This article introduces a model entitled, “Responsive Teaching through Problem Posing” or RTPP, that addresses a type of reform oriented mathematics teaching based on posing relevant problems, positioning students as experts of mathematics, and facilitating discourse.  RTPP incorporates decades of research on students’ thinking in mathematics and more recent research on responsive teaching practices.  Two classroom case studies are presented.  A high school unit on functions is explored utilizing individual research on the part of the teacher to enact RTPP lessons.  A middle school teacher enacts a RTPP lesson on proportions and utilizes this model to bridge students’ incorrect additive reasoning strategies with correct multiplicative reasoning strategies.  The results showed that both teachers were able to elevate students’ roles in classroom discussions through implementation of RTPP.  Individual research conducted by the high school teacher informed his RTPP approach while participation in professional development sessions with a classroom embedded component influenced the middle school teacher’s enactment of RTPP lessons.  Both teachers used specific teacher moves within RTPP to relinquish their role as mathematics experts in order to elevate their students’ roles in classroom discussions.  The RTPP cycle is offered as a potential model for studying mathematics teaching and learning across a variety of secondary mathematics classrooms.

Assessment for Learning (AfL) may be conceptualized as minute-to-minute, day-by-day interactions between learners and teachers with the improvement of learning as the principal focus. This paper traces the development of an AfL measurement instrument (scale) that can be used for research purposes prior to, during and following professional development in the area. Rasch measurement procedures were applied to data drawn from a convenience sample of 594 teachers from 44 elementary schools in Ireland to create a scale consisting of 20 items distributed across four key AfL assessment strategies: learning intentions and success criteria, questioning and classroom discussion, feedback, and peer-and self-assessment.  This scale, the Assessment for Learning Measurement instrument (AfLMi), has good psychometric properties and is interpretable in a way that makes it potentially useful during system wide improvement initiatives focused on AfL.

This study aims to understand the opinions of middle school and high school students about language learning and studying other content in an additional language in the school settings where English is used as the medium of instruction to teach more than 50% of the curriculum. For this end, 261 students from three different schools were administered a questionnaire.  Results indicate students generally have very positive opinions about learning languages and studying content in their non-native language. There is no statistically significant difference between the students’ opinion and their school level, and the years that they have been learning a language and studying content in an additional language. However, the students who have a negative opinion about the school have negative opinions about learning languages and studying content in an additional language. The possible reasons for these were evaluated from the perspective of language learning context but further study would be needed to establish causality.  

This study presents students’ feedback and learning impact on design and development of a multimedia learning in Direct Problem-Based Learning approach (mDPBL) for Computer Networks in Dian Nuswantoro University, Indonesia. This study examined the usefulness, contents and navigation of the multimedia learning as well as learning impacts towards mDPBL approach which used. A total of 276 students who took Computer Networks subject from two different departments participated in this study of a quasi-experiment in year 2016. Two different ways of teaching, one the normal of teaching/traditional approach, another one using mDPBL approach of teaching. However, the purpose of this study, Analysis and report in this study only the feedback of the students participated in mDPBL group (n=136). Nearly all students have positive feedback of the multimedia learning especially usefulness, contents and navigation, and also they have positive feedback of the mDPBL teaching approach. While, the overall feedback towards mDPBL approach presented in the findings/results section.

The fact that the prospective Turkish teachers’ having a command of different methods and techniques as being Turkish teachers of the future is important in terms of its positive effects on the comprehension and expression skills of the middle school students. This study used the case study design and the qualitative approach. The aim of the research was to test the effectiveness of literature circle method and contribute to the field in theoretical and practical context. Fourty-six prospective Turkish teachers were conveniently sampled from the state university in Istanbul, to participate in the study. During six weeks, the opinions of prospective Turkish teachers who applied literature circle method were collected through unstructured interview forms. The data collected were subjected to a content analysis. It was concluded that prospective Turkish teachers found the method of literature circle favorible, in terms of cooperation, solidarity, gaining different perspectives, revealing hidden talents, developing self-confidence, aesthetic pleasure, enriching vocabulary and catching the details.

This present study imparts a literature review focusing on Augmented Reality (AR) in the field of education. The writers reviewed the published manuscripts by centering on types of manuscripts, research designs, types of participants, and the promising roles of AR in educational setting. A total number of 18 articles were thoroughly analyzed. The results showed a diverse type of manuscripts published in the journal databases including research articles, reviews, technical notes, features, and news. Types of research designs also varied such as Research and Development, Experimental, Content Analysis, Exploratory, Action Research, Descriptive Study, Survey, Mixed Method, and Design-Based Research. Types of participants embraced a diverse range of participants including university students, primary students, secondary students, teachers, and children with special needs. The most prominent role of AR was that it improved students’ knowledge and understanding of the materials. Current gaps in AR-related studies in educational setting are recognized, and several recommendations for conducting upcoming studies are proposed.

Teaching with technology is considered a necessity in the U.S. mathematics classroom. However, few studies have established explicit considerations to support technology-enhanced student achievement. The purpose of this study was to characterize the effectiveness of technology in the mathematics classroom by systematically reviewing meta-analytic research. An exhaustive literature search was conducted. After applying a prioi inclusion criteria the pool of 65 initial meta-analyses was reduce to 13 representative studies. Each study was reviewed and characteristics were coded in four categories: (1) sample, (2) measurement, (3) design, and (4) source. An inductive review of the coded studies produced five unique moderators that were the most salient across studies. Overall mean effect sizes were retrieved or calculated from available study data. Hedges g was used as the common effect size metric for comparison across studies.  The Technological Pedagogical Content Knowledge (TPACK) framework was used to interpret the most salient moderators of effects across studies.  Studies were categorized by didactical functionality and technology type. The results suggest that effects vary by didactical functionality from small to medium. The largest variations were observed for the didactical function of developing conceptual understanding.  Implications for research and instructional praxis are provided.

Teacher Education Programs (TEPs) are intended to prepare students to become qualified professionals in the field of education. Yet, many preservice teachers (PSTs) have difficulty recognizing their new roles, not simply as students in the TEP, but as future educators. As PSTs progress through their coursework, field experiences, and student teaching, their perceptions of teacher knowledge evolves. Teacher educators may assist in positively influencing such transformation through reflective exercises, learning activities, and thoughtful discourse. The present research examines four classroom discussions centered on a mathematics and science activity. These discussions illustrate the changes in perspective with respect to mathematics and science teacher knowledge, among a cohort of elementary PSTs between the beginning and end of their first year in a TEP.   

This research is part of developing study on the Civic education teaching material based on PBL. This research aims to determine the process of developing the teaching material of Civic education based on PBL for the fourth-grade of elementary school in order to improve students’ learning outcome. The result of the previous study shows that the teaching material does not currently fulfill the students’ need. Method of research used is a descriptive qualitative and quantitative. This research consists of two activities namely the composing of extensive and limited test. In the implementation, the extensive test has a broader scope than limited test. Methods of collecting data in this research are interview, observation, expert assessment and test. The instruments of this research are interview guide, field notes, expert assessment sheet and test sheet of the student learning outcome. Stages in this activity include the preparation of teaching material Civic education based on PBL, experts’ validation of Civic education teaching material based on PBL, and field trials. The result of this research is a draft of teaching material of Civic education based on PBL including introduction, content and closing. It is eligible used by nine experts. The student learning outcome that uses the teaching material Civic education based on PBL is improved.

The aim of this research is to investigate ability of sixth grade students’ comprehension the listened story text. The research is the survey type of quantitative research methods. The population of the study consisted of the sixth grade students of the middle schools in the city center of Yozgat, Turkey in the 2018-2019 academic years. A simple random cluster sampling method was used in the selection of the sample. A total of 369 sixth grade students are sample. As a data collection, a story text entitled “Hero of the Town” was used. Data were collected in October 2018. SPSS 21 program was used to analyze the data. The level of listening comprehension the sixth grade students to the story text is 77.46%. It is seen that the sixth grade girl students’ listening comprehension are better than boy students. The girls’ listening comprehension is higher than boys’ %8. 

In general, teacher educators are considered to be educational specialists whose main task is to communicate content-based concepts to prospective teachers. However, unfortunately, most studies on teacher professional development overlook this specific language-oriented aspect of content-based teaching. Therefore, we address the aforementioned research gap and argue that teacher educators’ evaluation of their language-oriented performance in educational communication enhances the quality of their content-based teaching. Accordingly, we examine how the language-oriented performance of teacher educators is evaluated by both individual teacher educators (sample size N=3) and their students (N=32) in a small-scale intervention study. The findings of the study reveal that there is a relationship between the order of application of five language focus areas (i.e., language awareness, active listening, formalizing interaction, language support, and language and learning development, as noticed by the students), and teacher educators’ ability to apply these areas in accordance with their objectives related to content-based teaching.

This study aims to explore the effect of students’ family socio-economic status, gender, family support, learning motivation and peer relationships and teachers’ equity on the victims of school bullying in Hong Kong. Additionally, the model was analyzed by SEM. The participants in this study were 15 year-old middle school students living in Hong Kong. The data were collected from the PISA 2015 database and the valid number was 4856. The results indicating that family support, peer relationships, and teacher fairness have a negative influence on school bullying. Family support affects one’s risk of being bullied by influencing learning motivation. Peer relationship affects one’s risk of being bullied by influencing learning motivation. Teacher fairness affects one’s risk of being bullied by influencing learning motivation.  

By using multi-level modeling, this study explores the impact of students’ perception of the quality of the teacher-student relationship and family structure on student achievement after controlling for socioeconomic status (SES), school urbanicity, and school control. The data from 750 schools and 17,000 10th grade students were analyzed. Family structure and student’s perception of teacher-student relationship, and SES were student-level; school urbanicity and school control were school-level variables. The findings indicated that students, who had a positive perception about their relationship with their teachers, came from families including two biological parents, and had high SES and high math achievement. Students’ SES and attending public school in urban areas were found to be significantly related to students’ math achievement. The math score for public school students was lower than students from private and Catholic schools. The further research should have a design addressing the impact of these variables in a longitudinal term.

The current study investigated the opinions of secondary school students taking the science course from different science teachers about the science course and science teachers. The current study was conducted with the participation of 32 students instructed by different science teachers and attending different secondary schools in the fall term of 2018-2019 academic year. The data of the current study were collected by means of semi-structured interviews. In the analysis of the data, the descriptive analysis technique was used. The findings of the current study have revealed that high majority of the students love their science classes and science teachers, that in science classes, lecturing, question-answer and note-taking are methods widely employed, that if there is a smart board in the class, then Okulistik or EBA computer program is on, that the assignments given are from the textbook, that the most frequently adopted behavior by the teachers in the face of any discipline problem is warning and that informal learning environments are not used much. Moreover, it was found that projects are rarely assigned to students and the projects assigned are given as homework. A great majority of the students expect their teachers to be entertaining, they want their lessons to be instructed through games and experiments, and they do not want to write a lot in their classes.

This research examines the English language teachers’ motivations related to the usage of role-playing on English language practice in rural secondary schools in Ecuador. The sample consists of 45 English language teachers who work in public schools located in the rural and urban areas of the province of Manabi. A mixture of qualitative and quantitative research approaches is applied to analyze teachers’ motivations about using role-plays in English class and analyze the relationships between teaching motivations and the factors: teachers’ gender and work location. The instruments are (1) Focus group guide to collect participants' voices about the language practice at schools; and the (2) Likert questionnaire created by the research team, titled: Teachers' perceptions about role-play contribution on the foreign language acquisition process. The statistical analysis shows significant relationships between teachers’ perceptions and the factors in gender and work location. It is concluded that English teachers, both female and male from rural and urban locations in Ecuador, are highly motivated to use role-play in secondary schools as a teaching strategy, in spite of the demand of extra time and energy required, because it promotes in teachers and students the collaborative and creative learning; and improves their confidence to express their ideas and feelings using English as a foreign language.

Contemporary educational reforms, both in the fields of science and mathematics, highlight the importance of pre-service teachers’ preparation with regard to several meaningful standards. However, teachers’ own self-confidence in science and mathematics teaching are likely to influence their efforts. Framed within a growing body of research focusing on pre-service teachers’ efficacy beliefs in science and mathematics teaching, the present study attempts to investigate Greek pre-service primary teachers’ efficacy beliefs in science and mathematics teaching; and further examine whether there is a relationship between the two. Participants comprised 171 pre-service primary teachers, who were in their second (n = 55), third (n = 64) or fourth year (n = 52) of study and the majority were female (n = 148). Pre-service teachers were asked to complete a questionnaire consisting of the Science Teaching Efficacy Belief Instrument - Form B (STEBI-B) and the Mathematics Teaching Efficacy Belief Instrument (MTEBI). Principal component analyses and reliability analyses were performed for both instruments to examine their adaptation into Greek. According to the results, preservice teachers had medium to high scores in the personal efficacy and outcome expectancy scales, for both science and mathematics teaching. Minor differences in pre-service teachers’ scores were detected according to their year of study. Furthermore, pre-service teachers’ efficacy beliefs in science were strongly correlated with their efficacy beliefs in mathematics. In general, although pre-service teachers appeared to be confident and well-prepared to teach science and mathematics in classrooms, more effort is required to put the international education reform standards into practice.

In this study, it is aimed to examine the relationship between prospective teachers' occupational anxiety and technological pedagogical content knowledge. Correlational model was used in this study. The participants consisted of 481 prospective teachers studying at Sakarya University Faculty of Education in the spring term of 2018-2019 academic year. Technological Pedagogical Content Knowledge Scale (TPACKS) and Occupational Anxiety Scale (OAS) were used as data collection instruments. As a result of canonical correlation analysis, it was determined that technological pedagogical content knowledge affects occupational anxiety by 62%.

The aim of this study is to compare 2018 Science Course Curriculum (SCC), 2015 Trends in International Mathematics and Science Study (TIMSS) and 2018 High School Entrance Examination (HSE) in terms of content domains, cognitive domains and learning objectives. Qualitative research method, was used in this study. Data were analyzed using document review matrices to determine the similarities and differences between the objectives of SCC, TIMSS and HSE. SCC outcomes and HSE science questions were also classified according to TIMSS cognitive domains. Results show that the learning objectives of the fields of Physics, Biology and Earth Sciences of TIMSS are compatible with those of all grade levels of SCC and that the objectives of Chemistry are compatible with those of the seventh and eighth grades. Most of HSE questions are compatible with the objectives of SCC, however, the latest revision in the curriculum has introduced some eighth grade objectives to other grade levels. HSE science questions measure higher-level skills than TIMSS science questions. The subject domain of the “Organisms and Life” of SCC has the most learning objectives in the levels of “knowing” and “reasoning” while the subject domain of the “Physical Events” has the most learning objectives in the levels of “applying.” Besides, the seventh-, fifth- and eighth-graders have the most objectives in the levels of “knowing,” “applying,” and “reasoning,” respectively. It is hoped that the results will contribute the literature in improvement of science curricula and interpretation of national and international exams.

The purpose of this study is to evaluate the effects of Instructional Technologies and Material Design (ITMD) course on pre-service mathematics teachers’ attitudes, efficacy beliefs about using concrete materials, and their opinions regarding the material preparation process. A total of 73 pre-service teachers were participated in this study. The scale developed by Bakkaloglu was used to determine efficacy beliefs of pre-service teachers about using concrete materials, and the attitudes scale developed by Cetin, Bagceci, Kinay and Simsek was used to determine the attitudes towards ITMD course. A written form was also used to reveal the opinions of pre-service teachers regarding the material preparation process. The qualitative data collected from 16 pre-service teachers was analyzed with the MAXQDA. Using content analysis, codes and themes were created separately by the researchers and analyzed through several iterations. As a result of this study, positive changes were found in the attitudes and efficacy beliefs of pre-service teachers. The results obtained from the opinions of the pre-service teachers support this positive change. In other words, it is possible to argue that the attitudes of pre-service teachers towards the material development process changed positively with the positive change in the efficacy beliefs about preparing materials after taking the ITMD course.

Teacher-made tests (TMT) are the most used instruments for assessment and evaluation. This study investigates the cognitive requirements, test construction errors, and item types of TMTs. Content analysis technique is used in order to analyze and classify TMT items based on TIMSS-2019 assessment framework and based on criteria that is constructed to determine test construction errors. The data is consisted of 548 items in 30 exam papers of 18 mathematics teachers from 13 distinct schools. The distribution of TIMSS-2019 cognitive demands of all TMTs indicates that there is a strong emphasis on knowing or applying cognitive domains, with a total percentage of 93. Since 83% of all questions are of multiple choice and 17% are constructed-response type, teachers mostly prefer multiple choice item type. Findings also reveal that except face validity, there are errors concerning test constructions. Consequently, it is suggested that teachers should give more care on preparing items of higher cognitive levels, on tests of mixed type items, and on tests that involve lesser construction errors for more reliable tests. Finally, it is also suggested that measurement and evaluation specialists should be employed in each school or in each local Ministry of National Education Authority at least, in order to support teachers, but if this is not possible in a close time, there must be in-service training programs on measurement and evaluation for teachers to participate in.