eric.ed.gov har udgivet: Business leaders in Oregon 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. Oregon students have made small gains in math over the past decade, and few eighth graders have teachers with undergraduate majors in the subject. Elementary students spend little time on science, and too many Oregon teachers lack access to science facilities and resources. Link til kilde
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eric.ed.gov har udgivet: Business leaders in New York 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. New York students have made some progress in math over the past decade, yet not enough students–least of all minority students–have the chance to learn challenging content to prepare them for college and careers. Too many of the state’s math and science teachers say they don’t have the resources they need to succeed. Again, Black and Latino students bear the brunt of this problem. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Texas 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. Texas students have made real progress in math since, 2003, though they have given up some of those gains over the past five years. Texas students spend more time than their peers in other states on elementary science, and they participate in more hands-on learning. Yet not all students have access and support to learn challenging content and prepare for success in college and careers. Boosting the knowledge of middle school science and math teachers should be a top state priority.… Continue Reading →
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eric.ed.gov har udgivet: Business leaders in Iowa 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. Student performance in K-12 math and science has not moved far since 2003, and large racial and ethnic achievement gaps persist, as in all states. Not enough students get the chance to learn rich and challenging content that prepares them for college and careers, and few eighth graders–least of all students of color–have teachers with an undergraduate major in math or science. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Arizona 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. Arizona students have already made real progress in math over the past decade. Yet not enough Arizona students, least of all minorities, have the chance to learn challenging content to prepare them for college and careers, and math and science teachers say they lack the resources they need. In addition, science does not yet seem to be a priority in Arizona. Students spend little time on science in elementary grades. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Alabama 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. Alabama students have already made real progress in math over the past decade. Yet not enough have the chance to learn rich and challenging content to prepare them for college and careers. The state’s eighth graders are also much less likely than their peers in other states to engage in hands-on science investigations, and most don’t have teachers with an undergraduate major in math. Link til kilde
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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: This article describes some of the features of the Mathematics for Learning Inclusion program. The program is designed to improve the teaching and learning of mathematics in clusters of primary schools serving low socio-economic communities (low SES). Specifically, it aims to improve the engagement and learning outcomes for low SES and Aboriginal learners by enhancing the capacity of primary teachers in the effective and inclusive teaching of mathematics. (Contains 4 figures.) Link til kilde
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eric.ed.gov har udgivet: Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, educators need to understand what globally competent teachers actually do in classrooms across subject areas and grade levels. This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of 10 in-service teachers in one southeastern state who teach for global competence in math, music, science, English, social studies, and language classes across elementary, middle, and high schools. We found three signature pedagogies that characterized globally competent teaching practices across… Continue Reading →
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eric.ed.gov har udgivet: We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching (“cooperating teachers” or CTs) and the schools in which student teaching occurs. All else equal, teachers with more experience and higher degree levels are more likely to host student teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. Teacher candidates are also more likely to work with CTs of the same gender and race, and are more likely to be placed with CTs and in schools with administrators who graduated from the candidate’s TEP. We then assess the impact of these placements on student achievement… Continue Reading →
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