eric.ed.gov har udgivet: The ReflectED programme was developed by Rosendale Primary School to improve pupils’ metacognition–their ability to think about and manage their own learning. This includes the skills of setting and monitoring goals, assessing progress, and identifying personal strengths and challenges. ReflectED consists of 28, weekly, half-hour lessons, which teach pupils strategies they can use to monitor and manage their own learning. Pupils are supported to apply and practise these strategies throughout the rest of the curriculum; reflect on their learning; and record audio, photographed and written notes of their reflections on Evernote, a note-taking app. Pupils are then encouraged to review and reflect on these records over time, so that they can observe their progress and consider which strategies seemed to work well. Teachers can also look across… Continue Reading →
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eric.ed.gov har udgivet: This program, which provides an introduction to study skills in mathematics for pre-algebra students through a series of 10 activity-oriented units, is structured on the assumption that activity-oriented lessons are the most effective way to teach study skills. By completing activities in the units, students learn about study skills needed for mathematics and practice those skills in a mathematics environment. The program addresses a wide range of student needs, providing an introduction to specific skills for students who have little sense of a particular study skill, providing a learning experience of initial mastery for students who are ready to acquire a skill, and offering review and reinforcement for students who have mastered a given skill. Topic areas of the units include: listening as a mathematical skill, problem… Continue Reading →
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eric.ed.gov har udgivet: This package contains student and teacher handbooks and a report summarizing a project during which the handbooks were developed as part of a numeracy education course for adult basic and literacy education students. Discussed in the project report are the following: development of the course’s 7 numeracy education units, field testing of the units with 8 teachers and 110 students, subsequent revision of the units, and production of a math literacy curriculum and companion student and educator handbooks. Included in the student handbook are a 22-item bibliography, brief discussion of the curriculum’s purpose and scope, and instructional units containing background information and learning activities on the following topics: reading, writing, and thinking about numbers; looking at numbers; estimating and rounding numbers; using calculators; measurement and its uses;… Continue Reading →
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eric.ed.gov har udgivet: This paper explored the authors’ concerns about students enrolled in their introductory accounting course. Anecdotal evidence suggested that students struggle with basic arithmetic concepts that underlie basic business transactions even though their math placement and ACT scores are high. A survey of 125 students in a first accounting course was conducted in the spring of 2010 to assess the basic arithmetical skills. The results indicated that the ACT scores and math placement tests do not reveal weakness in basic arithmetic. We find that faculty and students will experience frustration due to the impaired arithmetic ability. By taking for granted that students possess basic skills in arithmetic faculty will exclude exercises from the curriculum that will build the kind of arithmetic abilities students need to think on their… Continue Reading →
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eric.ed.gov har udgivet: A mixed-methods research design was employed to investigate the impact of use of learning centers to support language and academic skills of children aged 61-72 months. The sample of quantitative data of the study consisted of 70 children (35 in the experimental group and 35 in the control group). In the quantitative dimension of the study, data were collected using the “Kaufman Survey of Early Academic and Language Skills,” “Progress in Maths 6 Test,” and the “Control List for the Evaluation of the Print Awareness of Pre-School Children” scales. In the qualitative dimension of the study, semi-structured interviews were conducted with the teachers of the experimental group through the “Teacher Interview Form” developed by the researchers. During the implementation period, learning centers were established and organized in… Continue Reading →
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eric.ed.gov har udgivet: To succeed in today’s economy, students need both proficiency in the “three Rs” (reading, writing and arithmetic) and strong applied skills. Communication skills, team work, and critical thinking have long been at the top of employers’ lists of applied skills they seek in employees. States are responding to employers’ needs by putting in place new educational standards. These standards include not only higher levels of basic academic knowledge that students are expected to master but also applied skills pertaining to presenting information, explaining one’s reasoning, and effectively collaborating in groups. As a result, teachers nationwide are having students work in groups more frequently. This report examines a recent large-scale effort to expand a cooperative learning program in middle schools. The change in standard instructional practices gives schools… Continue Reading →
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eric.ed.gov har udgivet: The promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself. It is not a distraction from the “real work” of math and English instruction; it is how instruction can succeed. And it is not another reason for political polarization. It brings together a traditionally conservative emphasis on local control and on the character of all students, and a historically progressive emphasis on the creative and challenging art of teaching and the social and emotional needs of all students, especially those who have experienced the greatest challenges. In fact, the basis of this approach is not ideological at all. It is rooted in the experience of teachers, parents, and students supported by the best educational research of… Continue Reading →
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eric.ed.gov har udgivet: Specialized secondary schools in the United States focusing on Science, Technology, Engineering, and Math (STEM) are becoming commonplace in the United States. Such schools are generally referred to by U.S. teachers as Academies. In a purposeful effort to provide a resource to educators building new STEM Academies, this study provides both a review of scholarly literature and the interview results from five successful STEM Academy educators from across the United States. This research addresses two overarching questions, (a) what are the best practices of STEM Academies, and (b) what are the key learning objectives of STEM Academies? Subject integration, in-house engineering curriculum design, student cohorts, community involvement, and internships were all revealed as being consistently reflective of best practices used in successful STEM Academies. Key learning objectives… Continue Reading →
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eric.ed.gov har udgivet: The aim of the intervention was to raise levels of engagement and attainment across English, maths, and science in primary schools by improving the quality of teacher and pupil talk in the classroom. The approach, termed “dialogic teaching”, emphasises dialogue through which pupils learn to reason, discuss, argue, and explain in order to develop their higher order thinking as well as their articulacy. The intervention was developed and delivered by a team from the Cambridge Primary Review Trust (CPRT) and the University of York. Year 5 teachers in 38 schools, and a teacher mentor from each school, received resources and training from the delivery team, and then implemented the intervention over the course of the autumn and spring terms in the 2015/2016 school year. Following the intervention,… Continue Reading →
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eric.ed.gov har udgivet: This policy brief is the first in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. This paper introduces Democracy Prep, a network of seven public charter schools with a civic mission at its core. Democracy Prep’s founder and superintendent is Seth Andrew, an energetic former teacher born and raised in the Washington Heights neighborhood of New York City. Andrew’s passion for civic activism and academic rigor are at the center of Democracy Prep’s model. The network’s motto–“Work hard. Go to college. Change the world!”–couples the “no-excuses” charter school movement’s emphasis on student achievement with a decidedly civic focus. The fact that Democracy Prep is a charter school is crucial to its civic mission.… Continue Reading →
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