Worksheet Usage, Reading Achievement, Classes' Lack of Readiness, and Science Achievement: A Cross-Country Comparison

Autor/in	Lee, Che-Di
Titel	Worksheet Usage, Reading Achievement, Classes' Lack of Readiness, and Science Achievement: A Cross-Country Comparison
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 2 (2014) 2, S.96-106 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Teaching Methods; Worksheets; Cross Cultural Studies; Science Achievement; Science Instruction; Standardized Tests; Multiple Regression Analysis; Cultural Differences; Teacher Characteristics; Institutional Characteristics; Academic Achievement; Educational Environment; School Safety; Teacher Competencies; Self Efficacy; Learner Engagement; Interaction; Readiness; Reading Achievement; Grade 4; Grade 6; Elementary School Students; Foreign Countries; Asia; Australia; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Cultural comparison; Kulturvergleich; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Standadised tests; Standardisierter Test; Kultureller Unterschied; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Interaktion; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Asien; Australien
Abstract	Instructional written materials play important roles as teachers' agents in effective teaching practices. Worksheets are one of the most frequently used materials. In this exploratory study, the relationships between worksheet usage and science achievement in 32 countries were examined through the use of TIMSS and PIRLS data and multiple regression analysis. Based on two dimensions, five types of relationships among science achievement, worksheet usage, and other related variables are identified. The first dimension is whether the status of significance in the association of worksheets used as a basis and science achievement changes before and after controlling four teacher and school variables: schools' emphases on academic success, safety and orderliness of school, teachers' confidence in teaching science, and instructional engagement of students. The second dimension is the interaction of worksheets as a basis and classes' lack of readiness. The interaction between worksheets as a basis and reading achievement in science achievement is found to be not significantly different from zero in all participating countries. Four directions of further investigation are suggested based on the results. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01