eric.ed.gov har udgivet: This reports presents interview findings with education policymakers on various aspects of educational research. The sampling contained the following groups: superintendents and other local education officials; chief state school officers; state higher education executive officers; state legislators; governors’ educational policy advisors; congressional staff members; and education association executive directors. Altogether, 142 interviews were conducted. The interviews covered the following aspects of educational research: (1) research priority areas from policymakers’ perspectives; (2) access to and use of existing research; (3) assessment of existing research; and (4) suggestions for improving education research. Student achievement–especially achievement in reading, math, and science–and its relationship to effective instruction, curricula, programs, and policies was the highest priority for research shared by the policymakers interviewed across groups. Respondents also expressed the importance of research… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Currently, there is a paucity of research concerning the National Forum to Accelerate Middle Grades Reform’s Schools to Watch national school improvement program. Of the handful of existing studies, very few have examined or addressed student learning or achievement. In this this study we systematically collected and analyzed data from the 34 Illinois Horizon Schools to Watch (IHSTW) schools participating in the National Forum’s Schools to Watch (STW) program. Using multiple sources of data, we examined the demographic characteristics and teacher-reported levels of best middle grades school practices in the IHSTW middle level schools that have participated in the STW program since 2003. In addition, we conducted an analysis of state-level, standardized student achievement test scores for participating… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper presents the results of a large-scale survey of undergraduates in England, concerning their envisaged career choices and how they made them. This gives a more complete account of those who do and do not want to be teachers than usual in the existing literature based primarily on prospective/existing teacher accounts. The paper looks at the issue of shortages, the reasons why people might be deterred from teaching, and summarises the methods used in our new study, followed by the results. The results cover descriptive analyses, and a comparison of responses from those who considered being a teacher (or not), those who had applied to train as a teacher (or not), and those intending to teach. These… 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: The Instructional Conversation (IC) is a complete classroom pedagogy that focuses on teaching through small-group dialogue with students allowing responsive instruction for each student. The IC is anchored by cognitive-developmental theory and by four decades of multi-method quasi-experimental studies. This study describes the first research of an Institute Education Sciences-funded, randomized efficacy trial of IC effects on standardized test outcomes for both English Language Learner (ELL) and Non-ELL students. The main research question for this study is: Do ELLs taught by teachers who implement the IC pedagogical model perform above controls? The study aims to explore how well and for whom the pedagogy works if indeed effects are found. The focus in this multi-cohort design (over three years) involves districts and schools where students are clustered. This… Continue Reading →
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eric.ed.gov har udgivet: The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in the 2010-11 school year, when the children in the sample were in kindergarten, and will continue through the spring of 2016, when most of the children in the sample are expected to be in fifth grade. This brief report provides information from the data collection conducted in the spring of 2014, when the majority of the students were in third grade. The ECLS-K:2011 provides information on students’ status at school entry, on their transition into school, and… Continue Reading →
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eric.ed.gov har udgivet: This report focuses on the results of the second year of this longitudinal study–the 2014-2015 Georgia’s Pre-K Program Evaluation. The purpose of this evaluation study was to examine initial longitudinal outcomes related to school readiness for children and the quality of their classrooms from pre-k through kindergarten. The primary evaluation questions addressed included: (1) What are the learning outcomes through kindergarten for children attending Georgia’s Pre-K Program; (2) What factors predict better learning outcomes for children; and (3) What is the quality of children’s experiences in pre-k and kindergarten? To address these questions, the evaluation study included a sample of 1,169 children (139 Spanish-speaking dual language learners/DLLs) attending a random sample of 199 Georgia’s Pre-K classrooms in year 1, and 1,034 of these children (118 Spanish-speaking DLLs)… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the 2013-2014 Georgia’s Pre-K Program Evaluation was to examine the learning outcomes for children and the quality of their classrooms during Pre-K, as the baseline year of the Pre-K through third-grade longitudinal study. The primary evaluation questions addressed included: (1) What are the learning outcomes for children attending Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s experiences in Georgia’s Pre-K classrooms? To address these questions, the evaluation study included a random sample of 199 Georgia’s Pre-K classrooms and a sample of 1,169 children attending these classrooms. Researchers conducted individual child assessments near the beginning and end of the Pre-K year to examine growth in children’s skills. The assessment measures covered multiple domains… Continue Reading →
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eric.ed.gov har udgivet: The study examined whether 7th-graders’ knowledge of rational numbers improved when the students’ math teachers participated in related professional development activities. The study analyzed data on about 4,500 students and 200 teachers from approximately 80 schools in 12 districts during the 2007-08 academic year. The study found that students in schools where teachers were offered extensive professional development by the study performed no better on a test of math achievement in rational numbers than students in comparison schools at the end of the 2007-08 academic year. However, the study found a significant positive impact of the professional development on one of the three measures of teacher instructional practices examined. Teachers who were offered the study’s extensive professional development engaged in 1.03 more activities per hour that elicited… Continue Reading →
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eric.ed.gov har udgivet: This executive summary presents results from a study that began in 2013-2014, and involves a longitudinal design to follow a sample of 1,169 children (139 Spanish-speaking DLLs) who attended 199 randomly-selected Georgia’s Pre-K classrooms. These findings focus on results from the second year of the study, which included 1,034 of these children (118 Spanish-speaking DLLs) who were attending kindergarten. Researchers conducted individual child assessments near the beginning and end of pre-k and kindergarten to examine growth in children’s skills, as well as factors associated with greater growth. The assessment measures covered multiple domains of learning, including language, literacy, math, and general knowledge, and teacher ratings of behavior skills. For the DLL subsample, assessments were conducted in both English and Spanish using parallel measures. Researchers also conducted observations… Continue Reading →
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