eric.ed.gov har udgivet: Eleven experts in mathematics education, special education, and assessment completed an open-ended survey on current math instruction in relation to the “Curriculum and Evaluation Standards” of the National Council of Teachers of Mathematics and the perceived appropriateness and feasibility of the standards for students with disabilities. In general, the experts agreed that adoption of the Standards has been minimal and that math education in practice continues to emphasize basic skills. Two opposing viewpoints were evident in the experts’ responses. One viewpoint was that the Standards did not recognize the importance of individual differences and were not better than current practice in math education. The opposing viewpoint was that the Standards reflected a vision of what mathematics should be and that minimal, nonsubstantial modifications were needed for students… Continue Reading →
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eric.ed.gov har udgivet: The appropriateness and feasibility of the “Curriculum and Evaluation Standards” published by the National Council of Teachers of Mathematics were examined with respect to the mathematics education of students with disabilities. Eleven experts from the areas of mathematics education, special education, and assessment were surveyed using a five-point forced rating scale. To investigate the response patterns among the experts, their responses were clustered using a hierarchical agglomerative technique. Most of the experts reached consensus that the Standards should be addressed through curriculum and evaluation in elementary level math education. All respondents perceived that the basic skills were adequately and feasibly addressed in the elementary curriculum. Some experts who believed in the visions provided by the Standards also approved the feasibility of the Standards in evaluation. In contrast,… Continue Reading →
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eric.ed.gov har udgivet: This guide is linked to a science curriculum and was designed for use by those involved with early childhood education. The goal of this document is to enable caregivers and teachers to use the curriculum in a more varied, stimulating, and developmentally appropriate way. Topics discussed include student attitudes toward mathematics, parent education, learning through play, the language of mathematics, mathematical concepts, and mathematics and science. (DDR) Link til kilde
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eric.ed.gov har udgivet: This standards review is the first in a series of annual reviews of the Colorado Model Content Standards. Its purpose is to identify student performance over time on measures of exiting mathematics standards, identify ways to affirm and strengthen standards and more clearly articulate the practices used by Colorado schools to promote student achievement to those standards. Discussion areas include: (1) national overview of K-12 mathematics; (2) math standards and achievement in Colorado; (3) input from educators; (4) research and financial resources; and (5) characteristics of “math-successful” elementary and secondary schools. Ten recommendations are presented for improving mathematics teaching and performance: (1) Be clear about the math topics students are expected to know at each grade level; (2) Be clear about what specific proficient student work looks… Continue Reading →
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eric.ed.gov har udgivet: This guide presents math-focused learning projects and accompanying inquiry activities to help students pass the math portion of the GED 2002. It is Volume 2 of a proposed four-volume series; Volume 1 describing the concept of the GED as project is also available. Section 1 relates GED as project to the math portion of the GED and explains how inquiry activities use Official GED Math Practice Test questions as stimuli and can serve as models for teacher-designed activities. It introduces the template for math inquiry activities, a series of steps and questions that fulfill the learner-centered thinking and process this guide proposes. Section 2 is an introductory learning project that helps learners comprehend and internalize information about the GED, “GED Math and You.” The two inquiry activities… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Ohio is approaching CCR standards implementation during a time of transition, as they revised the Ohio Learning Standards in 2015-2016. The approval process will take place in 2016-2017, with new materials and revised standards ready for the 2017-2018… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Massachusetts is approaching CCR standards implementation during a time of transition, as it develops the Next-Generation Massachusetts Comprehensive Assessment System, or the “Next-Gen MCAS,” in 2015-2016. The transition will take place in 2016-2017, with full implementation of the… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly regarding students with disabilities (SWDs) and English language learners (ELLs).This report examines how the state of Kentucky is continuing CCR standards implementation during a time of transition. As their state legislature mandates a review of the standards and accountability system every six years, the Kentucky Department of Education (KDE) is in the midst of drafting potential revisions… Continue Reading →
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eric.ed.gov har udgivet: In collaboration with two other research organizations, the authors integrate principles of the BEAR Assessment System with Universal Design for Learning principles to develop and validate learning progressions and an aligned, universally designed formative and summative classroom assessment system for promoting conceptual understanding of number sense/operations for students with Math Learning Disabilities (MLD). This research will help to create an effective and validated formative assessment system for meaningfully and validly diagnosing and promoting student learning outcomes on constructs central to number sense and operations for whole numbers up to and including elementary fractions. The assessment system will offer a powerful tool that will provide teachers cutting edge research and empirically based resources for validly monitoring student knowledge and progress, meaningfully interpreting evidence about student learning from formative… Continue Reading →
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eric.ed.gov har udgivet: A key element in science education is establishing and maintaining linkages between teachers and researchers that can eventuate in enhanced student outcomes. Determining when and where a new educational program or intervention results in an enhanced outcome can be sensitive to many different forces that the researcher must carefully manage. The target of inquiry-based approach is to increase cognitive abilities such as critical thinking. However, students, teachers, and schools are evaluated based on content student knowledge. Statistical modeling choices affect the ability to determine the efficacy of the intervention and the ability to identify those students who receive the greatest and least benefit from the intervention. As it is imperative to determine how an increase in cognitive abilities corresponds to an increase in content across different demographics… Continue Reading →
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