eric.ed.gov har udgivet: The last two decades have witnessed a vast expansion in the use of education data to improve classroom instruction and raise student achievement. Schools and districts face important challenges in implementing increased data use for instructional improvement. One key challenge is the need for teachers and administrators to have “data literacy”–the skills to analyze data, and to use a variety of data sources to refine and improve instruction. Data systems and data initiatives have grown at a much faster pace than educator training around data use. This reality justifies the evaluation of a program such as TERC’s Using Data, which aims to provide teachers with the needed training. A table and figure are appended. Using school-level random assignment, this study seeks to estimate the causal impact of… Continue Reading →
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eric.ed.gov har udgivet: In the winter and spring of 2012-2013 the Educational Policy Improvement Center (EPIC) partnered with representatives from the Office of Secondary/Postsecondary Transitions at Oregon Department of Education (ODE) and the Oregon Department of Community Colleges Workforce Development (CCWD) to guide secondary and postsecondary instructors in the development and implementation of formative performance assessments. The instructors recruited for this project included both secondary and postsecondary educators from the fields of Career and Technical Education (CTE), English/language arts (ELA), and mathematics. EPIC’s goal during the project was to create a process for educators to collaboratively develop high-quality performance tasks that are aligned to the Common Core State Standards (CCSS) and are consistent with the Smarter Balanced Assessment Consortium’s (SBAC) model of performance tasks. A group of instructors from across… Continue Reading →
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eric.ed.gov har udgivet: The Democratic Republic of the Congo continues to balance a commitment to education in general, and girls’ education more specifically, and additional challenges brought about through cyclical conflict. The Valorisation de la Scholarisation de la Fille project aimed to improve literacy and numeracy by providing scholarships, tutoring, and comprehensive professional development for teachers. Using a randomized control design (RCT), we tracked both the achievement and attendance outcomes of these girls over a period of three years. Several factors positively influenced student growth in reading and mathematics, including the proportion of female teachers in the school, girls’ perceptions of the school environment, receipt of a scholarship, and tutoring (math only). Household survey data suggest that the project minimized/reduced an already existing gap between enrollment in school for control… Continue Reading →
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eric.ed.gov har udgivet: Mathematics and Science classes in schools have become a focus to be considered in terms of educational systems and administration around the world in the last decade. Related to the mentioned classes, there are many benefits that lead students to academic success. In the recent years, educators have found that there are so many different factors that effect students’ performance in science and math classes. Especially reading comprehension has changed so many traditional procedures in teaching math and science. It also shows remarkable benefits. This research focuses on the effects of reading comprehension on mathematics and science achievement. Students’ academic performance on the mentioned classes and their motivation towards those courses will also be the focus of the research. The research is based on the data gathered… 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 The main goal of this study is to show that the association between university entrance score and first-year students’ academic performance varies randomly across courses after controlling for students’ sociodemographic, schooling trajectory and motivational variables. The sample consists of 2697 first-year students who were enrolled in 54 courses at a Portuguese public university in 2015/16. Multilevel modelling of academic performance suggests that 34% of variability in grade point average is due to differences among courses and that 80%… Continue Reading →
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eric.ed.gov har udgivet: This paper analyses the impact of teacher gender towards students’ test results in a blinded Math test administered to students in Catalonia (Spain). The data for this analysis are drawn from a sample of secondary school students who participated in an international blind-test known as the “Mathematical Kangaroo” in 2008. The estimation considers a two-stage procedure since participation on the test leads to the presence of sample selection. Results show a correlation between female teacher gender and student results. Moreover, students with female teachers have a higher probability of participating in the “Kangaroo” test (in this case, the effect being more marked among male students). Link til kilde
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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 The primary objective of the study was to empirically test theoretical claims made about differences between Didaktik and curriculum traditions concerning teacher autonomy (TA) and teacher responsibility (TR). It tests the hypothesis that TA and TR are higher among Didaktik than curriculum countries. The second objective was to explore associations of TA and responsibility measures with students’ science performance? Nationally representative data from 2009 Programme for International Student Assessment (PISA), collected through a two-step random selection process were… Continue Reading →
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eric.ed.gov har udgivet: School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data and teacher survey data from a large urban school district, we examine schools’ responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers who produce greater student achievement gains in math and reading are more likely to be placed in a tested grade-subject combination in the following year and that the relationship between prior performance and assignment is stronger in schools where principals have more influence over assignments. This strategic response has the consequence of disadvantaging achievement in early grades, however, concentrating less effective teachers in K-2 classrooms, which in turn produces lower achievement for those students, as measured by low-stakes assessments, that may persist into tested… Continue Reading →
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eric.ed.gov har udgivet: In this report we provide preliminary evidence on the measurement characteristics for a new type of teaching performance assessment designed to be combined with complementary assessments of teacher content knowledge. The resulting test, which we refer to as the Foundational Assessment of Competencies for Teaching (FACT), is designed for use as part of initial teacher licensure. Twenty elementary FACT performance tasks (10 for mathematics [MATH] and 10 for reading language arts [RLA]) were developed and then administered to 59 teacher candidates. The results from the pilot indicate that the performance tasks function as designed with candidates completing the tasks on average in approximately 3.5 min. Human raters were able to score the tasks quickly and accurately. All score points were well represented for all the scored tasks.… Continue Reading →
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eric.ed.gov har udgivet: This study examines the effects of including the summer period on value-added assessments (VAA) of teacher and school performance at the early grades. The results indicate that 40-62% of the variance in VAA estimates originates from the summer period, depending on the outcome (i.e., reading or math achievement gains). Furthermore, when summer is omitted from the VAA model, 51-61% of the teachers and 58-61% of the schools change performance quintiles, with many changing 2-3 quintiles. Extensive statistical controls for student background and classroom and school context reduce the summer effect, but 36-47% of the teachers and 42-49% of the schools are still in different quintiles. Furthermore, besides misclassifying teachers and schools, the results show that including summer tends to bias VAA estimates against schools with concentrated poverty.… Continue Reading →
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