eric.ed.gov har udgivet: The aim of this case-study was to understand how chemistry teachers experience their work in diverse classes where the needs of differentiated teaching practices are constantly growing. The deeper intention was to perceive new information in order to develop supportive methods that could better correspond to teachers’ reality. Eight voluntary Finnish secondary school chemistry teachers participated in semi-structured interviews. Four categorial distinctions for successful chemistry teaching were found according to their beliefs: 1) to have more support and resources, 2) to be able to recognize students’ problems, 3) to use supportive materials and methods, and 4) to connect theory and practice with inspiring and meaningful activities. This study presents new insights about teachers’ beliefs of diversity and what is needed for successful chemistry teaching. Directions for further… Continue Reading →
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eric.ed.gov har udgivet: In 2004, Edvantia, Inc. (formerly AEL) and the National Association of State Boards of Education (NASBE) initiated an effort to identify successful strategies for recruiting and retaining highly qualified teachers in rural areas. They reviewed non-rural-specific and rural-specific research and practice literature, surveyed rural superintendents across the nation, and conducted case studies of three Virginia programs that support teacher recruitment and retention. Generally, the literature shows that the problem of teacher shortages varies across geography, demography, and subject area. The schools that find it hardest to recruit and retain highly qualified teachers are those in highly urban and rural areas (especially those serving minority or low-income students) and schools in the Southeast, Southwest, and the West. Especially needed are teachers in special education, bilingual education, math, and… Continue Reading →
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eric.ed.gov har udgivet: This study examines how elementary preservice teachers notice children’s mathematical thinking and how this noticing influences the evaluation of technological resources. In particular, we explore the aspects of thinking to which preservice teachers attend and how they interpret evidence about children’s thinking when using the Spatial-Temporal Math (ST Math) program. Data collection included a group survey administered after an initial exploration of a set of ST Math activities, screencast recordings during which children used and talked about the program, and a reflective writing assignment. The findings of this study show how preservice teachers used their noticing skills (attending and interpreting) in their evaluations of the tool, in some cases prompting them to shift their evaluation on the basis of student thinking. [For the complete proceedings, see ED606556.]… Continue Reading →
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eric.ed.gov har udgivet: During the spring and summer of 2012, the Tennessee Department of Education trained about 200 Common Core Coaches who then went on to facilitate summer trainings for thousands of the state’s third through eighth grade math teachers. The following summer, the training sessions reached nearly 30,000 teachers across the state, covering math, English language arts, and literacy in science, social studies, and career and technical education. The Tennessee Core Coach training model was designed to develop a network of teachers with a deep content and pedagogical knowledge of the Common Core State Standards who could pass the knowledge on to their peers during formal training sessions and informal interactions throughout the year. Coaches were Tennessee teachers selected via a competitive application and interview process. Coaches received eight… Continue Reading →
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eric.ed.gov har udgivet: Beyond common associated factors, such as teacher characteristics and socioeconomic background of students, little is known about how student achievement relates to differences in the pedagogical approaches used in Latin American classrooms. This paper highlights the main findings from a qualitative study on cross-country differences in teaching practices in three Latin American countries. Of the three countries selected for the study, Paraguay and the Dominican Republic perform at the bottom of the regional comparative test, “Second Regional Comparative and Explanatory Study” (SERCE), and the Mexican state of Nuevo Leon is one of the top performers. Our findings, based on a large sample of video recordings from sixth-grade classrooms in the three countries, indicate that certain classroom practices appear to be associated with higher levels of learning. Teachers… Continue Reading →
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eric.ed.gov har udgivet: The widespread adoption of the Common Core State Standards (2010) has caused mathematics and special educators to reconsider instructional methods. The Common Core introduces eight Standards for Mathematical Practice that outlines the dispositions that should be fostered in students. Most notable are those that push students to analyze problems, create a solution, explain/prove their reasoning to others and critique other students’ methods. Although direct instruction has been the primary approach advocated in working with students who have disabilities, this approach tends to teach basic skill proficiency with less emphasis on the problem solving advocated in the Common Core. In this paper, we use examples from our own teaching to offer an alternative to direct instruction for special education teachers who are moving into mathematics or co-teaching, an… Continue Reading →
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eric.ed.gov har udgivet: As a growing body of evidence links school success and early mathematical experiences, there is increasing interest in offering young children opportunities to bridge their informal understanding of mathematics with more formal concepts and processes. At the same time, many teachers and caregivers in the early care and education (ECE) field may not be adequately equipped to provide appropriate math-related experiences and instruction to young children age birth through five. The aim of this project, Strengthening the Math-Related Teaching Practices of the Early Care and Education Workforce, has been to identify promising practices and strategies for enhancing the ability of ECE practitioners to promote children’s mathematical understanding and competence. This paper summarizes the perspectives of nationally recognized experts in the field of mathematics and early care and… Continue Reading →
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eric.ed.gov har udgivet: This study intends to compare and contrast student and school factors that are associated with students’ mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables such as math teacher support and socioeconomic status (SES) between 15-year-old students in the U.S. and in Shanghai, China. The findings suggest that on average, students from Shanghai showed higher math self-efficacy and better achievement than those of American students. However, at the student level, similar positive relationships between math teacher support and math self-efficacy and between SES and math self-efficacy were found in both locations. That is, in the U.S. and Shanghai, an increase in math teacher support predicts… Continue Reading →
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eric.ed.gov har udgivet: This brief is directed to researchers and adds to the research base about instructional practices that are related to student achievement. Additional evidence on these relationships can suggest specific hypotheses for the future study of such instructional practices, which, in turn, will provide research evidence that could inform professional development of teachers and the writing of instructional materials. The results of this study revealed a pattern of relationships largely consistent with earlier research, but not in every case. Results that are consistent with previous research include increased student achievement associated with teachers dedicating more time to whole-class instruction, suggesting specific practices in response to students’ work (1st grade only), using more representations of mathematical ideas, asking the class if it agrees with a student’s answer, directing students… Continue Reading →
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eric.ed.gov har udgivet: In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers’ mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods courses. Findings revealed that the teachers were oriented toward differing views of learning that shaped how they organized students’ learning of language and mathematics during classroom instruction. While both teachers used similar teaching strategies to support students’ development of mathematics specific literacies, there were variances in how the learners were positioned within the classroom community and how and which repertoires of language practices were available and used during mathematics instruction. The teachers’ differing orientations toward learning are traced to their own… Continue Reading →
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