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The Impact Of Teacher Content Knowledge In Mathematics And Teacher Efficacy On Fifth Graders Achievement In Mathematics
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Book Synopsis The Impact of Teacher Content Knowledge in Mathematics and Teacher Efficacy on Fifth Graders' Achievement in Mathematics by : Kevin Dwayne Armstrong
Download or read book The Impact of Teacher Content Knowledge in Mathematics and Teacher Efficacy on Fifth Graders' Achievement in Mathematics written by Kevin Dwayne Armstrong and published by . This book was released on 2013 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Effectiveness by : Marjorie Powell
Download or read book Teacher Effectiveness written by Marjorie Powell and published by Routledge. This book was released on 2018-06-13 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1984, the field of research on teaching had expanded dramatically in the 15 years covered by this bibliography, 1965 to 1980. The expansion had included studies conducted for many purposes. This bibliography contains relevant citations to the research which has been conducted for the purposes of increasing our understanding of the science, art and craft of teaching. The existence of research publications has been documented with relevant reference information and brief annotations; there has been no attempt to evaluate the quality of the studies. A brief perusal of the bibliography provides an indication of the range of topics addressed by these studies and also of the variety of studies within a single topic.
Book Synopsis Attitudes, Beliefs, Motivation and Identity in Mathematics Education by : Markku S. Hannula
Download or read book Attitudes, Beliefs, Motivation and Identity in Mathematics Education written by Markku S. Hannula and published by Springer. This book was released on 2016-06-14 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.
Book Synopsis The Impact of Teacher Prompted Mathematics Journals on Mathematics Achievement in a Suburban Fifth Grade Classroom by : Diane D. Hockman
Download or read book The Impact of Teacher Prompted Mathematics Journals on Mathematics Achievement in a Suburban Fifth Grade Classroom written by Diane D. Hockman and published by . This book was released on 1997 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effective teaching: Measurements, antecedents, correlates, characteristics, and links with outcomes by : Alison Kington
Download or read book Effective teaching: Measurements, antecedents, correlates, characteristics, and links with outcomes written by Alison Kington and published by Frontiers Media SA. This book was released on 2023-09-07 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Focusing on Mathematical Knowledge by : Michael S. Garet
Download or read book Focusing on Mathematical Knowledge written by Michael S. Garet and published by . This book was released on 2016 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving math achievement among U.S. students remains a high priority as results from recent math assessments continue to show room for improvement. For example, 60 percent of fourth-graders scored below the proficient level on the 2015 National Assessment of Educational Progress. On the most recent Program for International Student Assessment's math problem-solving test, U.S. 15-year-olds outperformed students in only 6 of the 34 participating countries. In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students' understanding of mathematical concepts. Teachers may thus benefit from professional development (PD) that deepens their own conceptual understanding of math. Elementary school teachers may especially benefit from content-focused PD because they are less likely to formally study math in college than secondary teachers, who tend to specialize in the subject matter they teach. Unfortunately, there is limited convincing evidence to date on the effectiveness of content-focused PD. This report examines the impact of content-intensive PD on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that focused on deepening teachers' knowledge of grades K-8 mathematics. Two additional PD components totaling 13 hours were delivered during the 2013-14 school year: the "Mathematics Learning Community," a series of five 2-hour collaborative meetings focused on analyzing student work; and "Video Feedback Cycles," a series of three one-on-one coaching sessions where teachers' lessons were observed and critiqued. The purpose of these two components was to reinforce the math content in Intel Math and help teachers apply the content to improve their instruction. Grade 4 teachers from 94 schools in six districts and five states participated in the study and were randomly assigned within schools to either a treatment group that received the study PD or a control group that did not receive the study PD. The key findings on the impact of the study PD on teacher knowledge, practice, and student achievement include: (1) The PD had a positive impact on teacher knowledge; (2) The PD had a positive impact on some aspects of instructional practice, particularly "Richness of Mathematics"; and (3) Despite the PD's generally positive impact on teacher outcomes, the PD did not have a positive impact on student achievement. The study addressed the following research questions: (1) Was the study PD implemented with fidelity; (2) What were the features of the PD as implemented; (3) To what extent did teachers participate in the PD; and (4) What was the impact on teachers' content knowledge, teachers' classroom practices, and student achievement, of offering content-focused PD relative to business-as-usual PD? The summary of findings revealed that the PD was well implemented with mathematical instructional quality evident most of the time, based on Mathematical Quality of Instruction (MQI) scores. All three components of the PD were implemented with high fidelity. On average, 96 percent of the expected 80 hours of Intel Math, and 100 percent of the planned Mathematics Learning Community and Video Feedback Cycle hours were delivered. Results show that the study PD did change some aspects of teachers' knowledge and classroom practice, but not in a way that led to improved student achievement. This may be partially explained by the finding that the math content knowledge and dimensions of instructional practice targeted by the study PD were generally not correlated with student math achievement. [For the full report "Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010," see ED569154. For the Study Snapshot, "Focusing on Teachers' Mathematical Knowledge: The Impact of Content-Intensive Professional Development. Study Snapshot. NCEE 2016-4011," see ED569156. ].
Book Synopsis Ability, Motivation, and Performance by : Fang-Shen Chiang
Download or read book Ability, Motivation, and Performance written by Fang-Shen Chiang and published by . This book was released on 1996 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age by : Niess, Margaret
Download or read book Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age written by Niess, Margaret and published by IGI Global. This book was released on 2016-04-22 with total page 714 pages. Available in PDF, EPUB and Kindle. Book excerpt: The digital age provides ample opportunities for enhanced learning experiences for students; however, it can also present challenges for educators who must adapt to and implement new technologies in the classroom. The Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age is a critical reference source featuring the latest research on the development of educators’ knowledge for the integration of technologies to improve classroom instruction. Investigating emerging pedagogies for preservice and in-service teachers, this publication is ideal for professionals, researchers, and educational designers interested in the implementation of technology in the mathematics classroom.
Book Synopsis Focusing on Teachers' Mathematical Knowledge by : Michael S. Garet
Download or read book Focusing on Teachers' Mathematical Knowledge written by Michael S. Garet and published by . This book was released on 2016 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent results from national and international assessments continue to show a need for improvement in math achievement among U.S. students. For example, 60 per-cent of grade 4 students scored below the proficient level on the 2015 National Assessment of Educational Progress. In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students' understanding of math concepts. Teachers may benefit from professional development (PD) that strengthens their own conceptual understanding of math, particularly elementary school teachers who are less likely to formally study math in college than secondary teachers are. To date, there is limited convincing evidence on the effectiveness of intensive, content-focused PD, a gap this study intended to address. This study examined the implementation and impact of a 93-hour PD program that focused on deepening teachers' general math knowledge but also covered some math knowledge relevant to teaching. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that focused on deepening teachers 'knowledge of grades K-8 math. Two additional PD components, "Mathematics Learning Community" and "Video Feedback Cycles" totaling 13 hours were delivered during the 2013-14 school year to reinforce the math content in Intel Math and help teachers apply the content to improve their instruction. Results of the study revealed that despite the PD's positive impact on some teacher outcomes, the PD did not have a positive impact on student achievement. On average, treatment teachers' students scored 2 percentile points lower than control teachers' students on both spring 2014 student achievement measures (see Figure 3). The difference between treatment and control group students was statistically significant for the state math assessment but not the study-administered assessment. This may be partially explained by the finding that math content knowledge and instructional practice, as measured in this study, were generally not correlated with student math achievement. [To access the full report in ERIC "Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010," see ED569154. To view "Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. Executive Summary. NCEE 2016-4009," see ED569155.].
Download or read book Mindset Mathematics written by Jo Boaler and published by John Wiley & Sons. This book was released on 2018-02-26 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engage students in mathematics using growth mindset techniques The most challenging parts of teaching mathematics are engaging students and helping them understand the connections between mathematics concepts. In this volume, you'll find a collection of low floor, high ceiling tasks that will help you do just that, by looking at the big ideas at the fifth-grade level through visualization, play, and investigation. During their work with tens of thousands of teachers, authors Jo Boaler, Jen Munson, and Cathy Williams heard the same message—that they want to incorporate more brain science into their math instruction, but they need guidance in the techniques that work best to get across the concepts they needed to teach. So the authors designed Mindset Mathematics around the principle of active student engagement, with tasks that reflect the latest brain science on learning. Open, creative, and visual mathematics tasks have been shown to improve student test scores, and more importantly change their relationship with mathematics and start believing in their own potential. The tasks in Mindset Mathematics reflect the lessons from brain science that: There is no such thing as a math person - anyone can learn mathematics to high levels. Mistakes, struggle and challenge are the most important times for brain growth. Speed is unimportant in mathematics. Mathematics is a visual and beautiful subject, and our brains want to think visually about mathematics. With engaging questions, open-ended tasks, and four-color visuals that will help kids get excited about mathematics, Mindset Mathematics is organized around nine big ideas which emphasize the connections within the Common Core State Standards (CCSS) and can be used with any current curriculum.
Download or read book Research in Education written by and published by . This book was released on 1970 with total page 936 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Focusing on Mathematical Knowledge by : Michael S. Garet
Download or read book Focusing on Mathematical Knowledge written by Michael S. Garet and published by . This book was released on 2016 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that focused on deepening teachers' knowledge of grades K-8 mathematics. Two additional PD components totaling 13 hours were delivered during the 2013-14 school year: the "Mathematics Learning Community," a series of five 2-hour collaborative meetings focused on analyzing student work; and "Video Feedback Cycles," a series of three one-on-one coaching sessions where teachers' lessons were observed and critiqued. The purpose of these two components was to reinforce the math content in Intel Math and help teachers apply the content to improve their instruction. Grade 4 teachers from 94 schools in six districts and five states participated in the study and were randomly assigned within schools to either a treatment group that received the study PD or a control group that did not receive the study PD. The key findings on the impact of the study PD on teacher knowledge, practice, and student achievement include: (1) The PD had a positive impact on teacher knowledge; (2) The PD had a positive impact on some aspects of instructional practice, particularly "Richness of Mathematics"; and (3) Despite the PD's generally positive impact on teacher outcomes, the PD did not have a positive impact on student achievement. The study then addressed these research questions: (1) Was the study PD implemented with fidelity; (2) What were the features of the PD as implemented; (3) To what extent did teachers participate in the PD; and (4) What was the impact on teachers' content knowledge, teachers' classroom practices, and student achievement, of offering content-focused PD relative to business-as-usual PD? The results show that the study PD did change some aspects of teachers' knowledge and classroom practice, but not in a way that led to improved student achievement. This may be partially explained by the finding that the math content knowledge and dimensions of instructional practice targeted by the study PD were generally not correlated with student math achievement. The one exception was "Errors and Imprecision," on which the study PD did not have a statistically significantly impact. Thus, future research might focus on identifying PD that will improve this aspect of practice. Future research might also seek to identify other aspects of knowledge and practice to target with PD that are more strongly related to improved student achievement. Appended are: (1) Samples, Measures, and Analyses; (2) Supplemental Information about the Study PD; (3) Supplemental Information Regarding the Comparison of Treatment and Control Teachers' Math PD During the Year of the Study (Service Contrast); (4) Supporting Exhibits for Impact Analyses; and (5) Supporting Exhibits for Correlational Analyses. [To access "Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. Executive Summary. NCEE 2016-4009" in ERIC, see ED569155. To view "Focusing on Teachers' Mathematical Knowledge: The Impact of Content-Intensive Professional Development. Study Snapshot. NCEE 2016-4011" in ERIC, see ED569156.].
Book Synopsis Handbook of Research on Science Education, Volume II by : Norman G. Lederman
Download or read book Handbook of Research on Science Education, Volume II written by Norman G. Lederman and published by Routledge. This book was released on 2014-07-11 with total page 971 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Mathematics Learning and Middle School Student Achievement by : Sally Marie Mascia
Download or read book Teacher Mathematics Learning and Middle School Student Achievement written by Sally Marie Mascia and published by . This book was released on 2010 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: United States policymakers have taken measures to improve learning for all students emphasizing the use of scientifically based research in choosing educational programs to promote school improvement and student learning. However, educators, researchers and policymakers debate about which factors are most important in affecting student achievement. The No Child Left Behind Act of 2001 (NCLB) places major emphasis upon teacher quality as a factor in improving achievement for all students. This emphasis grows out of research showing that teachers' mastery of the academic content they teach is critical to engaging students and is a significant factor in raising levels of student achievement. Middle or secondary school teachers must possess the equivalent of an academic major in the core academic area (107th U.S. Congress, 2002). To meet this need, a key goal of the Cleveland MSP was to increase middle school teacher content knowledge in mathematics through teacher participation in graduate coursework. The primary purpose of this study was to investigate the degree of impact that this program had on middle grades student mathematics achievement. In addition, the stability of teaching assignment was investigated. A two- level hierarchical linear model was used to explore the relationship between the teacher and student variables. Over 2500 student cases and over 90 teacher cases per grade level were used for analysis. Results indicated that teacher MSP participation, as a main effect, was significantly and negatively associated with student achievement on the sixth grade OAT-M. In addition, there was a significant positive relationship between teacher MSP participation and student achievement on the OAT-M when students had additional instructional time for sixth and eighth grades. Teacher assignment stability, as a main effect, was significantly and positively associated with sixth grade student achievement on the OAT-M and was significantly and negatively associated with eighth grades student achievement in mathematics when students had additional instructional time. Finally, the main effect of classroom mean prior achievement was significantly and negatively associated with eighth grade mathematics achievement, and classroom mean prior achievement was positively associated with student prior achievement for seventh grade students. As shown in this study, teacher participation in graduate level content coursework can enhance other teacher and student characteristics and thereby contribute to middle grades student achievement in mathematics.
Book Synopsis Assessing Teacher, Classroom, and School Effects by : Allan Odden
Download or read book Assessing Teacher, Classroom, and School Effects written by Allan Odden and published by Routledge. This book was released on 2014-04-04 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is Volume 79, Issue 4 2004 of the Peabody Journal of Education and this special issue provides a collection of works on the topic of Assessing Teacher, Classroom and School Effects in the US. The six articles focus generally on new directions in assessing and measuring teacher, classroom, and school effects on improvements in student academic achievement and more specifically analyze the criterion validity and surrounding human resources strategies of new efforts to implement performance-based teacher evaluations, the results of which in some cases are linked to new knowledge- and skills-based teacher salary schedules.
