eric.ed.gov har udgivet: Teacher preparation programs are in danger of seriously under-preparing elementary teachers to teach mathematics for understanding if they wait to provide students with evidence of effective mathematics teaching methods in the mathematics methods courses. With strong traditional beliefs about how mathematics ought to be taught and their determination to be able to explain mathematics to elementary children, the methods course is much too late to change preservice teachers’ perceptions of mathematics or how to teach it. If we want to change the way they teach mathematics, we must do it in their mathematics content courses. In the content courses, we have a chance to provide them with positive and successful personal mathematics constructions. Only when they learn to become active problem-solvers, can they teach others the importance… Continue Reading →
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eric.ed.gov har udgivet: Over 2000 teachers in the state of Washington received reduction-in-force (RIF) notices in the past two years. The authors link data on these RIF notices to a unique dataset that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF notice. They find a teacher’s seniority is the greatest predictor, but (all else equal) teachers with a master’s degree and teachers credentialed in the “high-needs areas” of math, science, and special education were less likely to receive a RIF notice. Value-added measures of teacher effectiveness can be calculated for a subset of the teachers and these show no relationship between effectiveness and the likelihood of receiving a RIF notice. Finally, simulations suggest that a very different… Continue Reading →
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eric.ed.gov har udgivet: This brief shows how middle and high school teachers in a Time-Technology Swap school model, with or without Multi-Classroom Leaders, may earn more while reaching more students, sustainably. In this model, students alternate between learning with teachers and working in a digital learning lab, where they learn online and engage in offline skill practice, homework, and project work. This frees the time of teachers to teach more students, plan, and collaborate with their peers in teaching teams. Teaching teams may also have Multi-Classroom Leaders, excellent teachers who are accountable for the outcomes of all the team’s students in a subject and for team members’ job-embedded development. Calculations are shown of when students learn online every other day in core subjects, spending a maximum average of two hours… Continue Reading →
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eric.ed.gov har udgivet: Science, technology, engineering, and mathematics (STEM) are viewed as fundamental elements in the preparation of our next generation. This is evidenced by President Obama’s goal of “moving our nation from the middle to the top of the pack in math and science education” and his focus on (a) hiring additional STEM teachers; (b) enhancing STEM literacy so students can think critically in key subjects; (c) improving the quality of instruction to help U.S. students perform competitively with those in other nations; and (d) expanding STEM education and career opportunities for women, minorities, and other underrepresented groups (The White House, 2010). To begin laying this foundation for students as they compete in the 21st century economy, educators and decision makers must continue to increase their understanding of various… Continue Reading →
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eric.ed.gov har udgivet: The nation’s higher goals for student learning in mathematics cannot be reached without improved teacher capacity. To accomplish these goals an analysis of current teacher preparation in mathematics is necessary, along with the development of an agenda for improvement. Based on groundwork laid during a meeting in Washington, D.C. in March 2007, the eight members of this study’s Mathematics Advisory Group guided the National Council on Teacher Quality’s evaluation of the mathematics preparation of elementary teachers. The Mathematics Advisory Group consists of mathematicians and distinguished teachers with a long history of involvement in K-12 education. The study sample included 77 institutions representing programs of all types and in 49 states and the District of Columbia (excluding Alaska), constituting more than 5 percent of those institutions offering undergraduate… Continue Reading →
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eric.ed.gov har udgivet: Business leaders in Minnesota cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Minnesota students have made some gains in math since 2003, yet this success masks large racial and ethnic gaps in student achievement and access to opportunity. Not enough students–least of all minorities–have the chance to learn rich and challenging content that prepares them for college and careers. Black and Hispanic students also receive a disproportionately small share of STEM degrees and certificates awarded in the state. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Delaware cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Delaware students have already made real progress in math over the past decade the state also shows strengths in science. Elementary students spend more time on science than their peers in other states do, and eighth graders are more likely to conduct hands-on investigations. Yet not enough students-least of all minorities-get the chance to learn rich and challenging content that prepares them for college and careers. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Arkansas cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Students in Arkansas have made real progress in math over the past decade. Yet not enough students, least of all minorities, are getting exposed to challenging content to prepare them for college and careers. The stakes in the state are very high. While the number of college degrees and certificates in the state rose almost dramatically in the last decade, it actually fell in STEM, particularly among women. Link til kilde
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eric.ed.gov har udgivet: We explored whether the knowledge of hybrid teaching (conceptions) or incorrect knowledge (misconceptions) or lack of knowledge differed among faculty from various teaching areas–education, social sciences, business, art and humanities, and math and sciences–in New York. One hundred twenty-eight faculty members responded to a test of their knowledge of hybrid learning. Using a one-way ANOVA, we found no significant differences between conceptions, misconceptions, and lack of knowledge among faculty. However, their conceptions differences approached significance (p < 0.074). We evaluated faculty levels of trainability. The results of frequency analysis suggested that professors of math and sciences, and business tended to understand more online or hybrid environments than professors of other areas did. However, professors of art and humanities, and social sciences showed high trainability scores. Link til… Continue Reading →
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eric.ed.gov har udgivet: There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This paper is one of the first to estimate the effects of features of teachers’ preparation on teachers’ value-added to student test score performance in Math and English Language Arts. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their first year. Sample Results for Math with… Continue Reading →
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