eric.ed.gov har udgivet: Within a response to intervention framework, teachers regularly base important instructional decisions on the results of formative assessments. The validity of these decisions depends, in part, upon the validity of the inference of students’ skills drawn from the formative assessment. If formative assessment items do not genuinely measure the skills they purport to measure–that is, if they are misaligned with their content standards–then the resulting inferences may be threatened. Alignment is thus critical, given the potential practical repercussions of misalignment (e.g., students denied needed interventions). In the following technical report, we report on the alignment of a randomly selected sample of roughly half the easyCBM CCSS middle school math items with the Common Core State Standards (CCSS). Results suggest a high degree of alignment, with 87% of… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract During the long nineteenth century, the German States saw an exceptionally large number of technical journals published by equally numerous professional organisations as a means of supporting the scientific interaction among their respective members. As the political fragmentation of the German Federation into thirty-nine states hindered the exchange of technical knowledge, these journals promoted the communication between practitioners all over the German States. They aimed to unite the increasingly specialised professionals on a scientific and technical level. This article discusses these associations and their journals in a cultural and technical context, considering the following processes: the professionalisation of the building industry in the nineteenth century; the evolution of an independent technical educational system in the German-speaking countries; and the… Continue Reading →
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eric.ed.gov har udgivet: The Peace Corps (PC) has provided teachers for Nepal’s schools for 25 years. The increasing population and especially the increased demand for educational opportunities is exceeding the supply of available trained teachers. In response to this need, PC/Nepal has shifted its emphasis in the education sector from providing teachers to providing teacher trainers. The purpose of this task analysis is to define this new PC role and to provide systematic information for preservice and inservice training activities. This document contains four sections: (1) task analysis; (2) job description; (3) technical training sessions; and (4) technical readings. The task analysis was developed through interviews and review of program materials and documentation. The other sections were developed based upon the task analysis. The job description, technical training sessions, and… Continue Reading →
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eric.ed.gov har udgivet: All public schools are required to meet Adequate Yearly Progress (AYP) in order to avoid stiff penalties, per the No Child Left Behind (NCLB) Act. This presents a unique challenge for comprehensive career and technical (CTE) schools. While there is an emphasis on the CTE path that students are interested in pursuing, academic areas must be mastered with proficiency in order for a school to be successful (in this case, as defined by the Pennsylvania System of School Assessment, or (PSSA)). In addition, graduation in select districts is dependent upon proficiency. For a comprehensive CTE school to survive, it must have a sustainable teaching model that aligns and integrates career and technical skills with math and reading anchors. Central Tech, a comprehensive career and technical school in… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study looks at the impact of the novel coronavirus (COVID-19) pandemic on four education and technical colleges from the San Nicolas District in Buenos Aires Province, Argentina. We analyse information collected from directors, a regional teacher trainer, and an education specialist on how colleges react, adapt, and respond to student-teacher needs during the tine of the pandemic. We also examine the changes to the practicum for 21 teachers. The reality of the pandemic has inspired management and teachers from training and technical institutions to propose an innovative educational response for the student-teachers and to contemplate how teacher training can reshape practice and learning moving from the old to the new normal. Link til kilde
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eric.ed.gov har udgivet: Representatives from the Michigan Department of Education and the Center for Educational Performance and Information requested assistance in estimating Michigan’s capacity to adequately staff its high schools to meet the course requirements of the new Michigan Merit Curriculum. The study team devised a formula to estimate the number of additional full-time equivalent (FTE) teachers needed for each subject at each Michigan high school. The formula was calculated using Michigan-specific values for key variables. Such an analysis may be particularly useful when new graduation or course requirements are being planned. Schools can adjust the variables in the formula (such as class size and number of periods taught by each FTE teacher) to fit their own needs. Analysis of data for Michigan high schools identified a number of schools… Continue Reading →
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eric.ed.gov har udgivet: In January 2012, the West Virginia Governor’s Office released an influential report, “Education Efficiency Audit of West Virginia’s Primary and Secondary Education System,” written by Public Works (2012), a management consulting company headquartered in West Chester, Pennsylvania. Based largely on this report, the West Virginia Legislature passed education reform legislation, which was signed into law by the Governor in spring 2013. The Catalyst School Research Study examined the initial stage of an initiative that grew out of that reform. The Transforming Professional Learning initiative focused on changing the way the West Virginia Board of Education (WVBE) defined professional learning and the ways major providers involved themselves in the professional learning of educators in the state, especially the West Virginia Department of Education (WVDE) and regional education service… Continue Reading →
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eric.ed.gov har udgivet: California’s recent major school finance reform, the Local Control Funding Formula (LCFF), attempts to address resource inequity by reallocating school finances on the basis of student disadvantage (rather than district property wealth) and relinquishing many of the restrictions on how revenue can be spent. Beyond a uniform “base grant” given to all districts, the LCFF reallocates additional district revenues based almost entirely on the proportion of disadvantaged students (e.g., low-income, limited English proficiency) in each district. We show LCFF significantly increased per-pupil spending, and the state now has among the most progressive funding formulas in the country. This study is among the first to provide evidence of LCFF’s impacts on student outcomes. For cohorts born between 1990 and 2000, we constructed a school-by-cohort-level panel data set of… 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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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Technical writing skills are vital to professional engineers, but many engineering students find them difficult to master. This paper presents a case study carried out among ~300 first and second year engineering students who had little previous experience in technical writing. The aim was to support them to write better technical reports. Students were asked to write an 800-word report following an experimental laboratory and to include written reflection on their work. This improved writing skills (as measured by mark awarded and by questionnaires completed by students before and after the activity) by encouraging self-regulation and had the additional benefit that students were more satisfied with and engaged with the feedback they received on their work. Link til… Continue Reading →
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