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Peer reviewed
Direct linkKathleen M. W. Cunningham; Virginia Snodgrass Rangel; Chad R. Lochmiller; Matthew Farmer – Journal of Research on Leadership Education, 2024
This study extends existing research on content-specific leadership for mathematics and science and educational leadership preparation. Interview data from mathematics and science education faculty reveal that principals should know what questions to ask teachers about instruction, be able to identify high-quality mathematics and science teaching…
Descriptors: Instructional Leadership, Mathematics Education, Science Education, Principals
Pheneas Nkundabakura; Theophile Nsengimana; Celine Byukusenge; Aloys Iyamuremye; Fidele Ukobizaba; Eugenie Uwamariya; Pascasie Nyirahabimana; Jean Claude Dushimimana; Concilie Mukamwamabali; Jean Baptiste Nkurunziza – Cogent Education, 2024
This dataset focuses on the impact of Continuous Professional Development in Teaching and Learning Mathematics and Science (CPD-ITMS), offered by the Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) Project, Subcomponent 1.2. The provided training aimed to provide essential assistance to teachers in upper primary and lower…
Descriptors: Foreign Countries, Elementary Secondary Education, Elementary School Teachers, Secondary School Teachers
Isa Steinmann; Jianan Chen; Johan Braeken – Assessment in Education: Principles, Policy & Practice, 2024
We investigated two research questions: which students are more likely to respond inconsistently to mixed-worded questionnaire scales, and which country samples have larger shares of inconsistent respondents? We defined an inconsistent response as strongly agreeing or disagreeing with both positively and negatively worded items of the same scale.…
Descriptors: Gender Differences, Age Differences, Achievement, Achievement Tests
Salimpour, Saeed; Bartlett, Sophie; Fitzgerald, Michael T.; McKinnon, David H.; Cutts, K. Ross; James, C. Renee; Miller, Scott; Danaia, Lena; Hollow, Robert P.; Cabezon, Sergio; Faye, Michel; Tomita, Akihiko; Max, Charles; de Korte, Michael; Baudouin, Cyrille; Birkenbauma, Daina; Kallery, Maria; Anjos, Sara; Wu, Qixuan; Chu, Hye-eun; Slater, Eileen; Ortiz-Gil, Amelia – Research in Science Education, 2021
Astronomy is considered by many to be a gateway science owing to its ability to inspire curiosity in everyone irrespective of age, culture, or general inclination towards science. Currently, where there is a global push to get more students engaged in Science, Technology, Engineering, and Mathematics, astronomy provides an invaluable conduit to…
Descriptors: Astronomy, Science Instruction, Cross Cultural Studies, Science Curriculum
Heeg, Dagmar Mercedes; Avraamidou, Lucy – Educational Media International, 2023
Artificial Intelligence is widely used across contexts and for different purposes, including the field of education. However, a review of the literature showcases that while there exist various review studies on the use of AI in education, missing remains a review focusing on science education. To address this gap, we carried out a systematic…
Descriptors: Artificial Intelligence, Science Instruction, Educational Technology, Program Effectiveness
Inoue, Atsushi; Tanaka, Ryuichi – Education Economics, 2023
We examine whether and how teachers' major fields in college affect students' achievement, exploiting within-student variation across subfields in natural science (i.e. physics, chemistry, biology, and Earth science). Using middle-school students' data from the TIMSS and controlling for student-teacher fixed effects, we find that teachers improve…
Descriptors: Middle School Teachers, College Attendance, Majors (Students), Middle School Students
Matthew Caratachea; W. Monty Jones – Educational Technology Research and Development, 2024
The emergence of immersive VR technology in K-12 educational spaces has created a need for research examining the affordances and constraints of this technology for student learning. The current study uses a case-study methodology to illustrate K-12 secondary science teachers' perceived affordances and constraints of using immersive VR tools to…
Descriptors: Secondary School Teachers, Science Teachers, Affordances, Computer Simulation
Beatriz García Fernández; José-Reyes Ruiz-Gallardo; Esther Paños; Antonio Mateos Jiménez – Journal of Visual Literacy, 2024
This study aims to explore the experience and training of pre-service and in-service teachers (n = 470) using visual diagrams. For this purpose, they answered a questionnaire regarding their training and experience with them throughout their entire education. The results show that teachers' experience with visual diagrams was very limited at all…
Descriptors: Teaching Experience, Teacher Education, Visual Aids, Teacher Developed Materials
Ji Yoon Jung; Lillian Tyack; Matthias von Davier – Large-scale Assessments in Education, 2024
Background: Artificial intelligence (AI) is rapidly changing communication and technology-driven content creation and is also being used more frequently in education. Despite these advancements, AI-powered automated scoring in international large-scale assessments (ILSAs) remains largely unexplored due to the scoring challenges associated with…
Descriptors: Artificial Intelligence, Automation, Scoring, International Assessment
Peter Francis Moon – ProQuest LLC, 2024
Computational thinking (CT) has great potential for enhancing mathematics and science lessons in K-12 education. Numerous studies demonstrate that under the right circumstances, CT integration in math and science can improve student learning and promote deeper understanding. However, teacher education currently does not include preparation for…
Descriptors: Thinking Skills, Computer Science Education, Faculty Development, Methods Courses
Lawrence T. DeCarlo – Educational and Psychological Measurement, 2024
A psychological framework for different types of items commonly used with mixed-format exams is proposed. A choice model based on signal detection theory (SDT) is used for multiple-choice (MC) items, whereas an item response theory (IRT) model is used for open-ended (OE) items. The SDT and IRT models are shown to share a common conceptualization…
Descriptors: Test Format, Multiple Choice Tests, Item Response Theory, Models
Lies Appels; Sven De Maeyer; Peter Van Petegem – Large-scale Assessments in Education, 2024
Background: In recent years, data derived from international large-scale assessments have significantly influenced the discourse surrounding educational equity. However, the use of such data has often neglected the full spectrum of dimensions that equity encompasses, while being limited to exploring the relationship between achievement variations…
Descriptors: Equal Education, Achievement Tests, Foreign Countries, International Assessment
Juan Garzón; Georgios Lampropoulos – Interactive Learning Environments, 2024
The benefits of mobile learning for science education have been widely described; however, there is scarce evidence of its effect on student learning. This article presents a meta-analysis of 44 empirical studies to assess the effect of mobile learning on students' learning at K-12 levels. Moreover, the study considered the moderating effect of…
Descriptors: Handheld Devices, Educational Technology, Science Education, Elementary Secondary Education
Shelby J. Haberman; Sabine Meinck; Ann-Kristin Koop – Large-scale Assessments in Education, 2024
This paper extends existing work on teacher weighting in student-centered surveys by looking into aspects of practical implementation of deriving and using weights for teacher-centered analysis in the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS). The formal…
Descriptors: Elementary Secondary Education, Foreign Countries, Achievement Tests, Mathematics Achievement
Download full textSchuetze, Brendan A. – Texas Education Review, 2022
The research-practice divide between social scientists and educators is a persistent problem for the accurate communication and translation of social scientific research into pedagogical practice. This paper uses mindset theory as a case study, arguing that the social scientific theories transcending the research-practice divide tend to be those…
Descriptors: Theory Practice Relationship, Social Sciences, Social Science Research, Elementary Secondary Education
