Your search found 52 results.

Descriptors:
Academic Achievement; Program Effectiveness; Self Efficacy; Mathematics Tests; Caring; English (Second Language); Second Language Learning; Language Proficiency; Elementary School Students; English Language Learners; Mathematics Achievement; Hispanic American Students; Correlation; Comparative Analysis; Predictor Variables; Longitudinal Studies; Student Motivation; Questionnaires; Prior Learning; Regression (Statistics); Barriers; Cultural Influences; Language Skills; Bilingualism; Teacher Student Relationship; Parent Teacher Cooperation

Abstract:
Background/Context: How do we account for the persistence of below-average math test score performance among California Hispanics who are fluent in English, as well as Spanish-dominant English learners? Recent studies have attributed the problem to an overly rigid focus on "what works" in curriculum and fluency in English to the veritable neglect of the social components of teaching and learning--particularly caring. Purpose/Objective/Research Question/Focus of Study: We investigated Hispanic elementary student perceptions of teacher caring in relation to their math self-efficacy and math test performance, and we specify the sequence of the relationship: Caring teachers bolster student self-efficacy in math, which in turn bolsters math test scores. Moreover, we sought to examine whether the meditational relationships among the variables were moderated by English language proficiency. Research Design: Our correlational/comparative analyses were based on longitudinal data for 1,456 Hispanic students nested in 84 fifth- or sixth-grade classrooms in the spring of 2007. Students were either fluent English speakers (EFs, n = 799) or English learners (ELs, n = 657). We secured student self-report measures of teacher caring and math self-efficacy using the Student Motivation Questionnaire, and scores from the California Standards Test for Mathematics served as the primary dependent variable. While controlling for background variables, prior math achievement, and prior math self-efficacy where appropriate, we employed a well-known framework and a series of multilevel regression models to examine our hypothesis of moderated mediation. Conclusions/Recommendations: For all study participants, caring teachers bolstered can-do attitudes in math, which in turn positively impacted math test scores. We identified two principal differences, however, in support of our hypothesis of moderated mediation that indicate that the total effect of teacher caring is larger among ELs. First, the magnitude of the direct link between teacher caring and math self-efficacy was more pronounced among ELs. Second, teacher caring was only partially mediated by math self-efficacy for ELs, whereas for EFs, the positive influence of teacher caring on math scores was completely mediated by math self-efficacy. Several issues come to light when the literature on how communication across cultural and language barriers impacts perceptions of caring is examined concurrently with our findings. Among them is the deemphasis of bilingual ability in California's recent mandate for more authorizations to teach ELs, which may create a barrier to fostering caring teacher-student and teacher-parent relations for Hispanic EFs and especially Hispanic ELs, whose math achievement would otherwise stand to gain. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Urban Schools; First Generation College Students; Urban Teaching; Interviews; Teacher Recruitment; Teacher Persistence; Teacher Education; Program Effectiveness; Surveys; Undergraduate Students; Minority Groups; English (Second Language); Second Language Learning; Regression (Statistics); Program Descriptions; Pedagogical Content Knowledge

Abstract:
This study's goals were to describe an urban, blended undergraduate/teacher preparation program and to assess its effectiveness in recruiting, retaining, and preparing diverse teachers to teach in urban schools. Methods used included a 43-item, on-line survey and semi-structured interviews. One hundred nine undergraduates (68%) responded to the survey which was analyzed using descriptive statistics and regression models. Findings show that the cohort system, high-level outside support, and effective faculty advisement contributed to the retention and success of these predominantly first-generation college students. Cohorts were particularly effective for academically struggling students, unrepresented minorities, and students whose native language was not English. (Contains 11 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary School Students; Self Efficacy; Mathematics Tests; Classroom Environment; Standardized Tests; Mastery Learning; Scores; State Standards; Caring; Prediction; Measures (Individuals); Regression (Statistics)

Abstract:
We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented, challenging, and caring. Individual student scores on the California Standards Test for Mathematics were also collected. A series of 2-level models revealed that students who perceived their classroom environments as more caring, challenging, and mastery oriented had significantly higher levels of math self-efficacy, and higher levels of math self-efficacy positively predicted math performance. Analysis of the indirect effects of classroom variables on math performance indicated a small significant mediating effect of self-efficacy. Implications for research on self-efficacy and the perceived classroom environment are discussed. (Contains 3 footnotes, 4 tables, and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics; Problem Solving; Young Children; Elementary Education; Instructional Effectiveness; Educational Practices; Guides; Mathematical Concepts; Comprehension; Cognitive Processes

Abstract:
This practice guide presents five recommendations intended to help educators improve students' understanding of, and problem-solving success with, fractions. Recommendations progress from proposals for how to build rudimentary understanding of fractions in young children; to ideas for helping older children understand the meaning of fractions and computations that involve fractions; to proposals intended to help students apply their understanding of fractions to solve problems involving ratios, rates, and proportions. Improving students' learning about fractions will require teachers' mastery of the subject and their ability to help students master it; therefore, a recommendation regarding teacher education also is included. Appendices include: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; (4) Rationale for Evidence Ratings; and (5) Evidence Heuristic. A glossary and index are also provided. (Contains 5 tables, 10 figures, and 250 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
American Indians; Student Diversity; Biological Sciences; Minority Groups; Career Choice; Academic Aspiration; Majors (Students); Disproportionate Representation; African Americans; Hispanic Americans; Asian Americans; Enrollment Trends; Pacific Islanders; Bachelors Degrees; Racial Differences; Graduate Study

Abstract:
Blacks, Hispanics/Latinos, and Native Americans have long been underrepresented in schools and the workplace in science, technology, engineering, and mathematics. Although the monitoring of representation has become a larger and more important enterprise, existing databases make it difficult to discern trends in participation at different stages of science education as well as the "magnitude" of the differences in representation across racial/ethnic groups. We reanalyze four nationally representative databases to call attention to the difficulties, and we offer a solution--a ratio of representation. Our investigation of the representation of students in the biological sciences indicates that gains in the percentages of non-Asian minorities in the biological sciences over almost two decades do not exceed their growth in the U.S. population and, furthermore, that their underrepresentation appears to increase as they move through higher education. We call for the development of multiple measures of representation in the sciences, given the complexities of representing representation and the issue's importance for science, public health, and the American polity. (Contains 9 tables and 7 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Difficulties; Early Intervention; Phonemic Awareness; Reading Instruction; Teaching Methods; Theory Practice Relationship; Student Evaluation; Skill Development; Group Instruction; Teacher Student Ratio; Reading Skills; Teacher Collaboration; Program Effectiveness; Special Education; Grade 1

Abstract:
This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented: (a) A system of progress monitoring was used to assess student progress and skill acquisition; (b) instruction was characterized by high intensity through the use of groups with a low student-teacher ratio; and (c) an explicit instructional approach was used for children who lacked phonemic awareness or an understanding of the alphabetic principle. Furthermore, teachers were supported in working collaboratively with one another and were provided with ongoing support from a literacy coach. Ninety percent of participants met or exceeded grade-level expectations by the end of the year, and 75% of treatment resisters were eligible for special education. Challenges related to implementation are discussed. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Black Students; Child Development; Culturally Relevant Education; Curriculum Development; Elementary Secondary Education; Ethnicity; Males; Racial Discrimination; Social Influences; Socialization; Teaching Methods

Abstract:
This book contains a collection of papers on race in U.S. education written by scholars who believe that improvement in the educational achievement of African American children will not occur by changing the curriculum or achieving desegregation. True change requires innovations based on replacing constructs rooted in past white hegemony and its current vestiges and building educational programs and communities consistent with children's ethnic, cultural, social, and developmental needs. After "Introduction: The Search for New Answers" (James H. Lewis), the papers are (1) "'Race,' Identity, Hegemony, and Education: What Do We Need To Know Now?" (Asa G. Hilliard, III); (2) "Comment: The Social 'Destruction' of Race To Build African American Education" (Laurence Parker); (3)"Blacks and the Curriculum: From Accommodation to Contestation and Beyond" (William H. Watkins); (4) "Comment: Researching Curriculum and Race" (Annette Henry); (5) "The Power of Pedagogy: Does Teaching Matter?" (Gloria Ladson-Billings); (6) "Comment: Unpacking Culture, Teaching, and Learning: A Response to 'The Power of Pedagogy'" (Carol D. Lee); (7) "Identity, Achievement Orientation, and Race: 'Lessons Learned' about the Normative Developmental Experiences of African American Males" (Margaret Beale Spencer); (8) "Comment: Human Development and the Social Structure" (Enora R. Brown); (9) "Why Can't Sonya (and Kwame) Fail Math?" (Signithia Fordham); (10) "Comment: Cultural Discontinuity, Race, Gender, and the School Experiences of Children" (Vivian L. Gadsden); (11) "Culturally Appropriate Pedagogy" (Janice E. Hale); (12) "Comment: The Challenges of Cultural Socialization in the Schooling of African American Elementary School Children: Exposing the Hidden Curriculum" (A. Wade Boykin); (13) "Education and Socialization: A Review of the Literature" (Michele Foster); (14) "Comment: Schools as Contexts for Socialization" (Cynthia Hudley). (Chapters contain references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Biological Sciences; Class Activities; Ecology; Environmental Education; High Schools; Lesson Plans; Outdoor Activities; Science Activities

Abstract:
This activity features students carrying out an outdoor study of a 10-by-10 meter area in which they identify organisms living in the soil, plants, insects, and any other animals living within or immediately adjacent to the site. Groups also examine abiotic factors in the same study site. Students work in teams, share data, and each write a paper responding to a series of questions about the data. (Author/CCM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Biological Sciences; Class Activities; Ecology; Environmental Education; High Schools; Lesson Plans; Outdoor Activities; Science Activities

Abstract:
This activity is used to introduce students to biology in general and the significance of environmental studies. The focus of the ecosystem survey is to examine the effects humans have on the environment. After completing a series of investigations, students develop their own hypothesis about human impact on the environment, and then test this on a site they had not previously examined--including the identification of exotic plants and animals on and around the site. Analysis and discussion of the results of the three initial surveys allows the students to develop a theory about the effects of humans upon biodiversity. Students also are introduced to experimental design, use of statistics to determine whether to accept or reject a hypothesis, and the significance of taxonomy. (Author) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cost Effectiveness; Credentials; Educational Trends; Faculty Recruitment; Higher Education; Incentives; Research Administration; Researchers; Salary Wage Differentials; Scientific Research; Teaching Hospitals; Trend Analysis

Abstract:
A discussion of recruitment of research faculty for academic medical centers examines the financial aspects of recruiting in relation to the recruitment's purpose, the stature of the researcher, and the nature of his research. Cost-effective strategies for handling various aspects of recruiting in a restructured academic medical system are presented. (Author/MSE)

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