A mixed method study on teachers' diaries: teachers' narratives and value-added patterns

被引：3

作者：

Cavicchiolo, Elisa ^{[1
]}

Alivernini, Fabio ^{[1
]}

Manganelli, Sara ^{[1
]}

机构：

[1] INVALSI Natl Inst Educ Evaluat Instruct & Trainin, Via Borromini 5, I-00044 Frascati, RM, Italy

来源：

6TH WORLD CONFERENCE ON PSYCHOLOGY, COUNSELING AND GUIDANCE (WCPCG-2015) | 2015年 / 205卷

关键词：

value-added models; cognitive activation; text mining; reflective practices; social learning; process-oriented teaching;

D O I：

10.1016/j.sbspro.2015.09.048

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This study explores the relationships between the improvements in students' achievement in mathematics and the teaching methods. The sample consists of lower secondary students (N=868) and a group of teachers (N=53) who participated in a programme for the improvement of the teaching and learning of mathematics in Italy. A mixed methods methodology was used and both the accounts of teachers written in logbooks created for the project and the results obtained by students in mathematics were analyzed. (C) 2015 The Authors. Published by Elsevier Ltd.

引用

页码：485 / 492

页数：8

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