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Author: Safrudiannur Publisher: Springer Nature ISBN: 365830023X Category : Education Languages : en Pages : 163
Book Description
The use of Likert scale instruments for measuring teachers’ beliefs is criticized because of amplifying social desirability, reducing the willingness to make differentiations, and often providing less or no contexts. Those weaknesses may distort teachers’ responses to a Likert scale instrument, causing inconsistencies between their responses and their actions. Therefore, the author offers an alternative approach by employing rank-then-rate items and considering students’ abilities as one of the factors affecting teachers’ beliefs. The results confirm that the offered approach may give a better prediction about teachers’ beliefs than does a Likert scale instrument.
Author: Safrudiannur Publisher: Springer Nature ISBN: 365830023X Category : Education Languages : en Pages : 163
Book Description
The use of Likert scale instruments for measuring teachers’ beliefs is criticized because of amplifying social desirability, reducing the willingness to make differentiations, and often providing less or no contexts. Those weaknesses may distort teachers’ responses to a Likert scale instrument, causing inconsistencies between their responses and their actions. Therefore, the author offers an alternative approach by employing rank-then-rate items and considering students’ abilities as one of the factors affecting teachers’ beliefs. The results confirm that the offered approach may give a better prediction about teachers’ beliefs than does a Likert scale instrument.
Author: Helenrose Fives Publisher: Routledge ISBN: 113626583X Category : Education Languages : en Pages : 515
Book Description
Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
Author: Sandra K. Abell Publisher: Routledge ISBN: 1135619654 Category : Education Languages : en Pages : 1346
Book Description
This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities. The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/.
Author: James Raths Publisher: IAP ISBN: 1607529653 Category : Education Languages : en Pages : 214
Book Description
This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives. Most of the authors who have contributed to this collection of essays assume that beliefs are propositions that are felt to be true by the person embracing them, but that do not necessarily rest on the kind of evidence that justifies the use of the term “knowledge.” Teacher beliefs are an important topic because it is hypothesized that teachers and teacher candidates use them to shape the information they receive from formal teacher preparation and to direct subsequent decision-making in the classroom.
Author: Robert Evans Publisher: Springer ISBN: 9462095574 Category : Education Languages : en Pages : 225
Book Description
This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.
Author: Chris Forlin Publisher: Emerald Group Publishing ISBN: 1784411450 Category : Education Languages : en Pages : 329
Book Description
Volume 3 of International Perspectives on Inclusive Education focuses on measuring inclusive education from a range of perspectives. It is grounded upon a review of international conceptualizations of inclusive education and ways in which different systems are measuring its impact and effectiveness.
Author: Chiara Andrà Publisher: Springer Nature ISBN: 303050526X Category : Education Languages : en Pages : 262
Book Description
This book presents a literature review of and a state-of-the-art glimpse into current research on affect-related aspects of teaching and learning in and beyond mathematics classrooms. Then, research presented at the MAVI 25 Conference, which took place in Intra (Italy) in June 2019, is grouped in thematic strands that capture cutting-edge issues related to affective components of learning and teaching mathematics. The concluding chapter summarises the main messages and sketches future directions for research on affect in mathematics education. The book is intended for researchers in mathematics education and especially graduate students and PhD candidates who are interested in emotions, attitudes, motivations, beliefs, needs and values in mathematics education.
Author: Abdallah I. Ibrahim Publisher: ISBN: Category : Inquiry (Theory of knowledge) Languages : en Pages :
Book Description
Abstract: The purpose of this study is to design and provide initial validation of the Comprehensive Beliefs About Inquiry and Teaching and Learning Experiences Instrument (CBAITLEI) for measuring beliefs and experiences related to teaching and learning science through inquiry approaches. The instrument measures beliefs about the importance of inquiry for teaching and learning science, barriers to using inquiry in science classrooms, student outcomes resulting from use of inquiry approaches, and beliefs about scientific inquiry. Experts in teacher education programs and inquiry assessed content and face validity. Principal Components Analyses of participant responses were used to assess construct validity. A sample of 603 respondents was chosen based upon their varied teaching and learning experiences. One-way ANOVA with post hoc Scheff ̌Pairwise Comparisons were used to determine sample group differences in their beliefs about inquiry teaching and learning and scientific inquiry and to determine the differences among these groups in their learning and teaching experiences. Pearson Product Moment Correlation Coefficients were used to detect significant relationships between learning, teaching experience and beliefs about inquiry, and scientific inquiry. Results showed significant relationships between learning and teaching experience. Teaching and learning experiences were also significantly correlated with beliefs about inquiry teaching and learning and scientific inquiry. Canonical correlations were used to determine the ability of the instrument to discriminate between groups characterized by different teaching and learning experiences. Components resulting from applying Principal Components Analyses were considered to be good discriminators for the groups sampled except for the Learning Experience in Regard to Student Role in Inquiry Classrooms component. This is evidence of construct validity of the instrument sections that measure these variables. Based upon face validity, content validity, construct validity, and concurrent validity evidence from this study, the modified versions of these instrument sections are considered to be valid, reliable, and comprehensive measures of inquiry teaching and learning factors.
Author: Safrudiannur
Author: Safrudiannur
Author: Helenrose Fives
Author: Tim Morton
Author: Matteo Angelo Fabris
Author: Sandra K. Abell
Author: James Raths
Author: Robert Evans
Author: Chris Forlin
Author: Chiara Andrà
Author: Abdallah I. Ibrahim