eric.ed.gov har udgivet: The aim of this study is to find out whether there is a connection between teacher’s request and guidance for written explanation and third-graders’ achievements in solving a non-standard problem. Pupils’ task was to solve a simplified arithmagon and to explain their solution. The lessons of seven teachers were recorded and their actions were examined and categorized during a problem-solving lesson. Also pupils’ solutions were checked and classified. The teacher’s behavior seems to have a crucial role in the quality of pupils’ written explanations. The third-graders had difficulties in writing their reasoning for solving the problem. Link til kilde
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eric.ed.gov har udgivet: To understand the immediate impact of a university-school district partnership that places preservice teachers (both traditional undergraduates and graduate students in an initial licensure residency program) in a Professional Development School (PDS) model, this exploratory study reviewed data from yearly examinations required by the Kansas State Department of Education for the purpose of monitoring average yearly progress in reading and math. Scores of students (grades 3-5) in 16 PDS sites were compared to scores of students in 16 non-PDS sites in the same district, matched for similarity based on demographic criteria. Findings indicate statistically significant differences in gains in the percent of students performing at or above proficient on state reading assessments, with students attending PDS sites outperforming those who attend non-PDS sites. Findings related to math… Continue Reading →
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eric.ed.gov har udgivet: Public investment in pre-K programs across the US has expanded over the past two decades, primarily to increase access to pre-K programs, especially among low-income children and children of color. However, program quality varies across states. One key question policymakers and practitioners have posed is how to create high-quality early childhood educational environments that promote successful outcomes for all preschool-aged children. This study considers the role of professional development supports in helping teachers create high-quality learning experiences for children. It examines three professional development supports that early childhood programs often provide (teacher training, coaching, and common planning time), whether these supports predict various aspects of observed teacher practice, and whether the associations between professional development supports and teacher practice vary based on teachers’ experience. Findings suggest that… Continue Reading →
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eric.ed.gov har udgivet: This article describes the evaluation of an online professional development program funded by the State of Colorado to address the need for highly qualified science teachers in high need and/or rural school districts. Recruitment and the retention of highly qualified educators in high need and/or rural school districts is a critical factor affecting the education and the possible career trajectory of students enrolled in science, technology, engineering and math (STEM) related courses. The program describes the participants experiences with the online format, the educational courses offered, and the overall effect of the program. The results of the evaluation provided positive results for participants experience and valuable information regarding improvements to such programs. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Objective: To test the items, identified through qualitative inquiry that might form the basis of a new Malocclusion Impact Questionnaire (MIQ) to measure the oral health-related quality of life (OHQoL) of young people with malocclusion. Methods: Piloting with 13 young people reduced the number of items from 37 to 28. Cross-sectional testing involved a convenience sample aged 10–16 years, attending the Orthodontic Department of the Charles Clifford Dental Hospital, Sheffield. The fit and function of the initial MIQ questions were examined using item response theory. Results: 184 participants (113 females; 71 males) completed a questionnaire (response 85%), seven participants were excluded due to missing responses. The mean age of participants was 12·9 years (SD 1·4) and they had a… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The scientific substantiations of quality have been applied to models that pertain to mathematical statistics, the probability theory, the information theory, fuzzy systems, graphic methods, time series, and algebraic and numerical methods. To these, this article aims to present a new method of applying mathematical modelling in an economy based on knowledge, by using the concept of the definite integral, the composite function, and mathematical optimisation. The research methods used in the realisation of this article are bibliographic research, creation of new models, and problem-solving. Mathematical modelling, the simulation of the quality of life, etc. are methods and techniques of both theoretical and practical scientific approach, which are likely to lead to a better understanding of the role… Continue Reading →
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eric.ed.gov har udgivet: In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first year years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 SD in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS… Continue Reading →
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eric.ed.gov har udgivet: In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first year years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 SD in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS… Continue Reading →
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eric.ed.gov har udgivet: Mathematics anxiety in primary pre-service teachers’ affects their future teaching of mathematics and achievement of students. Data collected via Critical Incident Technique were used to investigate this anxiety as perceived and identified by first year pre-service teachers. This paper proposes the application of the Quality of Life conceptual framework of being, belonging and becoming, as a lens for analysis of these reflections to elucidate the concepts of identity and projective identity. This paper makes a contribution to the frameworks through which primary pre-service teachers’ maths anxiety, and its implications for their identity development, might be understood. 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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