eric.ed.gov har udgivet: The 1989 Charlottesville Education Summit of the nation’s governors resulted in the National Education Goals which describe six priorities (readiness for school; high school completion; student achievement; world leadership in science and math; adult literacy; and safe, disciplined, and drug free schools) for public schools to achieve by the year 2000. As originally written, the goals did not include a distinct role for higher education nor did they acknowledge the importance of teachers to their success. Policy makers have begun to address the omission and have proposed an additional goal that calls for teachers to “have access to programs for the continued improvement of professional skills.” This digest highlights initiatives taken by the teacher education community in support of achieving the goals. For example, the American Association… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this paper is to test the premise that there is a significant correlation between Praxis1 scores and SAT scores among African American students who are applying for admission into the teacher education program. Data for the study included the Praxis 1 (reading, writing and math) scores and SAT (reading, writing and math) scores of African American students who attended a minority-populated institution between the years of 1998 and 2001. Sixty-four SAT math and 64 Praxis 1 math scores, 65 SAT writing and 65 Praxis 1 writing scores, and 68 SAT reading and 68 Praxis 1 reading scores were used in the statistical analysis and the scores were analyzed using the Statistical Analysis System (SAS). The results of the data analysis showed a statistically significant… Continue Reading →
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eric.ed.gov har udgivet: In this issue of the Occasional Paper Series, the authors reimagine progressive pedagogy within the framework of digital pedagogy and online practice. The issue begins with “Notes from the Special Issue Editors,” Helen Freidus, Mollie Welsh Kruger & Steven Goss. In the first set of essays, “Inside the Online Classroom,” the authors present the experiences of educators who have entered the square room but have refused to be limited by its constraints. These are teacher educators who have designed their courses for the online venue. Some enthusiastically chose to teach online; others were mandated to do so. Regardless of how their journey began, each author describes the work she or he is doing to bring constructivist practice online. To the surprise of each of these educators, they… 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: The Eisenhower Pre-Service Teacher Education Project was developed by the University of Central Florida, the five community colleges in Region III of the Higher Education Consortium, and the private college and universities in the same region to design curriculum changes to improve the preparation of elementary and secondary math and science teachers. Faculty members at participating institutions developed projects designed to both improve the math and science content knowledge of pre-service teachers, as well as teaching methods in undergraduate math and science courses. Funded projects included the following: (1) the introduction of “hands-on” activities into college Astronomy and Oceanography courses; (2) the identification of potential K-12 pre-service teachers during their freshman and sophomore years to improve their math and science backgrounds; (3) the development of a field… Continue Reading →
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eric.ed.gov har udgivet: The University of Wyoming (UW) teacher education program is a collaborative between UW faculty and educators from school districts throughout the state. Though the university faculty is charged with teaching teachers, the equally important “teachers of teachers” are the exemplary classroom teachers who provide modeling and expertise for preservice teachers. Throughout their training, students participate in campus-based coursework and classroom-based experiences at an assigned school site. There are four program elements: Phase 1, “Focus on Learning”; Phase 2, “Teacher as Decision Maker”; Phase 3, “Teaching Humanities, Literacy, Math/Science”; and Phase 4, a teaching residency. The university views technology as a powerful pedagogical tool, and focuses on using technology to improve student achievement rather than on the equipment and infrastructure. Students integrate technology into their individual and group… Continue Reading →
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eric.ed.gov har udgivet: The Integrated Day Teacher Education Program is an attempt to create a model for teacher preparation which will make schools healthy places for teachers and children. It is sensitive to the criticisms leveled at teacher education by observers such as Silberman and attempts to lead teachers to share in decision making, participate actively in learning, and become independent learners in their own right. During the workshop semester, up to 50 undergraduates join 15 or so graduate students in a series of learning experiences which have replaced the conventional methods and curriculum courses. These preservice teachers earn 18 hours of credit for participating in activity-oriented workshops in Multi-Arts, Math and Science, Language Arts and Reading, Curriculum Building, Social Studies, and Human Relations. Workshops are offered during two-and-a-half-hour blocks… Continue Reading →
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eric.ed.gov har udgivet: This presentation reports on the third phase of research associated with the Teacher as Decision Maker Program (TADMP), a graduate-level program for middle/secondary school certification at Indiana University. Seven teacher perspectives have emerged from the study of 86 individuals from the fields of science, English, foreign language, math, and social studies: (1) Scholar Psychologist; (2) Friendly Scholar; (3) Inculcator; (4) Facilitator of Thinking; (5) Friendly Pedagogue; (6) Empowerer, and (7) Nurturer. The latest research explores the utility of these teacher perspectives as a tool for strengthening self-reflection on teaching among TADMP students. The paper describes and analyzes the impact of four interventions based on the perspectives: (1) initial reflections; (2) choosing a center and gaining confidence; (3) reflecting back on perspectives and teaching; and (4) confirming and… Continue Reading →
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eric.ed.gov har udgivet: A survey of prospective teachers’ beliefs about teaching mathematics and writing to diverse learners was conducted for the purpose of improving teacher education programs. Respondents were 319 elementary education students, 71 prospective secondary math teachers, 52 prospective teachers of secondary English, 23 noneducation math majors, and 19 noneducation English majors. Although there is much diversity between and among the subjects, there were some areas of consensus. In answering questions about student diversity, the respondents did not endorse stereotypes about gender differences or differences in content appropriate for students from different family backgrounds. In responding to questions about what would be helpful in learning to teach, they gave the expected endorsement of experience, as well as high ratings for classes of questions about generic and subject-specific teaching methods.… Continue Reading →
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eric.ed.gov har udgivet: This issue of The Progress of Education Reform focuses on what is more and more seen as a major stumbling block to change and improvement: the education, training and classroom practices of the nation?s K-12 science and math teachers. It summarizes recent research on the dimensions, causes, and already emerging consequences of the problem, and looks at efforts under way at the national and state levels to address it. Link til kilde
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