eric.ed.gov har udgivet: This study examined mathematical self-concept of college students and how it may develop differently between men and women. The study used data from a 1985 Cooperative Institutional Research Programs Survey and a follow-up survey in 1989 which included information from over 27,000 college freshmen and incorporates information acquired directly from institutions. The sample for the study was limited to 15,050 students attending 192 four-year colleges and universities. The data were analyzed in terms of characteristics at entry to college, intended choice of major, characteristics of the college environment, and college experiences. The dependent variable was students’ self-rating of their mathematical ability. Findings indicated that women are less confident than men about their mathematical abilities and that this disparity increases during the college years and is in large… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: While previous research has outlined factors that can be used to predict academic self-concept among college students, much of this research pays little attention to how self-concept develops differently for unique subgroups of students. This paper examines the development of mathematical self-concept during college for four groups of students who entered college with significantly different levels of math confidence: (1) men in math-intensive majors; (2) women in math-intensive majors; (3) men in non-math-intensive majors; and (4) women in non-math-intensive majors. Data are examined from surveys of over 14,000 college freshmen at 191 institutions who were followed up 4 years after college entry. Regression analyses describe how the factors contributing to the development of math self-concept differentiate among the four groups and suggest how women who persist in… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: A multi-State, quasi-experimental study was conducted as a longitudinal, two-year follow-up of participation in an online, on-demand professional development (PD) program. The purpose was to ascertain whether student gains were sustained in a second year of PD participation. Data verified gains in Year 1 versus Pre-PD baseline, with continued gains in Year 2 atop those achieved in year 1 of PD participation, reflecting a positive trend and continued advantage over non-PD schools in the same districts. Results showed that student in PD schools gained 7.7% (p<0.01) more in Math in year 2 atop 18.9% (p<0.001) gains from year 1, versus gains of 0.5% (ns) and 4.2% (p<0.01) for non-PD schools in the same districts. Similarly, students in the PD schools gained 10.2% (p<0.01) more in Reading in… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This paper is based on data gathered during visits to Uganda and Malawi, conducted by the International Math-teacher Professionalization Using Lesson Study (IMPULS) project and the Japanese International Cooperation Agency (JICA). The author’s observations and experiences highlighted misconceptions about lesson study. The paper concludes that some key factors can be viewed as either affordances, or constraints, on practice, while others are best understood against several misconceptions that seem to be common outside Japan. Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: During the 2004-05 school year, the National Research Center for Career and Technical Education conducted a study entitled “Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in Career and Technical Education,” commonly referred to as the Math-in-CTE study. This was a random-assignment experiment that tested the effects of enhancing instruction in the mathematics inherent in the curricula for five occupational areas. Post-testing found that students of teachers who had been in the experimental group scored significantly higher than students of teachers who had been in the control group on two standardized tests of mathematics achievement: 9% higher on TerraNova and 8% higher on Accuplacer. These higher scores were the result of professional development that brought career and technical education (CTE) and mathematics teachers… Continue Reading →
Like this:
Like Loading...
Læst 7 gange