eric.ed.gov har udgivet: As the use of online courses in high schools increases rapidly across the United States, schools are using courses from a multitude of sources to achieve a variety of educational goals. Policies and practices for monitoring student progress and success in online courses are also diverse. Yet few states formally track or report student participation in online learning. Iowa and Wisconsin are among the states that do not track such information. This study analyzed data from a survey developed to describe how and why brick-and-mortar public high schools in Iowa and Wisconsin use online learning for their students. The survey, developed by Regional Educational Laboratory Midwest in collaboration with members of its Virtual Education Research Alliance, reflects the need for better information about the basic characteristics of… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the 2012-2013 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the quality of the program and the outcomes for children, along with comparisons to previous years. The primary research questions addressed by this evaluation included: (1) What were the key characteristics of the local NC Pre-K programs?; (2) What was the quality of the NC Pre-K classrooms attended by children and what factors were associated with better quality?; (3) What were the outcomes of children attending the NC Pre-K Program and what factors were associated with better outcomes?; and (4) To what extent have there been any changes over time in these results? To address these questions, information was gathered from multiple sources, including monthly service reports, teacher surveys, observations of classroom… Continue Reading →
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eric.ed.gov har udgivet: The 2013-2014 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was designed to examine the longitudinal outcomes through kindergarten for children who attended the Pre-K program, along with comparisons to previous cohorts of program attendees. A sample of 561 children was included in the study, with data gathered at the beginning and end of NC Pre-K (2012- 2013) and kindergarten (2013-2014) to examine their growth in skills. Researchers conducted individual assessments of children’s language, literacy, math, and general knowledge skills and gathered teacher ratings of behavior skills. For 119 Spanish-speaking dual language learners (DLLs) in the sample, parallel assessments were conducted in both English and Spanish to examine their progress when measured in both languages. In addition, program characteristics and services were examined for the 2013-2014 NC Pre-K… Continue Reading →
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eric.ed.gov har udgivet: Pennsylvania Pre-K Counts (PA PKC) is a state-funded prekindergarten program for 3- and 4- year-old children to help them gain school readiness skills. The goal of PA PKC is to help reduce educational disparities by providing high quality prekindergarten for children who lack opportunities or reside in environments that place them at risk of school failure. This Impact Study examined the effects of participation in PA PKC on children’s early academic, social, and executive function skills in kindergarten. In particular, the study focused on whether there were differences in performance for children with 1 or 2 years of enrollment in PA PKC compared to children with no early childhood education (ECE) experience in the 2 years prior to kindergarten. Two primary research questions (1 and 2) guided… Continue Reading →
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eric.ed.gov har udgivet: Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) university courses, 4) professional conferences, 5) mentoring/coaching, 6) informal communications, and 7) individual learning activities. The study found that middle school mathematics teachers spend the greatest amount of time involved in teacher collaboration, professional development programs, and individual learning activities. In addition, mathematics teachers in… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the 2015-2016 NC Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the long-term effects of participation in NC Pre-K at the end of kindergarten. Two groups of children were compared–those who attended NC Pre-K (treatment) and those who had not attended NC Pre-K (comparison). Propensity score matching (PSM) was used to select a matched sample of children with similar characteristics across the two groups. This study found significant treatment effects for participation in the NC Pre-K Program on children’s outcomes at the end of kindergarten in the areas of math skills and executive function. Although effect sizes were in the small range, there were effects across all aspects of math. There were significant differences for calculation skills and the math composite, and marginally significant… Continue Reading →
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eric.ed.gov har udgivet: In 2011, the University of Alaska Fairbanks (UAF) received an Investing in Innovation (i3) Grant through the U.S. Department of Education. UAF applied for the grant to expand the predominantly rural-serving Alaska Statewide Mentor Project (ASMP) to urban settings. ASMP is a professional development initiative that supplies fully released, highly trained mentors to early career teachers (ECTs). UAF’s i3 grant, The Urban Growth Opportunity (UGO), included five districts: Anchorage, Fairbanks North Star Borough, Kenai Peninsula Borough, Matanuska-Susitna Borough, and Sitka. This is the final report for the grant conducted over four years (2011 2012 to 2014 2015). The research team randomly assigned 556 ECTs to treatment (UGO) and business as usual (BAU) groups. UGO ECTs received an ASMP mentor for two years; BAU ECTs received their districts’… Continue Reading →
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eric.ed.gov har udgivet: An extensive body of research has demonstrated that the use in a K-12 classroom of technology, such as the Internet, computers, and software programs, enhances the learning of mathematics (Cheung & Slavin, 2013; Cohen & Hollebrands, 2011). In particular, growing empirical evidence supports that certain types of technology, such as intelligent tutoring systems and adaptive learning systems, have a positive impact on students’ academic achievement in math and their attitudes toward math (Arroyo, Burleson, Tai, Muldner, & Woolf, 2013; Ma, Adesope, Nesbit, & Liu, 2014; Pane, Griffin, McCaffrey, & Karam, 2013; Steenbergen-Hu & Cooper, 2013). These kinds of learning systems yield positive effects by providing students with personalized instruction tailored to “the pace, order, location, and content of a lesson uniquely for each student” (Enyedy, 2014, p.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Enrichment programs provide learning opportunities for a broader or deeper examination of curricular or extracurricular topics and are popular in gifted education. Herein, we investigated the effectiveness of a statewide extracurricular enrichment program for gifted elementary school children in Germany. The program implemented a ”grass roots“ strategy by which local units developed and offered the enrichment courses, which spanned a broad array of topics. The courses targeted different outcomes, including students’ cognitive abilities, school achievement, interests, creativity, self-control, self-concept, and social competencies. We compared third-grade students attending the enrichment program (N =423) with nonattending third-grade students (N = 2,328) by means of a propensity score analysis. Specifically, we controlled for potential selection effects and estimated the average causal… Continue Reading →
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eric.ed.gov har udgivet: Both Ohio’s state leadership and its foundation community recognized that, to move forward in a global economy, Ohio would need a highly trained workforce that would attract high tech companies to the state. Though STEM shortages have been a pervasive problem for decades, with the election of a new Governor in 2008, there was call to action from state higher education executive officers to address the STEM shortage areas as well as the growing achievement gap. In the years leading up to 2010, the state had significant teacher shortages in ten subject areas, with the greatest need in mathematics, sciences, and special education. These shortages, already severe, were projected to worsen as the state looked to adopt new rules for additional math and science courses required for… Continue Reading →
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