摘要
采用TIMSS2003中的数据,应用混合模型,比较香港、日本、瑞典和美国四个国家(地区)教师资格因素和职业发展因素对其学生数学学业成绩的影响。结果发现香港教师高学历和常有其他教师听课提高了学生成绩;瑞典教师的性别、专业和参加数学教学方法方面的职业发展活动,以及美国教师的专业和听其他教师讲课显著影响其学生成绩;日本教师资格和职业发展因素对其学生成绩没有影响。
Through applying mixed model to analyze the Trends of International Mathematics and Science Study （TIMSS） 2003 data, the effects of teachers＇ qualification and professional development factors on their students＇ mathematical achievements of Hong Kong, Japan, Sweden and the United States were compared. The results indicated that teachers in Hong Kong with high educational level or usual informal observations of his/her classroom by other teachers improved their students＇ mathematical achievements evidently; the gender and major of teachers in Sweden and their participation in professional development activities about mathematical teaching methods, the major of teachers in the United States and their usual visiting other teacher＇s classroom to observe his/her teaching all had notable effects on their students＇ achievements, but in Japan, teachers＇ qualification and professional development factors had no effects on their students＇ achievements.
出处
《心理与行为研究》
CSSCI
2008年第2期124-129,共6页
Studies of Psychology and Behavior
关键词
教师资格
职业发展
数学成绩
混合模型
teacher qualification, professional development, mathematical achievement, mixed model.
