tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Implementing Aistear – the Early Childhood Curriculum Framework Across Varied Settings: Experiences of Early Years Educators and Infant Primary School Teachers in the Irish Context Link til kilde
eric.ed.gov har udgivet: States are in a crucial phase of implementing the Common Core State Standards (CCSS), which outline the knowledge and skills that students in grades kindergarten through 12 are expected to learn in mathematics and English language arts (ELA) to be prepared for college and careers. As of July 2013, 45 states and the District of Columbia have adopted these voluntary, state-developed standards in both subjects, and an additional state, Minnesota, has adopted the CCSS in ELA only. To learn more about states’ strategies, policies, and challenges in this third year of implementing the CCSS, the Center on Education Policy (CEP) at The George Washington University conducted a comprehensive survey of deputy superintendents of education or their designees in February through May of 2013. Forty states responded, including… Continue Reading
eric.ed.gov har udgivet: In December 2015, President Barack Obama signed the Every Student Succeeds Act (ESSA), which replaced No Child Left Behind (NCLB), as the nation’s major law governing public schools. ESSA retains the requirement that states test all students in reading and math in grades three through eight and once in high school, as well as the requirement that states ensure those tests align with states’ college- and career-ready standards. However, the law makes significant changes to the role of tests in state education systems. For example, ESSA requires states to include a broader set of factors in school accountability systems rather than just test scores; provides funding for states and districts to audit and streamline their testing regimes; and allows states to cap the amount of instructional time… Continue Reading
eric.ed.gov har udgivet: A project was undertaken to implement the employability, reading, and math skills of disadvantaged students in vocational education. Included in the project were the following activities: (1) field tests, evaluation, and dissemination of a mathematics skills curriculum guide for disadvantaged learners; (2) field tests and revision of guidelines for establishing, operating, and evaluating co-op and mainstream programs for the disadvantaged; and (3) implementation of a series of small-group workshops for teachers of disadvantaged students on implementing employability, reading, and mathematics skills in vocational programs. Separate mathematics, employability, and reading skills curriculum guides and an administrator’s manual for planning, developing, and implementing mainstream, self-contained, or co-op programs for the disadvantaged were developed during the course of the project. An independent review by a third-party evaluator indicated that all… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Thriving in the New Normal: How COVID-19 has Affected Alternative Learners and Their Families and Implementing Effective, Creative Therapeutic Interventions Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Defining and implementing social integration: a case study of school leaders’ and practitioners’ work with newly arrived im/migrant and refugee students Link til kilde
eric.ed.gov har udgivet: California’s shift towards continuous improvement in education makes understanding how districts and schools can learn to improve a more pressing question than ever. The CORE Improvement Community (CIC), a network of California school districts engaged in learning about improvement together, is an important testing ground to learn about what this work entails. This report continues drawing lessons from the CIC’s second year as its districts work together towards a common aim: to improve the mathematics achievement of African American and Latinx students in Grades 4-8. The CIC applies a specific continuous improvement approach, called improvement science, to support teams in reaching the aim. Improvement science, unlike many approaches to reform, is not a specific “program” designed to fix educators’ performance in a particular aspect of their work… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract This editorial serves as an introduction to the Special Issue on Implementing Mastery Grading in the Undergraduate Mathematics Classroom. We provide a broad introduction to mastery grading and describe articles in this special issue that provide a wide range of implementations of mastery grading in a variety of undergraduate mathematics classrooms. We conclude by identifying additional resources available to new practitioners, and describing ideas for future work related to mastery grading. We hope this special issue will serve as a resource for both experienced practitioners and those who wish to begin using mastery grading. Link til kilde
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 Undergraduate biology education has changed over the past decade, incorporating an iterative and evidence-based approach. Many educational assessments have confirmed the effectiveness of integrating authentic research and open-ended inquiry into introductory biology courses, demonstrating a significant positive impact on students’ learning and attitude towards STEM majors. Despite these findings, only a handful of Biology instructors in 2-year colleges adopt this approach, and when adopted, most activities constitute a small fraction of these courses. Finding a feasible, sustainable, semester-long,… Continue Reading
eric.ed.gov har udgivet: The product of a project conducted in Massachusetts to apply the National Council of Teachers of Mathematics’ (NCTM) “Curriculum and Evaluation Standards for School Mathematics” to adult basic education (ABE) learning environments, this volume is a collection of teacher-researchers’ essays on field-based application of the adapted standards. The following essays are included: “Can the Fear of Manipulatives Be Overcome?” (Debra Richard); “Making Connections in Math and Science” (Karen DeCoster); “‘It’s Not through the Book’” (Leonora E. Thomas); “Exploring the Metric System in a Workplace Education Class” (Judith Sulzbach); “Non-Traditional Problems in the Forefront” (Marilyn Moses); “Learning to Learn. How Long Does It Take?” (Leslie Arriola); “Manipulatives vs. Rote Memory” (Margaret Fallon); “When You Have a Problem, Use Your Head (…and Your Instinct)” (Thomson Macdonald); “‘They Never Asked… Continue Reading
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