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The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research
Seller: Ria Christie Collections, Uxbridge, United Kingdom
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The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research
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Paperback. Condition: Brand New. 176 pages. 9.25x6.10x0.40 inches. In Stock.
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Hardcover. Condition: Brand New. 173 pages. 9.25x6.10x9.21 inches. In Stock.
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Psychometrics of Standard Setting : Connecting Policy and Test Scores
Book 15 of 40: Chapman & Hall/CRC Statistics in the Social and Behavioral SciencesLanguage: English
Published by Chapman and Hall/CRC, 2022
ISBN 10: 1498722113 ISBN 13: 9781498722117
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Exploring the Mathematical Education of Teachers Using TEDS-M Data
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Exploring the Mathematical Education of Teachers Using TEDS-M Data
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Psychometrics of Standard Setting : Connecting Policy and Test Scores
Book 15 of 40: Chapman & Hall/CRC Statistics in the Social and Behavioral SciencesLanguage: English
Published by Chapman and Hall/CRC, 2022
ISBN 10: 1498722113 ISBN 13: 9781498722117
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Theory of Standard Setting (Chapman & Hall/CRC Statistics in the Social and Behavioral Sciences)
Book 15 of 40: Chapman & Hall/CRC Statistics in the Social and Behavioral SciencesLanguage: English
Published by Chapman and Hall/CRC, 2022
ISBN 10: 1498722113 ISBN 13: 9781498722117
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The Psychometrics of Standard Setting: Connecting Policy and Test Scores
Book 15 of 40: Chapman & Hall/CRC Statistics in the Social and Behavioral SciencesLanguage: English
Published by Taylor & Francis Inc, 2022
ISBN 10: 1498722113 ISBN 13: 9781498722117
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Psychometrics of Standard Setting : Connecting Policy and Test Scores
Book 15 of 40: Chapman & Hall/CRC Statistics in the Social and Behavioral SciencesLanguage: English
Published by Chapman and Hall/CRC, 2022
ISBN 10: 1498722113 ISBN 13: 9781498722117
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Psychometrics of Standard Setting : Connecting Policy and Test Scores
Book 15 of 40: Chapman & Hall/CRC Statistics in the Social and Behavioral SciencesLanguage: English
Published by Chapman and Hall/CRC, 2022
ISBN 10: 1498722113 ISBN 13: 9781498722117
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Theory of Standard Setting (Chapman & Hall/CRC Statistics in the Social and Behavioral Sciences)
Book 15 of 40: Chapman & Hall/CRC Statistics in the Social and Behavioral SciencesLanguage: English
Published by Chapman and Hall/CRC, 2022
ISBN 10: 1498722113 ISBN 13: 9781498722117
Condition: New.
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Exploring The Mathematics Education Of
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Condition: New. Softcover reprint of the original 1st ed. 2018 edition NO-PA16APR2015-KAP.
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The Psychometrics of Standard Setting (Chapman & Hall/CRC Statistics in the Social and Behavioral Sciences)
Book 15 of 40: Chapman & Hall/CRC Statistics in the Social and Behavioral SciencesLanguage: English
Published by Chapman and Hall/CRC, 2022
ISBN 10: 1498722113 ISBN 13: 9781498722117
Seller: Ria Christie Collections, Uxbridge, United Kingdom
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Exploring the Mathematical Education of Teachers Using TEDS-M Data
Language: English
Published by Springer International Publishing, 2019
ISBN 10: 3030063720 ISBN 13: 9783030063726
Taschenbuch. Condition: Neu. Exploring the Mathematical Education of Teachers Using TEDS-M Data | Maria Teresa Tatto (u. a.) | Taschenbuch | xxiv | Englisch | 2019 | Springer International Publishing | EAN 9783030063726 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
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Hardcover. Condition: Brand New. 604 pages. 9.25x6.10x1.38 inches. In Stock.
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Exploring the Mathematical Education of Teachers Using TEDS-M Data
Language: English
Published by Springer International Publishing, Springer International Publishing, 2019
ISBN 10: 3030063720 ISBN 13: 9783030063726
Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers Are there programs that are more successful than others in helping teachers learn to teach mathematics How does the local and national policy environment contribute to teacher education outcomes It invites readers to explore these questions across a large number of international settings.The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries.The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators' characteristics and beliefs, and on future mathematics teachers' individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field.
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Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers Are there programs that are more successful than others in helping teachers learn to teach mathematics How does the local and national policy environment contribute to teacher education outcomes It invites readers to explore these questions across a large number of international settings.The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries.The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators' characteristics and beliefs, and on future mathematics teachers' individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field.
