eric.ed.gov har udgivet: Students who have more effective teachers are more likely to attend college, earn a higher salary, and live in higher socioeconomic neighborhoods (Chetty, Friedman, & Rockoff, 2012). As such, teacher effectiveness is critically important, and identifying teachers who demonstrate high potential for growth in their first year of teaching could be a real asset to the districts in which they teach. The purpose of this project is to determine which teachers seem to measurably improve their instructional practice over the course of their first-year, measured via a series of observations conducted by normed observers using a common rubric. Data came from 965 first-year teachers recruited and trained by alternative certification programs in 15 geographic regions: Delaware; Baltimore; Washington, DC; Chicago; Charlotte; Nashville; Memphis; Texas (Fort Worth, Dallas,… Continue Reading →
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eric.ed.gov har udgivet: In the wake of Hurricane Katrina, the number of charter schools in New Orleans has rapidly expanded. During the 2012/13 school year–the period covered by this study–of the 85 public schools in New Orleans, 75 were chartered, enrolling more than 84 percent of all public school students in the city in 92 different school campuses. This study explored organizational, operational, and instructional features of New Orleans charter schools serving grades 3-8 that are potential indicators of student achievement growth in English language arts (ELA), math, and science. The organizational characteristic of kindergarten provided as an entry grade was associated with higher levels of [value-added measures] VAM on the ELA test. The operational characteristic of an extended school year also was associated with higher levels of ELA VAM.… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to investigate the relationship between the TVAAS growth score given by the Tennessee Department of Education and the overall Tennessee Educator Assessment Model (TEAM) observation rating for teachers in grades 3 through 8. The participating county public school system for this study is located in Northeast Tennessee. Participants were teachers in the school system teaching Math, English/Language Arts, Science, and Social Studies in grades 3 through 8 in 10 elementary schools, 6 middle schools, and 2 K-8 schools. Specifically, this research examined the relationship between the TEAM observation scores and overall TVAAS growth score given to the teacher from the Tennessee Department of Education based upon yearly-standardized test scores. Research reinforced mixed views about the validity and purpose of teacher evaluation… Continue Reading →
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eric.ed.gov har udgivet: Profile analyses were used to investigate differences in the self-efficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers’ self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such as preparation in their teaching domain. (Contains 3 tables and 4 figures.) Link til kilde
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eric.ed.gov har udgivet: Aware of the challenges set before the Houston Independent school District by rapid growth in the numbers of English learner students, and a critical shortage of teachers with bilingual certification for more than a decade, members of Regional Educational Laboratory Southwest’s English Learners Research Alliance sought information that districts can use when recruiting teachers and assigning them to schools and classrooms that serve large numbers of English learner students. To respond to this need, this study examined the relationships between teacher certification and growth in math and reading achievement and English proficiency among English learner students using data from the Houston Independent School District and the Texas Education Agency. The study assessed whether a teacher’s certification type–bilingual or English as a second language–and certification route–additional exam (adding… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Asynchronous exponential growth for a two-phase size-structured population model and comparison with the corresponding one-phase model Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Analysis of a time-delayed mathematical model for tumour growth with an almost periodic supply of external nutrients Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT This study shows value-added models (VAM) and student growth percentile (SGP) models fundamentally disagree regarding estimated teacher effectiveness when the classroom distribution of test scores conditional on prior achievement is skewed (i.e., when a teacher serves a disproportionate number of high- or low-growth students). While conceptually similar, the two models differ in estimation method which can lead to sizable differences in estimated teacher effects. Moreover, the magnitude of conditional skewness needed to drive VAM and SGP models apart… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. School districts and state departments of education frequently must choose among a variety of methods to estimate teacher quality. This article investigates the consequences of some of these choices. We examine estimates derived from student growth percentile and commonly used value-added models. Using simulated data, we examine how well the estimators can rank teachers and avoid misclassification errors under a variety of assignment scenarios of teachers to students. We find that growth percentile measures perform worse than value-added measures… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. We compare teacher evaluation scores from a typical value-added model to results from the Colorado Growth Model (CGM), which 16 states currently use or plan to use as a component of their teacher performance evaluations. The CGM assigns a growth percentile to each student by comparing each student’s achievement to that of other students with similar past test scores. The median (or average) growth percentile of a teacher’s students provides the measure of teacher effectiveness. The CGM does not… Continue Reading →
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