eric.ed.gov har udgivet: In a January 2016 report on teacher shortages in California, “Addressing California’s Emerging Teacher Shortage: An Analysis of Sources and Solutions,” the Learning Policy Institute found that there were too few qualified California teachers to meet the growing demand of school districts across the state. A fall 2016 survey of more than 200 California districts revealed that 75% of districts were experiencing teacher shortages, and the vast majority said those shortages were getting worse. Most of those districts reported responding to shortage conditions by hiring teachers with substandard credentials or permits–that is, teachers who have not yet completed the subject matter and teacher preparation requirements for a full credential. In this update, the authors show that, consistent with school district survey data, teacher workforce trends have worsened… Continue Reading →
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eric.ed.gov har udgivet: This study aimed to investigate how teachers’ certification status, experience in instruction, and teachers’ efficacy beliefs for teaching lower secondary students in mathematics are related to differentiated instruction practices. A total of 42 mathematics teachers and 27 special education teachers answered an electronic questionnaire regarding mathematics teaching efficacy beliefs and their frequency of use of differentiation practices. The results indicated that teachers’ efficacy beliefs were related to differentiation in content, flexible examination models, and co-teaching. Neither certification status nor teacher experience in instruction was related to the frequency of use of differentiation practices. As teacher efficacy beliefs seem to have an effect on the use of differentiation practices, and especially on co-teaching, it should be important for teacher education to focus on developing pre-service teachers’ efficacy beliefs… Continue Reading →
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eric.ed.gov har udgivet: The technological, pedagogical, and content knowledge (TPACK) framework provides an understanding of a teacher’s knowledge in the three areas and how it is used to effectively teach with technology (Koehler, Mishra, & Cain, 2013). This study explores the TPACK of middle and high school math and special education teachers and how teachers integrate technology in their mathematics classrooms. Teachers in a rural public school district in the Mid-Atlantic region of the U.S were surveyed. In the concurrent mixed-method design, data were collected using a survey with 22 close-ended questions from Zelkowski, Gleason, Cox, & Bismark (2013) to measure teachers’ TPACK (Likert scale of 1 to 5) and 7 open-ended questions regarding technology integration. Descriptive statistics were used to analyze the quantitative data while a two-cycle coding process,… Continue Reading →
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eric.ed.gov har udgivet: We investigate mathematics anxiety amongst education majors currently enrolled as pre-service teachers in special education, deaf and hard of hearing, early childhood and elementary education. The impact of a compulsory freshmen content course and sophomore methodology course on mathematics anxiety for each education major was studied over a two year period. Results indicate that the highest level of mathematics anxiety, as measured by the Revised-Mathematics Anxiety Survey (R-MANX), occurred amongst pre-service deaf and hard of hearing teachers as they enter their training as teachers. Results reveal that certain education majors benefit more than others from mathematics training courses. (Contains 9 tables and 1 figure.) Link til kilde
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eric.ed.gov har udgivet: In the past year, overall teacher workforce trends in California have worsened, with especially severe consequences in special education, math, and science, and significant threats in bilingual education. California’s teacher shortage has worsened as teacher demand grows and teacher supply stagnates. As a result, districts are having to hire a growing number of teachers on substandard permits and credentials, which are increasing more quickly than are preliminary credentials. California’s goals for high-quality education will be undermined if the state continues to supplement an inadequate teacher supply with underprepared teachers who leave at high rates (two to three times greater than prepared teachers), thereby provoking greater churn in high-need schools and depressing student achievement. To address the shortfalls, this brief offers three solutions. [For the full report “Addressing… Continue Reading →
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eric.ed.gov har udgivet: Using state-representative teacher surveys in three states–Texas, Ohio, and Kentucky–we examine teachers’ implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states,… Continue Reading →
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eric.ed.gov har udgivet: As education continues to progress schools are constantly seeking innovative ways to cultivate and enhance achievement for all students. As a result many public schools are pushing toward the inclusion model. This model includes co-taught instruction to meet the many needs of special education students. This research study was implemented to investigate the comparative effects of co-teaching versus solo-teaching on student’s math achievement in elementary school. Study participants included two fourth grade classes in an elementary school, one with a regular education (solo-teaching) and the other with the same regular education teacher and a special education teacher for the co-taught class. The independent variable is the teaching arrangement (co taught class vs. a solo-taught class) as considered by the school system and the dependent variable is the… Continue Reading →
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eric.ed.gov har udgivet: Research into integrating technology such as iPads into the curriculum for students with disabilities is still new. The purpose of this study was to examine the effect of the use of a basic math skill application on an iPad to increase basic math fluency. As part of a classwide academic intervention, the study was conducted with 10 students with moderate to severe cognitive disabilities enrolled in a special education school. This four-week study employed a single-case reversal design (ABAB). Examination of data involved visual and statistical analysis techniques. Four key findings emerged. First, results indicated this intervention to have a positive effect on basic math fluency. Second, results showed that teachers perceived that the iPads had a positive impact on student engagement and interest in content. Third,… Continue Reading →
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eric.ed.gov har udgivet: The 2009 “State Teacher Policy Yearbook” provided a comprehensive review of states’ policies that impact the teaching profession. As a companion to last year’s comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized “Blueprint for Change,” building off last year’s “Yearbook” goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines “low-hanging fruit,” policy changes that can be implemented in relatively… Continue Reading →
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eric.ed.gov har udgivet: Urban teacher residencies (UTRs) have emerged as an innovative alternative to recruiting and preparing high quality teachers for traditionally underserved, urban schools. UTRs offer opportunities for teacher candidates and mentors to use co-teaching models to differentiate instruction, particularly as schools adopt more inclusive practices emphasizing collaboration and co-teaching among educators. Co-teaching in residencies is an area that remains largely unexplored. This study describes experiences of 37 residents and 35 mentors in three cohorts of a yearlong urban residency program as they engaged in co-teaching together in secondary math, science, and special education classrooms. Data included surveys on co-teaching and collaboration from residents and mentors, along with reflections on highlights and challenges of their co-teaching in the residency. Findings indicate that both residents and mentors had positive perceptions… Continue Reading →
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