eric.ed.gov har udgivet: This paper reports on initial data from teachers at an Australian Year 9-12 secondary school which is attempting to implement a project-based learning model across the entire curriculum. The eight teachers had diverse prior teaching experiences, including work in primary schools, special education, Year 7-10 secondary schools, and technical and further education. None had studied mathematics at tertiary level and just one listed maths as a main teaching area. Results of an initial survey indicate that most had reasonable levels of personal mathematics competence, and could identify relevant mathematical concepts among the affordances of a particular scenario, but that they struggled to articulate how they would work with students to pursue any of the relevant mathematics in depth. [This project was funded by University of Tasmania Research… Continue Reading →
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eric.ed.gov har udgivet: Public education in Alabama is moving in the right direction and is poised to be a national model for the college and career readiness of its students. Through some of the most challenging financial circumstances, public education in Alabama has continued to show great promise in many areas, including reading, math, and science. The success of Alabama education initiatives is lauded in national publications, research studies, and, most importantly, by the teachers and students in their classrooms. Although the momentum for increased educational quality has picked up, now more than ever students must be kept on track to become the most highly prepared high school graduates the state has ever produced. From classroom teachers, schools administrators, and parents, to community and business leaders, all facets of the… Continue Reading →
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eric.ed.gov har udgivet: This paper analyses the impact of teacher gender towards students’ test results in a blinded Math test administered to students in Catalonia (Spain). The data for this analysis are drawn from a sample of secondary school students who participated in an international blind-test known as the “Mathematical Kangaroo” in 2008. The estimation considers a two-stage procedure since participation on the test leads to the presence of sample selection. Results show a correlation between female teacher gender and student results. Moreover, students with female teachers have a higher probability of participating in the “Kangaroo” test (in this case, the effect being more marked among male students). Link til kilde
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eric.ed.gov har udgivet: We know from previous survey research that teachers who hold high expectations for all of their students significantly increase the odds that those young people will go on to complete high school and college. One indicator of teachers’ expectations is their approach to grading–specifically, whether they subject students to more or less rigorous grading practices. Unfortunately, “grade inflation” is pervasive in U.S. high schools, as evidenced by rising GPAs even as SAT scores and other measures of academic performance have held stable or fallen. The result is that a “good” grade is no longer a clear marker of knowledge and skills. Authored by American University’s Seth Gershenson, “Great Expectations: The Impact of Rigorous Grading Practices on Student Achievement” examines to what extent teachers’ grading standards affect student… Continue Reading →
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eric.ed.gov har udgivet: The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The goal of the grants is to increase the number of high-performing teachers in high-need schools by rewarding educators for improving students’ achievement. The report on which this snapshot is based describes TIF implementation in all 2010 TIF districts and analyzes, in greater detail, the implementation and impacts of pay-for-performance in 10 evaluation districts that implemented the TIF program for three years. Using information from the first (2011-2012), second (2012-2013), and third (2013-2014) years of TIF implementation, the report addresses the following four questions: (1) What are the characteristics of all 2010 TIF districts and their performance-based compensation systems? What implementation experiences and challenges have TIF districts encountered?;… Continue Reading →
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eric.ed.gov har udgivet: In light of shortages of mathematics and science teachers, alternative certification was introduced in the mid-1980s. This study examined the effect of alternative certification among math and science teachers who moved to a different school or left the profession. This was accomplished using the national “SASS” and “TFS” databases. The results indicated that alternatively certified teachers were comparable in their commitment to their current school and the teaching profession when compared with their traditionally certified colleagues. Findings are discussed with respect to their relevance for education policy makers and school administrators. Link til kilde
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eric.ed.gov har udgivet: In this study, it is aimed to examine the effect of classroom assessment on science and mathematics achievements. For this purpose, hierarchical linear modeling (HLM) is performed using variables of like learning science/maths, engage teaching in science/maths, confidence in science/maths, and home resources for learning variables at the student level, and experience, education level, homework, and assessment at the teacher level. The sample of the study consists of 4th grade students who participated in TIMSS 2015 in Turkey. According to the findings; 36% of variance in science achievement, and 40% of variance in mathematics achievement are due to variability between classes. In a random coefficient model, all student variables were found to be statistically significant predictors of science and mathematics achievement. Among these variables, the greatest effect… Continue Reading →
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eric.ed.gov har udgivet: This exploratory research project investigated graduate students’ satisfaction levels with online learning associated with human (professor/instructor and instructional associate) and design factors (course structure and technical aspects) using a survey study. A total of 81 graduate students (master’s students who majored in math and science education) enrolled in an online math methods course (Conceptual Geometry) participated in this study. According to the results of this study, student satisfaction level is closely associated with clear guidelines on assignment, rubrics, and constructive feedback. In addition, student satisfaction level is related to professor’s (or course instructor’s) knowledge of materials. Link til kilde
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eric.ed.gov har udgivet: The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception–the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. The report provides implementation and impact information after four school years. Implementation was similar across the four years, with most districts implementing at least three of the four required components for teachers. In a subset of 10 districts participating in the random assignment… Continue Reading →
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eric.ed.gov har udgivet: The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception–the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. The report provides implementation and impact information after four school years. Implementation was similar across the four years, with most districts implementing at least three of the four required components for teachers. In a subset of 10 districts participating in the random assignment… Continue Reading →
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