Download or read book The Perceived Relationship of Leadership Behaviors to Teacher Preparedness for Implementing Connecticut s Core Standards in Mathematics and Use of Math Practices Aligned with Key Shifts in the Common Core written by Angela Rossbach and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mathematics Learning in Early Childhood written by National Research Council and published by National Academies Press. This book was released on 2009-11-13 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Download or read book Practices that Cross Disciplines written by Julia Jackson Cohen and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Current policies require that states develop comprehensive teacher evaluation systems that include both value-added measures (VAMs) based on student achievement data and classroom observations. Though many of the nation's largest districts are using these composite metrics, there is neither a large body of empirical research about the relationship among these measures nor carefully delineated theory about the facets of teacher quality each measure is designed to capture. In particular, we know little about how content moderates the relations among teaching practices and student achievement gains. The question of content-specific versus generic practices is particularly important for elementary educators who are generalists and typically assessed as more or less "effective" without regard to content. We know little of whether and how elementary teachers enact similar practices in multiple content domains, and or how the content influences the association of those practices with student achievement. I focus on three practices-- modeling, strategy instruction, and orchestrating discussions-- that research suggests are used in multiple content areas and may be associated with student achievement gains in both math and language arts. My research questions are: 1) How are the instructional practices of modeling, strategy instruction, and orchestrating classroom discussions used in 4th grade English Language Arts (ELA) and math classrooms?, and 2) How do the relations among each of these classroom practices and student achievement vary by content area and assessment type? The sample for this study, drawn from the Bill and Melinda Gates Foundation's Measures of Effective Teaching (MET) project, includes videos of math and ELA lessons from all the participating 4th grade teachers, 120 teachers total, in a single district. Using data from the MET study also allowed me to analyze student achievement gains on multiple assessments: the state's assessments in math and language arts as well as well as two supplemental assessments given across the MET districts, the Balanced Assessment of Mathematics that assesses conceptual understanding of mathematics through open-ended problem solving, and the open-ended version of the Stanford Achievement Test (9th Edition for reading) that asks for written responses to reading passages. I first modified a structured classroom observation protocol designed for scoring language arts teaching, PLATO, so that it could be used to reliably score math instruction. I coded the teaching practices of teachers in both math and ELA, examined descriptive differences in the ways in which teachers used these practices in the two subjects (i.e. when, how, and to what effect), and analyzed the relationships with teacher value-added, computed using multiple student achievement measures. Across the 637 lessons scored, there was little rigorous, extended classroom discourse in either subject. During whole class discussions, teachers tended to evaluate student responses rather than press them to elaborate, clarify, or justify their contributions. There was, however, statistically significantly more modeling and procedural strategy instruction in mathematics instruction than in language arts. In mathematics lessons, teacher modeling was often coupled with procedural strategy instruction. The teacher would provide a formula or algorithm, and students would model solving problems using the formula on the board. Rarely did teachers engage in conceptual exploration of solution methods or ask students to explain why or how a procedure worked. In ELA, students were often asked to complete more open-ended tasks (i.e. writing a persuasive letter) with no strategic instruction or modeling. Interestingly, teachers did not demonstrate the same teaching practices when teaching different content. The within-teacher cross-subject correlations ranged from 0.04 for modeling to 0.29 for orchestrating discourse. Even teachers who displayed strong use of these practices in one subject, did not necessarily employ them when teaching another subject. There were also differential relationships with teacher value-added in the two content areas, and those relationships also seemed to be contingent upon the student outcome measure used to calculate a "teacher effect". When value-added was computed using the state test, comprised entirely of multiple choice questions and focused on procedural tasks, scores on modeling and strategy instruction only differentiate teachers at the very bottom of the value-added distribution for ELA. In math, scores on modeling and strategy instruction differentiate teachers at both the top and bottom of the value-added distribution. However, there are few discernible relationships between scores on teaching practices and student achievement gains in either subject when I run the same analyses using value-added based on the supplemental assessments, which target conceptual or "higher-order" reasoning. I hypothesize these differential patterns are driven by strong district control over classroom instruction and tight coupling between mandated curricular materials and the state assessment. What material is modeled and what strategies are taught, and the extent to which they align with material covered on a given assessment, likely influence the relationship between teaching practices and student achievement gains. Like modeling and strategy instruction, classroom discourse can take varied forms in math and ELA classrooms. I show how one might draw different conclusions about the cross-subject consistency of discourse patterns in math and ELA classrooms based on quantitative and qualitative data. The descriptive statistics and distribution of discourse scores suggest that teachers orchestrate discourse to a similar degree in math and ELA. However, more detailed descriptions of the ways in which teachers orchestrate discussions reveal notable differences both within and across subjects, particularly among lessons that score higher. Our understanding of the extent to which the subject matters in orchestrating discourse depends heavily on the method of analysis and on the quality of the discussion being analyzed. Based on these findings, I argue that teacher education provides a vital opportunity to make cross-content linkages and promote flexible use of instructional practices across the elementary school curriculum. My data suggests that teachers may benefit from support in when and how to model language arts concepts and that more frequent and higher quality modeling may be associated with student achievement gains. The extent to which teachers already model mathematical material provides a potentially useful bridge for incorporating modeling in language arts instruction. Given the limited duration of teacher preparation, we are well served to identify practices that could be targeted for instruction in multiple content areas. This study also suggests the importance of student outcome measures in understanding the complex domain of teacher quality. Different assessments privilege different content and skills, and as a result, they are likely differentially sensitive to specific teaching practices. As states rush to develop assessments that align with the Common Core standards, it will be important to build a theoretical and empirical base about how these new assessments can and should factor into modifications of existing teacher evaluation systems.
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book Cincinnati Magazine written by and published by . This book was released on 2003-04 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cincinnati Magazine taps into the DNA of the city, exploring shopping, dining, living, and culture and giving readers a ringside seat on the issues shaping the region.
Download or read book Helping Children Learn Mathematics written by National Research Council and published by National Academies Press. This book was released on 2002-07-31 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Download or read book College and Career Ready written by David T. Conley and published by John Wiley & Sons. This book was released on 2010-02-12 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Giving students the tools they need to succeed in college and work College and Career Ready offers educators a blueprint for improving high school so that more students are able to excel in freshman-level college courses or entry-level jobs-laying a solid foundation for lifelong growth and success. The book is filled with detailed, practical guidelines and case descriptions of what the best high schools are doing. Includes clear guidelines for high school faculty to adapt their programs of instruction in the direction of enhanced college/career readiness Provides practical strategies for improving students' content knowledge and academic behaviors Offers examples of best practices and research-based recommendations for change The book considers the impact of behavioral issues-such as time management and study habits-as well as academic skills on college readiness.
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Download or read book Improving Adult Literacy Instruction written by National Research Council and published by National Academies Press. This book was released on 2012-04-26 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt: A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
Download or read book Instructional Practices in Mathematics and Student Achievement written by Audrey Flojo Colletti and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of lesson plans aligned with Pennsylvania Common Core math standards and district recommended scope and sequence on student mathematics achievement, as measured by Pennsylvania's standardized test, the Pennsylvania System of School Assessment (PSSA). Research was conducted in a suburban district with a Free and Reduced lunch rate of 63.5%. The method selected for this study was a quantitative correlational statistical analysis. Lesson plans were examined for curriculum alignment with high leverage grade level math standards and then compared with student achievement on the grade level Math PSSA. The assumption made in this study in when lesson plans are aligned with state standards and the recommended scope and sequence, students are more likely to achieve proficiency on state assessments. A further assumption is that the dilution of the curriculum to adjust to perceived student ability inhibits student achievement and creates equity issues. Secondarily, during data collection, time dedicated to actual mathematics instruction was collected and noted. Instructional time was measured as a percentage of days represented by lesson plans. The assumption is that time spent on instruction will have an impact on student achievement. This study sought to examine the impact of three key variables: alignment of lesson plans to standards; following the recommmended scope and sequence of math instruction; and instructional time spent on mathematics.
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Download or read book Preparing Principals for a Changing World written by Linda Darling-Hammond and published by John Wiley & Sons. This book was released on 2009-11-04 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.
Download or read book Working Mother written by and published by . This book was released on 2002-10 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The magazine that helps career moms balance their personal and professional lives.
Download or read book Teaching for Excellence and Equity written by Nathan Burroughs and published by Springer. This book was released on 2019-05-23 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.
Download or read book Improving Student Learning written by Herbert J. Walberg and published by IAP. This book was released on 2010-12-01 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving Schools to Promote Learning is a concise and common-sense examination of all the moving parts that drive student learning. The book ties together the research, policies, and practices relative to the state, district, school, classroom, and family, and explains their effects on student learning. The author covers an array of topics, including technology, charter schools, turnaround initiatives, and instruction in specific subject areas. Herbert J. Walberg’s book continues the work of previous publications from the Center on Innovation & Improvement (Handbook on Restructuring and Substantial School Improvement and Handbook on the Statewide Systems of Support) that connect research to practice at various levels of the education system. The book is accessible to a wide audience, including educators, school board members, parents, and policy makers. Walberg includes action steps in every chapter, providing practical recommendations for improved student achievement. The author also offers select references for additional material on the best research and most effective practices.
Download or read book Promoting Social and Emotional Learning written by Maurice J. Elias and published by ASCD. This book was released on 1997 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.
