Relevant bibliographies by topics / Teacher knowledge survey

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher knowledge survey'

Author: Grafiati
Published: 20 March 2025

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Journal articles on the topic "Teacher knowledge survey"

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Kim, Jung In. "Developing and Validating a Survey of Korean Early Childhood English Teachers’ Knowledge." English Language Teaching 8, no. 12 (November 22, 2015): 170. http://dx.doi.org/10.5539/elt.v8n12p170.

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<p>The main purpose of this study is to develop and validate a valid measure of the early childhood (EC) English teacher knowledge. Through extensive literature review on second/foreign language (L2/FL) teacher knowledge, early childhood teacher knowledge and early childhood language teacher knowledge, and semi-structured interviews from current early childhood English teacher, the initial survey questionnaire was developed. Then, think-aloud interviews were conducted with samples from four groups with different teaching experience as they took the survey to see whether or not they understood the survey questions and whether or not the survey questions/statements represented their professional knowledge accurately. Lastly, a finalized survey was distributed to 40 current early childhood English teachers (K-2) in Korea. The theoretical framework of teacher knowledge was drawn upon Grossman’s (1999) “model of teacher knowledge” such as subject matter knowledge, general pedagogical knowledge, pedagogical content knowledge and knowledge of context. The data were analyzed by using descriptive statistics, Cronbach-alpha, and split-half. The findings will show subcomponent of teacher knowledge, characteristics of the participants and survey items’ reliability. The implications of analyzing teacher knowledge survey to gain insight into developing curriculum in early childhood English teacher education.</p>
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Sojanah, Janah, Suwatno Suwatno, Kodri Kodri, and Amir Machmud. "FACTORS AFFECTING TEACHERS’ TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (A SURVEY ON ECONOMICS TEACHER KNOWLEDGE)." Jurnal Cakrawala Pendidikan 40, no. 1 (February 17, 2021): 1–16. http://dx.doi.org/10.21831/cp.v40i1.31035.

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This study was conducted due to the lack of teachers’ Technological Pedagogical and Content Knowledge (TPACK). It examined the effects of teaching experience, training, facilities and infrastructure, self-efficacy, as well as motivation on teachers’ TPACK. The descriptive and explanatory methods with quantitative approaches were employed. The population of this study included 472 economics teachers in the Greater Bandung area, while the respondents were 217 economics teachers selected using the proportional probability sampling technique. The instrument used to collect the data was tried out to forty economics teachers. The instrument validity was measured using the CVR formula, and the instrument reliability was tested using construct reliability. The data were collected by means of questionnaires and then analyzed using descriptive analysis and Structural Equation Modeling (SEM). The results show that the teachers’ experience, training, facilities and infrastructure, self-efficacy, as well as motivation are at a low level. Likewise, the teachers’ TPACK seems to be low. Moreover, it is found that teaching experience, training, facilities and infrastructure, self-efficacy, as well as motivation have positive effects on teachers’ TPACK.
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Triastuti, Anita. "ASSESSING ENGLISH PRE-SERVICE TEACHERS’ KNOWLEDGE BASE OF TEACHING: LINKING KNOWLEDGE AND SELF-PORTRAYAL." TEFLIN Journal - A publication on the teaching and learning of English 31, no. 1 (June 12, 2020): 108. http://dx.doi.org/10.15639/teflinjournal.v31i1/108-138.

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This study aimed to assess pre-service teachers’ knowledge base of teaching and the extent they perceive and reflect its implementation in a microteaching course. Employing mixed-methods design, the study involved pre-service teachers in a state university in Special Territory of Yogyakarta. The quantitative data were collected from a test on the pre-service teachers’ understanding of teacher knowledge base of teaching and a survey of their perceptions towards the implementation of teacher knowledge base of teaching in their microteaching practices. The qualitative data were gathered from the pre-service teachers’ reflections. The findings showed that despite the overall good test score average of the pre-service teachers’ knowledge base of teaching and the generally positive self-rating perceptions, the pre-service teachers’ limited and descriptive reflections did not sufficiently depict their actual implementation of teacher knowledge base of teaching in their microteaching practices.
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Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant, and Youyoung Choi. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions." Journal for Research in Mathematics Education 45, no. 2 (March 2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.

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This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.
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Akgunduz, Devrim, and Canan Mesutoglu. "STEM education for Industry 4.0 in technical and vocational high schools: Investigation of teacher professional development." Science Education International 32, no. 2 (May 31, 2021): 172–81. http://dx.doi.org/10.33828/sei.v32.i2.11.

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The goals of this study were to investigate technical and vocational education (TVET) teachers’ progress in their knowledge, perceptions, and competencies related to Industry 4.0 components and Science, Technology, Engineering, and Mathematics (STEM) within the context of a professional development program. A case study design was followed to reveal in-depth information on teacher improvement. Data sources included the Teacher Knowledge Survey, Teacher Perceptions Survey, and Industry 4.0 and STEM Competencies Survey. Results indicated significant improvement in teachers’ Industry 4.0 competencies and their content knowledge of Industry 4.0 components and STEM. Teachers reported a culture of collaboration in their school, increased teacher and student motivation, and positive attitudes toward TVET with implementation of the STEM PD program. The results point to the need to help teachers in designing certain aspects of STEM lesson plans including the integration of mobile programming, robotic programming and virtual reality meaningfully into the lesson content. Further implications for research and practice are presented in light of the findings.
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SUPERMANE, SUGUNAH, and Ahmad Zainal. "Assessing Knowledge Management In Teacher Education." International Journal of Instruction, Technology and Social Sciences 1, no. 2 (July 21, 2020): 36–40. http://dx.doi.org/10.47577/ijitss.v1i.21.

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Knowledge management should be the limelight in order to produce more competent teacher educators in Teacher Education Institutes. Precisely, knowledge management is an information technology competency that should be developed to produce smart and knowledgeable generation. Align with this, approaches on encouraging knowledge management in teacher education are found to be very significant in producing more resourceful teachers. Despite the significance of knowledge management in teacher education, valid instruments have proven yet to be developed. Hence, the main aim of this study was to develop a valid instrument to assess knowledge management among teacher educators. A survey encompassed 100 teacher educators was carried out in Malaysian Teacher Education Institutes. An exploratory factor analysis (EFA) was employed to identify the underlying factors. Result of EFA formed Knowledge Management Practice Inventory (KMPI) comprised of 22 items which explained 78.477% of the total cumulative variance. Based on these findings, KMPI can be used as a valid instrument to assess knowledge management among teacher educators in Teacher Education Institutes. Besides, it provides comprehensive guidelines for leaders to organize intensive training on knowledge management in Teacher Education Institutes
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Kim, Seonghun, Woojin Kim, Yeonju Jang, Seongyune Choi, Heeseok Jung, and Hyeoncheol Kim. "Student Knowledge Prediction for Teacher-Student Interaction." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 17 (May 18, 2021): 15560–68. http://dx.doi.org/10.1609/aaai.v35i17.17832.

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The constraint in sharing the same physical learning environment with students in distance learning poses difficulties to teachers. A significant teacher-student interaction without observing students' academic status is undesirable in the constructivist view on education. To remedy teachers' hardships in estimating students' knowledge state, we propose a Student Knowledge Prediction Framework that models and explains student's knowledge state for teachers. The knowledge state of a student is modeled to predict the future mastery level on a knowledge concept. The proposed framework is integrated into an e-learning application as a measure of automated feedback. We verified the applicability of the assessment framework through an expert survey. We anticipate that the proposed framework will achieve active teacher-student interaction by informing student knowledge state to teachers in distance learning.
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Laudari, Suman, and Julia Prior. "Examining the Technological, Pedagogical and Content Knowledge of Nepalese Teacher Educators." Journal of NELTA 25, no. 1-2 (December 31, 2020): 43–61. http://dx.doi.org/10.3126/nelta.v25i1-2.49730.

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Teacher-educators’ TPACK profile suggests whether and/or to what extent they can help future teachers to develop competencies required to teach with technology. However, teachers-educators’ digital competencies are not well understood because of the limited number of research studies. This study contributes to the existing body of knowledge by providing insights into the Nepali teacher-educators’ competencies in the use of educational technology. The study collected data from 153 teacher educators from 63 teacher education campuses in Nepal using a TPACK questionnaire combined with an ICT confidence survey. The findings reveal that teacher educators were more confident about their pedagogical knowledge (PK) and content knowledge (CK) than their technological knowledge (TK) and technological, pedagogical and content knowledge (TPACK). The findings suggest that the teacher educators lacked competencies to teach and to demonstrate technology integration in educational practice. The implication of this finding is that pre-service teachers will miss the opportunity to gain the skills and knowledge required to use technology in their future practice.
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Choy, Doris, Kam Ming Lim, Sylvia Chong, and Angela F. L. Wong. "A Confirmatory Factor Analytic Approach on Perceptions of Knowledge and Skills in Teaching (PKST)." Psychological Reports 110, no. 2 (April 2012): 589–97. http://dx.doi.org/10.2466/03.11.pr0.110.2.589-597.

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This paper reports the cross-validation of the factor pattern of the Perceptions of Knowledge and Skills in Teaching (PKST) survey, which was used to assess the self-perceived pedagogical knowledge and skills of pre-service and beginning teachers. The sample comprised 323 pre-service teachers enrolled in a 1-yr. post-graduate teacher education program in Singapore. The survey had 37 items distributed across six scales: student learning, lesson planning, instructional support, accommodating diversity, classroom management, and care and concern. A confirmatory factor analysis (CFA) was used to cross-validate the survey's factor pattern. The results showed that the model was an acceptable fit to the data. The PKST survey can thus be adapted by different teacher education programs to assess pre-service and beginning teachers' progress in developing their pedagogical knowledge and skills.
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Kim, Jihyun, Kenneth Frank, Peter Youngs, Serena Salloum, and Kristen Bieda. "Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers." Journal for Research in Mathematics Education 53, no. 3 (May 2022): 181–203. http://dx.doi.org/10.5951/jresematheduc-2020-0093.

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Teacher evaluation policies have been central to policy efforts to enhance teaching quality. At the same time, ambitious mathematics instruction has been emphasized by teacher education programs as well as by the Common Core State Standards. Drawing on observation and survey data from early-career teachers, this study examines how teachers’ perceived pressure of teacher evaluation policies shape their ambitious mathematics instruction. We found that teachers who perceived a strong pressure of teacher evaluation on their instructional practices tended to move further away from enacting ambitious mathematics instruction. Moreover, the negative association between the pressure of teacher evaluation and ambitious instruction was stronger for teachers with a high level of mathematical knowledge for teaching.
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Dissertations / Theses on the topic "Teacher knowledge survey"

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Spann, Emilee. "An Exploratory Survey of Teacher Candidate Knowledge of Special Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/551.

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The Individuals with Disabilities Education Act (IDEA) has played a critical role in providing educational opportunity to students with disabilities. As the principles of the IDEA are foundational to teaching students with disabilities, it is necessary that both general education and special education teachers have an understanding of special education policy. This study examines teacher candidates’ knowledge of special education policy and their attitudes and perceptions of special education. The survey was distributed to teacher candidates in their final year of their teacher preparation program at a public university in the Southeast. Results indicated that teacher candidates in all teaching areas lacked knowledge of special education law. A difference was seen in the knowledge of special education and general education teacher candidates, as special education candidates had significantly higher knowledge. Teacher candidates who had higher perceived levels of knowledge also had higher actual knowledge, and candidates with lower perception also had lower knowledge. Implications of these results for educator preparation programs and current teachers are discussed.
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Bucher, Angie Marie. "A Survey of Instruments to Assess Teacher Content Knowledge in Science." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688657.

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Prishker, Nydia. "Knowledge, Attitudes and Practices of Teachers on the Use of Technology Applications with Children: A Survey of PK-5 Teachers in a South Texas Region." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248412/.

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This quantitative methods study explored the knowledge, attitudes and practices of PK-5 teachers on the use of technology applications in the classroom. The Texas State Board of Education has set in place standards for technology applications that require the use of technology applications across all grades. Likewise, the American Academy of Pediatrics (AAP) published new guidelines on the use of technology by children. However, it is the responsibility of teachers to implement and embed these standards, while also paying attention to the recommendations of the AAP. I developed a survey that provided demographic information, and included 12 items to measure the knowledge, attitudes and practices of teachers of technology applications in the classroom. Participants included 251 PK-5 teachers from three different districts in a South Texas region. Multiple regressions were conducted for each of the constructs produced by a factor analysis. Knowledge and attitudes presented no statistically significant results from individual teacher characteristics, but there were statistically significant differences on attitudes by districts. The regression analysis for practice reported a statistically significant difference between teachers that held a master's degree and those who did not. I conclude that technology applications implementation in the PK-5 classrooms is still developing and evolving, but there is still no consistency across districts, and further research in this matter is still needed.
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Campora, Miranda. ""Practice makes perfect!" : A survey study of musical practice of vocal students in upper secondary school." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3916.

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Vocal teachers’ task is to give students a foundation for their personal practice. When the student leaves the classroom, it is their responsibility to direct their own learning. This essay examines vocal students from upper secondary school's perspective about their personal vocal practice and their practice in relation to the support and help from their vocal teachers. Five schools were contacted where a total of 120 students had access to an online survey via email, to which 56 students responded. The variables in the survey were partially analyzed and processed in the software SPSS. In this study, it was clear that students have a positive attitude towards their personal practice and generally have good practice habits. The student’s level of motivation plays a role in the number of hours that are devoted to practice and having goals with one’s practice, such as vocal lessons, are important for practice motivation, as lessons are occasions where students are assessed. The vocal teacher is important for the student's continued development but not in relation to the student’s weekly practice hours.
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Henry, Molly. "A Survey of Pre-Service and In-Service Teachers on Training and Knowledge of State Anti-Bullying Laws and Policies Related to Students With Disabilities." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3841.

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Bullying is a serious problem on its own but emerging research suggests that bullying may present differently in students with disabilities and affect them more severely than previously thought. The purpose of this study was to explore the multi-layered issue of bullying involving students with disabilities, examine the programs and legislation developed around this issue, and determine the training and knowledge teachers and teacher candidates have regarding the problem. An exploratory survey was completed by 105 teachers and teacher candidates in northeast Tennessee. Descriptive statistics and T-tests revealed that in-service teachers were more knowledgeable in identification of bullying and the components of Tennessee’s anti-bullying law than pre-service teachers. Additionally, this study found that elementary teachers answered more general bullying knowledge questions correctly than upper grade teachers. The limited utilization of evidence-based bullying prevention and intervention programs and strategies was also noted. Implications for teacher training programs will be discussed.
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Stoll, Julia A. "An Exploratory Study of Preschool Teachers' Perceived Knowledge, Behaviors and Attitudes/Beliefs Regarding the National Council of Teachers of Mathematics (NCTM) Process Standards." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426761388.

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Goodwin-Glick, Kelly L. "Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513.

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Greget, Joseph A. "Survey of junior high school teachers knowledge related to depression in children." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999gregetj.pdf.

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Marshall, Scott A. "Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32846.

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Doctor of Philosophy
Curriculum and Instruction Programs
David S. Allen
This study examined pedagogical content knowledge (PCK) and Mathematics knowledge for teaching (MKT) from a perspective that blends existing definitions, questions, and methodologies into a unique method of collecting and analyzing data. Many studies on MKT have been done using qualitative methodology, usually with the researcher interviewing or testing individual teachers and analyzing that data using qualitative methods. A smaller number of studies have attempted to measure MKT using a quantitative approach, often times involving paper pencil tests with multiple choice and some open ended questions. Current research is also heavily weighted towards pre-service elementary teachers in the area of MKT for division by fractions (Depaepe et al, 2013). Although it may be true many pre-service elementary teachers have difficulties with division by fractions (Li & Kulm, 2008; Ma, 1999; Tirosh, 2000), we do not know if these problems persist for in-service elementary teachers or with secondary teachers at any stage. This study used a survey created by the researcher as a synthesis of existing questions from research on MKT with regards to division by fractions. This survey was delivered through an online format. The qualitative data in this research was then coded into quantitative data using a rubric developed by the researcher producing MKT scores that could be analyzed using statistical methods and generalized to a larger population. This study examined the Mathematical Knowledge for Teaching held by elementary, middle, and secondary in-service teachers in the domain of division by fractions. In particular this research asked if there was a relationship between the educational background, training, and experience of teachers and their MKT. Multiple analysis including independent t-tests, independent one-way ANOVAs, and Multiple regression analyses revealed that Middle school teachers and teaching at a middle school were significant predictors of increased MKT scores when compared with other groups of teachers. The type of teaching license, the type of degree held, total experience, and grade level experience were all found to have no significant relationship to MKT scores.
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Smith, Philip C. "Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001222.

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Books on the topic "Teacher knowledge survey"

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Provance, Christine. 1999 Montana ESEA Title II Eisenhower Study: Teacher self-assessment of content knowledge and student performance with regard to Montana's reading and mathematics content standards and survey of professional development quality : executive summary. Helena, MT: Montana Office of Public Instruction, 1999.

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Provance, Christine. 1999 Montana ESEA Title II Eisenhower Study: Teacher self-assessment of content knowledge and student performance with regard to Montana's reading and mathematics content standards and survey of professional development quality : executive summary. Edited by Montana. Office of Public Instruction. Helena, MT: Montana Office of Public Instruction, 1999.

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Catherine, Cornbleth, ed. Understanding teacher knowledge-in-use. Buffalo, NY: Buffalo Research Institute on Education for Teaching, Graduate School of Education Publications, State University of New York at Buffalo, 1991.

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Kennedy, Mary M. A survey of recent literature on teachers' subject matter knowledge. East Lansing, Mich: National Center for Research on Teacher Education, 1990.

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Grinyev, Valyeriy. New in self-regulation in the construction industry: legal aspects. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/24912.

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This publication presents new provisions of the Federal law on self-regulation in the construction industry, the construction of a system of property accountability and redress, as well as engineering surveys, implementing the architectural design, the contract for performance of design and survey works, expert examination of engineering survey results and design documentation, technological and price audit with a list of questions asked during the knowledge test in the form of an oral exam for the right preparation of examination of project documentation and (or) engineering survey results, approved by order of the Ministry of construction of Russia from September 13, 2016 No. 634/Ave. For civil servants of Executive authorities, heads and specialists of project and construction organizations, entrepreneurs, teachers, students, applicants and PhD students and other persons enrolled in the programs of professional retraining.
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National AIDS Action Programme for Schools (Zimbabwe), Zimbabwe. Ministry of Education and Culture., and UNICEF, eds. Primary school teachers knowledge and understanding of AIDS: A report of a baseline study carried out in primary schools in Matabeleland South and Mashonaland East before the start of the National AIDS Action Programme for Schools. Harare, Zimbabwe: The Ministry, 1993.

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Evaluating Positive Behavior Support in Schools: Use and empirical properties of the Teacher Knowledge and Skill Survey. LAP Lambert Academic Publishing, 2009.

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Montana. Office of Public Instruction, ed. 2000-01 Montana ESEA Title II Eisenhower Study: Teacher self-assessment of content knowledge and student performance with regard to Montana's science and technology content standards and survey of professional development quality. 2001.

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Thripp, Richard. Survey of Investing and Retirement Knowledge and Preferences of Preservice Teachers: A Survey of Investing and Retirement Knowledge and Preferences of Preservice Teachers. ISTES, 2019.

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Kennedy, M. M. A Survey of Recent Literature on Teachers' Subject Matter Knowledge/Ip90-3. Michigan State Univ Natl, 1990.

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Book chapters on the topic "Teacher knowledge survey"

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Chapman, Olive. "Pre-existing Mathematics Teacher Characteristics." In The Evolution of Research on Teaching Mathematics, 21–54. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31193-2_2.

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AbstractThis chapter addresses the pre-existing mathematics teacher characteristics (PMTC) of prospective mathematics teachers on entry to their teacher education program. Pre-existing teacher characteristics include abilities, knowledge, and attitudes that a candidate for admission to a teacher preparation program possesses on entry, as well as a candidate’s aptitude for teaching. The chapter provides an overview of a survey of mathematics education research for the period 2000 to 2020 with a focus on the three categories of the types and nature of pre-existing teacher characteristics the studies addressed. These categories emerging from the survey are pre-existing mathematical content knowledge and skills, pre-existing mathematics-related pedagogical knowledge and ability, and pre-existing mathematics-related beliefs. The studies are also discussed from the perspective of the evolution of the research on PMTC and implications regarding future evolution of research on PMTC.
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Wang, Yihan, Xiaomei Liu, and Junna Yang. "Math Textbooks Use: Explicit and Implicit Influence for Teachers and Students." In Recent Advances in Mathematics Textbook Research and Development, 375–81. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_52.

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AbstractAs an important teaching resource in curriculum implementation, textbooks are one of the main mediums for teachers to teach and students to learn. Based on Rezat’s tetrahedron model of the activity “textbook use” and the theme of this study, this paper selects “student—teacher—textbook”, “teacher—textbook—mathematical knowledge” and “student—teacher—mathematical knowledge” as the three dimensions of the study. A questionnaire was compiled by conducting a survey and an interview of the junior high school teachers who use the mathematics textbooks of Beijing Normal University in more than a dozen provinces and cities in China. The paper analyzes the explicit influence of textbooks on teachers’ teaching design and selection of teaching methods in the teaching process, the implicit influence of textbook writing concepts on enriching teachers’ pedagogical knowledge. Based on the research results, relevant suggestions have been put forward from the aspects of textbook compilation concept, compilation content and teaching resources development which give full play to the explicit and implicit influence of textbooks in mathematics teaching.
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Suryani, Anne, Marilyn Fleer, and Prabhat Rai. "A Cultural-Historical Re-conceptualisation of Digital Pre- and Post-survey Design Embedded in a Dynamic Multi-modal Professional Development Program." In Cultural-historical Digital Methodology in Early Childhood Settings, 101–11. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59785-5_9.

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AbstractThe dynamic nature of an early childhood education workplace is a challenging one that continuously seeks to test educators*, and therefore it is common for them to consistently seek to improve their knowledge, skills, and competencies. Amongst the myriad of different professional development strategies that exist to help early childhood educators with their professional development, how might we capture teacher development? How do we authentically capture this dynamic context and make visible how teacher practices change and teachers themselves develop? One tradition has been to undertake pre- and post-surveys. Yet this method does not in itself bring out what Vygotsky (The collected works of L. S. Vygotsky (Vol. 5. Child psychology) (Rieber, R. W. (Ed.)). Plenum Press, 1998) theorised as the idea of a developmental ‘crisis’. Further, teacher development was never the focus of Vygotsky’s theory of human development. This chapter provides insights into how this can be achieved through a cultural-historical re-conceptualisation of pre- and post-survey design which includes a series of data collection points over time within and across dynamic practices of a professional development program that was simultaneously challenging and motivating for teachers.
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Mikkilä-Erdmann, Mirjamaija, Julia Nummi, and Norbert Erdmann. "Exploring Finnish Student Teachers’ Perceived Coherence of their Teacher Education Program." In Coherence in European Teacher Education, 55–73. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43721-3_4.

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AbstractOur study investigates how Finnish student teachers experience the coherence of their study program and self-efficacy in teaching. By coherence we mean a continuing process of striving for a consistent teacher education program in which linkages are created between different courses, different stages, as well as theoretical and practical parts of the program. (Canrinus et al., Journal of Curriculum Studies 49:313–333, 2017) In general, the challenge in teacher education is to find the balance between theory and practice during the program. Previous studies have indicated that a lack of coherence may result in fragmented knowledge and skills (e.g., Bain and Moje, Phi Delta Kappan 93:62–65, 2012) and even poor self-efficacy in teaching. The participants of this study are master’s level students from two universities located in southern Finland. They are taking part in either a subject or a classroom teacher education program. Finnish teacher education is a five-year master’s degree program. The teaching practices are integrated in the initial teacher education program. The instrument used in the study is based on previous studies (Canrinus et al., Journal of Curriculum Studies 49:313–333, 2017; Hammerness et al., Coherence and assignments in teacher education: Teacher education survey, University of Oslo Department of Teacher Education and School Research, 2014). In addition, we have included a section about self-efficacy in teaching (Tschannen-Moran and Hoy, Teaching and Teacher Education 17:783–805, 2001). Principle component analysis (N = 127) showed five types of program coherence: opportunity to enact practice, coherence between theory and practice, opportunity to analyze practice, vision of good teaching and self-efficacy. Our results reveal that Finnish student teachers perceive their program as quite coherent and feel prepared for the teacher profession. Minor differences between class and subject teachers were found. Finally, pedagogical conclusions are discussed.
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Schauer, Gila A. "Results: Intercultural Competence in Modern Foreign Language Teacher Education." In Intercultural Competence and Pragmatics, 125–33. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44472-2_8.

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AbstractIn this chapter, I address research questions 9a and 9b on the survey given to language teachers, which focus on the MFL teachers’ background knowledge about intercultural competence. Question 9a asked: Was intercultural competence addressed during your university studies? The teachers had four answer options: yes, no, don’t know and no comment. Question 9b asked: Do you associate particular scholars with intercultural competence? Teachers were provided with the names of five well-known intercultural competence scholars (Byram, Fantini, Savignon, Spencer-Oatey and Ting-Toomey) and could also type in their own choice of names in a free-text field. They were welcome to choose as many names as they liked and also to add as many additional names as they wished.
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Ott, Michela, Francesca Pozzi, and Mauro Tavella. "Teacher, What Do You Mean by “Creativity”? An Italian Survey on the Use of ICT to Foster Student Creativity." In Knowledge Management, Information Systems, E-Learning, and Sustainability Research, 165–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16318-0_19.

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Demant-Poort, Lars, and Louise Pindstrup Andersen. "“A Lesson Is Most Exciting [When] the Teacher Typically Explains Complex Topics”: A Student Perspective on Public Schooling in Greenland." In Springer Polar Sciences, 125–42. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_9.

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AbstractResearch on and knowledge about the Greenlandic school system is primarily based on quantitative, evaluative measures, such as grade point statistics. Though the aforementioned research is centred around schooling there is a lack of pedagogical research on schooling based on the voices of students and knowledge about what happens inside classrooms. This chapter describes the findings from a survey study of students’ experience of public schooling in Greenland. The goal of the study is to identify students’ perceptions of schooling and lessons and to broaden available knowledge on what schooling is in Greenland.
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Potari, Despina, and João Pedro da Ponte. "Current Research on Prospective Secondary Mathematics Teachers’ Knowledge." In ICME-13 Topical Surveys, 3–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38965-3_2.

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Reiser, Frank, and Katja Zaki. "Coherence through Cultures of Remembrance? A Design-Based Research Project at the Intersection of Literary Studies, Subject Didactics and School Practice." In Coherence in European Teacher Education, 229–53. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43721-3_13.

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AbstractTeacher education programs often lack opportunities for future teachers to develop networked knowledge structures by integrating knowledge from different fields. This article presents a design based research project that aims to link different domains of professional knowledge and enhance transferability to school practice in the form of an integrated seminar for student teachers of Spanish as a foreign language. The course combines team-teaching units with individual and collaborative problem-based learning tasks to promote co-constructive knowledge integration. Initial evaluation results indicate significant effects in terms of coherence construction and perception among students, but also reveal challenges and limitations of the integrated format (e.g., an above-average workload). Furthermore, fostering course coherence draws attention to other components of the teacher education program. On the one hand, integrating domains requires transparency about the knowledge acquired in previous courses, on the other hand, the creation of meaningful tasks implies matching them to the realities of professional practice in school. As initial surveys have shown, the implied tasks and related fostering of coherence result in a potentially fruitful but also tense relationship with university studies.
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Maulana, Ridwan, Rikkert van der Lans, Michelle Helms-Lorenz, Sibel Telli, Yulia Irnidayanti, Nurul Fadhilah, Carmen-Maria Fernandez-Garcia, et al. "The Mediated Relationship Between Secondary School Student Perceptions of Teaching Behaviour and Self-Reported Academic Engagement Across Six Countries." In Effective Teaching Around the World, 439–71. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_20.

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AbstractLimitations in the current knowledge base on the importance of perceived teaching behaviour and student engagement are visible. Past studies on this topic specifically take place in certain contexts (usually the Western context) using various instruments. The current study aims to extend our understanding of the link between perceived teaching behaviour and student engagement based on students’ perceptions using uniform measures across six contrasting national contexts. It also aims to explore the role of certain personal variables in the interplay between students’ perceived teaching behaviour and engagement. In total, 40,788 students in The Netherlands, Spain, Indonesia, South Korea, South Africa, and Turkey participated in the survey using the My Teacher Questionnaire (MTQ) and the Student Engagement scale. Item Response Theory (IRT) and Classical Test Theory (CTT) analyses were used to analyse the student data. Results show that, in general, perceived teaching behaviour is positively related, and mostly strongly, to student engagement across the six educational contexts. This means the higher the perceived teaching behaviour, the higher students reported their academic engagement, and vice versa. Slight differences in the magnitude of relationships between perceived teaching behaviour and engagement are evident. The strongest link was found in the Netherlands, followed by South Korea, South Africa, Indonesia, Turkey, and Spain. Student gender, age, and school subject hardly show effects on the interplay between perceived teaching behaviour and engagement. Implications for research and practice are discussed.
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Conference papers on the topic "Teacher knowledge survey"

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Ochoa, Valery A., Henry Osorto, and Ada S. Rodriguez. "Teaching Entrepreneurship in Civil Engineering and Architecture: Self-Diagnosis of Competencies in University Professors." In I Conferencia Internacional de Ciencia, Tecnología e Innovación, 85–96. Switzerland: Trans Tech Publications Ltd, 2024. http://dx.doi.org/10.4028/p-ou0ute.

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The present study reflected on the role of teachers of architects and civil engineers in the promotion of entrepreneurship as an institutional axis of higher education centers with the aim of identifying the entrepreneurial competencies they possess through a self-diagnosis based on a mixed approach through a survey questionnaire established after a literature review of the subject and considering the opinion of experts. resulting in the profiles of teachers, their knowledge, skills, social roles, character traits, values and motivations that they possess in their classrooms, as well as the learning strategies they use, character traits, values and motivations that they have in their classrooms, as well as the learning strategies that they suggest they use, in contrast to the theory that, It generalizes teachers in their role as facilitators of learning, but there is an opportunity to improve those skills such as communication, and it is important to provide spaces and activities for both teachers and students to socialize with professionals and companies that are currently part of the entrepreneurial ecosystem in their cities. The perceived limitations to achieve success in the entrepreneurial field were also made known and the interest of teachers in continuing to innovate and train to apply and master this knowledge was documented. It is suggested to venture into sustainable social entrepreneurship since it allows to address environmental and socioeconomic projects, promoting a strong ethic and responsible action in the face of various community problems.
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YUAN, XIULI, and HONGRU JIA. "A STUDY INTO THE CURRENT SITUATION AND COUNTERMEASURES OF TPACK FOR PRIMARY SCHOOL MATHEMATICS TEACHERS IN INNER MONGOLIA." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35999.

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Abstract. Technological Pedagogical Content Knowledge (TPACK) is a new type of teacher knowledge framework, a new definition of the structure of teachers' professional knowledge in the information age, and an important indicator for evaluating teachers' information teaching ability in the information age. This paper first introduces the design of the TPACK questionnaire; then conducts a statistical analysis of the data after the survey (the basic situation of the primary school mathematics teacher in Inner Mongolia and the analysis of the status quo of the teacher TPACK). Based on the existing problems of primary school mathematics teachers TPACK in Inner Mongolia, this article puts forward the countermeasures to promote the development of teachers’ TPACK by improving teachers’ “subject education technology ability” and practicing multiple action paths systematically.
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Shariffdeen, F. Sumaiya. "Pedagogical Content Knowledge of Geography Teachers in International Schools." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/nwwi3459.

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One of the primary needs for all geography teachers is to have ample knowledge to convey the subject matter to the learner. This can be achieved if the teacher is thorough in the subject matter, pedagogy and content. The notion that addresses this dichotomy is called pedagogical content knowledge (PCK), which is essential to all teachers. Hence, this study attempts to investigate to what extent geography teachers possess PCK in international schools, especially in middle school, from years 7 to 9. A quantitative research approach was used. The study involved 60 teachers who were selected from thirty international schools in Colombo using the random sample technique representing two teachers from each school. A survey research design was executed, and a questionnaire was administered to collect the data. The findings of the study show that there are many concerns related to subject matter and pedagogical competencies. Even though teachers teach geography, nearly 40% of them have not studied the subject at a degree level. 25% of the teachers possess a master’s degree in Geography and Education. However, only 20% of the teachers own a PGDE. Most teachers have not shown interest in enhancing their professional qualifications. It’s also clearly visible that many teachers are unaware of the learner’s needs and abilities. Hence, the school management should rethink recruiting well-qualified geography teachers and invest more in ongoing training sessions to improve their pedagogical competencies.
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Tasman, Fridgo, and Ahmad Fauzan. "Teacher pre-knowledge about realistic mathematics education: A survey on teachers in KKG Gugus 5 Bayang, Pesisir Selatan." In THE PHYSICS OF SURFACES: Aspects of the Kinetics and Dynamics of Surface Reaction. AIP, 2023. http://dx.doi.org/10.1063/5.0122328.

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Watson, Jane, Rosemary Callingham, and Julie Donne. "Establishing PCK for teaching statistics." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08306.

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This report considers the pedagogical content knowledge (PCK) of 42 teachers selected to be part of a professional learning program in statistics. As part of a profile measuring many aspects of teacher confidence, beliefs, teaching practice, assessment practice, and background, PCK is addressed through responses to student survey items and how the items could be used in the classroom. Rasch analysis is used to obtain a measure of teacher ability in relation to PCK. Based on measured ability, three hierarchical clusters of teacher ability are identified, and the characteristics of each described in terms of the items likely to be achieved. These are exemplified with kidmaps of individual teachers’ performances from each of the three clusters.
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Predanocyová, Ľubica, Gabriela Jonášková, and Melánia Feszterová. "APPLICATION OF TEACHER COMPETENCES IN EDUCATIONAL PRACTICE." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/01.

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"The requirements for the quality of the teacher's pedagogical work and its assessment are constantly increasing. The paper focused on knowledge related to teacher competence. It resulted from research activities in several scientific research projects (e.g. the Slovak Research and Development Agency, Evaluation of Teacher Competencies), implemented at the University of Constantine the Philosopher in Nitra (Slovakia). The team of Slovak experts and teachers monitored (researched) the possibilities of identifying a complex of relevant professional competencies that need to be taken and developed. Overall, the research work within the national survey in the Slovak Republic was determined ten essential competencies of a teacher. The aim of the paper is to introduce the competence of a teacher - the competence to develop a positive climate in the classroom. The positive climate in the classroom acts to shape the relationship between teacher and pupils. It affects the results of the pupil team and uses not only education but also training. Today (current) school is oriented on the personal and social development of the pupils. It is reflected not only in good school results, but also in the complexity of pupil values. As part of the research process, the participating experts and pedagogues developed tools and criteria for the evaluation and self-assessment of the teacher's quality and the teacher's applied competencies in educational practice. These competencies were presented through case studies and the use of the implementation of the AAA evaluation methodology model. We consider it important to point out that the teacher should be a professionally qualified pedagogue who is always competent to educate and train. The essential condition for his further qualification growth is, at the same time, focused on attention and his own self-improvement."
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Hand, Brian, Jee Suh, and Gavin Fulmer. "UNDERSTANDING THE TRANSITION TO KNOWLEDGE GENERATION ENVIRONMENTS: EXAMINING THE ROLE OF EPISTEMIC ORIENTATION AND TOOL USE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end015.

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"Current reforms in education have emphasized shifting learning environments from a traditional replicative framework to be much more aligned to knowledge generation environments. These environments are focused on promoting student engagement with the epistemic practices of the discipline, which are the argumentative practices used to generate disciplinary knowledge. Helping teachers to shift from their more traditional pedagogical approaches requires professional development programs that enable them to not only experience learning within a generative environment but to also engage with the theoretical underpinning of such environments. To better understand the complexity involved in helping promote teacher change, the researchers implemented a professional development program that focused on asking teachers to examine their orientation to learning and how this influenced their pedagogical approaches. The knowledge generation approach, Science Writing Heuristic (SWH) approach, was the focus of the professional development as the work was centered on improving science teaching and learning. The professional development program focused on examining cognitive learning theory, the use of epistemic tools of argument, language and dialogue, the development of pedagogical approaches and development of teaching units that aligned with school curricula. The K-5 teachers were drawn from two states and were involved in 10 days of professional development – 6 during the summer and 4 during the academic year. To study teacher transition to these environments the researchers developed three new survey instruments focus on epistemic tools that are utilized in these environments: argument, dialogue and language. The teachers also completed an epistemic orientation for generative environments survey. Teachers completed these survey instruments every six months across the three years of the project. This presentation focuses on the first year of participation in the project as this represents the critical transition time for teachers in moving to implement the SWH approach within their classrooms. Using Latent Transition Analysis the 95 participating teachers were classified into three initial profiles. During the first six months there were transitions from both low to medium, and medium to high implementation. However, the reasons for the transitions were different. Low to medium transition was around improvements in orientation and dialogue, while for medium to high the transition was around understanding argument. The transitions during the second six months shifted to be centered much more on orientation, than epistemic tools. Once teachers transition to a new profile, they remain at that level or potentially move to the highest profile."
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Kozina, Francka Lovšin. "Pre-Service Teacher Trainees' Textile Literacy." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.038.

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In an era of consumerism, unsustainable clothing consumption is becoming an essential problem. Problems are related to extensive use of raw materials, energy, water, and labour. There are also bottlenecks with used chemicals in production and labour exploitation issues. Home economics subjects deal with concerns related to textile topics and try to raise awareness of sustainable consumption of textile products. Particularly important is to educate people to have the right knowledge and skills to behave sustainably. The aim of the study was to find out the extent of pre-service teacher trainee’s knowledge on textile topics and to research their behaviour in consumer process. In the pilot study, 69 home economics students participated. The research survey was designed to measure the teacher trainee’s textile literacy. The results indicate problems in the field of theoretical knowledge as well as in terms of sustainable behaviour in the entire chain from purchase to disposal of textiles.
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Lan, Patrick. "A Factor Analytic Study of Teacher Knowledge About Response to Intervention: Effective Use of Survey Data." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439761.

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Alshaboul, Yousef Mohammad. "EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0262.

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Families, schools and stakeholders long for developing good readers (Ponitz & Rimm-Kaufman, 2011) and would do all it takes to save young children from becoming illiterate or low achievers (Anthony & Farncis, 2005; Share & Stanovich, 1995; Snowling, 1998). Since the landmark study of Moats (1994), a flow of research has targeted teacher education advocating for teachers being competent in PA (Carlisle, Kelcey, Rowan, & Phelps, 2011; Kennedy, 2013; Washburn et al., 2017). EFL teachers’ proficiency seems to contribute to the reading difficulties that early graders encounter. This paper investigates the knowledge, beliefs, practices and awareness in phonological awareness (PA) of twohundred and ten ramdonly selected EFL in-service teachers and then examines the impact of teachers’ experiences, qualifications, and gender on shaping teachers’ instruction. The researchers used a four-section survey to collect teachers’ demographic information, perceived and actual knowledge of phonological awareness and classroom practices related to PA, phonics, and syllabication. The results reported teachers as moderate level in the beliefs, practice and awareness of PA. In terms of teachers’ knowledge in PA, however, results showed teachers lacking the basics in teaching reading. This study adds to the body of literature and sheds light on the status quo of EFL in-service teachers’ competency and brings to the attention of every stakeholder the critical role EFL teachers play in helping EFL children become readers. Although the results point towards teachers as possible cause behind children’s low-literacy level, this study raises important questions for further investigations, and implications for EFL teacher education and preparation are highlighted.
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Reports on the topic "Teacher knowledge survey"

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Sitabkhan, Yasmin, Aida Alikova, Nurgul Toktogulova, Adema Zholdoshbekova, Wendi Ralaingita, and Jonathan Stern. Understanding Primary School Teachers’ Mathematical Knowledge for Teaching. RTI Press, September 2024. http://dx.doi.org/10.3768/rtipress.2024.rr.0052.2409.

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We present the results from an exploratory study that aimed to measure teachers’ specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results at two timepoints (pre- and post-intervention) to showcase the areas in which the intervention was successful and identify ongoing challenges in teacher knowledge. We found that the FMKT provided detailed, specific information on teacher learning and is an example of one way to center teacher knowledge in an instructional intervention.
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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Korell, Johanna Lea, Subin Nijhawan, Roland Alexander Ißler, and Britta Viebrock. Fragebogen für Lernende "Künstliche Intelligenz und Fremdsprachen", im Rahmen des Artikels "Fremdsprachenlernen im Zeitalter Künstlicher Intelligenz – eine empirische Untersuchung zu Kenntnissen, Meinungen und Nutzungsweisen von Englisch-, Französisch- und Spanischschüler*innen der Sekundarstufen I und II". Universitätsbibliothek J. C. Senckenberg, Frankfurt am Main, January 2025. https://doi.org/10.21248/gups.88393.

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This empirical study investigates AI knowledge, beliefs, and reported practices among secondary school learners of English, French, and Spanish in Germany (n=226). A survey revealed significant gaps between students' self-perceived and actual understanding of AI as well as their use and critical reflection on it. The findings suggest that integrating AI into foreign language learning, initially through targeted teacher training, is instrumental to develop both functional and evaluative skills among students, thereby sustainably fostering critical digital literacy.
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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.
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Whitby, Jessica. Ditch the Doubt: Headline Project Evaluation Report 2022/23 (HeppSY). Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/steer/ditch_doubt.

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To determine whether this novel approach to targeted activity could help mitigate additional barriers faced by specific groups of students, Higher Education Progression Partnership South Yorkshire (HeppSY) adopted a mixed-method triangulation approach consisting of pre and post questionnaires, focus groups, rating scale activities and teacher observation forms. Such an approach allowed the evaluators to identify cognitive change before and after the project and to effectively locate the association with the specific interventions. The data collected throughout the project was used to explore the impact of the programme in five key areas: HE knowledge, career knowledge, seeing your future self, academic confidence, and likelihood to apply for HE at age 18/19. Ditch the Doubt had a clear impact on the students who participated. Students were equipped with greater knowledge of pathways, which will support them in making an informed choice about HE. Students developed an increased understanding student life and a greater sense of fit within HE. An increase in personal and academic confidence also emerged through survey and focus group data, as well as via the embedded coaching rating scales. The rating scales indicated that the coaching is a key component of Ditch the Doubt, highlighting its positive impact on the students’ confidence, trust in their own judgement and perception of their future. Confidence was further impacted by the programme’s oracy workshop, which was frequently referenced in the focus groups in the context of reducing anxiety prior to giving presentations.
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Hoddinott, John, Mesele Araya, Tassew Woldehanna, Ricardo Sabates, Dawit Tibebu Tiruneh, and Nurullah Eryilmaz. Which Aspects of Educational Reforms in Ethiopia Have Promoted Equitable Achievements in Mathematics? Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/138.

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This paper assesses the factors underpinning trends in mathematics learning for Grade 4 pupils in Ethiopia based on data collected in 2012-13 (the Young Lives surveys, YL) and 2018-19 (the RISE surveys). It combines comparable data on attainments on tests of students’ mathematics knowledge with information on their family background, their teachers, and the schools they attend. The period covered by the study encompasses an education reform, the General Education Quality Improvement Program – Phase II (GEQIP-II). GEQIP-II’s goals included increasing access to primary education and the quality of education that was provided. We find that mathematics teachers’ educational qualifications and teacher content knowledge in mathematics improved between 2012 and 2018. Despite this, students in 2018 have learning levels lower than students in 2012. This reflects, in part, changes in the composition of the samples, with the 2018 sample coming from poorer and rural households. However, students in 2018 show greater learning progress over the course of a school year compared to students in 2012. Using a value-added model, we show that learning outcomes in mathematics at the end of the school year are associated with teacher content knowledge, that this association has increased in magnitude over time, and that this content knowledge is especially important for weaker students. The key to reconciling these paradoxical findings is, thus, to recognize that the reforms that underpin these improvements in school quality may well be working in multiple ways, changing the composition of the student body who attend school as well as increasing the amount of learning that takes place in the classroom, particularly for weaker students. This, juxtaposed with the fact that the education reforms implemented over the last decade have sought to both include students from disadvantaged backgrounds and to improve teacher quality, is suggestive of the possibility that the GEQIP initiatives were producing positive learning results.
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Looi, Chee-Kit, Longkai Wu, Peter Sen Kee Seow, and Wendy Huang. Researching and developing pedagogies using unplugged and computational thinking approaches for teaching computing in the schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22601.

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INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challenges that must be addressed: 1. Teachers’ Pedagogical Knowledge in teaching Computing 2. Teachers’ Competency and Knowledge on Computational Thinking STATEMENT OF PROBLEMS This project has a focus on using and integrating the unplugged approach as introductory activities for teaching computing as a pedagogy. It focuses on helping students to understand concepts in Computational Thinking. The approach also fits very well to the teaching and learning environment in a typical secondary school classroom. We worked with the teachers from collaborating schools to design and co-design unplugged activities, observed how they enacted the lessons in the classroom. This would help us to understand how teachers interpret computational thinking and adapt the unplugged approaches with their teaching practice. Also, we would like to study students' learning outcomes as a result of the teaching. The existing practice and research of unplugged teaching has the following problems: 1. There is no systematic integration. Among the many topics in computing, there are not many topics that match unplugged activities. 2. For the first-line teachers, the available public accessible resources do not help much. It can only be used when they encounter related topics. Even if there are corresponding resources on the Internet, many teachers are not keen on adopting unplugged teaching methods, due to the time and effort needed to prepare and to enact the lessons. 3. The existing unplugged teaching resources are designed with the goal of mobilizing students' interest and engagement, and more in-depth practice and research in transiting from teaching with unplugged methods to programming is needed. PURPOSE OF STUDY The purposes of this proposed research study are the following: • Develop and evaluate pedagogies linked to teaching CT. We introduce teaching unplugged as an effective student-centered approach to introducing computing concepts without the use of computers, and then we design follow-up activities and pedagogies that move students forward in the crucial computational experiences. • Assess the effect on teachers. Teachers’ pedagogical content knowledge will be assessed to understand the level they started with, and the level they would have attained after the workshops and teaching in class. Classroom observations will be held to study the teachers’ enactment of computing lessons. We want to understand the territory of teachers’ dispositions for, attitudes toward and stereotypes concerning CT and Computing. • Assess the effect on students. Students’ work will be analysed to assess their level of comprehension and application of computing concepts, and this will be done through prior experience surveys, pre-post computing perceptions survey, pre-post computing tests, quizzes and computing assignments. These are steps towards developing an assessment framework for CT.
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Krylova-Grek, Yulia, and Mariya Shyshkina. Blended Learning Method for Improving Students' Media Literacy Level. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4467.

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The paper discusses the issues of improving students' media literacy skills to help them to navigate through an increasingly complex information so- ciety. It reports on a project aimed at applying the blended learning model to boost high school students' media literacy levels. The given model is recognized to have a number of advantages for both teachers (tutors) and learners (students). It is generally accepted that the blended learning method provides students with profound theoretical knowledge and retains the emphasis on practice. Besides, online classes offer a great opportunity to reach a wider audience. The purpose of the paper is to describe the authors' experience in introducing a new method for improving the learners' media literacy skills based on the blended learning model. The survey responses demonstrated that the accessibility, ease-of-use, and duration of the classes were deemed effective in terms of students' engagement and increases in their media literacy level. The course helped learners to develop their critical thinking and other media-related skills, to identify propaganda, ma- nipulation, and fake messages found in media streams.
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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