eric.ed.gov har udgivet: The field of early childhood holds promising keys to unlocking many of the mysteries in learning. Educators in the field, given the right tools, have the potential to have a profound impact on the long-term success of their students. The design of this curriculum comes directly out of the incredible possibilities set in motion while exploring this field. Early childhood programs have three essential components or learners. Primary learners are the child, the parent(s) and the teacher. In order to best serve the child, early childhood programs must not only focus on the curriculum and programmatic issues, but must also spend time training staff and providing learning opportunities for parents. Successful early childhood programs aim to employ the most effective resources available to meet the needs of… Continue Reading →
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eric.ed.gov har udgivet: The need to improve math education around the country has been well documented, especially in urban school systems like Philadelphia. In Spring 2010, only 56.6% of students in Philadelphia Public schools scored proficient or advanced on the Pennsylvania State Standardized Assessment (PSSA). In Philadelphia Empowerment Schools, the 107 lowest performing schools in the Philadelphia School District, only 45.8% of students scored proficient or advanced (PSSA preliminary results). Yet, across these schools, there is wide variation. While over 80% of students in some Empowerment schools scored proficient or advanced in math, in other schools less than 20% of the student population reached math proficiency. In October 2009, former Philadelphia Public School Superintendent Arlene Ackerman implemented the Science Research Associates (SRA) Corrective Mathematics and Corrective Reading curriculum in all… Continue Reading →
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eric.ed.gov har udgivet: Over the past few years an increasing number of schools and community organizations have developed transformative learning spaces referred to as “MakerSpaces” for research and training purposes. MakerSpaces are organizations in which members sharing similar interests in science, technology, engineering, and math (STEM) gather to work on self-selected projects. Proponents of MakerSpaces highlight the implicit benefits arising from participants’ increased engagement with complex technical content in a voluntary, authentic context. We extend the MakerSpace concept to applications of training special education teachers to address the needs of students with Autism Spectrum Disorder (ASD). Applied behavior analysis (ABA) has vast empirical support for treating ASD. We believe the MakerSpace model provides a platform for developing a new generation of special education teachers. However, rather than making novel products,… Continue Reading →
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eric.ed.gov har udgivet: Nationwide, states face declining or plateauing investments in education. These financial constraints, coupled with increased standards for student achievement through the widespread adoption of the Common Core State Standards (CCSS), create a heightened need for strategic resource use. However, districts are not currently using resources strategically, as research suggests that 40 cents out of every dollar are spent on practices not aligned with district or state priorities. Therefore, the role of the state today is not only to allocate resources, but also to ensure those resources are used effectively. The state of Georgia leads many others in addressing this issue, having engaged in a series of statewide reforms to grant Local Education Agencies (LEAs) greater flexibility over how they use district resources in exchange for greater accountability… Continue Reading →
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eric.ed.gov har udgivet: This 2-page brief presents 8 new directions drawn from the authors’ report “Reflections on the Ready To Learn Initiative, 2010 to 2015” that educational media producers can take to better foster all children’s school readiness and success. Since 2006, EDC and SRI have worked together on a series of efficacy studies and evaluations of Ready To Learn resources. Our research has found that digital media and technology can help families and teachers enhance the math and literacy learning of young children in low-income households. The “Reflections on the Ready To Learn Initiative” report and this 2-page brief are based on the authors’ interviews with 26 children’s media researchers, producers, and thought leaders. [For “Reflections on the Ready To Learn Initiative, 2010 to 2015,” see ED567881.] Link til… Continue Reading →
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eric.ed.gov har udgivet: This study documents and describes efforts to develop robust forms of pre-service teachers’ pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children’s mathematical thinking, and children’s cultural/linguistic funds of knowledge, pre-service teachers (N = 40) were given an assignment to analyse their own mathematics lessons utilizing a rubric tool with categories about children’s mathematical thinking, academic language supports, cultural funds of knowledge, and critical math/social justice. Utilizing a mixed methods approach to analyse the pre-service teachers’ (PST) work, we found the highest average self-ratings across the categories associated with children’s mathematical thinking and high variability in the categories related to language, culture, and social justice. To understand the variation within the latter… Continue Reading →
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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: In this paper, the authors looked at the effectiveness of special education schools for mathematics learning. Mathematics education is a key to increasing the later professional and citizenship opportunities of students and mathematical understanding influences decision making in all areas of life. Additionally, math failure correlates highly with referral to special education, grade retention, and school dropout and are cumulative and worsen with time, therefore, early identification and intervention is important. Empirical data from Flanders, the Dutch-speaking part of Belgium, was used, which makes an interesting case study as it has a strong tradition of separate special education. Study results indicated that students with special educational needs are better off in mainstream education than in a special education school, at least as far as mathematics goes. Also,… Continue Reading →
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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 har udgivet: The No Child Left Behind (NCLB) Act of 2001 requires states to ensure that all students make adequate yearly progress in achieving proficiency in English language arts and math. This study examines how six diverse schools have responded to the challenge of educating their students in math, particularly students with disabilities and other struggling learners. The report intends to help educators by providing examples and ideas to consider for their own school or district efforts to improve math teaching and learning. This report describes in-depth practices at six schools (3 in Massachusetts and 3 in New York) that are making targeted efforts to improve math education for students with disabilities and other struggling learners. It examines each school’s practices for improving the math learning of all students… Continue Reading →
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