eric.ed.gov har udgivet: This is a report of a pilot programme of the SHINE in Secondaries Saturday school transition intervention. The programme aims to improve attainment by focusing on literacy and numeracy and revisiting areas where pupils are struggling through a creative curriculum approach and enrichment opportunities. The Saturday programme is run by teachers from the school for 25 weeks throughout Year 7. Schools are responsible for developing their own curriculum of activities to suit the abilities and needs of their pupils following guiding principles specified by SHINE. The programme is designed to run for approximately 60 pupils staffed by four qualified teachers, three teaching assistants and three peer mentors all recruited and employed by the host secondary school. This evaluation was set up as a pilot study with four… Continue Reading →
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eric.ed.gov har udgivet: Staff Development for Pedagogues in Bilingual Math and Science provided two thematically-based workshops to 40 New York City science teachers who taught students of limited English proficiency (LEP) citywide. Workshops emphasized successful teaching strategies as well as psychological aspects involved in teaching LEP students. The project also provided research articles and monographs about the latest techniques in teaching science. Analysis of participants’ responses to a questionnaire found that almost all respondents were highly satisfied with all aspects of the workshops: content, mode of preservation, and materials used. In addition, although the required data were unavailable, it appeared that the students of participating teachers performed as well as similar students citywide on the Regents Competency Tests (RCTs) in science. The project met its objectives for staff satisfaction with… Continue Reading →
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eric.ed.gov har udgivet: This document presents the evaluation results for the Title VII Special Alternative Instructional Program grant to Cicero Public School District 99 (Illinois) for the 1994-95 school year. This was the third year of funding and implementation of this grant, which provided summer school funds with emphasis in building literacy through the use of mathematics and science. A program director, 18 teachers, and 5 staff members served 180 students in grades 3 through 6 in the evaluation year. In the course of the evaluation, several on-site visits were made, and many pieces of additional data were analyzed. The program was designed to increase literacy development for students who have achieved some oral proficiency in English and are designated Limited English Proficiency (LEP). A dual purpose was to increase… Continue Reading →
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eric.ed.gov har udgivet: This report presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs–a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5. This evaluation seeks to determine whether the enhanced after-school instruction improves math or reading proficiency over what students would achieve in regular after-school programs, as measured by test scores. The evaluation also examines the impacts of the enhanced after-school instruction for subgroups of students based on their prior academic performance and grade level. The evaluation seeks to ascertain whether the enhanced after-school instruction affects other in-school academic behavior outcomes, as measured by reports from regular-school-day teachers of student engagement, behavior, and homework… Continue Reading →
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eric.ed.gov har udgivet: This study evaluated an instructional model entitled “Integrating Computer Software into the Functional Mathematics Curriculum: A Diagnostic Approach,” which was intended to prepare middle-school special education students for the Maryland Functional Mathematics Test. The model consisted of eight major components: pretests/posttests, diagnostic evaluations, domain directories, software matrix, software summaries, skill sheets, computer software, and miscellaneous materials. The model was evaluated by comparing math performance and attitudes of students who received instruction based on the model with those of matched control students, and by conducting interviews with teachers using the model. Analysis of scores of 26 experimental and 26 comparison subjects on the 9th-grade Maryland Functional Mathematics Test indicated that 27% of experimental subjects passed the test, while 12% of the comparison students passed. Interviews with 17 teachers… Continue Reading →
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eric.ed.gov har udgivet: This report presents evaluation findings for the 1982 summer cycle of “Reading and Math Through the Community as Classroom,” a Title I funded program operated by the Division of Special Education, of the New York City Public Schools. The program was designed to provide supplementary remediation to 1,197 mildly to moderately handicapped youngsters, and incorporate community experiences and sports activities into reading and math instruction. Results of analyses of pupil achievement data and program interviews and observations indicated that the summer program effectively met its proposed goals. Nearly all of the program participants mastered one or more new skills in reading (87.8 percent) and in math (91.9 percent). Students were also reported by teachers to have made social gains. Program sites were well-chosen and staff were enthusiastic.… Continue Reading →
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eric.ed.gov har udgivet: The aim of the “Tools of the Mind” prekindergarten curriculum is to enhance children’s executive function skills within an instructional context that promotes the basic academic and social skills that prepare them for kindergarten and beyond. To investigate the effectiveness of “Tools” in achieving this aim, the authors are conducting a longitudinal randomized experiment to answer the following questions: (1) Do children in “Tools of the Mind” classrooms improve more in literacy, math, social skills, and behavior problems during the preschool year than children in “business as usual” control classrooms? Are those gains sustained through kindergarten and first grade?; (2) Do children in “Tools of the Mind” classrooms show greater gains in executive function than children in the control classrooms? Do those gains mediate the curriculum effects… Continue Reading →
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eric.ed.gov har udgivet: The Mathematics Mastery programme is a whole-school approach to teaching mathematics that aims to raise attainment for all pupils and close the attainment gap between pupils from low income families and their peers. The programme aims to deepen pupils’ conceptual understanding of key mathematical concepts. This clustered Randomised Controlled Trial (RCT) investigated whether implementing the Mathematics Mastery programme led to improvement in Year 7 pupils’ maths test scores. It was intended that schools would also begin to use the programme in Year 8 in the second year of implementation, and continue until the approach was in place across the school. 44 schools from London and the South East participated in the trial, with a total sample of 5,938 pupils. Participating schools received training and resources to support… Continue Reading →
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eric.ed.gov har udgivet: An attempt to meet the need for resource materials Spanish-speaking adults is presented. The information presented was acquired by writing to commercial publishers throughout the country. Evaluations included were completed by identifying the usefulness of the curricular offerings for Spanish-speaking adults. Portions of the evaluations are designed for children and junior high school students; some of these have proven useful to adults. Evaluative criteria used when the materials were assessed include: Title, Author, Publisher, Objectives, Criterion Measures, Instructional Components, Learner Prerequisite, Teacher Requirements, Reliability Effect, Cost, and Time. (Author/CK) Link til kilde
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eric.ed.gov har udgivet: This paper summarizes a formative evaluation of a developmental project designed to maximize the potential use of computers in mathematics instruction through the use of volunteers. The project was conducted using a 7th-grade class at an intermediate school in Utah. Data were analyzed for 12 students in a special class for students not having the necessary basic mathematics skills to enroll in a regular class. Students used math computer lab twice a week. The volunteers determined what mathematics skills each student needed to practice by referring to the student files, determined what software program would be appropriate for the student, and managed all the necessary student data. Both quantitative and qualitative data were analyzed for: (1) achievement; (2) attitude about mathematics; (3) mathematics anxiety; (4) study habits;… Continue Reading →
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