eric.ed.gov har udgivet: The appropriateness and feasibility of the “Curriculum and Evaluation Standards” published by the National Council of Teachers of Mathematics were examined with respect to the mathematics education of students with disabilities. Eleven experts from the areas of mathematics education, special education, and assessment were surveyed using a five-point forced rating scale. To investigate the response patterns among the experts, their responses were clustered using a hierarchical agglomerative technique. Most of the experts reached consensus that the Standards should be addressed through curriculum and evaluation in elementary level math education. All respondents perceived that the basic skills were adequately and feasibly addressed in the elementary curriculum. Some experts who believed in the visions provided by the Standards also approved the feasibility of the Standards in evaluation. In contrast,… Continue Reading →
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eric.ed.gov har udgivet: According to the United Nations Human Development Report (2016), poor, marginalized, and vulnerable groups still face substantial barriers to access post-secondary education and employment. These marginalized and vulnerable groups include women, girls, indigenous peoples, ethnic minorities, people with disabilities, migrants and refugees, the LGBTI community, and those discriminated because of their socio-economic status (UN Human Development Report (2016). Increasingly, proficiency in mathematics is required for careers and for solving daily problems in life (Starkey & Kline, 2008; Ramaa, 2015). Basic numerical, mathematical, and scientific skills are an important mechanism to further education and to enable individuals to improve their job market potential. The risk of underachievement in mathematics around the world is greatest for students from low-income backgrounds, as well as linguistic and ethnic minorities (Ramaa, 2015;… Continue Reading →
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eric.ed.gov har udgivet: Algebra is often considered as a gateway for later achievement. A recent report by the Mathematics Advisory Panel (2008) underscores the importance of improving algebra learning in secondary school. Today, a growing number of states and districts require algebra for all students in ninth grade or earlier. Chicago is at the forefront of this movement. Many low-achieving students took remedial math before 1997 and the algebra-for-all policy immersed these students in academic coursework for the first time. Moreover, these low-achieving students experienced a rise in the ability levels of their classroom peers. However, this study suggests that simply requiring algebra is insufficient to improve their outcomes, even though students may benefit from having higher achieving peers in their classrooms. Overall, taking Algebra, instead of remedial math, would… Continue Reading →
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eric.ed.gov har udgivet: In this article, author Jennifer Dubin offers a look into the innovations taking place in the Toledo Technology Academy (TTA), a career-tech school within the public school system in Toledo, Ohio. TTA teaches students in grades 7 through 12 using a science, technology, engineering, and math (STEM) curriculum, in addition to the traditional academic subjects of English, history, science, and math. When graduates from TTA leave, they have a career portfolio, which can include certifications attesting to technical expertise as well as letters of recommendation from teachers and companies that had hired them for school-sponsored internships. The student’s portfolio showcases knowledge and skills to a prospective employer, or can be submitted to a college admissions office along with the standard application. Dubin notes that the school’s emphasis… 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: Say the phrase “Charlie bit my finger,” and just about every human being with Internet access visualizes the viral video clip of baby Charlie precociously biting the finger of his brother. With almost 200 million views, this video represents just one of thousands of viral videos that form a core component of modern entertainment, news, and advertising. These snippets that people e-mail, post, and pass on to one another faster than the common cold have rapidly moved from the fringe of youth culture to the mainstream. What if teachers could capitalize on student interest in these quick and quirky video clips as a way to help students connect with curriculum? That is exactly what Tyler Binkley, a first-year teacher and member of the YouTube generation, has set… Continue Reading →
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eric.ed.gov har udgivet: The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The “Intensive Intervention Practice Guides” are created for practitioners… Continue Reading →
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eric.ed.gov har udgivet: In many parts of the world, Pi Day is celebrated on March 14 (3.14), but because of the day-month ordering of dates in Australia, and because March is very close to the start of the academic year, Australians prefer to celebrate Pi (Approximation) Day on 22 July (22/7). Thirty-eight Year 8 students (aged 13-14 years) from two local high schools in Canberra, Australia, joined ESTeM Maths and Education staff on July 22, 2014, to celebrate Pi Day. This article describes the activities in which the students participated during the Pi Day celebration. The organizers of the activities selected six activities that met a combined criteria of feasibility, pedagogical soundness, and pedagogical appropriateness for the Australian school system. Time constraints were a significant factor in selecting activities. The… Continue Reading →
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eric.ed.gov har udgivet: Will my children’s creativity be hindered if I place them within the rigidity of an East Asian school? Conversely, could my children’s math and science skills benefit from the high expectations of an East Asian curriculum and teacher? The purpose of this study is two-fold. Firstly, it aims to demonstrate that comparison between Eastern and Western educational traditions can be framed in terms of a dialectic concerning students’ development, autonomy, learning environment, and curricula. Secondly, it is to analyze the substance and effects of this dialectic in the context of 15 families of mixed educational background situated between Eastern and Western educational traditions. These families in Hong Kong have access to educational opportunities for their children in adherence to educational styles associated with either Eastern or Western… Continue Reading →
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eric.ed.gov har udgivet: This report presents the findings from an efficacy trial and process evaluation of the Parent Engagement Programme (PEP). The PEP was a school-level intervention designed to improve pupil outcomes by engaging parents in their children’s learning. The programme was developed collaboratively by research teams from the University of Bristol and Harvard University and was delivered between September 2014 and July 2015. The study was conducted by the Centre for Effective Education, Queen’s University Belfast between February 2014 and February 2016. The trial involved 15,697 students in Years 7, 9, and 11 from 36 English secondary schools, with schools sending an average of 30 texts to each parent over the period of the trial. The developers of the intervention managed its delivery to ensure optimal implementation. It was… Continue Reading →
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