Zobrazeno 1 - 10
of 43
pro vyhledávání: '"Robert C Schoen"'
Autor:
Amanda M. Tazaz, Robert C. Schoen
Publikováno v:
Frontiers in Education, Vol 8 (2023)
Information about program implementation provides critical information for the interpretation of results from randomized trials. The present study provides an evaluation of the implementation of a Cognitively Guided Instruction mathematics teacher pr
Externí odkaz:
https://doaj.org/article/3fd1e281e74c4a1c85d41167fcb31dfa
Publikováno v:
The Journal of Experimental Education. :1-22
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::db34c571eb7d7f17475427a99a9d48a9
https://doi.org/10.1080/00220973.2023.2183374
https://doi.org/10.1080/00220973.2023.2183374
Publikováno v:
AERA Open, Vol 5 (2019)
Past research indicates that teacher math anxiety is related to student outcomes and can be decreased through intervention. However, there is little research on this topic, partially due to a lack of math anxiety measures validated for use with pract
Externí odkaz:
https://doaj.org/article/14792a2a9af348fcafb553be45008aeb
Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs
Autor:
Robert C. Schoen, Mark LaVenia
Publikováno v:
Cogent Education, Vol 6, Iss 1 (2019)
Scholars have long argued that individuals’ beliefs influence their behaviors and the decisions they make throughout their lives. Focusing on beliefs as a cognitive construct, the purpose of this study was to identify several key beliefs about math
Externí odkaz:
https://doaj.org/article/f8695edeffc3490aabe0b61e03c44c56
Publikováno v:
Cogent Education, Vol 6, Iss 1 (2019)
Reflecting growing emphasis on data analysis and statistical thinking in the information age, mathematics curriculum standards in the U.S. have recently increased expectations for student learning in the domain of statistics and probability. More tha
Externí odkaz:
https://doaj.org/article/28689a9dfd0547059573dc6c1078e222
Publikováno v:
Contemporary Educational Psychology. 73:102179
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::636150dc3cec242ea0b1b5574a308683
https://doi.org/10.1016/j.cedpsych.2023.102179
https://doi.org/10.1016/j.cedpsych.2023.102179
Publikováno v:
School Science and Mathematics. 121:110-121
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6680bf38209e79d7ccba92404d4fefbc
https://doi.org/10.1111/ssm.12447
https://doi.org/10.1111/ssm.12447
Publikováno v:
School Science and Mathematics. 120:325-332
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::308539e7dc44c16b6ee7e7cb6a09e391
https://doi.org/10.1111/ssm.12424
https://doi.org/10.1111/ssm.12424
We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarte
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::816c620f0f1c723e000e3ff6ca0184c5
https://doi.org/10.33009/fsu.1653430141
https://doi.org/10.33009/fsu.1653430141
Cognitively Guided Instruction (CGI) is a teacher PD program that has been found to have a potentially positive impact on student learning in mathematics through randomized controlled trials. Through a series of grant-funded projects led by FSU, appr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2cebcf11a6444e1dca94e43ef1eef275
https://doi.org/10.33009/fsu.1643828800
https://doi.org/10.33009/fsu.1643828800