Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Nicole B. Kersting"'
Publikováno v:
AERA Open, Vol 4 (2018)
Elementary school teachers’ math anxiety has been found to play a role in their students’ math achievement. The current study addresses the role of teacher math anxiety on ninth-grade students’ math achievement and the mediating factors underly
Externí odkaz:
https://doaj.org/article/452dcbd61d41407690af9ac3fde01925
Publikováno v:
ZDM – Mathematics Education. 53:109-118
In this article, we report on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception. We developed items to capture teachers’ perception of similarity of their own teaching to the t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::923a765164ddc37660150ddb97fcd8f6
https://doi.org/10.1007/s11858-020-01201-6
https://doi.org/10.1007/s11858-020-01201-6
Autor:
Mei Kuang Chen, Marcy B. Wood, Beau Vezino, James W. Stigler, James E. Smith, Nicole B. Kersting
Publikováno v:
ZDM. 52:207-218
In this article we propose the use of Bayesian networks as a potentially promising way to model usable knowledge. Using the Classroom Video Analysis (CVA and CVA-M) assessments as a lab model for studying teachers’ usable knowledge, we first explor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::210cf1f82b963176feec117e29905bbc
https://doi.org/10.1007/s11858-020-01135-z
https://doi.org/10.1007/s11858-020-01135-z
Autor:
David S. Yeager, Jamie M. Carroll, Jenny Buontempo, Andrei Cimpian, Spencer Woody, Robert Crosnoe, Chandra Muller, Jared S. Murray, Pratik Mhatre, Nicole B. Kersting, Christopher S. Hulleman, Molly Kudym, Mary C. Murphy, Angela L. Duckworth, Gregory M. Walton, Carol S. Dweck
This is the accepted manuscript version of the work published in its final form as David S. Yeager; Jamie M. Carroll; Jenny Buontempo; Andrei Cimpian; Spencer Woody; Robert Crosnoe; Chandra Muller; Jared S. Murray; Pratik Mhatre; Nicole B. Kersting;
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______2659::eda3dcaec8b565be629e182185eadb20
https://zenodo.org/record/5949094
https://zenodo.org/record/5949094
Publikováno v:
Education Policy Analysis Archives, Vol 21, Iss 0 (2013)
In this study we explored the effects of statistical controls, single versus multiple cohort models, and student sample size on the stability of teacher value-added estimates (VAEs). We estimated VAEs for all 5th grade mathematics teachers in a large
Externí odkaz:
https://doaj.org/article/24c65967679d4f51b9223b52297035da
Publikováno v:
International Journal of Science and Mathematics Education. 16:777-796
This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::40cba43fa7905f6c5a262dbac7689da2
https://doi.org/10.1007/s10763-016-9789-8
https://doi.org/10.1007/s10763-016-9789-8
Publikováno v:
AERA Open, Vol 4 (2018)
AERA open
AERA open
Elementary school teachers’ math anxiety has been found to play a role in their students’ math achievement. The current study addresses the role of teacher math anxiety on ninth-grade students’ math achievement and the mediating factors underly
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::778af97f4e1c5c0575c1a02d2a3aed46
https://pubmed.ncbi.nlm.nih.gov/31069247
https://pubmed.ncbi.nlm.nih.gov/31069247
Publikováno v:
Educational and Psychological Measurement. 74:950-974
In this study, we explored the potential for machine scoring of short written responses to the Classroom-Video-Analysis (CVA) assessment, which is designed to measure teachers’ usable mathematics teaching knowledge. We created naïve Bayes classifi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::09e506d6faa67938cd23f6c54c7a62ba
https://doi.org/10.1177/0013164414521634
https://doi.org/10.1177/0013164414521634
Autor:
Rossella Santagata, James W. Stigler, Karen B. Givvin, Nicole B. Kersting, Belinda J. Thompson
Publikováno v:
American Educational Research Journal. 49:568-589
This study explores the relationships between teacher knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing teacher knowledge based on teachers’
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d35a301d2a7f36157ed3d73fcc411ce6
https://doi.org/10.3102/0002831212437853
https://doi.org/10.3102/0002831212437853
Publikováno v:
Journal of Research on Educational Effectiveness. 4:1-24
This study investigates, through an experimental design, the effectiveness of a professional development program on teacher knowledge and practices and on student learning. The program consisted of a series of video-based modules designed to respond
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::35c34e29d1248c5f6c6d54ea8a0c2509
https://doi.org/10.1080/19345747.2010.498562
https://doi.org/10.1080/19345747.2010.498562