eric.ed.gov har udgivet: This brief summarizes the findings of a recent book, “Standards Deviation: How Schools Misunderstand Education Policy” (Spillane, 2004), that examines state and local government relations as the standards move from the statehouse to the district policymakers and teachers who attempt to make sense of them. It takes a case study approach, focusing on a single state, Michigan, and strategically sampled school districts. The study is based on empirical data from a four-year examination of approaches to the use of standards in nine Michigan districts between 1992 and 1996. This overview of the study’s findings first frames the subject of standards-based reform, and then moves to a discussion of the Michigan math and science standards. Variation in the progress of standards among districts is explored next, followed by… Continue Reading →
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eric.ed.gov har udgivet: A total of 58 preservice teachers enrolled in an elementary childhood program at Fitchburg State College in Massachusetts were surveyed before and after taking a special math, science, and social studies course called Piggybacking. This course emphasizes child-centered and cooperative learning by allowing elementary school students to choose individual preservice teachers to work with on a one-to-one basis for an entire semester. The elementary school students learn math, science, and social studies concepts, and the preservice teachers learn by observing how children think and learn. Before enrolling in the course, the preservice teachers indicated high levels of concern about innovative methods such as child-centered and cooperative learning. After the course, however, levels of concern dropped by an average of 20 percent. (MDM) Link til kilde
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eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense attention to high quality instructional tasks, use of formative assessments embedded in those tasks, and professional development (PD) that attends to both content knowledge and instruction are essential considerations if teachers are to meet the demands of the CCSS. Experts from the Shell Centre have developed a set of formative assessment lessons (FALs) for high school mathematics teachers to facilitate CCSS-based student mathematics learning and provide teachers with feedback about student understanding and mastery. The tools are designed to target the “instructional core”… Continue Reading →
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eric.ed.gov har udgivet: This report examines the demand for teachers, teacher turnover, and teacher education in Alaska. Surveys were conducted with school district personnel directors, directors of Alaska teacher education programs, teachers who exited Alaska schools in 2001, and rural and urban instructional aides. Alaska is facing teacher shortages, but these are confined to certain specializations–particularly special education and secondary math and science–and a few rural districts. Since most of Alaska’s teachers come from outside the state, the state is particularly vulnerable to the vicissitudes of the national teacher labor market. In addition, cost-of-living adjusted salaries for Alaska teachers have declined in the past decade. Surveys of exiting teachers found that rural teachers were dissatisfied with student motivation and effort and lack of support from parents. Alaska’s institutions of higher… Continue Reading →
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eric.ed.gov har udgivet: In an effort to explore significant supply and demand variables that affect the teacher labor market in the Southeast, a qualitative research study was undertaken to examine the market patterns of initial career choice, position availability, recruitment and selection, turnover, and mobility of public school teachers. An ethnographic investigation of schools or departments of education at six universities and six school systems in two southeastern states used document analysis, on-site observation, and interviewing to collect data for analysis of labor market variables. Five categories of inquiry guided the study: (1) background and contextual variables; (2) position availability, need, and turnover; (3) paths to education and teaching; (4) identification, recruitment, and selection of teachers; and (5) employment conditions and teacher alternatives. Following a review of the related literature… Continue Reading →
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eric.ed.gov har udgivet: This submission contains the Proceedings of the 2009 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at York University in Toronto, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions. Papers include: (1)… Continue Reading →
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eric.ed.gov har udgivet: The 2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content (Preschool Pilot) is an important part of the authors’ multiyear “Ready To Learn” (RTL) summative evaluation initiative. Through this initiative funded by the Corporation for Public Broadcasting (CPB) and Public Broadcasting Service (PBS), it was the responsibility of the Education Development Center, Inc. (EDC), and SRI International (SRI) to document and, whenever possible, to measure the impact of transmedia mathematics and literacy resources on learning for children from low-income families across a variety of settings: early childhood classrooms, community settings, and home. In this phase of the evaluation, the authors explored the potential of using technology (interactive whiteboards and laptops) and transmedia resources (digital videos and interactive games)–specifically games developed using the CPB-PBS RTL Mathematics framework,… Continue Reading →
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eric.ed.gov har udgivet: Oregon’s postsecondary attainment goal for 2025, adopted in 2011, calls for 40 percent of Oregon adults to have a bachelor’s degree or higher, 40 percent to have an associate’s degree or postsecondary certificate, and the remaining 20 percent to have a high school diploma or equivalent (S. 253, Or. 2011). As in other states a central strategy for increasing postsecondary attainment in Oregon is to promote accelerated college credit options–such as Advanced Placement, International Baccalaureate, dual credit, and dual enrollment courses–that enable high school students to earn college credit. Oregon has invested heavily in the accelerated college credit strategy, with particular attention to student groups that have historically not had access to these courses. The study focuses on options offered between 2005/06 and 2012/13 through Oregon community… Continue Reading →
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eric.ed.gov har udgivet: Maine was the first state to put laptops in the hands of an entire grade of students. This interpretive case study of two middle school science-math teachers was driven by the general question: Given ubiquitous computing, how do teachers use computers in constructing curriculum and delivering instruction? Specifically, the researchers sought to examine the facilitators and barriers for teachers in using laptops in the classroom. Using qualitative methods, the researchers collected data during the first year of the Maine Learning Technology Initiative (MLTI). Differential effects of one-to-one computing on each teacher were found along two dimensions: the effect of technical technological issues, and the educational effect of technology policies. For both teachers, the effects were deeply altered by the teachers’ beliefs about teaching and learning, which in… Continue Reading →
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eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high quality instructional and formative assessment tools to support teachers’ incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Literacy experts have developed a framework and a set of templates that teachers can use to develop content area modules focused on high quality writing tasks closely tied to subject area texts. Math experts have developed Classroom Challenges that teachers can incorporate throughout the year’s curriculum. These tools were introduced and revised in multiple settings throughout the 2010-2011 co-development year; during the 2011-2012 pilot year additional sites came on board and most existing sites saw expansion. The initiatives, the Literacy Design Collaborative (LDC) and the Mathematics Design Collaborative (MDC), have continued… Continue Reading →
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