eric.ed.gov har udgivet: The Partnership for Assessment of Readiness for College and Careers (PARCC) commissioned a multi-part study to determine the viability of using the drawing response interaction on the PARCC Mathematics Assessment. This study in particular focused on students with disabilities. PARCC has over 40 interaction types on the summative assessments. Why introduce a drawing response interaction? There are several drivers to the addition of this functionality. The first is comparability. While scores across modes are comparable overall, they could be stronger at the lower grades. Students who respond to constructed response on paper can provide drawings. Feedback from students in lower grades from the mode comparability study indicated the desire for a drawing tool. Data from the scoring of paper responses indicates up to 10% of the responses… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to examine the Peer Buddy Program at a high school for students with disabilities (i.e., learning and behavior disabilities) in academic and social achievement. Two specific questions were addressed: Do students with learning and/or emotional/behavioral disabilities, who are participating in the Peer Buddy Program, show improvement in their use of social skills according to self-report, special and general curriculum teacher ratings on a standardized social skill rating scale? and 2) Do students with learning and/or emotional/behavioral disabilities, who are participating in the Peer Buddy Program, show improvement in academic skill use according to past to present year comparisons on grade point averages, and special education informal assessments (Fast Math, System 44, and Acuity)? Student, special and general education teachers’ ratings on… Continue Reading →
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eric.ed.gov har udgivet: The opt-out movement, a grassroots coalition of opposition to high-stakes tests that are used to sort students, evaluate teachers, and rank schools, has the largest participation on Long Island, New York, where approximately 50% of the eligible students in grades three to eight opted out of the English Language Arts (ELA) and Mathematics tests in 2019 (“Projects: ELA and Math Opt-Outs 2016-2019,” 2019). Quantitative research has shown a racial disparity between parents who opted out and opted in with White, middle class parents participating in the opt-out movement at greater rates than Latinx, Black, and Asian parents (Au, 2017; Bennett, 2016; Hildebrand, 2017; Klein, 2016; Murphy, 2017; Phi Delta Kappa & Gallup Poll, 2017; Pizmony-Levy & Green Saraisky, 2016; Ryan, 2016; Tompson, Benz, & Agiesta, 2013). Parents… Continue Reading →
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eric.ed.gov har udgivet: Increasing participation and success in science, technology, engineering, and math (STEM) fields continues to be a national imperative, with particular attention paid to eliminating barriers for women and underrepresented students of color. Some attention has been paid to the underrepresentation of students with disabilities in STEM fields, while few researchers have focused on the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in STEM. Literature about both students with disabilities and LGBTQ students suggest challenges and barriers that may prevent these groups from successfully persisting in STEM majors. This qualitative study examined the campus experiences of five queer students with disabilities in STEM fields at a predominantly white research university. Findings reveal that participants encountered male-centered, heteronormative STEM spaces, physical and social inaccessibility on campus,… Continue Reading →
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eric.ed.gov har udgivet: District-Charter Partnerships (DCP) is an initiative that is part of the Equity and Excellence for All agenda established by Mayor De Blasio. Its goal is to support meaningful collaboration between the district and charter sector in order to increase educator capacity and student learning in all New York City public schools. The District-Charter Collaborative (DCC) is one of the principal programs under the DCP umbrella. Spearheaded by the NYC Department of Education’s (DOE) Office of School Design and Charter Partnerships and Office of Leadership, the program brings quads of schools (2 district and 2 charter) together to engage in structured collaboration through the creation of professional learning communities (PLCs). These PLCs aim to improve practice in one of the following Learning Focus Areas (LFAs): math instruction, supporting… Continue Reading →
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eric.ed.gov har udgivet: As today’s classrooms become more and more diverse, there is a growing need to explore the intersection between English Learners (ELs) and students with learning disabilities (LD) in the content-specific instruction of mathematics problem solving. The aim of this study was to determine which types of instructional scaffolds may be used by math teachers to effectively support ELs with LD learning multiplicative reasoning. To this end, we employed an exploratory case study based on a frequency count analysis of four scaffold types used by the students and the teacher in their sessions. The results showed that kinesthetic and linguistic scaffolds were the most beneficial for helping ELs with LD to cultivate mathematical thinking with both concrete and abstract units, while also helping to increase the sophistication of… Continue Reading →
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eric.ed.gov har udgivet: Since the enactment of the “Education for All Handicapped Children Act of 1975” (“EHA”), Public Law (P.L.) 94-142 and its successor statute, the “Individuals with Disabilities Education Act” (“IDEA” or “act”), the secretary of the U.S. Department of Education (secretary) (and her predecessor, the commissioner of education at the U.S. Department of Health, Education, and Welfare) have been required to transmit to Congress an annual report to inform Congress and the public of the progress being made in implementing the act. The annual reports to Congress reflect a history of persistent commitment and effort to expand educational opportunities for children with disabilities. The “40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2018” describes the nation’s progress in: (1) providing a… Continue Reading →
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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 har udgivet: This brief examines California’s Multi-Tiered System of Supports (MTSS), which is a framework designed to identify and assist students performing below grade level. MTSS involves at least three tiers of support; Tier 2 includes personalized assistance. Unfortunately, Tier 2 services are not adequately resourced so it is not surprising that California students rank only 38th in the nation in reading and math. To move higher, it is important that the state provide categorical funding for Tier 2 services. California teachers already have a full-time job. To successfully implement MTSS, they need additional Tier 2 personnel (e.g., paraprofessional instructional aides and trained clerical staff to manage student progress monitoring) to assist them. Link til kilde
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eric.ed.gov har udgivet: This collection of six essays shares insights and strategies from the Education Development Center’s (EDC) work to close opportunity gaps in mathematics education and support teachers in improving instruction. This report includes the following essays: (1) Adam’s World: Reflections on the Achievement Gap; (2) Five Key Characteristics of Effective Diversity Training for Teachers; (3) Ella in Kindergarten: Building on Strengths; (4) Math for All: High-Quality Mathematics Instruction for Students with Disabilities; (5) Supporting English Learners in the Mathematics Classroom; and (6) Helping Children from Low-Income Communities Become Young Mathematicians. Link til kilde
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