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Correlationsbetweenteachers’ MKT in differentcontent areas<br />Arne Jakobsen,Janne Fauskanger, Reidar Mosvold and Raymond...
Disposition<br />History and background<br />Professional development programs to meetteachers’ needs<br />Mathematicalkno...
Translation and adaptation<br />Mosvold, R., Fauskanger, J., Jakobsen, A., & Melhus, K. (2009). <br />
The multiple-choice format<br />Focusgroupinterviews.<br />How can Norwegian teachers’ reflections about the MKT items con...
Item ResponceTheory (IRT)<br />How can information about items psychometric properties give new insight when adapting U.S....
Item performance<br />
IRT findings<br />We found that items can be divided into three groups:<br />Items that do not seem to function in Norway ...
Teachers’ MKT<br />Focus group interviews:<br />We expected that teachers with strong MKT in one content area would be str...
Correlation between NCOP and GEOMETRY is 0.701 (p-value < 0.0005). <br />
Correlations (Pearson, p-value<0.005)<br />Correlations<br />Teachers’ MKT scores in differentcontent areas arecorrelated<...
Conclusion<br />We find that teachers’ MKT scores in the three content areas are correlated<br />Teachers with high MKT in...
Questions<br /><ul><li>How can the MKT measures be used when designing professional development for Norwegian teachers?</l...
Possibilities and limitations?</li>
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Presentation - Norma 11

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Presentation - Norma 11

  1. 1. Correlationsbetweenteachers’ MKT in differentcontent areas<br />Arne Jakobsen,Janne Fauskanger, Reidar Mosvold and Raymond Bjuland<br />
  2. 2. Disposition<br />History and background<br />Professional development programs to meetteachers’ needs<br />Mathematicalknowledge for teaching (MKT)<br />Ourprojectresearchquestion: Whatarethepossibilities and challengesofusingthe MKT measures in Norway?<br /><ul><li>The project so far</li></ul>Translation<br />Pilot: 142 teachersmeasured and 7 focusgroupinterviews<br /><ul><li>NORMA 2011:What are the correlations between teachers’ MKT score in the three content areas: number concepts and operations, geometry, and patterns, functions and algebra? </li></li></ul><li>MKT - the «egg»<br />Ball, D. L., Thames, M. H., & Phelps, G. (2008, p. 403). <br />
  3. 3. Translation and adaptation<br />Mosvold, R., Fauskanger, J., Jakobsen, A., & Melhus, K. (2009). <br />
  4. 4. The multiple-choice format<br />Focusgroupinterviews.<br />How can Norwegian teachers’ reflections about the MKT items contribute to our understanding of challenges related to the multiple-choice format? <br />
  5. 5. Item ResponceTheory (IRT)<br />How can information about items psychometric properties give new insight when adapting U.S. developed MKT measure for use in Norway?<br />An item performance is described by an item characteristic function (with different difficulty and slopes).<br />Monotonically increasing function – as the MKT increase the probability of correct answer increase.<br />Slope and difficulty is of importance.<br />
  6. 6. Item performance<br />
  7. 7. IRT findings<br />We found that items can be divided into three groups:<br />Items that do not seem to function in Norway <br />Items that function well, but have relatively high difference in item characteristics in Norway compared to the U.S., and <br />Items that seem to function well and that have item characteristics close to what is reported in the U.S.<br />Quantitative + qualitative analyses!<br />
  8. 8. Teachers’ MKT<br />Focus group interviews:<br />We expected that teachers with strong MKT in one content area would be strong in other content areas relevant for their level of teaching.<br /> The teachers argued that some of the content areas were not relevant and more difficult compared to others<br /> - our motivation to study correlations<br />
  9. 9. Correlation between NCOP and GEOMETRY is 0.701 (p-value < 0.0005). <br />
  10. 10. Correlations (Pearson, p-value<0.005)<br />Correlations<br />Teachers’ MKT scores in differentcontent areas arecorrelated<br />All correlationsaresignificant – weakestcorrelationbetween PFA and NCOP<br />
  11. 11. Conclusion<br />We find that teachers’ MKT scores in the three content areas are correlated<br />Teachers with high MKT in one content area have high MKT in other content areas and vice versa <br />Despite comments from teachers that not finding PFA items relevant for their teaching, their PFA MKT is related to MKT in the other content areas<br />
  12. 12. Questions<br /><ul><li>How can the MKT measures be used when designing professional development for Norwegian teachers?</li></ul>Discussingitems as part ofprofessionaldevelopment to learn more aboutteachers’ MKT?<br /><ul><li>Framework and othertheories?
  13. 13. Possibilities and limitations?</li>

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