eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense attention to high quality instructional tasks, use of formative assessments embedded in those tasks, and professional development (PD) that attends to both content knowledge and instruction are essential considerations if teachers are to meet the demands of the CCSS. Experts from the Shell Centre have developed a set of formative assessment lessons (FALs) for high school mathematics teachers to facilitate CCSS-based student mathematics learning and provide teachers with feedback about student understanding and mastery. The tools are designed to target the “instructional core”… Continue Reading →
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eric.ed.gov har udgivet: The Natural Math project was undertaken to encourage parents of Native American and Black preschool and kindergarten children to engage in math activities and games at home. Natural Math also attempted to integrate Seminole culture into math materials. The project originally included only Seminole preschool and kindergarten children. Later, Boley school, located in a rural Black community, petitioned for inclusion. Natural Math activities included: (1) the provision of start-up supplies and other materials to the children and their families; (2) an initial meeting to explain the project and the proper use of the materials; (3) a portable computer lab; (4) a math fair; and (5) the distribution of materials for the summer. After their participation in the project, former Head Start children were tested for verbal, math,… Continue Reading →
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eric.ed.gov har udgivet: This report presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs–a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5. This evaluation seeks to determine whether the enhanced after-school instruction improves math or reading proficiency over what students would achieve in regular after-school programs, as measured by test scores. The evaluation also examines the impacts of the enhanced after-school instruction for subgroups of students based on their prior academic performance and grade level. The evaluation seeks to ascertain whether the enhanced after-school instruction affects other in-school academic behavior outcomes, as measured by reports from regular-school-day teachers of student engagement, behavior, and homework… Continue Reading →
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eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Literacy experts have developed a framework and a set of templates that teachers can use to develop content area modules focused on high quality writing tasks closely tied to subject area texts. Math experts have developed formative assessment lessons (FALs) that teachers can incorporate throughout the year’s curriculum. Across both content areas, the tools target the “instructional core” by raising the level of content; enhancing teachers’ skill and knowledge about instruction, content and formative assessment; and catalyzing student engagement in their learning so that they will achieve at high levels. These tools… Continue Reading →
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eric.ed.gov har udgivet: This paper reports on a project to enrich high school algebra and geometry programs through the use of manipulatives. The evaluation design utilized qualitative and quantitative methodology to determine the effectiveness and impact of training with manipulatives on 40 high school teachers. The final evaluation was based on: (1) review of the program proposal; (2) participation in the planning process for the workshops with the project staff; (3) observation of the methodology of the trainers and provisions for participant involvement in each of the workshop sessions; (4) group discussion of classroom implementation strategies; (5) observation of the use of manipulatives in the participants’ classrooms; and (6) review of participants’ self-reports of student utilization and response to the manipulatives. The project was successful in addressing the stated objectives… Continue Reading →
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eric.ed.gov har udgivet: This is the fourth biennial report to Congress on the implementation of the “Elementary and Secondary Education Act’s” Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information reported by states to the U.S. Department of Education regarding services provided for children served under Title III to ensure that all limited English proficient (LEP) students attain English proficiency and are achieving in reading or language arts and in mathematics at the same high level set by the states for all students. Under the State Formula Grant Program, states also are accountable for the education of immigrant children and youth. In this report, the U.S. Department of Education presents data reported by the 50 states, the District of… Continue Reading →
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eric.ed.gov har udgivet: In response to the recession that began in 2007, the U.S. Congress passed, and President Barack Obama signed into law, the American Recovery and Reinvestment Act of 2009 (Pub. Law 111-5). At an estimated cost of $831 billion, this economic stimulus package sought to save and create jobs, provide temporary relief to those adversely affected by the recession, and invest in education, health, infrastructure, and renewable energy. States and school districts received $100 billion to secure teachers’ jobs and promote innovation in schools. This funding included $3 billion for School Improvement Grants (SIG), one of the Obama administration’s signature programs and one of the largest federal government investments in an education grant program. The SIG program awarded grants to states that agreed to implement one of four… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: The Implementation of a Multiple Intelligences Teaching Approach: Classroom engagement and physically disabled learners Link til kilde
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eric.ed.gov har udgivet: The purpose of this 4-year efficacy trial, funded by IES under the Mathematics and Science Education topic, is to study the efficacy of a (Tier 1) core kindergarten math curriculum, “Early Learning in Mathematics” (ELM), when implemented under rigorous experimental conditions. In the first year of this study (2008-09), kindergarten classrooms were randomly assigned, blocking on schools, to treatment and control conditions in two districts in Oregon. There are two primary purposes of this presentation. The first is to briefly present impact findings from the first year of the 4-year study. The second focus of the presentation will be to discuss procedural fidelity and variations in the quality of implementation of the intervention. The focus of the discussion will be on the nature of the association between… Continue Reading →
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eric.ed.gov har udgivet: This report describes the implementation of policies and initiatives supported by Title I and Title II-A of the federal Elementary and Secondary Education Act (ESEA) during the 2013-14 school year. Title I is one of the U.S. Department of Education’s largest programs, accounting for $15 billion in the 2016 federal budget. Historically, Title I has provided financial assistance to schools and districts with a high percentage of students from low-income families to help increase these students’ achievement. Title II-A of ESEA (Improving Teacher Quality State Grants) likewise provides substantial federal resources to support the education of low-income students, focusing specifically on improving educator quality. Title II-A funds may be used for teacher recruitment and retention, professional development, mentoring, induction, or class-size reduction. State grants under Title II-A… Continue Reading →
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