Measuring teachers’ beliefs quantitatively: criticizing the use of Likert Scale and offering a new approach
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Wiesbaden
Springer Spektrum
2020
|
| Schriftenreihe: | Kölner Beiträge zur Didaktik der Mathematik
|
| Schlagworte: | |
| Online-Zugang: | Inhaltstext http://www.springer.com/ Inhaltsverzeichnis |
| Beschreibung: | XXI, 163 Seiten Illustrationen 21 cm x 14.8 cm, 254 g |
| ISBN: | 9783658300227 3658300221 |
Internformat
MARC
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| 100 | 0 | |a Safrudiannur |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Measuring teachers’ beliefs quantitatively |b criticizing the use of Likert Scale and offering a new approach |c Safrudiannur ; with a foreword by Prof. Dr. Benjamin Rott |
| 264 | 1 | |a Wiesbaden |b Springer Spektrum |c 2020 | |
| 300 | |a XXI, 163 Seiten |b Illustrationen |c 21 cm x 14.8 cm, 254 g | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Kölner Beiträge zur Didaktik der Mathematik | |
| 502 | |b Dissertation |c University of Cologne |d 2019 | ||
| 650 | 0 | 7 | |a Mathematiklehrer |0 (DE-588)4037946-2 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Likert-Skala |0 (DE-588)4125762-5 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Mathematikunterricht |0 (DE-588)4037949-8 |2 gnd |9 rswk-swf |
| 653 | |a Problem Solving | ||
| 653 | |a Rank-then-Rate | ||
| 653 | |a Measurement | ||
| 653 | |a Social Desirability | ||
| 653 | |a Teaching and Learning | ||
| 653 | |a Social Contexts at School | ||
| 653 | |a The Nature of Mathematics | ||
| 653 | |a Students‘ Abilities | ||
| 653 | |a Mathematics | ||
| 653 | |a Beliefs | ||
| 653 | |a Teachers | ||
| 653 | |a Likert Scale | ||
| 655 | 7 | |0 (DE-588)4113937-9 |a Hochschulschrift |2 gnd-content | |
| 689 | 0 | 0 | |a Mathematikunterricht |0 (DE-588)4037949-8 |D s |
| 689 | 0 | 1 | |a Mathematiklehrer |0 (DE-588)4037946-2 |D s |
| 689 | 0 | 2 | |a Likert-Skala |0 (DE-588)4125762-5 |D s |
| 689 | 0 | |8 1\p |5 DE-604 | |
| 710 | 2 | |a Springer Fachmedien Wiesbaden |0 (DE-588)1043386068 |4 pbl | |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe |z 9783658300234 |
| 856 | 4 | 2 | |m X:MVB |q text/html |u http://deposit.dnb.de/cgi-bin/dokserv?id=a2ca91035179485a8cf2e776bb455124&prov=M&dok_var=1&dok_ext=htm |3 Inhaltstext |
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| 856 | 4 | 2 | |m DNB Datenaustausch |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032155855&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
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Datensatz im Suchindex
| _version_ | 1804181501595615232 |
|---|---|
| adam_text | TABLE
OF
CONTENTS
1.
GENERAL
INTRODUCTION
.....................................................................
1
1.1
THE
RELATIONSHIP
BETWEEN
TEACHERS
BELIEFS
AND
THEIR
PRACTICES
...
2
1.2
MEASURING
TEACHERS
*
BELIEFS
AND
SOME
PROBLEMS
IN
THE
MEASUREMENTS
................................................................................
2
1.3
METHODOLOGICAL
ARGUMENTS
OF
THE
APPROACH
OFFERED
TO
SOLVE
PROBLEMS
IN
MEASURING
BELIEFS
......................................................
5
1.4
THE
THEORETICAL
FRAMEWORK
AND
THE
STRUCTURE
OF
THE
TBTP
..........
7
1.4.1
THE
THEORETICAL
FRAMEWORK
OF
THE
TBTP
.......................................
7
1.4.2
THE
STRUCTURE
OF
THE
TBTP
.............................................................
8
1.5
STUDIES
CONDUCTED
FOR
CONSTRUCTING
AND
VALIDATING
THE
TBTP
......
10
1.5.1
THE
FIRST
PRELIMINARY
STUDY
...........................................................
10
1.5.2
THE
SECOND
PRELIMINARY
STUDY
.......................................................
11
1.5.3
THE
FIRST
VALIDATION
STUDY
..............................................................
11
1.5.4
THE
SECOND
VALIDATION
STUDY
.........................................................
11
1.5.5
THE
THIRD
VALIDATION
STUDY
..............................................................
11
2.
THE
FIRST
ARTICLE
[THE
DIFFERENT
MATHEMATICS
PERFORMANCES
IN
PISA
2012
AND
A
CURRICULA
COMPARISON:
...]
..............................
15
2.1
INTRODUCTION
AND
BACKGROUND
........................................................
16
2.1.1
THE
COMPARISON
OF
PERFORMANCES
FROM
INDONESIA
AND
SINGAPORE
IN
INTERNATIONAL
COMPARISON
STUDIES
...........................
18
2.1.2
OVERVIEW
OF
SECONDARY
EDUCATION
SYSTEM
AND
THE
CURRICULA
....
20
2.2
THEORIES
OF
THE
INTERPRETATION
OF
PROBLEM
SOLVING
......................
22
2.3
RESEARCH
QUESTIONS
........................................................................
24
2.4
METHOD
...........................................................................................
24
2.5
RESULTS
...........................................................................................
28
2.5.1
THE
COMPARISON
OF
MATHEMATICS
CONTENTS
....................................
28
2.5.2 THE
COMPARISON
OF
THE
EXAMINATION
OF
THE
ROLE
OF
PROBLEM
SOLVING
...........................................................................................
31
2.6
DISCUSSIONS
AND
CONCLUDING
REMARKS
...........................................
33
2.7
LIMITATIONS
AND
FURTHER
STUDIES
.....................................................
35
REFERENCES
.....................................................................................................
36
3.
THE
SECOND
ARTICLE
[TEACHERS
*
BELIEFS
AND
HOW
THEY
CORRELATE
WITH
TEACHERS
*
PRACTICES
OF
PROBLEM
SOLVING]
...............................
39
3.1
INTRODUCTION
...................................................................................
40
X
TABLE
OF
CONTENTS
3.2
THEORETICAL
BACKGROUND:
BELIEFS
...................................................
40
3.3
METHOD
............................................................................................
41
3.4
RESULTS
............................................................................................
42
3.4.1
TEACHER
A
......................................................................................
42
3.4.2
TEACHER
B
......................................................................................
43
3.4.3
TEACHER
C
......................................................................................
45
3.5
DISCUSSION
.....................................................................................
46
3.6
CONCLUDING
REMARKS
.......................................................................
47
REFERENCES
.....................................................................................................
48
4.
THE
THIRD
ARTICLE
[MEASURING
TEACHERS
*
BELIEFS:
A
COMPARISON
OF
THREE
DIFFERENT
APPROACHES]
.......................................................
49
4.1
INTRODUCTION
...................................................................................
50
4.2
THEORETICAL
BACKGROUND
................................................................
52
4.2.1
BELIEFS
ABOUT
THE
NATURE
OF
MATHEMATICS
AND
BELIEFS
ABOUT
TEACHING
AND
LEARNING
OF
MATHEMATICS
AND
PROBLEM
SOLVING
......
52
4.2.2
PROBLEMS
IN
MEASURING
BELIEFS:
THE
WEAKNESSES
OF
LIKERT
SCALE
ITEMS
...............................................................................................
53
4.3
METHOD
............................................................................................
55
4.3.1
PARTICIPANTS
....................................................................................
55
4.3.2
DATA
COLLECTION
AND
ANALYSIS
.........................................................
55
4.4
RESULTS
............................................................................................
60
4.4.1
ANDRE
*
S
INTERVIEW
ALONG
WITH
AN
OBSERVATION
..............................
60
4.4.2
CANDRA
*
S
INTERVIEW
ALONG
WITH
AN
OBSERVATION
.............................
62
4.4.3
THE
CORRESPONDENCES
BETWEEN
THE
SURVEYS
AND
INTERVIEWS
........
64
4.5
DISCUSSION
.....................................................................................
67
4.6
CONCLUSION
AND
LIMITATIONS
...........................................................
69
REFERENCES
.....................................................................................................
70
APPENDIX
.......................................................................................................
72
5.
THE
FOURTH
ARTICLE
[INVESTIGATING
THE
INFLUENCE
OF
THE
SOCIAL
CONTEXTS
FOCUSING
ON
STUDENTS
*
ABILITIES
...]
................................
75
5.1
INTRODUCTION
...................................................................................
76
5.2
THEORETICAL
FRAMEWORK
.................................................................
78
5.2.1
BELIEFS
ABOUT
THE
NATURE
OF
MATHEMATICS
......................................
78
5.2.2
THE
CONCEPTS
OF
THE
RELATIONSHIP
BETWEEN
BELIEFS
........................
79
5.2.3
STUDENTS
*
ABILITIES
AS
A
SOCIAL
CONTEXT
AT
SCHOOL
..........................
80
5.3.4
METHODOLOGICAL
ARGUMENTS
AND
STRUCTURES
OF
THE
NEWLY
DEVELOPED
INSTRUMENT
.....................................................................
81
5.3
METHOD
............................................................................................
83
5.3.1
RESEARCH
QUESTIONS
........................................................................
83
5.3.2
PARTICIPANTS
....................................................................................
84
TABLE
OF
CONTENTS
XI
5.3.3
DATA
COLLECTION
AND
ANALYSIS
..........................................................
84
5.4
RESULTS
............................................................................................
87
5.4.1
SURVEY:
TEACHERS
*
RESPONSES
TO
THE
TBTP
QUESTIONNAIRE
............
87
5.4.2
INTERVIEWS
AND
VIDEOTAPED
LESSONS:
FITRIA
....................................
89
5.4.3
INTERVIEWS
AND
VIDEOTAPED
LESSONS:
DONI
......................................
91
5.5
DISCUSSION
.....................................................................................
93
5.6
CONCLUSION
AND
LIMITATIONS
...........................................................
95
REFERENCES
.....................................................................................................
96
APPENDIX
.......................................................................................................
99
6.
THE
FIFTH
ARTICLE
[OFFERING
AN
APPROACH
TO
MEASURE
BELIEFS
QUANTITATIVELY:
...]
..........................................................................
101
6.1
INTRODUCTION
....................................................................................
102
6.2
THE
THEORETICAL
FRAMEWORK
FOR
CONSTRUCTING
THE
TBTP
...............
104
6.2.1
BELIEFS
OF
THE
NATURE
OF
MATHEMATICS
...........................................
104
6.2.2
THE
RELATIONSHIP
BETWEEN
BELIEFS
ABOUT
MATHEMATICS
AND
BELIEFS
ABOUT
TEACHING
AND
LEARNING
OF
MATHEMATICS
...................
105
6.2.3
THE
RELATIONSHIP
BETWEEN
BELIEFS
ABOUT
MATHEMATICS
AND
BELIEFS
ABOUT
TEACHING
AND
LEARNING
OF
PROBLEM
SOLVING
.............
106
6.2.4
CHALLENGES
IN
MEASURING
BELIEFS
QUANTITATIVELY:
THE
INFLUENCE
OF
STUDENTS
*
ABILITIES
......................................................................
107
6.3
THE
STUDY
........................................................................................
108
6.3.1
RESEARCH
QUESTIONS
........................................................................
108
6.3.2
INSTRUMENT:
THE
TBTP
..................................................................
109
6.3.3
DATA
ANALYSIS
.................................................................................
ILL
6.3.4
PARTICIPANTS
....................................................................................
112
6.4
RESULTS
............................................................................................
113
6.4.1
TEACHERS
*
BELIEFS
ABOUT
TEACHING
AND
LEARNING
............................
114
6.4.2
STUDENTS
*
ABILITIES
ON
THE
RELATIONSHIP
BETWEEN
BELIEFS
................
117
6.4.3
THE
INTERPLAY
OF
STUDENTS
*
ABILITIES,
TEACHERS
*
BACKGROUNDS
AND
TEACHERS
*
BELIEFS
.............................................................................
118
6.5
DISCUSSION
AND
CONCLUSION
...........................................................
118
6.5.1
LIMITATIONS
.....................................................................................
121
REFERENCES
.....................................................................................................
122
APPENDIX
.......................................................................................................
126
7.
THE
SIXTH
ARTICLE
[CAPTURING
HOW
STUDENTS
*
ABILITIES
AND
TEACHING
EXPERIENCES
...]
..............................................................
127
7.1
INTRODUCTION
....................................................................................
128
7.2
THEORETICAL
FRAMEWORK
.................................................................
129
7.2.1
BELIEFS
ABOUT
MATHEMATICS
AND
ABOUT
MATHEMATICS
TEACHING
AND
LEARNING
...................................................................................
129
XII
TABLE
OF
CONTENTS
7.2.2
THE
EFFECT
OF
STUDENTS
*
ABILITIES
ON
TEACHERS
*
BELIEFS
AND
PRACTICES
..........................................................................................
130
7.2.3
EXPERIENCES
IN
TEACHING
MATHEMATICS
..........................................
130
7.2.4
PROBLEMS
IN
MEASURING
BELIEFS
FOR
A
LARGE
SAMPLE
OF
TEACHERS
....
131
7.3
METHOD
............................................................................................
132
7.3.1
PARTICIPANTS
.....................................................................................
132
7.3.2
DATA
COLLECTION
AND
ANALYSIS
.........................................................
132
7.4
RESULTS
AND
DISCUSSION
...................................................................
134
7.4.1
TEACHERS
*
RESPONSES
TO
THE
TBTP
.................................................
134
7.4.2
A
FURTHER
INVESTIGATION
..................................................................
136
7.5
CONCLUSION,
LIMITATIONS
AND
A
FURTHER
STUDY
.................................
139
REFERENCES
.....................................................................................................
139
APPENDIX
.......................................................................................................
142
8.
GENERAL
DISCUSSION
.........................................................................
143
8.1
DISCUSSION
......................................................................................
143
8.2
LIMITATIONS
AND
OUTLOOK
...............................................................
149
REFERENCES
.....................................................................................................
151
APPENDIX:
THE
TBTP
QUESTIONNAIRE
...........................................................
155
|
| adam_txt |
TABLE
OF
CONTENTS
1.
GENERAL
INTRODUCTION
.
1
1.1
THE
RELATIONSHIP
BETWEEN
TEACHERS
'
BELIEFS
AND
THEIR
PRACTICES
.
2
1.2
MEASURING
TEACHERS
*
BELIEFS
AND
SOME
PROBLEMS
IN
THE
MEASUREMENTS
.
2
1.3
METHODOLOGICAL
ARGUMENTS
OF
THE
APPROACH
OFFERED
TO
SOLVE
PROBLEMS
IN
MEASURING
BELIEFS
.
5
1.4
THE
THEORETICAL
FRAMEWORK
AND
THE
STRUCTURE
OF
THE
TBTP
.
7
1.4.1
THE
THEORETICAL
FRAMEWORK
OF
THE
TBTP
.
7
1.4.2
THE
STRUCTURE
OF
THE
TBTP
.
8
1.5
STUDIES
CONDUCTED
FOR
CONSTRUCTING
AND
VALIDATING
THE
TBTP
.
10
1.5.1
THE
FIRST
PRELIMINARY
STUDY
.
10
1.5.2
THE
SECOND
PRELIMINARY
STUDY
.
11
1.5.3
THE
FIRST
VALIDATION
STUDY
.
11
1.5.4
THE
SECOND
VALIDATION
STUDY
.
11
1.5.5
THE
THIRD
VALIDATION
STUDY
.
11
2.
THE
FIRST
ARTICLE
[THE
DIFFERENT
MATHEMATICS
PERFORMANCES
IN
PISA
2012
AND
A
CURRICULA
COMPARISON:
.]
.
15
2.1
INTRODUCTION
AND
BACKGROUND
.
16
2.1.1
THE
COMPARISON
OF
PERFORMANCES
FROM
INDONESIA
AND
SINGAPORE
IN
INTERNATIONAL
COMPARISON
STUDIES
.
18
2.1.2
OVERVIEW
OF
SECONDARY
EDUCATION
SYSTEM
AND
THE
CURRICULA
.
20
2.2
THEORIES
OF
THE
INTERPRETATION
OF
PROBLEM
SOLVING
.
22
2.3
RESEARCH
QUESTIONS
.
24
2.4
METHOD
.
24
2.5
RESULTS
.
28
2.5.1
THE
COMPARISON
OF
MATHEMATICS
CONTENTS
.
28
2.5.2 THE
COMPARISON
OF
THE
EXAMINATION
OF
THE
ROLE
OF
PROBLEM
SOLVING
.
31
2.6
DISCUSSIONS
AND
CONCLUDING
REMARKS
.
33
2.7
LIMITATIONS
AND
FURTHER
STUDIES
.
35
REFERENCES
.
36
3.
THE
SECOND
ARTICLE
[TEACHERS
*
BELIEFS
AND
HOW
THEY
CORRELATE
WITH
TEACHERS
*
PRACTICES
OF
PROBLEM
SOLVING]
.
39
3.1
INTRODUCTION
.
40
X
TABLE
OF
CONTENTS
3.2
THEORETICAL
BACKGROUND:
BELIEFS
.
40
3.3
METHOD
.
41
3.4
RESULTS
.
42
3.4.1
TEACHER
A
.
42
3.4.2
TEACHER
B
.
43
3.4.3
TEACHER
C
.
45
3.5
DISCUSSION
.
46
3.6
CONCLUDING
REMARKS
.
47
REFERENCES
.
48
4.
THE
THIRD
ARTICLE
[MEASURING
TEACHERS
*
BELIEFS:
A
COMPARISON
OF
THREE
DIFFERENT
APPROACHES]
.
49
4.1
INTRODUCTION
.
50
4.2
THEORETICAL
BACKGROUND
.
52
4.2.1
BELIEFS
ABOUT
THE
NATURE
OF
MATHEMATICS
AND
BELIEFS
ABOUT
TEACHING
AND
LEARNING
OF
MATHEMATICS
AND
PROBLEM
SOLVING
.
52
4.2.2
PROBLEMS
IN
MEASURING
BELIEFS:
THE
WEAKNESSES
OF
LIKERT
SCALE
ITEMS
.
53
4.3
METHOD
.
55
4.3.1
PARTICIPANTS
.
55
4.3.2
DATA
COLLECTION
AND
ANALYSIS
.
55
4.4
RESULTS
.
60
4.4.1
ANDRE
*
S
INTERVIEW
ALONG
WITH
AN
OBSERVATION
.
60
4.4.2
CANDRA
*
S
INTERVIEW
ALONG
WITH
AN
OBSERVATION
.
62
4.4.3
THE
CORRESPONDENCES
BETWEEN
THE
SURVEYS
AND
INTERVIEWS
.
64
4.5
DISCUSSION
.
67
4.6
CONCLUSION
AND
LIMITATIONS
.
69
REFERENCES
.
70
APPENDIX
.
72
5.
THE
FOURTH
ARTICLE
[INVESTIGATING
THE
INFLUENCE
OF
THE
SOCIAL
CONTEXTS
FOCUSING
ON
STUDENTS
*
ABILITIES
.]
.
75
5.1
INTRODUCTION
.
76
5.2
THEORETICAL
FRAMEWORK
.
78
5.2.1
BELIEFS
ABOUT
THE
NATURE
OF
MATHEMATICS
.
78
5.2.2
THE
CONCEPTS
OF
THE
RELATIONSHIP
BETWEEN
BELIEFS
.
79
5.2.3
STUDENTS
*
ABILITIES
AS
A
SOCIAL
CONTEXT
AT
SCHOOL
.
80
5.3.4
METHODOLOGICAL
ARGUMENTS
AND
STRUCTURES
OF
THE
NEWLY
DEVELOPED
INSTRUMENT
.
81
5.3
METHOD
.
83
5.3.1
RESEARCH
QUESTIONS
.
83
5.3.2
PARTICIPANTS
.
84
TABLE
OF
CONTENTS
XI
5.3.3
DATA
COLLECTION
AND
ANALYSIS
.
84
5.4
RESULTS
.
87
5.4.1
SURVEY:
TEACHERS
*
RESPONSES
TO
THE
TBTP
QUESTIONNAIRE
.
87
5.4.2
INTERVIEWS
AND
VIDEOTAPED
LESSONS:
FITRIA
.
89
5.4.3
INTERVIEWS
AND
VIDEOTAPED
LESSONS:
DONI
.
91
5.5
DISCUSSION
.
93
5.6
CONCLUSION
AND
LIMITATIONS
.
95
REFERENCES
.
96
APPENDIX
.
99
6.
THE
FIFTH
ARTICLE
[OFFERING
AN
APPROACH
TO
MEASURE
BELIEFS
QUANTITATIVELY:
.]
.
101
6.1
INTRODUCTION
.
102
6.2
THE
THEORETICAL
FRAMEWORK
FOR
CONSTRUCTING
THE
TBTP
.
104
6.2.1
BELIEFS
OF
THE
NATURE
OF
MATHEMATICS
.
104
6.2.2
THE
RELATIONSHIP
BETWEEN
BELIEFS
ABOUT
MATHEMATICS
AND
BELIEFS
ABOUT
TEACHING
AND
LEARNING
OF
MATHEMATICS
.
105
6.2.3
THE
RELATIONSHIP
BETWEEN
BELIEFS
ABOUT
MATHEMATICS
AND
BELIEFS
ABOUT
TEACHING
AND
LEARNING
OF
PROBLEM
SOLVING
.
106
6.2.4
CHALLENGES
IN
MEASURING
BELIEFS
QUANTITATIVELY:
THE
INFLUENCE
OF
STUDENTS
*
ABILITIES
.
107
6.3
THE
STUDY
.
108
6.3.1
RESEARCH
QUESTIONS
.
108
6.3.2
INSTRUMENT:
THE
TBTP
.
109
6.3.3
DATA
ANALYSIS
.
ILL
6.3.4
PARTICIPANTS
.
112
6.4
RESULTS
.
113
6.4.1
TEACHERS
*
BELIEFS
ABOUT
TEACHING
AND
LEARNING
.
114
6.4.2
STUDENTS
*
ABILITIES
ON
THE
RELATIONSHIP
BETWEEN
BELIEFS
.
117
6.4.3
THE
INTERPLAY
OF
STUDENTS
*
ABILITIES,
TEACHERS
*
BACKGROUNDS
AND
TEACHERS
*
BELIEFS
.
118
6.5
DISCUSSION
AND
CONCLUSION
.
118
6.5.1
LIMITATIONS
.
121
REFERENCES
.
122
APPENDIX
.
126
7.
THE
SIXTH
ARTICLE
[CAPTURING
HOW
STUDENTS
*
ABILITIES
AND
TEACHING
EXPERIENCES
.]
.
127
7.1
INTRODUCTION
.
128
7.2
THEORETICAL
FRAMEWORK
.
129
7.2.1
BELIEFS
ABOUT
MATHEMATICS
AND
ABOUT
MATHEMATICS
TEACHING
AND
LEARNING
.
129
XII
TABLE
OF
CONTENTS
7.2.2
THE
EFFECT
OF
STUDENTS
*
ABILITIES
ON
TEACHERS
*
BELIEFS
AND
PRACTICES
.
130
7.2.3
EXPERIENCES
IN
TEACHING
MATHEMATICS
.
130
7.2.4
PROBLEMS
IN
MEASURING
BELIEFS
FOR
A
LARGE
SAMPLE
OF
TEACHERS
.
131
7.3
METHOD
.
132
7.3.1
PARTICIPANTS
.
132
7.3.2
DATA
COLLECTION
AND
ANALYSIS
.
132
7.4
RESULTS
AND
DISCUSSION
.
134
7.4.1
TEACHERS
*
RESPONSES
TO
THE
TBTP
.
134
7.4.2
A
FURTHER
INVESTIGATION
.
136
7.5
CONCLUSION,
LIMITATIONS
AND
A
FURTHER
STUDY
.
139
REFERENCES
.
139
APPENDIX
.
142
8.
GENERAL
DISCUSSION
.
143
8.1
DISCUSSION
.
143
8.2
LIMITATIONS
AND
OUTLOOK
.
149
REFERENCES
.
151
APPENDIX:
THE
TBTP
QUESTIONNAIRE
.
155 |
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| discipline_str_mv | Pädagogik |
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| spelling | Safrudiannur Verfasser aut Measuring teachers’ beliefs quantitatively criticizing the use of Likert Scale and offering a new approach Safrudiannur ; with a foreword by Prof. Dr. Benjamin Rott Wiesbaden Springer Spektrum 2020 XXI, 163 Seiten Illustrationen 21 cm x 14.8 cm, 254 g txt rdacontent n rdamedia nc rdacarrier Kölner Beiträge zur Didaktik der Mathematik Dissertation University of Cologne 2019 Mathematiklehrer (DE-588)4037946-2 gnd rswk-swf Likert-Skala (DE-588)4125762-5 gnd rswk-swf Mathematikunterricht (DE-588)4037949-8 gnd rswk-swf Problem Solving Rank-then-Rate Measurement Social Desirability Teaching and Learning Social Contexts at School The Nature of Mathematics Students‘ Abilities Mathematics Beliefs Teachers Likert Scale (DE-588)4113937-9 Hochschulschrift gnd-content Mathematikunterricht (DE-588)4037949-8 s Mathematiklehrer (DE-588)4037946-2 s Likert-Skala (DE-588)4125762-5 s 1\p DE-604 Springer Fachmedien Wiesbaden (DE-588)1043386068 pbl Erscheint auch als Online-Ausgabe 9783658300234 X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=a2ca91035179485a8cf2e776bb455124&prov=M&dok_var=1&dok_ext=htm Inhaltstext X:MVB http://www.springer.com/ DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032155855&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Safrudiannur Measuring teachers’ beliefs quantitatively criticizing the use of Likert Scale and offering a new approach Mathematiklehrer (DE-588)4037946-2 gnd Likert-Skala (DE-588)4125762-5 gnd Mathematikunterricht (DE-588)4037949-8 gnd |
| subject_GND | (DE-588)4037946-2 (DE-588)4125762-5 (DE-588)4037949-8 (DE-588)4113937-9 |
| title | Measuring teachers’ beliefs quantitatively criticizing the use of Likert Scale and offering a new approach |
| title_auth | Measuring teachers’ beliefs quantitatively criticizing the use of Likert Scale and offering a new approach |
| title_exact_search | Measuring teachers’ beliefs quantitatively criticizing the use of Likert Scale and offering a new approach |
| title_exact_search_txtP | Measuring teachers’ beliefs quantitatively criticizing the use of Likert Scale and offering a new approach |
| title_full | Measuring teachers’ beliefs quantitatively criticizing the use of Likert Scale and offering a new approach Safrudiannur ; with a foreword by Prof. Dr. Benjamin Rott |
| title_fullStr | Measuring teachers’ beliefs quantitatively criticizing the use of Likert Scale and offering a new approach Safrudiannur ; with a foreword by Prof. Dr. Benjamin Rott |
| title_full_unstemmed | Measuring teachers’ beliefs quantitatively criticizing the use of Likert Scale and offering a new approach Safrudiannur ; with a foreword by Prof. Dr. Benjamin Rott |
| title_short | Measuring teachers’ beliefs quantitatively |
| title_sort | measuring teachers beliefs quantitatively criticizing the use of likert scale and offering a new approach |
| title_sub | criticizing the use of Likert Scale and offering a new approach |
| topic | Mathematiklehrer (DE-588)4037946-2 gnd Likert-Skala (DE-588)4125762-5 gnd Mathematikunterricht (DE-588)4037949-8 gnd |
| topic_facet | Mathematiklehrer Likert-Skala Mathematikunterricht Hochschulschrift |
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