tandfonline.com – Capture-Recapture Methods for the Social and Medical Sciences
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
Sciences
Eric.ed.gov – Evaluation of the Computer and Team Assisted Mathematical Acceleration (CATAMA) Lab for Urban, High-Poverty, High Minority Middle Grade Students. Final Report to the Institute of Education Sciences
eric.ed.gov har udgivet: This project entailed a three-year efficacy evaluation of the Computer and Team Assisted Mathematical Acceleration (CATAMA) Lab developed by the Center for Social Organization of Schools at Johns Hopkins University. The CATAMA Lab was proposed as an immediate and practical approach to addressing the different types of math deficits held by students at urban high-poverty schools. The Lab required only 1 teacher per school reducing staff and professional development requirements. It used multiple instructional techniques (including individualized computer instruction, direct instruction, pair and team learning, and individual instruction) to teach math concepts and skills. By taking the place of an elective it allowed students to continue with their on-grade math class. For a more detailed description of the Lab see Appendix 2. The original goal of the… Continue Reading
Eric.ed.gov – Math in Your World (Math and Social Sciences). Module 3. MATHCO Teacher’s Guide.
eric.ed.gov har udgivet: MATHCO is a motivating series of audiovisual and print materials designed to overcome the negative effects of sex bias and stereotyping on the attitudes, interests, and aspirations of girls toward mathematics and mathematics-related careers. The materials teach mathematics skills, demonstrate relationships between mathematics and other subjects, and provide exposure to mathematics-related careers. They are useful for boys as well as girls at the pre- and early-adolescent stage; they are both multiethnic and nonsexist in text and illustrations. Module 3 includes a filmstrip and 16 activities linking mathematical concepts and the social sciences. Surveying, planning a trip, scale drawing, population growth, and the stock market are among the topics considered, with activity worksheets for each. (MNS) Link til kilde
Eric.ed.gov – West Virginia University’s Health Sciences and Technology Academy
eric.ed.gov har udgivet: This article describes the Health Sciences and Technology Academy, an outreach and engagement program by West Virginia University to encourage higher education faculty members and administrators, public school teachers, and community leaders to assume the responsibility of mentoring high school students. The primary goal is to increase the college going rate among underrepresented students in West Virginia. Additional goals are to improve science and math skill acquisition, to empower communities through leadership development of their youth, and to increase the number of health care providers as well as the number of math and science educators in West Virginia’s currently underserved communities. Link til kilde
tandfonline.com – Adding Voices to Physical Sciences Preservice Teachers’ Approaches to Learning
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Students’ approaches to learning have a significant impact on the outcomes of any educational programme. In the light of the documented concerns about the quality of students’ engagement with academic work, this study sets out to determine and explain preservice teachers’ (PSTs) approaches to learning. This was based on the premise that, while science teacher-educators may strive to inculcate a deep approach to learning in their PSTs, various contextual factors may impinge on these efforts. Ninety-four Physical Sciences PSTs’ approaches to learning were explored through a survey questionnaire followed by 32 face-to-face interviews. The approaches to learning theory was used to develop the instruments and interpret the data. Mean agreement scores were used to determine the students’ approaches to… Continue Reading
Eric.ed.gov – Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. NCEE 2014-4010
eric.ed.gov har udgivet: Lack of researcher consensus on how to measure disadvantaged students’ access to effective teaching has made it challenging for practitioners to draw lessons from the data. This brief aims to help policymakers understand the emerging evidence by synthesizing findings from three peer-reviewed studies that collectively span 17 states. The studies provide two lessons: (1) on average, disadvantaged students received less effective teaching than other students, equivalent to about four weeks of learning for reading and two weeks for math, or about 2 to 4 percent of the student achievement gap between these groups; and (2) access to effective teaching for disadvantaged students varied across districts, with a statistically significant difference between more and less disadvantaged students’ access in some districts and no statistically significant difference in access… Continue Reading
Eric.ed.gov – Addressing Teacher Shortages in Disadvantaged Schools: Lessons from Two Institute of Education Sciences Studies. NCEE Evaluation Brief. NCEE 2013-4018
eric.ed.gov har udgivet: Schools serving low-income students struggle to attract effective teachers, particularly in science and math. In response to these staffing difficulties, states have tried to lower the barriers to becoming a teacher by establishing “alternative routes to certification.” These routes enable teachers to begin teaching before completing all the requirements for certification and, in many cases, require less education coursework than traditional teacher preparation routes in the same states. Currently, as many as two-fifths of new teachers enter the profession through alternative routes. Most programs providing alternative routes to certification admit most applicants, although a few, including Teach For America and the Teaching Fellows programs, are highly selective, admitting fewer than 15 percent of applicants. To provide evidence on the effectiveness of teachers from alternative routes to certification,… Continue Reading
tandfonline.com – What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their disciplinary backgrounds and the topics and research methods they address. In this document analysis of the websites of 75 international graduate learning sciences programs, we examine central concepts and research methods across institutions, compare the programs, and assess the homogeneity of different subgroups. Results reveal that the concepts addressed most frequently were real-world learning in formal and informal contexts, designing learning environments, cognition and metacognition, and using technology to support learning. Among research methods, design-based research (DBR), discourse and dialog analyses, and basic statistics stand out. Results… Continue Reading
tandfonline.com – Canadian Journal of Science, Mathematics and Technology Education Special Issue on Innovation and Diversity in Engineering Education/Revue canadienne de l’enseignement des sciences, des mathématiques et des technologies Numéro spécial sur l’innovation et la diversité en enseignement de l’ingénierie
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tandfonline.com – Evaluation of Turkish and mathematics curricula according to value-based evaluation modelThis paper was presented as a platform presentation at the 8th World Conference on Educational Sciences, February 04–06, 2016, Madrid, Spain.View all notes
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study evaluated secondary school seventh-grade Turkish and mathematics programs using the Context-Input-Process-Product Evaluation Model based on student, teacher, and inspector views. The convergent parallel mixed method design was used in the study. Student values were identified using the scales for socio-level identification, traditional values, democratic values, work–business values, scientific values, and basic values. Teacher values, on the other hand, were identified using the Schwartz Values Scale. As a result of the analysis, regarding gender, there were significant differences in helpfulness, consistency, reliability, working hard, investigation, and esthetic value dimensions in favor of the female students. The helpfulness value is the most important one for both Turkish and mathematics teachers. Link til kilde