Education Commons^™

Improving The Mathematical Content Knowledge Of Pre-Service Middle School Teachers, Gregory Hine

Gregory S.C. Hine

The tertiary training of pre-service teachers is pivotal in their professional preparation and formation as qualified educators. Multiple authors posit that teachers require a development of pedagogical content knowledge, or knowing a variety of ways to present mathematical content and to assist students to deepen their understanding (Chick, 2012; Shulman, 1987). Emerick, Hirsch and Berry (2003) argue that high quality teachers must possess appropriate mathematical content knowledge, and must also possess considerable background in communicating effectively to students. There are two aims of this educational research. The first is to investigate the self-perceptions of pre-service middle school teachers enrolled in …

Professional Learning Communities: What Are The Important Questions For An Educator To Ensure A Sustainable Community?, Catherine Pearn

Catherine Pearn

No abstract provided.

Using Competencies To Explain Mathematical Item Demand: A Work In Progress, Ross Turner, Werner Blum, Morgens Niss

Ross Turner

What’S The Story? Making Sense Of Conflicting Literacy And Numeracy Results, Juliette Mendelovits

Juliette Mendelovits

No abstract provided.

Lessons From Pisa For Mathematical Literacy, Ross Turner

Ross Turner

Informing Policy And Practice, John Ainley

Dr John Ainley

Comparing results from large-scale assessments can usefully inform education policy and planning, and educational practice in schools and classrooms, as John Ainley explains.

Using Mathematical Competencies To Predict Item Difficulty In Pisa, Ross Turner, J Dossey, W Blum, M Niss

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 …

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 …

Performance Comparison Between Ib School Students And Non-Ib School Students On The International Schools’ Assessment (Isa) And On The Social And Emotional Wellbeing Questionnaire, Ling Tan, Yan Bibby

Dr Ling Tan

This report examines the performance of students enrolled in the IB Primary Years Programme (PYP) and the IB Middle Years Programme (MYP) on the ACER International Schools’ Assessment (ISA) compared with non-IB students from the same ISA cohorts. The ISA is an assessment created especially for students in international schools in Grades 3 to 10. The assessment asks both multiple-choice and open-ended questions in the areas of writing, reading and mathematics, and provides international normative information about student performance. The Reading and Mathematical Literacy are based on the internationally endorsed frameworks of the OECD's Programme for International Student Assessment (PISA).

Listening To Students' And Educators' Voices : The Views Of Students And Early Career Educators About Learning With Technologies In Australian Education And Training : Research Findings, Kathryn Moyle, Susanne Owen

Professor Kathryn Moyle

This report outlines findings collected from listening to and analysing the views and expectations of students within Australian education and training institutions about learning with technologies. The overarching question for this research was: 'what are the views of students and early career educators, about learning with technologies in Australian education and training?' In 2008, students in primary and secondary schools, vocational education and training (VET) institutions, international students studying education in universities and pre-service teacher education students contributed to the research based upon their current experiences and views. Early career teachers were asked to reflect on their experiences as pre-service …