eric.ed.gov har udgivet: The purpose of this study was to examine the Peer Buddy Program at a high school for students with disabilities (i.e., learning and behavior disabilities) in academic and social achievement. Two specific questions were addressed: Do students with learning and/or emotional/behavioral disabilities, who are participating in the Peer Buddy Program, show improvement in their use of social skills according to self-report, special and general curriculum teacher ratings on a standardized social skill rating scale? and 2) Do students with learning and/or emotional/behavioral disabilities, who are participating in the Peer Buddy Program, show improvement in academic skill use according to past to present year comparisons on grade point averages, and special education informal assessments (Fast Math, System 44, and Acuity)? Student, special and general education teachers’ ratings on… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The National Association of Geoscience Teachers’ Workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing One’s Career has been offered annually since 1999. The five-day workshop with accompanying web resources employs a “whole faculty” approach to support geoscience faculty members during their transition into academic careers. More than 1,000 faculty members (53% female, 47% male) have attended the national workshop; 52% from doctoral-granting institutions, 15% master’s, 28% bachelor’s, and 5% associates. Evidence-based instructional practices are shared and modeled during workshop sessions. Situated learning theory grounds the workshop design and promotes the development of a community of practice. Examination of the 2016 National Geoscience Faculty Survey data using univariate analyses of covariance (ANCOVAs) showed that workshop alumni report… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract International student assessments are used to measure the education system quality in many countries including the United Arab Emirates (UAE). However, student performances in these exams are influenced by a complex array of factors. This study collected interview data from six central officials, three school principals and vice principals, and 12 teachers and subject coordinators in the UAE and found that language and curriculum-related issues were adversely affecting student performances in the Trends in International Mathematics and Science Study (TIMSS) and Program for International Student Assessment (PISA) exams. The student understanding of the content in the exams was connected to their language abilities, and the lack of student ability to apply mathematics and science knowledge was owing to… Continue Reading →
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eric.ed.gov har udgivet: The present study investigates the extent to which a program guided by the principles of critical pedagogy, which seeks to develop “critical consciousness,” is associated with the improved academic performance of students attending a low-performance middle-school in Buffalo, New York. The students were enrolled in an in-school academic support program called the “Community as Classroom”, which used critical project-based learning to show students how to improve neighborhood conditions. The study found that the Community as Classroom program bolstered student engagement as reflected in improved attendance, on-time-arrival at school, and reduced suspensions. Although class grades did not improve, standardized scores, particularly in Math and Science, dramatically improved for these students from the lowest scoring categories. We suspect that given increased student engagement and dramatically improved standardized test scores,… Continue Reading →
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eric.ed.gov har udgivet: Recent evidence on teacher productivity suggests teachers meaningfully influence noncognitive student outcomes that are commonly overlooked by narrowly focusing on student test scores. These effects may show similar levels of variation across the teacher workforce and are not significantly correlated with value-added test score gains. Despite a large number of studies investigating the TFA effect on math and English achievement, little is known about nontested outcomes. Using administrative data from Miami-Dade County Public Schools, we investigate the relationship between being in a TFA classroom and non-test student outcomes. We validate our use of nontest student outcomes to assess differences in teacher productivity using the quasi-experimental teacher switching methods of Chetty, Friedman, and Rockoff (2014) and find multiple cases in which these tests reject the validity of candidate… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The current study investigated the impact of using two cooperative learning strategies on the development of oral English language fluency among Iranian intermediate EFL learners. First, 72 learners studying at a private English language institute were randomly assigned to two experimental groups and one control group, each of equal size (n = 24). An equivalence of language proficiency between the members of the three groups was confirmed with the results from an Oxford Placement Test. Next, all participants undertook an oral fluency pre-test prior to either an eight-week treatment intervention or control phase. Over the eight-week study duration, the two treatment groups were each engaged in different cooperative learning approaches either Numbered heads or Think-pair-share while the control group was… Continue Reading →
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eric.ed.gov har udgivet: Title I students remain among the most challenging population for achieving significant gains in academic performance and standardized test scores. This multi-state, quasi-experimental, pre-versus-post study reflects the comparative Title I gains for math and reading scores for teachers participating in an online, on-demand professional development program school-wide versus non-participating Title I in their respective districts as benchmarks. Average Title I gains in reading were 4.8% (p<0.001) versus 0.1% (ns) in the non-participating Title I schools. For math scores, non-participating Title I schools in the districts saw a decline of 5.9% (p<0.001), while Title I schools participating in the professional development experienced a gain of 7.3% (p<0.001). Conclusions are that significant advantages for Title I students are achieved when teachers participate actively in such a high impact, high… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper investigates how Dutch education professionals and Ghanaian migrant youth frame the impact of young people’s geographical mobility on education. The paper is based on a discourse analysis of policy documentation, semi-structured interviews with education professionals and 20 months of multi-sited ethnographic fieldwork with 30 young Ghanaians (ages 16–25). The analyses show that the relationship between mobility and education has historically been problematized in the Netherlands, now permeating negative framings of mobility adopted by Dutch education professionals. Young Ghanaians, however, envision their mobility and education as positively intertwined. The comparison shows that education professionals and young Ghanaians employ frames that conflict because they draw on distinctly different notions of ‘education’ and because dominant framings produce uncompromising narratives, realities,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The fourth industrial revolution will bring extensive changes in the nature of work. While automation is likely to displace workers, new occupations will be created. Emerging occupations are likely to be disproportionately concentrated in the nonroutine and cognitive category, and require skills that cannot be easily automated. This paper argues that meeting the skill demands of the fourth industrial revolution requires strengthening learnability – the willingness and ability to learn, unlearn, and relearn – among the current and future workforce. The paper provides a summary of the literature on how automation impacts jobs. In this context, the paper considers the implications for workforce development in terms of both skills supply and demand. Specifically, the paper describes emerging trends… Continue Reading →
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eric.ed.gov har udgivet: Improving the quality of teacher preparation is an important national issue, because the quality of teaching plays such a large role in students’ learning. One key indicator of students’ academic success is the competence and capability of their teachers. However, the availability of well-prepared and effective teachers varies widely across the country, even within schools (Clotfelder, Ladd & Vigdor, 2007; Boyd, Grossman, Lankford & Wyckoff, 2006; Rivkin, Hanushek & Kain, 2005). Concerns about the highly variable quality of prospective teachers, coupled with teacher shortages, particularly in math and science-related fields, have generated both alternative pathways for entry into teaching and programs aimed at recruiting talented individuals to become teachers (e.g., Teach for America, Boston Teacher Residency, New York City Teaching Fellows, and the New Teacher Project). This… Continue Reading →
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