eric.ed.gov har udgivet: REL Midwest conducted a systematic review of research on interventions that may improve academic outcomes for Black students. The review entailed a search for studies that provide evidence at Tier I (strong evidence), Tier II (moderate evidence), or Tier III (promising evidence) according to the Every Student Succeeds Act, and explicitly mention associations between an intervention and Black students’ achievement in math or reading, dropout rates, or graduation rates. After screening 3,917 studies, REL Midwest identified 24 studies that provided Tier III evidence (promising evidence) supportive of 22 interventions. No studies were identified that provided Tier I or Tier II evidence. The 22 interventions include consulting with district assistance and intervention teams, hiring certified teachers, adopting the Elementary School Success Profile Model of Assessment and Prevention, adopting… Continue Reading →
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eric.ed.gov har udgivet: This study aimed to investigate how teachers’ certification status, experience in instruction, and teachers’ efficacy beliefs for teaching lower secondary students in mathematics are related to differentiated instruction practices. A total of 42 mathematics teachers and 27 special education teachers answered an electronic questionnaire regarding mathematics teaching efficacy beliefs and their frequency of use of differentiation practices. The results indicated that teachers’ efficacy beliefs were related to differentiation in content, flexible examination models, and co-teaching. Neither certification status nor teacher experience in instruction was related to the frequency of use of differentiation practices. As teacher efficacy beliefs seem to have an effect on the use of differentiation practices, and especially on co-teaching, it should be important for teacher education to focus on developing pre-service teachers’ efficacy beliefs… Continue Reading →
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eric.ed.gov har udgivet: We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations–middle school math, ninth-grade algebra and geometry, and ninth-grade biology–and find evidence that a teacher’s basic skills test scores are modestly predictive of student achievement in middle and high school math and highly predictive of student achievement in high school biology. A teacher’s subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school. Link til kilde
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eric.ed.gov har udgivet: In the past year, overall teacher workforce trends in California have worsened, with especially severe consequences in special education, math, and science, and significant threats in bilingual education. California’s teacher shortage has worsened as teacher demand grows and teacher supply stagnates. As a result, districts are having to hire a growing number of teachers on substandard permits and credentials, which are increasing more quickly than are preliminary credentials. California’s goals for high-quality education will be undermined if the state continues to supplement an inadequate teacher supply with underprepared teachers who leave at high rates (two to three times greater than prepared teachers), thereby provoking greater churn in high-need schools and depressing student achievement. To address the shortfalls, this brief offers three solutions. [For the full report “Addressing… Continue Reading →
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eric.ed.gov har udgivet: Educators are centrally important in the fight for racial justice and access to high-quality education. This has never been more true than in the age of the COVID-19 pandemic, as the public acknowledges the crucial role that our public school teachers play in the well-being of our children and of our society at large. Yet our teacher workforce is under duress. As has been true across the country, Philadelphia’s public schools faced teacher shortages even before the pandemic. COVID-19 is likely to result in further contraction of the teacher preparation pipeline, and in higher rates of attrition as teachers exit their professions due to physical or mental health stressors. And while we know that all students-particularly students of color-benefit from a diverse teaching force, the number of… Continue Reading →
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eric.ed.gov har udgivet: This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2008. Eighteen months ago, the National Math and Science Initiative did not exist. Today NMSI is helping lead the country forward in math and science. In just 18 months, NMSI has rolled out the first round of grants and has implemented programs in 14 vanguard states. In 2007, NMSI awarded grants of $13.2 each to non-profits in six states to institute AP Training and Incentive programs and grants of $2.4 million to 13 institutions of higher learning for the replication of the UTeach training program for math and science teachers. These programs are essential to address two of the country’s most pressing challenges: (1) Getting more American students to master the math… Continue Reading →
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eric.ed.gov har udgivet: One can’t throw a stone without hitting a STEM initiative these days, but most science, technology, engineering, and math initiatives–thus the STEM acronym–overlook a fundamental problem. In general, the workforce pipeline of elementary school teachers fails to ensure that the teachers who inform children’s early academic trajectories have the appropriate knowledge of and disposition toward math-intensive subjects and mathematics itself. Prospective teachers can typically obtain a license to teach elementary school without taking a rigorous college-level STEM class such as calculus, statistics, or chemistry, and without demonstrating a solid grasp of mathematics knowledge, scientific knowledge, or the nature of scientific inquiry. In this report, the authors focus on the selection and preparation of elementary school teachers, most of whom will be required to teach mathematics and science… Continue Reading →
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eric.ed.gov har udgivet: In mathematics teaching, high-leverage practices include eliciting, analyzing, and responding to students’ ideas and reasoning (Kazemi, Franke, & Lampert, 2009). While a focus on student thinking in professional development can be a powerful mechanism for linking pedagogy, mathematics, and student thinking, it is less clear how to support teacher candidates (TCs) to leverage student thinking in their mathematics teaching. Findings suggest developing an understanding of self as mathematics teacher relates to TCs’ capacity for leveraging student thinking as a pedagogical practice and for making sense of their relations to the complex dynamics in schools. The tensions TCs experienced when leveraging student thinking in the actual socio-political contexts and constraints of schooling and the influence of their identity on their representations of practice lead to implications for mathematics… Continue Reading →
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eric.ed.gov har udgivet: The 2009 “State Teacher Policy Yearbook” provided a comprehensive review of states’ policies that impact the teaching profession. As a companion to last year’s comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized “Blueprint for Change,” building off last year’s “Yearbook” goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines “low-hanging fruit,” policy changes that can be implemented in relatively… Continue Reading →
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eric.ed.gov har udgivet: In light of the strong correlation between Kindergarten performance and later cognitive and achievement outcomes, this paper investigates the link between student achievement and the educational background characteristics of Kindergarten teachers. This study will utilize the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K), a nationally representative dataset, in order to address the following questions: (1) Does a teacher having a master’s degree or higher have a positive effect on student achievement gains in reading and math in kindergarten compared to teachers with only a bachelor’s degree?; (2) Are there effects of teacher coursework in reading, math, and child development on student achievement gains in kindergarten? If so, do impacts of coursework on reading and math scores vary by number of courses taken?; and (3) Do regular and… Continue Reading →
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