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Eric.ed.gov – Impacts of a Discussion-Based Academic Language Program on Classroom Interactions in 4th through 7th Grades

eric.ed.gov har udgivet: This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and social studies classes. Previous research found significant positive effects of WG on classroom discussion quality, and this study extends that work by examining whether specific classroom interactions that are integral to the WG program, such as those promoting analysis and inquiry or engaging adolescent perspectives, are higher quality in WG classrooms as compared to control classrooms. As part of the Institute of Education Sciences funded project “Catalyzing Comprehension through Discussion and Debate” (CCDD), the data for this study were… Continue Reading

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Eric.ed.gov – The Influence of Testing on Teaching Math and Science in Grades 4-12.

eric.ed.gov har udgivet: This booklet reports the results of a recent National Science Foundation study of the impact of mandated testing programs on curriculum and instruction in elementary and secondary mathematics and science education, especially the impact on teachers with large percentages of minority students. The study included three strands: (1) an item-by-item analysis of the most widely-used standardized tests and textbook tests in mathematics and science for grades 4, 8, and selected high school subjects; (2) a nationwide questionnaire survey responded to by 2,229 mathematics and science teachers in grades 4-12; and (3) interviews with 200 teachers and 100 administrators in 6 urban districts in 6 states nationwide. Included is a figure titled “Percent of items testing types and levels of thinking” and two tables titled “Percent of teachers… Continue Reading

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Eric.ed.gov – Supporting Early Grades Student Achievement: An Exploration of RTI[superscript 2] Practices. Tennessee RTI[superscript 2] Model

eric.ed.gov har udgivet: Almost half of Tennessee’s students are not on grade level in reading and math by the time they complete third grade, and very few of those students achieve proficiency in later grades. To combat this trend and support the skill development and academic achievement of all students, Tennessee has adopted a framework for addressing individual learning needs called Response to Instruction and Intervention (RTI[superscript 2]). RTI[superscript 2] promotes the use of research-based, high-quality instruction and interventions and provides an integrated, seamless model that supports student progress at every level. Statewide implementation of RTI[superscript 2] occurred in elementary schools in 2014-15. According to educator reports, elementary schools have embraced the RTI[superscript 2] framework, incorporating its key components into their daily routines. Despite schools’ concerted efforts to implement RTI[superscript… Continue Reading

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tandfonline.com – Middle Grades Mathematics Teachers’ Mixed Perceptions of Content-Focused Professional Development

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The purpose of this study was to understand how and why middle grades mathematics teachers did or did not fully participate in sustained, content-focused professional development. Qualitative data were collected from middle grades teachers who demonstrated varying levels of participation. The teachers identified opportunities to engage in novel ways with mathematics content as effective in improving their own mathematics understanding and, consequently, their own instruction. Participants who were more critical of the professional development felt the mathematics content was often beyond their specific grade-level. Factors identified as affecting teachers’ participation in the training included administrative support and school-related responsibilities. Offering content-focused professional development designed to reflect the structures and characteristics established in research to most effectively provide teachers… Continue Reading

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Eric.ed.gov – Impact of School-Wide Positive Behavior Supports on Student Behavior in the Middle Grades

eric.ed.gov har udgivet: Research shows that school-wide positive behavior supports (SWPBS) can be an effective alternative to traditional reactive, punitive approaches to problem behavior. However, few studies examine the use of the approach as part of a comprehensive school improvement process involving academic as well as behavioral goals, particularly with regard to use of data-driven decision making and data teams. This article describes the efforts of a low-performing middle school in establishing preventative measures and interventions within such a framework. Results indicate a reduction in teacher discipline referrals and student suspensions, including those involving students with disabilities and statistically significant improvement on 30 of 47 items of a school climate and student resiliency survey. In addition, school scores on state mastery tests in both reading and math improved by 25%… Continue Reading

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tandfonline.com – “You’re Not an Island”: A Middle Grades Language Arts Teacher’s Changed Perceptions in ESL and Content Teachers’ Collaboration

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Building on previous studies of ESL and content teachers’ collaboration, this qualitative case study relied on Davies and Harré’s positioning theory as a theoretical lens to examine the influences that collaboration between an ESL teacher and a language arts teacher had on the language arts teacher’s approach to planning for and teaching ESL students. Data collection included three audio recorded semi-structured interviews, two video recorded collaborative planning sessions, two reflective journals written by the language arts teacher, document analysis of the created lesson plan documents, and field notes. The findings showed that the language arts teacher changed her perceptions about the content teacher’s role, lesson plan design, and her views about ESL students while working in collaboration with… Continue Reading

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tandfonline.com – Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Articulations of effective teacher professional development (PD) consistently foreground a focus on curriculum content and how best to teach it. Consequently, when teachers work together on pedagogy they typically work with colleagues who have similar specialisations, focusing on a specific subject or part of the curriculum. Arguably, however, pedagogical practices cut across grades and subjects, which signals the possibility of effective PD that includes diverse teachers. In this paper, we analyse the impact of a pedagogy-focused approach to PD called Quality Teaching Rounds (QTR), recently tested under randomised controlled trial conditions. Drawing on post-intervention interviews with 96 teachers and leaders at 24 schools in NSW, Australia, we demonstrate that QTR generated fresh insights about pedagogy and students, enhanced… Continue Reading

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tandfonline.com – Hands-Joined Learning as a Framework for Personalizing Project-Based Learning in a Middle Grades Classroom: An Exploratory Study

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study investigates the hands-joined learning framework as an approach to personalize and provide instructional scaffolding within project-based learning. The authors include a case description of hands-joined learning in a middle school social studies classroom and critically examine middle school student feedback in relation to two aims: (a) personalizing learning, and (b) providing adequate scaffolding. Student feedback indicated that the hands-joined learning project was largely successful in these two areas. Learners appreciated having choice and control in what they learned and created in the project but also pointed to the need for greater opportunities to make decisions in how they learned. Some learners also wanted more peer interaction. These findings are used to propose practical implications as well… Continue Reading

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Eric.ed.gov – Oregon MESA: Improving Grades in Science and Mathematics

eric.ed.gov har udgivet: Oregon Mathematics, Engineering, Science Achievement (MESA) focuses its afterschool programs with middle and high school students on inventions that address key problems in developing countries, such as sustainable lighting, water transportation, water filtration, and prosthetics. With the support of a grant from the Oregon Community Foundation, MESA expanded its afterschool program to four Salem-Keizer Public Schools middle schools in the 2014/15 and 2015/16 school years. The goal of this expansion was to help underrepresented minority and low income students achieve scholastic success, leadership skills, and social support for college enrollment through (1) afterschool STEM (science, technology, engineering and math) programs led by teachers from the school served; (2) science and technology competitions; (3) family involvement and advocacy; and (4) mentorship by local college students. At the request… Continue Reading

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Eric.ed.gov – Selected Standards from the Common Core State Standards for Mathematics, Grades K-3: My Reasons for Not Supporting Them

eric.ed.gov har udgivet: The Common Core State Standards, standards in literacy and math for K-12 that have been adopted in more than forty states, are intensifying the academic pressures on young learners. In general, these standards do not reflect how young children learn and are not developmentally appropriate. The author of this essay shows that selected Common Core math standards for Kindergarten-Grade 3 are not grounded in the large body of research on how children learn mathematics. Young children cannot ordinarily grasp mathematical concepts as early as the standards require. To meet the Common Core State Standards, teachers will be forced to teach ideas that sail over children’s heads. Children will learn “verbalisms,” memorizing statements they do not understand. They will learn to accept answers on the basis of what… Continue Reading