eric.ed.gov har udgivet: ‘This action research study was conducted on a fourth grade rural classroom in Orange County, N.Y. for the purpose of determining if the use of the VoiceThread program will affect student performance in mathematics writing. A baseline of student performance on this measure was administered in the fall of 2010 using the NYS Holistic rubric of a 3 point total value as provided from the NYS 2009 4th grade Math Test. Four questions on varying topics were pulled from the same test as the rubric mentioned here. In addition, a graphic organizer was utilized to support organization of student thoughts on the problem. A survey was administered to the students at the end of this study which demonstrated positive attitudes towards the use of graphic organizers and… Continue Reading →
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eric.ed.gov har udgivet: In this paper, the authors report research focused directly on the validation of the Coding of Academic Teacher-Student interactions (CATS) direct observation instrument. They use classroom information gathered by the CATS instrument to better understand the potential mediating variables hypothesized to influence student achievement. Their study’s purpose is to gather the kinds of validity evidences that match the proposed interpretations and uses of the CATS instrument (Kane, 2008; Messick, 1995). Therefore, they first explore the content aspect of construct validity by collecting information about the content relevance and representativeness of the observation instrument (Messick, 1995). Second, concerned about the consistency of the observation data collected across a number of independent observers, they measure inter-observer agreement. Finally, they focus on the criterion-predictive aspect of construct validity and investigate… Continue Reading →
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eric.ed.gov har udgivet: Commencing in 2011, the Mathematics Academies Initiative is a series of professional development academies (lasting 1 to 2 years, depending on cohort) with the primary objectives of (a) providing educators with a high quality professional development experience that enhances their mathematical content knowledge and pedagogical skills, and (b) increasing positive attitudes and confidence when providing mathematical instruction. As coordinator of the initiative, the West Virginia Department of Education (WVDE) Office of Special Programs (OSP) partners with regional education service agencies (RESAs) and local school districts to identify and invite teachers to the math academies, and with Carnegie Learning Inc., an external vendor, to provide instruction and materials. This research study is an evaluation of the first cohort (hereafter, Cohort 1) of the Mathematics Academies Initiative. Cohort 1,… Continue Reading →
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eric.ed.gov har udgivet: This document points out the numbers of students who have difficulty in their required college mathematics courses. The four common syndromes identified with pupils who were experiencing a lack of success in mathematics were: (1) a lack of an adequate college or high school background in mathematics; (2) the tendency to feel that because they completed homework problems they really “knew their mathematics,”; (3) the inability to apply appropriate reading-learning strategies to their mathematics studies; and (4) a feeling of hostility over mathematics classes and anxiety over tests. These students are referred to as “underdeveloped learners,” who did not know how to study and learn mathematics. Twelve learning strategies that students should learn to apply are listed and described. A remediation strategy for these pupils that combines… Continue Reading →
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eric.ed.gov har udgivet: This is the fourth biennial report to Congress on the implementation of the “Elementary and Secondary Education Act’s” Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information reported by states to the U.S. Department of Education regarding services provided for children served under Title III to ensure that all limited English proficient (LEP) students attain English proficiency and are achieving in reading or language arts and in mathematics at the same high level set by the states for all students. Under the State Formula Grant Program, states also are accountable for the education of immigrant children and youth. In this report, the U.S. Department of Education presents data reported by the 50 states, the District of… Continue Reading →
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eric.ed.gov har udgivet: Two limited studies are reported: (1) a pilot test of sex differences in high school math preparation, and (2) a pilot study of attitudes toward mathematics. The first was a random sample of 81 college applicants (42 boys, 39 girls) which showed that 57 percent of the boys took four years of high school mathematics compared to 8 percent of the girls. The second study summarizes responses on a questionnaire distributed to 38 upper division social science students. Results showed a statistically significant relationship between social support from teachers, parents, and peers and the pursuit of advanced mathematics courses in high school, and between social support and performance. Responses to the survey question of factors influencing student interest and aptitude for mathematics are included. (DT) Link til… Continue Reading →
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eric.ed.gov har udgivet: In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they engage in an online coaching discourse to form a relationship of inquiry. Within these relationships, coachees pass through processes of practical inquiry process while a coach supports the process. In this study, a framework and coding scheme were developed for use in a transcript coding procedure including 3,109 messages from an online coaching case in math for K-12 students. It is found that the elements of cognitive, teaching, and social presence, as well as the newly proposed emotional presence, which outlines… Continue Reading →
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eric.ed.gov har udgivet: This survey of 316 Precalculus, Calculus AB, and Calculus BC students from markedly different socioeconomic levels in four district high schools in San Antonio, Texas, looked at factors that have traditionally caused women to avoid mathematics, and attempted to discover which of them continue to influence women’s decisions to reject the discipline. The questionnaire contained 25 questions based on assumptions drawn from literature on the subject. Reported and discussed are all differences in gender opinion above 9 percentage points, even though a difference of 11.4 percentage points would begin to indicate a statistically significant result. Findings where such differences occur showed that: (1) mathematics enrollment favored men, especially in BC Calculus; (2) female respondents more frequently perceived no bias in teacher expectations; (3) female students less frequently… Continue Reading →
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eric.ed.gov har udgivet: Promoting Alternative Thinking Strategies (PATHS) is a school-based social and emotional learning (SEL) curriculum that aims to help children in primary school manage their behaviour, understand their emotions, and work well with others. PATHS consists of a series of lessons that cover topics such as identifying and labelling feelings, controlling impulses, reducing stress, and understanding other people’s perspectives. It is delivered twice weekly in 30-40 minute lessons by teachers to all children in a given class, typically in the slots allocated for Personal, Social and Health Education. This curriculum is supplemented by activities that support the application of new skills during the school day and activities that are sent home to parents that cover the topics taught in class. In this trial, 45 participating schools from Greater… Continue Reading →
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eric.ed.gov har udgivet: As the use of online courses in high schools increases rapidly across the United States, schools are using courses from a multitude of sources to achieve a variety of educational goals. Policies and practices for monitoring student progress and success in online courses are also diverse. Yet few states formally track or report student participation in online learning. Iowa and Wisconsin are among the states that do not track such information. This study analyzed data from a survey developed to describe how and why brick-and-mortar public high schools in Iowa and Wisconsin use online learning for their students. The survey, developed by Regional Educational Laboratory Midwest in collaboration with members of its Virtual Education Research Alliance, reflects the need for better information about the basic characteristics of… Continue Reading →
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