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Eric.ed.gov – Cross-Country Evidence on Teacher Performance Pay. Program on Education Policy and Governance Working Papers Series. PEPG 10-11

eric.ed.gov har udgivet: The general-equilibrium effects of performance-related teacher pay include long-term incentive and teacher-sorting mechanisms that usually elude experimental studies but are captured in cross-country comparisons. Combining country-level performance-pay measures with rich PISA-2003 international achievement microdata, this paper estimates student-level international education production functions. The use of teacher salary adjustments for outstanding performance is significantly associated with math, science, and reading achievement across countries. Scores in countries with performance-related pay are about one quarter standard deviations higher. Results avoid bias from within-country selection and are robust to continental fixed effects and to controlling for non-performance-based forms of teacher salary adjustments. (Contains 7 tables, and 1 figure, and 18 footnotes.) Link til kilde

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Eric.ed.gov – Teacher Training, Teacher Quality, and Student Achievement. Working Paper 3

eric.ed.gov har udgivet: We study the effects of various types of education and training on the ability of teachers to promote student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties addressing the non-random selection of teachers to students and of teachers to training. We address these issues by estimating models that include detailed measures of pre-service and in-service training, a rich set of time-varying covariates, and student, teacher, and school fixed effects. Our results suggest that only two of the forms of teacher training we study influence productivity. First, content-focused teacher professional development is positively associated with productivity in middle and high school math. Second, more experienced teachers appear more effective in teaching elementary math and reading and middle school math.… Continue Reading

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tandfonline.com – A scientific approach in the assessment of the school-based part of the teacher education programme in Sweden

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article aims to highlight how a scientific and critical approach is used in assessment dialogues during the last period of a practical, school-based teacher education programme. The result is based on 13 assessment dialogues conducted in a course at a Swedish university, where one of the course objectives is to, ‘in a scientific way, analyse teaching situations based on learning theories’. The assessment dialogues were analysed drawing from Bernstein’s concepts of ‘classification’, ‘framing’, ‘horizontal knowledge’ and ‘vertical knowledge’. The result shows that only in a minority of the assessment dialogues are students expected to use theory as an analytical tool and to critically examine their teaching practice. The theory is used in a more instrumental way to… Continue Reading

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Eric.ed.gov – Teacher Perceptions of High School Students Underachievement in Science

eric.ed.gov har udgivet: Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom’s taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance… Continue Reading

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Eric.ed.gov – The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement. Working Paper 65

eric.ed.gov har udgivet: With teacher quality repeatedly cited as the most important “schooling” factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents research examining the variation between and impact that individual teacher training institutions in Washington state have on the effectiveness of teachers they train. Using administrative data linking teachers’ initial endorsements to student achievement on state reading and math tests, we find the majority of teacher training programs produce teachers who are no more or less effective than teachers who trained out-of-state. However, we do find a number of cases where there are statistically significant differences between estimates of training program effects for teachers who were credentialed at various in-state programs. These findings are robust to a variety… Continue Reading

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Eric.ed.gov – Common Core State Standards for Mathematics: Teacher Self Learning Series. Module 5: The Standards for Mathematical Practice–Connecting the Practices to Content Standards

eric.ed.gov har udgivet: This module assumes that the information presented in previous modules is well known to the learner. Module 5 is the second of three modules (4, 5, and 6) designed to provide an in-depth look at the Standards of Mathematical Practice which are part of the Common Core State Standards for Mathematics. Module 5 focuses on how the practices connect to the content standards using tasks as examples. Additionally, there is a short section on the interrelatedness of the Math Practices which provides another lens through which to view the connections to the content standards. Links to descriptions to help differentiate the expected proficiencies by grade level are also included in this module. By the end of the module, the learner will be able to identify which practices… Continue Reading

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Eric.ed.gov – Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. Executive Summary. NCEE 2016-4005

eric.ed.gov har udgivet: Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of teaching experience and degree attainment, do not reward effective teaching or provide incentives for the most effective teachers to teach in high-need schools. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This study focuses on performance-based compensation systems that were established under TIF grants awarded in 2010. It examines grantees’ programs and implementation experiences and the impacts of pay-for-performance bonuses… Continue Reading

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Eric.ed.gov – Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. NCEE 2016-4004

eric.ed.gov har udgivet: Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of teaching experience and degree attainment, do not reward effective teaching or provide incentives for the most effective teachers to teach in high-need schools. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This study focuses on performance-based compensation systems that were established under TIF grants awarded in 2010. It examines grantees’ programs and implementation experiences and the impacts of pay-for-performance bonuses… Continue Reading

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Eric.ed.gov – Common Core State Standards for Mathematics: Teacher Self-Learning Series. Module 2: Focus and Coherence–The First Two CCSSM Shifts

eric.ed.gov har udgivet: This module examines Focus and Coherence, two of the three shifts required for implementation of the Common Core State Standards for Mathematics (CCSSM). Focus and Coherence are the two major design principles of the math standards. The module assumes prior knowledge of the information presented in Module 1. Course Objectives: By the end of the module, learner will be able to: (1) state the two levels of focus and find examples of each; (2) state the two levels of coherence and find examples of each; (3) use resources to determine major work for a specific grade or course in mathematics; and (3) define “CCSSM stream” and give an example which applies to a grade level or course which is of interest to the learner. (Contains 1 footnote.)… Continue Reading

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tandfonline.com – Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs

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 Scholars have long argued that individuals’ beliefs influence their behaviors and the decisions they make throughout their lives. Focusing on beliefs as a cognitive construct, the purpose of this study was to identify several key beliefs about mathematics teaching and learning held by practicing elementary mathematics teachers. An iterative process of literature review, item development and adaptation, expert review of items, and cognitive interviews resulted in 55 items and 5 hypothesized belief constructs. After using the items in… Continue Reading