eric.ed.gov har udgivet: This hearing discussed how lack of coordination between laboratory exercises and classroom lectures, inadequately trained teachers, languishing facilities, and current high school organization diminish the value these exercises can have or prohibit them all together, and highlighted how a strong hands-on experience can create scientifically literate students, interested in pursuing a career in science. Statement presenters include: Representative Brian Baird, Chairman, Subcommittee on Research and Science Education, Committee on Science and Technology, U.S. House of Representatives; Representative Vernon J. Ehlers, Ranking Minority Member, Subcommittee on Research and Science Education, Committee on Science and Technology, U.S. House of Representatives; Honorable Ruben Hinojosa, Congressional Representative from Texas; Dr. Arthur Eisenkraft, Distinguished Professor of Science Education; Director, Center of Science and Math in Context (COSMIC), University of Massachusetts, Boston; Linda… Continue Reading →
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eric.ed.gov har udgivet: On June 9, 2003, the Task Force on the Education of Maryland’s African-American Males was convened by the Maryland K-16 Leadership Council (chaired by the University System of Maryland Chancellor William E. Kirwan, former Maryland Acting Secretary of Higher Education John A. Sabatini, Jr., and Maryland State Superintendent of Schools Nancy S. Grasmick) to evaluate Maryland’s progress in addressing persistent academic achievement problems imperiling African-American boys and men. This Task Force was co-chaired by Vice President Dunbar Brooks, Maryland State Board of Education and Treasurer Orlan M. Johnson, Board of Regents, University System of Maryland. The task force evaluated the successes and failures of Maryland’s public schools with regard to African-American males’ school readiness; reading, math, and science achievement; attendance, graduation, suspension, and expulsion rates; participation in… Continue Reading →
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eric.ed.gov har udgivet: This booklet provides teachers with information about the No Child Left Behind Act and how it supports teachers. It includes an overview of the law’s “highly qualified” teacher provisions as well as information about other aspects of the law. The booklet offers: “Foreword” (letters from the President of the United States and the Secretary of Education); “What is No Child Left Behind?” (the law that ushered in a new era); “What Does ‘Highly Qualified’ Mean for Teachers?”; “Questions Frequently Asked by Teachers” (teacher quality, accountability, testing, reading, scientifically based research, and safe schools); “Resources and Support for Teachers” (supporting America’s teachers, how No Child Left Behind helps English language learners, reading first: a $6 billion investment to improve the reading skills of young children, how No Child… Continue Reading →
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eric.ed.gov har udgivet: The universities and faculties which educate teachers of mathematics for teaching pupils/students of any age group from pre-school age to higher education carefully monitor and compare valuable results of this research, detect the areas in which the mathematical achievements of pupils should be improved at the national level and propose the ways to improve the quality of education and achieve better learning outcomes. We deem particularly valuable contributions of the researchers regarding the samples of poorer mathematical achievements at the “local level” in neighbouring countries, as well as the presentation of examples of good practice by means of which we pave the path towards better achievements of pupils and, consequently, the improvement in the quality of teaching mathematics at the “local,” as well as the global level.… Continue Reading →
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eric.ed.gov har udgivet: “Alabama Education News” is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the “Code of Alabama”, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Alabama Math, Science, and Technology Initiative Plays a Starring Role in Boosting Student Achievement; (2) 2004-2005 Teacher of the Year Named; (3) Power the Classroom with APTPLUS: Free Online Media-Rich Resources to Enhance Teaching!; and (4) What’s Juicy and Sweet and Fun to Eat? Alabama’s New Official State Fruit, The Blackberry. Regular features include: (1) Good News in Alabama Schools; (2) Awards,… 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 Core Common 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 formative assessment lessons (FALs) that teachers can incorporate throughout the year’s curriculum. Across both content areas, the tools target the “instructional core” by raising the level of content; enhancing teachers’ skill and knowledge about instruction, content and formative assessment; and catalyzing student engagement in their learning so that they will achieve at high levels. These tools… Continue Reading →
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eric.ed.gov har udgivet: In the United States, traditionally underrepresented minority children have lower levels of academic achievement than their white counterparts. In the broadest perspective, this quantitative study seeks to help stakeholders and policymakers understand the factors responsible for Hispanic or Latino student achievement relative to that of comparison groups. The key dependent variables in this study are student achievement in reading and writing, and in math and science. Specifically, the Tomas Rivera Policy Institute (TRPI) examines the impact on reading and writing, math and science achievement levels of computer use both at school and at home, and of teacher preparation for computer-based instruction. TRPI researchers analyzed the effects of these factors not only on comprehension of math and science, but also on reading and writing since research demonstrates that… Continue Reading →
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eric.ed.gov har udgivet: “Voices from the Field: Collaborative Innovations in Early Childhood Educator Preparation” is jointly published by the Illinois Education Research Council (IERC) and the Illinois Board of Education (IBHE), and highlights the accomplished work of many of the state’s two- and four-year faculty to redesign early childhood educator preparation programs to meet regional and state workforce needs. This edited book has chapters authored by EC faculty from both the 2-year and 4-year sectors and provides clear, tangible examples of how universities across Illinois worked together, often with regional employers, to design pathways for early childhood educators to earn the state’s industry-recognized Gateways credentials while taking college coursework leading to degrees. Each chapter has a unique focus and together, their “Voices” provide significant insight into the innovative partnerships that… Continue Reading →
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eric.ed.gov har udgivet: This is the fourth biennial report to Congress on the implementation of the “Elementary and Secondary Education Act’s” Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information reported by states to the U.S. Department of Education regarding services provided for children served under Title III to ensure that all limited English proficient (LEP) students attain English proficiency and are achieving in reading or language arts and in mathematics at the same high level set by the states for all students. Under the State Formula Grant Program, states also are accountable for the education of immigrant children and youth. In this report, the U.S. Department of Education presents data reported by the 50 states, the District of… Continue Reading →
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eric.ed.gov har udgivet: As the use of online courses in high schools increases rapidly across the United States, schools are using courses from a multitude of sources to achieve a variety of educational goals. Policies and practices for monitoring student progress and success in online courses are also diverse. Yet few states formally track or report student participation in online learning. Iowa and Wisconsin are among the states that do not track such information. This study analyzed data from a survey developed to describe how and why brick-and-mortar public high schools in Iowa and Wisconsin use online learning for their students. The survey, developed by Regional Educational Laboratory Midwest in collaboration with members of its Virtual Education Research Alliance, reflects the need for better information about the basic characteristics of… Continue Reading →
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