Titlebook: International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn; TEDS-M Results Sigrid Blömeke,Feng-Jui Hsieh,William H

棕榈等

书目名称International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn影响因子(影响力)




书目名称International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn影响因子(影响力)学科排名




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Anticoagulant

Theoretical Framework, Study Design and Main Results of TEDS-Mnal Association for the Evaluation of Educational Achievement (IEA), provided the opportunity to examine the outcomes of teacher education in terms of teacher knowledge and teacher beliefs both across countries and specifically with respect to mathematics for the first time. This chapter describes t

Excitotoxin

似少年

火光在摇曳

Diatribe

In-depth Analyses of Different Countries’ Responses to MCK Items: A View on the Differences Within aal TEDS-M study. The purpose is to identify factors that may describe the differences and similarities of performance between countries. Many new findings are revealed through a multifaceted analysis of cognitive subdomains and individual items on both the country and the cultural level. Our analysi

intellect

Why Did Taiwan Excel: Hot Topics and Pressing Issuesture teachers excelled on both levels. This study probes into the reasons by analyzing future teachers’ performance corresponding to three different background factors: different systems of teacher preparation, different majors and different academic degrees. Overall, eight different models based on

COLIC

The Preparation of Primary Mathematics Teachers in Singapore: Programs and Outcomes from the TEDS-M f pre-service teacher education programs offered by the National Institute of Education, (c) self-reports of Singapore future primary mathematics teachers about the opportunities to learn mathematics-related contents offered by these programs, based on the TEDS-M (Teacher Education and Development S

尽忠

Pelvic-Floor

The Cultural Dimension of Beliefs: An Investigation of Future Primary Teachers’ Epistemological Beli of actions. This paper focuses on epistemological beliefs about the nature of mathematics of future primary teachers from an international perspective. The data reported are part of a larger sample originating from the TEDS-M study which compares primary mathematics teacher education in 15 countrie