tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study investigates the discrete effects of inquiry-based instructional practices that described the PISA 2015 construct ‘inquiry-based instruction’ and how each practice, and the frequency of each practice, is related to science achievement across 69 countries. The data for this study were drawn from the PISA 2015 database and analysed using hierarchical linear modelling (HLM). HLMs were estimated to test the contribution of each item to students’ science achievement scores. Some inquiry practices demonstrated a significant, linear, positive relationship to science achievement (particularly items involving contextualising science learning). Two of the negatively associated items (explaining their ideas and doing experiments) were found to have a curvilinear relationship to science achievement. All nine items were dummy coded by the… Continue Reading →
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eric.ed.gov har udgivet: Market models of education reform predict that the growth of charter schools will infuse competition into the public school sector, forcing traditional public schools to improve the practices they engage in to educate students. Some scholars have criticized these models, arguing that competition from charter schools is unlikely to produce significant change among public schools. Using data from the Early Childhood Longitudinal Study-Kindergarten Class, I attempt to identify potential mechanisms linking charter competition to achievement in traditional public schools. The results provide little support for the market model. Competition from charter schools is not associated with reading or math scores, and is only associated with three of ten organizational measures. There is some support for an indirect relationship between math achievement and competition through reductions in teacher… Continue Reading →
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eric.ed.gov har udgivet: Difficulties faced in learning a specific mathematical vocabulary are amplified through incomplete English knowledge among students who English Language Learners (ELLs). Therefore, the present study aims to investigate the relationship between English language anxiety and the mathematical achievement of EFL/ESL students who are using EMI. Mixed research method was employed to identify and understand this relationship between language anxiety and mathematics achievement in the math classroom. To collect quantitative data, a questionnaire was distributed to the students to measure their level of English language anxiety and mathematics achievement using their grades in their mathematics classes. The association between English language anxiety levels and ESL/EFL achievement in Mathematics was investigated through Pearson’s correlation test. The results showed medium levels English language anxiety among the EFL/ESL students with a… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study examines whether 3 teacher-rated aspects of school effectiveness differ across school segregation profiles in Stockholm, and to what extent these indicators are associated with the academic achievement of 9th-grade students. Analyses were based on 2 cross-sectional data collections performed in 2014 and 2016, respectively (147 school units), one among teachers (n = 2,024) and the other among 9th-grade students (n = 9,151). Multilevel analysis was applied, estimating 2-level random intercept linear regression models. Results show that teachers’ ratings of school leadership, teacher cooperation, and school ethos, as well as student-reported marks differ across school segregation profiles. Findings further reveal significant associations between these school effectiveness indicators and student performance, even when taking student family background and the school’s student body… Continue Reading →
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eric.ed.gov har udgivet: Charter schools represent an increasingly important form of school choice in the United States. Charter schools are public schools, with a difference. Compared to traditional public schools, they are exempted from some of the state laws and regulations that govern traditional public schools. In this way, parents come to have a greater number of choices among schools, and, due to deregulation, it is expected that the charter schools are distinct from traditional public schools. The intent is that charter schools can provide students with alternative curricula, teaching methods, and teachers who may differ in educational background and training from teachers in traditional public schools. This study, after reviewing research from across the United States, asks whether charter schools are producing higher achievement for students compared to traditional… Continue Reading →
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eric.ed.gov har udgivet: There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This paper is one of the first to estimate the effects of features of teachers’ preparation on teachers’ value-added to student test score performance in Math and English Language Arts. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their first year. Sample Results for Math with… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study examined student readiness to learn and teacher effectiveness in order to determine their impact on middle grades mathematics achievement. Survey data were collected from 964 middle grades students and 93 mathematics teachers in Texas. This study is the first to use this particular collective efficacy short form with middle grade students, and factor analyses were conducted accordingly. Hierarchical linear modeling was used to measure the relationship between teacher perceptions of student readiness to learn and student perceptions of teacher effectiveness on mathematics achievement in the middle grades. The results of these analyses indicated that students’ perceptions of teacher effectiveness and teachers’ perceptions of student readiness to learn each made a significant contribution to the variance in… Continue Reading →
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eric.ed.gov har udgivet: Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude, mathematics motivation, mathematics self-regulation, mathematics self-efficacy, and mathematics anxiety on mathematics achievement. The study consists of 360 students from public middle schools in Alkoura district, selected through stratified random sampling. It employed 65 items to assess MLS, which consists, attitude (18 items), motivation (7 items), self-regulation (25 items), self-efficacy (5 items) and math anxiety (10 items). The mathematics test comprises of 30 items, which has eight items for numbers, 14 items for algebra and eight items for geometry while spatial visualization… Continue Reading →
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eric.ed.gov har udgivet: What are high school students thinking? The purpose of this study was to examine the degree that psychosocial attitudes affect academic achievement in mathematics for students of different races during secondary schooling. Based on a quantitative methodology, data was gathered from a nationally distributed survey involving over 16,000 student participants under the auspices of the National Center for Education Statistics (NCES). Transcript information was incorporated into the analysis, so student math attitudes and student racial profiles could be correlated to courses taken and grades. Significant differences were found when comparing Latina/o to non-Latina/o students with regard to student self-evaluations of mathematics affinity, appreciation and capacity. Subsequent analyses revealed that Latina/os are significantly less prepared than their non-Latina/o peers in terms of the highest level of math course… Continue Reading →
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