eric.ed.gov har udgivet: While much progress has been made in treating math anxiety, little is yet known about its causes, correlates or effects. The present study examined factors related to the prevalence and intensity of math anxiety in college students and the extent to which math anxiety is predictive of math course grades. The 655 subjects were obtained from two math courses and one psychology course at Ohio State University. Results indicated that math anxiety occurs frequently among college students, and that it is more likely to occur among women than among men and among students with inadequate high school math backgrounds. Higher levels of math anxiety were related to lower mathematics achievement test scores, higher levels of test anxiety and higher levels of trait anxiety. Students reporting confidence in… Continue Reading →
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eric.ed.gov har udgivet: Recent studies in math education focus on differences between behaviors and performances of male and female students. In this study, achievement and attitudes of middle school students to math were described in terms of gender and grade differences. The aim of this study is to determine whether any differences exist between female and male students’ attitudes and successes of middle school toward mathematics. This research was designed as a descriptive research. Students (6th, 7th, and 8th grades) were registered to “Attitude Survey toward Mathematics.” This survey is consisted of two parts. In the first part, there are demographic questions. The second part is 5-Likert type survey which is intended to learn students’ attitudes toward mathematics. Secondly, in order to determine students’ achievements from mathematics, their grades and… Continue Reading →
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eric.ed.gov har udgivet: More than half of community college courses are taught by part-time faculty, and the reliance on part-time faculty to teach developmental education courses and gateway math and English courses is even more prevalent. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. While students with part-time instructors have better outcomes in their current course and similar pass rates in the next course in the sequence, they are 3 to 5 percentage points less likely to enroll in that subsequent course. The negative effects on subsequent enrollment are… Continue Reading →
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eric.ed.gov har udgivet: This paper analyses the impact of teacher gender towards students’ test results in a blinded Math test administered to students in Catalonia (Spain). The data for this analysis are drawn from a sample of secondary school students who participated in an international blind-test known as the “Mathematical Kangaroo” in 2008. The estimation considers a two-stage procedure since participation on the test leads to the presence of sample selection. Results show a correlation between female teacher gender and student results. Moreover, students with female teachers have a higher probability of participating in the “Kangaroo” test (in this case, the effect being more marked among male students). Link til kilde
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eric.ed.gov har udgivet: Most states’ teacher evaluation systems have changed substantially in the past decade. New evaluation systems typically require school leaders to observe teachers’ classrooms two to three times a school year instead of once (Doherty & Jacobs, 2015). The feedback that school leaders provide to teachers after these observations is a key but understudied step in the teacher evaluation cycle. The feedback and subsequent professional development are intended to help teachers change their instructional practices and improve student achievement (Correnti & Rowan, 2007; DeNisi & Sonesh, 2011; Taylor & Tyler, 2012). However, little is known about the feedback that school leaders provide to teachers following classroom observations or about how to train leaders to make that feedback more effective. This study examined the impact of disseminating a detailed… Continue Reading →
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eric.ed.gov har udgivet: This monograph offers an overview of the current research work carried out in Croatia and the surrounding countries, and specifically an interesting insight in teaching and learning issues in these countries. The authors discuss the need of the general population for becoming good problem-solvers in society of today, which is characterised by rapid technological changes and economic development. They argue that modern teaching methods are therefore needed. From the contributions in this monograph, it appears that awareness of future teachers’ beliefs and knowledge is present in the tertiary education. The studies investigate various aspects of pre-service and in-service teachers’ characteristics, like beliefs, knowledge, digital competencies or using ICT in teaching. But the contributions also portray another picture: mathematics education is becoming accepted as a field of scientific… Continue Reading →
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eric.ed.gov har udgivet: The Teacher Effectiveness Enhancement Programme (TEEP) is a CPD programme that aims to improve teachers’ classroom practice. TEEP training is offered as a whole-school approach by the Schools, Students and Teachers Network (SSAT). All staff in a school received three days of training over a period of two terms. A smaller cohort of teachers, chosen by the school leadership team, receive two further days of training the following term to help embed and develop the TEEP strategies across the school. The training focuses on developing pedagogical knowledge (for example, assessment for learning or collaborative learning), understanding different phases of learning (such as preparing for learning and demonstrating understanding), and effective teacher behaviours (including classroom management and interactive teaching). The programme provides a comprehensive language and framework for… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites in a gifted math class and a beginning band class. The research was conducted from September 11th, 2012, through December 17th, 2012. In order to document the lack of student motivation and engagement, three tools were utilized; a teacher survey, a student survey, and a student behavior checklist. After analyzing the collected data, it was evident that a notable percentage of students felt that their school work was too easy while teachers felt their lessons were appropriately… Continue Reading →
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eric.ed.gov har udgivet: Grading is one of teachers’ greatest challenges and most important professional responsibilities. Educators are unclear on whether standards-based grades or traditional-based grades do a better job of accurately reflecting what students have learned, so the purpose of this study was to understand the relationship between classroom grades and scores on the Scholastic Math Inventory (SMI) assessment. The individuals were sixth-, seventh-, and eighth-grade mathematics students from five different middle schools in the same district as they took the SMI assessment. There were about 500 students in the standards-based grading system and about 1,900 students in the traditional grading system. Link til kilde
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eric.ed.gov har udgivet: One of the goals of teacher education is to prepare our citizens to communicate in a variety of ways. In our present society, communication using digital media has become essential. Although online discussions are a common component of many online courses, engaging students in online discussions has been a challenge. This study queried 86 educators in a math/science teacher education graduate program to examine their perceptions on the factors that motivate them to participate in online discussions. The results revealed a pragmatic outlook on online education. In terms of intrinsic versus extrinsic motivation, the participants’ main motivation to participate in online class discussions was extrinsic (85.88%), specifically so that they could earn an acceptable participation grade. With regards to discussion grouping formats, they preferred small group discussions… Continue Reading →
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