tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Policy-makers worldwide are increasingly interested in scaling up evidence-based interventions (EBIs) to larger populations, and implementation scientists are developing frameworks and methodologies for achieving this. But scaling-up does not always produce the desired results. Why not? We aimed to enhance awareness of the various pitfalls to be anticipated when planning scale-up. In lower- and middle-income countries (LMICs), the scale-up of health programs to prevent or respond to outbreaks of communicable diseases has been occurring for many decades. In high-income countries, there is new interest in the scaling up of interventions that address communicable and non-communicable diseases alike. We scanned the literature worldwide on problems encountered when implementing scale-up plans revealed a number of potential pitfalls that we discuss… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The so-called leaking STEM pipeline (dropout in STEM education) has been the subject of many studies. The large interest of scholars in plausible causes of this leakage has resulted in a number of meta-reviews describing factors at system, school and student level related to interest and persistence in STEM education. The STEM pipeline discussion has also resulted in a large number of programmes aimed at enhancing STEM interest and persistence in STEM education. Although these programmes have been widely evaluated, there seems to be no consensus about which interventions are successful in raising interest in STEM or persistence in STEM education. This study reports the results of a systematic review of empirical studies in which the effectiveness of… Continue Reading →
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eric.ed.gov har udgivet: This article describes some of the features of the Mathematics for Learning Inclusion program. The program is designed to improve the teaching and learning of mathematics in clusters of primary schools serving low socio-economic communities (low SES). Specifically, it aims to improve the engagement and learning outcomes for low SES and Aboriginal learners by enhancing the capacity of primary teachers in the effective and inclusive teaching of mathematics. (Contains 4 figures.) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study provides a systematic review of the effects of 19 teacher expectation interventions. Prior research on teacher expectations primarily focussed on correlational relationships with student and teacher characteristics, leaving open the questions of whether it is possible to raise teacher expectations and to prevent (too) low expectations from having detrimental effects on student achievement. These questions were the scope of the current review. We distinguished 3 types of interventions: changing teacher behaviour, creating awareness of expectancy effects, and addressing the beliefs underlying the expectations. The results indicated that it was possible to raise teacher expectations and subsequent student achievement. We found summary effects of Hedges’ g = 0.38 and 0.30, respectively. The narrative review suggested that the intervention type… Continue Reading →
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eric.ed.gov har udgivet: REL Midwest conducted a systematic review of research on interventions that may improve academic outcomes for Black students. The review entailed a search for studies that provide evidence at Tier I (strong evidence), Tier II (moderate evidence), or Tier III (promising evidence) according to the Every Student Succeeds Act, and explicitly mention associations between an intervention and Black students’ achievement in math or reading, dropout rates, or graduation rates. After screening 3,917 studies, REL Midwest identified 24 studies that provided Tier III evidence (promising evidence) supportive of 22 interventions. No studies were identified that provided Tier I or Tier II evidence. The 22 interventions include consulting with district assistance and intervention teams, hiring certified teachers, adopting the Elementary School Success Profile Model of Assessment and Prevention, adopting… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This paper uses difference-in-difference and multivariate analyses procedures to examine the effects of two community-based intervention packages on mathematics achievement of primary school girls from low-income urban households in Kenya. The data involved in this study were collected between 2013 and 2015 from 748 12–19 years old primary school girls residing in two major Nairobi slums of Viwandani and Korogocho. These data were part of a larger intervention study that sought to improve schooling outcomes among girls from disadvantaged home backgrounds by providing them with after-school homework support, life skill mentoring and parental counselling. Results reveal intervention effects of between 23 and 26 mathematics score points on a Rasch scale with a mean of 400 a standard deviation of… Continue Reading →
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eric.ed.gov har udgivet: This Campbell systematic review examines the effects of targeted school-based interventions on standardised tests in reading and maths. The review analyses evidence from 71 studies, 52 of which are randomised controlled trials. School-based interventions targeting students with, or at risk of, academic difficulties in Grades 7-12 have on average positive effects on standardised tests in reading and maths. The most effective interventions have the potential to considerably decrease the gap between at-risk and not-at-risk students. Effects vary substantially between interventions, however, and the evidence for using certain instructional methods or targeting certain domains is weaker. This review examines the effects of a broad range of school-based interventions targeting students with, or at risk of, academic difficulties on standardised tests in reading and maths. Included interventions changed instructional… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Forecasting Causal Effects of Interventions versus Predicting Future Outcomes Link til kilde
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sciencedirect.com har udgivet: Highlights • Three technologies were used to develop three components of noticing expertise in mathematics pedagogy courses. • Three-point Framework including Key point, Difficult point, and Critical point was incorporated into technology intervention. • Effects of using Three-point framework along with technology on development of noticing expertise were assessed. • The goal of these interventions was to incorporate noticing expertise as a regular professional practice. Abstract This study investigated effects of employing the Three-point framework (Key Point, Difficult Point, Critical Point) and three technology-aided interventions (online discussions, clinical interviews, and graphic lesson plan construction) on developing preservice teachers’ noticing skills in elementary mathematics pedagogy courses. Pre- and post-intervention assessments revealed significant improvement in the treatment group’s scores, and two case studies illustrated how the interventions can help… Continue Reading →
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