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 advancements in technological innovations have had a substantial impact on the Internet infrastructure, Web technology, and the usefulness of e-learning systems. This requires a discrete initiative to exploit the full capabilities of technological innovation to improve the functional characteristics of e-learning systems, the ensuing benefits, and to sustain educational challenges. A context-based model that incorporates explicit and widely accepted determinants of information systems success, technology acceptance, e-learning success models, and technological innovation has been developed. Empirically, the… Continue Reading →
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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 purpose of this research is to analyze the influence of financial literacy and materialism on the savings decision of Indonesia’s generation Z. This study was motivated by the country’s agenda to achieve financial inclusion and develop human resources throughout the nation. We distributed questionnaires to 430 university students to measure their financial literacy score and materialism level, as well as the savings rate of every respondent. Through a series of regression analyses, we find that (i) age,… Continue Reading →
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eric.ed.gov har udgivet: This study aims to analyze the relationship between playing computer games and learning basic mathematics skills. It shows the role computer games play in the learning and achievement of basic mathematical skills by students. Nowadays it is clear that individuals, especially young persons are very fond of computer and computer games. Since students are very interested in computers, they can be used to achieve education and instructional objectives. This study aims to search for evidences whether computer games can be used to obtain basic mathematical skills. The study was conducted in 2012, with grade 5 elementary school students (44 in number). 22 of the students made up the experimental group, and the other 22 students constituted the control group. The two groups studied basic mathematical skills in… Continue Reading →
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eric.ed.gov har udgivet: The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics. The meta analysis results show important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs. The following are appended: (1) Meta Analysis Coding Form Excerpt: Scaffolded Guide for Determining Inclusion of a Document; (2) Effects… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Effects of assistive technology for students with reading and writing disabilities Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The present study investigates the effects of different kinds of praise on 108 students in vocational education, using a similar design as the original mindset studies. Students worked on a set of Raven’s Standard Progressive Matrices and either received praise for effort, received praise for intelligence, or were in the control group. Results were not in line with mindset theory. We expected differences in goal choice and performance after experiencing setbacks between students who were praised for effort or who were praised for intelligence, but both groups reacted in the same way. Our results are in line with previous studies that also did not succeed in finding a relation between mindset and academic performance. This study shows that… Continue Reading →
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eric.ed.gov har udgivet: While the idea of teacher performance-pay is increasingly making its way into policy, the evidence on the effectiveness of such programs is both limited and mixed. The central questions in the literature on teacher performance pay to date have been whether teacher performance pay based on test scores can improve student achievement, and whether there are negative consequences of teacher incentives based on student test scores? The literature on both of these questions highlight the importance of not just evaluating teacher incentive programs that are designed by administrators, but of using economic theory to design systems of teacher performance pay that are likely to induce higher effort from teachers towards improving human capital and less likely to be susceptible to gaming. Also, while there is a growing… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT As traditional teaching methods may fail to serve children with special needs, special education (SE) services aim to compensate for the shortcomings of conventional schooling. However, despite of numerous studies on the effectiveness of SE services, the influence of potential selection bias remains a real challenge, and only a few studies have applied methodology aiming to surmount these shortcomings. Therefore, by combining two methods (i.e. propensity score and fixed effects regression) to account for potential confounders, we examined the effects of receiving SE services in first and third grades on Norwegian students’ academic achievement and task motivation in third and fifth grades (n = 745). Thus, we controlled for a propensity score that was calculated based on observed selection into… Continue Reading →
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eric.ed.gov har udgivet: This study investigates the effects of repeating first grade on children’s further academic growth, by tracking the actual performance and the teacher-rated performance of a cohort of Flemish first-graders until the end of elementary school. Two research questions are raised: (1) How do first-grade repeaters, at the cost of one extra year of education, develop in comparison to younger children with whom they will eventually finish elementary school (i.e., same-grade comparison), taking into account their propensity of repeating first grade?; and (2) How would first-grade retainees have developed, had they been promoted to second grade instead (i.e., same-age comparison)? This study is part of the large-scale longitudinal SiBO project, designed to investigate Flemish children’s development and school trajectory throughout elementary education (Maes, Ghesquiere, Onghena, & Van Damme,… Continue Reading →
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eric.ed.gov har udgivet: Nationally, 15% of first-time community college students were high school students taking college coursework through dual enrollment (DE) in the fall of 2010, and the percentage has risen since then. The growing numbers of DE students at community colleges raises concerns about how high school peers might influence traditionally aged college enrollees. Using administrative data from a large state community college system, we examine whether being exposed to a higher percentage of DE peers influences non-DE enrollees’ performance in college courses. Focusing on entry-level (or gateway) math and English courses and employing a two-way fixed effects model, we find that non-DE college enrollees exposed to a higher proportion of DE peers had lower pass rates and grades in gateway courses, and higher course repetition and lower subject… Continue Reading →
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