eric.ed.gov har udgivet: This paper describes two researchers engagement with two teachers as they taught a middle grades mathematics course, Current Events Math, in a large urban school district. The researchers share bits of data and their ethical entanglements as they entered into the site to find the truth about what works in middle grades mathematics classrooms only to realize that truth cannot be found through research. They then grappled with the question of the purpose of research and their roles as researchers in the school and the academy. [For the complete proceedings, see ED583608.] Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study examined student readiness to learn and teacher effectiveness in order to determine their impact on middle grades mathematics achievement. Survey data were collected from 964 middle grades students and 93 mathematics teachers in Texas. This study is the first to use this particular collective efficacy short form with middle grade students, and factor analyses were conducted accordingly. Hierarchical linear modeling was used to measure the relationship between teacher perceptions of student readiness to learn and student perceptions of teacher effectiveness on mathematics achievement in the middle grades. The results of these analyses indicated that students’ perceptions of teacher effectiveness and teachers’ perceptions of student readiness to learn each made a significant contribution to the variance in… Continue Reading →
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eric.ed.gov har udgivet: A design experiment with 18 students in a regular seventh grade math class was conducted to investigate how to differentiate instruction for students’ diverse ways of thinking during a 26-day unit on proportional reasoning. The class included students operating with three different multiplicative concepts that have been found to influence rational number knowledge and algebraic reasoning. The researchers and classroom teacher tiered instruction during a 5-day segment of the unit in which students worked on problems involving speed. Students were grouped relatively homogenously by multiplicative concept and experienced different number choices. Students operating at each multiplicative concept demonstrated evidence of learning, but all did not learn the same thing. We view this study as a step in supporting equitable approaches to students’ diverse ways of thinking, an… Continue Reading →
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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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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract After third grade, students’ motivation and enjoyment of writing begins to wane, and this trend continues through most of their education. Middle grade students especially need high-quality writing instruction; however, many teachers report feeling inadequately prepared to teach writing. To combat these issues, teacher preparation programs should understand how their preservice teachers feel about writing and teaching writing. The present study surveyed 150 middle grade preservice teachers to determine their self-efficacy beliefs about writing and writing instruction. Results indicate that preservice teachers valued writing, but did not feel confident with many specific aspects of writing instruction. Link til kilde
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eric.ed.gov har udgivet: Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) university courses, 4) professional conferences, 5) mentoring/coaching, 6) informal communications, and 7) individual learning activities. The study found that middle school mathematics teachers spend the greatest amount of time involved in teacher collaboration, professional development programs, and individual learning activities. In addition, mathematics teachers in… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study compares the effectiveness of context clue strategy instruction to wide reading practices in terms of their impact on the vocabulary knowledge of students who read at frustration level. The participants were 44 sixth-grade students from a middle grades school. Students were randomly assigned to experimental and control conditions. The experimental condition students were trained to use context clues to infer meaning from context using a direct instruction method. A contextual vocabulary test consisting of 30 multiple-choice items was used to assess the students’ understanding of the word meanings in context. The results indicated that the experimental condition demonstrated higher levels of improvement in the vocabulary knowledge than the control condition (which practiced a wide reading strategy.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract A student’s reading skill is essential to learning. Assessing reading skills, specifically comprehension, is difficult. In the middle grades, students read to learn; and their teachers need a quick, easy assessment that provides immediate data on reading comprehension skill. This study explores the holistic validation approach of one eighth-grade informational text with comprehension questions currently included in the Adolescent Comprehension Evaluation (ACE). Thirty-three eighth-grade students from four different schools participated in the study. Multiple forms of validity evidence were used including test content, response process, internal structure, relationship to other variables, and consequences of testing. These multiple forms of validity evidence provided the researchers with insights into comprehension questions that would not have been uncovered using psychometric means… 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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