eric.ed.gov har udgivet: This report examines the impact of content-intensive Professional Development (PD) on teachers’ math content knowledge, their instructional practice, and their students’ achievement. The study’s PD had three components, totaling 93 hours. The core of the PD was “Intel Math,” an intensive 80-hour workshop delivered in summer 2013 that focused on deepening teachers’ knowledge of grades K-8 mathematics. Two additional PD components totaling 13 hours were delivered during the 2013-14 school year: the “Mathematics Learning Community,” a series of five 2-hour collaborative meetings focused on analyzing student work; and “Video Feedback Cycles,” a series of three one-on-one coaching sessions where teachers’ lessons were observed and critiqued. The purpose of these two components was to reinforce the math content in Intel Math and help teachers apply the content to… Continue Reading →
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eric.ed.gov har udgivet: This study explored the connections between teacher leadership and a professional development model focused on problem-solving, Math Teachers’ Circles (MTC). Surveys were completed by 213 MTC participants resulting in three years of data across multiple sites. A mathematics education leadership framework provided a data analysis tool. Findings suggested MTCs did impact participant teacher leadership, as survey results attended to all three areas of leadership from the analysis framework. [For the complete proceedings, see ED583989.] Link til kilde
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eric.ed.gov har udgivet: Improving math achievement among U.S. students remains a high priority as results from recent math assessments continue to show room for improvement. For example, 60 percent of fourth-graders scored below the proficient level on the 2015 National Assessment of Educational Progress. On the most recent Program for International Student Assessment’s math problem-solving test, U.S. 15-year-olds outperformed students in only 6 of the 34 participating countries. In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students’ understanding of mathematical concepts. Teachers may thus benefit from professional development (PD) that deepens their own conceptual understanding of math. Elementary school teachers may especially benefit from content-focused PD because they are less likely to formally study math in college than secondary… Continue Reading →
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eric.ed.gov har udgivet: Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students’ mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary mathematics methods course. The data were collected from several semester groups. The instruments used were the Mathematics Teaching Efficacy Beliefs Instrument, interview data, and observation data collected during the clinical experience. The focus of this study was to compare the changes in teacher self-efficacy following a methods course that emphasized hands-on mathematics instruction with manipulatives by means of the 5E instructional format. The results of the paired-samples t-test indicated that there was a significant difference in the preservice elementary teachers’ self-efficacy… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This column examines the growth and impact of open access (OA) with emphasis on a UK/European perspective. It considers the various colors of OA and the impact on authors, institutions, and funders and speculates on the future of traditional academic publishing. The author considers the pros and cons of a variety of OA methods—including the so-called guerrilla OA services and sites—and discusses the current mandates in place for the UK’s upcoming Research Excellence Framework exercise, which will report back on the research outputs produced in universities between 2014 and 2020. Link til kilde
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eric.ed.gov har udgivet: Both anecdotal and systematic evidence points to the importance of teachers for students’ long-run success. Previous research on effective teachers has focused almost exclusively on student test score gains in math and reading. For this study we are able to link middle and high school teachers to the class-attendance of students in their classrooms, and to create measures of teachers’ contributions to student attendance. Student absence is a growing concern for policy makers. On average, secondary students in the United States are absent from school three weeks per year (Snyder & Dillow, 2013), and even when they are in school, they miss many classes. We find systematic variation in teacher effectiveness at reducing class absences. These differences across teachers are as stable as those for student achievement.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Objective: To test the items, identified through qualitative inquiry that might form the basis of a new Malocclusion Impact Questionnaire (MIQ) to measure the oral health-related quality of life (OHQoL) of young people with malocclusion. Methods: Piloting with 13 young people reduced the number of items from 37 to 28. Cross-sectional testing involved a convenience sample aged 10–16 years, attending the Orthodontic Department of the Charles Clifford Dental Hospital, Sheffield. The fit and function of the initial MIQ questions were examined using item response theory. Results: 184 participants (113 females; 71 males) completed a questionnaire (response 85%), seven participants were excluded due to missing responses. The mean age of participants was 12·9 years (SD 1·4) and they had a… Continue Reading →
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eric.ed.gov har udgivet: It is widely believed that the teacher is one of the most important factors influencing a student’s success at school. In many countries, teachers’ salaries and promotion prospects are determined by their students’ performance. Value-added models (VAMs) are increasingly used to measure teacher effectiveness to reward or penalize teachers. The aim of this paper is to examine the relationship between teacher effectiveness and student academic performance, controlling for other contextual factors, such as student and school characteristics. The data are based on 7543 Grade 8 students matched with 230 teachers from one province in Turkey. To test how much progress in student academic achievement can be attributed to a teacher, a series of regression analyses were run including contextual predictors at the student, school and teacher/classroom level.… Continue Reading →
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eric.ed.gov har udgivet: This study aimed to investigate how teachers’ certification status, experience in instruction, and teachers’ efficacy beliefs for teaching lower secondary students in mathematics are related to differentiated instruction practices. A total of 42 mathematics teachers and 27 special education teachers answered an electronic questionnaire regarding mathematics teaching efficacy beliefs and their frequency of use of differentiation practices. The results indicated that teachers’ efficacy beliefs were related to differentiation in content, flexible examination models, and co-teaching. Neither certification status nor teacher experience in instruction was related to the frequency of use of differentiation practices. As teacher efficacy beliefs seem to have an effect on the use of differentiation practices, and especially on co-teaching, it should be important for teacher education to focus on developing pre-service teachers’ efficacy beliefs… Continue Reading →
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eric.ed.gov har udgivet: Many school districts and states have long encouraged teachers to pursue graduate education. Teachers are frequently permitted to use graduate credits for recertification (Hill, 2007), and teachers with graduate degrees generally earn a higher salary or receive an annual stipend (Miller & Roza, 2012). Advocates have argued that graduate education may improve teacher effectiveness (e.g., Harris & Sass, 2011) and raise the status of the teaching profession (e.g., Sahlberg, 2015). The purpose of this brief is to examine the prevalence of graduate degrees among teachers in the United States and to summarize research on the relationship between teacher educational attainment and student achievement. Main findings include: (1) Among early childhood, primary, middle, and junior high school teachers, those with a master’s degree do not have a larger… Continue Reading →
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