eric.ed.gov har udgivet: High school graduation is a critical milestone for students as it has implications for future opportunity and success on both individual and societal levels. In Puerto Rico recent changes in how high school graduation rates are calculated have drawn closer attention to the issue of high school graduation and thus a growing interest in understanding the relationship between Puerto Rico’s high school characteristics and graduation rates. This report presents findings from a correlational study of high school characteristics and high school graduation in Puerto Rico. Using data from the Puerto Rico Department of Education and publicly available data about the cohort of grade 10 students who entered Puerto Rico high schools during the 2010/11 school year, the study analyzed the correlation between graduation rates and two types… Continue Reading →
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eric.ed.gov har udgivet: Factors influencing the learning of mathematics in the linguistically diverse classroom are examined, drawing on the literature of mathematics and science instruction and of multicultural education. Teachers are encouraged to be aware that several linguistic, cultural, and cognitive factors affect the learner’s academic performance, and to use linguistically and culturally sensitive instructional methods and activities to ensure success in math. First, a rationale for multicultural math instruction is presented, and then the relationship between language and math is examined in terms of the specific needs of limited-English-proficient students. Finally, some pedagogical implications and recommendations for classroom activities are offered. The latter include word problems that encourage repetitive language use, concrete and sensory experiences, cooperative activities that encourage interpersonal contact and problem-solving, writing and rewriting math problems, and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: In this conceptual paper, we contribute to the discussion of pedagogical content knowledge (PCK) in physical education and physical education teacher education (PETE). There are two main limitations in the work inspired by Shulman’s [1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–21] concepts content knowledge (CK) and PCK. First, CK is exclusively interpreted as knowledge in and about movement, and excludes knowledge through movement. Second, contemporary understandings of CK and PCK have been mainly from a behaviour analytic perspective. By only adopting a behavioural perspective of CK, i.e. a perspective which aims to change students’ behaviours without necessarily changing knowledge or understanding, pre-service teachers are unlikely to reflect on context… Continue Reading →
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eric.ed.gov har udgivet: Over 2000 teachers in the state of Washington received reduction-in-force (RIF) notices in the past two years. The authors link data on these RIF notices to a unique dataset that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF notice. They find a teacher’s seniority is the greatest predictor, but (all else equal) teachers with a master’s degree and teachers credentialed in the “high-needs areas” of math, science, and special education were less likely to receive a RIF notice. Value-added measures of teacher effectiveness can be calculated for a subset of the teachers and these show no relationship between effectiveness and the likelihood of receiving a RIF notice. Finally, simulations suggest that a very different… 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. This paper describes the current state of natural language processing (NLP) as it applies to corporate reporting. We document dramatic increases in the quantity of verbal content that is an integral part of company reporting packages, as well as the evolution of text analytic approaches being employed to analyse this content. We provide intuitive descriptions of the leading analytic approaches applied in the academic accounting and finance literatures. This discussion includes key word searches and counts, attribute dictionaries, naïve… Continue Reading →
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eric.ed.gov har udgivet: The 2010 report from the National Research Council on teacher education programs in the United States, “Preparing Teachers: Building Evidence for Sound Policy,” reported that “the empirical evidence on effective teacher preparation [is] nearly nonexistent” (p. 99). The publication later that year of two major studies, one on the preparation of mathematics teachers and the other on teacher preparation in early literacy, marked the first use of nationally representative data to begin to answer important questions concerning teacher preparation in the U.S. In June 2011, the Education Policy Center (EPC) at Michigan State University convened an audience of scholars and policymakers from across the country to discuss the results of the two studies, “Breaking the Cycle: An International Comparison of U.S. Mathematics Teacher Preparation, Initial Findings from… Continue Reading →
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eric.ed.gov har udgivet: African American women are underrepresented in STEM (science, technology, engineering and math) fields (Catsambis, 1994). The socialization and “under-education” of African American female students engenders ideas of inferiority, while the presence of an inferior race, sex and class, in one body, may produce an ideology of mediocrity. Data findings from NCES (national center for education statistics), College Board, the 2008-2009 Baccalaureate and beyond longitudinal study reaffirm African American girls’ weakness in math and science (NCES, 2009, 2011; College Board, 2011). To prevent African American female students from accepting societal beliefs that blame disparities in math and science on racial or gender inferiorities, recommendations encourage teachers to re-educate this group of girls by employing culturally relevant teaching practices that will undermine gender and racial biases within the classroom.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as “market relevance”… Continue Reading →
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eric.ed.gov har udgivet: A large number of students in American public schools attend rural schools. In this paper, the authors explore rural science, technology, engineering, and math (STEM) education and the issues associated with STEM education for students, teachers, and parents in rural communities. Characteristics of rural STEM education are examined to highlight unique considerations for this context. The authors conclude with the recommendation that more research is needed that specifically addresses rural STEM education. Link til kilde
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eric.ed.gov har udgivet: U.S. Federal and state education policies place considerable emphasis on assessing the effects that schools and teachers have on student test score performance. It is important for education policy makers to also consider other factors that can affect student achievement. This study finds that an exogenous school factor, discontinuous health insurance coverage, leads to a deficit in math achievement over time. A sample of Yuma County, Arizona public school students who experienced an illness or injury and whose health insurance coverage status was known were selected for inclusion into the study over five consecutive school years (1999-2003). The longitudinal math achievement trajectory of students who had private health insurance coverage was compared to students who had discontinuous coverage. Net of a student’s poverty status and other background… Continue Reading →
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