Search results for: Comparative analysis
Page 5/11 105 items
The Durability of Professional and Sociomathematical Norms Intentionally Fostered in an Early Pedagogy Course
This study investigated the extent to which the sociomathematical and professional norms intentionally fostered through the use of the video-case curriculum materials in an early mathematics pedagogy course re-emerged in a similar context, but with different cohorts: (a) at the end of the university teacher preparation program and (b) during a professional development session for graduates of the program. This study revealed that the three sociomathematical norms that were introduced in the early pedagogy course—naming and comparing, mathematical argument, and pushing understanding. Four professional norms were also exhibited by both groups, but with more variation. These norms were listening, critical yet respectful norm, tentative stance and evidence.
Updated: Mar. 31, 2014
Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries
This article examines the effectiveness of teacher education programs from fifteen countries with respect to mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as cognitive outcomes after equalizing their teacher intake. Data from the comparative TEDS-M study revealed that the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of primary teachers differed significantly at the end of teacher education between the participating countries and between teacher education programs within countries.
Updated: Oct. 29, 2013
Comparison as Curriculum Governance: Dynamics of the European-Wide Governance Technology of Comparison within England’s National Curriculum Reforms
The current paper focuses on how the curriculum is governed by comparative knowledge. Particularly, the article identifies how this facet of governance has manifested itself within the policy space of England’s National Curriculum reforms. While international comparative logic within England’s National Curriculum could be regarded as a manifestation of a European-wide governing technology, the article suggests that the distinctiveness of ‘Europe’ is at risk of being lost to dominant global knowledge paradigms which are also an integral part of the ‘governance by comparison’ process.
Updated: Sep. 15, 2013
The Consequences of International Comparisons for Public Support of K–12 Education: Evidence From a National Survey Experiment
The authors investigate the consequences of international comparisons in education on the support of public schooling in the United States. The results suggest that framing educational policy with the goal of enhancing international competitiveness lowers subjective assessments of the quality of local schooling without increasing interest in additional spending to improve the nation’s education system.
Updated: Sep. 11, 2013
This study examined the results of a project providing interns with two forms of a technology-mediated, remote observation program with the objective of overcoming cost-related barriers to geographic dispersion of interns, while maintaining quality controls. The authors will compare issues related to intern satisfaction, observer satisfaction, learning effectiveness, and cost-effectiveness for both face-to-face and remote graduate intern observations. In addition, the authors will explore similarities and differences in two alternatives to remote observations, synchronous and asynchronous, as possible solutions for cost-effective expansion of teacher licensure programs.
Updated: Jul. 24, 2013
The purpose of this article is twofold. Firstly, to examine the pre-service teachers’ knowledge of mathematical content, and the effectiveness of a pre-service mathematics curriculum subject in improving that knowledge. Secondly, to compare this knowledge with that of the students whom they would be teaching. The results showed that many pre-service teachers entered this teacher education program with very poor levels of mathematical content knowledge. However, the preservice teachers improved their mathematical knowledge after participating in the pre-service teacher education unit on mathematics education.
Updated: Jul. 24, 2013
Enhancing the Development of Pre-service Teacher Professional Identity via an Online Classroom Simulation
The authors report on a comparative case study of first and final year pre-service teachers enrolled in an undergraduate education degree who engaged with an online classroom simulation. The findings indicated the first year pre-service teachers were able to identify and articulate their emerging teaching philosophy and began to visualise themselves in the role of a classroom teacher. By way of comparison, the final year pre-service teachers were able to draw upon their previous experiences and knowledge whilst engaging with the simulation to articulate their philosophy of teaching and make important connections between their university coursework and field experiences.
Updated: Jul. 23, 2013
Preservice Teachers’ Reflection on Clinical Experiences: A Comparison of Blog and Final Paper Assignments
The authors investigated whether blog reflections would show a greater depth of reflection (DoR( than end-of-the-semester paper reflections. The authors developed a reflection assessment tool, Framework of Four Levels of Reflection for Teacher Education. The results indicated that the preservice teachers who completed blogs showed higher levels of reflection in their writing compared to those who completed papers. Furthermore, the blogs were shorter than the papers. These results indicate that reflections posted to blogs over the course of the semester are more effective than final papers for reflective assignments.
Updated: Jul. 17, 2013
Predicting Performance: A Comparison of University Supervisors’ Predictions and Teacher Candidates’ Scores on a Teaching Performance Assessment
The purpose of this study is to examine the relationship between university supervisors’ predictions and teacher candidates’ performance on a summative assessment based on a capstone teaching event, part of the Performance Assessment for California Teachers (PACT). The findings indicate that university supervisors’ perspectives about their candidates did not always correspond with outcomes on the PACT teaching event, a summative performance assessment. In addition, most of the candidates with the highest and lowest scores on the assessment were not those for whom the supervisors anticipated outstanding or poor performance.
Updated: Jul. 02, 2013
A Mixed Methods Comparison of Teacher Education Faculty Perceptions of the Integration of Technology into their Courses and Student Feedback on Technology Proficiency
The authors compare the results from previous studies on pre-service teacher technology integration and faculty perceptions of technology integration within the teacher education program at a medium-sized Midwestern university to the account for the self-reported lack of confidence pre-service teachers have integrating technology into their teaching. It was determined that the policies of the College as displayed through faculty perceptions and actions were producing students who were competent in the use of technology, but who were not then integrating technology during their student teaching at the level expected by the College.
Updated: Jun. 05, 2013