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International perspectives on teacher knowledge, beliefs and opportunities to learn [[electronic resource] ] : TEDS-M results / / edited by Sigrid Blömeke, Feng-Jui Hsieh, Gabriele Kaiser, William H. Schmidt
| International perspectives on teacher knowledge, beliefs and opportunities to learn [[electronic resource] ] : TEDS-M results / / edited by Sigrid Blömeke, Feng-Jui Hsieh, Gabriele Kaiser, William H. Schmidt |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (581 p.) |
| Disciplina | 510.71 |
| Collana | Advances in Mathematics Education |
| Soggetto topico |
Teaching
Mathematics—Study and teaching International education Comparative education Educational policy Education and state Teaching and Teacher Education Mathematics Education International and Comparative Education Educational Policy and Politics |
| ISBN | 94-007-6437-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction: State of research, framework and design of TEDS-M: S. Blömeke, F.-J. Hsieh, G. Kaiser & W. H. Schmidt -- 2. Teacher knowledge at the end of teacher education: International perspectives -- 2.1 Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics content and mathematics pedagogical content knowledge: S. Blömeke, U. Suhl & G. Kaiser -- 2.2 Teacher education effectiveness: Quality and equity of future lower secondary teachers’ mathematics content and mathematics pedagogical content knowledge: W. H. Schmidt et al -- 2.3 Teacher education effectiveness: Quality and equity of future primary and future lower secondary teachers’ general pedagogical knowledge: J. König, S. Blömeke, L. Paine, W. H. Schmidt & F.-J. Hsieh -- 2.4 In-depth analyses of different countries' responses to MCK and MPCK items: Why did Taiwan excel? A view on the difference within and between East and West: F.-J. Hsieh et al -- 3. Teacher beliefs at the end of teacher education: International perspectives -- 3.1 The cultural notion of teacher education: Future primary teachers' beliefs on the nature of mathematics: A. Felbrich, G. Kaiser & Ch. Schmotz -- 3.2 The cultural notion of teacher education: Future lower secondary teachers' beliefs on the nature of mathematics, the learning of mathematics and mathematics achievement: S.-J. Tang & F.-J. Hsieh -- 3.3 The cultural notion of teacher education: Comparison of lower secondary future teachers’ and teacher educators’ beliefs: T.-Y. Wang, F.-J. Hsieh, T.-T. Yiu -- 4. Relationship of teacher knowledge and beliefs: International perspectives -- 4.1 On the relationship of future primary and lower secondary teachers’ knowledge and beliefs: W. H. Schmidt et al -- 4.2 Profiles of lower secondary teachers’ knowledge and beliefs: A latent class analysis: S. Blömeke & U. Suhl -- 4.3 On the relationship of tested knowledge and self-reported perception of preparedness for teaching: A fuzzy field: S. Blömeke -- 5. Opportunities to learn in teacher education: International perspectives -- 5.1 Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education: S. Blömeke & G. Kaiser -- 5.2 Homogeneity or heterogeneity? Profiles of opportunities to learn in lower secondary teacher education: W. H. Schmidt et al -- 6 Effects of OTL on teacher knowledge and beliefs: International perspectives -- 6.1 What matters in primary teacher education? A comparison of background, selectivity and OTL effects on future teachers’ mathematics content and pedagogical content knowledge: S. Blömeke, U. Suhl, G. Kaiser & Döhrmann -- 6.2 What matters in lower secondary teacher education? A comparison of background, selectivity and OTL effects on future teachers’ content knowledge: W. H. Schmidt et al -- 6.3 Does school experience matter for future teachers' general pedagogical knowledge? J. König & S. Blömeke -- 7. Country studies -- 7.1 MCK and MPCK of primary and lower secondary teachers at the end of teacher education in Taiwan: Hot topics and pressing issues -- 7.2 MCK and MPCK of primary and lower secondary teachers at the end of teacher education in the USA: Hot topics and pressing issues: W. H. Schmidt et al -- 7.3 MCK and MPCK of primary and lower secondary teachers at the end of teacher education in Germany: Hot topics and pressing issues: G. Kaiser et al -- 7.4 MCK and MPCK of primary and lower secondary teachers at the end of teacher education in Singapore: Hot topics and pressing issues: K. Wong et al -- 8. Methodological reflections on the TEDS-M instruments and the nature of teacher knowledge -- 8.1 The conceptualization of MCK and MPCK in TEDS-M: Döhrmann, M., Kaiser, G. & Blömeke, S -- 8.2 Diagnosing teacher knowledge by applying multidimensional item response theory and multi-group models: S. Blömeke, R. Houang & U. Suhl -- 8.3 The conceptualization of indicators for mathematics teacher education: Hsieh, F.-J., Law, C.-K., Shy, H.-Y., Wang, T.-Y., Hsieh, C.-J., Tang, S.-J -- 9. Conclusions: What we have learned and future challenges. |
| Record Nr. | UNINA-9910484456203321 |
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Standard Setting in Education [[electronic resource] ] : The Nordic Countries in an International Perspective / / edited by Sigrid Blömeke, Jan-Eric Gustafsson
| Standard Setting in Education [[electronic resource] ] : The Nordic Countries in an International Perspective / / edited by Sigrid Blömeke, Jan-Eric Gustafsson |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (VI, 339 p. 51 illus., 26 illus. in color.) |
| Disciplina | 379.158 |
| Collana | Methodology of Educational Measurement and Assessment |
| Soggetto topico |
Assessment
Educational policy Education and state Statistics Assessment, Testing and Evaluation Educational Policy and Politics Statistics for Social Sciences, Humanities, Law |
| ISBN | 3-319-50856-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction -- PART 1: Fundamental Questions in Standard Setting -- 2. Using Empirical Results to Validate Performance Standards -- 3. Weaknesses of the Traditional View of Standard Setting and a Suggested Alternative -- 4. Standard Setting: Bridging the World of Research and Policy Making -- 5. Standard Setting in PISA and TIMSS and How these Procedures Can Be Used Nationally -- 6. In the Science and Practice of Standard Setting: Where is the Science??- PART 2: Standard Setting in the Nordic Countries -- 7. Standard Setting in Denmark: Challenges through Computer-based Adaptive Testing -- 8. Experiences with Standards and Criteria in Sweden -- 9. Validating Standard Setting in Sweden: Comparing Judgmental and Statistical Linking -- 10. National Tests in Norway: An Undeclared Standard in Education?- 11. Setting Standards for Multistage Tests of Norwegian for Adult Immigrants -- 12. Standard Setting in a Formative Assessment of Digital Responsibility Among Norwegian Eighth Graders -- 13. Assessment for Learning and Standards: A Norwegian Strategy and Its Challenges -- 14. How Do Finns Know? Educational Monitoring without Inspection and Comprehensive Testing -- PART 3: New Methodological Approaches to Standard Setting -- 15. The Data-Driven Direct Consensus (3DC) Procedure: A New Approach to Standard Setting -- 16. Using Professional Judgement: A New Approach to Equating Exam Standards -- 17. Closing the Loop: Providing Test Developers with Performance Level Descriptors So Standard Setters Can Do Their Job -- 18. Setting Standards to a Scientific Literacy Test for Adults. |
| Record Nr. | UNINA-9910255109003321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||