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1.
Yuksel Dede 《美中教育评论》2010,(12):10-17
Mathematics teaching is a complex process being influenced by several factors. Mathematics teachers play crucially important role in the process. Therefore, their classroom practices can influence students＇ learning. The purpose of the present study was to examine Turkish students＇ perceptions of their mathematics teachers＇ classroom practices. A 5-point likert-type scale developed by the author was used for data collection. Exploratory factor analysis showed 3 construct, all of which together explain the 62.23% of the total variance. Cronbach＇s alpha correlation coefficient of the instrument was found 0.76. The sample of the study constituted a total number of 1,024, 6th, 7th and 8th grade students selected randomly from 12 primary schools in the different districts of Sivas, Turkey. It seems clear from the results of the study that, there are no grade level differences in the students＇ perceptions of the entire scale and its sub-factors. 相似文献
2.
Hutkemri Zulnaidi Effandi Zakaria 《美中教育评论》2010,(1):26-31
The purpose of this study was to determine the effect of information mapping strategy on mathematics conceptual knowledge of junior high school students in Rokan Hulu Riau, Indonesia. The study also examined the relationship between mathematics conceptual knowledge and mathematics achievement. Using a quasi-experimental method, the study was carried out on 132 students from one junior high school in Rokan Hulu Riau, Indonesia. It was completed in 6 weeks. Instruments used in this study were mathematics conceptual knowledge test and mathematics achievement test. The results of this study indicated that there were significant differences in mathematics conceptual knowledge between the information mapping strategy group and the traditional group. It was concluded that using information mapping strategy may impact students＇ conceptual knowledge. There was a relationships between mathematics conceptual knowledge and mathematics achievement. 相似文献
3.
Jane B. Keat Jane M. Wilburne 《美中教育评论》2009,6(7):61-67
This paper presents a mixed methods study that explored how storybooks influence kindergarten children＇s mathematical achievement and approaches to mathematics learning. Teachers＇ observations and research stating primary grade children＇s lack of mathematical knowledge and negative attitudes towards mathematics served as the impetus for the study. Three kindergarten teachers taught a mathematics unit using various children＇s storybooks and the characters in the stories as the context for mathematical problems. The results of the study show an impact on students＇ mathematical achievement as well as the identification of four themes that emerged on how students＇ approaches to learning were influenced when storybooks were integrated into the mathematics unit. 相似文献
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5.
Syed Zubair Haider Athar Hussain 《美中教育评论》2014,(7):465-480
Teachers always played a significant role in the intellectual and moral development of students by using various techniques, assessments, and methods to improve student achievement in school＇s subjects. This study therefore focuses on the effect of teacher factors, such as assessment interval, communication language, the distance of residence, and the teacher＇s personal characteristics （gender, age, academic and professional qualification, designation, experience, and in-service training） on the 9th grade students＇ achievement in three subjects （English, Chemistry, and Mathematics at secondary level）. The population of the study is comprised of all ＂public sector＂ secondary schools, male and female teachers, and boy and girl students. A total number of 16 secondary schools （eight for boys and eight for girls）, 114 secondary school teachers （66 males and 48 females）, and 2,404 students （1,400 boys and 1,004 girls） were selected through purposive sampling techniques. Multiple statistical procedures, Spearman and Pearson correlation, mean, and standard deviation were employed to obtain stronger validity to the study. The results of the study identify weak and negative weak relationship between most of the teacher factors and student achievement in three subjects but the relationship between students＇ background and learning achievement in all three subjects were found positively correlated. 相似文献
6.
Serkan Arikan 《美中教育评论》2014,(10):716-727
There are many studies that focus on factors affecting achievement. However, there is limited research that used student characteristics indices reported by the Programme for International Student Assessment （PISA）. Therefore, this study investigated the predictive effects of student characteristics on mathematics performance of Turkish students. In PISA studies, sampling design, sampling weights, and plausible values have to be taken into consideration in order not to have biased multiple regression results. In order to conduct multiple regression analyses in PISA, software called the International Association for the Evaluation of Educational Achievement （lEA） International Database （IDB） Analyzer is required to be used because the dependent variable consists of several plausible values. This study aims to identify student characteristics that are significant in predicting mathematics performance in Turkey. Results showed that being successful in mathematics is a combination of several factors in which students＇ beliefs, motivation, and other factors must be organized to achieve mathematics. Among these beliefs and motivation, strong self-efficacy, positive self-concept, and minimum level of anxiety seem to be the key for success. 相似文献
7.
Since 1970s,the research on second language acquisition has been developed with times.The research focus of lLanguage teach ing has shifted from the study of how to teach students to how to learn for students,with particular attention to explore the influence that students’psychological factors such as learning motivation,learning attitude and learning anxiety have on learning outcomes.Among those emotional variables,anxiety is considered to be one of the most critical psychological variables.English classroom anxiety is different from the ordinary classroom anxiety and receives much attention from scholars.Horwiz(1986) pointed out that foreign language anxiety is a unique phenomenon in language learning.In China,English learning in senior high school is a very important period.It is a common phenomenon to see students behaving anxiously in the English class.Therefore,the anxiety in the English class of senior high school de serves attention.This paper will analyze the main reasons of students’anxiety and points out several effectively methods to relieve their anxiety so as to enhance English classroom teaching and learning effect. 相似文献
8.
Serkan Baykusoglu 《美中教育评论》2014,(10):688-704
In this paper, the role of parents in supporting their children＇s progress, as a factor affecting Turkish-speaking children＇s achievement, has been explored. It is a fact that Turkish-speaking pupils, when compared with other ethnic groups, such as Bangladeshi and Somali, struggle, underachieve, and still continue performing low in the British education system. The Turkish community has been resident in the United Kingdom （UK） for over 70 years with the current estimated population of 450,000. However, the community is invisible in the society; their diverse needs are not known; and there are limited research and government reports. The relevant data and research findings indicate that there are various factors for the underachievement of the Turkish-speaking pupils. This study shows the degree of importance of parental participation for Turkish-speaking parents in supporting their children＇s achievement. As a result, lack of parental involvement is one of the important factors in achievement; and a majority of parents stated that they could not involve in their children＇s learning because a number of reasons evaluated in the paper. 相似文献
9.
The paper discusses an on-going research project that studies students＇ and teachers＇ conceptions and dispositions of mathematics. Conceptions are the views that students hold on a subject, and what they believe is required in learning and doing the subject. Dispositions are the beliefs or tendencies to exhibit a frequent, conscious and voluntary behavior directed towards learning a subject. The participants are high school students, higher education students and mathematics teachers. The study utilizes self-reporting tools as well as focus groups and interviews in a three-stage research model. This is a work on progress. Results to date are briefly discussed. 相似文献
10.
The results of lEA （The International Association for the Evaluation of Educational Achievement） PIRLS 2006 （Progress in International Reading Literacy Study） has showed that Latvia has the 6th largest gender gap in reading literacy scores and that is an indication of a serious problem of education in this country. The purpose of the paper is to find out reasons behind boys＇ low achievement to help improve their reading literacy. The proposed hypothesis is that boys and girls are differently affected by the same factors. If that is so, teachers, parents and other education practitioners should be aware of this fact to adapt reading literacy studies for both genders at maximum efficiency. In this research, PILRS 2006 data are used and different structural equation models are created to find out which factors have the most influence on boys＇ reading achievement. Structural equation modeling （SEM） is based on achievement scores and student and parent questionnaire data. The model formed using all population data was applied to boys＇ and girls＇ data separately to observe different influence of the same factors on students reading achievement scores. The comparison of standardized coefficients of structural equation model among five countries （Spain, Russian Federation, Lithuania, Latvia and Trinidad and Tobago） has been performed. Running the same model over different boys＇ and girls＇ data of different countries has showed that the strengths of relationships among the variables are similar. It was expected to observe noticeable differences between SEM coefficients of boys＇ and girls＇ data, but it turned out that big gender differences in reading achievement does not mean big differences in standardized coefficients of structural equation model and vice versa. It is found that school environment has greater impact on boys reading literacy. 相似文献
11.
TURAL DINCER Gvner AKDENIZ Ali Rlza 《美中教育评论》2008,5(12):54-59
There are many factors influence the level of students＇ achievement in education. Studies show that one of these factors is ＂learning approach of a student＂. Research findings generally have identified two approaches of learning： deep and surface. When a student uses the deep approach, he/she has an intrinsic interest in subject matter and is interested in ideas and conclusions to understand the subject matter. When a student employs the surface approach, he/she merely memorizes knowledge to pass any exam in school. The aim of this study is to determine learning approaches of science student teachers and to examine the relationships among the variables, such as level of students＇ class and gender. The sample of this study consists of 108 student teachers from the Science Education Program at Department of Primary Science Education in Karadeniz Technical University. Approaches to learning of science student teachers are assessed using the Revised Two-factor Study Process Questionnaire （R-SPQ-2F）, a scale developed by Biggs, et al （2001） consisting of 20 items on a 5 point Likert Scale. According to findings, science student teachers generally have deep learning approaches. Moreover, learning approaches of science student teachers have not changed related to gender. 相似文献
12.
Nancy Chitera 《美中教育评论》2014,(12):861-872
The purpose of this article is to develop a framework that can be used to describe and explain how mathematics teachers construct a multilingual classroom and the discourse practices being produced in a mathematics classroom. It conceptualizes the discourse practices used by mathematics teacher educators as they prepare student teachers to teach mathematics. The framework developed here is shaped by Critical Discourse Analysis （CDA） drawn from Fairclough. This provides the theoretical and conceptual tools to examine the discourse practices of mathematics teacher educators and how the）＇ make available these discourse practices for student teachers to draw on. In broad terms, this article examines the discourse practices of the mathematics teacher educators and how they support the student teachers develop discourse practices relevant for teaching and learning school mathematics in multilingual classrooms. This article is broken down into several sections. The first section discusses what it means for student teachers to develop discourse practices for mathematics teaching. The second section provides an introduction to CDA, followed by its origins, key terms, and elements of Fairclough＇s CDA. Thereafter, the author outlines the strategies involved in doing CDA. The last section discusses why CDA is relevant to the mathematics classroom. 相似文献
13.
Williams Emeka Obiozor 《美中教育评论》2010,(1):17-25,31
This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active participation of these students, promote perfect school attendance, encourage good behaviors, deal with anger management and motivate committed learning in the classroom. The instructors＇ understanding of students＇ culture, learning needs and styles, and using such background knowledge to educate them become imperative in this setting. These urge for innovative and leadership projects in the author＇s special education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are recommendations for interested teachers to devise creative teaching methods, differentiated instruction and appropriate classroom management practices to attain student achievement. 相似文献
14.
Questionnaire data from the PIRLS 2006 study in Italy provided a number of indices in order to summarize factors of educational context influencing reading achievement. The aim of the present paper is to study the relationships between school factors, teacher factors, family factors, student factors and reading achievement by means of multilevel regression analysis. Results show that pupils＇ attainment in reading is significantly related to： （1） home educational resources （home/student level effect）; （2） parents＇ attitudes toward reading （home/student level effect）; （3） students＇ attitudes toward reading; （4） students＇ reading self-concept; and （5） teacher career satisfaction （school/teacher level）. 相似文献
15.
Motivational methods of teaching are topical subjects and much discussed issues regarding schools and education. The first question of our study covers student motivation and students＇ perception of their own schools＇ teaching methods. The second question reflects on how upper secondary school teachers perceive their roles as teachers, their thoughts on acquirement of knowledge and how learning takes place. The third question treats the subject of how school and education is organized. The upper secondary school the authors chose for the case study is a school that recruits students on a national basis and is directed towards the education of fire and rescue service personnel. The programme follows the national science curriculum and gives qualification for further studies at most universities. The school started in the autumn of 1998 and is known for being successful at working with student involvement, responsibility and subject integration. The study which was conducted during the autumn of 2007 included 32 students from two of the learning groups from the same year and started on the day of introduction of a new theme and finished with their presentation of results. The authors made observations, interviewed and through questionnaires studied how students comprehended the schools＇ working methods. We also interviewed their teachers and headmaster. The theoretic standpoint is Activity Theory （Chaiklin, S. ＆ Lave, J. 1996; Knutagard, H., 2002; Vygotsky, L. S., 1986）. The conclusions are that the students are encuitured into a school＇s activities that are similar to what students perceive as that of real life. It gives meaning and motivation to learning and makes it meaningful. They identify their own responsibility and cooperative learning as the most important parts. The teachers＇ own learning process and planning work is parallel to the work forms applicable to the students. They are all interdependent of each other since all the work areas are thematic. The school can be seen as an activity system where members interplay and communication develops a common culture. 相似文献
16.
This paper is about a survey and suggestion on students’vocabulary learning strategies in senior high school.Vocabulary is one of the three elements of a language and the basic material of a language.So the vocabulary learning in English is especially important.In order to help the students to have a better understanding of the significance of language and lay a solid foundation for deep vocabulary acquisition,it is necessary for teachers to find effective ways to learn English vocabulary.So in this paper the author hopes to find what the vocabulary learning strategies the students have used through the survey and give more effective learning strategies according to the available English vocabulary learning strategies. 相似文献
17.
Tamara Tomasegovic Paula Yadranka Zitinski Elias Marina Baracic Nikola Mrvac 《美中教育评论》2011,(2):198-203
Implementation of information and communication technologies as well as emersion of new user interfaces and web 2.0 technologies changes the way of education system, the way of living and business transactions in general. The way we communicate, operate, produce and live is also changing. In accordance with it, the systems of education change from traditional to modern. The following changes occur： from content delivery to knowledge production, from transfer of knowledge from teachers to students towards encouragement of development and construction of knowledge, from courses and programs changing to the adaptation of the study environment, from the faculty professionalism to the quality of teaching and student learning and the early involvement of students in research work and projects. These occurring changes also affect the students＇ and professors＇ mobility. Here, the word ＂mobility＂ represents not only the student exchange programs and the easier transitions from one＇s home university to a foreign one, but also the way professors conduct their classes. With the development of certain software, students＇ class attendance no longer represents an important factor, as they can now learn from distance using the mentioned software, taking the learning process one step further. In order for above-mentioned changes to occur, the use of e-learning and the development of new tools are almost mandatory. With this in mind, the goal of this paper is to analyze quantitatively the changes that are occurring almost every day that affect the students＇ learning and the professors＇ teaching methods. 相似文献
18.
This research is attempting to examine the effectiveness in the application of ICT （information and communication technology） and standardize courseware in ETeMS （English for Teaching Mathematics and Science） or PPSMI （Pengajaran and Pembelajaran Sains and Matematic dalam Bahasa Inggeris） in English program in the Malaysian secondary school system. Five dimensions of secondary school （type of school, demographic, leadership quality, teaching and learning culture, and teachers＇ personal and working experience） were examined to determine the maximizing usage of TEC （technology-enhanced classroom） in the learning program. In general, there is a significant difference among factors stated above with maximizing usage of TEC in teaching and learning of science and mathematics in English program. The learning culture is also closely related. In addition, the school and teaching staff are another two essential factors found to be the strong fundamental of maximizing the usage of technology in TEC teaching and learning with towering quality. This study represents an addition to the extant literature on maximizing the usage of technology-enhanced teaching and learning towards the excellence of education in the secondary school system. The maximizing usage of TEC teaching and learning environment within the secondary school system is pivotal towards achieving high quality human capital and improving the efficiency and integrity of technology-enhanced learning of science and mathematics in English program. This study provides further groundwork to assist existing education managers to improve work quality and deliver the maximizing usage of TEC teaching and learning towards the excellence in secondary education. 相似文献
19.
The International Association for the Evaluation of Educational Achievement （IEA） initiated the Second International Technology in Education Study （SITES）--A longitudinal large-scale international comparative survey on the use of information and communication technologies （ICTs） in schools. The goal is to understand how ICTs effect teaching and learning in schools. SITES 2006 was the third module in this program to determine how teachers use ICTs, and to find out how school and education system factors influence teachers＇ pedagogical orientation. SITES 2006 administered three questionnaires： one for school principals, one for technology coordinators, and one for mathematics and science teachers, around 400 schools in each of 23 education systems. The main study took place during 2005-2007. This paper describes the South African educational context, provides an overview of the South African participation, speculates on South Africa＇s future participation, and provides a comparative glimpse of the use of ICTs in South African mathematics and science classrooms. 相似文献
20.
The basic assumption of reform mathematics is that ＂no one can teach mathematics＂. Therefore, the important teachers＇ role is to stimulate students to learn mathematics and support their development. Open-ended problem solving is an instructional strategy that creates interest and stimulates creative mathematical activity in the classroom through students＇ collaborative work. Lessons using openended problem solving problem solving activities result. emphasize the process of rather than focusing on the 相似文献