eric.ed.gov har udgivet: Background: Financial accounting is a skills course which to a large extent can be best learned through deliberate practice. Teachers implement this by continuously assigning homeworks, encouraging good study habits, asking students to budget time for studying, and generally exhorting students to “work hard”. Aims: This paper examines the impact of “study habits, skills, and attitudes” (SHSAs) on the performance of students in an introductory financial accounting college course. Sample: 395 2nd year business students in a Philippine university. Method: Data related to variables found to have influenced accounting performance in previous researches as well as SHSA variables are collected through student survey and school records. They are treated as independent variables using multiple regression analysis, with the accounting course final grade as the dependent variable. The… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This overview gives a background for this special issue of the International Journal of Science Education on Aesthetics, affect, and making meaning in science education. Contributions to this special issue examine how and what kind of aesthetics of science is constituted when it meets the aesthetics of other practices (e.g. arts, mathematics, student lives), in and outside classrooms, and the consequences these encounters have for meaning-making and in learning science. It reviews various traditions and concepts used in studying aesthetics and affect in science education, their theoretical foundations and the different meanings these traditions assign to the concepts. The review spans from cognitivist, causal approaches to socio-culturally and pragmatically-oriented stances and examines the educational questions that these frameworks… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In this study, it was investigated if student feedback promoted teachers’ insight into where they could improve their lessons and their reflection on their lessons. It was also studied in what ways teachers worked on improvement, based on the student feedback, and whether it affected the quality of their teaching. Student perceptions of teaching quality were measured by means of a smartphone application for providing teachers with feedback on their lesson. Teachers in this study (N = 60) were randomly assigned to the control or experimental group. The smartphone application was used several times by teachers to obtain student feedback. The teachers reported that they gained insight into where they could improve their lessons. They reported improvement-oriented actions… Continue Reading →
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eric.ed.gov har udgivet: School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data and teacher survey data from a large urban school district, we examine schools’ responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers who produce greater student achievement gains in math and reading are more likely to be placed in a tested grade-subject combination in the following year and that the relationship between prior performance and assignment is stronger in schools where principals have more influence over assignments. This strategic response has the consequence of disadvantaging achievement in early grades, however, concentrating less effective teachers in K-2 classrooms, which in turn produces lower achievement for those students, as measured by low-stakes assessments, that may persist into tested… Continue Reading →
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eric.ed.gov har udgivet: School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data–including achievement data from untested grades–and teacher survey data from a large urban district, we examine schools’ responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers with more positive performance measures in both tested and untested classrooms are more likely to be placed in a tested classroom in the following year. Performance measures even more strongly predict a high-stakes teaching assignment in schools with low state accountability grades and where principals exercise more assignment influence. In elementary schools, we show that such “strategic” teacher assignment disadvantages early grades, concentrating less effective teachers in K-2 classrooms. Reassignment of ineffective upper-grades teachers to early grades systematically results in lower… Continue Reading →
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eric.ed.gov har udgivet: Scholars posit that descriptive education research that focuses on the instructional dynamic between teachers and students is perhaps one the most salient research topics that can improve learning and teaching. This case study seeks to describe prospective teachers’ mathematical affect as they engage in “rehearse teaching” in TeachLivE™, a mixed-reality simulated classroom. Utilizing Goldin et al.’s (2011) engagement structures as evidence of mathematical affect, findings reveal that simulated rehearsals improve prospective teachers’ reformed-based teaching and that this improvement may be related to their improved ‘in-the-moment’ affective states. This study potentially connects prospective teachers’ beliefs and emotions as math learners with their behaviors and instructional praxes as novice math teachers. [For the complete proceedings, see ED583608.] Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Some educators are concerned that students with test scores at top of the test score distribution will negatively affect the value-added estimates of teachers of those students. A conventional wisdom has sprung up suggesting that students with very high test scores have “no room to grow,” so value-added estimates for teachers with high-performing students will be depressed even for highly effective teachers. Using empirical data, we show that under normal circumstances, in which few students score at the ceiling, a teacher of high-performing students—even with many students scoring at the ceiling on the pre-test—can have a high value-added estimate. To understand how more extreme ceiling effects can change value-added estimates, we simulate a low ceiling, causing student test… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Mathematically gifted and talented students have unique cognitive and emotional needs. Thus, their schooling should consider their social and emotional development. This study investigated student affect in a science high school in Korea to determine how the specialized school’s curriculum and instruction influence student affect. Data were collected through interviews and a survey. Our findings show that gifted and talented students generally demonstrate a positive affect toward mathematics, but high anxiety and low self-concept play a key role in shaping students’ negative attitudes toward mathematics. In this paper, we argue that two different goals – gifted education and college preparation – could cause such negative student affect. The dual educational goal manifests itself in fast-paced instruction and memorized… Continue Reading →
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