eric.ed.gov har udgivet: This work summarizes the results of two randomized control trails (RCTs) aimed at evaluating the effectiveness of a professional development program for lower secondary school math teachers. The program, called M@t.abel, was financed by the Ministry of Education in Southern Italy with EU funds. It lasts a full school year and it is based on formal and on-line tutoring, providing alternative methods for teaching traditional math contents. The program and its evaluation were both held at scale, a situation far from artificial settings and allowing for the observation of real constraints faced in delivering such a service. This situation, along with the replication of the RCT on two consecutive cohorts of teachers, provides several opportunities and challenges both from the policy and research practice points of view.… Continue Reading →
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eric.ed.gov har udgivet: This study intends to compare and contrast student and school factors that are associated with students’ mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables such as math teacher support and socioeconomic status (SES) between 15-year-old students in the U.S. and in Shanghai, China. The findings suggest that on average, students from Shanghai showed higher math self-efficacy and better achievement than those of American students. However, at the student level, similar positive relationships between math teacher support and math self-efficacy and between SES and math self-efficacy were found in both locations. That is, in the U.S. and Shanghai, an increase in math teacher support predicts… Continue Reading →
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eric.ed.gov har udgivet: Teacher motivation is one of the factors that affect the realization of the teaching objectives, motivation and academic achievement of student. This study aimed to answer to the question “How is the relation between the students’ academic (sciences and mathematics) achievement and teachers’ morale/motivation in Singapore, Japan, Finland and Turkey?” by using PISA 2012 data and TIMSS 2011 data. The researchers used descriptive statistics and hierarchical linear modeling (HLM) in order to study the effects of the morale and motivation qualities of the sciences and mathematics teachers on students’ academic achievement. Moreover, comparisons were made in this field according to the obtained results. The results showed that the teacher factor was more effective in countries with different income balance while the teacher morale and motivation generally has… Continue Reading →
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eric.ed.gov har udgivet: The study provided a structural equation modeling (SEM) of school leaderships? views of school emphasis on academic success relative to students? performances in Trends in Mathematics and Science Study (TIMSS) 2015 in Science and Math in the United Arab Emirates (UAE). The school emphasis was reflected by teachers, parents, and students? priority and ambition for academic success. The school questionnaire items related to school leaders? perception of teachers, parents, and students were used for the analysis (13 items). Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to construct the SEM. The SEM provided acceptable fit statistics with several significant paths. Results pointed to the significance of attitudes and behavior of teachers, parents, and students. There were significant paths from teachers to students, from… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study is to outline a partnership program that involved a local elementary school district, an institution of higher education, the local business community, and a state economic education advocacy group to integrate economics into math in grades K-5. The “Economics: Math in Real Life” program was provided in collaboration with a Title I program to integrate economics and personal finance content into mathematics instruction to demonstrate real-life applications of math concepts and increase students’ knowledge in this content area. Pretests and posttests were administered to gauge effectiveness of the authentic instruction program in increasing student knowledge in math and economics and teacher knowledge in economics. Empirical results indicate learning occurred in both math and economics for students in grades 3-5 and in economics… Continue Reading →
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