tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Combining statistical and machine learning methods to explore German students’ attitudes towards ICT in PISA Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Global policy transfer has become increasingly popular in recent years, and one recent example of such policy transfer is the England–China Teacher Exchange, which was initiated in 2014 with the explicit aim of raising attainment in maths in English primary schools by trialling concepts used in Shanghai schools, Shanghai rising to the top of the PISA rankings in 2009. However, as this paper will argue this is an overly simplistic attempt to transfer a policy between two wholly different contexts, the lack of success of the policy seen in the very limited impact on student attainment in the participating schools. Whilst such policy transfer has increasingly taken place in the context of isomorphism and global pressures to adopt… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT It is vital that the next generation of young people develop scientific skills to ensure global environmental sustainability and the capacity to solve many of the global problems caused by narrow scientific thinking. The aim of this article is to discuss the interest on studying science of primary school students and how to engage them in science education. We explore the perceptions of 709 sixth-grade students from Spain aged between 11 and12 with regard to studying science using a questionnaire entitled Scientific Competencies. Our findings show that there is a growing interest in science motivated by the engagement of primary school students in scientific learning that is transferable to daily life. We discuss how this optimistic result could… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper introduces and uses Lakatos’ idea of research programmes to summarise and critically evaluate academic discourse towards knowledge capital theory. The analysis uses rational reconstruction to formulate the components of the hardcore and protective belt of knowledge capital theory. By critically surveying the literature, it challenges the validity of the claims made by Erik Hanushek, Ludger Woessmann and the OECD that there is a causal link between cognitive development and economic growth. It concludes by stating that knowledge capital theory in its current form is degenerate and should be considered a high-risk research programme and that more sophisticated theories are required to be developed to explain current phenomena. Link til kilde
eric.ed.gov har udgivet: Large-scale assessment regularly takes place in most jurisdictions across Canada, a fact not lost on the Fraser Institute and other right wing think tanks such as AIMS (Atlantic Institute for Market Studies) which use the test results as the primary basis for compiling school rankings at both the elementary and secondary level (see Gutstein, 2010). The frequency of external testing at different levels (provincial/territorial, national, international)–coupled with the high visibility accorded by the mainstream media to the results, usually in the form of league tables, and the imperatives of short term political mandates–have all contributed to a focus on improving one’s position within the list of rankings, as well as to a narrow focus on the tested subjects–math, science, reading. In this era of accountability-by-numbers, the elevated… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This essay introduces the special issue on competencies or ‘twenty-first century skills’ as learning goals promoted by the OECD and other international organisations. The studies in this issue trace pathways through which competency-based approaches have been incorporated into national reforms, and explore how reform advocates, policy makers, educators, and experts have imagined ‘key competencies’ for compulsory education. Cases examine reforms in particular countries – Sweden, France, Russia, Kosovo, the United States, Uruguay, and China – as well as conceptualisations of competencies, ‘civic competencies’ and ‘global competence’ shaped by international experts. Based on these studies, this essay argues that the concept of competencies, central to the development of the OECD Programme for International Student Assessment (PISA), is a polysemous… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The global diffusion of outcome-based accountability in education is contested, with accounts of universal convergence being challenged by perspectives emphasising heterogeneity across different national or local contexts. This study uses data from PISA to explore, firstly, the spatial and temporal diffusion of accountability across OECD countries, and secondly, whether accountability is implemented as a single coherent regime. Using cluster analysis techniques, we find that most countries fall into a ‘Thick’ accountability regime, with widespread use of most forms of accountability tools. However, this regime is not fully coherent, with some countries relying more on horizontal, and others on vertical, forms of accountability. A sizeable minority of countries fall into a ‘Thin’ regime, in which most accountability tools are… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT PISA (Programme for International Student Assessment) is one of two large scale international comparative projects of student assessment that now exert considerable influence upon school science education policy, the other being TIMSS (Trends in International Mathematics and Science Study). This paper focuses on PISA, now the most influential study. This article outlines the origins of PISA, identifies some of the challenges in its construction and the claims made for it. It argues that while the statistical and methodological aspects of PISA have received much research attention, other elements of PISA have been largely ignored. In particular, there are several outcomes of PISA testing that point towards a significant research agenda. In addition, the political, ideological and economic assumptions… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This article analyses international large-scale assessments in education from a temporal perspective. The article discusses and compares the different conceptions of time in the early international assessments conducted in the 1960s and 1970s by the IEA with the PISA studies conducted by the OECD from the year 2000 onwards. The paper argues that there has been a shift in the ways that the assessments structure time. The early IEA surveys were characterized by a relative slowness, lack of synchronization and lack of trend analyses. PISA, by contrast, is characterized by high pace, simultaneous publication of results around the world and regular and recurrent studies making the analysis of trends possible. The emergence of this new time regime, it… Continue Reading
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 Decreasing performance in several core subjects among students in Sweden and the increasing segregation of schools are urgent issues in relation to equity in education, which has been a long-term goal in Sweden. The aim of this study is to identify factors in the school environment associated with student performance in PISA in mathematics at different performance levels in the Nordic countries. In order to separate the effects of school-level variables from the effects of student background factors,… Continue Reading
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