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Eric.ed.gov – Purposeful Movement: The Integration of Physical Activity into a Mathematics Unit

eric.ed.gov har udgivet: Classroom physical activity (PA) has been linked to a multitude of health and academic benefits. However, due to barriers such as lack of time and resources many teachers are not implementing classroom PA to the degree they would like to. One innovative solution is to integrate classroom PA into academic concepts. Based on self-determination theory, this pilot study evaluated the effectiveness of a teacher-developed purposeful movement teaching strategy on PA, on-task behavior and academic achievement. Two third grade classrooms participated in this pilot study, one acting as the comparison and the other working with the school Physical Education teacher to develop the active lessons. The evaluation consisted of accelerometers, direct observation, academic assessments and a write and draw activity to assess student perceptions. Significant improvements were found… Continue Reading

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Eric.ed.gov – Let’s Go Girls!: Evaluating the Effectiveness of Tutoring and Scholarships on Primary School Girls’ Attendance and Academic Performance in the Democratic Republic of the Congo (DRC)

eric.ed.gov har udgivet: The Democratic Republic of the Congo continues to balance a commitment to education in general, and girls’ education more specifically, and additional challenges brought about through cyclical conflict. The Valorisation de la Scholarisation de la Fille project aimed to improve literacy and numeracy by providing scholarships, tutoring, and comprehensive professional development for teachers. Using a randomized control design (RCT), we tracked both the achievement and attendance outcomes of these girls over a period of three years. Several factors positively influenced student growth in reading and mathematics, including the proportion of female teachers in the school, girls’ perceptions of the school environment, receipt of a scholarship, and tutoring (math only). Household survey data suggest that the project minimized/reduced an already existing gap between enrollment in school for control… Continue Reading

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Eric.ed.gov – Perspectives on Algebra I Tutoring Experiences with Students with Learning Disabilities

eric.ed.gov har udgivet: The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers. The school personnel indicated there was a mutually beneficial relationship between the tutors and the school. The perceptions of the tutors revealed considerations about the challenges they face as Algebra I tutors of students with learning disabilities including remembering Algebra I content, posing strategic questions to students, dealing with students’ math anxiety, and conveying Algebra I content accessibly. The tutors reported positive experiences in the program including… Continue Reading

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Eric.ed.gov – Laying the Foundations: Early Findings from the New Mathways Project

eric.ed.gov har udgivet: National studies reveal that 50 percent to 70 percent of community college students are required to take developmental, or remedial, math courses upon enrollment, and only 20 percent of developmental math students ever successfully complete a college-level math course. Taking up the challenge is the “New Mathways Project” (NMP), developed by the Charles A. Dana Center at the University of Texas at Austin in partnership with the Texas Association of Community Colleges. This new initiative aims to change the standard pathways to and through colleges’ traditional math sequences. This report analyzes the development of the “New Mathways Project” (NMP) from spring 2012 through its first year of rollout at nine colleges in Texas in 2013-2014, as well as student outcomes at the colleges before and during the… Continue Reading

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Eric.ed.gov – Corequisite Remediation in Mathematics: A Review of First-Year Implementation and Outcomes of Quantway and Statway

eric.ed.gov har udgivet: Higher education systems and institutions across the country are overhauling their traditional placement process for college-level courses in mathematics and revisiting the role of developmental education. Increasingly, students who would have been required to take, and succeed in, developmental coursework before enrolling in college-level courses are now being placed directly into those courses while also receiving remedial support. This approach — known as developmental corequisite remediation — pairs a college-level course with a corequisite course designed to help students succeed in the college-level work. In response to the changing landscape, Carnegie Math Pathways (CMP) at WestEd created two new offerings based on this new approach that focus on quantitative reasoning and statistics: Quantway College with Corequisite and Statway College with Corequisite. In the 2018/19 school year, six… Continue Reading

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Eric.ed.gov – Can We Measure Classroom Supports for Social-Emotional Learning? Applying Value-Added Models to Student Surveys in the CORE Districts. Working Paper

eric.ed.gov har udgivet: Teachers play a critical role in establishing classroom and school environments that contribute to students’ social and emotional development. This paper explores whether we can estimate a classroom-level measure of student growth in SEL by applying value-added models to students’ [social-emotional learning] SEL. We analyze data from the 2016 and 2017 administrations of student self-report surveys, which contain responses from roughly 40,000 students in Grade 5 within five of California’s CORE Districts. We estimate separate value-added models for each of the four SEL constructs assessed–growth mindset, self-efficacy, self-management, and social awareness–and for math and [English language arts] ELA academic growth. We find across-classroom-within-school variance of students’ SEL outcomes, even after accounting for school-level variance. The magnitude of classroom-level impacts on students’ growth in SEL appears similar to… Continue Reading

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Eric.ed.gov – Recruitment of Early STEM Majors into Possible Secondary Science Teaching Careers: The Role of Science Education Summer Internships

eric.ed.gov har udgivet: A shortage of highly qualified math and science teachers pervades the U.S. public school system. Clearly, recruitment of talented STEM educators is critical. Previous literature offers many suggestions for how STEM teacher recruitment programs and participant selection should occur. This study investigates how early STEM majors who are not already considering teaching careers experienced a summer teaching recruitment internship and how it influenced their ideas about teaching and learning and interest in teaching high school as a possible future career. Using multiple qualitative data sources including interviews and daily internship reflections, a multi-case comparative case study was developed. The findings support that some interns substantially increased their interest in teaching careers, while other interns’ interest did not change or decreased. The impact of the recruitment internship was… Continue Reading

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Eric.ed.gov – Investigation of Finnish and German 9th Grade Students’ Personal Meaning with Relation to Mathematics

eric.ed.gov har udgivet: This study focuses on a comparison of personal meanings that students from Finland (FIN) and Germany (GER) assign to (learning) mathematics. Participants are 256 Finnish and 276 German ninth graders. The survey consists of 18 scales that are based on the theory of personal meaning. The original German version was translated into Finnish. Using item response theory (IRT) partial credit models, the psychometric properties of the scales were found to be good. As statistical procedure, Differential Item Functioning (DIF) analysis and mean comparisons were conducted to compare the two groups’ (FIN and GER) responses. Indicators of educational system and curriculum could be found in students’ responses to explain similarities and differences between the two samples. In both countries, social inclusion is meaningful for most of the students… Continue Reading

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Eric.ed.gov – The Oregon Applied Academics Project: Final Report

eric.ed.gov har udgivet: This report contains the findings of the Oregon Applied Academics research and development project which spanned three academic years from 2010 through 2013. The overall purpose of the project was to develop and implement a technical math course that would meet graduation requirements and improve student performance. The State of Oregon has been actively engaged in the promotion of Career and Technical Education (CTE) curriculum integration over the past decade. The genesis of the Oregon Applied Academics Project began in 2006, with an initial implementation of the Math-in-CTE model with teachers from Lane County Educational Service District. The Math-in-CTE model was developed and tested as an intervention for CTE teachers. As partners in the professional development (PD) sessions, the math teachers learned new, authentic applications of mathematics.… Continue Reading

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Eric.ed.gov – Designing Professional Learning Communities through Understanding the Beliefs of Learning

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