tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The purpose of the present study was to address the extent to which narrative intervention improved late talkers’ ability to generate personal narratives and the extent to which the effect of narrative intervention was maintained after three weeks of no intervention. Three late-talking preschool children participated in this narrative intervention program. To examine the effect of personal narrative (PN) intervention on personal narrative generation, we implemented a multiple-probe design by using grid analysis. The effects on personal narration were assessed in different phases: baseline, probes, intervention, and maintenance and generalization. The participants demonstrated the ability to generate a personal narrative, which has the power to link oral language skills to literacy since it requires the participant to plan… 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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eric.ed.gov har udgivet: “Peer-Assisted Learning Strategies” is a peer-tutoring program for grades K-6 that aims to improve student proficiency in math and other disciplines. This report focuses on “Peer-Assisted Learning Strategies” for math. The math program supplements students’ existing math curriculum and is based on peer-mediated instruction, a process whereby students work in pairs or small groups to tutor each other. During tutoring sessions, students work together on worksheets that target specific math skills, with one student designated to correct his or her partner’s errors, award points for correct responses, and provide consistent encouragement and feedback. The program uses videos and teacher-provided scripted instruction to train students to engage in peer tutoring. Developers recommend that students participate in peer-tutoring sessions two to three times a week for approximately 30 minutes… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Curricula are one of the most widely used educational inputs, yet few are developed and evaluated scientifically with a dearth of programs targeting academic language. This manuscript describes an iterative approach to the development of a tiered academic language curriculum supplement for prekindergarten (pre-K) and kindergarten (K) students. A series of four studies were conducted to iteratively design the curriculum following a framework for developing research-based curriculum; however, we modified the framework to focus on efficiently preparing a curriculum for large-scale use by teachers with diverse competency levels. Findings from the first three iterative design studies include the benefit of overdevelopment to retain only the strongest content and the need to consider both beginner and more advanced teachers… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Inquiry-based lessons have been demonstrated to improve children’s scientific thinking (i.e. reasoning abilities and domain-specific knowledge). Although empirical evidence shows that inquiry-based learning requires instruction, research comes from two approaches that have not been bridged yet: direct instruction of scientific reasoning and teacher training of verbal support. We investigated how these two types of instruction separately or combined strengthened children’s scientific thinking by comparing four conditions: baseline, direct instruction, verbal support, and a combined approach. Effectiveness of an inquiry-based lesson series on scientific reasoning abilities, vocabulary, and domain-specific knowledge (near and far transfer) were studied among 301 fourth graders. Results showed that both approaches strengthened different components of scientific reasoning abilities, and that a combination of instructions was… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Exploring neuropsychological effects of a self-monitoring intervention for ADHD-symptoms in school Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Findings from recent studies suggest that students’ pathways into mathematics-related careers begin as early as middle school when students are forming lasting self-perceptions of their academic abilities. Middle school is also a time when students begin making choices about future coursework in math, science, and technology that will have long-term implications for their academic and career achievements. Because important self-efficacy beliefs are forming and young adolescents are making decisions that impact career choice, it is important to provide support for students early in their schooling to maximize student potential and consideration of mathematics education and mathematics-related careers. Supporting self-efficacy for math is important for most middle school students but may be crucial for girls who often experience significant… Continue Reading →
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eric.ed.gov har udgivet: Considerable research has examined interventions that facilitate school readiness skills in young children. One intervention, “Red Light, Purple Light Circle Time Games” (RLPL; Tominey and McClelland, 2011; Schmitt et al., 2015), includes music and movement games that aim to foster self-regulation skills. The present study (N = 157) focused on children from families with low-income and compared the RLPL intervention (SR) to a revised version of RLPL that included literacy and math content (SR+) and a Business-As-Usual (BAU) control group. In both versions of the intervention, teachers were trained to administer the self-regulation intervention in preschool classrooms with coaching support. Although not statistically significant, children receiving either version of the intervention gained more in self-regulation on the Head-Toes-Knees-Shoulders (HTKS) over the preschool year compared to the BAU… Continue Reading →
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eric.ed.gov har udgivet: This two-part investigation (a) assessed the impact of the Jaime Escalante Math Program (JEMP), a structured summer mathematics intervention program, on the math achievement of urban middle school students, (b) identified the characteristics of the program that the administrators and teachers perceived to contribute to student achievement, and (c) compared the JEMP characteristics to those found in the literature on effective mathematics intervention programs. A mixed methods approach included analysis of two years of student math assessment data, administrator interviews, and teacher surveys. Quantitative findings indicate that student participants in the JEMP achieved significant growth in mathematics on two measures. Additionally, effective program elements are revealed in the qualitative data including specific classroom instructional strategies used in the JEMP. The results of this study will assist educators… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Afterschool interventions in STEM are linked to learning gains during the school day. These opportunities engage and excite students about STEM concepts since they observe a more hands-on, project-oriented approach. Often these opportunities for afterschool interventions are infrequent in nature and leave gaps for students in their maturation and understanding. Herein we describe the first report of an afterschool intervention, named NE STEM 4U, targeting socioeconomically disadvantaged middle school youth via a twice weekly, year-long intervention, studied across two years. We assessed the impact of this program on i.) short-term, individual student gains in STEM content knowledge and ii.) delivery of the program in terms of appropriateness for age group and content using the DoS observation tool. We… Continue Reading →
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