Search results for: Oman
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This study aimed to examine the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level. The findings revealed statistically significant associations between the overall strength of these quality assurance arrangements and the quality of graduates. The authors found that countries with strong quality assurance arrangements, such as Chinese Taipei and Singapore, scored highest, whereas countries with weaker arrangements, such as Georgia and Chile, tended to score lower on these measures. The results also showed a statistically significant relationship between quality assurance arrangements and the mathematics achievement of students.
Updated: Jul. 01, 2018
In countries of the world where special education systems are still developing the capacity to provide the education that laws and policies promise, choices made in the design and offering of preparation programs may interact with contextual factors, creating intended and unintended consequences, opportunities, and constraints that affect the countries’ abilities to provide special education. In this study, the authors investigate this idea by examining special education teacher preparation in the Arab countries of the Gulf Cooperation Council.
Updated: Mar. 22, 2017
The present article set out to examine the issue of whether opportunity to learn (OTL) was related to mathematics and mathematics pedagogy knowledge for future middle school mathematics teachers and for future elementary teachers who will likely teach mathematics. The authors used data from 81 randomly sampled U.S. public and private institutions as well as international data from top-achieving countries. The results showed major differences in course taking between the A+ countries and the United States, especially for lower secondary preparation programs.
Updated: Jan. 01, 2014
The study examines differences between preservice and inservice teachers’ knowledge of, perceived skills in, and attitudes toward educational measurement. The participants were preservice and inservice teachers teaching grades 5 to 10 in Oman. Results showed that inservice teachers demonstrated a lower level of knowledge, a higher level of perceived skilfulness, and a more favourable attitude toward educational measurement than preservice teachers.
Updated: Nov. 27, 2012
Investigating Pre-service Teacher Motivation across Cultures Using the Teachers’ Ten Statements Test
This article describes a study which examined pre-service teachers' motivations for choosing teaching as a career across cultures. The participants were 200 pre-service teachers from Canada and Oman. The study highlights the importance of attending to cultural factors in building an understanding of motivations for teaching
Updated: Dec. 21, 2011