eric.ed.gov har udgivet: General education teachers are seeing an increase of students with disabilities being included. A major contributing factor to this is that students with disabilities are required to be in least restrictive environments and given access to the general curriculum in the major subjects like math and science as mandated by federal legislation (Individuals with Disabilities Education Act, 2004; No Child Left Behind, 2001). This parallel mixed methods design study (Newman, Newman, & Newman, 2011) investigated inclusion strategies with classroom observations, teacher interviews, and archival document reviews. The focus was on nine middle school teachers, six of whom were math and science teachers, in inclusive classrooms and the curriculum modifications/instructional accommodations they were using for their students with autism. Link til kilde
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eric.ed.gov har udgivet: Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in Mathematics (CCSS-M) across grades K-8. This research brief explores how best to select or develop and use classroom observation systems in order to document instructional shifts and inform MiC school district improvement efforts. The report is organized into three main sections: (1) An exploration of what the research literature says about existing observation systems and several design considerations for successful observation systems; (2) A detailed discussion of several considerations of these findings for school districts as they implement observation systems in order to better track and understand how teachers are implementing the Common Core State Standards in Mathematics in their… Continue Reading →
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eric.ed.gov har udgivet: U.S. Federal and state education policies place considerable emphasis on assessing the effects that schools and teachers have on student test score performance. It is important for education policy makers to also consider other factors that can affect student achievement. This study finds that an exogenous school factor, discontinuous health insurance coverage, leads to a deficit in math achievement over time. A sample of Yuma County, Arizona public school students who experienced an illness or injury and whose health insurance coverage status was known were selected for inclusion into the study over five consecutive school years (1999-2003). The longitudinal math achievement trajectory of students who had private health insurance coverage was compared to students who had discontinuous coverage. Net of a student’s poverty status and other background… Continue Reading →
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eric.ed.gov har udgivet: School gardening has become increasingly popular as a context for learning in which children construct new knowledge, learn cultural and societal values related to ecological awareness, and develop and practice authentic or real-world skills (Blair, 2009; Bowker & Tearle, 2007). The present research was a longitudinal case study of children’s gardening experiences at a Reggio-inspired preschool in the United States. Eleven children and their teacher were observed over nine days in various activities such as preparing the garden beds, planting, and harvesting. Through sustained participation in a variety of gardening activities, preschoolers engaged in science-rich dialogue utilizing complex and abstract science process skills such as observing, predicting, evaluating, and comparing. Discussion of number-related concepts, spatial orientation, and size estimation and comparison was also recurrent during gardening activities.… Continue Reading →
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eric.ed.gov har udgivet: The No Child Left Behind Act resulted in increased school-level implementation of assessment-based school interventions that aim to improve student performance. Diagnostic assessments are included among these interventions, designed to help teachers use evidence about student performance to modify and differentiate instruction and improve student outcomes. The mCLASS: Math software (Ginsburg, Cannon, Eisenband, & Pappas, 2006) is comprised of screening/progress monitoring curriculum-based measures (CBMs) and Diagnostic Interviews to help teachers identify students’ skill levels. mCLASS: Math enables teachers to target instruction to each student’s needs and monitor each student’s progress toward mastery. Educators are expected to use the constantly updated diagnostic information to improve ongoing instruction and increase student achievement. Schools have found that the use of mCLASS: Math helps support curriculum, instruction, and assessment (Ginsburg et… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites in a gifted math class and a beginning band class. The research was conducted from September 11th, 2012, through December 17th, 2012. In order to document the lack of student motivation and engagement, three tools were utilized; a teacher survey, a student survey, and a student behavior checklist. After analyzing the collected data, it was evident that a notable percentage of students felt that their school work was too easy while teachers felt their lessons were appropriately… Continue Reading →
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eric.ed.gov har udgivet: “Louisiana Believes” embraces the principle that all children can achieve at high levels, as evidenced in Louisiana’s recent adoption of the Common Core State Standards (CCSS). “Louisiana Believes” also promotes the idea that Louisiana’s educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State’s commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The “iLEAP Assessment Guide” provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with… Continue Reading →
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eric.ed.gov har udgivet: Purpose: The purpose of this research was to determine the effect of interactive whiteboard technology on the math curriculum in a single school district. Methodology: Six second grade teachers tracked their technology use during math instruction to be compared with student performance on a common assessment at the conclusion a counting money unit and qualitative grade data collected by the teacher. Results: The results indicate that interactive technology use during instruction is not having a positive effect on student learning. Conclusions: How interactive whiteboard technology is being used during instruction is more important than how often interactive whiteboard technology is being used. If the technology is only being used to create perfect visuals it is not being used to its full potential Recommendations: In order for schools… Continue Reading →
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eric.ed.gov har udgivet: Third grade students at a Midwestern elementary school participated in a 9-week mobile learning intervention (MLI). Two classrooms used Everyday Math and daily practice using flashcards, etc., to learn multiplication. Two other classrooms used Everyday Math and web applications for the iPod touch for daily practice. MLI students outperformed comparison students on a postintervention multiplication test controlling for several covariates, including prior achievement, home iPod touch use, and previous teacher, among others. The medium-sized performance advantage (b = 0.217) was statistically significant at the 0.01 alpha level. The MLI influence on the most difficult multiplication items was also statistically significant but less important than the student’s demographic profile and the teacher’s advanced educational technology degree. Experimental research is needed to assess longer-term achievement effects for diverse student… Continue Reading →
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eric.ed.gov har udgivet: “Louisiana Believes” embraces the principle that all children can achieve at high levels, as evidenced in Louisiana’s recent adoption of the Common Core State Standards (CCSS). “Louisiana Believes” also promotes the idea that Louisiana’s educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State’s commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The iLEAP Assessment Guide provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with… Continue Reading →
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