eric.ed.gov har udgivet: Personalized learning places the interests and abilities of learners at the center of their education experience. Educators develop environments in which students and teachers together build plans for learners to achieve both interest-based and standards-based goals. Researchers from the University of Wisconsin-Madison School of Education worked with leaders at the Institute for Personalized Learning (IPL) to identify five K-12 schools for a 6-month research project documenting what personalized learning looks like in these schools. This research report presents the initial findings. The central questions and findings that guide this report are: How do IPL schools encourage students to be active participants in their learning? Educators in the IPL schools attempt to create a culture of agency by designing opportunities for students (and educators) to collaboratively control the… Continue Reading →
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eric.ed.gov har udgivet: In 2004-2005, North Carolina’s average teacher turnover rate was nearly 13 percent, ranging from a high of 29 percent to a low of 4 percent. Turnover among teachers in low-performing schools was substantially higher, with a low of 12 percent and a high of 57 percent. North Carolina has put strategies in place to address teacher retention but how will these strategies impact retention at low-performing schools? This research update summarizes three studies that address issues related to teacher retention. One study examined North Carolina’s use of an annual bonus to certified math, science and special education teachers working in high poverty or academically failing public secondary schools. The study found that: (1) The bonus payment was sufficient to reduce mean turnover rates of the targeted teachers… Continue Reading →
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eric.ed.gov har udgivet: National professional organizations have increasingly emphasized the need for active involvement of elementary school children in thinking, decision making, and problem solving situations. Educators are calling for role playing, writing, reading, drawing, and use of manipulatives, to name but a few activities, to become part of an integrated curriculum. In an effort to determine the needs of teachers in making the change from a more traditional methodology, this paper identifies best practices as characterized by professional organizations, and describes the characteristics of math, science, and social studies programs in eight states in the South and Southeast. A 17-item survey instrument was sent to 1000 teachers in grades 1-6, with 402 teachers responding. In line with the study objective–to identify characteristics of math, science, and social studies programs… Continue Reading →
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) content module focuses on approximation and estimation. It consists of: (1) an instructor’s text; (2) an instructor’s guide and solutions to student exercises; (3) student materials and exercises; and (4) student summary and review. The instructor’s text provides specific directions for guiding lessons and commentary on mathematics content and mathematics attitudes. This is accomplished by a “facing pages” format whereby the right-hand page provides step-by-step teaching directives while the left-hand page provides teaching insights, other options of instruction, and psychological or attitudinal strategies, when appropriate. The instructor’s text also contains content objectives, specified to indicate the scope and structure of the module, and student evaluation materials. The instructor’s guide and solutions to exercises provides teaching approaches and solutions to problems. Student… Continue Reading →
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) content module focuses on probability. It consists of: (1) an instructor’s text; (2) an instructor’s guide and solutions to student exercises; (3) student materials and exercises; and (4) student summary and review. The instructor’s text provides specific directions for guiding lessons and commentary on mathematics content and mathematics attitudes. This is accomplished by a “facing pages” format whereby the right-hand page provides step-by-step teaching directives while the left-hand page provides teaching insights, other options of instruction, and psychological or attitudinal strategies, when appropriate. The instructor’s text also contains content objectives, specified to indicate the scope and structure of the module, and student evaluation materials. The instructor’s guide and solutions to exercises provides approaches and solutions to problems. Student materials and exercises… Continue Reading →
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eric.ed.gov har udgivet: Lowman (1995) described the relationship between teacher and student and student engagement as the two most important ingredients in learning in higher education. Humour builds teacher-student connection (Berk, 1998) and engages students in the learning process. The bond between student and teacher is essential for learning, satisfaction, and retention. Humour helps students to learn better, remember more, improve problem-solving, absorb and retain information more quickly, and reduce their anxiety about subjects like math and science. Humour also reduces classroom management problems. This essay reviews research findings that support the use of humour in teaching and it provides strategies that teachers can use to bring more humour into their classrooms. Link til kilde
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eric.ed.gov har udgivet: As part of an effort to improve basic math instruction at Vocational-Technical Institute (T-VI) in New Mexico, a survey was conducted asking teachers, tutors, and instructional technicians to assess the importance of and student performance on 35 basic math competencies. Survey responses were then related to two national standards of mathematical literacy: the vocational standards of the Secretary of Labor’s Commission on Achieving the Necessary Skills (SCANS) and the academic standards of the National Council of Teachers of Mathematics (NCTM). Study highlights included the following: (1) several skills seen as important by SCANS and NCTM were viewed as unimportant by teachers of math and math-related subjects, including “working together in groups to solve problems,””using calculators,””ability to estimate,””ability to use measuring tools and systems,” and “ability to use… Continue Reading →
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) module is designed to increase awareness of the fact that, historically, women have contributed to mathematical knowledge and mathematics education, that they continue to do so at the present time, and that these women may serve as important role models. It contains an instructor’s text and student materials. The instructor’s text provides (1) specific directions for the instructor to follow in guiding lessons and (2) commentary designed to help in building positive mathematics attitudes. The directions tell how to proceed step-by-step, while the commentary articulates a philosophy and provides explanations, attitudinal interventions, and instructional alternatives. This is accomplished with a special “facing pages” format. The right-hand page provides teaching directives, while the left-hand page, “commentary and notes” (or just “notes” when… Continue Reading →
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eric.ed.gov har udgivet: Writing is the ability to compose text effectively for different purposes and audiences. When many of us reflect on our own school experiences, we recall writing in English and history classes, but not in mathematics. Math classes previously relied on skill-building and conceptual understanding activities. Today, teachers are realizing that writing during a math lesson is more than just a way to document information; it is a way to deepen student learning and a tool for helping students gain new perspectives. They realize, too, that students whose strengths are language-based–and many are–use writing as the key to understanding other disciplines, especially mathematics. Like most things, learning to write well requires instruction and practice. In this booklet, the author aims to nudge secondary math teachers who are thinking… Continue Reading →
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eric.ed.gov har udgivet: As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5000 Introduction to Inquiry course or the Education 5010 Methods of Educational Research course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 5900 course is conducted through the use of an online, course… Continue Reading →
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