eric.ed.gov har udgivet: The Great Recession was the most severe economic downturn in the United States since the Great Depression. Using newly available population-level achievement data from the Stanford Education Data Archive (SEDA), we estimate the impact of the Great Recession on the math and English language arts (ELA) achievement of all grade 3-8 students in the United States. Employing a difference-in-differences strategy that leverages both cross-district variation in the economic shock of the recession and within-district, cross-cohort variation in school-age years of exposure to the recession, we find that the onset of the Great Recession significantly reduced student math and ELA achievement. Moreover, the recessionary effect on student achievement was concentrated among school districts serving more economically disadvantaged and minority students, indicating that the adverse effects of the recession… Continue Reading →
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eric.ed.gov har udgivet: The general-equilibrium effects of performance-related teacher pay include long-term incentive and teacher-sorting mechanisms that usually elude experimental studies but are captured in cross-country comparisons. Combining country-level performance-pay measures with rich PISA-2003 international achievement microdata, this paper estimates student-level international education production functions. The use of teacher salary adjustments for outstanding performance is significantly associated with math, science, and reading achievement across countries. Scores in countries with performance-related pay are about one quarter standard deviations higher. Results avoid bias from within-country selection and are robust to continental fixed effects and to controlling for non-performance-based forms of teacher salary adjustments. (Contains 7 tables, and 1 figure, and 18 footnotes.) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The aim of the study was to conduct a systematic review in order to synthesize the evidence-based literature on mathematics education among students with visual impairment (VI). Studies were identified through searches of electronic databases (SCOPUS, PubMed, ERIC, and Web of Science). The authors included articles published between 1 January 2000 and 31 October 2017. Eleven publications met the inclusion criteria, and seven studies had observational designs. The studies focused on teachers’ attitudes and experiences, the use of abacus, tactile graphics, and the development of mathematical concepts. The results showed that the studies had different aims and methods, and only four studies reported eye disorder diagnoses. The ability to choose suitable teaching strategies that involve individual instructions requires… Continue Reading →
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eric.ed.gov har udgivet: This meta analysis study focused on identifying and analyzing research studies that measured effects of teacher professional development with a content focus on math or science. This meta analysis was carried out to address two primary questions: (1) What are the effects of content-focused professional development for math and science teachers on improving student achievement as demonstrated across a range of studies?; and (2) What characteristics of professional development programs (e.g., content focus, duration, coherence, active learning, and collective participation of teachers) explain the degree of effectiveness, and are the findings consistent with prior research on effective professional development? This meta analysis of studies of teacher professional development programs in mathematics and science found that 16 studies reported significant effect sizes for teacher development in relation to… Continue Reading →
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eric.ed.gov har udgivet: This paper analyses the impact of teacher gender towards students’ test results in a blinded Math test administered to students in Catalonia (Spain). The data for this analysis are drawn from a sample of secondary school students who participated in an international blind-test known as the “Mathematical Kangaroo” in 2008. The estimation considers a two-stage procedure since participation on the test leads to the presence of sample selection. Results show a correlation between female teacher gender and student results. Moreover, students with female teachers have a higher probability of participating in the “Kangaroo” test (in this case, the effect being more marked among male students). Link til kilde
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eric.ed.gov har udgivet: The International Association for the Evaluation of Educational Achievement’s (IEA) mission is to enhance knowledge about education systems worldwide and to provide high-quality data that will support education reform and lead to better teaching and learning in schools. In pursuit of this aim, it conducts and reports on major studies of student achievement in literacy, mathematics, science, citizenship, and digital literacy. IEA studies, most notably Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), International Civic and Citizenship Education Study (ICCS), and International Computer and Information Literacy Study (ICILS), have set the benchmark for international comparative studies in education. These well-established studies have generated vast datasets encompassing student achievement, disaggregated in a variety of ways, along with a wealth of contextual… Continue Reading →
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eric.ed.gov har udgivet: In this report we provide preliminary evidence on the measurement characteristics for a new type of teaching performance assessment designed to be combined with complementary assessments of teacher content knowledge. The resulting test, which we refer to as the Foundational Assessment of Competencies for Teaching (FACT), is designed for use as part of initial teacher licensure. Twenty elementary FACT performance tasks (10 for mathematics [MATH] and 10 for reading language arts [RLA]) were developed and then administered to 59 teacher candidates. The results from the pilot indicate that the performance tasks function as designed with candidates completing the tasks on average in approximately 3.5 min. Human raters were able to score the tasks quickly and accurately. All score points were well represented for all the scored tasks.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study aims, firstly, to examine the nature of the surface approach to learning in today’s university context, and secondly, to explore the factors that explain variations in the use of this approach. The 61 participants were studying in six Bachelor programmes representing various disciplines. These students scored above average on a surface approach scale and volunteered to be interviewed. One compulsory course was selected from each programme. Five surface approach profiles emerged showing variation from a full surface approach to a deep approach with memorisation. Despite very similar high scores on the surface approach scale, students varied in their use of surface-level processes. Thus, the inventory data did not capture the full variation in the students’ use… Continue Reading →
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eric.ed.gov har udgivet: Performance evaluation may change employee effort and decisions in unintended ways, for example, in multitask jobs where the evaluation measure captures only a subset of (differentially weights) the job tasks. We show evidence of this multitask distortion in schools, with teachers allocating effort across students (tasks). Teachers are evaluated based on student test scores; students who fail the test are retested 2-3 weeks later; and only the higher of the two scores is used in the teachers’ evaluations. This retesting feature creates a sharp difference in the returns to teacher effort directed at failing versus passing students, even though both barely failing and barely passing students have arguably equal educational claim on (returns to) teacher effort. Using RD methods, we show that students who barely fail the… Continue Reading →
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eric.ed.gov har udgivet: Does teacher quality differ within and between countries, and how are measures of teacher quality related to instructional alignment and instructional time in mathematics? Fourth-grade classroom data from the IEA’s Trends in Mathematics and Science Study (TIMSS) 2015 revealed that although measures of teacher quality were only weakly related to one another, countries with more variation along one dimension (for example, experience) also have high variation along other dimensions (such as education, or readiness to teach math topics). Measures of teacher quality were not strong or consistent predictors of instructional alignment or time, suggesting that primary school teachers’ preparation to teach mathematics may have limited influence on classroom opportunity to learn. Crucially, in many countries, disadvantaged students have (by some measures) higher quality teachers. Teacher collaboration and… Continue Reading →
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