tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The Common Core State Standards (CCSS) represent an unprecedented change in American education. As an increasingly integral part of the school accountability movement under No Child Left Behind and Race to the Top, responsibility for implementing CCSS rests largely with school leadership. One important factor in the success or failure of these efforts is the perceptions and experiences of the teachers who will ultimately employ CCSS in the classroom. This survey study examined teachers’ views of CCSS implementation, teaching conditions, collaboration, and job satisfaction. Factor analysis revealed that the openness and activeness of school leadership had a significant effect on teachers’ perceptions of implementation, suggesting that attention to these aspects of leadership is an important consideration during transition… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The study aimed at identifying specific giftedness patterns that teachers discriminate against, and for, when nominating gifted students and focused on the identification of implicit theories adopted by teachers on the topics of intelligence, giftedness, and creativity in light of their specialization and experience. The study examined the differences between the effect of summer enrichment programs and school enrichment programs on students’ performance. Profiles for types of gifted students were created, and implicit theory scales and performance assessment scales were implemented. The results showed that regardless of teachers’ specialization and experience, they tended to increasingly nominate students who are intellectually, creatively, and academically gifted. On the other hand, they are strongly biased against students who were gifted in… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article focuses on presenting success factors for a group of teachers in carrying out a learning study in mathematics at their school. The research questions are: what are the actions of the school teaching community during development projects? What factors enable a group of teachers to carry out a learning study at their school? Activity theory provides a holistic framework to investigate relationships among the components present in a learning study. The results are based on analysis of interviews with teachers, students, principal organizers of schools and project coordinators, videotaped lessons, students’ tests and minutes taken at meetings of mathematics projects. The results show that the skills of facilitators, the time devoted to collaborative work, the link… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: On the Power and Performance of a Doubly Latent Residual Approach to Explain Latent Specific Factors in Multilevel-Bifactor-(S-1) Models Link til kilde
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eric.ed.gov har udgivet: This study intends to compare and contrast student and school factors that are associated with students’ mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables such as math teacher support and socioeconomic status (SES) between 15-year-old students in the U.S. and in Shanghai, China. The findings suggest that on average, students from Shanghai showed higher math self-efficacy and better achievement than those of American students. However, at the student level, similar positive relationships between math teacher support and math self-efficacy and between SES and math self-efficacy were found in both locations. That is, in the U.S. and Shanghai, an increase in math teacher support predicts… Continue Reading →
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eric.ed.gov har udgivet: One of the goals of teacher education is to prepare our citizens to communicate in a variety of ways. In our present society, communication using digital media has become essential. Although online discussions are a common component of many online courses, engaging students in online discussions has been a challenge. This study queried 86 educators in a math/science teacher education graduate program to examine their perceptions on the factors that motivate them to participate in online discussions. The results revealed a pragmatic outlook on online education. In terms of intrinsic versus extrinsic motivation, the participants’ main motivation to participate in online class discussions was extrinsic (85.88%), specifically so that they could earn an acceptable participation grade. With regards to discussion grouping formats, they preferred small group discussions… Continue Reading →
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