eric.ed.gov har udgivet: This document contains the appendixes for the full report, “Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia”. The School District of Philadelphia (SDP) provided data on teacher employment, teacher characteristics, student-teacher linkages, and school characteristics. The district’s Office of Research and Evaluation provided data on the grades and subjects that teachers taught by school year and data that enabled the study team to identify each student’s teachers by subject for research question 1. Finally, the Office of Research and Evaluation provided data on school characteristics, including student demographic characteristics, student proficiency level on state math and English language arts assessments, and school-level results from districtwide teacher surveys. A list of all data sources and variables used in the study, along with the… Continue Reading →
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eric.ed.gov har udgivet: A transition from “doer” to “teacher” for prospective teachers requires them to reorient from thinking about how they do mathematics to engaging with students and their work, understanding student representations, and planning instruction accordingly. To scaffold a transition, we developed a five-step mathematics as teacher heuristic (MATH) model. The study investigated the impact of MATH on the development of teacher candidates’ mathematical knowledge for teaching (MKT) and their pedagogical knowledge. Twenty-two preservice secondary mathematics teachers enrolled in a methods course participated in the study. Findings of the study showed that teacher candidates’ MKT was engaged as a result of analysis of the student work. While some teacher candidates based subsequent instructional planning work on what they noticed in the student work, others had gaps between what they… Continue Reading →
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eric.ed.gov har udgivet: This research investigated the impact of Scientix STEM (Science, Technology, Engineering and Maths) on female candidate teachers’ attitudes towards STEM education, their semantic perceptions of STEM discipline scopes, specifying their needs in writing STEM projects, their learning outcomes from education, and the difficulties they face in the process of project writing. Prior to the education process, the participants were given a STEM educational attitude scale, a STEM semantic contrast scale, and a questionnaire with open-ended questions to make them understand the semantic background. At the end of the training, they were given a STEM education evaluation questionnaire with open-ended questions and the same scales were used. The contents of the projects they wrote were evaluated. In the end, a meaningful difference was observed in the attitudes of… Continue Reading →
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eric.ed.gov har udgivet: UTeach is a well-known, university-based program designed to increase the number of high-quality science, technology, engineering, and mathematics (STEM) teachers in the workforce. The UTeach program was originally developed by faculty at the University of Texas at Austin but has rapidly spread and is now available at 44 universities in 21 states; it is expected to produce more than 9,000 math and science teachers by 2020. Despite substantial investment and rapid program diffusion, there is little evidence to date about the effectiveness of UTeach graduates. Using administrative data from the state of Texas, we measure UTeach impacts on student test scores in math and science in middle schools and high schools. We find that students taught by UTeach teachers perform significantly better on end-of-grade tests in math… Continue Reading →
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eric.ed.gov har udgivet: This study, firstly, aimed at investigating the various types of the multiple math representations and transitions among them in the 8th grade math textbook, and secondly, teachers’ use of these representations in teaching. The current study employed the content analysis approach to investigate the multiple mathematical representations and transitions among them in 8th Grade Mathematics Textbook. An observation method was used to analyses the teacher practices (n=35 observations), and record the representations and transitions. The results showed that there was an existence of symbol and verbal representations in the textbook and teachers’ implementation. Meanwhile, the other three representations (pictures and figures, models and Cutters, and life situations) and the transactions between them were at low rates in the textbook and teachers’ implementation. Link til kilde
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eric.ed.gov har udgivet: Research in this study examined the factors that affect teachers’ attitudes, concerns, and self-efficacy toward inclusive education in the Science, Technology, Engineering, and Math (STEM) classrooms. The study was driven by the following overarching research question: Is there a significant correlation between teachers’ attitudes and teachers’ self-efficacy toward inclusive education in STEM classrooms? A sample of 198 teachers who taught at least one of the STEM subjects were selected randomly from various K-12 schools in Louisiana. A four-part survey questionnaire with reliable validity was used to collect data indicators. An ANOVA and t-test were used to analyze effect of demographic factors on teachers’ attitudes, concerns, and self-efficacy toward inclusive education. Pearson’s correlation coefficient was used while investigating correlations between attitudes of teachers and their self-efficacy toward inclusive… Continue Reading →
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eric.ed.gov har udgivet: The Problems of the Week (PoWs) are creative, non-routine math challenges for elementary-, middle-, and high-school-level students. They are designed to stimulate student interest in problem solving and to encourage them to communicate their mathematical thinking. This Teacher’s Guide describes program features and provides strategies for beginning the program with students, creating a problem-solving classroom culture fitted around the existing classroom schedule. The Guide also introduces the Math Forum’s scoring rubric and feedback process. The appendices offer step-by-step instructions and additional detailed information about the Math Forum. They include: (1) details on how to search by by level/topic, standard, or textbook and perform Write Math searches; illustrated page how-tos; details about the registration process, how to start students using their subscriptions, and monitoring students’ work; (2) How… 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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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. Bootstrapping has enormous potential in statistics education and practice, but there are subtle issues and ways to go wrong. For example, the common combination of nonparametric bootstrapping and bootstrap percentile confidence intervals is less accurate than using t-intervals for small samples, though more accurate for larger samples. My goals in this article are to provide a deeper understanding of bootstrap methods—how they work, when they work or not, and which methods work better—and to highlight pedagogical issues. Supplementary materials… Continue Reading →
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eric.ed.gov har udgivet: This study traces evidence of reflection in teacher education and teaching practice by measuring reflection of preservice teachers and experienced teachers and clarifying reflection-oriented reactions to possible confusions or problematic situations considering whether or not they are reflective practitioners. The data were collected from 514 volunteer preservice teachers and 466 experienced teachers teaching science, math, English, Turkish, and primary classes. Teacher Reflection Scale (TRS) (Kayapinar and Erkus, 2009) was used to collect data. In order to analyze the data and obtain descriptive statistics for the item results, SPSS 16.0 was employed. Statistical analyses gave evidence that preservice primary teachers had a high mean of reflection. Under the light of the results gathered from data, experienced teachers did not attain higher reflection scores when compared to preservice teachers.… Continue Reading →
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