Läsa-skriva-räkna-garantin blir verklighet – tar plats i läroplanen

Den 1 juli 2019 börjar reformen Läsa, skriva, räkna – en garanti för tidiga stödinsatser att gälla. Garantin ska säkerställa att alla elever som behöver stödinsatser i förskoleklass och lågstadiet tidigt får det i svenska, svenska som andraspråk och matematik.

Läs vidare [Regeringen]
Läs även: Nya lagar och regler för skolan träder i kraft [Skolvärlden]

California’s positive outliers: Districts beating the odds

In this report, we summarize the results of a quantitative analysis that identifies districts in which students of color, as well as their White peers, have demonstrated extraordinary levels of academic achievement, measured by California’s new assessments in English language arts and mathematics, taking into account race and family income and education levels.

These results show, for the first time, which California districts and communities appear to have best supported the academic achievement of students in the first 3 years of the new assessments, controlling for the socioeconomic status of families in each district. We also examine some of the factors associated with their success.

We find that, aside from socioeconomic status, a major predictor of student achievement is the preparedness of teachers. The proportion of teachers holding less than a full credential (i.e., an intern credential, temporary or short-term permit, or waiver for their teaching position) shows a strong negative association with student achievement for all student groups.

Läs mer (Learning Policy Institute, pdf)

Does technology help boost students’ critical thinking skills?

That’s the question the Reboot Foundation, a nonprofit, asked in a new report examining the impact of technology usage. The foundation analyzed international tests, like the Programme for International Student Assessment or PISA, which compares student outcomes in different nations, and the National Assessment of Educational Progress or NAEP, which is given only in the U.S. and considered the ”Nation’s Report Card.”

Läs vidare/Read more [Education Week]

How engaged are teachers with research?

A research briefing published by the Education Endowment Foundation (EEF) in the UK looks at what progress has been made in embedding evidence-informed practice within teaching in England.
As part of the brief, researchers from the National Foundation for Educational Research (NFER) summarized findings from a nationally representative survey of 1,670 schools and teachers. The survey was conducted between September and November 2017, and investigated teachers’ research use.

Läs vidare/Read more [Best Evidence in Brief]

The reader-friendliness of effect sizes

Effect size has long been the standard measurement used in educational research. This commonality allows for comparison across studies, between programs, and so on. It’s a tricky statistic, though, because its implications are not necessarily understood by the typical consumer of research. For example, saying that a program has an effect size of +0.13 is likely to be less meaningful to the layperson than saying that a program yielded a gain of one month’s learning.

Läs vidare/Read more [Best Evicence in Brief]

Interleaved practice improves math test scores

The results of a randomized controlled trial, published in the Journal of Educational Psychology, suggest that a greater emphasis on interleaved practice may dramatically improve math test scores for seventh graders. Whereas most mathematics worksheets consist of a block of problems devoted to the same skill or concept, an interleaved worksheet is arranged so that no two consecutive problems require the same strategy.

Läs vidare/Read more [Best Evidence in Brief]

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