Inspiring

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Eric.ed.gov – Inspiring the Next Generation of Innovators: Students, Parents and Educators Speak up about Science Education

Posted on by Troels Gannerup Christensen - Læst 22 gange

eric.ed.gov har udgivet: This report presents the findings from Project Tomorrow’s 2007 Speak Up Survey, informing international discussions about how to improve science learning in the 21st century through an exploration of student, teacher, parent, and school leader attitudes about science education. Project Tomorrow administered its survey in all 50 United States, the District of Columbia, American Department of Defense Schools, Canada, Mexico, and Australia. The top participating states included: Texas, California, Arizona, Illinois, Alabama, Maryland, North Carolina, Pennsylvania, Florida, and Michigan. Project Tomorrow surveyed 319,223 K-12 students, 25,544 teachers, 19,726 parents, and 3,263 school leaders. Respondents were from 3,729 schools and 867 districts. Ninety-seven percent were from public schools; three percent were from private schools. School locations were 32 percent urban, 40 percent suburban, and 29 percent rural. Forty-three… Continue Reading →

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Eric.ed.gov – Inspiring Minds through a Professional Alliance of Community Teachers (IMPACT): Evaluation Results of the Cohort 1 Math and Science Apprentice Teachers. CRESST Report 826

Posted on by Troels Gannerup Christensen - Læst 6 gange

eric.ed.gov har udgivet: This evaluation reports findings from a study of a UCLA teacher education program called IMPACT, Inspiring Minds through a Professional Alliance of Community Teachers. To measure program quality and goal attainment, the evaluation team used a comprehensive, multiple measures approach which included instructional artifacts, classroom logs, measures of pedagogical content knowledge, performance assessments, and teaching attitudes and beliefs. The evaluation team found that math and science teacher apprentices who completed the IMPACT program generally had a positive opinion of the program and applied what they learned in the classroom to their teaching. However, the team also found that the program did not significantly increase the pedagogical content knowledge of teachers nor contribute to substantial changes in teacher instructional strategies across lessons. Differences found in the experience and… Continue Reading →