Author: Jennifer JacobsPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 522
Book Description
Third International Mathematics and Science Study 1999 Video Study Technical Report
Author: Jennifer JacobsPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 522
Book Description
Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 1
Author: Jennifer JacobsPublisher:
ISBN:
Category :
Languages : en
Pages : 533
Book Description
This first volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the mathematics components of the TIMSS 1999 Video Study. The report is intended to serve as a record of the actions and documentation of outcomes, to be used in interpreting the results and as a reference for future studies. The TIMSS 1999 Video Study is a complex and ambitious study conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA) and managed by the U.S. Department of Education's National Center for Education Statistics in cooperation with its study partner, the National Science Foundation. Over a period of four years, the study researchers collected, transcribed, translated, coded, and analyzed hundreds of hours of videotapes of eighth-grade mathematics lessons in the seven participating countries. The design of the study built on the foundations established by the first TIMSS 1995 Video Study, but was improved and carried out through a collaborative process that involved individuals around the globe. Each of the chapters of this report, and the appendices, focuses on critical steps taken in the planning and implementation of the study, from its initial design to how the data was analyzed. One of the more complex tasks of the study was the development of a coding system that addressed critical questions and was applicable to each country's unique education system. The resulting coding system for the mathematics videos is discussed in detail in this report with the aim of making the system available for review, improvement, and possible application to future studies. Appended are: (1) TIMSS 1999 Video Study Transcription/Translation Manual; (2) Information Given to U.S. Superintendents, Principals, and Teachers; (3) U.S. Teacher and Parent Consent Forms; (4) TIMSS 1999 Video Study Data Collection Manual; (5) U.S. Mathematics Teacher Questionnaire; (6) U.S. Student Questionnaire; (7) TIMSS 1999 Video Study Mathematics Teacher Questionnaire Coding Manual; (8) Research Team in the TIMSS 1999 Video Study of Mathematics Teaching; (9) TIMSS 1999 Video Study Mathematics Video Coding Manual; and (10) Steps for Weighting the Data for Each Country. (Contains 56 tables, 10 figures and 17 footnotes.) [For "Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 2--Science. Technical Report. NCES 2011-049," see ED522248.].
Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 2
Author: Helen E. GarnierPublisher:
ISBN:
Category :
Languages : en
Pages : 579
Book Description
This second volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the science components of the TIMSS 1999 Video Study. The report is intended to serve as a record of the actions and documentation of outcomes, to be used in interpreting the results and as a reference for future studies. The TIMSS 1999 Video Study is a complex and ambitious study conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA) and managed by the U.S. Department of Education's National Center for Education Statistics (NCES) in cooperation with its study partner, the National Science Foundation. The study researchers collected, transcribed, translated, coded, and analyzed hundreds of hours of videotapes of eighth-grade science lessons in the five participating countries. The design of the study built on the foundations established by the first TIMSS 1995 Video Study, but was improved and carried out through a collaborative process that involved individuals around the globe. Each of the chapters of this report, and the appendices, focuses on critical steps taken in the planning and implementation of the study, from its initial design to how the data were analyzed. One of the more complex tasks of the study was the development of a coding system that addressed critical questions and was applicable to each country's unique education system. The resulting coding system for the science videos is discussed in detail in this report with the aim of making the system available for review, improvement, and possible application to future studies. Appended are: (1) Research Participants in the TIMSS 1999 Video Study of Science Teaching; (2) U.S. Science Teacher Questionnaire; (3) TIMSS 1999 Video Study Science Teacher Questionnaire Code Book; (4) TIMSS 1999 Video Study Science Video Coding Manual; and (5) Steps for Weighting the Data for Each Country. (Contains 65 tables, 18 figures, 14 exhibits and 8 footnotes.) [For "Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 1--Mathematics. Technical Report. NCES 2003-012," see ED522247.].
Highlights from the TIMSS 1999 Video Study of Eighth-grade Mathematics Teaching
Author: Teaching mathematics in seven countries : results from the TIMSS 1999 video study
Author: Publisher: DIANE Publishing
ISBN: 1428925643
Category :
Languages : en
Pages : 236
Book Description
How to run a video study
Author: Manfred PrenzelPublisher: Waxmann Verlag
ISBN: 3830965699
Category :
Languages : en
Pages : 285
Book Description
The main goal of the IPN Video Study is to systematically describe and analyse physics instruction and to investigate its relevance for understanding-oriented learning in the classroom. In the first phase of the IPN Video Study, various guidelines and instruments for data collection were developed and published. In the second phase of the project, a more elaborated approach was realised.This technical report provides an overview of all the tools and methods used in this study. It shows how to run a video study that analyses patterns of instruction and their impact on cognitive as well as motivational-affective learning outcomes. The report includes the documentation of the organisation and realisation of the IPN Video Study. In addition, it provides standardised guidelines for collecting video tapes. Moreover, the technical report presents standardised guidelines for the transcription of video tapes and describes the observation and coding procedures in detail. Finally, this volume reports scale documentations of all tests and questionnaires.
Education Statistics Quarterly
Author: The Power of Video Studies in Investigating Teaching and Learning in the Classroom
Author: Janík TomášPublisher: BoD – Books on Demand
ISBN: 3830922086
Category : Education
Languages : en
Pages : 284
Book Description
Video study is a complex methodological approach, which enables the employing of various strategies, methods or techniques for generating, collecting and analysing video data, i.e. audiovisual data grounded in rich situational contexts. Section I focuses on the power of video to describe the dynamics of teaching and learning in the classroom. It presents various video studies conducted in the past fifteen years that aimed to describe the practices of teaching. Section II focuses on the use of video in investigating the effects of teaching on student learning. The chapters present approaches that build on video studies in order to link data about classroom processes with data about learning outcomes. The chapters in section III discuss possibilities offered by the use of video in professional development of teachers.
How Chinese Teach Mathematics
Author: Lianghuo FanPublisher: World Scientific
ISBN: 9814415820
Category : Mathematics
Languages : en
Pages : 754
Book Description
This unique book represents another concerted research effort concerning Chinese mathematics education, with contributions from the world's leading scholars and most active researchers. The book presents the latest original research work with a particular focus on the "teaching" side of Chinese mathematics education to a wide international audience. There are mainly three sections in the book. The first section introduces readers to a historical and contemporary perspective, respectively, on traditional mathematical teaching in ancient China and on how modern Chinese mathematics teachers teach and pursue their pre-service training and in-service professional development. The second section presents studies investigating a wide range of issues at both the macro- and micro-levels on how Chinese mathematics teachers teach mathematics. The third section focuses on Chinese mathematics teachers, investigating issues about their knowledge, belief, teacher training and professional development. Like its predecessor, "How Chinese Learn Mathematics: Perspectives from Insiders," this book is a must for educational researchers, practitioners, and policy-makers who are interested in knowing more about mathematics teaching, teachers, teacher education and professional development concerning Chinese teachers and learners.Contents: Focusing on Chinese Mathematics Teaching, Teachers and Teacher Education: An Introduction"Historical and Contemporary Perspectives: "The Wisdom of Traditional Mathematical Teaching in China "(DAI Qin and CHEUNG Ka Luen)" How Chinese Teachers Teach Mathematics and Pursue Professional Development: Perspectives from ContemporaryInternational Research "(FAN Lianghuo, MIAO Zhenzhen and MOK Ah Chee Ida)" "Understanding the Chinese Ways of Teaching Mathematics: " Mathematics Teaching in a Chinese Classroom: A Hybrid-Model Analysis of Opportunities for Students' Learning "(HUANG Rongjin, MILLER L Diane and TZUR Ron)"Achieving Coherence in the Mathematics Classroom: Toward a Framework for Examining Instructional Coherence "(WANG Tao, CAI Jinfa and HWANG Stephen)" Elementary School Teachers' Instruction in Measurement: Cases of Classroom Teaching of Spatial Measurement in Taiwan "(HUANG Hsin-Mei E)" Pedagogical and Curriculum Potentials of Homework: A Case Study about Geometric Proofs in Shanghai "(FANG Yanping)" Teaching Calculation of Time Intervals: Comparing Mathematics Competence of Students in Macau, Hong Kong and the Netherlands "(LI Titus Siu Pang)" Teaching Number Sense via Interactive Multimedia in a Primary School in Taiwan "(YANG Der-Ching, CHEN Pei-Chieh, TSAI Yi Fang and HSIEH Tien-Yu)"Teaching Geometrical Theorems in Grade 8 Using the "Shen Tou" Method: A Case Study in Shanghai "(DING Liping, JONES Keith and ZHANG Dianzhou)" Implementation of Objectives Based on the Curriculum Standards: A Case of Teaching Using Letter to Represent Number at a Chinese Primary School in Chinese Mainland "(HUANG Xingfeng, YANG Jinglei and LI Shiqi)" Chinese Project-based Classroom Practices: Promoting Students' Engagement in Mathematical Activities "(XU Binyan and ZHU Guangtian)"A Large-Scale Video Survey on Taiwanese Fourth-Grade Classrooms of Mathematical Teaching Behaviors "(LEE Yuan-Shun and LIN Fou-Lai)" Features of Exemplary Lessons under the Curriculum Reform in Chinese Mainland: A Study of Thirteen Elementary Mathematics Lessons "(MA Yunpeng and ZHAO Dongchen)" Qingpu Mathematics Teaching Reform and Its Impact on Student Learning "(GU Lingyuan, YANG Yudong and HE Zhenzhen)""Chinese Mathematics Teachers, Teacher Educati
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