eric.ed.gov har udgivet: This study examined a fifth year teacher, who had participated in an original project assessing the effectiveness of metaphor within collaborative reflection to help prospective teachers define, explain, and challenge their beliefs about learning and teaching science. Results found that using metaphor as a tool for reflection helped the teacher articulate beliefs and put them into practice during student teaching. The study investigated, after 5 years, the extent to which he continued using an inquiry stance, metaphor remained part of his personal reflection, and other changes impacted his learning to teach. Results indicated that he had found a reflection tool in metaphor, and the inquiry stance to go with it, to help him systematically study classroom problems and possibilities. He continued collaborative reflection within learning communities of… Continue Reading →
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eric.ed.gov har udgivet: This qualitative case study reports on processes and outcomes of the National Science Foundation (NSF)-funded System-Wide Change for All Learners and Educators (SCALE) project at the California State University, Northridge (CSUN). It addresses a critical challenge in studying systemic reform in complex organizations: the lack of methodologies that incorporate technical, social, cultural, and cognitive elements. Guiding questions include (a) how the institutional context influenced the project, (b) whether project activities affected science, technology, engineering, and mathematics (STEM) instruction, interdisciplinary collaboration on preservice programs, and inter-institutional collaboration on in-service programs, and (c) if and how change initiatives are accepted and incorporated. In-depth interviews (N = 34), relevant documents, and observation data were collected in 2006 and 2007. Findings identified several factors that supported and several that inhibited achievement… Continue Reading →
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eric.ed.gov har udgivet: Increased requirements for inclusion have created a growing demand for special educators to have content expertise in areas such as math and science. One recommended practice involves integrating the “big ideas” that are the foundation for understanding mathematics and science across the curriculum. Teachers also need to create a classroom climate that is supportive and content rich. Grouping students into pairs or triads supports student needs. Special educators can collaborate with other teachers by creating a bank of instructional activities on selected math and science topics. Collaborative strategies can be modeled through peer tutoring. Students should be encouraged to explore metacognitive thinking styles so they can apply metacognitive strategies to their daily lives. Skills outlined by standards should be presented in an order that makes sense to… Continue Reading →
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eric.ed.gov har udgivet: In 2004-2005, North Carolina’s average teacher turnover rate was nearly 13 percent, ranging from a high of 29 percent to a low of 4 percent. Turnover among teachers in low-performing schools was substantially higher, with a low of 12 percent and a high of 57 percent. North Carolina has put strategies in place to address teacher retention but how will these strategies impact retention at low-performing schools? This research update summarizes three studies that address issues related to teacher retention. One study examined North Carolina’s use of an annual bonus to certified math, science and special education teachers working in high poverty or academically failing public secondary schools. The study found that: (1) The bonus payment was sufficient to reduce mean turnover rates of the targeted teachers… Continue Reading →
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eric.ed.gov har udgivet: In the first comprehensive analysis of Illinois’ statewide survey of school climate and learning conditions, this report finds systematic differences among schools in the degree to which students and teachers report strength in the five essential supports. Previous University of Chicago Consortium on Chicago School Research (UChicago CCSR) research has linked strength on the five essentials–effective leadership, collaborative teachers, involved families, supportive environments, and ambitious instruction–to engaging instruction and learning and ultimately to improvements in test score gains and attendance trends. This report analyzes data from the 2013 survey administered by the Illinois State Board of Education and the University of Chicago Urban Education Institute to all teachers and students in grades six through 12. The goal of the survey was to help schools across the state… Continue Reading →
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eric.ed.gov har udgivet: California’s shift towards continuous improvement in education makes understanding how districts and schools can learn to improve a more pressing question than ever. The CORE Improvement Community (CIC), a network of California school districts engaged in learning about improvement together, is an important testing ground to learn about what this work entails. This report continues drawing lessons from the CIC’s second year as its districts work together towards a common aim: to improve the mathematics achievement of African American and Latinx students in Grades 4-8. The CIC applies a specific continuous improvement approach, called improvement science, to support teams in reaching the aim. Improvement science, unlike many approaches to reform, is not a specific “program” designed to fix educators’ performance in a particular aspect of their work… Continue Reading →
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eric.ed.gov har udgivet: Over the past seven years, research teams from the National Research Center for Career and Technical Education (NRCCTE) have been at work testing curriculum integration models. Each of three studies–Math-in-CTE, Authentic Literacy-in-CTE, and Science-in-CTE–has focused on the development of pedagogic frameworks and delivery of professional development. An unintended but powerful outcome of this research has been a growing respect between the career and technical education (CTE) and academic worlds and changing perspectives about CTE and its contribution to student academic achievement. Link til kilde
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eric.ed.gov har udgivet: In a series of mathematics education workshops in which teachers from adult basic education and vocational education worked together to design teaching situations on particular contents in mathematics in order to make explicit and bring into reflection the teaching strategies used by each group. The workshops constituted a common space of interaction for jointly designing teaching situations and creating common discourses that narrowed the distance between normative curriculum and actual teaching or real curriculum. In order for adult educators to teach effectively they must fulfill the following conditions: (1) they must provide a context for the teaching; (2) the knowledge taught must constitute a solution adapted to the problem; (3) there must be didactic variables that lead to the development of logic in a fruitful way; and… Continue Reading →
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eric.ed.gov har udgivet: This paper describes Project SMART (Science and Math Access: Resources & Technology), a multi-year professional development effort that includes components for all adults who regularly have contact with children with disabilities. The common goal of each of the components is the development of both efficacy and capacity to inspire children with disabilities to overcome challenges in the pursuit of excellence in math and science education. While the emphasis of the program has been on inservice teacher education, components have been developed for the following groups that support the efforts of children: general education teachers, special education teachers, parents of children with disabilities, and guidance counselors. The model program is intended to promote positive and permanent changes in the academic climate of classrooms and to provide teachers and… Continue Reading →
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eric.ed.gov har udgivet: California public schools serve a highly diverse student population, including: 65% minorities, 24.9% English Language Learners, 10.6% disabled, and 19% in poverty. In the face of this diversity, all teachers are expected to use the Curriculum Frameworks of the California State Board of Education as a “blueprint for implementing the content standards adopted by the California State Board of Education and are developed by the Curriculum Development and Supplemental Materials Commission.” The Curriculum Standards for California Public Schools and “No Child Left Behind” (NCLB) appear to have a goal of equal access to education for all students. “Education: The Promise of America” states that the goal of the NCLB legislation is to ensure that “all children are proficient in reading and math by the 2013-2014 school year”… Continue Reading →
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