58,134 research outputs found
Grimsby College: report from the Inspectorate (FEFC inspection report; 1994-95 and 1997-98)
Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1997-98
Virginia Earth Science Collaborative: Developing Highly Qualified Earth Science Teachers
A collaborative of seven institutes of higher education and two non-proïŹt organizations developed and implemented ïŹve earth science courses totaling eighteen credits that enabled secondary teachers to acquire an add-on earth science endorsement: Geology 1: Physical Geology (4), Geology II: Geology of Virginia (4), Oceanography (4), Astronomy (Space Science for Teachers) (3), and Meteorology (3). These courses were collaboratively developed and included rigorous academic content, research-based instructional strategies, and intense ïŹeld experiences. The thirty-three sections offered statewide served 499 participants. Three courses were offered to strengthen the skills of earth science teachers: Teaching Eath Science Topics to Special Education Students (3), Integrating New Technologies in the Earth Sciences (3). and GeoVirginia: Creating Virtual Field Trips (non-college credit). In these six sections, seventy-four people participated. Outcomes included an increased pool of endorsed earth science teachers and teachers with coursework in the earth sciences, a website with virtual ïŹeld trips, and a statewide network. Partners included the College of William & Mary and its Virginia Institute of Marine Sciences, George Mason University, James Madison University, Longwood University, the MathScience Innovation Center (formerly the Mathematics & Science Center), Radford University. Science Museum of Virginia, University of Virginia Southwest Center, Virginia Commonwealth University, and eighty-three school divisions
Taking Stock of Common Core Math Implementation: Supporting Teachers to Shift Instruction: Insights from the Math in Common 2015 Baseline Survey of Teachers and Administrators
In spring 2015, WestEd administered surveys to understand the perspectives on Common Core State Standards-Mathematics (CCSS-M) implementation of teachers and administrators in eight California school districts participating in the Math in Common (MiC) initiative. From this survey effort, we were able to learn from over 1,000 respondents about some of the initial successes and challenges facing California educators attempting to put in place and support new -- and what some consider revolutionary -- ideas in U.S. mathematics education
Supporting students in the transition to postgraduate taught study in STEM subjects
While there has been a wide range of studies examining the transition of undergraduate and postgraduate research students,
there are few which concentrate on the experiences of postgraduate taught (PGT) students. This is unfortunate, because PGT
students have pressing needs for support: since taught masters courses last for usually one academic year, postgraduate students
are asked to adapt and succeed at a far faster rate than undergraduates, who take four years in Scotland to complete an honours
degree. PGT students are a minority group amongst the university population, with e.g. more than three times as many
undergraduates enrolled at the University of Glasgow than postgraduates. Furthermore, international students represent a high
proportion of PGT students. To better understand the needs of PGT students and therefore improve the quality of their
education, we need to understand their experiences and challenges as they transition through their course. This paper presents
a study focused on PGT students in STEM subjects at the University of Glasgow. Feedback from students in the College of
Science and Engineering was gathered using a multi-methodological approach. Surveys, one-to-one interviews and a workshop
were utilised to investigate studentsâ perceptions of support received from staff and services. This data was linked to student
academic confidence, social confidence, and overall satisfaction with their experience at the university. Data were gathered at
three points in the year to evaluate whether perceptions change as students progress through their course. This data from
surveys and interviews was used to direct a workshop, which discussed potential solutions to issues raised. Better online
resources were identified as key to feeling prepared before the commencement of a PGT course, and better communication
with lecturers and peers was important to the success and satisfaction of students, particularly after beginning PGT study
Every student counts: promoting numeracy and enhancing employability
This three-year project investigated factors that influence the development of undergraduatesâ numeracy skills, with a view to identifying ways to improve them and thereby enhance student employability. Its aims and objectives were to ascertain: the generic numeracy skills in which employers expect their graduate recruits to be competent and the extent to which employers are using numeracy tests as part of graduate recruitment processes; the numeracy skills developed within a diversity of academic disciplines;
the prevalence of factors that influence undergraduatesâ development of their numeracy skills; how the development of numeracy skills might be better supported within undergraduate curricula; and the extra-curricular support necessary to enhance undergraduatesâ numeracy skills
Continued Progress: Promising Evidence on Personalized Learning
The findings are grouped into four sections. The first section on student achievement finds that there were positive effects on student mathematics and reading performance and that the lowest-performing students made substantial gains relative to their peers. The second section on implementation and the perceptions of stakeholders finds that adoption of personalized learning practices varied considerably. Personalized learning practices that are direct extensions of current practice were more common, but implementation of some of the more challenging personalized learning strategies was less common. The third section relates implementation features to outcomes and identifies three elements of personalized learning that were being implemented in tandem in the schools with the largest achievement effects. Finally, the fourth section compares teachers' and students' survey responses to a national sample and finds some differences, such as teachers' greater use of practices that support competency-based learning and greater use of technology for personalization in the schools in this study with implementation data
Gateshead College: report from the Inspectorate (FEFC inspection report; 20/96 and 70/99)
Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1995-96 and 1998-99
Initial Primary Teacher Education in Lesotho: Multi-Site Teacher Education Research Project (MUSTER), Country Report Two
Teaching/Communication/Extension/Profession,
Preparing Secondary Mathematics Teachers: Focus on Modeling in Algebra
This study addressed the opportunities to learn (OTL) modeling in algebra provided to secondary mathematics pre-service teachers (PSTs). To investigate these OTL, we interviewed five instructors of required mathematics and mathematics education courses that had the potential to include opportunities for PSTs to learn algebra at three universities. We also interviewed a group of three to four PSTs at each of the universities. We coded the interview transcripts using an analytic framework developed based on related literature and policy documents. We report the similarities and differences in perspectives among instructors and PSTs related to modeling at each university, along with comparisons of OTL across universities
Park College, Eastbourne: report from the Inspectorate (FEFC inspection report; 26/00)
The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFCâs inspectorate inspects and reports on each college of further education according to a four-year cycle. This record includes the inspection report for the period 1999-2000
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