eric.ed.gov har udgivet: Using state-representative teacher surveys in three states–Texas, Ohio, and Kentucky–we examine teachers’ implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states,… Continue Reading →
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eric.ed.gov har udgivet: Teacher collaboration has been recognized as a vital component to student success. This project represents an evaluation of the researchers’ initial efforts toward providing in-service education for teachers focused on collaboration between math and CTE teachers. The purpose of this study was to (1) describe selected characteristics of secondary teachers of math and CTE, (2) describe their perceptions concerning the “value of” and their “willingness to implement” the instructional practices and activities presented during a professional development seminar, and (3) assess their views about the use of emerging technology for teacher collaboration. Survey responses indicated that using the Math-in-CTE Model was valued. Overall, respondents valued technology but seemed a bit reserved about the likelihood of implementing and using technology. Results imply that teachers with positive attitudes and… Continue Reading →
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eric.ed.gov har udgivet: Urban teacher residencies (UTRs) have emerged as an innovative alternative to recruiting and preparing high quality teachers for traditionally underserved, urban schools. UTRs offer opportunities for teacher candidates and mentors to use co-teaching models to differentiate instruction, particularly as schools adopt more inclusive practices emphasizing collaboration and co-teaching among educators. Co-teaching in residencies is an area that remains largely unexplored. This study describes experiences of 37 residents and 35 mentors in three cohorts of a yearlong urban residency program as they engaged in co-teaching together in secondary math, science, and special education classrooms. Data included surveys on co-teaching and collaboration from residents and mentors, along with reflections on highlights and challenges of their co-teaching in the residency. Findings indicate that both residents and mentors had positive perceptions… Continue Reading →
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eric.ed.gov har udgivet: Technology has gained a firm stronghold in society as well as modern classroom. Students are assumed to have a natural aptitude for computers. Over the past decades, educational websites have appeared to be “interactive” and “to make learning fun”. This study employed quantitative method of research using 8th grade instructors from South East Dallas Texas school district. Data was collected via Microsoft Excel and SPSS computation. The survey instrument tested for internal consistency and reliability. The seven Likert scale items tested nine variables for Pearson correlation. A t-test detected non-significance at the p > 0.05 level of probability indicating that male teachers seldom use technology to teach math than their female colleagues. A second t-test showed a significant difference at p < 0.05 level for difference between… Continue Reading →
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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. Theories of self-efficacy and approaches to learning are well-established in the psychology of learning. However, studies on relationships between the primary constructs on which these theories are developed are rarely reported in mathematics education research. Thus, the purpose of the current study is to provide empirical evidence for a potential causal relationship between perceived self-efficacy and approaches to learning. The present study adopts a cross-sectional survey research design that includes 195 engineering students enrolled on a first-year introductory calculus… Continue Reading →
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