eric.ed.gov har udgivet: The Virginia Community College System (VCCS) is engaged in a strategic planning process to improve performance beyond the goals in “Dateline 2009,” the system’s current vision and plan. A key objective is to encourage colleges to improve retention and academic success for students, particularly the substantial numbers who arrive unprepared for college-level work. Specifically, the VCCS seeks to improve the rates at which underprepared students complete developmental coursework and advance to take and pass college courses, particularly the initial college-level, or “gatekeeper,” math and English offerings. The VCCS asked the Community College Research Center (CCRC) at Teachers College, Columbia University, to conduct analyses to inform its efforts to improve student outcomes. In response, CCRC designed a study to address the following question: What student characteristics, course-taking patterns,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Inclusive teaching practices can be characterized as recurrent ways how teachers work with their students’ diverse abilities, but how exactly are they enacted in subject matter classrooms? The paper proposes a conceptual framework to unpack inclusive practices according to the student ability to which they refer, in five typical jobs for teachers: (a) identifying the demands for the ability, (b) differentiating learning goals, (c) compensating for low abilities, (d) enhancing abilities, and (e) addressing the abilities in joint learning. The proposed job-ability framework for inclusive teaching practices is substantiated in a video study of 25 mathematics lessons on percentages with the same curriculum material. In total, rather than 50, 133 different inclusive teaching practices were identified in 3862… Continue Reading →
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eric.ed.gov har udgivet: This report is the first in a series of reports describing results from the Center on Education Policy’s (CEP’s) third annual analysis of state testing data. The report provides an update on student performance at the proficient level of achievement, and for the first time, includes data about student performance at the advanced and basic levels. Also included are profiles for each state, which show trends in reading and math for basic, proficient, and advanced levels in elementary, middle, and high school. The study provides an in-depth look at the full range of student performance in order to better understand whether the No Child Left Behind Act’s (NCLB) focus on proficiency has caused teachers to shortchange students at either end of the academic spectrum. Reported findings include:… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Educational disruption due to COVID-19 ushered in dramatically different learning realities in Ireland. Our research explored the experiences of children, young people and parents during the first period of ‘schooling at home’ (SAH) at the end of that academic year. An anonymous online survey, guided by social constructivist emphases, yielded responses from 2733 parents and 1189 students from primary and second-level schools. Substantial evidence emerged of parent-perceived and student-perceived negative psychosocial impacts of SAH on students. Further, our research clarified the exceptional stress experienced by parents in attempting to support SAH. A novel finding was student perceptions of having learned less during SAH, most likely due to significant declines in academic engagement. Recommendations for potential future periods of SAH… Continue Reading →
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eric.ed.gov har udgivet: The study examined how adding students with learning disabilities (LD) to regular education classrooms changed the behavior of nonhandicapped students and their teachers. Initial observations were of mainstream classes containing no learning-disabled students. Observations were again conducted after LD students had been mainstreamed for 8 months. Eleven LD students were observed in five classrooms containing 89 nonhandicapped students in grades 1-5. Behaviors were coded in five areas: type of materials, grouping arrangement, person monitoring the activity, student response, and teacher response. Analyses of the observation data revealed no significant changes in teachers’ behaviors after the implementation of the full-time mainstreaming program. Overall, nonhandicapped students spent the same amount of time reading in reading class and doing math in math class. Nonhandicapped students continued to be actively engaged… Continue Reading →
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eric.ed.gov har udgivet: In Larry Clark’s monograph chapter on the education of academically talented college students, he challenged honors educators to consider their role in helping students find their path, particularly through the addition of self-reflection and exploratory projects in honors courses. In an honors first-year experience (FYE) course for science, technology, engineering, and math (STEM) majors at the University of Florida, one assignment was designed in particular to meet the special needs of honors students and to achieve Larry Clark’s goals. This article serves as an illustration and model of “helping students find their path” through Melissa Johnson’s perspective as an instructor, and through the comments of two first-year students–Stephanie Podjed and Sean Taasan–who took an honors FYE course for STEM majors at the University of Florida. The honors… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Sociocultural diversity in classrooms can result in inequality, when discontinuities between school and home make children perform below their abilities. Funds of knowledge/identity theory makes a plea for building on the skills and knowledge that students acquire in their families, communities and peer groups, and that may not be recognised by teachers, when they are from different sociocultural backgrounds to their students. In a collaborative action research project the authors investigated how primary school teachers can use students’ funds of knowledge/identity (FoK/I) in their superdiverse classrooms. Data were collected through pre-structured logbooks, teacher interviews and focus groups. The analyses result in a framework that suggests ways to find students’ FoK, and that categorises FoK/I-related teaching practices along two… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT Dropout from engineering studies has been linked to ‘fixed mindset’ beliefs of intelligence as fixed-at-birth that make students more likely to disengage when facing new challenges. In contrast, ‘growth mindset’ beliefs that intelligence can be improved with effort make students more likely to persist when confronting difficulties. This systematic literature review of engineering, education and psychology databases explores the effectiveness of different interventions in developing growth mindset in engineering students, what measures have been used in assessing the… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The study goal was to assess the innovation level of engineering students’ team projects and to examine the relationships between project innovation and team heterogeneity in two online environments. Applying a two-stage mixed methods research design, the qualitative and quantitative data were obtained by interviews with experts in engineering education followed by a multilayered analysis of students’ projects. The study included 190 engineering students who studied the same course, half via a hybrid approach and half via a massive open online course (MOOC). Findings identified innovation type, product necessity, STEM interdisciplinary, and market readiness, as central constructs for assessing the innovation level of students’ projects. The Hybrid group received higher scores for innovation type, as they created projects… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Understanding how teaching affects students’ attitudes and beliefs is notoriously difficult, specifically in a quickly evolving and societally relevant field such as genetics. The aim of this survey study is to capitalize our previous research and examine how teaching relates to Finnish secondary school students’ liking of, self-concept in and experienced utility of genetics, attitude towards gene technology and belief in genetic determinism. In this unique setting, we used as explanatory variables their teachers’ teaching emphases and learning materials, and as student-related factors, we used gender and the number of biology courses attended. Item-response theory with exploratory, confirmatory, and explanatory analyses were carried out to model the data. Teaching explained students’ attitudes and beliefs: if the teacher’s emphasis… Continue Reading →
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