eric.ed.gov har udgivet: Constructivist approaches to mathematics instruction based on the standards of the National Council of Teachers of Mathematics (NCTM) have been widely advocated and are expanding in use. However, many educators express a need for constructivist approaches that provide specific student materials, assessments, teachers’ manuals, professional development, and other supports to enable a broad range of teachers to succeed with a broad range of children. MathWings was designed to accomplish this goal. MathWings provides a practical, comprehensive approach based on the NCTM standards. Three evaluations have examined the impact of MathWings. The first involves four rural Maryland schools and found substantially greater gains on the mathematics sections of the Maryland School Performance Assessment Program for MathWings students than for the rest of the state. The four pilot schools,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper explores the current views and experiences of university students towards issues of race and racism in England. A decade into the UK’s Equality Act (2010), we have witnessed a proliferation of support for minority rights and movements, especially from the younger generation, often praised as progressive and liberal. Yet, in UK higher education, there is growing evidence and concern about racial and ethnic inequalities in the experiences and outcomes of minority ethnic students. Drawing on in-depth interviews with 42 undergraduates in Science, Technology, Engineering and Mathematics (STEM) degrees, the authors explore the nuances in racial perspectives as they highlight three contemporary student discourses of racism: the naïve; the bystander; and the victim. Implications for policy and… Continue Reading →
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eric.ed.gov har udgivet: Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n = 15) received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention students had significantly higher reading fluency and mathematics scores post-intervention and higher means for standardized reading and mathematics scores as well as grades. Short bouts of PA are important for improving CBM math and reading fluency scores. Classroom teachers should be encouraged to devote time during academic learning to incorporate PA. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Good friend or good student? An interview study of perceived conflicts between personal and academic integrity among students in three European countries Link til kilde
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eric.ed.gov har udgivet: With the growing federal, state, and local policy emphasis on teacher quality and student achievement, the Southwest Educational Development Laboratory (SEDL) investigated teacher resources and their relationship to student achievement in Arkansas, Louisiana, and Texas. The purpose of this study was to provide policymakers with information about the relationship between teacher salary, experience, and education, and the relationship between these teacher resources and student achievement, particularly in high-need schools. SEDL used state databases in Arkansas, Louisiana, and Texas to examine the extent to which districts paid teachers based on years of experience and degree level, and whether teacher resources, defined as salary, education, and experience, were distributed differently across schools depending upon their level of need. SEDL also investigated whether within and across the three study states… 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: The purpose of this study was to provide statistical evidence to demonstrate that peer collaboration on math homework increases academic performance in math. This study examined the benefits of peer collaboration on two unit tests on multiplication. It compared the results of students who worked collaboratively on homework and those who did not. The null hypotheses in the study stated that there was no significant differences in performance between children who work collaboratively in small groups and those who work individually at the .05 level of significance. The entire study took six weeks. The subjects of this study included eighteen eight and nine year old third graders. The class included one child with a learning disability and five talented and gifted students showing various levels of intelligence… Continue Reading →
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eric.ed.gov har udgivet: The present study sought to examine the relationship between teacher quality and student achievement in public elementary schools in a community district school of the New York City. It has 23 elementary schools, more than 7,600 students and around 350 teachers. For this study, participants consist of a sample of 117 full-time teachers who were working in third, fourth and fifth grade during the 2006-2007 school year. By recognizing the link between quality teaching and student achievement, this study addressed the broad question: “What is the relationship between teacher quality and student achievement?” Methodologically, data collection was based on a standardized questionnaire developed by the National Center for Education Statistics (NCES). The survey used here was adapted by the researcher to explore three specific teacher quality characteristics:… Continue Reading →
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eric.ed.gov har udgivet: Almost half of Tennessee’s students are not on grade level in reading and math by the time they complete third grade, and very few of those students achieve proficiency in later grades. To combat this trend and support the skill development and academic achievement of all students, Tennessee has adopted a framework for addressing individual learning needs called Response to Instruction and Intervention (RTI[superscript 2]). RTI[superscript 2] promotes the use of research-based, high-quality instruction and interventions and provides an integrated, seamless model that supports student progress at every level. Statewide implementation of RTI[superscript 2] occurred in elementary schools in 2014-15. According to educator reports, elementary schools have embraced the RTI[superscript 2] framework, incorporating its key components into their daily routines. Despite schools’ concerted efforts to implement RTI[superscript… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article reports results of an ethnographic study of how girls are positioned, and position themselves, in relation to gender regimes in three vocational programmes in Swedish upper secondary education: Restaurant Management & Food, Health & Social Care, and Vehicle & Transport. The comparison shows that there are different possible feminine positions where the girls resist and comply to varying degrees both within and between the programmes, with expectations interrelated with discourses of consumption, caring and production. However, generally the position of emphasised femininity is most prominent and becoming a female worker in the programmes’ settings involves complying with feminine ideals of a caring discourse, regardless of whether the VET is oriented towards education for masculine production work,… Continue Reading →
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