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Eric.ed.gov – Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers’ Academic Achievement

eric.ed.gov har udgivet: The current study investigated the predictive utility among teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report, the Child Behavior Rating Scale, an observer report, the Observed Child Engagement Scale, and a direct assessment, the Head-Toes-Knees-Shoulders task, relate to early math and literacy skills. The sample consisted of 247 children from 31 preschool classrooms. Trained research assistants observed a subsample of 104 children. Results indicated significant, positive relationships for teacher-rated and directly assessed behavioral self-regulation for early math and literacy skills. Teacher ratings were the strongest predictors of literacy, and the direct assessment emerged as the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Discussion focuses on domain… Continue Reading

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Eric.ed.gov – Educator Enhancement Academies Evaluation Study: Phase 2. Teacher and Trainer Reports of NxGen Professional Development and Their Sense of Preparedness

eric.ed.gov har udgivet: As the final stage of West Virginia’s rollout of the Next Generation Content Standards and Objectives (NxGen CSOs), the regional education service agencies (RESAs) conducted six train-the-trainer events in the spring of 2013 to prepare educators–mostly teachers–to provide professional development back in their home schools and districts. These events, called Educator Enhancement Academies (EEAs), lasted two or three days depending on which RESA conducted them, and targeted teachers in grade levels that had not yet received professional development in the NxGen CSOs, that is, Grades 2-3, 6-8, and 10-12. The first phase of this study looked at how well prepared those trainers were at the end of their EEA experience by asking them about their experiences during the training and after they, themselves, conducted training sessions during… Continue Reading

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Eric.ed.gov – Evaluation of the Waterford Early Math & Science Program for Kindergarten: First-Year Implementation in Five Urban Low-Income Schools

eric.ed.gov har udgivet: Background: The Waterford Early Math & Science (WEMS) program is a comprehensive educational software program designed to build math and science skills and concepts in grades K-2, alone or to supplement existing curricula. The program’s capability to individualize lessons, assess and track student progress, and reteach lessons is aimed at keeping potentially “at risk” students at grade level. Purpose: The present evaluation of the Waterford Early Math & Science program is the first independent study of its effectiveness. Setting: The study was carried out in five low-income, largely Hispanic schools in the Tucson Unified School District during the 2005-06 school year. Study Sample: This report covers the 22 kindergartens (345 students) of a larger study of 59 K-2 classrooms (923 students) in the five schools. Intervention: Treatment… Continue Reading

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Eric.ed.gov – Engaging High School Girls in Interdisciplinary STEAM

eric.ed.gov har udgivet: Research into Australian students’ science, technology, engineering, and maths (STEM) engagement has highlighted that there are comparably fewer women enrolling in STEM programs and working in STEM industries. In Australia, males make up 84% of the total population with STEM qualifications, for example, a report in 2015 found only 13% of all engineers in Australia were women. Science, technology, engineering, art, and mathematics (STEAM), an approach to STEM education that encourages interdisciplinarity, creativity, innovation, and entrepreneurship, is a strategy that has the potential to increase girls’ engagement with STEM. This research investigated the impact of the STEAMpunk Girls Program, funded by the Australian Government, on high school girls’ learning and their teachers’ teaching experiences. The program uses project-learning and design thinking strategies to enable the girls to… Continue Reading

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Eric.ed.gov – Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education

eric.ed.gov har udgivet: Problem Statement: Science, technology, engineering and mathematics (STEM) education aims at improving students’ knowledge and skills in science and math, and thus their attitudes and career choices in these areas. The ultimate goal in STEM education is to create scientifically literate individuals who can survive in the global economy. The identification of new learning outcomes, curriculum programs, and teaching practices needs to be clarified by the STEM education community. Media design processes are a potential teaching method in STEM education that requires learners to design digital media artifacts using a variety of technological tools. Purpose of the Study: This study investigates the impact of science, technology, engineering, and mathematics (STEM) integrated media design processes on 8th grade students’ attitudes toward science and technology classes, as well as… Continue Reading

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Eric.ed.gov – Barriers to Student Success in Madagascar

eric.ed.gov har udgivet: Various indicators suggest that math and science students in many developing countries are lagging behind their counterparts in other nations. Using Madagascar as a case study, we aimed to: (1) evaluate the effectiveness of education among those enrolled in science and math programs at primary, secondary, and university institutions; and, (2) understand barriers to student progression through the education system. To that end we conducted 63 semi-structured interviews in June and August 2012 with science and math teachers in five population centers, across all three levels of both public and private school systems. We found that crowded classes, limited resources (pedagogical and infrastructural), an average student range in age of seven years per classroom (suggestive of grade repetition and/or late school starting age), and discontinuities in the… Continue Reading

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Eric.ed.gov – A Quasi-Experimental Study on the Utility and Efficacy of Lead4ward in HISD toward Improving Instructional Planning and Student Achievement, 2018-2019. Research Educational Program Report

eric.ed.gov har udgivet: This program evaluation assessed the utility and efficacy of lead4ward toward facilitating meaningful instructional planning, and improving STAAR reading, English language arts, and math performance of students whose teachers participated in lead4ward professional development. A web-based survey on HISD’s HUB yielded responses from 340 educators who had direct exposure to lead4ward. The highest percentages of respondents found that lead4ward was closely aligned to TEKS (87.1). In addition, 79.0% of respondents indicated that they used lead4ward in grade level, developmental planning, and PLCs meetings. Nearly 70.0% of respondents noted that the Field Guides were helpful in planning and implementing lessons well (69.8%). Respondents found that lead4ward resources improved proficiency among students “more than a little” in mathematics, English language arts/reading, science, social studies, teacher induction, and intervention/RTI. Instructional… Continue Reading

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Eric.ed.gov – Teacher Perceptions of High School Students Underachievement in Science

eric.ed.gov har udgivet: Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom’s taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance… Continue Reading

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Eric.ed.gov – Implementing STEAM in the Early Childhood Classroom

eric.ed.gov har udgivet: STEAM (Science, Technology, Engineering, Art, and Math) education has received growing attention over the past decade, primarily within the middle and high school levels. This article focuses on the need for STEAM education at the early childhood level. Preschool children have a natural disposition toward science with their sense of curiosity and creativity. This ethnographic research involved professional development for 50 in-service preschool teachers in an urban high-needs area of the northeastern United States. The researcher explored how providing hands-on professional development, consistent support, and rich resources for STEAM lesson implementation into the early childhood curriculum would impact the dispositions, self-efficacy, and rate of implementation for teachers. The study also involved observation of the reception of STEAM instruction by preschool children. Data was collected through pre and… Continue Reading

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Eric.ed.gov – Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. Executive Summary. NCEE 2016-4005

eric.ed.gov har udgivet: Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of teaching experience and degree attainment, do not reward effective teaching or provide incentives for the most effective teachers to teach in high-need schools. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This study focuses on performance-based compensation systems that were established under TIF grants awarded in 2010. It examines grantees’ programs and implementation experiences and the impacts of pay-for-performance bonuses… Continue Reading