tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Language-responsive instructional approaches are intended to enhance the mathematics learning of students with low academic language proficiency, mostly by enriching mathematical content trajectories with systematic language-learning opportunities. However, little is known about their effects (and in particular differential effects) in linguistically diverse classrooms. The paper reports on a cluster-randomized field trial investigating the effectiveness of a language-responsive instructional approach for percentages in 38 mathematics classrooms with 655 seventh graders. The multilevel regression analysis shows that the intervention group developed significantly more conceptual understanding of percentages than the control group. In the intervention group, no differential effects were found for language proficiency, multilingual background, and immigrant status. These findings suggest that all students’ access to mathematical conceptual understanding can… Continue Reading →
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eric.ed.gov har udgivet: A total of 58 preservice teachers enrolled in an elementary childhood program at Fitchburg State College in Massachusetts were surveyed before and after taking a special math, science, and social studies course called Piggybacking. This course emphasizes child-centered and cooperative learning by allowing elementary school students to choose individual preservice teachers to work with on a one-to-one basis for an entire semester. The elementary school students learn math, science, and social studies concepts, and the preservice teachers learn by observing how children think and learn. Before enrolling in the course, the preservice teachers indicated high levels of concern about innovative methods such as child-centered and cooperative learning. After the course, however, levels of concern dropped by an average of 20 percent. (MDM) Link til kilde
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eric.ed.gov har udgivet: In randomized control trials, such as the one the authors conducted in Alabama, moderators are potentially an important source of variation in treatment effects. Whether moderators used in the RCT’s analysis are pre-existing characteristics of students, their teachers, or the school or other organizational context, they can point toward differences in the way the program (treatment) is implemented, the way teachers interact with different kinds of students when implementing the program, or how effects are operating at levels in the organization above the level where the differences were measured. The authors appreciate Cronbach’s (1975) metaphor of the “hall of mirrors” to point to the endless possibilities for higher-order interactions complicating the explanation of what was found. But the goal of this paper is to illustrate a disciplined… Continue Reading →
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eric.ed.gov har udgivet: Over the last decade, policy and business leaders have come to know what parents have always known: teachers make the greatest difference to student achievement. With new statistical and analytical methods used by a wide range of researchers, evidence has been mounting that teacher quality can account for a large share of variance in student test scores. The evidence on the distribution of qualified and effective teachers is also clear–and the findings are not good. Teachers who have met the demanding standards of National Board Certification and those who have generated higher “value-added” student achievement gains are far less likely to teach economically disadvantaged and minority students. As a result, high-poverty schools are more likely to be beset with teaching vacancies in math and special education, and… Continue Reading →
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eric.ed.gov har udgivet: This report describes one of a series of pilot studies that were conducted to evaluate the instructional effectiveness of the Harcourt Math Program. Harcourt School Publishers (HSP) contracted with the Educational Research Institute of America (ERIA) to conduct a series of independent pilot studies to evaluate the effectiveness of the Harcourt Math Program. HSP sought out volunteer teachers to participate in the study, the Harcourt Department of Test Services scored the standardized tests, and ERIA conducted the study and analyzed the data that were collected. The study described in this report was conducted during the spring of the 1999-2000 school year. Research questions included: (1) Is the Harcourt Math Program instructionally effective?; and (2) Do selected chapters significantly increase students’ understanding of key math skills, concepts, and… Continue Reading →
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eric.ed.gov har udgivet: This paper reports on a project to enrich high school algebra and geometry programs through the use of manipulatives. The evaluation design utilized qualitative and quantitative methodology to determine the effectiveness and impact of training with manipulatives on 40 high school teachers. The final evaluation was based on: (1) review of the program proposal; (2) participation in the planning process for the workshops with the project staff; (3) observation of the methodology of the trainers and provisions for participant involvement in each of the workshop sessions; (4) group discussion of classroom implementation strategies; (5) observation of the use of manipulatives in the participants’ classrooms; and (6) review of participants’ self-reports of student utilization and response to the manipulatives. The project was successful in addressing the stated objectives… Continue Reading →
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eric.ed.gov har udgivet: In response to the recession that began in 2007, the U.S. Congress passed, and President Barack Obama signed into law, the American Recovery and Reinvestment Act of 2009 (Pub. Law 111-5). At an estimated cost of $831 billion, this economic stimulus package sought to save and create jobs, provide temporary relief to those adversely affected by the recession, and invest in education, health, infrastructure, and renewable energy. States and school districts received $100 billion to secure teachers’ jobs and promote innovation in schools. This funding included $3 billion for School Improvement Grants (SIG), one of the Obama administration’s signature programs and one of the largest federal government investments in an education grant program. The SIG program awarded grants to states that agreed to implement one of four… Continue Reading →
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eric.ed.gov har udgivet: In response to the recession that began in 2007, the U.S. Congress passed, and President Barack Obama signed into law, the American Recovery and Reinvestment Act of 2009 (Pub. Law 111-5). At an estimated cost of $831 billion, this economic stimulus package sought to save and create jobs, provide temporary relief to those adversely affected by the recession, and invest in education, health, infrastructure, and renewable energy. States and school districts received $100 billion to secure teachers’ jobs and promote innovation in schools. This funding included $3 billion for School Improvement Grants (SIG), one of the Obama administration’s signature programs and one of the largest federal government investments in an education grant program. The SIG program awarded grants to states that agreed to implement one of four… Continue Reading →
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eric.ed.gov har udgivet: This article presents the results of an evaluation of Positive Family Support, an ecological family intervention and treatment approach to parent supports and family management training developed from a history of basic and translational research. This effectiveness trial, with 41 public middle schools randomly assigned to intervention or control, examined student-, teacher-, and parent-reported outcomes, as well as math and reading scores and school attendance. Multilevel analyses suggested that for students at risk for behavior problems, immediate-intervention schools outperformed control schools on parent-reported negative school contacts for students at risk for behavior problems. Implementation, however, was hampered by several challenges, including school funding cuts, lack of staff time to provide parenting supports, and staff turnover. Given that preventive interventions are generally cost effective, it is critical that… Continue Reading →
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eric.ed.gov har udgivet: Constructivist approaches to mathematics instruction based on the standards of the National Council of Teachers of Mathematics (NCTM) have been widely advocated and are expanding in use. However, many educators express a need for constructivist approaches that provide specific student materials, assessments, teachers’ manuals, professional development, and other supports to enable a broad range of teachers to succeed with a broad range of children. MathWings, part of a comprehensive school reform effort funded by New American Schools, was designed to accomplish this goal. In grades 3 through 5, MathWings provides a practical, comprehensive approach based on the NCTM standards. Three evaluations have examined the impact of MathWings. One, involving four rural Maryland schools, found substantially greater gains on the mathematics sections of the Maryland School Performance Assessment… Continue Reading →
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