eric.ed.gov har udgivet: The Houston Independent School District’s (HISD) Family and Community Empowerment (FACE) Department implements strategies that are designed to improve communication between parents and the school community, enhance parent/teacher conference participation, increase parent awareness of district and community programs and resources; and ultimately, increase student achievement and attendance. Over the past two years, FACE has helped schools build their capacity to reach parents through its Parent Engagement Representatives (PERs) program. The PERs program was funded by the Title I Parent Involvement grant. Key findings include: (1) During the 2016-2017 academic year, PERs documented 3,669 hours conducting parent involvement activities, which reflected a substantial increase in documented time from the 2015-2016 academic year of 1,468 hours; (2) There were statistically significant increases in the mean scale scores on the… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT PISA (Programme for International Student Assessment) is one of two large scale international comparative projects of student assessment that now exert considerable influence upon school science education policy, the other being TIMSS (Trends in International Mathematics and Science Study). This paper focuses on PISA, now the most influential study. This article outlines the origins of PISA, identifies some of the challenges in its construction and the claims made for it. It argues that while the statistical and methodological aspects of PISA have received much research attention, other elements of PISA have been largely ignored. In particular, there are several outcomes of PISA testing that point towards a significant research agenda. In addition, the political, ideological and economic assumptions… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT As demonstrated by Indigenous and rural scholars, participatory research approaches can facilitate capacity building, promote data accessibility, and accomplish community goals within complex hydrosocial systems. To demonstrate challenges and opportunities for participatory research, we describe hydrosocial territories in a mining-impact region in northern Idaho. We then compare two community-university partnerships in the study region, which included Tribal and non-Tribal rural communities. We find that the Participatory Action Research and Indigenous Research Methodologies frameworks provide a robust set of practices and methods for conducting more equitable and inclusive research. Further, participatory research approaches in research involving mining-impacted hydrosocial systems should: (1) build from established programs, goals, and practices; (2) identify respectful levels of partnership engagement, and (3) recognize partnership… Continue Reading →
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eric.ed.gov har udgivet: Students enter Emily Daniels’ and Maureen Squires’ combined Bachelor of Arts/Master’s in the Science of Teaching Program as undergraduates or move into their MST Program as Master’s candidates matriculating after they have earned Bachelor’s degree elsewhere. Both groups of students take the research class during their first semester of graduate work. The students are seeking certification in childhood or adolescent education in the content areas including math, science (e.g., biology, geology, chemistry, physics), English, social studies, and foreign languages (e.g., Spanish, French). The yearlong research course opens with a focus on general information and the exploration of educational research, which leads to the development of a collaborative research proposal during their first semester. Their second semester is dedicated to implementing the research project through the collection and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This account explores the form and extent of research fraud, the time it takes to investigate these frauds and the inadequacy of university investigations. There also appears to be reluctance to communicate details about fraudulent papers to the scientific community. The sensationalist reporting of fraud is explored. Underlying the analysis is the question as to whether the structure of rewards in higher education encourages research fraud. The analysis addresses the structure of rewards in higher education and the impact that has on researchers, creating the potential for the normalisation of research fraud. Link til kilde
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eric.ed.gov har udgivet: This study examined associations between classroom quality, amount of instruction in Spanish, and academic learning of Spanish-speaking 4 years-olds. Findings suggest that gains in reading and math were larger when children received more instruction in Spanish in classrooms with more responsive and sensitive teachers. It is possible that instruction in Spanish in high-quality classrooms may enhance the academic skills for children with limited English. [This research brief is based on the following published study: Burchinal, M., Field, S., Lopez, M. L., Howes, C., & Pianta, R. (2012). Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners. “Early Childhood Research Quarterly,” 27, 188-197. (EJ958040)] Link til kilde
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eric.ed.gov har udgivet: The Illinois Board of Higher Education (IBHE) provided Early Childhood Educator Preparation Program Innovation (EPPI) grants to 20 partnerships comprised of two- and four-year institutions to further develop models for early childhood educator preparation and build capacity in key areas of need. Recipients used grant funds to design and implement a wide range of seamless pathways for degree and credential attainment through innovative articulation initiatives, systems for aligning assessments to demonstrate candidate attainment of key competencies, and strategies for advising and supporting transfer students. Promising practices to improve early math learning, bilingual/English language learning, infant/toddler development, and quality field experience placements were also developed. This qualitative implementation study provides a systematic review of the innovations and strategies EPPI grant recipients utilized in addressing common barriers and practice-oriented… 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 Openness and collaboration in scientific research are attracting increasing attention from scholars and practitioners alike. However, a common understanding of these phenomena is hindered by disciplinary boundaries and disconnected research streams. We link dispersed knowledge on Open Innovation, Open Science, and related concepts such as Responsible Research and Innovation by proposing a unifying Open Innovation in Science (OIS) Research Framework. This framework captures the antecedents, contingencies, and consequences of open and collaborative practices along the entire process of generating and disseminating scientific insights and translating them into innovation. Moreover, it elucidates individual-, team-, organisation-, field-, and society‐level factors shaping OIS practices. To conceptualise the framework, we employed a collaborative approach involving 47 scholars from multiple disciplines, highlighting both… Continue Reading →
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eric.ed.gov har udgivet: Low- and middle-income countries have made significant progress getting children into school, but student learning and achievement are often dreadfully low (Berry, Barnett, & Hinton, 2015; Pritchett, 2013). Approximately 250 million children across the world are not acquiring basic reading and math skills, even though about half have spent at least 4 years in school (United Nations Educational, Scientific, and Cultural Organisation, 2014). Zambia faces many common educational challenges. Literacy rates among young Zambian adults ages 15–24 are 58.5% for females and 70.3% for males, despite an average of 7.7 years and 7.9 years of education, respectively (Zambia Demographic and Health Surveys, 2013–14; UNICEF, 2015). Community schools in Zambia are in need of a cost-effective solution for delivering quality education in order to improve learning outcomes. The… Continue Reading →
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