eric.ed.gov har udgivet: The purpose of this study was to investigate the relationship between the TVAAS growth score given by the Tennessee Department of Education and the overall Tennessee Educator Assessment Model (TEAM) observation rating for teachers in grades 3 through 8. The participating county public school system for this study is located in Northeast Tennessee. Participants were teachers in the school system teaching Math, English/Language Arts, Science, and Social Studies in grades 3 through 8 in 10 elementary schools, 6 middle schools, and 2 K-8 schools. Specifically, this research examined the relationship between the TEAM observation scores and overall TVAAS growth score given to the teacher from the Tennessee Department of Education based upon yearly-standardized test scores. Research reinforced mixed views about the validity and purpose of teacher evaluation… Continue Reading →
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eric.ed.gov har udgivet: Student achievement of fifth-grade students in 106 Georgia public schools in CRCT reading and mathematics was examined as a function of five characteristics of teachers and schools. The five independent variables used as predictors of CRCT scores were Title I status, teachers’ education level, teachers’ average years of experience, class size, and computer to student ratio. Designation as a Title I school was the strongest predictor of student achievement. When compared to non-Title I schools, Title I school status resulted in a higher percentage of students meeting CRCT standards in both reading and math and a lower percentage of students exceeding standards in both reading and mathematics. However, Title I school status also resulted in a higher percentage of students meeting standards on both the CRCT reading… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Examining post-election statements made by UC System, UT-Austin, and UW-Madison executive leadership, this study employs word frequency, collocation, and a three-pronged latent semantic analysis to explicate the associative diction, major concepts, and institutional priorities expressed by said leadership to answer the research question, “What is the purpose and function of a post-election statement made by postsecondary executive leadership?” Results reveal that system-level leaders address broad coalitions, avoid action semantics, and reiterate system principles, whereas institution-level leaders perform reactive semantics while promising campus community action. Implications for campus community members, as well areas of future linguistic research, are addressed. Link til kilde
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eric.ed.gov har udgivet: The Idaho Math Initiative has been developed to help raise student achievement in mathematics across all K-12 grades, focusing on three main areas: teacher education, student achievement, and public awareness. This report describes the initial phase of the Math Initiative, including: (1) Assessment; (2) Intervention; (3) Standards; (4) Curriculum; (5) Teacher Education and (6) Fiscal Year 2009 Budget Request. An appendix includes ISAT scores in Math from 2004-05 to 2006-07. (Contains 1 table.) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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eric.ed.gov har udgivet: Educators are centrally important in the fight for racial justice and access to high-quality education. This has never been more true than in the age of the COVID-19 pandemic, as the public acknowledges the crucial role that our public school teachers play in the well-being of our children and of our society at large. Yet our teacher workforce is under duress. As has been true across the country, Philadelphia’s public schools faced teacher shortages even before the pandemic. COVID-19 is likely to result in further contraction of the teacher preparation pipeline, and in higher rates of attrition as teachers exit their professions due to physical or mental health stressors. And while we know that all students-particularly students of color-benefit from a diverse teaching force, the number of… Continue Reading →
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eric.ed.gov har udgivet: Study after study has found that new teachers tend to be less effective than educators with more experience. But despite having more junior staff, charter networks (referred to as CMOs) often outperform their district peers. So what’s their secret? To find out, this study explores how teacher effectiveness varies and evolves across traditional and charter public schools, as well as within the sector’s CMOs and standalone schools. Using data collected by the Pennsylvania Department of Education between 2007 and 2017, George Mason University associate professor Matthew Steinberg and University of Pennsylvania doctoral student Haisheng Yang examine the impact that over 40,000 teachers in charter and traditional public schools had on students’ math and English language arts (ELA) achievement in grades three through eight. Among the report’s key… 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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