eric.ed.gov har udgivet: Previous studies have mainly focused on homework in courses such as math and physics with little attention to homework in EFL (English as a foreign language) classes. The main purpose of the study reported in this paper was to give a voice to both EFL teachers and learners with regard to English homework. To this end, 8 EFL teachers and 19 EFL learners took part in a semi-structured interview first. Then, based on their responses to the interview questions and a comprehensive review of the literature, a questionnaire was developed and validated to investigate EFL learners’ and teachers’ perspectives on different aspects of English homework. The questionnaire was finally completed by 283 EFL learners and 46 English teachers from two famous English institutions in Iran. Results revealed… Continue Reading →
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eric.ed.gov har udgivet: Research studies proved that teachers’ self-efficacy is directly related to students’ academic achievement and overall learning. The current study was conducted to explore relationship of mathematics teachers’ self-efficacy with students’ academic achievement at secondary level. A sample of 576 respondents with a break up of 96 math teachers (48 male and 48 female) and 480 students (240 male and 240 female) from six districts (Chakwal, Attock, Mianwali, Lahore, Leyyah and Muzaffar Garah) of the Punjab province. Academic score of the Students in the subject of mathematics was collected from relevant (BISE) documents. Pearson correlation was used to determine association between self-efficacy and academic achievement. Math male teachers’ self-efficacy and math female teachers’ self-efficacy was also compared on t-test assuming two sample having equal variances. No significant difference… Continue Reading →
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eric.ed.gov har udgivet: The present study aims to determine the efficacy and relevancy of the two foreign language courses required for preparing elementary prospective teachers to teach Science and Mathematics in English or French. The study is a mixed one relying on quantitative data collected from the rating scales and the 5-point Likert-type Scale Questionnaires while the qualitative data is collected from the open-ended questions. Data was collected from: a) a questionnaire addressed to professors and instructors who teach the two language courses: “Language of Teaching” (FCE) and “Techniques of Expression” (TE), b) a questionnaire administered to science and mathematics trainers, c) a questionnaire addressed to students in the 2nd and 3rd semesters majoring in science and mathematics Education, d) a questionnaire addressed to a purposeful sample–3rd year students majoring… Continue Reading →
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eric.ed.gov har udgivet: Middle and high school math and science teachers provide the foundation for education in the growing science, technology, engineering, and mathematics fields. They are crucial to California’s efforts to remain competitive in a global economy. This policy brief looks at the shortage and challenges involved in recruiting and retaining fully prepared math and science teachers. It also outlines actions policymakers and educators are taking to address the issue. (Contains 2 figures.) [Funding for this brief was provided by The Noyce Foundation.] Link til kilde
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eric.ed.gov har udgivet: According to the Department of Education, there are more than 2,000 teacher preparation programs (TPPs) in the United States, but despite these numbers, concerns remain about the quality and quantity of STEM teachers in the workforce. The UTeach teacher preparation program (TPP), founded at the University of Texas at Austin in 1997, is specifically designed to address these concerns by recruiting students directly from STEM majors and offering students the opportunity to receive a secondary STEM teaching certification alongside their STEM degree with no additional time in college. While UTeach has undoubtedly increased the number of teachers produced at universities that have adopted the program, questions remain as to the quality of those teachers when compared to other teachers in the workforce. UTeach has never had a… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Textbooks are the only available source/s of teaching and learning English in Pakistani public education system. Whether the textbooks serve their intended purposes as mentioned in the National Curriculum of English, the researchers conducted a mixed methods teachers’-led evaluation to investigate the effectiveness of English textbooks. The study aimed to understand how Pakistani government primary school teachers in the province of Balochistan view the English textbooks of Grades 1–5 and what impacts the effectiveness of the English textbooks. Using an exploratory sequential design, the researchers first recruited 188 government teachers for survey in quantitative part of the study and later selected 12 participants from those who completed the survey for semi-structured interviews in qualitative part of the study.… Continue Reading →
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eric.ed.gov har udgivet: Research on impact of teacher beliefs on their practices has been recognized as one of the important aspects in the discipline of mathematics education. This study reports the results of a case study that gives an insight about the influence of professed beliefs of pre-service secondary mathematics teachers on their instructional practices in the Sri Lankan context. The pre-service teachers’ professed beliefs were examined by using a questionnaire of six-point Likert scale items. Data on instructional practices were collected through classroom teaching observations and follow-up post-lesson interviews. Qualitative analysis of the audio-taped classroom teaching observation transcripts was performed, using a list of sensitizing concepts that reflected flexible and rigid beliefs aspects. The results reveal that professed beliefs encouraged them to adopt flexible practices, but to differing extents… Continue Reading →
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eric.ed.gov har udgivet: Research examined how three middle school teachers included students with disabilities in their general education classrooms. Purposive sampling was used to select a sixth grade science teacher, seventh grade social studies teacher, and eighth grade math teacher whose classrooms were identified as exemplifying the characteristics of inclusive settings. Each participant had at least six years of teaching experience. The qualitative techniques of interviews, observations, and document analyses were utilized to tell the stories of the three teachers. The specific themes and areas that emerged from the data were preparation, attitudes, and expectations; planning time, collaboration and in-class supports; and instructional strategies. Data revealed that all participants had little pre-service preparation specific to working with students with disabilities and varying levels of in-class supports, but all had positive… Continue Reading →
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eric.ed.gov har udgivet: Current educational reform in mathematics education reflects attempts to incorporate the Common Core State Standards (CCSS). The CCSS decrees both content standards and mathematical practices (process standards) that students should master if they are to be sufficiently prepared for college or a career. This paper investigates the confidence reported by 16 deaf/hard of hearing high school teachers in their ability to teach all of the mathematical standards and practices, as well as their confidence in their students’ ability to learn the same. Results suggest that differences in these teachers’ confidence, as well as their confidence in their students’ ability, is directly related to differences between teachers with a college-level math qualification and teachers with no tertiary math qualification. Self-identified needs are distilled into suggested topics for, and… 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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