eric.ed.gov har udgivet: This case study presents a descriptive portrait of how one general mathematics teacher transformed her classes from a computational to a conceptual orientation. The outcomes of the transformation for student learning and instruction are discussed. The findings suggest student gains in computational competence, mathematical effort, and attitude via concept-oriented instruction exceeded notably the gains of students in other classes where instruction was computationally oriented. The study employed field-research methods including observations, interviews, and the collection of student data across the project’s three years to capture and describe the nature and effects of the instructional interventions. At the end of the intervention period, students and instruction were organized in ways that focused student interest, attention, and involvement on the learning of mathematics. Many illustrative segments of classroom interactions… 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 Hampshire Hundreds project was a local authority-led intervention which brought together lead teachers from Hampshire primary schools to provide them with evidence and support for effective teaching strategies to decrease the attainment gap between disadvantaged pupils (aged 9-11) and their peers. The intervention involved a facilitator working with staff from a number of schools, and providing supporting materials comprising the “Hampshire Hundreds Handbook,” to provide good quality teaching and support to disadvantaged pupils. The evaluation was set up as a randomised control trial to test the impact of the Hampshire Hundreds intervention in comparison to a ‘business as usual’ control group, with the local authority leading the training and overseeing the provision of the intervention. As the intervention was run by the local authority it is… Continue Reading →
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eric.ed.gov har udgivet: This paper advocates using teaching methods in math and social studies instruction that take into consideration the students’ learning styles to increase achievement for at-risk students. Rural at-risk students need mathematics and social studies instruction that will prepare them for the 21st century. Traditional methods of instruction have not been successful for at-risk students. Teachers need to consider how environmental, emotional, sociological, physical, and psychological stimuli can be accommodated through instructional strategies. Learning styles are defined in terms of how individuals react to 21 elements of the instructional environment. Semantic mapping strategies can be used to provide structure for students who need it. Students who lack persistence can be given short tasks with breaks between them. Sociological needs of students can be accommodated through grouping students in… Continue Reading →
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eric.ed.gov har udgivet: Funded by The Bill & Melinda Gates Foundation, the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) offer a set of instructional and formative assessment tools in literacy and math, which were developed to help educators better prepare all students to meet the Common Core State Standards (CCSS) and succeed beyond high school. Following three years of extensive data collection in LDC study sites throughout the country, Research for Action (RFA) has produced three case studies to illustrate how the LDC and MDC tools have been adopted in different settings and contexts, and which approaches and supports have contributed to the successful adoption and use of the tools. The case studies provide a set of “road maps” for other sites that will be adopting or scaling… Continue Reading →
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eric.ed.gov har udgivet: “Alabama Education News” is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the “Code of Alabama”, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Alabama Math, Science, and Technology Initiative Plays a Starring Role in Boosting Student Achievement; (2) 2004-2005 Teacher of the Year Named; (3) Power the Classroom with APTPLUS: Free Online Media-Rich Resources to Enhance Teaching!; and (4) What’s Juicy and Sweet and Fun to Eat? Alabama’s New Official State Fruit, The Blackberry. Regular features include: (1) Good News in Alabama Schools; (2) Awards,… Continue Reading →
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eric.ed.gov har udgivet: This document presents the proceedings of the 17th Annual Research Forum held June 29, 2012, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) “Reading and Writing”: A Study Comparing the Strengths of Peer Review and Visible Author Writing Strategies (Elizabeth Behar); (2) Project Based Learning: Is this New Method an Effective Educational Approach to Learning? (Camille Collier); (3) Building a Sense of Community in a High School Physics Class (Nick Corak); (4) Seeing Double: Visual Media and Expanding Definitions of Literacy in the English Classroom (John Randall Davis); (5) Improving Student Attitudes towards Science through Scientific Module Instruction (Carson V. Dobrin); (6) Web 2.0 in High School Social Studies: What Happens? (Kate Douglass); (7) Creative Expression in… Continue Reading →
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eric.ed.gov har udgivet: Staff Development for Pedagogues in Bilingual Math and Science provided two thematically-based workshops to 40 New York City science teachers who taught students of limited English proficiency (LEP) citywide. Workshops emphasized successful teaching strategies as well as psychological aspects involved in teaching LEP students. The project also provided research articles and monographs about the latest techniques in teaching science. Analysis of participants’ responses to a questionnaire found that almost all respondents were highly satisfied with all aspects of the workshops: content, mode of preservation, and materials used. In addition, although the required data were unavailable, it appeared that the students of participating teachers performed as well as similar students citywide on the Regents Competency Tests (RCTs) in science. The project met its objectives for staff satisfaction with… Continue Reading →
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eric.ed.gov har udgivet: This study attempted to determine which teaching method, mainly manipulatives or the standard curriculum, best allowed the students to learn first grade math concepts. The manipulatives consisted of objects such as unifix cubes, personal chalkboards, work mats, and various other articles, which allowed the students to see the math that they were calculating. These students did not use any of the standard workbook pages. The standard curriculum used was the Mathematics Plus workbook by Harcourt Brace Jovanovich. This book does use manipulative concepts, but it was not supplemented with anything extra. Both methods of instruction were used with one first grade class. The methods were both used simultaneously but with different concepts; for example, the students were taught one concept using manipulatives and the second concept using… Continue Reading →
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eric.ed.gov har udgivet: Introduction: Many students with adventitious vision loss or progressive vision loss need to transition from print to braille as a primary literacy medium. It is important that this transition is handled efficiently so that the student can have continued access to a literacy medium and make progress in the core curriculum. For this study, we used constant time delay to teach literary braille contractions and Nemeth Code for Mathematics and Science Notation (hereafter, Nemeth Code) braille symbols to learners with visual impairments who were making the transition from print to braille. Methods: A single-subject, multiple-probe research design was used to test the effectiveness and efficiency of constant time delay to teach literary braille or Nemeth Code. Three female students, aged 13 to 15 years, participated at a… Continue Reading →
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