tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Maths, German, and English teachers’ student specific self-efficacy – is it a matter of students’ characteristics? Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Using data from 4047 adolescents in three countries, this study was designed to investigate the associations between two important components of the learning process: academic motivation and student engagement. To increase the precision and accuracy of these analyses, preliminary analyses were conducted to identify the optimal measurement structure of both constructs, leading us to retain a bifactor exploratory structural equation modeling representation of academic motivation and of a partial bifactor confirmatory factor analytic representation for student engagement. Our main analyses revealed that academic motivation factors were able to explain almost 66% of the variance in global levels of engagement, and between 5% and 35% of the variance in specific levels of engagement. Finally, mediation analyses supported the role… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract With early student‐centered transition planning and interagency collaboration efforts, schools can be better equipped to prepare students with specific learning disabilities for effective transition to post‐school environments. Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Research on motor learning frequently reports gender differences. However, there seems to be limited tools in the research with which to make use of these insights in educationally relevant ways. Movement learning and gender are intensely researched in movement education research, but the issues rarely intersect in the literature. The purpose of this article is to shed light on how movement learning and gender norms intersect when students learn to juggle. A pedagogical intervention in two secondary school classes (15–16 year olds) was explored ethnographically. Two composite narratives illustrate how gender norms affected the juggling practise to a different extent in the two classes, indicating that these norms are highly contextual. Learning to juggle seems to include aspects… Continue Reading
eric.ed.gov har udgivet: Teacher education preparation programs are under pressure from the public to provide evidence that their programs and teacher candidates are improving student achievement. However, the connections between teacher education preparation programs, teacher candidates’ evaluation, and student achievement are often hard to disentangle from other educationally relevant effects. Teacher candidates were formally assessed by their university supervisor during their student teaching semester. Using Western Oregon University’s teacher work sample methodology, we were able to assess the achievement of the teacher candidate’s students. Results showed that students of teacher candidates’ showed 52% gains in knowledge of learning goals. Additionally, improvement in teacher candidate’s teaching ability as measured on an observation instrument was associated with higher gains by their students on the learning goals. Lastly, teacher candidates assessing their students’… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Academic self-efficacy is mostly construed as specific; task-specific, course-specific or domain-specific. Previous research in the Danish university context has shown that the self-efficacy subscale in the Motivated Strategies for Leaning Questionnaire is not a single scale, but consists of two separate course- and activity-specific scales; the Specific Academic Learning Self-Efficacy Scale (SAL-SE) and the Specific Academic Exam Self-efficacy scale (SAE-SE). The SAL-SE and the SAE-SE subscales have previously been found to fit the Rasch model, have excellent reliability, and initial evidence of criterion validity has been established. The aim of this study was to conduct a new validity study of the SAL-SE and SAE-SE scales in the Danish university context. Specifically, whether the original findings of fit to… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT OBJECTIVES: Specific learning disorder (SLD) is a very common disorder in childhood, and it is discussed under neurodevelopmental disorders in the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). SLD affects children’s academic achievement, as well as bringing challenges in their social relationships. The purpose of our study is to compare the empathy and theory of mind (ToM) abilities of children with SLD with those of healthy peers. METHODS: A total of 83 children were included in our study, comprising 40 cases diagnosed with SLD and without comorbidity and 43 healthy controls. The case group’s mean age was 9.3 ± 1.5 years and the control group’s mean age was 9.3 ± 1.3 years. All children were evaluated using… Continue Reading
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
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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