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Eric.ed.gov – Let’s Go Girls!: Evaluating the Effectiveness of Tutoring and Scholarships on Primary School Girls’ Attendance and Academic Performance in the Democratic Republic of the Congo (DRC)

eric.ed.gov har udgivet: The Democratic Republic of the Congo continues to balance a commitment to education in general, and girls’ education more specifically, and additional challenges brought about through cyclical conflict. The Valorisation de la Scholarisation de la Fille project aimed to improve literacy and numeracy by providing scholarships, tutoring, and comprehensive professional development for teachers. Using a randomized control design (RCT), we tracked both the achievement and attendance outcomes of these girls over a period of three years. Several factors positively influenced student growth in reading and mathematics, including the proportion of female teachers in the school, girls’ perceptions of the school environment, receipt of a scholarship, and tutoring (math only). Household survey data suggest that the project minimized/reduced an already existing gap between enrollment in school for control… Continue Reading

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Eric.ed.gov – Connections between Teacher Perceptions of School Effectiveness and Student Outcomes in Idaho’s Low-Achieving Schools. Summary. REL 2014-012

eric.ed.gov har udgivet: This summary highlights the findings of a study that examined the survey responses of teachers from 75 Idaho schools working on school improvement. Results of the study showed schools with higher teacher reports of the presence of the goals, processes, and supports essential for student success did not have higher rates of reading proficiency, math proficiency, or attendance. A few significant relationships were found in subsamples of schools. A significant positive relationship was also found between school attendance in elementary schools in 2012 and teacher ratings of five of nine other essential goals, supports, and processes. The findings suggest that Idaho educators and others using teacher perception surveys should proceed cautiously in making decisions based on perception surveys. They might also consider using data from other sources… Continue Reading

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Eric.ed.gov – ICT, Literacy and Teacher Change: The Effectiveness of ICT Options in Kenya

eric.ed.gov har udgivet: There is a dearth of literature that use research design for causal inference that estimate the effect of information and communications technology (ICT) programs on literacy outcomes in early primary, particularly in Sub-Saharan Africa. There are several programs that have used ICT at a large scale, including Los Angeles, Peru, Nicaragua, Rwanda and an ongoing program in Turkey. Seldom have the studies directly estimated the effect of the ICT program on learning, as the measures used have typically been a middle level of the causal chain (Strigel & Pouezevara, 2012). Mobile phones are increasingly available in the market, and several authors argue that mobile learning is an increasingly ideal way to increase outcomes at scale (UNESCO, 2012; GSMA, 2012; McKinsey & Co., 2012; Vosloo, 2012). There are… Continue Reading

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Eric.ed.gov – Effectiveness of Using iPads to Increase Academic Task Completion by Students with Autism

eric.ed.gov har udgivet: This single subject design study (ABAB) investigated the effects of using iPads in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school. The study also examined the advantages of and challenges to using iPads for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were collected during every phase. Descriptive and visual analysis techniques were used to… Continue Reading

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tandfonline.com – Teaching about thermal expansion: investigating the effectiveness of a cognitive bridging approach

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: It is widely known that for many students it is very difficult to correctly predict how thermal expansion affects the appearance of a metal plate with a circular hole. Interviews with school teachers show that the source of this difficulty could stem from the fact that students’ internal visualizations of an arbitrary object’s thermal expansion often boil down to visualizing changes along one dimension only. Purpose: In this study, we investigated how students’ mental models about one-dimensional expansion can be extended for purposes of running mental simulations about expansion along two dimensions. Sample: To that end a pretest-posttest quasi-experiment has been conducted, with 100 students in the control group and 95 students in the experimental group. Design and methods: Whereas… Continue Reading

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Eric.ed.gov – Connections between Teacher Perceptions of School Effectiveness and Student Outcomes in Idaho’s Low-Achieving Schools. REL 2014-012

eric.ed.gov har udgivet: Policymakers and practitioners frequently use teacher surveys to inform decisions on school improvement efforts in low-achieving schools. There is little empirical evidence on how the results of these surveys relate to student outcomes. This study provides information on how perception data from a teacher survey in Idaho is correlated with three student outcomes: reading proficiency, math proficiency, and attendance. The Idaho State Department of Education uses the Educational Effectiveness Survey (EES), an annual teacher survey developed and administered by the Center on Educational Effectiveness, to gather information on school qualities believed to be the goals, processes, and supports essential for school success. Used widely in the Northwest Region, the survey is similar to teacher perception surveys used nationally. This study covers the 75 low-achieving Idaho schools that… Continue Reading

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Eric.ed.gov – Developing Empirical Benchmarks of Teacher Knowledge Effect Sizes in Studies of Professional Development Effectiveness

eric.ed.gov har udgivet: Growing interest in teaching quality and accountability has focused attention on the need for rigorous studies and evaluations of professional development (PD) programs. However, the study of PD has been hampered by a lack of suitable instruments. The authors present data from the Teacher Knowledge Assessment System (TKAS), which was designed to administer Learning Mathematics for Teaching (LMT) measures. TKAS is being widely adopted in the evaluation of PD programs with over 500 separate program administrations and 16,000 teachers representing every major region in the country. The purpose of the current study was to leverage the TKAS dataset to develop a set of empirical benchmarks of effect sizes for designing rigorous studies of teacher professional development programs. The research design consisted of two goals: (1) to investigate… Continue Reading

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tandfonline.com – Testing the effectiveness of classroom formative assessment in Dutch primary mathematics education

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Classroom formative assessment (CFA) is considered to be a fundamental part of effective teaching, as it is presumed to enhance student performance. However, there is only limited empirical evidence to support this notion. In this effect study, a quasi-experiment was conducted to compare 2 conditions. In the treatment condition, 17 teachers implemented a CFA model containing both daily and weekly goal-directed instruction, assessment, and immediate instructional feedback for students who needed additional support. In the control condition, 17 teachers implemented a modification to their usual practice. They assessed their students’ mastery of learning goals on the basis of half-yearly mathematics tests, and prepared weekly pre-teaching sessions for groups of low-achieving students. The posttests showed no significant differences in… Continue Reading

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tandfonline.com – A narrative systematic review of life skills education: effectiveness, research gaps and priorities

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract A systematic review was conducted to investigate the literature on effectiveness of life skills programs. The aim of this review was to gain a comprehensive understanding on the effectiveness of life skills education globally, and to identify research gaps and priorities. Findings revealed differences in life skills education within developing countries and developed countries. In general, developed countries conduct more systematic life skills education programs promoting positive behavior, with research articulating outcomes on individual youth. In contrast, the majority of developing countries’ life skills programs lack systematic implementation, evaluation and monitoring. Programs are often conducted to yield short term results only. This review will be useful to administrators, policy makers, researchers and teachers to implement effective life skills… Continue Reading

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Eric.ed.gov – The Relative Effectiveness of Traditional and Alternative Teacher Preparation Programs: A Review of Recent Research. MHEC Research Brief

eric.ed.gov har udgivet: Teacher preparation refers to a “state-approved course of study, the completion of which signifies that an enrollee has met all the state’s educational or training requirements for initial certification or licensure to teach in the state’s elementary or secondary schools” (Department of Education, 2016, p. 6). The widespread concern for the quality of teacher preparation has extended to both traditional programs at four-year institutions and alternative programs created to address teacher shortages. This brief seeks to inform policies on teacher preparation by reviewing research on the effects of teacher certification and preparation programs in relation to student performance and teacher outcomes. Main findings include: (1) Traditional teacher preparation generally refers to a four- or five-year undergraduate program at a postsecondary institution. Alternative preparation programs, such as Teach… Continue Reading