tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Norwegian teachers and school leaders had to organise and provide homeschooling for their students from March to May 2020 due to the COVID-19 pandemic. A survey conducted in May 2020 examined lower secondary school students’ experiences of distance learning. How students at different levels of academic achievement (based on grades) experienced homeschooling was compared to comparable findings from a survey conducted on students from the same schools during the autumn of 2018. The findings indicate that students experienced less support and feedback from their teachers during homeschooling, and that teachers gave more written than oral feedback to the students during homeschooling than they do in regular school. Furthermore, there was a tendency of lower efforts and self-efficacy among… 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 present study illustrates the utility of applying multilevel mixture models in educational research, using data on the homework behavior of 1,812 Swiss eighth-grade students in French as a second language. A previous person-centered study identified 5 homework learning types characterized by different patterns of high or low homework time and effort. Via multilevel latent profile analyses (MLPAs), the dependence of homework learning types on between-classroom differences was investigated. Based on the proportions of homework learning profiles across… Continue Reading →
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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: Teacher effort, a critical component of education production, has been largely ignored in the literature due to measurement difficulties. Using a principal-agent model, North Carolina public school data, and the state’s unique accountability system that rewards teachers for school-level academic growth, we show that we can distill effort from teacher absence data and capture its effect on student achievement in a structural framework. We find that: (1) Incentives lead teachers to try harder. The bonus program reduced the number of sick days taken by about 0.6 days for an average teacher; (2) When teachers try harder, students do better. Increased effort of teachers translates into improved student performance. Estimates show that standardized reading scores increased by about 1.3% of a standard deviation and standardized math scores by… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Bodygramming. Embodying the computational behaviour as a collective effort Link til kilde
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eric.ed.gov har udgivet: Performance evaluation may change employee effort and decisions in unintended ways, for example, in multitask jobs where the evaluation measure captures only a subset of (differentially weights) the job tasks. We show evidence of this multitask distortion in schools, with teachers allocating effort across students (tasks). Teachers are evaluated based on student test scores; students who fail the test are retested 2-3 weeks later; and only the higher of the two scores is used in the teachers’ evaluations. This retesting feature creates a sharp difference in the returns to teacher effort directed at failing versus passing students, even though both barely failing and barely passing students have arguably equal educational claim on (returns to) teacher effort. Using RD methods, we show that students who barely fail the… Continue Reading →
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