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Full-Text Articles in Education
Knowledge Of Future Primary Teachers For Teaching Mathematics : An International Comparative Study, S Senk, M Tatto, M Reckase, Glenn Rowley, Ray Peck, K Bankov
Knowledge Of Future Primary Teachers For Teaching Mathematics : An International Comparative Study, S Senk, M Tatto, M Reckase, Glenn Rowley, Ray Peck, K Bankov
Ray Peck
This article reports the results of the Teacher Education and Development Study in Mathematics (TEDS-M) that are related to prospective primary teachers’ knowledge for teaching mathematics. TEDS-M was conducted under the auspices of the International Association for the Evaluation of Educational Achievement with additional support from the US. National Science Foundation and the participating countries. In 2008 more than 15,000 future primary teachers, enrolled in about 450 institutions that prepare future primary teachers, were surveyed. Two domains of knowledge for teaching mathematics were assessed using items that had been developed and validated in a cross-national field trial. Large differences in …
Png Curriculum Reform Implementation Project : Implementation Project Report On The Pilot Curriculum Standards Monitoring Test, Chris Freeman, Prue Anderson, George Morgan
Png Curriculum Reform Implementation Project : Implementation Project Report On The Pilot Curriculum Standards Monitoring Test, Chris Freeman, Prue Anderson, George Morgan
Chris Freeman
This report presents an analysis of the test data from the Curriculum Standards Monitoring Test (CSMT) Pilot program, conducted in 2003 - 2004. It has been prepared by the Australian Council for Educational Research (ACER) on behalf of the Department of Education (DoE), with the support of the Curriculum Reform Implementation Project (CRIP). The terms of reference for the pilot CSMT required ACER and Curriculum Development Division (CDD) to conduct an assessment of PNG student achievements in literacy and numeracy in Grades 3, 4, 5 and 8 against the then current curriculum, taking into account also the outcomes of the …
An Exploratory Analysis Of The Talis And Pisa Link Data: An Investigation Of The Possible Relationships, Frances Eveleigh, Chris Freeman
An Exploratory Analysis Of The Talis And Pisa Link Data: An Investigation Of The Possible Relationships, Frances Eveleigh, Chris Freeman
Chris Freeman
This paper proposes to report a preliminary investigation of the field trial data of PISA combined with the TALIS data from the same pool of schools. It proposes exploratory analyses of the data through correlation, ANOVA and MANOVA, and multi-level modelling techniques to identify plausible relationships and explained variation that may be uncovered within the data. This investigation will inform the types of analyses that may be performed on the main study data that are being collected in mid to late 2012.
Challenges For Australian Education, Sue Thomson
Challenges For Australian Education, Sue Thomson
Dr Sue Thomson
Sue Thompson asks if Australia’s above average but declining performance in an international study of reading, mathematics and scientific literacy should be cause for concern.
Some Drivers Of Test Item Difficulty In Mathematics, Ross Turner
Some Drivers Of Test Item Difficulty In Mathematics, Ross Turner
Ross Turner
This paper is one of four contributions to the symposium session at the AERA’s 2012 Annual Meeting titled Exploring Reading and Mathematics Item Difficulty: Teaching and Learning Implications of PISA Survey Data. The author presents a rubric used to analyse mathematics test items developed for use in the OECD’s PISA survey. The rubric focuses on a set of mathematical competencies that are components of mathematical literacy. The work on which this report is based suggests that demand for activation of these competencies functions as a significant driver of item difficulty, which potentially has implications for the teaching and learning of …
Teds-M Plenary Panel At Icme-12, Ray Peck
Teds-M Plenary Panel At Icme-12, Ray Peck
Ray Peck
Focusing on mathematics learning at school level, mathematics teachers have the strongest influence on student learning because they are directly working with students. Teachers are regarded as key persons of educational change. For example, a meta-analysis on student learning (Hattie, 2003) found that teachers' impact on students' learning is high: Identified factors that contribute to major sources of variation in student performance include the students (50%) and teachers (30%) as the most important factors, whereas home, schools, principals, peer effects (altogether 20%) play a less important role.
Evaluation Of Booklet Effect In Pisa Mathematics Across Countries, Luc Le
Evaluation Of Booklet Effect In Pisa Mathematics Across Countries, Luc Le
Dr Luc Tu Le
In PISA 2003, 13 main linked test booklets were constructed by item cluster rotation design. Each student was randomly assigned one of the test booklets. Each of the selected clusters was located in four of the test booklets in different positions. There were seven mathematics clusters with a total of 85 items. Booklet effect was identified and was used to adjust the measure of student performance in PISA (see PISA 2003 technical report; OECD, 2004). This study was designed to explore which factors could account for this booklet effect in mathematics across 41 PISA countries. A three-faceted partial credit model …
Specialized Science High Schools: Exploring Contributions Of The Model To Adolescent Talent Development Specialized Science, Christopher G. Kolar, Tracy L. Cross, Rena F. Subotnik, Paula Olszewski-Kubilius
Specialized Science High Schools: Exploring Contributions Of The Model To Adolescent Talent Development Specialized Science, Christopher G. Kolar, Tracy L. Cross, Rena F. Subotnik, Paula Olszewski-Kubilius
Christopher G. Kolar
As the field of gifted education shifts much of its focus to domain-specific talent development, specialized science high schools are taking their place on the stage. Back in 1981,Bloom and Sosniak argued persuasively that talent development cannot take place exclusively in schools. They stressed that schools were not prepared to offer the required levels of expert teaching, time, and effort. Yet, specialized science high schools, by design, are staffed with teachers with advanced degrees, offer relatively flexible schedules, interested peers,reasonable access to appropriate technology, and connections with research institutions to provide apprenticeships for the most motivated and interested students.