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: The issue of attracting more young people to choose careers in science, technology, engineering, and mathematics (STEM) has become critical for the United States. Recent studies by businesses, associations, and education have all agreed that the United States’ performance in the STEM disciplines have placed the nation in grave risk of relinquishing its competitive edge in the marketplace. A Congressional Research Service (2006) report stated that, a “large majority of secondary students fail to reach proficiency in math and science, and many are taught by teachers lacking adequate subject matter knowledge.” Students lacking in STEM skills will not have the ability or skills to enter in the professions of science and engineering or areas requiring mathematics, science, and technology literacy. To counteract these circumstances, multiple STEM-based initiatives… Continue Reading →
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eric.ed.gov har udgivet: This brief shows how middle and high school teachers in a Time-Technology Swap school model, with or without Multi-Classroom Leaders, may earn more while reaching more students, sustainably. In this model, students alternate between learning with teachers and working in a digital learning lab, where they learn online and engage in offline skill practice, homework, and project work. This frees the time of teachers to teach more students, plan, and collaborate with their peers in teaching teams. Teaching teams may also have Multi-Classroom Leaders, excellent teachers who are accountable for the outcomes of all the team’s students in a subject and for team members’ job-embedded development. Calculations are shown of when students learn online every other day in core subjects, spending a maximum average of two hours… Continue Reading →
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eric.ed.gov har udgivet: Citizens Leadership Academy (CLA) in Ohio is preparing its middle schoolers for success in high school, college, and life. CLA is second among all public schools in the city on student growth. The school’s eighth graders reach and surpass proficiency at a rate that is more than three times that of their peers across the city. Reading and math proficiency rates at CLA are more than double those of Cleveland’s. The school’s model–as captured in its name, “Citizens Leadership” Academy–prioritizes and cultivates broader attributes and mindsets necessary for long-term success. As demonstrated in this profile about one student, Keith Lazare Jr., CLA asks students to consider what it means to be active, engaged citizens and community members. Students are asked to grapple not only with tough math… Continue Reading →
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eric.ed.gov har udgivet: The Middle-Grades Leadership Development (MLD) Project was designed to develop principal leaders and leadership teams who create high-performing middle-grades schools. Designed by the National Forum to Accelerate Middle-Grades Reform, the four-year project was funded from 2013 to 2017 by a U.S. Department of Education Investing in Innovation (i3) development grant. The project was implemented in 12 middle-grades schools in rural and small town areas of Kentucky and Michigan. Schools received an extensive set of school improvement supports, including: creating a vision using the Forum’s Schools to Watch (STW) criteria; engaging in an assessment and planning process for improvement; STW leadership coach; principal mentor; STW mentor schools; leadership team; networking opportunities; and focused professional development. The evaluation of the MLD Project used a quasi-experimental design (QED) with matched… Continue Reading →
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eric.ed.gov har udgivet: Iowa is working to provide teachers with more effective and relevant professional development that measurably increases their instructional skills and their students’ learning growth. This is particularly important as new Iowa Core Standards with higher expectations for student learning are put in place. While the Iowa Core focuses on what students need to learn, an equally important question is: how do teachers adjust their instruction to support new, more challenging standards for learning? One important district initiative to support strong classroom instruction is TAP: The System for Teacher and Student Advancement (TAP) which is being implemented with the support of a federal Teacher Incentive Fund (TIF) grant. The TIF project in Iowa has an emphasis on the development of teacher leadership and effectiveness across all subjects, with… 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 School leaders are assumed to be important for the implementation of data-based decision making (DBDM), but little is known about changes in leadership during this implementation. Educational leadership was measured before, during, and after a two-year, school-wide DBDM intervention in 96 primary schools. Advanced analysis techniques were applied: educational leadership was classified based on multilevel latent class analysis, changes were modeled using multi-state modeling. Results indicate that leadership was stable (44%) or improved (40%) during DBDM implementation. Stability… Continue Reading →
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eric.ed.gov har udgivet: In this quantitative correlational research study, the degree to which a school leader’s culture-based communication style could predict student achievement outcomes in the Hawaii State Assessment (HSA) in reading and math in: (a) schools with a Native Hawaiian mission, and (b) schools without a Native Hawaiian mission, were examined. The population of the study was all 284 K-12 Department of Education schools in Hawaii and publicly funded charter schools. Within this selected population of K-12 schools, 20 schools and corresponding school leaders were selected from Hawaiian-missioned schools, and 20 from Western-missioned schools. Findings include that culture-based communication style of leaders only influences learner reading sores, where school leaders who use engagement culture-based communication style score significantly high than those who have leaders who use other communication styles.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Recent neoliberal policies and societal trends point toward new and perennial tensions for nation-state education, including curriculum/Didaktik and leadership thereof. These challenges affect governance/leadership and curriculum with changes in aims and values together in ways that demand coherence, yet the traditionally disparate fields of educational leadership and curriculum/Didtakik have developed separately in terms of approaches to theory and theorizing that have informed empirical studies over time. This article draws upon an analysis of theory/theorizing in these fields, as well as modern education theory and its core concepts, and discursive institutionalism to frame this issue and a larger project. Link til kilde
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eric.ed.gov har udgivet: This study explored the connections between teacher leadership and a professional development model focused on problem-solving, Math Teachers’ Circles (MTC). Surveys were completed by 213 MTC participants resulting in three years of data across multiple sites. A mathematics education leadership framework provided a data analysis tool. Findings suggested MTCs did impact participant teacher leadership, as survey results attended to all three areas of leadership from the analysis framework. [For the complete proceedings, see ED583989.] Link til kilde
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