The purposes of this study were to assess the effects of fractions intervention for students who are at risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth-mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to three conditions: fractions intervention, fractions intervention with embedded SR-GM, and a control group. Intervention was conducted three times per week for 35 min per session for 13 weeks. Multilevel models indicated both fractions intervention conditions produced strong effects, with no added value for SR-GM. Posttest fractions achievement gaps for both intervention conditions held steady, narrowed, or closed, whereas the control group’s gaps remained sizeable or grew. Results suggest that intervention can address challenging mathematics standards for at-risk learners and that SR-GM instruction may not be necessary in the context of strong intervention.
Never before has the profession of teaching been more taxing. During this global pandemic, teachers are asked to come to their job each day ready to work, create engaging lessons, and maintain their own mental health and that of their students. In addition, they’re asked to toggle between face-to-face and online learning environments, often at a moment’s notice.
2021 will bring many changes to the federal education policy landscape. Join CEC’s Senior Policy and Advocacy Advisor for a post-Inauguration webinar on Jan. 27 to learn how the new President, Secretary of Education, Congress, and other key players could affect you, your colleagues, and your students in the coming year. And best of all, this webinar is FREE for CEC members—register now!
With millions of kids still learning remotely, the learning losses are piling up. Some school districts are reporting a higher level of failing grades this fall. A report from the consultant McKinsey & Company estimated that students were three months behind in math when they started the school year. And another study said learning losses were minimal, but left out many students from the analysis.
Lillie Marshall, a contributor for Teaching Channel, writes: “It was 1 am on a school night, and I was still grading student essays. I’d skipped doing any exercise that day, and my back was creaking from hunched-over work. Suddenly, I flashed back to the lecture I’d ended class with that same day. ‘7th graders,’ I’d declared to my pupils lovingly, ‘please make sure you’re taking care of yourselves. Get quality time with loved ones, exercise, healthy food and enough sleep. We don’t want you to burn out or get sick! Health and wellbeing are the most important thing — now and always.'”
Thurs., Jan. 21, 2:00 ET, When Someone Comes Out: A Guide for Youth-Serving Professionals, Parents, & Caregivers, sponsored by HRC Project THRIVE. The webinar will feature speakers from PFLAG who will provide recommendations on how to celebrate and support LGBTQ youth as they plan to come out. Register here.
Mon., Jan. 25, 2:00 ET, Discussing Race in PK-12 Classrooms: Why It’s an Essential Skill, sponsored by the CEEDAR and the American Association of Colleges for Teacher Education. One of the focuses of this forum will be the impact of racism on school discipline and special education systems, especially on students with intersectional identities. Register here.
Thurs., Jan. 28, 2:00 – 3:30 PM, PT, Joyful Reading at School and at Home: A Storybook Reading Routine, sponsored by REL West (Regional Educational Laboratory). This is the first of a 4-part series that will offer research based guidance to help preK-1st grade educators learn a routine for storybook reading, consider culturally affirming aspects of stories, and share ideas about creating home-school reading connections. Register here.
Wed., Feb. 3, 2:00- 3:30 PM ET, A Nation of Readers: How State Chiefs Can Help Every Child Learn to Read, sponsored by the Council of Chief State School Officers. A new report will be released with this event looking at what actions states can take to improve literacy skills, especially for those reading below grade level. Register here.
Thurs., Feb. 4, 2:00 – 3:30 PM ET, Student Access to Well-Prepared and Diverse Educators During and Beyond COVID-19, sponsored by the Coalition for Teaching Quality (Note: CASE is a member of this coalition). This is a congressional briefing, and speakers will discuss the current state of the educator workforce and pipeline, as well as research and policy solutions to improve the pipeline. RSVP here.
Tues., Feb. 16, 3:30-5:00 PM ET, Pursuing Equity for Black Students in K-12 Education: Exploring the Intersection of Race and Disabilities, sponsored by the National Center for Systemic Improvement. This is another in a series of Thought Leader Conversations bringing together a variety of stakeholder voices. The purpose of the session is to examine ways to engage and partner with students, families, and communities impacted by racial inequities to identify and implement systemic solutions to ensure equitable learning conditions, particularly focused on Black students with disabilities. Register here.
It’s halfway through the academic year, and schools across the United States are still wrestling with how to keep students enthusiastic about learning through a computer screen. According to a recent survey of high school students, more than half (54%) reported being less engaged during remote learning than during in-person classes. In a virtual environment, educators are continually competing with diversions that aren’t present in the classroom, such as social media, television and video games.
After months of teaching during a global pandemic, Wade Buckman felt worn out physically, mentally and emotionally. He had been teaching in person all semester, until an outbreak of COVID-19 cases caused his school to abruptly shut down for two weeks. The transition was chaotic, and Buckman was expecting another shutdown to come soon. The workload and pressure, he said, were unyielding.
3 considerations for establishing protocols for electronic signatures when parents are unable to sign special education documents such as IEPs and evaluation reports
Sixty-five percent of households reported using online learning, and 11% said they hadn’t had interaction with a teacher in the last week.