eric.ed.gov har udgivet: This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, “Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research”. Based on the findings of this report, seven effective instructional practices were identified for teaching mathematics to K-12 students with learning disabilities. It describes these practices and, incorporating recommendations from “The Final Report of The National Mathematics Advisory Panel” as well, specifies research-based recommendations for students with learning disabilities and for students who are experiencing difficulties in learning mathematics but are not identified as having a math learning disability. [To access “The Final Report of The National Mathematics Advisory Panel” see (ED500486) This publication was created by Instructional Research Group.] Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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eric.ed.gov har udgivet: More than half of community college courses are taught by part-time faculty. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. We find that part-time faculty have negative effects on student subsequent enrollments. These negative effects are driven by results in math courses. We also find that course schedules could explain substantial proportions of the estimated negative effects, while faculty individual characteristics could not. Survey results on faculty professional experiences suggest that part-time faculty had less institutional knowledge regarding both academic and nonacademic services. We infer that… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This article focuses on the instruction of recently immigrated adolescents with limited educational backgrounds who are developing emergent literacy. It is based on an ethnographic study conducted in a public Swedish language introductory class in 2017/2018. Its purpose is to investigate how the students engaged in literacy practices during the instruction, and how they were supported by their teachers. Empirical data, which included field notes, audio recordings, and interviews with students, were analyzed with the help of two dimensions of Hornberger’s continua of biliteracy, namely, the content and development of biliteracy. Analysis of the content of biliteracy indicated that students’ previous knowledge, as well as class field trips and tangible examples, served as important foundations for their instruction.… Continue Reading →
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eric.ed.gov har udgivet: The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The “Intensive Intervention Practice Guides” are created for practitioners… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study explores how four teacher teams introduced differentiated instruction into their practice. It draws on Tomlinson’s conceptualisation of differentiated instruction to respond to diversity in their classroom. The aim of this study is to document to which extent participating teachers achieved in doing so. A participatory action research design was set up. First teachers were trained to respond to heterogeneity aided by a tailor-made professional development program. Second an implementing period followed in which the participants worked collaboratively in teacher teams and were coached while implementing differentiated instruction. Field notes and interview transcripts (n = 20) with participants were collected. These were analysed thematically. Results show that teachers succeeded in implementing a range of strategies associated with differentiated instruction.… 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. Abstract Self-regulated learning (SRL) strategies have gained a great prominence in second language reading comprehension; however, to have a comprehensive picture of their efficacy, this study investigated the significant relationships among SRL components, reading comprehension and reading problem solving. Moreover, it examined the effects of SRL instruction on SRL strategies, reading comprehension, problem solving and the strength of the relationships among these variables. To this end, 183 Iranian English as a foreign language (EFL) learners participated in two phases… Continue Reading →
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eric.ed.gov har udgivet: A project to develop special training materials to introduce college teachers to the math-language approach is reported. The materials link language learning techniques to mathematics concept formation and are intended for teachers of limited-English-proficient (LEP) students. Specialists in both fields produced a three-part training package consisting of an instructor’s guide and a video program, to be used as an introduction to and rationale for using the approach, and as a general blueprint for a text and workbook produced by the Center for Applied Linguistics and entitled “English Skills for Algebra.” The report describes activities undertaken in developing the materials and assessing their effectiveness as compared to the conventional workshop method of teacher training. Results of interviews and surveys indicate that the materials provide the necessary classroom guidance… Continue Reading →
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eric.ed.gov har udgivet: Classroom observation and teacher supervision is an important part of the life of schools. From the teacher’s point of view it can be an opportunity for one’s principal to get to know one’s work and provide opportunities for continued learning; or it can be an ordeal. From the principal’s point of view it can be an opportunity to understand what is going on in mathematics classrooms in his school and to offer help to teachers; or it can be a perfunctory process of filling out a checklist. This article reports the results of a study conducted to determine the role principals’ leadership content knowledge (LCK) plays in their observations of mathematics classrooms and conferences with teachers. The researchers were particularly interested in how different LCK “profiles”–particular combinations… Continue Reading →
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eric.ed.gov har udgivet: In lower- and middle-income countries, including Ghana, students in rural areas dramatically underperform their urban peers. Rural schools struggle to attract and retain professionally trained teachers (GES 2012; World Bank 2012). We explore one potential solution to the problem of teacher recruitment: distance instruction. Through a cluster randomized controlled trial, we estimate the impact of a program that broadcasts live instruction via satellite to rural primary school students. The program equipped classrooms in 70 randomly selected Ghanaian schools with the technology required to connect to a studio in Accra. An additional 77 schools served as the control. Instructors in Accra provided math and English lessons to classrooms in the treatment group. The model is interactive, and students in satellite classes could communicate in real time with their… Continue Reading →
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