tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This article provides insights into children’s perspectives on schooling experiences following immigration. Albeit focusing on a small cohort of children, the theory and methodology in the article could well be applied to children of immigrants from other cultures. In exploring the primary school experiences of children of Filipino immigrants in South Australia, symbolic interactionism as frame of analysis and in-depth interviews as research method have been utilised. This study shows that children constructed perspectives on the school environment, academic work and interaction with peers and teachers. Symbolic interactionism asserts that children defined their situations, took perspectives and adjusted their behaviour in line with that of others. This paper argues that children’s perspectives were informed by socialisation to prior… Continue Reading →
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eric.ed.gov har udgivet: Many school districts and states have long encouraged teachers to pursue graduate education. Teachers are frequently permitted to use graduate credits for recertification (Hill, 2007), and teachers with graduate degrees generally earn a higher salary or receive an annual stipend (Miller & Roza, 2012). Advocates have argued that graduate education may improve teacher effectiveness (e.g., Harris & Sass, 2011) and raise the status of the teaching profession (e.g., Sahlberg, 2015). The purpose of this brief is to examine the prevalence of graduate degrees among teachers in the United States and to summarize research on the relationship between teacher educational attainment and student achievement. Main findings include: (1) Among early childhood, primary, middle, and junior high school teachers, those with a master’s degree do not have a larger… Continue Reading →
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eric.ed.gov har udgivet: This is the first in a series of three research briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, “Teachers College Record,” edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. The weight of evidence from these studies demonstrates that racially isolated, high-poverty schools tend to negatively influence math and science course-taking patterns and achievement as measured by test scores. Meanwhile, under certain conditions, lower poverty schools and schools that do not enroll highly disproportionate shares of African American and/or Latino students tend to… Continue Reading →
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eric.ed.gov har udgivet: In the past year, overall teacher workforce trends in California have worsened, with especially severe consequences in special education, math, and science, and significant threats in bilingual education. California’s teacher shortage has worsened as teacher demand grows and teacher supply stagnates. As a result, districts are having to hire a growing number of teachers on substandard permits and credentials, which are increasing more quickly than are preliminary credentials. California’s goals for high-quality education will be undermined if the state continues to supplement an inadequate teacher supply with underprepared teachers who leave at high rates (two to three times greater than prepared teachers), thereby provoking greater churn in high-need schools and depressing student achievement. To address the shortfalls, this brief offers three solutions. [For the full report “Addressing… Continue Reading →
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eric.ed.gov har udgivet: Educational design research provides opportunities for both the theoretical understanding and practical explanations of teaching. In educational design research, mathematics teachers’ learning is essential. However, research shows that little consideration is given to teachers and the participation of teachers throughout the entire design process as well as in continued learning. With this in mind, an educational teacher-focused design research was used to explore the challenges teachers face and the opportunities teachers are given when they participate as actors in all the phases of educational design research – designing, teaching, and refining theoretical concepts within the teaching. In this study, the mathematics focus of the design research was generalizations in patterns with Design Principles as the theoretical frame. The results show that the participation of teachers in all… 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 Many players and fans of basketball believe in the “hot hand” phenomenon, yet for years there has been little statistical evidence that such a phenomenon exists (hence the “hot hand fallacy”). However, recent research of Miller and Sanjurjo suggests that previous analyses of the hot hand have been subject to a bias, and after correcting for this bias, there is in fact evidence that the hot hand is real. Miller and Sanjurjo’s analyses are based on permutation tests.… Continue Reading →
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eric.ed.gov har udgivet: Since established by an Appropriations Act in 2006, the Teacher Incentive Fund (TIF) competitive grant program in the U.S. Department of Education has supported human capital strategies “to ensure that students attending high-poverty schools have better access to effective teachers and principals, especially in hard-to-staff subject areas” such as science and math. Responding to the national agenda to improve STEM education, in 2012, the fourth cohort of the Teacher Incentive Fund federal grant competition (TIF4) included special consideration for projects designed to improve STEM education by identifying, developing, and utilizing master teachers as leaders of broader improvements (OESE, 2012a). Houston Independent School District’s (HISD) approach to STEM education — described in this report — is an innovative policy response to the national challenges of preparing students for… 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 University ranking is a popular yet controversial endeavor. Most rankings are based on both public data, such as student test scores and retention rates, and proprietary data, such as school reputation as perceived by high school counselors and academic peers. The weights applied to these characteristics to compute the rankings are often determined in a subjective fashion. Of significant importance in the academic field, the Carnegie Classification was developed by the Carnegie Foundation for the Advancement of Teaching.… Continue Reading →
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eric.ed.gov har udgivet: The fourth cohort of the Teacher Incentive Fund federal grant competition (“TIF4”) included special consideration for projects that would identify, develop, and utilize master teachers as leaders of STEM education. In September 2012, the Houston Independent School District (HISD) was awarded a TIF4 grant for $15.9 million to implement a human capital approach to improving STEM education. The TIF4 project schools were among the HISD schools serving grades K-8 with the highest student economic disadvantage and the most risk factors for chronic absenteeism. A human capital approach to strengthening STEM education addressed the TIF4 project schools’ need for high-quality supports for student learning, and the systemic challenges to teacher retention, development, and recruitment in hard-to-staff subjects. This report overviews the performance-based compensation strategies implemented through the TIF4… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Science education research has built a strong body of work on students’ understandings but largely overlooked the nature of science knowledge itself. Legitimation Code Theory (LCT), a rapidly growing approach to education, offers a way of analyzing the organizing principles of knowledge practices and their effects on science education. This article focuses on one specific concept from LCT—semantic gravity—that conceptualizes differences in context dependence. The article uses this concept to qualitatively analyze tertiary student responses to a thermal physics question. One result, that legitimate answers must reside within a specific range of context dependence, illustrates how a focus on the organizing principles of knowledge offers a way forward for science education. Résumé La recherche en enseignement des sciences… Continue Reading →
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