tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Using data from 4047 adolescents in three countries, this study was designed to investigate the associations between two important components of the learning process: academic motivation and student engagement. To increase the precision and accuracy of these analyses, preliminary analyses were conducted to identify the optimal measurement structure of both constructs, leading us to retain a bifactor exploratory structural equation modeling representation of academic motivation and of a partial bifactor confirmatory factor analytic representation for student engagement. Our main analyses revealed that academic motivation factors were able to explain almost 66% of the variance in global levels of engagement, and between 5% and 35% of the variance in specific levels of engagement. Finally, mediation analyses supported the role… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Visualisation and network analysis of physical activity and its determinants: Demonstrating opportunities in analysing baseline associations in the Let’s Move It trial Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Regulatory fit at work: gravitational effects and associations with employee well-being Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Accepted Abstracts from the International Brain Injury Association’s 12th World Congress on Brain Injury: March 29, 2017−April 1, 2017New Orleans, Louisiana Link til kilde
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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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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract In a recent statement, the American Statistical Association (ASA) discusses the use of value-added measurement to evaluate teacher quality. We present our views on the issues raised by the ASA, in light of research we and others have done on this subject. We highlight areas of agreement with the ASA statement, clarify which issues raised by the ASA have been largely resolved, and point to those issues which should be a priority for future research. Link til kilde
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eric.ed.gov har udgivet: “MyTeachingPartner–Math/Science” (“MTP-MS”) is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children’s development in mathematics and science. The program includes year-long curricula in these domains, and a teacher support system (web-based supports and in-person workshops) designed to foster high-quality curricular implementation. This study examined the impacts of the intervention on the development of mathematics and science skills of 444 children during pre-kindergarten, via school-level random assignment to two intervention conditions (“Basic: MTP-M/S” mathematics and science curricula, and “Plus: MTP-M/S” mathematics and science curricula plus related teacher support system) and a Business-as-Usual control condition (“BaU”). There were intervention effects for children’s knowledge and skills in geometry and measurement as well as… Continue Reading →
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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 →
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