eric.ed.gov har udgivet: Business leaders in North Dakota find the science, technology, engineering, and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. North Dakota’s students have made some progress in math over the past decade, yet not enough have the chance to learn challenging content to prepare them for college and careers. In contrast to most other states, North Dakota has also witnessed a decline in the numbers of computing degrees and certificates awarded in the state over the past 14 years. Link til kilde
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eric.ed.gov har udgivet: The purpose of the 2015-2016 NC Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the long-term effects of participation in NC Pre-K at the end of kindergarten. Two groups of children were compared–those who attended NC Pre-K (treatment) and those who had not attended NC Pre-K (comparison). Propensity score matching (PSM) was used to select a matched sample of children with similar characteristics across the two groups. This study found significant treatment effects for participation in the NC Pre-K Program on children’s outcomes at the end of kindergarten in the areas of math skills and executive function. Although effect sizes were in the small range, there were effects across all aspects of math. There were significant differences for calculation skills and the math composite, and marginally significant… Continue Reading →
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eric.ed.gov har udgivet: Business leaders in North Carolina cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. North Carolina students have made some progress in math over the past decade. Yet not enough students have the chance to learn rich and challenging content to prepare them for college and careers. The state faces challenges in science. Students in the state spent little time on elementary science, and science teachers say they don’t have the resources they need. Link til kilde
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eric.ed.gov har udgivet: This study investigated common features of students’ attitudes towards studying science and mathematics in comprehensive and secondary schools in three countries. Data were obtained by conducting a survey (N = 581) in Norway, Finland and Russia. A Confirmatory factor analysis (CFA) provided a model with a three-factor solution consisting of factors: the perception of the teacher, anxiety towards science and mathematics, and motivation. The results suggest that most students are motivated to study sciences and mathematics. Data analysis indicate gender differences in attitudes to students’ future studies and career plans. Most girls recognized the importance of these subjects for their future studies and careers, while boys showed more interest than girls in local career opportunities in industry. Teachers have a significant role in directing students’ attitudes toward… Continue Reading →
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eric.ed.gov har udgivet: (Purpose) The purpose of this study was to examine the effect of math teacher program on students’ performances in math teacher training programs in five selected colleges in North Carolina. (Methodology) This study collected 300 data (150 pre-tests and 150 post-tests) data of college students enrolled in the five selected colleges. The ANOVA and multiple comparison t-tests analyses showed that there were significant differences among students in the experimental group compared to those in the control group. (Results) Results indicate that there was a major role teaching pedagogy played in the performances of the students. (Conclusions) Results revealed that over a period of three years (2010-2013), there were more improvements in the performances of the students as they proceeded through the math teaching pedagogy at the experimental… Continue Reading →
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eric.ed.gov har udgivet: Despite public interest and government action toward diversifying the teaching workforce in U.S. public schools, our knowledge about the retention and transfer patterns of Black teachers lacks specificity and clarity. In this study, I find that Black teachers’ annual retention rate was about 4 percentage points lower than that of White teachers in North Carolina elementary and secondary schools from 2004 to 2015. This Black-White teacher retention gap can largely be explained by Black teachers’ experience and education and the challenging school and community contexts in which these teachers worked. Compared with White teachers who had similar professional attributes and worked in similar school settings, Black teachers were more likely to stay in schools serving a larger proportion of Black students and to move to a school… Continue Reading →
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eric.ed.gov har udgivet: Double-dosing in math expands the time for students to learn by having them enroll in two (or occasionally more) math courses during the regular school day. Although the practice can take different forms and be used at different grade levels (Chait, Muller, Goldware, & Housman, 2007; Nomi & Allensworth, 2009), most research on double-dosing in math has focused on students who need preparation to make the transition to Algebra I or similar rigorous high school math courses–typically, grade 8 or grade 9 students. This study aims to provide a more complete picture of the prevalence of double-dosing in math in North Carolina in 2011/12, the most recent year that data were available. It also reports on the use of double-dosing for remediation, maintenance, and enrichment; compares schools… Continue Reading →
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eric.ed.gov har udgivet: As in other states, many North Carolina schools face the challenge of hiring and retaining high quality teachers. Recruiting and retaining qualified teachers in math, science and special education is particularly difficult, especially for the schools serving disproportionate shares of disadvantaged or low-performing students. In 2001, North Carolina responded to these challenges by introducing a salary bonus program paying up to $1,800 to certified teachers of math, science and special education in eligible middle and high schools. To be eligible, schools had to meet one of the following criteria: more than 80 percent of its students had to receive free or reduced price lunches, or the failure rate on both Algebra 1 and Biology end-of-course tests had to exceed 50 percent. Funding for this initiative was discontinued… Continue Reading →
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