tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Teachers’ academic achievement: evidence from Swedish longitudinal register data Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT The present study proposes a flexible/soft model for investigating the role of philosophic-mindedness, creativity, mathematics self-efficacy, and mathematics self-concept in predicting math achievement. To do this end, a fuzzy regression model is developed. Two common criteria are used to evaluate the obtained model. Moreover, the predictability of the model is explained. The case study involves 28 male students from Marand, Iran (year 2015–2016) who took part in a test of mathematics achievement. The participants were junior high-school students… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Using data collected from 4329 students in the 2015 iteration of the Trends in Mathematics and Science Study (TIMSS), we explore two mediators for the relationship between socioeconomic status (SES) and TIMSS-results in mathematics among Norwegian fifth graders. First, we explore how the students’ motivation and self-concept mediate the relationship between SES and test results. Second, by using parent reported SES resources and the parents’ attitudes to school and the tested subjects, we examine how these may constitute a path through which their children’s motivation and family SES are related to mathematics achievement. We found that students’ self-concept accounted for a small but statistically significant portion of SES effects on achievement. Intrinsic motivation did not mediate any of… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In Geneva, Switzerland, students in secondary 1 education are grouped into different tracks according to their academic level. The tracking system in Geneva has been reformed recently. Prior to the reform, the tracks were very hierarchical but less selective; following the reform, the tracks are still very hierarchical but the entry criteria are more selective and there is greater flexibility to move from one track to another. Using longitudinal data, this article compares these two types of tracking system and analyses the inequalities produced in terms of the skills acquired by students and the path taken once compulsory education is completed. Our analysis shows that the new tracking system following the reform has a major impact on students… Continue Reading
eric.ed.gov har udgivet: In 2007, the Home School Legal Defense Association commissioned Dr. Brian D. Ray of the National Home Education Research Institute to conduct a nationwide study of homeschooling in America. The study’s purpose was to develop a current picture of homeschool students and their families–capturing their demographics and educational background–and analyze the impact of certain variables on homeschoolers’ academic achievement. Dr. Ray collected data for the cross-sectional, descriptive study in spring 2008. The 11,739 participants came from all 50 states, Guam, and Puerto Rico. In the study, homeschoolers scored 34-39 percentile points higher than the norm on standardized achievement tests. The homeschool national average ranged from the 84th percentile for Language, Math, and Social Studies to the 89th percentile for Reading. The study also found that whether or… Continue Reading
eric.ed.gov har udgivet: The study investigated alternative explanations for differences in mathematics achievement between pairs of handicapped students exhibiting comparable amounts of academic engaged time. Forty-two students in grades 2-4 from urban and suburban districts participated; 14 students were classified as learning disabled, 14 as emotionally or behaviorally disturbed, and 14 as educable mentally retarded. Explanations investigated were student demographics, cognitive functioning, home and family factors, teacher stress, student cognitions (including cognitive style), student motivation, behavior, and conditions in the learning environment. Of all factors investigated, only cognitive ability served as a consistent explanation for differences in math achievement for students matched on academic engaged time. Creating composite variables (specifically attitude modeling by significant others, stress/chaos in the child’s environment, and home-school cooperation) was not helpful in explaining math achievement… Continue Reading
eric.ed.gov har udgivet: This document describes a project which has serviced 226 students of limited English proficiency. Participating students received instruction in English as a Second Language (ESL); Haitian native language arts (NLA); and the content areas of mathematics, science, and computer science. Multicultural education was an integral part of programming. Teachers of participating students had the opportunity to attend weekly meetings, conferences, and workshops. Project CARISMA sought to establish an active parental component, which included ESL classes and educational field trips. Project CARISMA met its objectives for NLA; the content areas of science and computer science; dropout prevention; attendance; staff development; and parental involvement. The project failed to meets its objectives for ESL and the content area of mathematics. Recommendations of the project include: (1) Assess reasons for lack… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining possible mediating effects of students’ use of self-regulated learning strategies (control, memorisation, and elaboration) on the predictive relation of students’ perseverance on their academic achievement, in students from East Asian and Anglo-Saxon English speaking Western countries. The sample came from the OECD PISA study and included 24,352 population-representative 15-year-old students from Hong Kong, the Republic of Korea, Australia, New Zealand, Scotland, and the US. Results revealed that perseverance had a more positive association with achievement in East Asian cultures than Western cultures.… Continue Reading
eric.ed.gov har udgivet: Turning around chronically low-performing schools requires a multifaceted school-wide, systematic effort that includes strong leadership and data-based decision making. School-wide efforts to turn-around low-performing schools should address the academic, social, and behavioral needs of all students. One evidence-based, systematic school-wide approach for addressing social and behavioral concerns in schools and, distally, increasing students’ access to academic instruction, is school-wide positive behavior interventions and supports (SWPBIS). SWPBIS is associated with increased positive school climate, increased teacher self-efficacy, decreased problem behaviors for the whole school, and potentially, increased academic achievement. The underlying assumption is that by improving social behavior, schools have more time and ability to deliver effective curriculum and instruction. However, to-date, this assumption has not been fully investigated. The goal of this paper is to explicitly examine… Continue Reading
eric.ed.gov har udgivet: This study focuses on flexibility provisions in the Rural Education Achievement Program (REAP) provision of NCLB. Specifically, it addresses REAP Flex, a program that allows rural districts additional control over how to spend portions of their federal funding. REAP Flex is part of a series of NCLB flexibility initiatives aimed at rural schools. The four primary findings of this study were: (1) Half of eligible districts participated in the REAP Flex program; (2) REAP Flex authority was most often used to provide additional funds for services under Title I, Part A. Districts also commonly used REAP Flex to focus on programs related to Title V, Part A (State Grants for Innovative Programs), and Title II, Part D (Educational Technology State Grants). The program funds most commonly used… Continue Reading
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