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Eric.ed.gov – A Quasi-Experimental Study on the Utility and Efficacy of Lead4ward in HISD toward Improving Instructional Planning and Student Achievement, 2018-2019. Research Educational Program Report

eric.ed.gov har udgivet: This program evaluation assessed the utility and efficacy of lead4ward toward facilitating meaningful instructional planning, and improving STAAR reading, English language arts, and math performance of students whose teachers participated in lead4ward professional development. A web-based survey on HISD’s HUB yielded responses from 340 educators who had direct exposure to lead4ward. The highest percentages of respondents found that lead4ward was closely aligned to TEKS (87.1). In addition, 79.0% of respondents indicated that they used lead4ward in grade level, developmental planning, and PLCs meetings. Nearly 70.0% of respondents noted that the Field Guides were helpful in planning and implementing lessons well (69.8%). Respondents found that lead4ward resources improved proficiency among students “more than a little” in mathematics, English language arts/reading, science, social studies, teacher induction, and intervention/RTI. Instructional… Continue Reading

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Eric.ed.gov – Teacher Training, Teacher Quality, and Student Achievement. Working Paper 3

eric.ed.gov har udgivet: We study the effects of various types of education and training on the ability of teachers to promote student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties addressing the non-random selection of teachers to students and of teachers to training. We address these issues by estimating models that include detailed measures of pre-service and in-service training, a rich set of time-varying covariates, and student, teacher, and school fixed effects. Our results suggest that only two of the forms of teacher training we study influence productivity. First, content-focused teacher professional development is positively associated with productivity in middle and high school math. Second, more experienced teachers appear more effective in teaching elementary math and reading and middle school math.… Continue Reading

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tandfonline.com – Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT This article investigates the relationship between the achievement level of students in classes and the presence of students identified as having special needs in inclusive settings. In particular, it examines whether the presence of students with special educational needs in inclusive classrooms has an effect on the national mathematics standards achievement of their fellow students. In order to do so, the national standard scores of approximately 75,000 fourth graders in mathematics were used as dependent variable in multi-level… Continue Reading

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Eric.ed.gov – The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement. Working Paper 65

eric.ed.gov har udgivet: With teacher quality repeatedly cited as the most important “schooling” factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents research examining the variation between and impact that individual teacher training institutions in Washington state have on the effectiveness of teachers they train. Using administrative data linking teachers’ initial endorsements to student achievement on state reading and math tests, we find the majority of teacher training programs produce teachers who are no more or less effective than teachers who trained out-of-state. However, we do find a number of cases where there are statistically significant differences between estimates of training program effects for teachers who were credentialed at various in-state programs. These findings are robust to a variety… Continue Reading

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Eric.ed.gov – Increasing Math Achievement through Use of Music.

eric.ed.gov har udgivet: This report describes a program for increasing math achievement through the use of musical interventions including repeated exposure to Mozart classical music and School House Rock, and introduction to teacher-made songs that introduce mathematical concepts in the music classroom. The students of the targeted second and fourth grade classes exhibited low levels of achievement according to local and national standards. Evidence for the existence of the problem included teacher- made pre-tests, parent questionnaires, and student questionnaires. Probable causes for low levels of student mathematical achievement were identified through a review of the literature and analysis of the setting and can be divided into student, home, school, teacher, and district influences. The following probable causes were cited: disabilities, classroom climate, motivation, problem behaviors, lack of homework support due… Continue Reading

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Eric.ed.gov – Achievement Gaps and Multi-Tiered System of Supports in California

eric.ed.gov har udgivet: This brief examines California’s Multi-Tiered System of Supports (MTSS), which is a framework designed to identify and assist students performing below grade level. MTSS involves at least three tiers of support; Tier 2 includes personalized assistance. Unfortunately, Tier 2 services are not adequately resourced so it is not surprising that California students rank only 38th in the nation in reading and math. To move higher, it is important that the state provide categorical funding for Tier 2 services. California teachers already have a full-time job. To successfully implement MTSS, they need additional Tier 2 personnel (e.g., paraprofessional instructional aides and trained clerical staff to manage student progress monitoring) to assist them. Link til kilde

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tandfonline.com – Fear of Achievement Among Young Women in Urban Pakistan: A Phenomenological Analysis of Fear of Achievement (FOA)

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The purpose of this research is to explore the antecedents of young women’s fear of achievement (FOA) in Karachi, Pakistan. Based on the empirical literature, a semi-structured interview guideline was developed for conducting focus groups until a data-rich saturation level was achieved. To this end, eight focus groups were conducted with 61 females (mean age = 22.5 years). Interpretative phenomenological analysis (IPA) was used to interpret lived and subjective experiences of women’s fear of becoming high achievers. The results of this research indicated that women had a low sense of achievement in response to successful experiences, and high fear of success in terms of their future ventures. Women expressed gender discrimination in how they were socialized, pressured by… Continue Reading

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Eric.ed.gov – Impact of National Board for the Professional Teaching Standards Certification on Student Achievement

eric.ed.gov har udgivet: A growing number of teachers have undertaken National Board for Professional Teaching Standards (NBPTS) certification training since its inception over twenty-five years ago. Previous empirical research on the impact of NBCTs on student performance has focused on state or district-level exams in individual states and found mixed results. This study examines the relationship between National Board Certified Teachers (NBCTs) and student achievement on the reading and math assessments of the National Assessment of Educational Progress (NAEP). We argue that achievement can be affected both directly by the certified teacher and indirectly as NBCTs provide mentoring to colleagues and assume school leadership positions. This study focuses on a nationally representative assessment to measure student achievement rather than state- or district-level assessment exams. We find that the percentage of… Continue Reading

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Eric.ed.gov – The Effects of “Math Pathways and Pitfalls” on Students’ Mathematics Achievement: National Science Foundation Final Report

eric.ed.gov har udgivet: This study was designed to assess the impact of “Mathematics Pathways and Pitfalls” (“MPP”) on the mathematics that second-, fourth-, and sixth-grade students learn. The specific research questions that were addressed are: (a) What is the impact of “MPP” on students’ knowledge of the mathematics topics addressed, compared to that of students using the regular math curriculum? and (b) How equitable is the impact of “MPP” on students’ mathematics knowledge across levels of English language proficiency and entering mathematics ability? A cluster-randomized experimental design was implemented in five school districts. In the first year of the study, second-, fourth-, and sixth-grade teachers were randomly assigned within their school districts to either an experimental or a control group. The experimental group teachers were taught how to implement “MPP”… Continue Reading

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tandfonline.com – School Mobility and Achievement for Children Placed and Not Placed in Out-of-home Care

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim was to investigate the effects of school mobility on achievement in compulsory school in Sweden for children in out-of-home care (OHC) and not in OHC (NOHC). Register data on background variables from four birth cohorts in the cohort-sequential longitudinal project ETF was relied upon, along with student performance on a test of cognitive ability, and school grades according to the leaving certificate. Yearly data concerning school mobility also was available. Results showed that relocation was associated with lower grades for both the OHC and the NOHC groups. The mean effect of one school relocation was 5 percentiles lower grades, but the effect of relocation was twice as large at the end of compulsory school. Given a… Continue Reading