eric.ed.gov har udgivet: The share of women achieving tertiary education has increased rapidly over time and now exceeds that of men in most OECD countries. However, women are severely under-represented in maths-intensive science fields, which are generally referred to as STEM (science, technology, engineering, and maths). The under-representation of women in these subject areas has received a great deal of attention. This is because these fields are seen to be especially important for productivity and economic growth and are associated with occupations that have higher earnings. Subject of degree is an important part of the explanation for the gender wage gap. The aim of this paper is to review evidence on explanations for the STEM gap in tertiary education. This starts with statistics about background context and evidence on how… Continue Reading →
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eric.ed.gov har udgivet: The quality of teaching and teacher plays a significant role in enhancing students’ cognitive and motivational development. The purpose of this study was to identify longitudinal trajectories of student perceptions of mathematics teachers’ professional competence, and to examine how these trajectories were related to students’ engagement and achievement in mathematics and their choice of college major. The data used for analysis were obtained from the Seoul Education Longitudinal Study, a study of 2714 secondary students who were followed up for five successive years. Results showed four heterogeneous trajectories of students’ perceptions of teacher competence, and these trajectories were associated with students’ engagement and achievement in mathematics. In addition, those who consistently perceived their mathematics teachers to be highly competent and whose perceptions of their teachers’ competence became… Continue Reading →
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eric.ed.gov har udgivet: We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations–middle school math, ninth-grade algebra and geometry, and ninth-grade biology–and find evidence that a teacher’s basic skills test scores are modestly predictive of student achievement in middle and high school math and highly predictive of student achievement in high school biology. A teacher’s subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school. Link til kilde
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eric.ed.gov har udgivet: There is growing interest among researchers, policy makers, and practitioners in identifying teachers who are skilled at improving student outcomes beyond test scores. However, questions remain about the validity of these teacher effect estimates. Leveraging the random assignment of teachers to classes, I find that teachers have causal effects on their students’ self-reported behavior in class, self-efficacy in math, and happiness in class that are similar in magnitude to effects on math test scores. Weak correlations between teacher effects on different student outcomes indicate that these measures capture unique skills that teachers bring to the classroom. Teacher effects calculated in nonexperimental data are related to these same outcomes following random assignment, revealing that they contain important information content on teachers. However, for some nonexperimental teacher effect estimates,… 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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