eric.ed.gov har udgivet: The present study, which was drawn from a larger project in which teachers developed and implemented performance assessments in their classrooms, investigates children’s perceptions of what reading and mathematics are and how they understand their teachers’ knowledge of them as readers and mathematicians. Two students from each of 13 third-grade classrooms were interviewed 3 times during the school year. In all, 75 interviews about reading and 76 about mathematics were conducted. Responses make it clear that students do recognize reading as a meaning-making task but that this recognition becomes distorted when they are assessed on their reading ability. They believe that assessment is often aimed at handwriting, punctuation, or expression when reading aloud. In mathematics, these students demonstrate consistency across definition of math and assessment of math.… Continue Reading →
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eric.ed.gov har udgivet: The report describes a workshop for adult basic education teachers in Ohio which utilized the teacher training television series, “Basic Education: Teaching the Adult.” Responses from teachers identified the two clusters of content presented: (1) measurement/diagnosis of student learning and individualized instruction, and (2) teaching reading and math and selection and use of materials. A structure for individualizing the experience for participants is described. Resource persons developed the following procedures for the workshop: viewing and discussion of a few relevant television lessons (selected for each cluster), formulation of individual written learning objectives by participants, discussion of the objectives with a resource person, and use of the objectives in planning special sessions. A summary of the television lessons used in each cluster and lists of some of the… Continue Reading →
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eric.ed.gov har udgivet: Literacy skills are critical to students’ academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. “Passport Reading Journeys” [TM] is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher-led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students. This What Works Clearinghouse (WWC) report, part of the WWC’s Adolescent Literacy topic area, explores the effects of “Passport Reading Journeys” [TM]… Continue Reading →
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eric.ed.gov har udgivet: Literacy skills are critical to students’ academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. “Passport Reading Journeys” [TM] is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher-led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students. This What Works Clearinghouse (WWC) report, part of the WWC’s Adolescent Literacy topic area, explores the effects of “Passport Reading Journeys” [TM]… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Although religion has played a key role in reading instruction in many education systems, this position has been challenged by increasing religious diversity and the spread of non-religious worldviews. Simultaneously, there has been growing interest in the role of disciplinary literacy in education (i.e. the ways in which a discipline’s knowledge is created, shared and evaluated) as well as the role of the reader. Drawing on classroom observations and interviews in an exploratory study, the article focuses on how adolescents experience reading in religious education (RE). The study shows that students relate meaning-making in RE to developing respect and tolerance, that teachers focus on conceptual understanding while students request a focus on lived religion, and that student meaning-making… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In the current investigation, we used structural equation mediation modeling to examine the relations between executive function (indexed by measures of working memory, shifting, and inhibition), decoding ability, and reading comprehension in a sample of 298 children aged 6 to 8 years (132 boys and 166 girls). Results indicated that executive function was mediated by decoding ability. When sex was examined as a moderator of these associations, a trend suggested that direct relations between executive function and reading comprehension were stronger for girls compared with boys; no significant differences were found for other direct and indirect relations. Taken together, these findings highlight the importance of executive function in supporting underlying integrative processes associated with reading comprehension and emphasize… Continue Reading →
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eric.ed.gov har udgivet: The results of the SAT 9 tests administered to Guam students in grades 1, 3, 5, 7, 9, 10, and 11 have consistently indicated below average academic performance in the subjects of reading, math and language arts over the past decade of testing. To ensure that students attain the necessary skills and knowledge in reading, math, and language arts, the Student Focus Committee has constructed a district action plan designed to address problems by focusing on measurable objectives to raise student performance. These objectives, discussed in detail in the plan, are grouped into the following categories: (1) standards and assessment; (2) personnel quality and accountability; (3) federal, state, and local programs; (4) home-school connection; (5) Education Indicator System; and (6) system-wide needs/changes. Appended are the following: (1)… Continue Reading →
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eric.ed.gov har udgivet: The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The “Intensive Intervention Practice Guides” are created for practitioners… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The main purpose of this quantitative-qualitative content analysis study was to compare IELTS and TOEFL listening and reading tests based on the representation of the learning objectives of Revised Bloom’s taxonomy. To this end, 12 Academic IELTS listening and reading tests and 12 TOEFL iBT listening and reading tests were analyzed qualitatively and quantitatively. The contents of these tests were codified using a coding scheme developed by the researcher. To ensure the reliability of the coding, the test items were coded twice by the main researcher with a two-week time interval. Three coders (the researchers in this study) also independently codified the test items. The inter-coder and intra-coder reliability of the coding turned out to be .68 and… Continue Reading →
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