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A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-Efficacy, Student Background, and Mathematics Achievement in South Korea and the United States
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Son, Ji-Won; Han, Seong Won; Kang, Chungseo; Kwon, Oh Nam – EURASIA Journal of Mathematics, Science & Technology Education, 2016
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…
Descriptors: Foreign Countries, Cross Cultural Studies, Cultural Differences, Educational Quality
Factors Predicting Turkish and Korean Students' Science and Mathematics Achievement in TIMSS 2011
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Topçu, Mustafa Sami; Erbilgin, Evrim; Arikan, Serkan – EURASIA Journal of Mathematics, Science & Technology Education, 2016
This study makes an important contribution to an expanding body of international comparative studies by exploring factors predicting differences in science and mathematics achievement by students in Turkey and the Republic of Korea on the 2011 TIMSS assessment. While these countries are similar with regards to population size, cultural beliefs…
Descriptors: Foreign Countries, Predictor Variables, Science Achievement, Mathematics Achievement
Context of STEM Integration in Schools: Views from In-Service Science Teachers
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EL-Deghaidy, Heba; Mansour, Nasser; Alzaghibi, Mohammad; Alhammad, Khalid – EURASIA Journal of Mathematics, Science & Technology Education, 2017
This study explores science teachers' views regarding Science, Technology, Engineering and Mathematics (STEM) pedagogy and its interdisciplinary nature. It also seeks to identify teachers' views on the contextual factors that facilitate and hinder such pedagogy in their schools. Qualitative methodologies were used through focus group discussions…
Descriptors: STEM Education, Science Teachers, Teacher Attitudes, Qualitative Research
A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?
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Isiksal-Bostan, Mine – EURASIA Journal of Mathematics, Science & Technology Education, 2016
The aim of this longitudinal study was to examine prospective teachers' mathematics teaching efficacy belief during their enrollment in teacher education program and at the end of their first year of teaching. In addition, the factors that enhance or inhibit participants' efficacy belief and how these factors affect their mathematics teaching…
Descriptors: Longitudinal Studies, Mathematics Instruction, Preservice Teachers, Teacher Education Programs