tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Global trends inspired by neo-liberal tendencies have influenced developments in the Swedish school system. A flurry of educational reforms over the last decades have rapidly transformed the municipal school arena into a market in which independent, for-profit schools have expanded and school segregation has increased. This article examines municipal responses to these reforms using the theoretical framework of policy enactment. More specifically, the genesis of Maple Grove secondary school in a Swedish municipality is analysed by taking contextual factors into account. These include reform and results pressure, inspections, teacher shortages and unexpected factors such as a large influx of refugees. These factors are traced to gain insights into how municipalities weather what can be described as a perfect… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Previous research has demonstrated that school processes can be significantly associated with (in)equality in schools. However, it is unclear what these practices in schools look like. This study aims to understand support practices for students in primary schools in a highly selective education system. The findings are based on a contrastive case comparison of five primary schools in Switzerland with a large percentage of children with a migration background. Quantitative surveys with students in Grades 4, 5, and 6 (n = 372) and qualitative analyses of group discussions with teachers were conducted. The results of the qualitative study, and in part also of the quantitative study, show that schools differ systematically in providing support for students. None of the schools… Continue Reading →
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eric.ed.gov har udgivet: In 2011-2012, the Georgia legislature funded a series of ongoing studies to evaluate Georgia’s Pre-K Program. The 2016-2017 Georgia’s Pre-K Program Evaluation focuses on the results of the fourth year of this longitudinal study, through second grade. The purpose of the current evaluation study was to examine longitudinal outcomes for children related to key academic and social skills as well as the quality of their classrooms from pre-k through second grade. The primary evaluation questions included: (1) What are the learning outcomes through second grade for children who attended Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s instructional experiences from pre-k through second grade? To address these questions, the evaluation study included a sample of… Continue Reading →
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eric.ed.gov har udgivet: In 2011-2012, the Georgia legislature funded a series of ongoing studies to evaluate Georgia’s Pre-K Program. The 2016-2017 Georgia’s Pre-K Program Evaluation focuses on the results of the fourth year of this longitudinal study, through second grade. The purpose of the current evaluation study was to examine longitudinal outcomes for children related to key academic and social skills as well as the quality of their classrooms from pre-k through second grade. The primary evaluation questions included: (1) What are the learning outcomes through second grade for children who attended Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s instructional experiences from pre-k through second grade? To address these questions, the evaluation study included a sample of… Continue Reading →
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eric.ed.gov har udgivet: “Informed math self-placement,” a program implemented at American River College in Sacramento, California, to determine students’ readiness for college-level math, has been in place for three years. This case study describes the development and implementation of math self-placement at American River. Math self-placement consists of a Web-based testing and information site that allows students, or potential students, to gauge their level of math proficiency prior to talking with a counselor or enrolling in classes. Math faculty members and administrators are hopeful that self-placement, as an alternative to traditional placement, will provide students with concrete knowledge and experience about math standards, since self-placement includes actual self-assessment instruments (tests), developed and approved by the college’s math faculty. American River’s experience in math self-placement is noteworthy in its potential to… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In a previous study, we examined hair cortisol concentrations (HCCs) in children when first entering elementary school (at 4 years). In this follow-up study, we examined their HCC when they entered third grade (at 6 years), where the more playful first grades proceed into a more formal learning setting. Participants were 30 6-year-old children (14 boys). Hair samples (≥5 cm) were collected 2 months after the summer holidays. Hair analysis was conducted using two 2-cm long segments, reflecting the first 2 months of school attendance in grade 3 (the scalp-near segment), and 2 months prior to the start in grade 3. Between these two sections, we left a gap of 1 cm to avoid overlap of periods (due to differences in hair… Continue Reading →
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eric.ed.gov har udgivet: The Science-in-CTE pilot study tested a curriculum integration model that enhanced the science that oc-curs in CTE curricula. The study replicated the National Research Center for Career and Technical Ed-ucation’s (NRCCTE) Math-in-CTE experimental research design (Stone, Alfeld, & Pearson, 2008) with applied science in secondary agricultural education. The semester-length study was conducted in North Dakota with secondary agricultural educators who were randomly selected to participate in the experi-mental and control groups. The experimental treatment mirrored the Math-in-CTE model of extended professional development, partnering experimental CTE group teachers with science educators, and use of a 7-element pedagogic framework. Standardized measures of science achievement were administered to students to determine the impact of the treatment on their science knowledge and skills. The results of hierarchical linear modeling (HLM) analysis… Continue Reading →
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eric.ed.gov har udgivet: This cross-cultural study, utilizing a structured instructional behavior rating form, examined distinguishing and comparable teaching practices in secondary gifted classrooms in Singapore and the United States. Teachers from Singapore (n = 67) and teachers from the United States (n = 33) in 5 subject domains including math, science, English, social studies, and second language were observed. The study showed that Singapore teachers demonstrated a higher level of effectiveness than American teachers in both general teacher behaviors and differentiation strategies. The level of instructional effectiveness appeared to be positively related to the number of years of teaching experience and training in differentiation practices for the gifted. (Contains 1 figure, 5 tables and 2 end notes.) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study investigates the hands-joined learning framework as an approach to personalize and provide instructional scaffolding within project-based learning. The authors include a case description of hands-joined learning in a middle school social studies classroom and critically examine middle school student feedback in relation to two aims: (a) personalizing learning, and (b) providing adequate scaffolding. Student feedback indicated that the hands-joined learning project was largely successful in these two areas. Learners appreciated having choice and control in what they learned and created in the project but also pointed to the need for greater opportunities to make decisions in how they learned. Some learners also wanted more peer interaction. These findings are used to propose practical implications as well… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Journal for the Study of Education and Development: same journal, new title for a global science (Journal for the Study of Education and Development: nuevo título de Infancia y Aprendizaje para una ciencia global) Link til kilde
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