eric.ed.gov har udgivet: In this study, teachers’ perceptions of prospective Turkish teachers (that is, those who have completed their undergraduate studies) in the fields of Science, Mathematics and Social Sciences are investigated through teacher metaphors. These perceptions were classified in accordance with their answers to two open-ended questions within a metaphoric structure used as the data collection tool. This classification employs the tripartite metaphorical classification developed by Martínez et al. and includes the following perspectives: Transmissive, constructivist, and situative. In the study, 58 different teacher metaphors were identified. As a result of the research, metaphors within the Transmissive class were observed predominantly in prospective teachers of both groups, followed by Constructivist in prospective Science and Math teachers, and Situative in prospective Social Science teachers. Findings from the study are also… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: MathForward™, developed in 2004-2005 in cooperation with the Richardson (TX) Independent School District, was implemented nationwide in 2007. The program integrates TI technology and professional development while focusing on student achievement and teacher efficacy. This study investigated the effect of the MathForward™ program on student achievement scores of Algebra I students from a southeast Texas high school. The specific purpose of this study was to understand whether there was an effect on students’ STARR mathematics scores, accounting for teacher professional development and years of experience. To do this, structural equation modeling (SEM) in M-plus was employed. The result of the present study showed that our model fits well to the data and the explained variance of students’ mathematics achievement (R(superscript 2) = 0.14). Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: This study aimed to investigate the factors that influence student engagement in mathematics classes. It explored the relationship among emotional, organizational, and instructional support and the impacts of characteristics of teacher, such as years of experience, and sexual orientation, on student engagement. Data were taken from the Consortium for Political and Social Research. The study was involved mathematics teachers and encompassed three years of data collection and observation. Data were collected first hand through classroom observations and student–teacher surveys. In this study, ANOVA, t-test, and partial correlation were employed to evaluate the relationships among the study variables based on participants’ responses. The relationship between student engagement and instructional support weakened after controlling for emotional and organizational support. However, instructional support continued to significantly influence student engagement. In… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Historically, students took Algebra I in high school, but there has been a recent trend toward taking it in middle school (Domina, 2014). In the past two decades the proportion of middle school students taking Algebra I or more-advanced math courses has doubled (Domina, 2014). Success in Algebra I is important because it is a gateway course for advanced math (Star et al., 2015). Students who take and pass Algebra I are more likely to take and pass more-advanced math courses in high school (Snipes & Finkelstein, 2015). This trend has created a need for middle school teachers with more-advanced knowledge of math content, because prior research has suggested that teachers’ knowledge of math content plays an important role in student achievement (National Mathematics Advisory Panel, 2008).… Continue Reading →
Like this:
Like Loading...
Læst 0 gange