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Eric.ed.gov – Career and Technical Education Professional Development and Formative Performance Assessments

eric.ed.gov har udgivet: In the winter and spring of 2012-2013 the Educational Policy Improvement Center (EPIC) partnered with representatives from the Office of Secondary/Postsecondary Transitions at Oregon Department of Education (ODE) and the Oregon Department of Community Colleges Workforce Development (CCWD) to guide secondary and postsecondary instructors in the development and implementation of formative performance assessments. The instructors recruited for this project included both secondary and postsecondary educators from the fields of Career and Technical Education (CTE), English/language arts (ELA), and mathematics. EPIC’s goal during the project was to create a process for educators to collaboratively develop high-quality performance tasks that are aligned to the Common Core State Standards (CCSS) and are consistent with the Smarter Balanced Assessment Consortium’s (SBAC) model of performance tasks. A group of instructors from across… Continue Reading

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tandfonline.com – Teachers leading teachers – understanding middle-leaders’ role and thoughts about career in the context of a changed division of labour

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This longitudinal study aims to create in-depth knowledge about the phenomena of middle-leadership and career in school by identifying (1) driving forces for seeking and maintaining middle-leading positions, (2) opportunities and difficulties in maintaining the middle-leading role over time, and (3) underlying thoughts of career disclosed in the respondents’ expressions. Five different reasons for seeking middle-leading positions are identified and driving forces for maintaining the position are categorised as either internal reward/non-observable outcomes or external reward/observable outcomes. Furthermore, the results show that different types of difficulties arise in distinct phases and that middle-leaders’ needs for support therefore vary over time. Additionally, the complexity of teachers’/middle-leaders’ career thinking clearly emerges, and implications for practice are discussed. Link til kilde

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tandfonline.com – Gender study on the relationships between science interest and future career perspectives

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Gender disparities in STEM fields have been under extensive study, the focus of which has been on future career aspirations. However, the primary phases in gender differences are still ambiguous when examined from this perspective, possibly due to the fact that most of the studies have targeted samples of upper secondary school or college students. As such, in this study we examined the transient period to lower secondary school; our aim was to discover to what extent relationships between factors of students’ science interest and career perspectives differ between male and female. Based on previous studies and analyses, we selected three future career perspective variables – outcome, personal time, and innovation orientations – and three defining features of… Continue Reading

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Eric.ed.gov – Mentoring Early Career Teachers in Urban Alaska: Impact Findings from the Investing in Innovation (i3) Evaluation of the Alaska Statewide Mentor Project Urban Growth Opportunity

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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Eric.ed.gov – Exploring the Relationship between Self-Efficacy and Career Commitment among Early Career Agriculture Teachers

eric.ed.gov har udgivet: The purpose of this study was to investigate the differences in career commitment and perceived efficacy among early career agriculture teachers as well as the relationships between early career agriculture teachers’ perceived efficacy and career commitment. Five areas of self-efficacy were investigated among early career agriculture teachers in five western states: classroom management, instructional strategies, leadership of students, science teaching, and math teaching. Only small effects were found on four of the five self-efficacy variables based on years of teaching experience. Using multiple linear regression analysis, a predictive model for early career agriculture teachers’ career commitment was developed. The final model explained a total of 20% of the variance in early career agriculture teachers’ career commitment. Two areas of self-efficacy were identified as significantly related to early… Continue Reading

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tandfonline.com – Experienced teachers dealing with issues in education: a career perspective

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article reports on a qualitative study on the issues experienced teachers may encounter in everyday teaching practice. Some issues may possibly originate at the beginning of a career and continue to be a struggle during their career. Data were collected among 20 mid- and late career teachers from eight secondary schools. The results showed that at the current moment in their career, respondents of this study particularly recognised three issues: teacher–parent interaction, teaching versus other tasks and private life versus work. Teachers seldom talk about their issues, but more often than not they try to find a solution themselves or put up with the situation. Link til kilde

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Eric.ed.gov – [Training Second Career Teachers in Math/Science Education.] Final Report.

eric.ed.gov har udgivet: The National Executive Service Corps, an organization which uses the skills and experiences of senior professionals, responded to the perceived shortage of qualified mathematics and science teachers in New York City. This paper describes a project designed to tap the skills and talents of retired scientists, engineers, and mathematicians who wished to enter teaching as a second career. The program consisted of five major parts: recruitment, orientation, training, placement, and support. These activities are described in the main body of this report. A project summary points out that second career teachers bring something current, real, and relevant to lessons. However, while they recognized the content area knowledge of this group of new teachers, supervisors also noted weaknesses in classroom management skills and urged the inclusion of a… Continue Reading

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Eric.ed.gov – Differences in Academic Achievements among High School Graduates’ from Four Career and Technical Education (CTE) Program Areas

eric.ed.gov har udgivet: Career and Technical Education (CTE) is a popular trend in education due to the increased demand from American citizens to include CTE opportunities in schools along with federal funding to build new CTE programs and improve existing ones. Schools are tasked to improve student achievement. Testing performance is a central process to demonstrate satisfactory student achievement and school quality. In this study, the academic achievements of CTE completer high school graduates were measured by their performance on the nationwide American College Test (ACT), including the subjects of English, reading, writing, math, and science. CTE graduates in this study received CTE endorsements in the four program areas: 1) business and marketing education; 2) education, hospitality, and human services; 3) information and media technologies; and 4) skilled and technical… Continue Reading

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tandfonline.com – Assessment of the value of group-based counselling for career construction

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This article reports on the change in the career adaptability of participants exposed to an intervention programme characterized by career and self-construction principles compared to the change in participants who participated in standard, traditional career counselling lessons. Convenience and purposive sampling were used to select two groups (experimental and comparison of Grade 11 learners). Intervention occurred in both experimental groups. A mixed methods, quasi-experimental, pre-test/post-test comparison group design was used to gather data. Pre- and post-test scores obtained on the Career Adapt–Abilities Scale (CAAS) were analysed. The quantitative results suggested that the intervention programme did not improve participants’ career adaptability compared to standard, traditional career counselling lessons as measured by the CAAS. Future research should include the use… Continue Reading

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Eric.ed.gov – Early Career Teachers’ Evolving Content-Area Literacy Practices

eric.ed.gov har udgivet: Becoming effective teachers is dependent upon a variety of factors intersecting with early career teachers’ beginning teaching experiences. This paper provides a glimpse into ways in which four early career secondary school teachers began to embed literacies into their teaching practices in content areas and how their approaches shifted between the final term of their teacher education program in 2013 and their first year of teaching in 2014. The authors explore three factors that may shape the practices of early career teachers, with disciplinary specialties in science, math, social studies, and other content areas, as they persist in infusing their teaching practice with literacy strategies over the first year of teaching, or alternatively discontinue using these strategies. These factors are coursework in a “Literacy in the Content… Continue Reading