eric.ed.gov har udgivet: On June 9, 2003, the Task Force on the Education of Maryland’s African-American Males was convened by the Maryland K-16 Leadership Council (chaired by the University System of Maryland Chancellor William E. Kirwan, former Maryland Acting Secretary of Higher Education John A. Sabatini, Jr., and Maryland State Superintendent of Schools Nancy S. Grasmick) to evaluate Maryland’s progress in addressing persistent academic achievement problems imperiling African-American boys and men. This Task Force was co-chaired by Vice President Dunbar Brooks, Maryland State Board of Education and Treasurer Orlan M. Johnson, Board of Regents, University System of Maryland. The task force evaluated the successes and failures of Maryland’s public schools with regard to African-American males’ school readiness; reading, math, and science achievement; attendance, graduation, suspension, and expulsion rates; participation in… Continue Reading →
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eric.ed.gov har udgivet: This is the third in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, “Teachers College Record,” edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. For more than two decades, the success of school desegregation has been judged mainly by the degree to which it benefits individuals, either through academic achievement or social mobility. This research augments an already extensive body of work in this area, which has reached similar conclusions. However, the work published this year in “Teachers College… Continue Reading →
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eric.ed.gov har udgivet: This qualitative case study reports on processes and outcomes of the National Science Foundation (NSF)-funded System-Wide Change for All Learners and Educators (SCALE) project at the California State University, Northridge (CSUN). It addresses a critical challenge in studying systemic reform in complex organizations: the lack of methodologies that incorporate technical, social, cultural, and cognitive elements. Guiding questions include (a) how the institutional context influenced the project, (b) whether project activities affected science, technology, engineering, and mathematics (STEM) instruction, interdisciplinary collaboration on preservice programs, and inter-institutional collaboration on in-service programs, and (c) if and how change initiatives are accepted and incorporated. In-depth interviews (N = 34), relevant documents, and observation data were collected in 2006 and 2007. Findings identified several factors that supported and several that inhibited achievement… Continue Reading →
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eric.ed.gov har udgivet: Access to and persistence through higher education can significantly impact occupational stability and mental wellness in the United States (U.S.), with higher levels of education contributing to increased employability and wellness. Empirical research suggests that college attendance improves verbal communication, moral reasoning, and critical thinking skills (Pascarella & Terenzini, 2005) and has been linked to lower unemployment rates, greater job satisfaction, lower reliance on public assistance programs, lower rates of obesity, and other health and wellness outcomes (Baum, Ma, & Payea, 2013). Furthermore, attaining a college degree is a key factor in improving one’s earnings and long-term financial stability. For example, recent research found that among full-time employed young adults between the ages of 25 and 34, those with a bachelor’s degree earned more, on average, than… Continue Reading →
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eric.ed.gov har udgivet: In this commentary, Danny Martin describes five key take-aways and two sets of questions that arose from his reading of “Principles to Actions: Ensuring Mathematics Success for All (National Council of Teachers of Mathematics [NCTM], 2014). Martin begins by noting that “Principles to Actions” is clearly a political document that advances particular views and visions of mathematics teaching and learning and per the copyright page of the document, represents the “official position of the National Council of Mathematics Teachers as approved by the NCTM Board of Directors.” Martin goes on to touch upon the tone of the document and notes that it reflects a deep and unequivocal commitment to the Common Core by NCTM even as it seems that elements of the Common Core movement are starting… Continue Reading →
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eric.ed.gov har udgivet: Research reports from the annual conference of the International Group for the Psychology of Mathematics Education include: “A Comparison of Children’s Learning in Two Interactive Computer Environments” (Edwards); “On Building a Self-Confidence in Mathematics” (Eisenberg); “Classroom Discourse and Mathematics Learning” (Ellerton); “Constructivism, the Psychology of Learning, and the Nature of Mathematics” (Ernest); “Cognition, Affect, Context in Numerical Activity among Adults” (Evans); “Teachers’ Pedagogical Knowledge: The Case of Functions” (Even; Markovits); “Cognitive Tendencies and Abstraction Processes in Algebra Learning” (Filloy-Yague); “On Some Obstacles in Understanding Mathematical Texts” (Furinghetti; Paola); “Toward a Conceptual-Representational Analysis of the Exponential Function” (Goldin; Herscovics); “Duality, Ambiguity and Flexibility in Successful Mathematical Thinking” (Gray; Tall); “Children’s Word Problems Matching Multiplication and Division Calculations” (Greer; Mc Cann); “Children’s Verbal Communication in Problem Solving Activities” (Grevsmuhl);… Continue Reading →
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eric.ed.gov har udgivet: Educators today are faced with learning to implement the Common Core Standards in Language Arts and Math. Administrators are requiring grade level general education teachers/special education teachers to meet in Private Learning Communities in order to discuss the best ways to implement the CCS as well as to discuss best practices for writing instruction through close analysis of student writing. Research suggests that students use both cognitive and social processes when composing a writing piece (MacArthur, Graham, & Fitzgerald, 2006). Therefore, this study evaluates the importance of first using the social cultural writing process in order to enhance the cognitive writing process of students before they responded to a writing prompt. The study involved administering a journal entry pre-test, post-test, and final test over a four-week time… Continue Reading →
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eric.ed.gov har udgivet: Understanding disparities in school readiness among America’s children when they begin kindergarten is critically important, now more than ever. In today’s 21st century global economy, it is expected that the great majority of children will complete high school ready to enter college or begin a career, and assume their civic responsibilities. This requires strong math, reading, science, and other cognitive skills, as well as the abilities to work well and communicate eeffectively with others, solve problems creatively, and see tasks to completion. Unfortunately, the weak early starts that many children are getting make it hard to attain these societal goals. Knowing which groups of children tend to start school behind, how far behind they are, and what factors contribute to their lag, can help in developing policies… Continue Reading →
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eric.ed.gov har udgivet: This study was designed to initiate the process of building professional development learning communities for pre-service math teachers through revealing those teachers’ conceptions/beliefs of students’ learning and their own learning in China. It examines Chinese pre-service math teachers’ conceptions of student learning and their related pedagogical beliefs with respect to the following four aspects: self-regulation, construction of knowledge, the social nature of learning, and a dynamic view of ability. A total of 129 middle-school and secondary pre-service math teachers from China participated in this study. The results indicated that the Chinese pre-service teachers’ conceptions of student learning and their pedagogical beliefs are constructive, process-oriented, and progressive. In addition, the traditional Chinese socio-cultural values still have an impact on the pre-service teachers’ conceptions of student learning. Implications and… Continue Reading →
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eric.ed.gov har udgivet: African American women are underrepresented in STEM (science, technology, engineering and math) fields (Catsambis, 1994). The socialization and “under-education” of African American female students engenders ideas of inferiority, while the presence of an inferior race, sex and class, in one body, may produce an ideology of mediocrity. Data findings from NCES (national center for education statistics), College Board, the 2008-2009 Baccalaureate and beyond longitudinal study reaffirm African American girls’ weakness in math and science (NCES, 2009, 2011; College Board, 2011). To prevent African American female students from accepting societal beliefs that blame disparities in math and science on racial or gender inferiorities, recommendations encourage teachers to re-educate this group of girls by employing culturally relevant teaching practices that will undermine gender and racial biases within the classroom.… Continue Reading →
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