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Author: Sally Marie Mascia Publisher: ISBN: Category : Mathematics Languages : en Pages : 132
Book Description
United States policymakers have taken measures to improve learning for all students emphasizing the use of scientifically based research in choosing educational programs to promote school improvement and student learning. However, educators, researchers and policymakers debate about which factors are most important in affecting student achievement. The No Child Left Behind Act of 2001 (NCLB) places major emphasis upon teacher quality as a factor in improving achievement for all students. This emphasis grows out of research showing that teachers' mastery of the academic content they teach is critical to engaging students and is a significant factor in raising levels of student achievement. Middle or secondary school teachers must possess the equivalent of an academic major in the core academic area (107th U.S. Congress, 2002). To meet this need, a key goal of the Cleveland MSP was to increase middle school teacher content knowledge in mathematics through teacher participation in graduate coursework. The primary purpose of this study was to investigate the degree of impact that this program had on middle grades student mathematics achievement. In addition, the stability of teaching assignment was investigated. A two- level hierarchical linear model was used to explore the relationship between the teacher and student variables. Over 2500 student cases and over 90 teacher cases per grade level were used for analysis. Results indicated that teacher MSP participation, as a main effect, was significantly and negatively associated with student achievement on the sixth grade OAT-M. In addition, there was a significant positive relationship between teacher MSP participation and student achievement on the OAT-M when students had additional instructional time for sixth and eighth grades. Teacher assignment stability, as a main effect, was significantly and positively associated with sixth grade student achievement on the OAT-M and was significantly and negatively associated with eighth grades student achievement in mathematics when students had additional instructional time. Finally, the main effect of classroom mean prior achievement was significantly and negatively associated with eighth grade mathematics achievement, and classroom mean prior achievement was positively associated with student prior achievement for seventh grade students. As shown in this study, teacher participation in graduate level content coursework can enhance other teacher and student characteristics and thereby contribute to middle grades student achievement in mathematics.
Author: Sally Marie Mascia Publisher: ISBN: Category : Mathematics Languages : en Pages : 132
Book Description
United States policymakers have taken measures to improve learning for all students emphasizing the use of scientifically based research in choosing educational programs to promote school improvement and student learning. However, educators, researchers and policymakers debate about which factors are most important in affecting student achievement. The No Child Left Behind Act of 2001 (NCLB) places major emphasis upon teacher quality as a factor in improving achievement for all students. This emphasis grows out of research showing that teachers' mastery of the academic content they teach is critical to engaging students and is a significant factor in raising levels of student achievement. Middle or secondary school teachers must possess the equivalent of an academic major in the core academic area (107th U.S. Congress, 2002). To meet this need, a key goal of the Cleveland MSP was to increase middle school teacher content knowledge in mathematics through teacher participation in graduate coursework. The primary purpose of this study was to investigate the degree of impact that this program had on middle grades student mathematics achievement. In addition, the stability of teaching assignment was investigated. A two- level hierarchical linear model was used to explore the relationship between the teacher and student variables. Over 2500 student cases and over 90 teacher cases per grade level were used for analysis. Results indicated that teacher MSP participation, as a main effect, was significantly and negatively associated with student achievement on the sixth grade OAT-M. In addition, there was a significant positive relationship between teacher MSP participation and student achievement on the OAT-M when students had additional instructional time for sixth and eighth grades. Teacher assignment stability, as a main effect, was significantly and positively associated with sixth grade student achievement on the OAT-M and was significantly and negatively associated with eighth grades student achievement in mathematics when students had additional instructional time. Finally, the main effect of classroom mean prior achievement was significantly and negatively associated with eighth grade mathematics achievement, and classroom mean prior achievement was positively associated with student prior achievement for seventh grade students. As shown in this study, teacher participation in graduate level content coursework can enhance other teacher and student characteristics and thereby contribute to middle grades student achievement in mathematics.
Author: Ted H. Hull Publisher: Corwin Press ISBN: 1452273650 Category : Education Languages : en Pages : 177
Book Description
"The authors provide a commonsense approach for those who work directly with classroom teachers to support and improve teaching and learning. Easily read, this book lays out a simple plan for success as a mathematics coach." —Emily S. Rash, Mathematics Specialist Monroe City School District, LA Discover how effective coaching relationships add up to improved mathematics teaching and learning! Math coaches play a vital role in strengthening math instruction and learning in schools. However, without a collegial relationship with the teachers they are trying to help, it is difficult to foster productive collaborations that lead to better teaching practice and increased student achievement. This resource helps coaches confidently clarify, define, and fulfill their role as influential mathematics leaders. Based on principles established by NCTM and NCSM, this volume features a three-part process for engaging teachers in building high-quality, equitable mathematics programs. The chapters help coaches effectively: Collaborate with teachers to align and implement curriculum that positively impacts student learning and achievement Build trust and rapport with hesitant or resistant teachers Develop collegial partnerships for planning, analyzing, and reflecting on instruction Support and sustain individual and institutional change Filled with numerous vignettes to illustrate coaching practices and strategies to move teachers toward more effective instructional models, A Guide to Mathematics Coaching is an essential companion for transforming mathematics classrooms.
Author: John Hattie Publisher: Corwin Press ISBN: 1506362958 Category : Education Languages : en Pages : 209
Book Description
Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
Author: John Almarode Publisher: Corwin Press ISBN: 154433320X Category : Education Languages : en Pages : 265
Book Description
Select the right task, at the right time, for the right phase of learning How do you generate that lightbulb “aha” moment of understanding for your students? This book helps to answer that question by showing Visible Learning strategies in action in high-impact mathematics classrooms. Walk in the shoes of teachers as they engage in the countless micro-decisions required to balance strategies, tasks, and assessments, demonstrating that it’s not only what works, but when. A decision-making matrix and grade-leveled examples help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.
Author: Edward J. Thomas Publisher: Corwin Press ISBN: 141296833X Category : Education Languages : en Pages : 209
Book Description
Mathematics teachers face many challenges in today's classrooms, including issues such as higher standards, differentiation, real-world applications, non-routine problem solving, and more. Here, the authors explore which research-based strategies are most effective for delivering math instruction.
Author: John Almarode Publisher: Corwin Press ISBN: 1544333250 Category : Education Languages : en Pages : 281
Book Description
How do you generate that lightbulb “aha” moment of understanding for your students? This book helps to answer that question by showing Visible Learning strategies in action in high-impact mathematics classrooms. Walk in the shoes of teachers as they engage in the countless micro-decisions required to balance strategies, tasks, and assessments, demonstrating that it’s not only what works, but when. A decision-making matrix and grade-leveled examples help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.
Author: Thomas A. Romberg Publisher: Routledge ISBN: 1135855706 Category : Education Languages : en Pages : 198
Book Description
Summarizing data derived from a study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.
Author: Maggie B. McGatha Publisher: IAP ISBN: 1681238241 Category : Education Languages : en Pages : 253
Book Description
Elementary mathematics specialists are teacher leaders who are responsible for supporting effective PK–6 mathematics instruction and student learning. The Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics, the National Council of Supervisors of Mathematics, and the National Council of Teachers of Mathematics, in a 2010 joint position paper on Elementary Mathematics Specialists (EMSs), all advocate for the use of EMSs to support the teaching and learning of mathematics. The specific roles and expectations of EMSs will vary according to the needs of each setting, “but their expertise and successful experience at the elementary level is critical” (p 1). Elementary Mathematics Specialists: Developing, Refining, and Examining Programs that Support Mathematics Teaching and Learning is AMTE’s latest resource supporting the important work of EMSs. It has five sections related to the preparation and professional development of EMSs: (a) Overview and Current State of Affairs; (b) Models of EMS Program Development & Delivery; (c) Supporting EMSs in the Field; (d) The Mathematics Specialist Research; and (e) Future Directions. The book provides support to EMS practitioners, program providers/developers, and researchers seeking to answer important questions about how to prepare Mathematics Specialists, support them in the field, and research their effectiveness.
Author: Edward J. Thomas Publisher: Corwin Press ISBN: 1412968356 Category : Education Languages : en Pages : 225
Book Description
One key to raising achievement in mathematics is to recognize that all students have preferred styles of thinking and learning. By rotating teaching strategies, you can reach learners through their preferred styles, as well as challenge students to think in other styles. Styles and Strategies for Teaching High School Mathematics provides a set of powerful, research-based strategies to help high school teachers differentiate mathematics instruction and assessment according to their students' learning styles. Presenting four distinct mathematical learning styles--Mastery, Understanding, Self-Expressive, and Interpersonal--this book offers classroom-tested instructional strategies that can be mixed and matched to reach all learners. Compatible with any curriculum or textbook, the book: - Explains how the strategies address NCTM process standards and students' learning styles - Includes step-by-step directions, examples, and planning considerations for each strategy - Provides reproducible forms for implementing the strategies - Offers variations and ways to adapt each strategy to meet a variety of instructional demands With assessment components woven throughout, this invaluable guide helps high school mathematics teachers effectively reach and teach today's adolescents.
Author: John Almarode Publisher: Corwin Press ISBN: 1544333153 Category : Education Languages : en Pages : 273
Book Description
Select the right task, at the right time, for the right phase of learning How do you generate that lightbulb “aha” moment of understanding for your students? This book helps to answer that question by showing Visible Learning strategies in action in high-impact mathematics classrooms. Walk in the shoes of teachers as they engage in the countless micro-decisions required to balance strategies, tasks, and assessments, demonstrating that it’s not only what works, but when. A decision-making matrix and grade-leveled examples help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.
Author: Sally Marie Mascia
Author: Sally Marie Mascia
Author: Ted H. Hull
Author: John Hattie
Author: John Almarode
Author: Edward J. Thomas
Author: John Almarode
Author: Thomas A. Romberg
Author: Maggie B. McGatha
Author: Edward J. Thomas
Author: John Almarode