tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: The Effects of COVID-19 on Young Children’s and Their Parents’ Activities at Home Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Scientist of the week: evaluating effects of a teacher-led STEM intervention to reduce stereotypical views of scientists in young children Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Synergy effects in learning? The influence of mathematics as a second subject on teacher students’ physics content knowledge Link til kilde
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: The first goal of this study was to examine the impact of nine World Wide Web-based learning modules on learning as measured on both online module quizzes and in-class exams. The modules were designed to support fundamental concepts in entry-level college mathematics courses. The second and third goals of this study were to determine the learner characteristics and strategies that affect student performance on the nine Web-based learning modules. Data sources included: a demographic survey; nine Web-based instructional module quizzes; three in-class quizzes; three in-class, paper-based quiz surveys; an in-class final exam; an exit survey; and face-to-face interviews. Findings indicated that students who scored above 80% on the module quizzes also did better on in-class exams. Those who were self-motivated, focused, and self-disciplined had greater success in… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Science teachers should be able to notice student preconceptions in order to adapt instructions to their students’ needs and support the learning process. Noticing as a core practice of teaching should thus be implemented early in science teacher education. A crucial prerequisite for noticing is knowledge about students’ preconceptions, which is an important element of science teachers’ pedagogical content knowledge. To enhance pre-service teachers’ pedagogical content knowledge, flipped classroom approaches seem especially promising as they combine a theoretical introduction to important didactic concepts with a direct application of these concepts in profession-oriented learning tasks. Furthermore, flipped classrooms seem to satisfy the three basic personal needs of experience in competence, social relatedness, and autonomy according to the self-determination theory… Continue Reading
eric.ed.gov har udgivet: The authors’ goal is twofold. First, they wished to produce a theoretically-based approach to this synthesis. Child-centered programs have a long history. However, concerns about children’s achievement, and the pressure of content-specific standards, have set up a perceived conflict, in which educators believe they are being asked to abandon child-centered approaches, or, at least, to compromise and squeeze in, as one teacher put it, “Literacy on Monday-Wednesday-Friday, math on Tuesday-Thursday, and socio-emotional during our shortened play periods.” They hope that their approach, if shown to be efficacious, will serve as a model that others can use to successfully and synergistically combine these strategies so the whole is more than the sum of its integrated, not conflicting, parts. Second, and more importantly, they are producing a rigorous evaluation… Continue Reading
eric.ed.gov har udgivet: This study compared the relative effects of three kindergarten schedules on children’s achievement in reading, writing, and mathematics, and on children’s prosocial classroom behaviors. Participating were 47 children attending all-day kindergarten, 56 attending alternate-day kindergarten, and 44 attending half-day kindergarten. Individual achievement tests were administered in a pretest-posttest procedure. Analysis of covariance showed that the all-day kindergarten group scored significantly higher in reading, with no significant differences in mathematics or writing. Multivariate analysis of covariance for the 14 subscales of classroom social behaviors on the Hahnemann Elementary Behavior Rating Scale showed significant differences between groups, with the half-day children exhibiting higher scores on classroom behaviors that facilitate learning and lower scores on negative behaviors. Possible reasons for these differences and implications of developmentally appropriate practices, teachers’ theoretical… Continue Reading
eric.ed.gov har udgivet: In intervention research, it is critical to determine not just if an intervention is effective, but for whom it is effective and “under what circumstances” those effects occur. Moderators can be the key to answering those questions. A moderator is a variable that affects either the direction or the strength of the relationship between the predictor (curriculum condition, in this case) and the dependent variable (here, child outcomes) (Baron & Kenny, 1986). Identifying those variables that help specify the conditions under which interventions are most effective is central to social science research (Cohen et al. 2003). Moderators of curricular effects may be particularly important to scale-up studies. There may be no more challenging educational and theoretical issue than scaling up educational programs across a large number of… Continue Reading
Læst 10 gange