tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained by self-determination theory (SDT), is a prerequisite for learning. Therefore, this study investigated how the three perceived psychological needs in SDT affected student engagement in online learning using pre- and post-questionnaires completed by 1201 Grade 8 and 9 students within 6 weeks of partaking in online learning. The results suggested that digital support strategies better satisfied students’ needs, that all of the needs were predictors of the level of engagement, and that relatedness support was very important. Link til kilde
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eric.ed.gov har udgivet: This report by the American Federation of Teachers (AFT) is the first comprehensive effort to assess student achievement in public schools managed by Mosaica Education, Inc., one of the leading private management companies in education, marketing itself to charter boards and school districts since 1997. Schools examined in the report had been managed by Mosaica for at least two years, some for three or more years, to provide an analysis of trends. The first part of the evaluation compares student achievement between 11 charter schools managed by Mosaica during 2000-2001, to other schools in the state with the same grade levels and a comparable percentage of low-income students. The AFT study ranks each Mosaica school among the comparison schools based on the 2000-2001 average math and reading… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Kaggle is a data modeling competition service, where participants compete to build a model with lower predictive error than other participants. Several years ago they released a simplified service that is ideal for instructors to run competitions in a classroom setting. This article describes the results of an experiment to determine if participating in a predictive modeling competition enhances learning. The evidence suggests it does. In addition, students were surveyed to examine if the competition improved engagement and interest in the class. Supplementary materials for this article are available online. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Why do some schools bring forth high achievement levels, whereas others do not? To understand the mechanisms behind school success, one must examine schools as organizations and the social relations and interactions among their members. By integrating the literature on educational effectiveness and sociological institutionalism, this article presents a study of four successful and four failing schools in Sweden regarding the impact of schools’ internal organization on student achievement. The results demonstrate that the two types of schools have distinct organizational characteristics, which show significant stability over time. Linking organizational characteristics and student outcomes, we argue that (a) the varying social reality of teachers and principals among the two types of schools fosters different types of actions and… Continue Reading →
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eric.ed.gov har udgivet: The University of Wyoming (UW) teacher education program is a collaborative between UW faculty and educators from school districts throughout the state. Though the university faculty is charged with teaching teachers, the equally important “teachers of teachers” are the exemplary classroom teachers who provide modeling and expertise for preservice teachers. Throughout their training, students participate in campus-based coursework and classroom-based experiences at an assigned school site. There are four program elements: Phase 1, “Focus on Learning”; Phase 2, “Teacher as Decision Maker”; Phase 3, “Teaching Humanities, Literacy, Math/Science”; and Phase 4, a teaching residency. The university views technology as a powerful pedagogical tool, and focuses on using technology to improve student achievement rather than on the equipment and infrastructure. Students integrate technology into their individual and group… Continue Reading →
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eric.ed.gov har udgivet: This study was designed to help faculty and administrators weigh the value of using student ratings of professors’ teaching effectiveness and to determine factors that may affect those ratings. For this study, conducted at a Midwestern AACSB accredited School of Business, 163 students (23% of the business majors) were surveyed to determine their perceptions concerning student ratings of faculty. Although 100% of the students surveyed believed they were honest in their evaluations, only 33% of them believed other students were honest. International students tended to give higher evaluations in math-related classes than U.S. students. Students tended to give higher evaluations to professors who used humor and to professors they liked. They did not give higher evaluations to male professors or ones under 55 years of age. The… Continue Reading →
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eric.ed.gov har udgivet: This paper asks whether placement recommendations for a developmental math course at an elite public institution impact students’ future academic performance, course-taking, and college outcomes. Researchers use these specific outcomes to measure whether developmental courses help students develop the skills necessary to succeed in college, inspire them to take different courses, and help them graduate or persist in college. The study examines the ways in which instructor characteristics can drive these outcomes, and whether instruction at this university in a program for low-achieving students and particularly underprepared low-income, first-generation, and underrepresented minority students achieves its goal of reducing achievement gaps. This informs specific course and instructor policies to help underprepared students in their first semesters in college. The research setting is an elite public institution with a… Continue Reading →
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eric.ed.gov har udgivet: In December 2015, President Barack Obama signed the Every Student Succeeds Act (ESSA), which replaced No Child Left Behind (NCLB), as the nation’s major law governing public schools. ESSA retains the requirement that states test all students in reading and math in grades three through eight and once in high school, as well as the requirement that states ensure those tests align with states’ college- and career-ready standards. However, the law makes significant changes to the role of tests in state education systems. For example, ESSA requires states to include a broader set of factors in school accountability systems rather than just test scores; provides funding for states and districts to audit and streamline their testing regimes; and allows states to cap the amount of instructional time… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In recent decades, most Nordic countries have seen reforms in their teacher education programme, giving rise to an ongoing debate on these programmes’ content, structure, and quality. As part of a recent reform of teacher education in Norway, new Master’s-level programme have been introduced to educate teachers for grades 5–10, whereby pre-service teachers (PSTs) take specialised content courses and undergo field placements twice a year. The purpose of this paper is to determine the effects of the specialised content courses on student teaching. In this study, we used a survey design to collect quantitative data from PSTs and qualitative data from mentor teachers. PSTs teaching subjects they specialised in had a more positive teaching experience related to perceived… Continue Reading →
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eric.ed.gov har udgivet: Value-added models measure teacher performance by the test score gains of their students, adjusted for a variety of factors such as the performance of students when they enter the class. The measures are based on desired student outcomes such as math and reading scores, but they have a number of potential drawbacks. One of them is the inconsistency in estimates for the same teacher when value added is measured in a different year, or for different subjects, or for different groups of students. Some of the differences in value added from year to year result from true differences in a teacher’s performance. Differences can also arise from classroom peer effects; the students themselves contribute to the quality of classroom life, and this contribution changes from year to… Continue Reading →
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