eric.ed.gov har udgivet: The issue of attracting more young people to choose careers in science, technology, engineering, and mathematics (STEM) has become critical for the United States. Recent studies by businesses, associations, and education have all agreed that the United States’ performance in the STEM disciplines have placed the nation in grave risk of relinquishing its competitive edge in the marketplace. A Congressional Research Service (2006) report stated that, a “large majority of secondary students fail to reach proficiency in math and science, and many are taught by teachers lacking adequate subject matter knowledge.” Students lacking in STEM skills will not have the ability or skills to enter in the professions of science and engineering or areas requiring mathematics, science, and technology literacy. To counteract these circumstances, multiple STEM-based initiatives… Continue Reading →
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eric.ed.gov har udgivet: Homes have remarkable possibilities to act as science learning environments for young children (3 – 6 years old). This qualitative case study investigated what kind of support parents need to do online science activities with their children at home. Data consisted of parent’s theme interviews (n=7). As a main result, a model of parents’ need for support was produced. The model contains three dimensions: 1) the affective dimension, 2) the knowledge and skills dimension and 3) the organizational dimension. Parents’ own affective experiences, organization of the experiments and finding time to do experiments are important factors to consider, when looking at parents’ willingness to engage in science activities with their children. The parents might not necessarily be content with only the child’s interest in experimenting as a… Continue Reading →
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eric.ed.gov har udgivet: This paper examines and reports on beginning generalist teacher self-efficacy, which Bandura (1997) suggests plays an important part in student outcomes. In 2008, 201 beginning generalist teachers throughout the state of Queensland, Australia, participated in a study that aimed to provide a snapshot of current perceptions towards support in schools for the arts. Beginning teachers were asked to rank their school support for a number of different subjects in the school curriculum and provide written justification for these rankings. Results suggest that beginning teachers perceived a general lack of support for the teaching of the arts in their classroom, compared to English and maths. They reported that schools provided greater financial support, assistance and professional development for the teaching of literacy and numeracy with a view to… Continue Reading →
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eric.ed.gov har udgivet: The self-efficacy beliefs teachers hold about their ability to teach subjects shapes their competence in teaching. Teacher self-efficacy is defined as teacher beliefs in their ability to perform a teaching task. If teachers have strong teacher self-efficacy in the teaching of arts education, they are more likely to incorporate arts in the classroom. Alternatively, if teachers have weak teacher self-efficacy in the teaching of arts education they are less likely to include aspects of the arts in their curriculum. Little is known about teacher self-efficacy beliefs towards arts education in early childhood education. Since arts education is an important element in the curriculum of any classroom–including all early childhood classrooms–investigation of the beliefs that shape teacher practice is desirable. In 2010, a survey was distributed using convenience… Continue Reading →
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eric.ed.gov har udgivet: Profile analyses were used to investigate differences in the self-efficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers’ self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such as preparation in their teaching domain. (Contains 3 tables and 4 figures.) Link til kilde
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eric.ed.gov har udgivet: The Teacher Effectiveness Enhancement Programme (TEEP) is a CPD programme that aims to improve teachers’ classroom practice. TEEP training is offered as a whole-school approach by the Schools, Students and Teachers Network (SSAT). All staff in a school received three days of training over a period of two terms. A smaller cohort of teachers, chosen by the school leadership team, receive two further days of training the following term to help embed and develop the TEEP strategies across the school. The training focuses on developing pedagogical knowledge (for example, assessment for learning or collaborative learning), understanding different phases of learning (such as preparing for learning and demonstrating understanding), and effective teacher behaviours (including classroom management and interactive teaching). The programme provides a comprehensive language and framework for… Continue Reading →
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eric.ed.gov har udgivet: Since 1970 the number of teachers has increased 51.9 percent, while the number of students has increased 9.5 percent. In 1970, the student/teacher ratio was 22.3 and it is significantly lower at 16.1 today. Although there are projections indicating an increased demand for teachers going forward, the overall projections do not necessarily create a supply issue across the board. The Bureau of Labor Statistics (BLS) has projected that elementary school and high school teacher employment will grow 6 percent, which is just under the average of 7 percent for all occupations. Even though the BLS expects a significant number of teachers to retire, “many areas of the country already have a surplus of teachers who are trained to teach kindergarten and elementary school, making it difficult for… Continue Reading →
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eric.ed.gov har udgivet: In this paper, the authors present their experiences from participating in a National Science Foundation (NSF) I-Corps L training program established for business startups, using Blank’s Lean LaunchPad, Osterwalder’s Business Model Canvas, and associated tools. They used the entrepreneurial skills acquired through this training to scale-up their emerging innovation, the Cincinnati Engineering Enhanced Math and Science Program (CEEMS), which had been developed, implemented, and evaluated with successful results over a period of seven years in a targeted 14 school-district partnership in Greater Cincinnati. The overriding goal was to improve student learning and success rates in K-12 math and science courses by helping to accelerate the process of bringing effective educational innovation, CEEMS, to scale. In CEEMS, teachers were trained in using challenge-based learning (CBL) and the engineering… Continue Reading →
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eric.ed.gov har udgivet: A transition from “doer” to “teacher” for prospective teachers requires them to reorient from thinking about how they do mathematics to engaging with students and their work, understanding student representations, and planning instruction accordingly. To scaffold a transition, we developed a five-step mathematics as teacher heuristic (MATH) model. The study investigated the impact of MATH on the development of teacher candidates’ mathematical knowledge for teaching (MKT) and their pedagogical knowledge. Twenty-two preservice secondary mathematics teachers enrolled in a methods course participated in the study. Findings of the study showed that teacher candidates’ MKT was engaged as a result of analysis of the student work. While some teacher candidates based subsequent instructional planning work on what they noticed in the student work, others had gaps between what they… Continue Reading →
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eric.ed.gov har udgivet: Core academic skills are essential for success in our society. However, an abundance of research has identified a large proportion of secondary school students are under performing in core academic areas such as literacy and math. Researchers have suggested integrating core academic content throughout all secondary coursework as a potential solution to students’ underperformance in core academics. This study focused on core academic integration in secondary agricultural education classrooms and explored a conceptual model for teachers’ core academic integration competence in the areas of math and literacy. Results indicated pedagogical competence and technical knowledge were significant predictors of teachers’ reading integration competence. Pedagogical competence was also a significant predictor of respondents’ writing and math integration competences. These findings highlight the importance of agriculture teachers’ ability to engage… Continue Reading →
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