A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-Efficacy, Student Background, and Mathematics Achievement in South Korea and the United States

Autor/inn/en	Son, Ji-Won; Han, Seong Won; Kang, Chungseo; Kwon, Oh Nam
Titel	A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-Efficacy, Student Background, and Mathematics Achievement in South Korea and the United States
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 7, S.1755-1779 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2016.1532a
Schlagwörter	Foreign Countries; Cross Cultural Studies; Cultural Differences; Educational Quality; Self Efficacy; Teacher Competencies; Student Characteristics; Mathematics Achievement; Institutional Characteristics; Grade 8; Teaching Methods; Faculty Development; Gender Differences; International Assessment; Mathematics Tests; Science Tests; Science Achievement; Elementary Secondary Education; Teacher Characteristics; Statistical Analysis; Regression (Statistics); South Korea; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Quality of education; Bildungsqualität; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Statistische Analyse; Regression; Regressionsanalyse; Korea; Republik; USA
Abstract	The purpose of this study is to compare and contrast student, teacher, and school factors that are associated with student mathematics achievement in South Korea and the United States. Using the data from the Trends in International Mathematics and Science Study (TIMSS) 2011, this study examines factors that are linked to teachers who deliver quality instruction with high self-efficacy in both countries. We also investigate the association between teachers with high-quality instruction and high self-efficacy and 8th graders' mathematics achievement. It was found that teachers' perceived academic emphasis was commonly associated with teachers who claimed to provide high-quality mathematics instruction with high self-efficacy. However, the two countries' results differed in the association between teachers' opportunities to learn in professional development programs and high-quality instruction with high self-efficacy. Implications from this study suggest that the quality and training of teachers and students' gender gap in achievement are significant issues. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01