eric.ed.gov har udgivet: This report is a continuation of a study conducted at the University of Wisconsin during the spring of 1967. The previous study, Technical Report #38, succeeded in teaching conservation of numerousness to small groups of kindergarten children, in a middle-class community. The purpose of the present study was to determine if the typical classroom teacher, in schools differing in socio-economic levels, could successfully use the lessons developed in the previous study to effect conservation of numerousness with kindergarten children. Four questions were considered – (1) can the typical classroom teacher teach the conservation lessons as successfully as a specially trained expert, (2) is the treatment of greater value for pupils from disadvantaged backgrounds, (3) is the treatment of greater value for younger kindergarten children than for older… Continue Reading →
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eric.ed.gov har udgivet: This is the second 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. This brief considers the relationship between the racial and socioeconomic composition of a school and/or classroom and a variety of important educational measures. 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 Record” is particularly rigorous. It draws… Continue Reading →
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eric.ed.gov har udgivet: In the United States, traditionally underrepresented minority children have lower levels of academic achievement than their white counterparts. In the broadest perspective, this quantitative study seeks to help stakeholders and policymakers understand the factors responsible for Hispanic or Latino student achievement relative to that of comparison groups. The key dependent variables in this study are student achievement in reading and writing, and in math and science. Specifically, the Tomas Rivera Policy Institute (TRPI) examines the impact on reading and writing, math and science achievement levels of computer use both at school and at home, and of teacher preparation for computer-based instruction. TRPI researchers analyzed the effects of these factors not only on comprehension of math and science, but also on reading and writing since research demonstrates that… Continue Reading →
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eric.ed.gov har udgivet: Although some research-based educational practices have shown promise, many fail to be implemented at a scale that affects more than a small proportion of children. Further, research on interventions for young children includes mixed results, with most documenting “fadeout” of effects after several years, but some showing lasting effects. In this study, the authors evaluated the long-term impacts of a model for scaling up early interventions, in this case a successful early mathematics curriculum, testing to see whether the originally-sustained impacts persisted up to 7 years beyond baseline. The original evaluation of TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) employed a cluster randomized trial (CRT) design to test the effectiveness of the TRIAD scale-up approach, using the Building Blocks® early mathematics curriculum (BB) in preschool. In… Continue Reading →
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eric.ed.gov har udgivet: This study examined how various individual, family, and school level contextual factors impact the likelihood of planning to major in one of the science, technology, engineering, or mathematics (STEM) fields for high school students. A binary logistic regression model was developed to determine the extent to which each of the covariates helped to predict such academic interest. High school course taking in science and performance on science and math standardized tests were significantly and positively related to an increased interest in STEM. College aspirations were significant, and those with loftier educational goals were generally more likely to plan to major in a STEM field. Other individual-level factors also played a significant role, as male high school students were significantly more likely to have an early interest in… Continue Reading →
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eric.ed.gov har udgivet: This study explores the effects of school-level characteristics on North Carolina students’ reading and math achievement from fourth through eighth grade, focusing on the relationships between achievement and the racial and poverty composition of schools. After creating race-by-poverty cohorts of schools, I use multilevel models to examine math and reading achievement for the same students in fourth, sixth, and eighth grades. The racial and poverty composition of schools affect student achievement after factoring in student, family, and other school influences. In addition, increasing teacher quality and school resources reduces but does not eliminate the effects of school racial and poverty composition on student achievement. Policies leading to reductions in racial and poverty isolation in schools and increases in teacher quality should be pursued to guarantee equality of… Continue Reading →
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eric.ed.gov har udgivet: Findings are reported from a six-year study of seven expert mathematics teachers who taught in elementary schools in very poor neighborhoods with “difficult” students or in economically depressed areas with high unemployment. Compared with novice teachers, the expert teachers used time more wisely, organized lessons better, and knew their content and how to help children learn it. Each of these aspects is discussed with specifics noted. The three aspects are intertwined, and expert teachers know how to combine the three so that their students are successful. (MNS) Link til kilde
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eric.ed.gov har udgivet: Previous research shows inconsistent relationships between parent involvement and academic achievement and often asks why such inconsistencies occur. The research proposes a theoretical model that separates parent involvement into those practices linking parents to children and those practices linking parents to other adults in the school environment. The researcher hypothesizes that parent-child (i.e. discussion and monitoring) and parent-school (i.e. educational support strategies and Parent Teacher Organization involvement) practices will differentially affect student attitudes (educational expectations), behaviors (absenteeism, homework, truancy), and achievement (math and science). Using a national survey conducted in the United States of schools and students, the National Education Longitudinal Study (NELS:88), The research estimates a series of hierarchical models to test the direct and indirect effects of parent involvement on student attitudinal, behavioral and academic… Continue Reading →
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eric.ed.gov har udgivet: Lack of researcher consensus on how to measure disadvantaged students’ access to effective teaching has made it challenging for practitioners to draw lessons from the data. This brief aims to help policymakers understand the emerging evidence by synthesizing findings from three peer-reviewed studies that collectively span 17 states. The studies provide two lessons: (1) on average, disadvantaged students received less effective teaching than other students, equivalent to about four weeks of learning for reading and two weeks for math, or about 2 to 4 percent of the student achievement gap between these groups; and (2) access to effective teaching for disadvantaged students varied across districts, with a statistically significant difference between more and less disadvantaged students’ access in some districts and no statistically significant difference in access… 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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