A Study to Determine Differences in the Level of Perceived Preparedness in Teaching Algebra to Eighth Graders between Teachers in the United States and Teachers in Lebanon

Autor/in	Khajarian, Seta
Titel	A Study to Determine Differences in the Level of Perceived Preparedness in Teaching Algebra to Eighth Graders between Teachers in the United States and Teachers in Lebanon
Quelle	(2011), (112 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Pepperdine University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1249-6170-5
Schlagwörter	Hochschulschrift; Dissertation; Program Effectiveness; Foreign Countries; Grade 8; Algebra; Teacher Competencies; Mathematics Instruction; Mathematics Teachers; Cross Cultural Studies; Cultural Differences; Scores; Mathematics Achievement; Middle School Students; Secondary School Mathematics; Lebanon; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Lehrkunst; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Libanon; USA
Abstract	Algebra is a branch in mathematics and taking Algebra in middle school is often a gateway to advanced courses in high school. The problem is that the United States and Lebanon had low scores in Algebra in the 2007 Trends in Mathematics and Sciences Study (TIMSS), an international assessment administered to 4th and 8th graders every 4 years. On the 2007 TIMSS, Lebanon's average score in Algebra was 465, a lower score than the United States' average of 501. This paper attempted to determine if there were differences in the level of perceived preparedness between teachers in Lebanon and teachers in the United States, in teaching 8th graders the 4 Algebra content areas in mathematics, identified in the 2007 TIMSS assessment, while controlling for the teachers years of teaching experience. Using data from the 2007 TIMSS, multivariate analyses of covariance (MANCOVA) 4 x 2 was performed to determine if there are differences in the level of perceived preparedness between teachers in Lebanon and teachers in the United States, in teaching 8th graders the 4 Algebra content areas in mathematics. Results of the MANCOVA indicated that there were significant differences in at least 1 of the content areas. Further research is recommended, including having a clear definition of teacher preparedness and teacher sample for teachers who taught the representative sample of students. This study has implications to educational leaders and policy makers in mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10