eric.ed.gov har udgivet: Since 1970 the number of teachers has increased 51.9 percent, while the number of students has increased 9.5 percent. In 1970, the student/teacher ratio was 22.3 and it is significantly lower at 16.1 today. Although there are projections indicating an increased demand for teachers going forward, the overall projections do not necessarily create a supply issue across the board. The Bureau of Labor Statistics (BLS) has projected that elementary school and high school teacher employment will grow 6 percent, which is just under the average of 7 percent for all occupations. Even though the BLS expects a significant number of teachers to retire, “many areas of the country already have a surplus of teachers who are trained to teach kindergarten and elementary school, making it difficult for… Continue Reading →
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eric.ed.gov har udgivet: Research examined how three middle school teachers included students with disabilities in their general education classrooms. Purposive sampling was used to select a sixth grade science teacher, seventh grade social studies teacher, and eighth grade math teacher whose classrooms were identified as exemplifying the characteristics of inclusive settings. Each participant had at least six years of teaching experience. The qualitative techniques of interviews, observations, and document analyses were utilized to tell the stories of the three teachers. The specific themes and areas that emerged from the data were preparation, attitudes, and expectations; planning time, collaboration and in-class supports; and instructional strategies. Data revealed that all participants had little pre-service preparation specific to working with students with disabilities and varying levels of in-class supports, but all had positive… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Many educators have sung the praises of Indian Education for All, Montana’s constitutional mandate, and heard the successes of Montana’s Indigenous language revitalization efforts which reverberate around the globe. Teaching Indigenous languages is especially, challenging since there are limited numbers of fluent speakers and scarce resources resulting from harsh education and language policies imposed by the US federal government throughout the nineteenth- and twentieth centuries. Tribal members in Montana spearheaded a unique licensure process for Indigenous language instructors to revitalize and maintain their languages. Language revitalization as a culturally responsive pedagogy strategy is enacted through Class 7 certification, as it is known. It took years of work to assure that the authority rests with the tribal nations, where… Continue Reading →
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eric.ed.gov har udgivet: Introduction: This study analyzed survey responses from 141 teachers of students with visual impairments who shared their experiences about the implementation of Unified English Braille (UEB). Methods: Teachers of students with visual impairments in the United States completed an online survey during spring 2016. Results: Although most respondents knew if their state had a UEB transition plan, few participated in its development. Half attended workshops to learn about word-based UEB, but few attended workshops about math-based UEB. They believed their students would be successful in transitioning to word-based UEB but were less sure about their transition to math-based UEB. Discussion: The teachers believed they were more confident in their own skills and their students’ future success with word-based UEB compared to math-based UEB. Additional clarification on the… Continue Reading →
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eric.ed.gov har udgivet: This study intends to compare and contrast student and school factors that are associated with students’ mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables such as math teacher support and socioeconomic status (SES) between 15-year-old students in the U.S. and in Shanghai, China. The findings suggest that on average, students from Shanghai showed higher math self-efficacy and better achievement than those of American students. However, at the student level, similar positive relationships between math teacher support and math self-efficacy and between SES and math self-efficacy were found in both locations. That is, in the U.S. and Shanghai, an increase in math teacher support predicts… Continue Reading →
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