tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT International education options have expanded in most school systems around the world with promises of curricular innovation. However, there has been limited attention given to the consequences of this shift for social inequalities embedded in pre-existing institutional hierarchies. The International Baccalaureate (IB) Diploma, a two-year high school curriculum, has been prominent among recent private curricula, centred on notions of international mindedness and global preparedness. This article seeks to examine the consequences of the presence of the IB Diploma in a school system that is socioeconomically and academically stratified and shaped by strategies of academic distinction focused on local hierarchies. Using quantitative data on IB Diploma students and schools in Australia, it analyses the interaction of the IB Diploma… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Bovine brucellosis – a comprehensive review Link til kilde
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eric.ed.gov har udgivet: Analysis of the cost-effectiveness of 29 Comprehensive School Reform (CSR) models suggests that all 29 models are less cost-effective than an alternative approach for raising student achievement, involving rapid assessment systems that test students 2 to 5 times per week in math and reading and provide rapid feedback of the results to students and teachers. Results suggest that reading and math achievement could increase approximately one order of magnitude greater for every dollar invested in rapid assessment rather than CSR. The results also suggest that reading and math achievement could increase two orders of magnitude for every dollar invested in rapid assessment rather than class size reduction and three orders of magnitude for every dollar invested in rapid assessment rather than high quality preschool. (Contains 5 tables,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Sweden has a long tradition of comprehensive upper-secondary education. This began in the early 1970s. It culminated in 1994 with all the programmes having a core curriculum that gave general eligibility to higher education. Conservative and liberal governments have introduced several neoliberal school reforms, which the subsequent social democratic government has done little or nothing to change. In 2009, the government initiated a trial with academic elite programmes. The aim of this article is to analyse how and why the elite programmes translated into and transformed local school practices as they did. The study builds on interview and questionnaire data from school principals, university teachers, upper-secondary teachers and students involved in the programmes that started in 2010, and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Drawing on a cross-cultural, qualitative study in Finnish and Korean comprehensive schools, we explore how teacher control and student agency are manifested and exercised in the teaching and learning practices of the “official school” and in the student–teacher interactions of the “informal school”. We also elaborate on how students reflect on control and agency. Bernstein’s concepts of framing and classification are employed as a theoretical lens with which to examine control, agency and hierarchy. Data consists of school observations and interviews with students aged 12 to 14 and their teachers, conducted in six schools. The findings indicate that student agency is intensively constrained in their participation in teaching-learning practices. The analysis also reveals a paradox where students do… Continue Reading →
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eric.ed.gov har udgivet: The selected study examined the effects of comprehensive teacher induction (CTI) programs on teacher outcomes and student achievement. Within participating school districts, schools were randomly assigned to offer their beginning teachers either a CTI program or the district’s standard induction program. Within the group participating in CTI, the study examined CTI’s effects on teacher practice and teacher retention. This review examines the study’s teacher retention analysis. Study authors reported no statistically significant effects of the CTI program on teacher retention rates after one year, nor on the proportion who remained in the teaching profession a year later. Authors also reported no effects of the CTI program on student reading or math achievement. What Works Clearinghouse (WWC) found the analysis of teacher outcomes to be consistent with WWC… Continue Reading →
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eric.ed.gov har udgivet: In low-income countries, private schools are perceived as superior alternatives to the public sector, often improving achievement at a fraction of the cost. It is unclear whether private schools are as effective in middle-income countries where the public sector has relatively more resources. To address this gap, this paper takes advantage of lottery-based admissions in first grade for a Mexico City private school that targets and subsidizes attendance for low-income children. Over three years, selected students via lottery scored 0.21 standard deviation higher than those not selected in literacy tests, corresponding to a normalized gain of one-half of a grade level every two years. Lottery winners also statistically outperformed those not selected in math, but the gains were more modest. Relative to the control group, parents of… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT While scholars have proposed different models of language assessment literacy (LAL), these models have mostly comprised prescribed sets of components based on principles of good practice. As such, these models remain theoretical in nature, and represent the perspectives of language assessment researchers rather than stakeholders themselves. The project from which the current study is drawn was designed to address this issue through an empirical investigation of the LAL needs of different stakeholder groups. Central to this aim was the development of a rigorous and comprehensive survey which would illuminate the dimensionality of LAL and generate profiles of needs across these dimensions. This paper reports on the development of an instrument designed for this purpose: the Language Assessment Literacy… Continue Reading →
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eric.ed.gov har udgivet: The Washington Comprehensive Assessment Program (WCAP) is a maturing and stable program. In 2016-17 it included: (1) Smarter Balanced Assessments (SBA) in English Language Arts (ELA) and math for students in grades 3-8 and high school; (2) Measurements of Student Progress (MSP) in science for grades 5 and 8; (3) End-of-Course exams in math and biology; and (4) Specialized testing for English proficiency, alternate achievement standards, and graduation alternatives. Spring 2017 represented the third year of Smarter Balanced testing. In spring 2017, a total of 580,276 students took the ELA tests and 558,631 students took the math tests. Students with significant cognitive challenges can take an alternate assessment, the Washington Access to Instruction and Measurement (WA-AIM). In spring 2017, about 6,000 students took the WA-AIM. Washington is… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Motivated by experience with students’ psychological barriers to learning statistics, we modified and extended the Statistical Anxiety Rating Scale (STARS) to develop a contemporary and valid (face, content, criterion and construct) Danish measure of attitudes and relationship towards statistics for use with higher education students taking statistics within another discipline. Two subscales were excluded because of lack of conceptual unidimensionality or derogatory content, and single items were modified for face and content validity enhancement in the remaining subscales. Following a pilot study and main study, the resulting 26-item Danish instrument (HFS-R for “holdninger og forhold til statistik – Revideret”, in English “Attitudes and Relationship to Statistics – Revised”) consists of four subscales: Test and Class Anxiety (TCA), Interpretation… Continue Reading →
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