eric.ed.gov har udgivet: The purpose of the 2013-2014 Georgia’s Pre-K Program Evaluation was to examine the learning outcomes for children and the quality of their classrooms during Pre-K, as the baseline year of the Pre-K through third-grade longitudinal study. The primary evaluation questions addressed included: (1) What are the learning outcomes for children attending Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s experiences in Georgia’s Pre-K classrooms? To address these questions, the evaluation study included a random sample of 199 Georgia’s Pre-K classrooms and a sample of 1,169 children attending these classrooms. Researchers conducted individual child assessments near the beginning and end of the Pre-K year to examine growth in children’s skills. The assessment measures covered multiple domains… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Reconciling broad educational goals of job-readiness with specific work task-related qualifications or competences poses challenges for vocational teachers. To assist efforts to address these challenges, this article explores knowledge practices of project-based vocational instruction in Swedish upper secondary vocational education and training, particularly how the teacher´s intentionality (expressed through choice of a target) responds to needs to develop integrative knowledge. Two specific research questions are addressed, using a conceptual framework incorporating Didaktik and Legitimation Code Theory. First, how do vocational teachers in this setting repurpose vocational knowledge during project work? Second, what educational goals do they target during project work? Secondary analysis of participant observation data indicates that fragmentation of occupation-specific knowledge into disparate work processes and work… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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eric.ed.gov har udgivet: This paper is based on the reflections of a distance education (DE) mathematics instructor at Pellissippi State Technical Community College in Knoxville, Tennesee. In this DE classroom, 30 students were present with the instructor at the main campus, 8 students at a remote campus in Blount County, and 6 students in Knoxville. The link between the classrooms was made by Instructional Television Fixed Service technology, which connected the classrooms via two-way audio, but only one-way video. The typical class period was divided into two parts: a lecture delivered via a multimedia program using Macromedia Director; and discussion of homework problems that were solved in class using an overhead camera. Problems encountered in the classrooms included: (1) the teacher had to attend to the needs of students he… Continue Reading →
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eric.ed.gov har udgivet: This pamphlet offers tips and strategies from teachers who are successful in encouraging both girls and boys to participate in the classroom. Although successful teachers are all different, each classroom has the following things in common: (1) the classroom environment is respectful of students and teachers; (2) all students participate in class; and (3) the classrooms incorporate multiple modes of learning. Sections of the pamphlet include: (1) “Teachers’ Tips and Strategies”; (2) “From Harassment to Respect: Changing Classroom Climates”; (3) “We’re All in This Together: Improving Classroom Interaction”; and (4) “Motivation, Fun, and Hard Work: Increasing Academic Success.” A 9-item reference and sources section concludes the pamphlet. (EH) Link til kilde
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eric.ed.gov har udgivet: This executive summary presents results from a study that began in 2013-2014, and involves a longitudinal design to follow a sample of 1,169 children (139 Spanish-speaking DLLs) who attended 199 randomly-selected Georgia’s Pre-K classrooms. These findings focus on results from the second year of the study, which included 1,034 of these children (118 Spanish-speaking DLLs) who were attending kindergarten. Researchers conducted individual child assessments near the beginning and end of pre-k and kindergarten to examine growth in children’s skills, as well as factors associated with greater growth. The assessment measures covered multiple domains of learning, including language, literacy, math, and general knowledge, and teacher ratings of behavior skills. For the DLL subsample, assessments were conducted in both English and Spanish using parallel measures. Researchers also conducted observations… Continue Reading →
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eric.ed.gov har udgivet: The reform movement in mathematics education calls for students to engage in problem solving, to discuss and communicate their thinking, and to develop meaningful understandings. This paper reports a case study of a fourth-grade class in line with the reform call, emphasizing the process of change the teacher experienced and the support she needed. The teacher in this study taught mathematics using the Cognitively Guided Instruction approach. Observations, interviews, and student assessments were collected. Reported are four phases of teacher change: (1) the teacher’s teaching and thinking at the beginning of the study; (2) learning, thinking, and stimulating the process of change; (3) learning from and helping individuals; and (4) building on children’s thinking in instruction. Contains 25 references. (MKR) Link til kilde
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eric.ed.gov har udgivet: The underrepresentation of women and racial and ethnic minorities in computer science (CS) and other fields of science, technology, engineering, and math (STEM) is a serious impediment to technological innovation as well as an affront to fundamental notions of fairness and equity. These gaps emerge in the early grades and tend to persist, if not widen, throughout the secondary and postsecondary years. The unconscious biases (UB) of teachers, school administrators, and fellow students may contribute meaningfully to the persistence of these gaps. Fortunately, a nascent literature on targeted interventions that directly address UB suggests there may be compelling opportunities to promote broader engagement in CS and STEM education and employment. The fields of neuroscience, social psychology, economics, and sociology articulate the many possible origins of UB and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Aiming to bring teachers’ perspectives to research, teachers’ (N = 12) discussions are explored in the context of a professional development program on teaching highly able pupils (HAPs) mathematics. The findings show that the teachers perceive they have the competence to recognize HAPs, for example through continuous assessment. However, they express that collaboration with colleagues is necessary and that they would like their principals’ acknowledgement for their competence. They connect and verbalize their practical expertise with theories of teaching HAPs and demonstrate several criteria for teaching that successfully meet pupils’ learning needs in heterogeneous classrooms. Thus, they feel confident in how to orchestrate teaching that is inclusive of HAPs in heterogeneous mathematics classrooms. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article presents an analysis of a team-teaching approach, applied in two learning spaces: a regular mathematics classroom; and a hairdressing salon at an upper secondary vocational education and training (VET) school. A mathematics teacher and a VET teacher jointly developed, planned and carried out the teaching activities in these two learning spaces. The overall goal was to prepare their 15 students for professional life. Observations made from the two lessons were analysed with the aim of identifying the extent to which the outcome of the team-teaching approach is dependent on the choice of the learning space. Drawing on Engeström’s activity theory and research literature on learning spaces, our results indicate that tools, norms, division of labour and… Continue Reading →
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