eric.ed.gov har udgivet: Embedding computers in math teaching is not a totally new issue, but the dilemmas related to it multiply more rapidly than the answers are being supplied. This study asks: What is the most appropriate way to prepare instrumentally and mentally the future math teachers to the reality demanding permanent competent adjustment to rapidly developing computerized environment in math teaching? In order to try to refer to this question at least partially, the authors designed a research project in which they studied the performances of several groups of students, studying several courses at different levels of mathematical knowledge and embedding a variety of computerized tools. Moreover, they induced all of the students to experience at least two-three different computerized tools in different courses during three years of their… Continue Reading →
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eric.ed.gov har udgivet: Recruiting, preparing, and retaining high quality secondary mathematics and science teachers are three of the most critical problems in the nation’s urban schools that serve a vast majority of children from socially and economically disadvantaged backgrounds. Although the factors contributing to these problems are complex, one area that has caught the attention of leaders of the teacher education community centers are the alternative pathways (or routes) through which teachers are trained and allowed into the profession. Many of these alternative pathways, teacher educators argue, aim to move teachers into teaching on a fast track and thereby short-change the necessary training that candidates need to have to become adequately prepared as classroom teachers. This article looks at the arguments on both sides: proponents and critics of traditional and… Continue Reading →
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eric.ed.gov har udgivet: The report, “The Ready to Teach Program: A Federal Initiative in Support of Online Courses for Teachers”, describes the history of the Ready to Teach Program and its role as one of the solutions to the national need to increase the performance of teachers through professional development. The report describes selected findings from the Eisenhower Professional Development Program and through it, the evolution of findings on effective professional development for teachers. These major efforts to improve teacher professional development by the U.S. Department of Education were supplemented by smaller efforts like the optional use of up to 10% of Title I monies for professional development, as determined by the principal of a Title I school or by the District, depending on the State Plan at that time.… Continue Reading →
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eric.ed.gov har udgivet: This action research study investigated the impact of teaching physics using a disciplinary literacy framework for instruction across all units in one academic year. Through a suite of vocabulary strategies and lessons that encourage students to write, speak, draw, mathematically translate, and design experiments, students learn to do physics by approximating problems and tasks like physicists. The data from this study suggests that students who exhibit these physicist-like disciplinary literacy behaviors may perform better on math-based assessments so long as they employ disciplinary literacy strategies while problem solving. By teaching via a disciplinary literacy framework, the classroom may become more student-driven where disciplinary literacy behaviors are observable which may result in higher scores on teacher evaluation instruments that favor student-driven instruction. While students that exhibit disciplinary literacy… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT According to international benchmarks [Thomson, S., Wernert, N., O’Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia’s results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia’s science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how different learner types influence teacher self-efficacy and their effectiveness to teach science [Bleicher, R. (2009). Variable relationships among different science learners in elementary science-methods courses. International Journal of Science and Mathematics Education, 7(2),… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their disciplinary backgrounds and the topics and research methods they address. In this document analysis of the websites of 75 international graduate learning sciences programs, we examine central concepts and research methods across institutions, compare the programs, and assess the homogeneity of different subgroups. Results reveal that the concepts addressed most frequently were real-world learning in formal and informal contexts, designing learning environments, cognition and metacognition, and using technology to support learning. Among research methods, design-based research (DBR), discourse and dialog analyses, and basic statistics stand out. Results… Continue Reading →
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eric.ed.gov har udgivet: Today it is critical to excite young people about mathematics in our high-tech STEM world we live in. Math teachers today need to embolden students to be confident in their ability to solve problems, to think and use their imaginations, to understand mathematical concepts, to be creative, and to see math as a human endeavor. The author feels that as students feel less anxious about, and more confident in their abilities to do math their performance will improve. The author has provided an in-depth literature review and offers background information on using children’s literature to teach mathematics; sharing the methods and materials possible to incorporate such literature into such math instruction in a wide range of mathematics strands. The results of using such literature in the teaching… Continue Reading →
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eric.ed.gov har udgivet: Recruiting and retaining excellent teachers remains a pressing policy issue in education systems worldwide. According to UNESCO estimates, 68.8 million teachers will need to be recruited globally to meet Sustainable Development Goal 4. However, simply recruiting more teachers will not be enough to meet this challenge: we need to recruit high-quality teachers who provide high-quality lessons to improve learner outcomes — and who will remain in the teaching profession. The high number of teachers who leave teaching early in their careers means that there is a crisis in teacher retention, and high staff turnover constitutes a major drain on the resources available to develop a strong education system. As part of our commitment to research and development, we have invested in the review of our Future Teaching… Continue Reading →
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eric.ed.gov har udgivet: The 2013 study, “The Effectiveness of Secondary Math Teachers from Teach for America and the Teaching Fellows Programs,” examined whether students taught by teachers in the “Teach for America” (“TFA”) and “The New Teacher Project Teaching Fellows” (“Teaching Fellows”) programs had greater mathematics achievement than students taught by teachers who were not in either of these programs. The study was conducted in the 2009-10 and 2010-11 school years. Researchers found that “Teaching Fellows” teachers were no more effective at improving student mathematics achievement scores than comparison teachers. This study is well executed and meets What Works Clearinghouse (WWC) group design standards without reservations. A separate WWC single study review (see ED545118) provides information about the “TFA” intervention. Three appendices are included: (1) Study details; (2) Outcome measure… Continue Reading →
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eric.ed.gov har udgivet: The study examined the impact of Teach for America (TFA) and The New Teacher Project’s Teaching Fellows (TF) programs on the mathematics achievement of students in grades 6-12. TFA and TF provide alternative routes to teacher certification and aim to provide high-quality teachers to schools in low-income areas. TFA and TF were studied separately, using students in eight states during the 2009-10 and 2010-11 school years. For each analysis, students were randomly assigned to either an intervention (TFA or TF) or a comparison teacher who taught the same mathematics subject. The TFA analysis included more than 5,700 students, and the TF analysis included more than 6,800 students. End-of-year state mathematics achievement tests were administered to middle school students. End-of-course mathematics assessments,developed by the Northwest Evaluation Association, were… Continue Reading →
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