eric.ed.gov har udgivet: Background: The Waterford Early Math & Science (WEMS) program is a comprehensive educational software program designed to build math and science skills and concepts in grades K-2, alone or to supplement existing curricula. The program’s capability to individualize lessons, assess and track student progress, and reteach lessons is aimed at keeping potentially “at risk” students at grade level. Purpose: The present evaluation of the Waterford Early Math & Science program is the first independent study of its effectiveness. Setting: The study was carried out in five low-income, largely Hispanic schools in the Tucson Unified School District during the 2005-06 school year. Study Sample: This report covers the 22 kindergartens (345 students) of a larger study of 59 K-2 classrooms (923 students) in the five schools. Intervention: Treatment… Continue Reading →
eric.ed.gov har udgivet: This report describes some of the key immediate and long-term outcomes achieved by the Appalachian Regional Commission (ARC)-Oak Ridge National Laboratory (ORNL) Summer Institute for Math/Science/Technology for student and teacher participants. This two-week summer program provides high school students and teachers from the Appalachian region the opportunity to work with mentor scientists from ORNL on inquiry-based, applied projects in science, math, and computer technology. The goals of the Summer Institute, in operation since 1990, are to (1) encourage more high school students to continue their studies beyond high school, (2) encourage more students to pursue careers in the projected shortage areas of science, technology, engineering, and math (STEM), and (3) raise the level of math, science, and technology instruction in high schools throughout the region to facilitate… Continue Reading →
eric.ed.gov har udgivet: Powerful Learning Conversations (PLC) sought to improve the feedback that teachers give to pupils in Year 9, by training them to apply techniques used in sports coaching. It is based on the idea that feedback in sports coaching is often provided immediately after a task is performed, and delivered in a way that children are more likely to respond positively to. The training programme adopted a ‘cascade’ model: expert teachers were trained in the approach and then expected to disseminate their training to English and Maths teachers in their school. PLC was developed in the UK secondary school context by the Youth Sport Trust (YST) in collaboration with the University of Exeter. This feasibility pilot study was conducted in 20 schools between January 2014 and November 2014.… Continue Reading →
eric.ed.gov har udgivet: Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of teaching experience and degree attainment, do not reward effective teaching or provide incentives for the most effective teachers to teach in high-need schools. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This study focuses on performance-based compensation systems that were established under TIF grants awarded in 2010. It examines grantees’ programs and implementation experiences and the impacts of pay-for-performance bonuses… Continue Reading →
eric.ed.gov har udgivet: Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of teaching experience and degree attainment, do not reward effective teaching or provide incentives for the most effective teachers to teach in high-need schools. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This study focuses on performance-based compensation systems that were established under TIF grants awarded in 2010. It examines grantees’ programs and implementation experiences and the impacts of pay-for-performance bonuses… Continue Reading →
eric.ed.gov har udgivet: The Middle-Grades Leadership Development (MLD) Project was designed to develop principal leaders and leadership teams who create high-performing middle-grades schools. Designed by the National Forum to Accelerate Middle-Grades Reform, the four-year project was funded from 2013 to 2017 by a U.S. Department of Education Investing in Innovation (i3) development grant. The project was implemented in 12 middle-grades schools in rural and small town areas of Kentucky and Michigan. Schools received an extensive set of school improvement supports, including: creating a vision using the Forum’s Schools to Watch (STW) criteria; engaging in an assessment and planning process for improvement; STW leadership coach; principal mentor; STW mentor schools; leadership team; networking opportunities; and focused professional development. The evaluation of the MLD Project used a quasi-experimental design (QED) with matched… Continue Reading →
eric.ed.gov har udgivet: States and districts are beginning to use student achievement growth–as measured by state assessments (often using statistical techniques known as value-added models or student growth models)–as part of their teacher evaluation systems. But this approach has limited application in most states, because their assessments are typically administered only in grades 3-8 and only in math and reading. In response, some districts have turned to alternative measures of student growth. These alternative measures include alternative assessment-based value-added models (VAMs) that use the results of end-of-course assessments or commercially available tests in statistical models, and student learning objectives (SLOs), which are determined by individual teachers, approved by principals, and used in evaluations that do not involve sophisticated statistical modeling. For this report, administrators in eight districts that were early… Continue Reading →
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this overview piece, we document the six student perception surveys (SPSs) currently available for state, district, and school consumption and use, given SPSs are increasingly becoming one of the more popular “multiple measures” being used to evaluate teacher qualities. We present descriptive information about each of these SPSs, including information related to cost(s), constructs or domains assessed, number of items, response option types, grade level(s) in which the SPS can be administered, etc. Given this information, we also present implications for practice, as well as calls for future research into each SPS individually and writ large, given SPSs’ increasing popularity post the passage of the Every Student Succeeds Act (ESSA), and also given what consumers might need… Continue Reading →
eric.ed.gov har udgivet: States and districts are beginning to use student achievement growth–as measured by state assessments (often using statistical techniques known as value-added models or student growth models)–as part of their teacher evaluation systems. But this approach has limited application in most states, because their assessments are typically administered only in grades 3-8 and only in math and reading. In response, some districts have turned to alternative measures of student growth. These alternative measures include alternative assessment-based value-added models (VAMs) that use the results of end-of-course assessments or commercially available tests in statistical models, and student learning objectives (SLOs), which are determined by individual teachers, approved by principals, and used in evaluations that do not involve sophisticated statistical modeling. For this report, administrators in eight districts that were early… Continue Reading →
eric.ed.gov har udgivet: The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception–the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This second report provides implementation and impact information. Ninety percent of all TIF districts in 2012-2013 reported implementing at least 3 of the 4 required components for teachers, and only about one-half (52 percent) reported implementing all four. This was a slight improvement… Continue Reading →
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