eric.ed.gov har udgivet: Accelerated Math (AM) math management software is a task level learning information system placed in 4th-11th grade classrooms around the country. AM provides teachers with an information system that assures that students can master all math objectives and state standards from grade 3 through calculus. It eliminates teacher paperwork, improves student motivation, and frees teachers to work individually with each student. AM supports all textbooks and instructional methods. This report is divided into sections that include an AM overview; math classroom ecology; design goals and a description of AM; pilot school project description; teacher, student, and patent surveys; test results; and discussion and conclusion. (ASK) Link til kilde
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eric.ed.gov har udgivet: This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, “Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research”. Based on the findings of this report, seven effective instructional practices were identified for teaching mathematics to K-12 students with learning disabilities. It describes these practices and, incorporating recommendations from “The Final Report of The National Mathematics Advisory Panel” as well, specifies research-based recommendations for students with learning disabilities and for students who are experiencing difficulties in learning mathematics but are not identified as having a math learning disability. [To access “The Final Report of The National Mathematics Advisory Panel” see (ED500486) This publication was created by Instructional Research Group.] Link til kilde
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eric.ed.gov har udgivet: Philosophy for Children (P4C) is an approach to teaching in which students participate in group dialogues focused on philosophical issues. Dialogues are prompted by a stimulus (for example, a story or a video) and are based around a concept such as ‘truth,’ ‘fairness’ or ‘bullying.’ The aim of P4C is to help children become more willing and able to ask questions, construct arguments, and engage in reasoned discussion. The primary goal of this evaluation was to assess whether a year of P4C instruction for pupils in Years 4 and 5 would lead to higher academic attainment in terms of maths, reading, and writing. The project also assessed whether P4C instruction had an impact on Cognitive Abilities Test results. The evaluation ran from January to December 2013. Teachers… Continue Reading →
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eric.ed.gov har udgivet: This second issue of “Connect” highlights innovative teaching as practiced by teachers and administrators in Michigan schools as they seek to provide greater personalization for every student’s learning. Nicholas Provenzano and Ben Gilpin give field reports from their schools, which have implemented a version of 20-Time–a concept borrowed from business where it has been used to encourage creativity in product development. 20-Time seeks to promote students’ motivation, autonomy, and communication and interpersonal skills in collaborative endeavors–all characteristics deemed essential for their working careers. Tara Maynard and Delia Bush provide field reports on their flipped math classes. Flipped classrooms take advantage of technology by reversing the traditional schoolwork-homework activities. This arrangement allows greater personalization, and creates extra class time for teachers to help individual students or small groups… Continue Reading →
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eric.ed.gov har udgivet: Children’s learning of early number bonds is a significant issue in South African schools because evidence shows that flexible and efficient (fluent and reasoned) knowledge of number bonds to 20 correlates with success at the end of primary schooling, yet the evidence is that many South African students are over-reliant on inefficient counting methods. This paper focuses on why and how treating early number bonds as scientific concepts may be the key to raising learners’ attainment in these. The paper argues that teacher mediation is crucial and that mediation for learning scientific concepts has to be meaningful, relational and transcendent. This theoretical position is illustrated with examples from a dynamic assessment interview with a Grade 2 learner carried out as part of the Wits Maths Connect —… Continue Reading →
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eric.ed.gov har udgivet: Due to the increasing achievement gap between schools of urban settings and their suburban counterparts, and in an environment where statewide testing that may begin to hinder the graduation of many urban students, there is a need to close the gap especially in the areas of Math and Science. Teachers in such environments face the daunting task of accelerating learning for urban students in two arenas: conceptual and affective. The conceptual tasks observed during this study included: building up the basic skills of students, developing literacy and proficiency around test taking, as well as completing the curriculum for Calculus. The primary affective tasks observed during this study included: confidence (swagger) development; positive interaction around the “Truth” of their academic status; and work ethic development. In order to… Continue Reading →
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eric.ed.gov har udgivet: In a multi-tiered system of support, we often conceptualize intensive interventions as supplemental academic or behavior supports delivered to a small group of students at Tier 2 or intensive, individualized supports at Tier 3. At Tier 2, some students may not initially respond to the standard protocol of an intervention. In these situations, it may be useful to adapt or intensify components of the intervention to improve student responsiveness before moving a student to a more intensive, individualized intervention. There are some evidence-based teacher practices that can be used to intensify supports for students who struggle with academics or behavior in the context of both Tier 1 and Tier 2 supports. One evidence-based teacher practice that can be used to intensify supports for students is increasing opportunities… Continue Reading →
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eric.ed.gov har udgivet: This paper reports an in-depth study that explores the nature and use of mathematics worksheets using a genre analysis approach. Nine secondary level teachers with collective experience from five different countries participated. Through individual online and focus group interviews teachers shared their own worksheets and their understandings and use of worksheets for teaching and learning math. Results indicate that mathematics worksheets have culturally recognizable features and characteristics, they are used to emphasize procedural over conceptual aspects of mathematics learning, and can structure the way mathematics is taught. This study highlights the potential of genre-bending as an approach to extend and re-imagine the structure and use of mathematical texts such as worksheets. [For the complete proceedings, see ED597799.] Link til kilde
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eric.ed.gov har udgivet: The Science-in-CTE pilot study tested a curriculum integration model that enhanced the science that oc-curs in CTE curricula. The study replicated the National Research Center for Career and Technical Ed-ucation’s (NRCCTE) Math-in-CTE experimental research design (Stone, Alfeld, & Pearson, 2008) with applied science in secondary agricultural education. The semester-length study was conducted in North Dakota with secondary agricultural educators who were randomly selected to participate in the experi-mental and control groups. The experimental treatment mirrored the Math-in-CTE model of extended professional development, partnering experimental CTE group teachers with science educators, and use of a 7-element pedagogic framework. Standardized measures of science achievement were administered to students to determine the impact of the treatment on their science knowledge and skills. The results of hierarchical linear modeling (HLM) analysis… Continue Reading →
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eric.ed.gov har udgivet: This study analyzed the impact of parent involvement and integration of multiple intelligences strategies in classroom instruction on student motivation and academic achievement. The population for this study comprised of 13 elementary students receiving special education services. Parent involvement was developed and supported through weekly home activities and daily take-home folders. Multiple intelligences strategies were implemented in reading, writing, and math classes. Data collection methods included surveys, observations and reflections, teacher-student conferences, exit cards, existing records and grade reports. The findings of this study showed positive effect on both student motivation and academic achievement. Students displayed an increase in positive attitude towards assignments, activities, and school overall; and 8 of 13 students achieved an increase in academic grades. Link til kilde
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