eric.ed.gov har udgivet: We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations–middle school math, ninth-grade algebra and geometry, and ninth-grade biology–and find evidence that a teacher’s basic skills test scores are modestly predictive of student achievement in middle and high school math and highly predictive of student achievement in high school biology. A teacher’s subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school. Link til kilde
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eric.ed.gov har udgivet: UTeach is a well-known, university-based program designed to increase the number of high-quality science, technology, engineering, and mathematics (STEM) teachers in the workforce. The UTeach program was originally developed by faculty at the University of Texas at Austin but has rapidly spread and is now available at 44 universities in 21 states; it is expected to produce more than 9,000 math and science teachers by 2020. Despite substantial investment and rapid program diffusion, there is little evidence to date about the effectiveness of UTeach graduates. Using administrative data from the state of Texas, we measure UTeach impacts on student test scores in math and science in middle schools and high schools. We find that students taught by UTeach teachers perform significantly better on end-of-grade tests in math… Continue Reading →
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eric.ed.gov har udgivet: We exploit within-teacher variation in the years that teachers host an apprentice (“student teacher”) in Washington State to estimate the causal effect of these apprenticeships on student achievement, both during the apprenticeship and afterwards. The average causal effect of hosting a student teacher on student performance in the year of the apprenticeship is precisely estimated and indistinguishable from zero in both math and reading, though effects are large and negative in math when ineffective teachers host an apprentice. Hosting a student teacher is also found to have modest positive impacts on student math and reading achievement in a teacher’s classroom in following years. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Play-based preschool pedagogy usually relies on informal teaching while policy trends and some research call for increased formalisation of the pedagogy. Using Bernstein’s concepts of classification and framing, this article characterises mechanisms that link evaluation of preschool to the push towards the formalisation of teaching in preschool. Moreover, it is suggested how preschool teaching of mathematics can be conceptualised in a way that widens the pedagogical responsibilities of the teachers to include a broader range of social activities than typically expected. These responsibilities concern how teachers are involved in pedagogical situations, if situations are planned and if the mathematics is a pedagogical goal in the situation or instrumental in some other activity. It is argued that a practice… Continue Reading →
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eric.ed.gov har udgivet: Traditionally, teacher salaries have been determined solely by experience and educational attainment. This has led to chronic shortages of teachers in particular subject areas, such as math, science and special education. We study the first long-running statewide program to differentiate teacher pay based on subject area, Georgia’s bonus system for math and science teachers. Using a difference-in-differences strategy, we find the bonuses reduce teacher attrition by 18 to 28 percent. However, we find no evidence the program increases the probability that education majors become secondary math or science teachers upon graduation or alters specific major choices within the education field. Link til kilde
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eric.ed.gov har udgivet: We use panel data in Washington State to study the extent to which teacher assignments between fourth and eighth grade explain gaps between advantaged and disadvantaged students–as defined by underrepresented minority status (URM) and eligibility for free or reduced price lunch (FRL)–in their eighth grade math test scores and high school course taking. We find some significant gaps between advantaged and disadvantaged students in the value added of the teachers to which they are assigned in these grades, although gaps in middle school grades are sensitive to the specification of value added. We then show that teacher assignments are highly predictive of both eighth-grade test scores and advanced course taking in high school, and that differences between advantaged and disadvantaged students in teacher assignments explain significant portions… Continue Reading →
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