tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Assessing the Effect of Corequisite English Instruction Using a Randomized Controlled Trial Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
eric.ed.gov har udgivet: The development of an assessment tool to measure the quality of instruction is necessary to provide an informative accountability system in education. Such a tool should be capable of characterizing the quality of teaching and learning that occurs in actual classrooms, schools, or districts. The purpose of this paper is to describe the development of the Academic Rigor in Mathematics (AR-Math) rubrics of the Instructional Quality Assessment Toolkit and to share the findings from a small pilot study conducted in the Spring of 2003. The study described in this paper examined the instructional quality of mathematics programs in elementary classrooms in two urban school districts. The study assessed the reliability of the AR-Math rubrics, the ability of the AR-Math rubrics to distinguish important difference between districts, the… Continue Reading
eric.ed.gov har udgivet: So1 is a new, individualized, technology-rich math program being implemented in three New York City middle schools. The program offers a high level of customization for each student, both in the content and material with which students engage, and in the teaching and learning modalities that are used to enhance students’ mastery of the material. Student, teacher, and parent surveys as well as ongoing assessment information inform how the program is tailored for each student. So1 is the recipient of a three-year, five million dollar Investing in Innovation (I3) development grant from the federal Department of Education, and was named one of the top fifty inventions of 2009 by Time magazine. The proposed paper evaluates the effectiveness of So1 in improving math test scores in its first… Continue Reading
eric.ed.gov har udgivet: A model for use in identifying assessment needs in association with teacher-made mathematics and science tests at the secondary level was developed. The model focuses on the identification and narrowing of discrepancies between teachers’ perceptions of their testing practices and actual practice. All 19 math and 16 science teachers at a 4-year high school in a mixed suburban/rural school district participated in the project. Subjects’ involvement consisted of completing a brief survey instrument and supplying their most recently administered unit or quarter test. Data from 35 questionnaires and 34 tests containing more than 1,400 items were analyzed. Results cover the nature of classroom assessment, characteristics of teacher-made tests, item formats, cognitive levels treated, quality of items, and teachers’ confidence in testing skills. Topics identified as important for… Continue Reading
eric.ed.gov har udgivet: While many of the concepts and approaches that comprise student-centered learning have deep roots in learning theory, the cognitive sciences, and youth and child development, empirical research on student-centered learning’s impact in K-12 classrooms remains limited. This report offers highlights from three studies commissioned by Nellie Mae, researched by Education Connection, American Institutes for Research (AIR) and Stanford Center for Opportunity Policy in Education (SCOPE) to examine student-centered learning in depth–what it looks like, and how students may benefit. Together, these studies strengthen the evidence base for those seeking to identify practices that will produce the greatest benefits for students. Furthermore, they provide new insights into how to achieve the highest outcomes equitably. These studies look at how to ensure that all students–including those in underserved groups–get… Continue Reading
eric.ed.gov har udgivet: This research brief presents selected findings from work examining the stability of value-added model estimates of teacher effectiveness and their implication for tenure policies. Findings show year-to-year correlations in teacher effects are modest, but pre-tenure estimates of teacher job performance do predict estimated post-tenure performance in both math and reading, and would therefore seem to be a reasonable metric to use as a factor in making substantive teacher selection decisions. (Contains 2 tables, 2 figures, and 15 notes.) Link til kilde
eric.ed.gov har udgivet: Over 2000 teachers in the state of Washington received reduction-in-force (RIF) notices in the past two years. The authors link data on these RIF notices to a unique dataset that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF notice. They find a teacher’s seniority is the greatest predictor, but (all else equal) teachers with a master’s degree and teachers credentialed in the “high-needs areas” of math, science, and special education were less likely to receive a RIF notice. Value-added measures of teacher effectiveness can be calculated for a subset of the teachers and these show no relationship between effectiveness and the likelihood of receiving a RIF notice. Finally, simulations suggest that a very different… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The necessity to learn competence for collaborative knowledge work during higher education (HE) is accepted widely, but continued work is required to explicate how to define and assess such competence. In this article, the development and validation of a questionnaire for assessing the development of collaborative knowledge work competence is based on object-bound collaborative knowledge creation practices. In total, 546 students responded to a questionnaire on Collaborative Knowledge Practices (CKP). The data were analysed for measurement invariance for two groups of HE students in media engineering and life sciences. Seven scales of the CKP were found to measure course-related learning of collaboration, integration of personal and collective efforts, development through feedback, persistent development of knowledge objects, understanding of… Continue Reading
eric.ed.gov har udgivet: Tackling Literacy: A Collaborative Approach to Developing Materials, for Assessing Science Literacy Skills in Content Classrooms through A STEM Perspective Link til kilde
Læst 55 gange