eric.ed.gov har udgivet: The use of PLATO (registered) elementary school software in Fairview Elementary School, Dayton, Ohio, was studied. PLATO software had been used in Title I mathematics classes for the last 3 years. The Title I teacher used PLATO software as an integral part of her class instructional strategy. Mathematics achievement data were analyzed for 88 Title I students over the 3 school years. Pretest and posttest mathematics scores were obtained for the Ohio State Performance test in mathematics and for parallel mathematics tests. Four percent of the Title I students scored at the proficient level on the fourth grade mathematics pretest. By the end of the year, 24% of the students were proficient in mathematics, representing a large and educationally meaningful gain in performance. Students at the lower… Continue Reading →
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eric.ed.gov har udgivet: Given the importance of early mathematics instruction and curricula for preventing mathematics difficulties in later grades, it is necessary to identify effective mathematics curricula and instruction to ensure that children become proficient in early mathematics content and procedures. Everyday Mathematics (EM), was reviewed by the What Works Clearinghouse and is reported to have “potentially positive effects” on students’ mathematics achievement. However, most of the studies that have evaluated EM have used quasi-experimental designs or are small-scale randomized control trials. This study reports the preliminary year one findings for Kindergarten and 3rd grade cohorts of the first scale-up evaluation of this widely used curriculum. The results of this study will contribute to understanding whether EM is effective in promoting mathematic proficiency in the elementary grades when implemented “at… Continue Reading →
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eric.ed.gov har udgivet: This report on the SCALE Institutions of Higher Education (IHE) Case Studies line of work provides preliminary findings about SCALE activities at the University of Wisconsin-Madison (UW-Madison). This study focuses on the structural and behavioral dynamics influencing the implementation of the four core SCALE strategies for effecting change in IHEs: (1) reform undergraduate science, technology, engineering and mathematics (STEM) courses; (2) promote collaboration between STEM and education departments regarding pre-service teacher education; (3) promote collaboration between IHEs and K-12 districts regarding in-service professional development; and (4) improve institutional policies and practices at the IHE level that support faculty engaged in pre- and in-service activities. Preliminary findings indicate that SCALE is making progress in each of these areas. Through the Math Masters and Immersion Unit professional development programs… 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: In addressing the nation’s need for a more technologically-literate society, the Rutgers University Research Experience for Teachers in Engineering (RU RET-E) is designed to: (1) engage middle and high school math and science teachers in innovative “green” engineering research during the summer, and (2) support teachers in integrating their research experiences into their academic year, precollege classrooms. The current paper addresses the following two questions: (1) To what extent did RU RET-E impact participants? and (2) To what extent did participants implement resulting lesson plans? During the 2011 summer, seventeen math and science teachers (RU RET-E Fellows) engaged in “green” research alongside faculty and graduate students. Teachers were required to apply to the program in pairs as one math and one science teacher from the same school.… 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 “Simulation-based inference” (e.g., bootstrapping and randomization tests) has been advocated recently with the goal of improving student understanding of statistical inference, as well as the statistical investigative process as a whole. Preliminary assessment data have been largely positive. This article describes the analysis of the first year of data from a multi-institution assessment effort by instructors using such an approach in a college-level introductory statistics course, some for the first time. We examine several pre-/post-measures of student attitudes… Continue Reading →
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eric.ed.gov har udgivet: The Learning School initiative completed its pilot testing in June 2016, with 28 schools, called catalyst schools, taking part. Catalyst schools were located in all eight regional education service agencies (RESAs) and were supported by RESA staff in implementing the Learning School approach. Five schools had been part of the program for 2 years and 23 schools for 1 year. The purpose of the Learning School initiative was to allow greater levels of teacher decision making with regard to their own professional learning in order to meet the learning needs of their students in a model of continuous school improvement. This brief report provides preliminary findings about possible positive associations between the Learning School initiative and student performance in catalyst schools. These findings should be viewed with… Continue Reading →
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