading →
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eric.ed.gov har udgivet: Teachers do make a difference in student outcomes–and it can be a big one. Research has shown this to be especially true in mathematics, which forms the foundation for all future STEM learning. But most U.S. students do not get a series of good teachers–and highly skilled math and science teachers are not the norm. Excellent instruction requires both deep content knowledge and expertise in teaching that content to all kinds of learners. Developing inspiring STEM instruction is particularly demanding, while STEM teachers are particularly poorly prepared. This STEM Smart Brief describes the research and promising practices regarding teacher preparation, professional development, and school leadership strategies that are effective in improving teacher quality or student outcomes. Link til kilde
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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: ENLIST-Micros (ENcourage LIteracy in Science Teachers’ uses of Microcomputers) develops state networks of science and mathematics teachers providing inservice education and support for the implementation of computers and technology in the classroom. In Alabama, the project operated from August 1990 through June 1994. Most inservice workshops were held at Auburn University. Participants included 50 urban, 22 suburban, and 31 rural teachers from schools in Montgomery and the Auburn area. The first 2 years of the project focused on training the teacher participants to use microcomputers and to share their knowledge with other teachers. In the third and fourth year, veteran teachers provided individual training and inservice workshops to other teachers. Teacher reactions were overwhelmingly positive and frequently focused on the collegiality and mutual support experienced in the… Continue Reading →
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eric.ed.gov har udgivet: America’s leaders are increasingly concerned about U.S. competitiveness in a rapidly globalizing world. In response, during the 2006 State of the Union Address, President Bush introduced the American Competitiveness Initiative (ACI) to promote policy that bolsters student achievement in the areas of science, technology, engineering, and mathematics (STEM). At the Business-Higher Education Forum (BHEF) summer 2006 meeting, Secretary of Education Margaret Spellings discussed provisions of the ACI that address teacher shortages in mathematics and science, and corresponding student academic readiness. Specific ACI education provisions include the Adjunct Teacher Corps, the Advanced Placement-International Baccalaureate (AP/IB) Incentive Program, the National Math Panel, Math Now for Elementary Students, and Math Now for Middle School Students. (Contains 2 boxes, 2 figures and 1 table.) Link til kilde
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eric.ed.gov har udgivet: The purpose of this study was to describe the sustainability of professional development, specifically the teacher utilization of the Science-in-CTE pedagogical model and science-enhanced agricultural education lessons in curricula one year following the Science-in-CTE pilot study. This quasiexperimental study included 41 teachers (15 treatment agricultural education, 14 control agricultural education, and 12 science) who participated in seven days of professional development in the pilot study in 2009-2010. This study was a partial replication of the Math-in-CTE follow-up study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Researchers found that a majority of the treatment agricultural education and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15… Continue Reading →
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eric.ed.gov har udgivet: This digest reviews a variety of strategies that might be employed by school districts, teacher education institutions, and state educational agencies to attract, train, and retrain Hispanic teachers in math and science. The need for long-term solutions is discussed. Five action-oriented steps to attract Hispanic high school graduates into the teaching profession include identifying talented Hispanic high school students, developing their interest in teaching, locating and engaging “master” teachers, arranging significant student-teacher contact, and providing incentives for students to participate in special programs. Adaptations of recommendations by Franz, Aldridge, and Clark are also listed. Short-term solutions are listed, e.g., providing readily available opportunities for recertification, offering improved working conditions, offering teachers financial assistance during additional years of college preparation, providing summer jobs in industry, recruiting part-time instructors… Continue Reading →
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