A5048002932- Mathematics Education and Teaching Techniques
- Teacher Education and Leadership Studies
- Cognitive and developmental aspects of mathematical skills
- School Choice and Performance
- Evaluation of Teaching Practices
- Educational Assessment and Improvement
- Physical Education and Pedagogy
- Statistics Education and Methodologies
- Educator Training and Historical Pedagogy
- Student Assessment and Feedback
- Educational Assessment and Pedagogy
- Inclusion and Disability in Education and Sport
- Educational and Psychological Assessments
- Innovative Teaching and Learning Methods
- Mathematics Education and Programs
- Motivation and Self-Concept in Sports
- Education and Technology Integration
- Online and Blended Learning
- Parental Involvement in Education
- Science Education and Pedagogy
- Pressure Ulcer Prevention and Management
- Educational Environments and Student Outcomes
- Reading and Literacy Development
- Education Methods and Technologies
- Religion, Theology, and Education
University of Cyprus
2015-2024
Ministry of Education and Culture
2024
Nicosia General Hospital
2019
European University Cyprus
2013
Harvard University Press
2010
University of Michigan
2005-2008
Michigan Department of Education
2008
This study illuminates claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on for (MKT), which includes both the is common to individuals working diverse professions and specialized teaching. We use a series five case studies associated quantitative data detail how MKT with quality instruction. Although there significant, strong, positive association between levels instruction, also find are number factors...
In recent years, interest has grown in using classroom observation as a means to several ends, including teacher development, evaluation, and impact evaluation of classroom-based interventions. Although education practitioners researchers have developed numerous observational instruments for these purposes, many developers fail specify important criteria regarding instrument use. this article, the authors argue that succeed its aims, improved systems must be developed. These should include...
In this paper, we report on a comparison of the treatment addition and subtraction fractions in primary mathematics textbooks used Cyprus, Ireland, Taiwan. To end, use framework specifically developed to investigate learning opportunities afforded by textbooks, particularly with respect presentation content textbook expectations as manifested associated tasks. We found several similarities differences among regarding topics included their sequencing, constructs fractions, worked examples,...
Abstract The set of papers presented in this issue comprise a multiple-case study which attends to instructional resources—teacher knowledge and curriculum materials—to understand how they individually jointly contribute quality. We approach inquiry by comparing lessons taught teachers with differing mathematical for teaching who were using either the same or different editions US Standards-based curriculum. This introductory paper situates work reported next four case-study outlining...
Although teachers' knowledge is thought to contribute the selection and implementation of mathematical tasks, empirical evidence supporting this claim scarce. To investigate relationship understand its nature, exploratory study examines unfolding tasks in a series lessons led by 2 elementary school teachers who differed their level for teaching (MKT). The Mathematical Tasks Framework (MTF) was applied 9 videotaped from each teacher, with results showing notable differences lessons. A close...
This paper draws on four case studies to perform a cross-case analysis investigating the unique and joint contribution of mathematical knowledge for teaching (MKT) curriculum materials instructional quality. As expected, it was found that both MKT matter instruction. The more prevalent in richness language employed during instruction, explanations offered, avoidance errors, teachers' capacity highlight key ideas use them weave lesson activities. By virtue being ambitious, set stage engaging...
New systems that seek to evaluate teachers with regard their classroom quality often rely on observation instruments capture general instructional pedagogies. However, decades of research suggest content-specific dimensions instruction also are important differentiate and improve student outcomes. We explore the degree overlap between a instrument when capturing upper elementary teachers' mathematics instruction. To do so, we conducted exploratory confirmatory factor analyses data from more...
Measurement scholars have recently constructed validity arguments in support of a variety educational assessments, including classroom observation instruments. In this article, we note that users must examine the robustness to variation implementation these We illustrate how such an analysis might be used assess argument for Mathematical Quality Instruction instrument, focusing particular on effects varying rater pool, subject matter content, procedure, and district context. Variation...