eric.ed.gov har udgivet: This report examines critical educational issues and takes a look at mathematics achievement and attainment in America in grades K-12 and higher education. Part One explores the extent to which students are provided with the opportunity to learn mathematics. Part Two focuses on the mathematics curriculum in American schools, what needs to be improved, and inequalities in college prep math enrollments. Part Three examines the distribution of math teachers. This section features analyses of new data from the National Schools and Staffing Survey (NSSS) and shows that there is still a great deal of work to do ensure that all students are taught by fully qualified math teachers. (Contains 48 references.) (KHR) Link til kilde
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eric.ed.gov har udgivet: Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Teaching Quality and includes: (1) The “Fourth-Grade Slump” and Math Achievement: Addressing the Challenge with Student Engagement (Kristin Grayson and Veronica Betancourt); and (2) Transformations: They’re not just for Functions! (Kathryn A. Brown). Additional features include: Tools for Action; Effective Parent Outreach; Highlights of Recent IDRA Activities; Immigrant Students Rights; and Classnotes Podcast Episodes. (Individual articles contain references.) Link til kilde
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eric.ed.gov har udgivet: This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is “Mathematics: Essential research, essential practice.” The theme draws attention to the importance of developing and maintaining links between research and practice and ties in with the joint day of presentations with the 21st biennial conference of the Australian Association of Mathematics Teachers (AAMT). This special feature highlights the benefits of collaboration between researchers, practicing classroom teachers, and curriculum developers. Volume 1 contains the following papers: (1) The Beginnings of MERGA (Ken Clements); (2) Teaching and Learning by Example: The Annual Clements/Foyster Lecture (Helen L. Chick); (3) Introducing Students to Data Representation and Statistics (Richard Lehrer); (4) Studies in the Zone… Continue Reading →
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eric.ed.gov har udgivet: President Obama and congressional leaders have vowed to take action this year on the Elementary and Secondary Education Act (ESEA), most recently reauthorized and rebranded as the No Child Left Behind Act of 2001. While most observers remain skeptical that everyone will actually see a signing ceremony in 2011, it does appear likely that at least one house of Congress will produce a bill. In this “briefing book,” the authors identify the ten key issues that policymakers must resolve in order to get reauthorization across the finish line, and explore the major options under consideration for each one. The ten issues–which fall under the areas of standards and assessments, accountability, teacher quality, and flexibility and innovation–are these: (1) College and career readiness–Should states be required to adopt… Continue Reading →
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eric.ed.gov har udgivet: This study focuses on flexibility provisions in the Rural Education Achievement Program (REAP) provision of NCLB. Specifically, it addresses REAP Flex, a program that allows rural districts additional control over how to spend portions of their federal funding. REAP Flex is part of a series of NCLB flexibility initiatives aimed at rural schools. The four primary findings of this study were: (1) Half of eligible districts participated in the REAP Flex program; (2) REAP Flex authority was most often used to provide additional funds for services under Title I, Part A. Districts also commonly used REAP Flex to focus on programs related to Title V, Part A (State Grants for Innovative Programs), and Title II, Part D (Educational Technology State Grants). The program funds most commonly used… Continue Reading →
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eric.ed.gov har udgivet: This paper describes the longitudinal impacts of a partnership between the University of Colorado Boulder’s K-12 Engineering Education initiative and the St. Vrain Valley School District. Together, university and high school educators created a replicable pre-college engineering model in a nine-school feeder system, which serves many Colorado students who are traditionally underrepresented in the engineering profession, and culminates with a high school STEM (science, technology, engineering, and mathematics) Academy whose graduates are motivated to thrive in engineering colleges. However, the following question, “Is this an effective model for increasing student STEM persistence and performance?” remains a driver for our investments as we refine the K-12 engineering program based on partner school feedback and quantitative and qualitative assessment results. Data show that our K-12 engineering program has positively… Continue Reading →
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eric.ed.gov har udgivet: Over the last decade, policy and business leaders have come to know what parents have always known: teachers make the greatest difference to student achievement. With new statistical and analytical methods used by a wide range of researchers, evidence has been mounting that teacher quality can account for a large share of variance in student test scores. The evidence on the distribution of qualified and effective teachers is also clear–and the findings are not good. Teachers who have met the demanding standards of National Board Certification and those who have generated higher “value-added” student achievement gains are far less likely to teach economically disadvantaged and minority students. As a result, high-poverty schools are more likely to be beset with teaching vacancies in math and special education, and… Continue Reading →
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eric.ed.gov har udgivet: This paper describes New York’s progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Highlights of this report include: (1) The State Board of Regents adopted the Common Core State Standards for Math and ELA; made progress in developing and disseminating CCSS implementation resources–including conducting a statewide webinar with David Coleman and creating the EngageNY.org microsite; completed the design of its very successful statewide Network Team Summer Institute for approximately 500 educators (August 2011); continued its active engagement as a governing state for… Continue Reading →
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eric.ed.gov har udgivet: Background: Financial accounting is a skills course which to a large extent can be best learned through deliberate practice. Teachers implement this by continuously assigning homeworks, encouraging good study habits, asking students to budget time for studying, and generally exhorting students to “work hard”. Aims: This paper examines the impact of “study habits, skills, and attitudes” (SHSAs) on the performance of students in an introductory financial accounting college course. Sample: 395 2nd year business students in a Philippine university. Method: Data related to variables found to have influenced accounting performance in previous researches as well as SHSA variables are collected through student survey and school records. They are treated as independent variables using multiple regression analysis, with the accounting course final grade as the dependent variable. The… Continue Reading →
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eric.ed.gov har udgivet: The stability of classroom behavior is examined from several perspectives: (1) the relative consistency of teacher behavior in two different sections of the same course taught concurrently; (2) the relative consistency of student behavior in math and English classes attended concurrently; and (3) differences in student and teacher behavior in math vs. English classes (to determine the effects of subject matter on teacher and student behavior). In general, stability coefficients obtained here were much higher than those expected on the basis of earlier research on stability in courses taught successively rather than concurrently. Even so, high inference ratings were more stable than low inference counts of discrete behaviors, and many behaviors did not occur often enough to allow stable measurement, despite intensive observation. The data are discussed… Continue Reading →
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