eric.ed.gov har udgivet: In randomized control trials, such as the one the authors conducted in Alabama, moderators are potentially an important source of variation in treatment effects. Whether moderators used in the RCT’s analysis are pre-existing characteristics of students, their teachers, or the school or other organizational context, they can point toward differences in the way the program (treatment) is implemented, the way teachers interact with different kinds of students when implementing the program, or how effects are operating at levels in the organization above the level where the differences were measured. The authors appreciate Cronbach’s (1975) metaphor of the “hall of mirrors” to point to the endless possibilities for higher-order interactions complicating the explanation of what was found. But the goal of this paper is to illustrate a disciplined… Continue Reading →
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eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense attention to high quality instructional tasks, use of formative assessments embedded in those tasks, and professional development (PD) that attends to both content knowledge and instruction are essential considerations if teachers are to meet the demands of the CCSS. Experts from the Shell Centre have developed a set of formative assessment lessons (FALs) for high school mathematics teachers to facilitate CCSS-based student mathematics learning and provide teachers with feedback about student understanding and mastery. The tools are designed to target the “instructional core”… 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: 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: There are comparatively few studies on one-to-one tutoring in online settings, even though it has been found to be an effective model. This paper explores student-student online coaching from the coach perspective. The empirical case is the project Math Coach, where K-12 students are coached by teacher students using instant messaging. This research is an adaptation of the community of inquiry model to an online coaching setting, which we refer to as a relationship of inquiry. The adapted model was used to gain a better understanding of the practice of online coaching by exploring the extent to which cognitive, social, and teaching presence exists in this case of online coaching. A relationship of inquiry survey was distributed to and answered by all active coaches (N = 41).… Continue Reading →
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eric.ed.gov har udgivet: This paper describes the longitudinal impacts of a partnership between the University of Colorado Boulder’s K-12 Engineering Education initiative and the St. Vrain Valley School District. Together, university and high school educators created a replicable pre-college engineering model in a nine-school feeder system, which serves many Colorado students who are traditionally underrepresented in the engineering profession, and culminates with a high school STEM (science, technology, engineering, and mathematics) Academy whose graduates are motivated to thrive in engineering colleges. However, the following question, “Is this an effective model for increasing student STEM persistence and performance?” remains a driver for our investments as we refine the K-12 engineering program based on partner school feedback and quantitative and qualitative assessment results. Data show that our K-12 engineering program has positively… Continue Reading →
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eric.ed.gov har udgivet: This article describes a case study using an electronic learning platform for creating an interactive learning community through asynchronous discussion to enhance the initial field experience of secondary math and English teacher candidates enrolled in Field Experience. We identified three problems with the field experience course–lack of structure, isolation of the candidates in the field, and passivity of the candidates. To address these problems, we established three goals–to create a way for candidates to structure their reflections in the field, to create a learning community of pre-professionals, and to foster independence and assertiveness in our candidates. With these goals in mind, focused assignments were developed and implemented in an interactive online discussion forum. The results of this study have two important implications for teacher preparation. First, the… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this paper is to test the premise that there is a significant correlation between Praxis1 scores and SAT scores among African American students who are applying for admission into the teacher education program. Data for the study included the Praxis 1 (reading, writing and math) scores and SAT (reading, writing and math) scores of African American students who attended a minority-populated institution between the years of 1998 and 2001. Sixty-four SAT math and 64 Praxis 1 math scores, 65 SAT writing and 65 Praxis 1 writing scores, and 68 SAT reading and 68 Praxis 1 reading scores were used in the statistical analysis and the scores were analyzed using the Statistical Analysis System (SAS). The results of the data analysis showed a statistically significant… Continue Reading →
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eric.ed.gov har udgivet: The Hampshire Hundreds project was a local authority-led intervention which brought together lead teachers from Hampshire primary schools to provide them with evidence and support for effective teaching strategies to decrease the attainment gap between disadvantaged pupils (aged 9-11) and their peers. The intervention involved a facilitator working with staff from a number of schools, and providing supporting materials comprising the “Hampshire Hundreds Handbook,” to provide good quality teaching and support to disadvantaged pupils. The evaluation was set up as a randomised control trial to test the impact of the Hampshire Hundreds intervention in comparison to a ‘business as usual’ control group, with the local authority leading the training and overseeing the provision of the intervention. As the intervention was run by the local authority it is… Continue Reading →
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eric.ed.gov har udgivet: Emerging research from across the nation demonstrates that school working conditions–time, teacher empowerment, school leadership, professional development, and facilities and resources–are critical to increasing student achievement and retaining teachers. The existing national data regarding working conditions impact on student achievement and teacher turnover provided a meaningful impetus for the Clark County School District of Nevada (CCSD) and its schools to conduct a survey to gather data with which to inform local working condition reform strategies. By placing the perceptions of Clark County educators at the center of school and district efforts to better recruit and retain teachers, the goal is to create a stable teaching force that allows for a high quality teacher in every classroom across the district. Analysis of the approximately 8,500 survey responses (representing… Continue Reading →
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