RECKASE, MARK D (52 résultats)

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Paperback. Etat : New.

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Paperback. Etat : Brand New. 176 pages. 9.25x6.10x0.40 inches. In Stock.

Hardcover. Etat : Brand New. 173 pages. 9.25x6.10x9.21 inches. In Stock.

Paperback. Etat : new. Paperback. This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach mathematics? How does the local and national policy environment contribute to teacher education outcomes? It invites readers to explore these questions across a large number of international settings.The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries.The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators characteristics and beliefs, and on future mathematics teachers individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Hardcover. Etat : new. Hardcover. This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach mathematics? How does the local and national policy environment contribute to teacher education outcomes? It invites readers to explore these questions across a large number of international settings.The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries.The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators characteristics and beliefs, and on future mathematics teachers individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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HRD. Etat : New. New Book. Shipped from UK. Established seller since 2000.

Hardcover. Etat : new. Hardcover. This book provides a unifying structure for the activities that fall under the process typically called "standard setting" on tests of proficiency. Standard setting refers to the methodology used to identify performance standards on tests of proficiency. The results from standard setting studies are critical for supporting the use of many types of tests. The process is frequently applied to educational, psychological, licensure/certification, and other types of tests and examination systems. The literature on procedures for standard setting is extensive, but the methodology for standard setting has evolved in a haphazard way over many decades without a unifying theory to support the evaluation of the methods and the validation of inferences made from the standards. This book provides a framework for going beyond specific standard setting methods to gain an understanding of the goals for the methods and how to evaluate whether the goals have been achieved.The unifying structure provided in this book considers policy that calls for the existence of performance standards, the relationship of proficiency test design to the policy, and tasks assigned to subject matter experts to help them convert the policy to estimates of locations on the reporting score scale for the test.The book provides guidance on how to connect the psychometric aspects of the standard setting process to the intentions of policy makers as expressed in policy statements. Furthermore, the structure is used to support validity arguments for inferences made when using standards. Examples are provided to show how the unifying structure can be used to evaluate and improve standard setting methodology. This book is designed as a general text on the theoretical underpinnings of standard setting in the context of educational testing. Because it includes practical examples, it is a resource for professionals in educational testing or policy, or as a textbook for graduate and undergraduate courses. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Etat : New. 2022. 1st Edition. Hardcover. . . . . .

Hardback. Etat : New. Noted for addressing both the "hows" and "whys" of item response theory (IRT), this text has been revised and updated with the latest techniques (multilevel models, mixed models, and more) and software packages. Simple to more complex models are covered in consistently formatted chapters that build sequentially. The book takes the reader from model development through the fit analysis and interpretation phases that would be performed in practice. To facilitate understanding, common data sets are used across chapters, with the examples worked through for increasingly complex models. Exemplary model applications include free (BIGSTEPS, NOHARM, Facets, R packages) and commercial (BILOG-MG, flexMIRT, SAS, WINMIRA, SPSS, SYSTAT) software packages. The companion website provides data files and online-only appendices. New to This Edition *Chapter on multilevel models. *New material on loglinear models, mixed models, the linear logistic trait model, and fit statistics. *Many additional worked-through examples. *Updated guidance on software; now includes R, SAS, and flexMIRT.

Etat : New.

Buch. Etat : Neu. Neuware -This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers Are there programs that are more successful than others in helping teachers learn to teach mathematics How does the local and national policy environment contribute to teacher education outcomes It invites readers to explore these questions across a large number of international settings.The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries.The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators¿ characteristics and beliefs, and on future mathematics teachers¿ individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 604 pp. Englisch.

Taschenbuch. Etat : Neu. Neuware -This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers Are there programs that are more successful than others in helping teachers learn to teach mathematics How does the local and national policy environment contribute to teacher education outcomes It invites readers to explore these questions across a large number of international settings.The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries.The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators¿ characteristics and beliefs, and on future mathematics teachers¿ individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 604 pp. Englisch.

Hardback. Etat : New. This book provides a unifying structure for the activities that fall under the process typically called "standard setting" on tests of proficiency. Standard setting refers to the methodology used to identify performance standards on tests of proficiency. The results from standard setting studies are critical for supporting the use of many types of tests. The process is frequently applied to educational, psychological, licensure/certification, and other types of tests and examination systems. The literature on procedures for standard setting is extensive, but the methodology for standard setting has evolved in a haphazard way over many decades without a unifying theory to support the evaluation of the methods and the validation of inferences made from the standards. This book provides a framework for going beyond specific standard setting methods to gain an understanding of the goals for the methods and how to evaluate whether the goals have been achieved.The unifying structure provided in this book considers policy that calls for the existence of performance standards, the relationship of proficiency test design to the policy, and tasks assigned to subject matter experts to help them convert the policy to estimates of locations on the reporting score scale for the test.The book provides guidance on how to connect the psychometric aspects of the standard setting process to the intentions of policy makers as expressed in policy statements. Furthermore, the structure is used to support validity arguments for inferences made when using standards. Examples are provided to show how the unifying structure can be used to evaluate and improve standard setting methodology.