scholarly journals Faculty perceptions of grade 7-12 math and science teaching as a career: Evidence from a reduced-basis factor analysis of the PTAP.HE Instrument

2021 ◽  
Author(s):  
Jared B. Breakall ◽  
Savannah L. Logan ◽  
Wendy K. Adams
Keyword(s):  
Factor Analysis ◽  
Science Teaching ◽  
Faculty Perceptions ◽  
Reduced Basis ◽  
Math And Science

Establishing reliability and validity of an instrument to measure digital literacy practices and perceptions in higher education

2021 ◽  
pp. 33-37
Author(s):  
B. Braktia ◽  
L. E. Haas ◽  
A. M. Montenegro Sanchez ◽  
A. V. Koptelov
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Faculty Perceptions ◽  
Reliability And Validity ◽  
Digital Literacies ◽  
University Professors ◽  
Relationship Patterns ◽  
Valid Instrument

The purpose of this study was to develop a reliable and valid instrument to explore the perceptions and practices of university professors and instructors with regards to digital literacy practices in the field of education. The Exploratory Factor Analysis (EFA) revealed four factors with eigenvalues greater than one. The 20-item instrument explained 65.08 % of the variance in relationship patterns among items: 36.49 % — F1: “Digital literacies help me teach”, 11.02 % — F2: “I have digital literacy competency and resources”, 8.99 % — F3: “Digital literacies support student learning”, and 8.58 % — F4: “Students are competent with digital literacy”. The instrument was deemed as reliable in determining faculty perceptions and practices.

scholarly journals State Standards & Opportunity to Learn in New Jersey

2000 ◽  
Vol 8 ◽  
pp. 35 ◽  
Author(s):  
William A. Firestone et al ◽  
Gregory Camili ◽  
Michelle Yurecko ◽  
Lora Monfils ◽  
David Mayrowetz
Keyword(s):  
Professional Development ◽  
New Jersey ◽  
Science Teaching ◽  
Instructional Practice ◽  
Opportunity To Learn ◽  
State Standards ◽  
The State ◽  
Middle Income ◽  
Teaching To The Test ◽  
Math And Science

A survey of 245 New Jersey teachers provides a baseline for examining how the introduction of state standards and assessments affects the teaching of math and science in the 4th grade. These policies are promoting teaching of additional topics in both areas. The changes in the delivery of professional development have not yet been sufficient to lead to substantial changes in instructional practice. While inequities in access to material that characterized the state in the early 1990s have diminished, we find a pattern of inquiry-oriented science teaching more prevalent in wealthy districts and teaching to the test more prevalent in poorer ones. We also note some areas where middle-income districts appear disadvantaged.

scholarly journals Investigating pre-service teachers' self efficacy beliefs in STEM fields

2019 ◽  
Author(s):  
◽  
Hanan Shehab
Keyword(s):  
Science Teaching ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Outcome Expectancy ◽  
Stem Fields ◽  
Teachers Perceptions ◽  
Math And Science ◽  
Math Teaching ◽  
Science Teaching Efficacy

The subject of self-efficacy beliefs has been studied for over four decades now. The purpose of this study was to explore pre-service self-efficacy beliefs in Math and Science (STEM fields) in the context of Pedagogical Content Knowledge (PCK) courses at a private university in Lebanon. A sequential explanatory mixed methods design was adopted and a purposive sample of 22 pre-service teachers was selected for the study. Two quantitative instruments, the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) and the Science Teaching Efficacy Beliefs Instrument (STEBI-B) were administered, pre-and post, to determine the levels of the pre-service teachers’ self-efficacy beliefs. For the qualitative data, participants wrote reflections on the PCK methods course 3 times during the semester and were interviewed at the beginning and at the end of the semester about the changes in their efficacy beliefs, namely in the Personal Math Teaching Efficacy Beliefs (PMTE), Personal Science Teaching Efficacy Beliefs (PSTE), Personal Science Outcome Expectancy (STOE), and Math Teaching Outcome Expectancy (MTOE). Findings indicate somewhat significant changes in PMTE, MTOE, and STOE as a result of teaching experiences during PCK courses, whereas the changes in PSTE were less influenced than in the other subfields. Moreover, STOE has improved for all branches, whereas PMTE, PSTE, MTOE’s change varied between the branches. These changes were represented by a shift in teachers’ perceptions concerning their abilities to teach math and science and the proficiency with which they can teach these subjects.

The Math and Science Teaching Workforce in the KC Metro Area

2006 ◽  
Author(s):  
Mark Ehlert ◽  
Michael J. Podgursky
Keyword(s):  
Science Teaching ◽  
Metro Area ◽  
Math And Science

scholarly journals From access to equity : student and instructor perspectives of ITV instruction

2019 ◽  
Author(s):  
◽  
Misty Marie Chisum
Keyword(s):  
Factor Analysis ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Factor Model ◽  
Faculty Perceptions ◽  
Interactive Television ◽  
Interpersonal Interaction ◽  
Student Focus ◽  
Principal Axis Factor Analysis ◽  
Dialogic Interaction

This mixed-methods grounded theory study examined student and faculty perceptions of engagement in Interactive Television (ITV) courses. The quantitative data included a Qualtrics survey comprised of both quantitative and open-ended questions. Survey participants consisted of students (n = 442) and faculty (n = 99) with previous ITV experience. Quantitative data were analyzed using principal axis factor analysis, Independent t-test, and ANOVA. Qualitative data consisted of student personal interviews (n = 22), a student focus group (n = 1), faculty personal interviews (n = 10), and faculty focus groups (n = 2). Participants consisted of students and faculty at two regional higher learning institutions who had taken or taught ITV courses. Quantitative factor analysis identified three engagement themes: dialogic interaction, autonomous interaction, and interpersonal interaction. Significant differences were noted between student and faculty perceptions on all three factors. Faculty rated levels of dialogic and autonomous interaction lower than students, while students reported lower levels of interpersonal interaction. Qualitative data revealed that students attribute lower dialogic and autonomous interactions to reduced interpersonal interactions within the ITV classroom. A simple three-factor model of student engagement in quantitative analysis, became a model of three factors driven by one prominent factor-interpersonal interaction.

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