eric.ed.gov har udgivet: A Traumatic Brain Injury (TBI) changes cognition and behavior in students. Their learning needs are different from students with other exceptionalities. General and special education teachers can use specific strategies based on learning style, along with certain resources, with students who have experienced a TBI to promote learning in reading, writing and math, The typical Behavior Improvement Plan of Antecedent, Behavior, Consequences does not work with a child after a TBI. Instead, a Behavior Improvement Plan should be developed based on the student’s learning style after the injury, incorporating his or her physical and cognitive capabilities. (Contains 1 figure.) Link til kilde
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eric.ed.gov har udgivet: Since its inception in 2002, the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) has funded over 700 education research grants and over 60 education training grants. The research grants have supported exploratory research to build theory or generate hypotheses on factors that may affect educational outcomes, development and innovation research to create or refine academic interventions, evaluation studies to test the efficacy and effectiveness of interventions, and measurement work to help develop more accurate and valid assessments, and the training grants have helped prepare the next generation of education researchers. NCER’s education research grantees have focused on the needs of a wide range of students, from pre-kindergarten through postsecondary and adult education, and have tackled a variety of topic areas. The… Continue Reading →
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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 har udgivet: The purpose of the 2015-2016 NC Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the long-term effects of participation in NC Pre-K at the end of kindergarten. Two groups of children were compared–those who attended NC Pre-K (treatment) and those who had not attended NC Pre-K (comparison). Propensity score matching (PSM) was used to select a matched sample of children with similar characteristics across the two groups. This study found significant treatment effects for participation in the NC Pre-K Program on children’s outcomes at the end of kindergarten in the areas of math skills and executive function. Although effect sizes were in the small range, there were effects across all aspects of math. There were significant differences for calculation skills and the math composite, and marginally significant… Continue Reading →
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eric.ed.gov har udgivet: This single subject design study (ABAB) investigated the effects of using iPads in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school. The study also examined the advantages of and challenges to using iPads for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were collected during every phase. Descriptive and visual analysis techniques were used to… Continue Reading →
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eric.ed.gov har udgivet: Teacher evaluation is at the center of current education policy reform. Most evaluation systems rely at least in part on principals’ assessments of teachers, and their discretionary judgments carry substantial weight. However, we know relatively little about what they value when determining evaluations and high stakes personnel decisions. The author leverages unique data from a public charter school district to explore the extent to which school administrators’ formative evaluations of teachers align with teacher and school effectiveness and predict future personnel decisions. While previous research has examined administrators’ subjective evaluations of teachers in surveys and in practice, this study links a detailed evaluation in practice with multiple types of personnel decisions to provide new insights into administrator decision-making. A better understanding of the teacher contributions that administrators… Continue Reading →
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eric.ed.gov har udgivet: Between 2002 and 2014, the Institute of Education Sciences (Institute) supported over 400 projects focused on education technology through the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER). The majority of this work has been funded through Education Technology research topics of NCER and NCSER and the Institute’s Small Business Innovation Research (SBIR) program run by NCER. Both centers also support projects focusing on education technology through other research topic areas, including programs such as Cognition and Student Learning, Early Learning Programs and Policies, Math and Science, Reading and Writing, Social and Behavioral Context, Improving Education Systems, and Effective Teachers and Teaching. Together, researchers funded by NCER and NCSER have developed or studied more than 270 web-based tools, 85 virtual… Continue Reading →
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eric.ed.gov har udgivet: Private and public investments in early childhood education have expanded significantly in recent years. Despite this heightened investment, we have little empirical evidence on whether children today enter school with different skills than they did in the late nineties. Using two large, nationally representative datasets, this paper documents how students entering kindergarten in 2010 compare to those who entered in 1998 in terms of their teacher-reported math, literacy and behavioral skills. Our results indicate that students in the more recent cohort entered kindergarten with stronger math and literacy skills. Results for behavioral outcomes were mixed. Increases in academic skills over this period were particularly pronounced among black children. Implications for policy are discussed. [This paper was published in “Educational Researcher” v46 n1 p7-20 2017 (EJ1132546).] Link til… Continue Reading →
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eric.ed.gov har udgivet: This monograph offers an overview of the current research work carried out in Croatia and the surrounding countries, and specifically an interesting insight in teaching and learning issues in these countries. The authors discuss the need of the general population for becoming good problem-solvers in society of today, which is characterised by rapid technological changes and economic development. They argue that modern teaching methods are therefore needed. From the contributions in this monograph, it appears that awareness of future teachers’ beliefs and knowledge is present in the tertiary education. The studies investigate various aspects of pre-service and in-service teachers’ characteristics, like beliefs, knowledge, digital competencies or using ICT in teaching. But the contributions also portray another picture: mathematics education is becoming accepted as a field of scientific… Continue Reading →
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eric.ed.gov har udgivet: The Guam Department of Education (GDOE) is a single unified and accredited school district consisting of Kindergarten through 12th grade. Their 26 elementary schools, 8 middle schools, 6 high schools, and 1 alternative school serve nearly 31,000 students and are managed by the Superintendent, who is the chief executive officer for the department, and the Executive Secretary of the 12-member Guam Education Board. GDOE is accredited by the Western Association of Schools and Colleges, and uses the following two standards-based or criterion-referenced testing to assess student progress: (1) ACT Aspire, based on the Common Core Standards in English/Language Arts & Math for grades 3-10; and (2) a locally developed Standards-Based Assessments (SBA) for grades 1-12 in English/Language Arts, Math, Science and Social Studies content areas. This report… Continue Reading →
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