eric.ed.gov har udgivet: One way to improve struggling schools’ access to effective teachers is to use selective transfer incentives. Such incentives offer bonuses for the highest-performing teachers to move into schools serving the most disadvantaged students. In this report, we provide evidence from a randomized experiment that tested whether such a policy intervention can improve student test scores and other outcomes in low-achieving schools. The intervention, known to participants as the Talent Transfer Initiative (TTI), was implemented in 10 school districts in seven states. The highest-performing teachers in each district–those who ranked in roughly the top 20 percent within their subject and grade span in terms of raising student achievement year after year (an approach known as value added)–were identified. These teachers were offered $20,000, paid in installments over a… Continue Reading →
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eric.ed.gov har udgivet: This paper explores the ways preschool teachers orchestrate instructional environments to promote mathematical play related to early number and, how they intervene during play to promote children’s engagement with early number. We highlight these practices to identify resources for the growing numbers of early childhood teachers. This is important as many prospective and practicing teachers do not have access to the knowledge of teaching that supports young children’s math learning because of the constraints of mathematics methods courses and the dearth of research on early childhood mathematics in mathematic education journals — particularly in-depth attention to early number and teaching mathematics in play. [For the complete proceedings, see ED583989.] Link til kilde
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eric.ed.gov har udgivet: More than half of community college courses are taught by part-time faculty, and the reliance on part-time faculty to teach developmental education courses and gateway math and English courses is even more prevalent. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. While students with part-time instructors have better outcomes in their current course and similar pass rates in the next course in the sequence, they are 3 to 5 percentage points less likely to enroll in that subsequent course. The negative effects on subsequent enrollment are… Continue Reading →
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eric.ed.gov har udgivet: Business leaders in North Dakota 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. North Dakota’s students have made some progress in math over the past decade, yet not enough have the chance to learn challenging content to prepare them for college and careers. In contrast to most other states, North Dakota has also witnessed a decline in the numbers of computing degrees and certificates awarded in the state over the past 14 years. Link til kilde
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eric.ed.gov har udgivet: Business leaders in West Virginia 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. West Virginia students have made scant progress in math over the past decade, and too many lack opportunities to learn challenging content to prepare them for college and careers. For example, students spend little time on elementary science, though eighth graders are more likely than their peers in other states to conduct hands-on investigations. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Connecticut 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. Connecticut students have made little progress in math over the past decade, and not enough students–least of all minorities–get the chance to learn challenging content that prepares them for college and careers. The state faces some of the biggest racial and ethnic achievement gaps in the nation. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Colorado 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. The good news is that Colorado students have made real progress in math over the past decade. Yet not enough students have to the chance to learn challenging content to prepare them for college and careers, and many students of color lack access to critical resources and materials in science Link til kilde
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eric.ed.gov har udgivet: South Africa is currently experiencing a crisis in its educational systems that if not addressed, could threaten the stability of the newly established democracy. A lack of access to quality education and severe shortage of skilled trained educators is perpetuating vestiges of the old apartheid state in the nation. Approximately 6,000 students graduate from South Africa’s teacher training programs each year to meet the demand of over 12.1 million learners (Evoh, 2007). This study examines the current crisis facing the educational system of post-apartheid South Africa and more specifically how the LEAP (Langa Educational Assistance Program) school of Science and Maths could be used as a possible model for institutional educational change that may be applied on a national scale. Interviews were conducted during four independent sessions… Continue Reading →
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eric.ed.gov har udgivet: Business leaders in Rhode Island 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. Rhode Island students have made real progress in math since 2003, yet not enough students–least of all minorities–have the chance to learn challenging content to prepare them for college and careers. There is special cause for concern in science: Girls lag behind boys, most 8th graders don’t have any teachers with a major in science, and science teachers say they don’t have the resources they need. Link til kilde
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eric.ed.gov har udgivet: This paper looks at the popularity of after-school mathematics by focusing on the Kumon and Russian School of Mathematics models. In 1954, Toru Kumon, a high school math teacher in Japan, designed a series of math worksheets to help improve the test scores of his son Takeshi, a second grader. Toru’s goal was to teach Takeshi how to learn independently through the worksheets and improve his calculation skills prior to reaching high school. By working every day on the problems, Takeshi was able to reach the level of differential and integral calculus when he was just a few months into the sixth grade. The Kumon model is based on four elements: (1) Individualized instruction; (2) Self-learning; (3) Small-step worksheets; and (4) Kumon instructors. Parents who want to… Continue Reading →
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