INVESTIGATING TEACHERS’ BACKGROUNDS AND INSTRUCTIONAL PRACTICES
TO IMPROVE MATHEMATICS TEACHER’S TRAINING PROGRAMS

淡江大學機構典藏 > 教育學院 > 教育科技學系暨研究所 > 學位論文 > Item 987654321/106877

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題名:	INVESTIGATING TEACHERS’ BACKGROUNDS AND INSTRUCTIONAL PRACTICES TO IMPROVE MATHEMATICS TEACHER’S TRAINING PROGRAMS
作者:	鍾志鴻
貢獻者:	UNIVERSITY OF NORTH TEXAS
日期:	2015-05-01
上傳時間:	2016-06-03
摘要:	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.
顯示於類別:	[教育科技學系暨研究所] 學位論文

文件中的檔案:

檔案	描述	大小	格式	瀏覽次數
Discovering TIMSS to Improve Eighth Grade Math Teacher training(chih-hung).pdf	全文	1442Kb	Adobe PDF	267	檢視/開啟

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