eric.ed.gov har udgivet: This study focuses on a comparison of personal meanings that students from Finland (FIN) and Germany (GER) assign to (learning) mathematics. Participants are 256 Finnish and 276 German ninth graders. The survey consists of 18 scales that are based on the theory of personal meaning. The original German version was translated into Finnish. Using item response theory (IRT) partial credit models, the psychometric properties of the scales were found to be good. As statistical procedure, Differential Item Functioning (DIF) analysis and mean comparisons were conducted to compare the two groups’ (FIN and GER) responses. Indicators of educational system and curriculum could be found in students’ responses to explain similarities and differences between the two samples. In both countries, social inclusion is meaningful for most of the students… Continue Reading →
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eric.ed.gov har udgivet: In this study, the expectations of middle school students’ parents regarding to “conceptual understanding and active student participation” “positive attitude and behavior attitude” and “authority and rule-oriented teaching” were examined. A valid and reliable threefactor instrument developed by the Aytekin, Baltaci, Altunkaya, Kiymaz and Yildiz (2016) was used in collecting parents’ expectations. 749 parents participated in the study. It was found that the variables of parental gender, parental age range, and monthly income of the parents, level of loving mathematics and level of helping the child have no significant effect on the expectations. The university graduates had less authority and rule-oriented teaching expectation than the remaining parents. Besides, it is seen that the 5th grade parents had higher expectations of conceptual understanding and active participation and positive… Continue Reading →
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eric.ed.gov har udgivet: The self-efficacy beliefs teachers hold about their ability to teach subjects shapes their competence in teaching. Teacher self-efficacy is defined as teacher beliefs in their ability to perform a teaching task. If teachers have strong teacher self-efficacy in the teaching of arts education, they are more likely to incorporate arts in the classroom. Alternatively, if teachers have weak teacher self-efficacy in the teaching of arts education they are less likely to include aspects of the arts in their curriculum. Little is known about teacher self-efficacy beliefs towards arts education in early childhood education. Since arts education is an important element in the curriculum of any classroom–including all early childhood classrooms–investigation of the beliefs that shape teacher practice is desirable. In 2010, a survey was distributed using convenience… Continue Reading →
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eric.ed.gov har udgivet: The main purpose of the present research is examining the Turkish and Italian students’ perceptions of the concept of “mathematics teacher” through metaphors. The study group of the research consists of 167 Turkish and 112 Italian students, the total of 279 students in the same age group. Students were asked to use another concept defining what “mathematics teacher” meant for them and to explain why. For this purpose, the data of the research were collected by each student’s completing the statement “A mathematics teacher is like …, because ….” Content analysis technique was used to analyze and interpret the obtained data. According to the findings of the research, the students developed a total of 255 valid metaphors. These metaphors are divided into 9 different conceptual categories according… Continue Reading →
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eric.ed.gov har udgivet: The present study was an exploratory study of the content-specific knowledge structures of three teacher educators (two in math and one in science). Pathfinder, a method for eliciting associative memory networks, was used to describe the knowledge structures of the teacher educators. Pathfinder was also used to determine changes in knowledge structures of students enrolled in a teaching methodology class taught by each educator. Finally, a measure of the correspondence between students’ knowledge structures and those of the teacher educators was correlated with students’ performances in the courses. For two teacher educators, students’ knowledge structures corresponded more closely with that of the teacher educator after the course than before. For one teacher educator, students exhibited little change in knowledge structure correspondence. Also, students who corresponded most to… Continue Reading →
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eric.ed.gov har udgivet: This study identified some factors associated with teachers’ knowledge and beliefs that are related to scoring mathematics constructed-response (CR) assessment tasks. Five groups of teachers (n = 274) who either had different teaching experiences or had different cultural beliefs about teaching and learning mathematics were selected to score 28 students’ responses to seven CR math tasks. Among the 274 teachers, the first four groups (n=222) were selected from China. Group 1 was composed of pre-service elementary school teachers; group 2, pre-service secondary teachers; group 3, elementary in-service teachers; and group 4, secondary in-service teachers. The fifth group (n = 52) was composed of in-service middle school teachers from the United States. A number of analyses of variance (ANOVA) on teachers’ scores of the 28 responses and subsets… Continue Reading →
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eric.ed.gov har udgivet: Problem statement: Parental involvement is used as an umbrella term to imply parents’ efforts to take an active role in their children’s education. In this sense it takes many forms ranging from parent-child communication to participating/volunteering in school activities. Although parental involvement is one condition for students’ success, the relation between parental involvement and academic achievement must be studied through a task- and grade (age)-specific approach. Purpose of the study: It was aimed to investigate the parental involvement tasks as predictors of primary students’ (1st to 5th) Turkish, math, and science & technology achievement in the form of end-of-the-year scores. Method: The study was designed as an associational model employing the correlation method. The participants were 1590 parents. They were parents of first to fifth grade students… Continue Reading →
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eric.ed.gov har udgivet: The study aimed to scrutinize the viewpoints of primary school teachers, students, and parents about homework in various parameters such as types, frequency, subject and functions of homework. In the study, the case study design based on the qualitative research method, was utilized. The participants comprised 32 teachers, 36 fourth-grade students and 28 parents from different primary schools in Erzurum, in the east of Turkey. The data were collected via semistructured interview forms, and were processed using the content analysis method. The findings of the study released that although all participant students, most teachers and parents said homework increased the academic success, a closer look in to their responses to different interview questions illustrated that all of the participant groups also had some negative opinions about the… Continue Reading →
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eric.ed.gov har udgivet: The current study aims to investigate whether pre-service teachers’ tolerance tendencies and democratic tendencies vary significantly depending on gender and mother and father’s education level and the relationship between their tolerance tendencies and democratic tendencies. A total of 417 second-year students from the departments of Turkish teaching, social studies teaching, elementary school teacher training, pre-school teacher training, science teaching, elementary school math teaching, arts, music, psychological counselling and guidance, English teaching and German teaching participated in the current study. In the analysis of the collected data, frequencies, percentages, Mann Whitney U test, Kruskall Wallis test and correlation analysis were used. As a result of the analyses, the pre-service teachers’ tolerance tendencies were found to be very high. The female pre-service teachers’ tolerance tendencies were found to be… Continue Reading →
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eric.ed.gov har udgivet: Research in this study examined the factors that affect teachers’ attitudes, concerns, and self-efficacy toward inclusive education in the Science, Technology, Engineering, and Math (STEM) classrooms. The study was driven by the following overarching research question: Is there a significant correlation between teachers’ attitudes and teachers’ self-efficacy toward inclusive education in STEM classrooms? A sample of 198 teachers who taught at least one of the STEM subjects were selected randomly from various K-12 schools in Louisiana. A four-part survey questionnaire with reliable validity was used to collect data indicators. An ANOVA and t-test were used to analyze effect of demographic factors on teachers’ attitudes, concerns, and self-efficacy toward inclusive education. Pearson’s correlation coefficient was used while investigating correlations between attitudes of teachers and their self-efficacy toward inclusive… Continue Reading →
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