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 →
eric.ed.gov har udgivet: Commencing in 2011, the Mathematics Academies Initiative is a series of professional development academies (lasting 1 to 2 years, depending on cohort) with the primary objectives of (a) providing educators with a high quality professional development experience that enhances their mathematical content knowledge and pedagogical skills, and (b) increasing positive attitudes and confidence when providing mathematical instruction. As coordinator of the initiative, the West Virginia Department of Education (WVDE) Office of Special Programs (OSP) partners with regional education service agencies (RESAs) and local school districts to identify and invite teachers to the math academies, and with Carnegie Learning Inc., an external vendor, to provide instruction and materials. This research study is an evaluation of the first cohort (hereafter, Cohort 1) of the Mathematics Academies Initiative. Cohort 1,… Continue Reading →
eric.ed.gov har udgivet: Twenty-one magnet programs in the Houston Independent School District in Texas feature an enriched curriculum in science, math, and/or computers (science/math). Of these, 12 are elementary programs, 4 are middle school programs, and 5 are high school programs. In these programs, a total of 9,574 students were served during the 1990-91 school year: 6,372 elementary, 3,358 middle, and 1,834 high school students. Fifth grade students enrolled in the seven elementary Science/Math Add-On Programs did not score significantly higher than the comparison groups on the MAT6 science tests, and in only one program did students score significantly higher than their matched comparison group on the MAT6 math tests for the 1988-89 or 1990-91 school years. Fifth grade students enrolled in five elementary School-Within-A-School Programs (SWAS) scored significantly higher… Continue Reading →
eric.ed.gov har udgivet: Given the vital importance of using a scientific approach for curriculum development, the authors employed a design experiment methodology (Brown, 1992; Shavelson et al., 2003) to develop and evaluate, FUSION, a first grade mathematics intervention intended for students with or at-risk for mathematics disabilities. FUSION, funded through IES (Baker, Clarke, & Fien, 2008), targets students’ understanding of whole number concepts and skills and is being designed as a Tier 2 intervention for schools that use a multi-tiered service delivery model, such as Response to Intervention (RtI). In developing this intervention, the authors have drawn extensively from the converging knowledge base of effective math instruction (Gersten et al., 2009; National Math Advisory Panel, [NMAP] 2008) and the critical content areas of first grade mathematics recognized by national bodies… Continue Reading →
eric.ed.gov har udgivet: Promoting Alternative Thinking Strategies (PATHS) is a school-based social and emotional learning (SEL) curriculum that aims to help children in primary school manage their behaviour, understand their emotions, and work well with others. PATHS consists of a series of lessons that cover topics such as identifying and labelling feelings, controlling impulses, reducing stress, and understanding other people’s perspectives. It is delivered twice weekly in 30-40 minute lessons by teachers to all children in a given class, typically in the slots allocated for Personal, Social and Health Education. This curriculum is supplemented by activities that support the application of new skills during the school day and activities that are sent home to parents that cover the topics taught in class. In this trial, 45 participating schools from Greater… Continue Reading →
eric.ed.gov har udgivet: The purpose of the 2012-2013 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the quality of the program and the outcomes for children, along with comparisons to previous years. The primary research questions addressed by this evaluation included: (1) What were the key characteristics of the local NC Pre-K programs?; (2) What was the quality of the NC Pre-K classrooms attended by children and what factors were associated with better quality?; (3) What were the outcomes of children attending the NC Pre-K Program and what factors were associated with better outcomes?; and (4) To what extent have there been any changes over time in these results? To address these questions, information was gathered from multiple sources, including monthly service reports, teacher surveys, observations of classroom… Continue Reading →
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Psychological Resources Program – An intervention to foster psychological resources: Evaluation of results in the Brazilian population Link til kilde
eric.ed.gov har udgivet: The use of PLATO (registered) elementary school software in Fairview Elementary School, Dayton, Ohio, was studied. PLATO software had been used in Title I mathematics classes for the last 3 years. The Title I teacher used PLATO software as an integral part of her class instructional strategy. Mathematics achievement data were analyzed for 88 Title I students over the 3 school years. Pretest and posttest mathematics scores were obtained for the Ohio State Performance test in mathematics and for parallel mathematics tests. Four percent of the Title I students scored at the proficient level on the fourth grade mathematics pretest. By the end of the year, 24% of the students were proficient in mathematics, representing a large and educationally meaningful gain in performance. Students at the lower… Continue Reading →
eric.ed.gov har udgivet: The Accelerated Math and Science (AMS) Project is a 3 year program funded by the California Migrant Education Program Improvement Program. It targets 6th, 7th, and 8th grade low-achieving migrant students who are 2 to 4 years behind their language peer group. Two questions guided the second year evaluation study for the Region IX Migrant Education program: (1) How successful was the training provided to migrant students in science and math?, and (2) Did the attitude of participating migrant students change towards science and math? Middle schools, low achieving, migrant students (n=94) were recruited based upon: (1) inappropriate age/grade placement; (2) those students whose parents expressed a high degree of interest and commitment, to ensure student attendance in AMS; (3) students who had absentee rates of 10%… Continue Reading →
eric.ed.gov har udgivet: The Teacher Education and Mathematics project, funded by the Women’s Educational Equity Act, developed curriculum materials to increase mathematical knowledge and confidence, increase the perception of mathematics as a female domain, reduce math anxiety, and develop skills in identifying and counteracting sex bias in mathematics instruction. To develop effective materials, a formative evaluation was to document materials’ use at each stage of development, to assess student responses to materials, to collect judgment of external experts, and to collect reactions and suggestions of instructors who used the materials. Evaluation issues explored in this paper are: reliance on observer descriptions and participant ratings, effects on students and instructional staff of intensive observations, effects on students of frequent requests for feedback and evaluative reactions, and the extent to which professionals… Continue Reading →
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