淡江大學機構典藏:Item 987654321/106877
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/106877


    Title: INVESTIGATING TEACHERS’ BACKGROUNDS AND INSTRUCTIONAL PRACTICES TO IMPROVE MATHEMATICS TEACHER’S TRAINING PROGRAMS
    Authors: 鍾志鴻
    Contributors: UNIVERSITY OF NORTH TEXAS
    Date: 2015-05-01
    Issue Date: 2016-06-03
    Abstract: In recent years, considerable concern has arisen over cross-national student’s math
    achievement. A number of studies focusing on eighth grade student’s math achievement have
    been published. However, the most important role we should consider is not only students, but
    also teachers. A good teaching training program could help teachers improve their teaching
    expertise and student’s math achievement. Moreover, most studies only focused on explained
    predictions of the effect between potential factors. Therefore, the purpose of this study is to
    implement a hierarchical linear model and cluster analysis techniques to re-examine the Trends
    in International Mathematics and Science Study (TIMSS) 2011 among eighth grade students in
    the United States (U.S.), South Korea, Singapore, and Taiwan. These techniques were applied to
    provide a teacher characteristics and student math achievement model and identify a new
    institutional typology based on the pattern of teacher characteristic types and countries. Based on
    these patterns and model, this study presented the findings, as well as suggestions for improving
    educational policies and teaching training program in, South Korea, Singapore, Taiwan, and the
    U.S.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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