eric.ed.gov har udgivet: Within a response to intervention framework, teachers regularly base important instructional decisions on the results of formative assessments. The validity of these decisions depends, in part, upon the validity of the inference of students’ skills drawn from the formative assessment. If formative assessment items do not genuinely measure the skills they purport to measure–that is, if they are misaligned with their content standards–then the resulting inferences may be threatened. Alignment is thus critical, given the potential practical repercussions of misalignment (e.g., students denied needed interventions). In the following technical report, we report on the alignment of a randomly selected sample of roughly half the easyCBM CCSS middle school math items with the Common Core State Standards (CCSS). Results suggest a high degree of alignment, with 87% of… Continue Reading →
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eric.ed.gov har udgivet: This study was designed in response to a request from rural educators in the Northeast for support in identifying high-quality online resources to implement the Common Core State Standards for Mathematics (CCSSM). The process for identifying online resources included selecting resources that had an easily navigable CCSSM organizational structure and explicit references to the CCSSM content and/or practice standards. The process for evaluating quality involved math content experts applying the Educators Evaluating the Quality of Instructional Products (EQuIP) rubric to the selected online resources. A total of 184 online resources were initially screened, with 59 meeting all three of these criteria. Among these 59 resources, 19 were determined to be exemplary according EQuIP: 13 of the 19 were classified as instructional resources and 6 of the 19… Continue Reading →
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eric.ed.gov har udgivet: All public schools are required to meet Adequate Yearly Progress (AYP) in order to avoid stiff penalties, per the No Child Left Behind (NCLB) Act. This presents a unique challenge for comprehensive career and technical (CTE) schools. While there is an emphasis on the CTE path that students are interested in pursuing, academic areas must be mastered with proficiency in order for a school to be successful (in this case, as defined by the Pennsylvania System of School Assessment, or (PSSA)). In addition, graduation in select districts is dependent upon proficiency. For a comprehensive CTE school to survive, it must have a sustainable teaching model that aligns and integrates career and technical skills with math and reading anchors. Central Tech, a comprehensive career and technical school in… Continue Reading →
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eric.ed.gov har udgivet: Many factors affect student learning, including school culture to teacher ability to parent support. U.S. schools are trying new ways to improve math and science education by focusing on a variety of these areas. At the core of the efforts are the age-old questions of what to teach and how to teach it–curriculum and instruction. Recent research funded by the National Science Foundation to identify best practices in STEM education shows that students in all types of schools, regardless of size or specialty, can and do engage in high-quality science, mathematics, and engineering. But the extent to which students actually do learn these subjects is a different issue. For effective K-12 STEM instruction to become the norm, schools and districts must be transformed. This brief is presented… Continue Reading →
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eric.ed.gov har udgivet: The shift to the Common Core at the Lazaro Cardenas Elementary School, a pre-K to third grade school in a predominantly Latino area in southwest Chicago, rested on instructional improvement efforts Jeremy Feiwell initiated five years earlier in 2006, when he became Cardenas’s principal. Feiwell knew from his years as a teacher at Cardenas that curriculum and instruction at the school varied widely–every teacher was doing something different in his or her classroom. Meanwhile, the school–where 52 percent of students are English language learners and 97 percent come from low-income households–was the lowest performing of the 23 schools in the community. By 2016, the school was the highest performing in math in the south side of Chicago, and one of the top schools for reading. Cardenas’s staff… Continue Reading →
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eric.ed.gov har udgivet: The product of a project conducted in Massachusetts to apply the National Council of Teachers of Mathematics’ (NCTM) “Curriculum and Evaluation Standards for School Mathematics” to adult basic education (ABE) learning environments, this volume is a collection of teacher-researchers’ essays on field-based application of the adapted standards. The following essays are included: “Can the Fear of Manipulatives Be Overcome?” (Debra Richard); “Making Connections in Math and Science” (Karen DeCoster); “‘It’s Not through the Book’” (Leonora E. Thomas); “Exploring the Metric System in a Workplace Education Class” (Judith Sulzbach); “Non-Traditional Problems in the Forefront” (Marilyn Moses); “Learning to Learn. How Long Does It Take?” (Leslie Arriola); “Manipulatives vs. Rote Memory” (Margaret Fallon); “When You Have a Problem, Use Your Head (…and Your Instinct)” (Thomson Macdonald); “‘They Never Asked… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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eric.ed.gov har udgivet: This article describes a 21st century how-to model for successful career and technical education (CTE) programs. The Geometry in Construction program is the brainchild of two educators, a CTE and a math teacher, who wanted to design a rigorous geometry course taught through a project-based curriculum. This article discusses how they did it, and how one can use the basic principles they outline to do some core content integration of one’s own. Link til kilde
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eric.ed.gov har udgivet: This study describes key challenges and necessary supports related to implementation of the Common Core State Standards for Mathematics (CCSSM) identified by rural math educators in the Northeast. The research team interviewed state and district math coordinators and surveyed teachers in Maine, New Hampshire, New York and Vermont, to assess their most pressing challenges and associated needs. Key challenges included time and support for teachers to change their instructional practices to meet the CCSSM, availability of high-quality instructional materials, and opportunities for collaboration. The report was produced in response to input from the Northeast Rural Districts Research Alliance (NRDRA), one of eight research alliances working with REL Northeast & Islands. This “Stated Briefly” report is a companion piece that summarizes the results of another report entitled “Gearing… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Countries in Africa have since joined their counterparts in other regions of the world in adopting IFRSs with over 30 countries either requiring or permitting its use for its companies. This study contributes to academic literature as it presents a bibliometric analysis on the state of IFRS research in Africa. The analysis involves 73 published articles listed on Scopus database between 2005 and 2018. Key findings in the study indicate that the first research document on Scopus database on IFRS in Africa was in 2005, despite its early adoption since 1993 in Zimbabwe. There is a continued upward growth in the volume of publications and citations over the years. The year of first IFRSs adoption is not associated… Continue Reading →
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