eric.ed.gov har udgivet: The 1989 Charlottesville Education Summit of the nation’s governors resulted in the National Education Goals which describe six priorities (readiness for school; high school completion; student achievement; world leadership in science and math; adult literacy; and safe, disciplined, and drug free schools) for public schools to achieve by the year 2000. As originally written, the goals did not include a distinct role for higher education nor did they acknowledge the importance of teachers to their success. Policy makers have begun to address the omission and have proposed an additional goal that calls for teachers to “have access to programs for the continued improvement of professional skills.” This digest highlights initiatives taken by the teacher education community in support of achieving the goals. For example, the American Association… Continue Reading →
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eric.ed.gov har udgivet: This book offers guidelines for elementary school teachers for making adaptations in reading and mathematics instruction for students with mild disabilities in the general education classroom. Following an introductory chapter, Chapter 1 presents eight principles for materials adaption organized according to the acronym FLEXIBLE: F-feasible (adaptations must be feasible in the classroom), L-lively (adaptations must be lively and fun), E-eliminated (adaptations must have the goal of being eventually faded out), X-explicit (adaptations must have a definite explicit purpose), I-intentional (adaptions should be part of a comprehension individualized plan), B-beneficial (adaptations should benefit the student with disabilities without detracting from the learning of other students), L-limelight (adaptations do not place undue attention on the student with disabilities), and E-evaluated (adaptations should be evaluated on an ongoing basis). Chapter… Continue Reading →
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eric.ed.gov har udgivet: In the spring of 1990, over 9,000 4th-, 8th- and 12th-grade students (only 6 percent of all students in Massachusetts) were assessed using open-ended mathematical, scientific, social studies, and reading concepts. Beginning with the Massachusetts Educational Assessment Program for 1992, open-ended questions will be administered to all students and will contribute to school and district scores. This series of reports describes the results of these assessments to communicate levels of student achievement throughout the state, familiarize teachers and administrators with the types of questions that will be included on the next assessment; and improve assessments taking place within classrooms by providing models that teachers can adapt to their own evaluations of students’ knowledge, understanding, and abilities. Fifteen handouts for grade 4, 17 handouts for grade 8, and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This paper provides an analysis of how Swedish 15-year-olds perform on the high-stakes national assessments in geography. It explicitly addresses which item characteristics produce differential item functioning (DIF) in favor of boys and girls respectively. The findings show that DIF occurs in favor of girls in items with constructed response and primarily with content on the social dimension of sustainable development (SD), while boys are more favored by content outside the field of SD. The conclusions drawn are that content that reaches higher levels of Bloom’s taxonomy favors girls, especially when the subject content concerns SD. This is important when analyzing the teaching and examination of sustainability issues in school. Link til kilde
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eric.ed.gov har udgivet: The hearing reported in this document focuses on mathematics and science education at the K-12 grade levels. The hearing includes the opening statements of Representative Sherwood Boehlert, Chairman, Committee on Science, U.S. House of Representatives and Representative Ralph Hall, Ranking Minority Member, Committee on Science, U.S. House of Representatives. Witnesses include Ms. Julia Anne Lewis, Elementary Mathematics Teacher, Academy School, Brattleboro, Vermont; Mr. Jonathan Brenner, Former Middle School Science Teacher, Eleanor Roosevelt Intermediate School 143, Washington Heights, New York; Ms. Felicity Messner Ross, Secondary Mathematics Teacher, Robert Poole Middle School, Baltimore, Maryland; Mr. Michael Stephen Lampert, Secondary Science Teacher, South Salem High School, Salem, Oregon and Representative Sheila Jackson Lee, Member, Committee on Science, U.S. House of Representatives. The appendix includes the opening statements by Congressman Ken… Continue Reading →
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eric.ed.gov har udgivet: Maine was the first state to put laptops in the hands of an entire grade of students. This interpretive case study of two middle school science-math teachers was driven by the general question: Given ubiquitous computing, how do teachers use computers in constructing curriculum and delivering instruction? Specifically, the researchers sought to examine the facilitators and barriers for teachers in using laptops in the classroom. Using qualitative methods, the researchers collected data during the first year of the Maine Learning Technology Initiative (MLTI). Differential effects of one-to-one computing on each teacher were found along two dimensions: the effect of technical technological issues, and the educational effect of technology policies. For both teachers, the effects were deeply altered by the teachers’ beliefs about teaching and learning, which in… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The present study examined the 2015 Trends in International Mathematics and Science Study “Advanced” data to examine how the educational credentials of maths teachers and other teacher characteristics were related to attitude towards advanced mathematics and perceptions of engaged teaching among 12th-grade students enrolled in advanced mathematics courses in the U.S. As attitudinal outcomes in this study, two measures of attitude towards mathematics were employed – the Students Like Learning Advanced Mathematics scale and the Students Value Advanced Mathematics scale, and one measure of student perception of engaged teaching – the Students’ Views on Engaging Teaching in Advanced Mathematics Lessons. A set of multilevel regression analyses were conducted predicting each of these aforementioned outcomes. No statistically significant effects… Continue Reading →
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eric.ed.gov har udgivet: This study examines the effects of Connected Mathematics Project 2 (CMP2) on grade 6 student mathematics achievement and engagement using a cluster randomized controlled trial (RCT) design. It responds to a need to improve mathematics learning in the Mid-Atlantic Region (Delaware, Maryland, New Jersey, Pennsylvania, and Washington, DC). Findings reveal that the type of instructional activity taking place in intervention schools differed from that in control schools, and the activity observed in intervention schools was the type expected when implementing CMP2. Sixty-four percent of intervention teachers reported implementing the curriculum at a level consistent with the publishers’ recommendations on the number of units completed per school year (six), and 68 percent of them reported implementing the curriculum consistent with the recommended amount of class time per week.… Continue Reading →
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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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eric.ed.gov har udgivet: Between 2000 and 2009, the Hispanic population more than doubled in 25 of 67 Pennsylvania counties. Over the same period, the Hispanic student population in Pennsylvania schools also rose, from 4 percent to 8 percent (Pennsylvania State Data Center 2011). The focus on Hispanic students’ level of academic achievement rose along with this rapid population growth. Recent research reveals that, although the achievement gap between ethnic subgroups at the national level has been shrinking over the past five years, the gap remains wide (Aud et al. 2010). This is also the case and a matter of concern in Pennsylvania. Research has identified several student-level factors associated with academic achievement among ethnic minority students, including gender and socioeconomic status (Freeman 2004; McGraw, Lubienski, and Strutchens 2006; Pong 2010);… Continue Reading →
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