Distal and proximal indicators of teacher effectiveness as predictors of students' mathematics competence in Germany (grade 5-7):
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
Bamberg
University of Bamberg Press
2016
|
| Series: | Schriften aus der Fakultät Humanwissenschaften der Otto-Friedrich-Universität Bamberg
Band 26 |
| Subjects: | |
| Online Access: | Volltext Inhaltsverzeichnis |
| Physical Description: | v, 181 Seiten Diagramme 21 cm |
| ISBN: | 9783863094522 |
Staff View
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Record in the Search Index
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| adam_text | CONTENTS
Contents
Chapter 1 Introduction of the Study................................. 1
1.1. Outline of the Study................................... 4
Chapter 2 Theoretical Background.................................... 5
2.1. Brief history of teacher effectiveness................. 5
2.2. Defining teacher effectiveness......................... 7
2.3. Models of teacher effectiveness........................ 9
2.3.1. Presage-product model.............................. 9
2.3.2. Process-product model................................. 10
2.3.3 Dynamic model of educational effectiveness............ 11
2.3.4. Comprehensive model of educational effectiveness .. 14
2.3.5. Danielson model of effective teaching................. 15
2.4. Distal and proximal indicators of teacher effective-
ness .............................................................. 17
2.5. Teacher factors.................................... 18
2.5.1. Teacher belief..................................... 19
2.5.2. Professional training................................. 23
2.5.3. fob satisfaction...................................... 26
2.5.4. Planning.............................................. 27
2.5.5. Cooperation among teachers............................ 28
2.5.6. Stress in planning and classroom...................... 30
2.6. Instructional factors................................. 30
2.6.1. Cooperative learning.................................. 33
2.6.2. Student engagement.................................... 35
2.6.3. Cognitive activation.................................. 36
2.6.4. Cognitively challenging tasks......................... 37
2.6.5. Differentiation....................................... 39
2.7. Mathematics Competence................................ 41
2.8. Operational definitions............................... 42
2.8.1. Teacher belief........................................ 42
2.8.1.1. Belief about deep learning............................ 43
2.8.1.2. Belief about constructivist instruction............... 43
2.8.1.3. Belief about transmissive instruction................. 43
2.8.2. Planning.............................................. 43
2.8.2.1. Lesson planning..................................... 43
2.8.2.2. Planning about creating interest in learning....... 43
2.8.2.3. Planning about individual needs of students........... 43
2.8.3. Job satisfaction...................................... 43
ii
CONTENTS
2.8.3.1. Missing identification with job..................... 44
2.8.3.2. Job stress.......................................... 44
2.8.3.3 Extrinsic motivation for job........................ 44
2.8.4. Stress in planning and classroom.................... 44
2.8.5. Cooperation among teachers.......................... 44
2.8.5.1. Professional collaboration.......................... 44
2.8.5.2. Exchange and coordination for teaching.............. 44
2.8.6. Professional training............................. 44
2.8.7. Cooperative learning................................ 45
2.8.8. Student engagement.................................. 45
2.8.9. Cognitive activation................................ 45
2.8.10. Cognitively challenging tasks....................... 45
2.8.11. Differentiation..................................... 45
2.8.12. Mathematics Competence.............................. 45
2.9. Analytical Framework................................ 46
2.10. The Research Gap.................................... 49
2.11. Relevance of the study and research questions..... 54
2.12. School System and Teacher Education in Germany .. 60
Chapter 3 Research Methodology................................ 63
3.1. National Educational Panel Study (NEPS)............. 63
3.2. Why NEPS Data is used............................... 65
3.3. Data collection..................................... 67
3.4. Sample.............................................. 68
3.5. Instruments of the Study............................ 70
3.5.1. Teacher questionnaire............................... 71
3.5.2. Demographic variables............................... 80
3.5.2.1 Gender.............................................. 81
3.5.2.2. Migration........................................... 81
3.5.2.3 Age................................................. 81
3.5.2.4. Experience.......................................... 81
3.5.2.5. Professional training scale......................... 81
3.5.3. Instructional questionnaire........................ 84
3.5.4. Mathematics competence test......................... 91
3.6. Data Analysis....................................... 93
3.6.1 Research question 1................................. 93
3.6.2. Research question 2................................. 94
3.6.3. Research question 3................................. 94
3.6.4. Research question 4................................. 94
CONTENTS
Chapter 4 Empirical Findings............................... 101
4.1. Research Question 1............................. 104
4.1.1. Hypothesis 1.................................... 106
4.1.2. Hypothesis 2.................................... 107
4.1.3. Hypothesis 3.................................... 107
4.1.4. Hypothesis 4.................................... 108
4.1.5. Hypothesis 5.................................... 109
4.1.6. Hypothesis 6.................................... 109
4.1.7. Hypothesis 7.................................... 110
4.1.8. Hypothesis 8.................................... Ill
4.1.9. Hypothesis 9.................................... Ill
4.1.10. Hypothesis 10.................................... 112
4.1.11. Hypothesis 11.................................... 113
4.1.12. Hypothesis 12.................................... 114
4.1.13. Hypothesis 13.................................... 115
4.2. Research question 2............................. 116
4.2.1. Hypothesis 14................................... 116
4.2.2. Hypothesis 15................................... 117
4.2.3. Hypothesis 16................................... 118
4.2.4. Hypothesis 17................................... 119
4.2.5. Hypothesis 18................................... 120
4.3. Research question 3............................. 121
4.3.1 Hypothesis 19................................... 121
4.3.2. Hypothesis 20................................... 122
4.3.3. Hypothesis 21................................... 123
4.3.4. Hypothesis 22................................... 124
4-4. Research question 3............................. 127
Chapter 5 Discussion, Implications and Recommendations... 132
5.1. Summary.......................................... 132
3-2. Research Question 1.............................. 134
5.2.1 Teacher belief................................... 134
5.2.2. Job satisfaction................................. 136
5.2.3. Planning......................................... 137
5.2.4. Stress in planning and classroom.................. 138
5.2.5. Cooperation among teachers....................... 139
5.2.6. Professional training............................. 140
5*3. Research question 2............................... 141
5.3.1 Cooperative learning.............................. 141
IV
CONTENTS
5.3.2. Student engagement................................ 142
5.3.3. Cognitive activation.............................. 142
5.3.4. Cognitively challenging tasks..................... 143
5.3.5. Differentiation................................... 143
5.4. Research question 3............................... 144
5.5. Research question 4............................... 145
5.6. Limitations....................................... 146
5.7. Implications and Recommendations.................. 148
6. List of figures................................... 150
7. List of tables................................ 151
8. References........................................ 156
9. Appendices........................................ 174
9.1. Appendix I........................................ 174
9.2. Appendix II....................................... 176
9.3. Appendix III...................................... 179
v
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| discipline | Mathematik |
| format | Thesis Book |
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| spelling | Hanif, Saba 1986- Verfasser (DE-588)1128606283 aut Distal and proximal indicators of teacher effectiveness as predictors of students' mathematics competence in Germany (grade 5-7) von Saba Hanif Bamberg University of Bamberg Press 2016 v, 181 Seiten Diagramme 21 cm txt rdacontent n rdamedia nc rdacarrier Schriften aus der Fakultät Humanwissenschaften der Otto-Friedrich-Universität Bamberg Band 26 Dissertation Otto-Friedrich-Universität Bamberg 2016 Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Lehrerbildung (DE-588)4035093-9 gnd rswk-swf Mathematik (DE-588)4037944-9 gnd rswk-swf Unterrichtserfolg (DE-588)4187076-1 gnd rswk-swf Lehrerpersönlichkeit (DE-588)4167172-7 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Lehrerbildung (DE-588)4035093-9 s Lehrerpersönlichkeit (DE-588)4167172-7 s Unterrichtsführung (DE-588)4187078-5 s Mathematik (DE-588)4037944-9 s Unterrichtserfolg (DE-588)4187076-1 s DE-604 University of Bamberg Press (DE-588)1068114681 pbl Erscheint auch als Online-Ausgabe urn:nbn:de:bvb:473-opus4-478705 978-3-86309-453-9 Schriften aus der Fakultät Humanwissenschaften der Otto-Friedrich-Universität Bamberg Band 26 (DE-604)BV035000639 26 1643 KB https://fis.uni-bamberg.de/handle/uniba/41135 Verlag kostenfrei Volltext Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029648054&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Hanif, Saba 1986- Distal and proximal indicators of teacher effectiveness as predictors of students' mathematics competence in Germany (grade 5-7) Schriften aus der Fakultät Humanwissenschaften der Otto-Friedrich-Universität Bamberg Unterrichtsführung (DE-588)4187078-5 gnd Lehrerbildung (DE-588)4035093-9 gnd Mathematik (DE-588)4037944-9 gnd Unterrichtserfolg (DE-588)4187076-1 gnd Lehrerpersönlichkeit (DE-588)4167172-7 gnd |
| subject_GND | (DE-588)4187078-5 (DE-588)4035093-9 (DE-588)4037944-9 (DE-588)4187076-1 (DE-588)4167172-7 (DE-588)4113937-9 |
| title | Distal and proximal indicators of teacher effectiveness as predictors of students' mathematics competence in Germany (grade 5-7) |
| title_auth | Distal and proximal indicators of teacher effectiveness as predictors of students' mathematics competence in Germany (grade 5-7) |
| title_exact_search | Distal and proximal indicators of teacher effectiveness as predictors of students' mathematics competence in Germany (grade 5-7) |
| title_full | Distal and proximal indicators of teacher effectiveness as predictors of students' mathematics competence in Germany (grade 5-7) von Saba Hanif |
| title_fullStr | Distal and proximal indicators of teacher effectiveness as predictors of students' mathematics competence in Germany (grade 5-7) von Saba Hanif |
| title_full_unstemmed | Distal and proximal indicators of teacher effectiveness as predictors of students' mathematics competence in Germany (grade 5-7) von Saba Hanif |
| title_short | Distal and proximal indicators of teacher effectiveness as predictors of students' mathematics competence in Germany (grade 5-7) |
| title_sort | distal and proximal indicators of teacher effectiveness as predictors of students mathematics competence in germany grade 5 7 |
| topic | Unterrichtsführung (DE-588)4187078-5 gnd Lehrerbildung (DE-588)4035093-9 gnd Mathematik (DE-588)4037944-9 gnd Unterrichtserfolg (DE-588)4187076-1 gnd Lehrerpersönlichkeit (DE-588)4167172-7 gnd |
| topic_facet | Unterrichtsführung Lehrerbildung Mathematik Unterrichtserfolg Lehrerpersönlichkeit Hochschulschrift |
| url | https://fis.uni-bamberg.de/handle/uniba/41135 http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029648054&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV035000639 |
| work_keys_str_mv | AT hanifsaba distalandproximalindicatorsofteachereffectivenessaspredictorsofstudentsmathematicscompetenceingermanygrade57 AT universityofbambergpress distalandproximalindicatorsofteachereffectivenessaspredictorsofstudentsmathematicscompetenceingermanygrade57 |