eric.ed.gov har udgivet: As part of an effort to improve basic math instruction at Vocational-Technical Institute (T-VI) in New Mexico, a survey was conducted asking teachers, tutors, and instructional technicians to assess the importance of and student performance on 35 basic math competencies. Survey responses were then related to two national standards of mathematical literacy: the vocational standards of the Secretary of Labor’s Commission on Achieving the Necessary Skills (SCANS) and the academic standards of the National Council of Teachers of Mathematics (NCTM). Study highlights included the following: (1) several skills seen as important by SCANS and NCTM were viewed as unimportant by teachers of math and math-related subjects, including “working together in groups to solve problems,””using calculators,””ability to estimate,””ability to use measuring tools and systems,” and “ability to use… Continue Reading →
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eric.ed.gov har udgivet: The report describes briefly two foundation-funded inservice training institutes for middle school teachers in Los Angeles (California) who have limited-English-speaking students in their classes. The first was designed to: (1) introduce teachers to the communicative approach to math and science instruction; (2) help develop instructional materials that encourage students to interact with the language of mathematics and science; (3) identify effective instructional and assessment practices for integrating content and language instruction; and (4) train selected teachers to become trainers and to assist in the design and implementation of the second institute. The project was linked to a federally funded program targeting English language acquisition and academic achievement, which allowed inclusion of social studies into the academic content. The first institute took place in November 1991, the second… Continue Reading →
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eric.ed.gov har udgivet: Using a cross-cultural perspective, researchers studied the “math avoidance syndrome,” which has reached crisis proportions among American Indians, at two elementary schools on Utah’s Northern Ute Reservation and Wisconsin’s Oneida Indian Reservation in 1980. Researchers gathered data by observing math instruction at the schools and by interviewing parents, teachers, tribal officials, and a group of students from third and fourth grade classrooms. They also discussed with tribal elders each tribe’s style of computation and problem solving. Results showed that, contrary to widely held beliefs, neither degree of traditionality nor sex of student served as an accurate predictor of student math attainment or interest in math. Perceived conflicts between school and home regarding function and purpose of education, social organization of math lessons, incompatibility of classroom management styles,… Continue Reading →
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eric.ed.gov har udgivet: For the nearly 39 million U.S. adults who do not have a high school diploma, the General Educational Development (GED) programs and exam have served as the main avenue for improving individuals’ skills and helping them earn a high school credential. However, few students who start these programs ever get this credential, and even fewer advance to the postsecondary education and higher-level training programs that could increase their earning potential. In response to this challenge, the American Council on Education (ACE) partnered with Pearson Inc. to release a new more rigorous GED test in 2014 that assessed the crucial thinking, writing, and analytical skills considered essential for success in today’s labor market. In addition, ACE partnered with the New York City Department of Education’s District 79 (D79),… Continue Reading →
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eric.ed.gov har udgivet: Research for Action (RFA) has completed its second year of a five-year external evaluation of the Project Leadership and Investment for Transformation (LIFT) Initiative in the Charlotte-Mecklenburg School District (CMS). Project LIFT is a public-private partnership between CMS and the local philanthropic and business communities in Charlotte, designed to turn around nine schools in the West Charlotte Corridor. Starting in the 2012-13 school year, Project LIFT operates as a semi-autonomous Learning Community within CMS, providing the initiative with CMS infrastructural support and access to an initial $55 Million investment of private resources to drive a multifaceted reform effort in Charlotte’s highest poverty schools. Project LIFT’s long-term goals are to significantly improve student achievement in the following ways: 1) 90% of students will achieve proficiency in math and… Continue Reading →
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eric.ed.gov har udgivet: Constructivist approaches to mathematics instruction based on the standards of the National Council of Teachers of Mathematics (NCTM) have been widely advocated and are expanding in use. However, many educators express a need for constructivist approaches that provide specific student materials, assessments, teachers’ manuals, professional development, and other supports to enable a broad range of teachers to succeed with a broad range of children. MathWings was designed to accomplish this goal. MathWings provides a practical, comprehensive approach based on the NCTM standards. Three evaluations have examined the impact of MathWings. The first involves four rural Maryland schools and found substantially greater gains on the mathematics sections of the Maryland School Performance Assessment Program for MathWings students than for the rest of the state. The four pilot schools,… Continue Reading →
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eric.ed.gov har udgivet: “Teach For America” (“TFA”) is a highly selective route to teacher certification that aims to place non-traditionally trained teachers in high-need public schools. The What Works Clearinghouse (WWC) identified seven studies of teachers trained through “TFA” that both fall within the scope of the Teacher Training, Evaluation, and Compensation topic area and meet WWC group design standards. The WWC considers the extent of evidence for teachers trained through “TFA” on the academic achievement of students in grades pre-K-12 to be medium to large for two student outcome domains–mathematics achievement and English language arts achievement–and small for two student outcome domains–science achievement and social studies achievement. “TFA” teachers were found to have positive effects on mathematics achievement, potentially positive effects on science achievement, and no discernible effects on… Continue Reading →
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eric.ed.gov har udgivet: Four nontraditional teacher education programs to attract and train mathematics and science teachers are described. Three of the programs are aimed at midcareer professionals; the fourth is aimed at recent college graduates who did not prepare to become teachers as undergraduates. All are small programs; they provide models for other institutions to follow. The programs are at Harvard University, the University of Massachusetts, the University of Vermont, and Washington University in St. Louis, Missouri. The study was organized around six research questions: (1) What are the characteristics of these programs? (2) What are the characteristics of their students? (3) What attracted the students to the programs? (4) What are students’ evaluations of the programs? (5) What are the career plans and motivations of the students? and (6)… Continue Reading →
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eric.ed.gov har udgivet: Eleven experts in mathematics education, special education, and assessment completed an open-ended survey on current math instruction in relation to the “Curriculum and Evaluation Standards” of the National Council of Teachers of Mathematics and the perceived appropriateness and feasibility of the standards for students with disabilities. In general, the experts agreed that adoption of the Standards has been minimal and that math education in practice continues to emphasize basic skills. Two opposing viewpoints were evident in the experts’ responses. One viewpoint was that the Standards did not recognize the importance of individual differences and were not better than current practice in math education. The opposing viewpoint was that the Standards reflected a vision of what mathematics should be and that minimal, nonsubstantial modifications were needed for students… Continue Reading →
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eric.ed.gov har udgivet: The appropriateness and feasibility of the “Curriculum and Evaluation Standards” published by the National Council of Teachers of Mathematics were examined with respect to the mathematics education of students with disabilities. Eleven experts from the areas of mathematics education, special education, and assessment were surveyed using a five-point forced rating scale. To investigate the response patterns among the experts, their responses were clustered using a hierarchical agglomerative technique. Most of the experts reached consensus that the Standards should be addressed through curriculum and evaluation in elementary level math education. All respondents perceived that the basic skills were adequately and feasibly addressed in the elementary curriculum. Some experts who believed in the visions provided by the Standards also approved the feasibility of the Standards in evaluation. In contrast,… Continue Reading →
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