eric.ed.gov har udgivet: This paper explains the investigative attempts of The New York City Math Exchange Group (MEG) on elementary mathematics teachers’ content knowledge in Adult Basic Education (ABE). The study is comparative in nature and took place in a workshop at the Adults Learning Maths Conference in Boston. The new members of the MEG professional development group were compared to the veteran members. It is observed that among the experienced MEG members, the ability to compute a division problem, create story problems, and reason mathematically and abstractly were higher than in other studies of U.S. teachers and the sample of new MEG members. It is concluded that it is only through comprehensive and ongoing staff development that all teachers can better understand, apply, and teach mathematics to their students.… Continue Reading →
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eric.ed.gov har udgivet: Findings are reported from a six-year study of seven expert mathematics teachers who taught in elementary schools in very poor neighborhoods with “difficult” students or in economically depressed areas with high unemployment. Compared with novice teachers, the expert teachers used time more wisely, organized lessons better, and knew their content and how to help children learn it. Each of these aspects is discussed with specifics noted. The three aspects are intertwined, and expert teachers know how to combine the three so that their students are successful. (MNS) Link til kilde
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eric.ed.gov har udgivet: To Educate All Children (TEACH) provides educators with intensive one-on-one training in classroom culture, focusing on de-escalation, conflict resolution, nonverbal communication, and building student’s self confidence. Through intensive educator training, TEACH helps educators create safe, calm learning environments for students (TEACH, n.d.). Trained educators develop skills that support positive classroom management. Consequently, it is expected that schools experience a decrease in student disciplinary referrals, calmer and more productive classrooms, and improvements in student achievement. Research has shown that students’ perceptions of teacher support play a central role in feeling connected to school and to socio-emotional well-being (Stracuzzi and Mills, 2010). Student connectedness also has been found to protect students against risky and problem behaviors in school (Catalano, Haggerty, Oesterle, Fleming, & Hawkins, 2004; CDC, 2009). There is… Continue Reading →
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eric.ed.gov har udgivet: Children enter school with vastly different skill levels and formal schooling often magnifies these disparities over time. Widening achievement gaps between high- and low-income children have grown substantially in the last 50 years. Further, the opportunity gap facing most low-income students contributes to a host of academic and social challenges including: lower performance in math and reading, increased truancy and incarceration, less higher-level course taking, and lower graduation and college entrance rates than their higher-income peers, and these disparities are not new. Teach For America (TFA) was founded with the purpose of addressing these educational inequities. Early on in its existence, TFA became focused on “closing the achievement gap” for students in the schools it serves, and put a large stake in promoting, “significant gains,” (defined as… Continue Reading →
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eric.ed.gov har udgivet: This paper revisits existing experimental work on Teach For America (TFA) and extends it by examining treatment effects across the distribution of student achievement. TFA is a rapidly expanding teacher preparation program that currently serves over half a million students in low-income districts across the country. Previous research results did not have notable variation by subgroup. Estimates were inaccurate due to the treatment of a non-response code as a valid response value. Revised estimates confirm positive effects for math and not reading, but show that TFA teachers were especially effective for African American students, but not Hispanics, and for females, but not males. In addition to examining differences across subgroup, others have argued that a distributional approach is important for thoroughly investigating policy interventions because examinations focused… Continue Reading →
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eric.ed.gov har udgivet: This paper presents results of a study that sought to answer the question, “How does integrating dance and math in an intense co-teaching model of integration affect student attitudes toward learning math?” The goal of the dance/math project was to engage students in math in ways that reached students’ multiple intelligences and encouraged them to make complex connections and try new problem solving techniques. The classroom teachers who designed and implemented the project hypothesized that students who worked with a dancer once a week to learn math concepts would become more engaged in mathematics and have more successful and positive experiences with mathematics than students who did not work with a dancer. Overall there was a significant difference between the dance/math students’ and the non-dance/math students’ attitudes… Continue Reading →
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eric.ed.gov har udgivet: This study describes key challenges and necessary supports related to implementation of the Common Core State Standards for Mathematics (CCSSM) identified by rural math educators in the Northeast. The research team interviewed state and district math coordinators and surveyed teachers in Maine, New Hampshire, New York and Vermont, to assess their most pressing challenges and associated needs. Key challenges included time and support for teachers to change their instructional practices to meet the CCSSM, availability of high-quality instructional materials, and opportunities for collaboration. The report was produced in response to input from the Northeast Rural Districts Research Alliance (NRDRA), one of eight research alliances working with REL Northeast & Islands. This “Stated Briefly” report is a companion piece that summarizes the results of another report entitled “Gearing… Continue Reading →
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eric.ed.gov har udgivet: The authors’ hypothesis is that if teachers (as experts) understand and teach concepts from the position of expertise teacher quality will improve. They believe that focusing on the key ideas will deepen both teacher and student understanding and allow learners to build the concepts necessary to form solid foundations for the application of mathematics both in and out of school. But such methods of instruction often require that teachers learn to reorganize and teach fundamental concepts in more expert-like ways. Because many teachers were taught in a system that stressed procedure rather than conceptual understanding, and the dearth of guidance on how teachers might change their teaching in this manner, such change may be difficult. Building on the expert-novice literature, and the findings by Carpenter, Fenamya, Levi,… Continue Reading →
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eric.ed.gov har udgivet: Recognizing the role numbers play in people’s everyday lives is crucial to students’ math understanding now and down the road. That’s why Bob Krech, a curriculum specialist in New Jersey’s West Windsor-Plainsboro district, likes to teach a lesson he calls “Numbers All Around Us.” This lesson uses real-world examples to show that numbers help people answer many questions, including “How much?” “How fast?” and “Where do I go?” Expert teacher Bob Krech shares strategies for teaching real-world math. Link til kilde
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eric.ed.gov har udgivet: Recent evidence on teacher productivity suggests teachers meaningfully influence noncognitive student outcomes that are commonly overlooked by narrowly focusing on student test scores. These effects may show similar levels of variation across the teacher workforce and are not significantly correlated with value-added test score gains. Despite a large number of studies investigating the TFA effect on math and English achievement, little is known about nontested outcomes. Using administrative data from Miami-Dade County Public Schools, we investigate the relationship between being in a TFA classroom and non-test student outcomes. We validate our use of nontest student outcomes to assess differences in teacher productivity using the quasi-experimental teacher switching methods of Chetty, Friedman, and Rockoff (2014) and find multiple cases in which these tests reject the validity of candidate… Continue Reading →
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