eric.ed.gov har udgivet: Recruiting, preparing, and retaining high quality secondary mathematics and science teachers are three of the most critical problems in the nation’s urban schools that serve a vast majority of children from socially and economically disadvantaged backgrounds. Although the factors contributing to these problems are complex, one area that has caught the attention of leaders of the teacher education community centers are the alternative pathways (or routes) through which teachers are trained and allowed into the profession. Many of these alternative pathways, teacher educators argue, aim to move teachers into teaching on a fast track and thereby short-change the necessary training that candidates need to have to become adequately prepared as classroom teachers. This article looks at the arguments on both sides: proponents and critics of traditional and… Continue Reading →
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eric.ed.gov har udgivet: On August 14, 2010, the “Los Angeles Times” published the results of a statistical analysis of student test data to provide information about elementary schools and teachers in the Los Angeles Unified School District (LAUSD). The analysis, covering the period from 2003 to 2009, was put forward as an evaluation of the effects of schools and their teachers on the performance of students taking the reading and math portions of the California Standardized Test. In Los Angeles, teachers were classified into one of five levels of “effectiveness” for their teaching in reading, math and a composite of the two. The decision by the “L.A. Times” to make these results publicly available at a dedicated web site, and to publish an extensive front page story that contrasted–by name–teachers… Continue Reading →
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eric.ed.gov har udgivet: This paper describes two researchers engagement with two teachers as they taught a middle grades mathematics course, Current Events Math, in a large urban school district. The researchers share bits of data and their ethical entanglements as they entered into the site to find the truth about what works in middle grades mathematics classrooms only to realize that truth cannot be found through research. They then grappled with the question of the purpose of research and their roles as researchers in the school and the academy. [For the complete proceedings, see ED583608.] Link til kilde
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eric.ed.gov har udgivet: Technology Engineering is an innovative component of a much larger arena of teaching that effectively uses interactive technology as a method of enhancing learning and the learning environment. Using this method to teach science and math content empowers the teacher and enhances the curriculum as the classroom becomes more efficient and effective. Although the most modern technology–enhanced content is available for classroom deployment, this study suggests that various challenges arise that can delay a fully productive and successful integration of technology in the science classroom. In this study, seven urban school science teachers, incorporated technology-enhanced inquiry-based modules into their lesson plans to determine the overall effectiveness of technology integration in their classrooms. This paper examines how Technology Engineering helps students to understand scientific phenomena, despite hindrances within… Continue Reading →
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eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of instructional tools to support teachers’ incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Math experts have developed formative assessment lessons (FALs) that teachers can incorporate throughout the year’s curriculum. The Foundation has asked RFA to study teachers’ early adoption of the FALs, focusing particularly on their response to and use of the lessons. The lessons were piloted in urban, rural, and suburban school districts in four states and two national networks of schools during the 2010-11 school year, which is referred to as Year 1 in this booklet. This booklet is a synthesis of what the authors learned from practitioners over the course of the pilot year, 2010-11. It… Continue Reading →
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eric.ed.gov har udgivet: Background: The Waterford Early Math & Science (WEMS) program is a comprehensive educational software program designed to build math and science skills and concepts in grades K-2, alone or to supplement existing curricula. The program’s capability to individualize lessons, assess and track student progress, and reteach lessons is aimed at keeping potentially “at risk” students at grade level. Purpose: The present evaluation of the Waterford Early Math & Science program is the first independent study of its effectiveness. Setting: The study was carried out in five low-income, largely Hispanic schools in the Tucson Unified School District during the 2005-06 school year. Study Sample: This report covers the 22 kindergartens (345 students) of a larger study of 59 K-2 classrooms (923 students) in the five schools. Intervention: Treatment… Continue Reading →
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eric.ed.gov har udgivet: This single subject design study (ABAB) investigated the effects of using iPads[R] in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school for students with moderate to severe disabilities. An additional purpose of the study was to identify the advantages of and challenges to using iPads[R] for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad[R] was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were… Continue Reading →
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eric.ed.gov har udgivet: Science education reform standards have shifted focus from exploration and experimentation to evidence-based explanation and argumentation to prepare students with knowledge for a changing workforce and critical thinking skills to evaluate issues requiring increasing scientific literacy. However, in urban schools serving poor, diverse populations, where the priority is on students’ assessment results in reading and math, students may not receive reform-based science. The rationale for this qualitative study was to examine how two elementary teachers from high-poverty urban schools planned for reform-based science in response to a quality state science assessment in conjunction with their training and resources. Their state assessment included an inquiry task requiring students to construct responses to questions based on their investigation data. From evaluating evidence using Zembal-Saul’s continuum for teaching science as… Continue Reading →
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eric.ed.gov har udgivet: This two-part investigation (a) assessed the impact of the Jaime Escalante Math Program (JEMP), a structured summer mathematics intervention program, on the math achievement of urban middle school students, (b) identified the characteristics of the program that the administrators and teachers perceived to contribute to student achievement, and (c) compared the JEMP characteristics to those found in the literature on effective mathematics intervention programs. A mixed methods approach included analysis of two years of student math assessment data, administrator interviews, and teacher surveys. Quantitative findings indicate that student participants in the JEMP achieved significant growth in mathematics on two measures. Additionally, effective program elements are revealed in the qualitative data including specific classroom instructional strategies used in the JEMP. The results of this study will assist educators… Continue Reading →
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eric.ed.gov har udgivet: In 2011, the University of Alaska Fairbanks (UAF) received an Investing in Innovation (i3) Grant through the U.S. Department of Education. UAF applied for the grant to expand the predominantly rural-serving Alaska Statewide Mentor Project (ASMP) to urban settings. ASMP is a professional development initiative that supplies fully released, highly trained mentors to early career teachers (ECTs). UAF’s i3 grant, The Urban Growth Opportunity (UGO), included five districts: Anchorage, Fairbanks North Star Borough, Kenai Peninsula Borough, Matanuska-Susitna Borough, and Sitka. This is the final report for the grant conducted over four years (2011 2012 to 2014 2015). The research team randomly assigned 556 ECTs to treatment (UGO) and business as usual (BAU) groups. UGO ECTs received an ASMP mentor for two years; BAU ECTs received their districts’… Continue Reading →
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