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The Correlation of Perceptions of Professional Roles and Teacher Beliefs with the Quality of Teacher Interaction

Slavica Šimić Šašić

University of Zadar, Croatia

Ana Šimunić

University of Zadar, Croatia

Anita Ivković

University of Zadar, Croatia

Ana Ključe

University of Zadar, Croatia

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Abstract: The literature and research results suggest that teachers’ behavior in the classroom is under the strong influence of teachers’ beliefs about their own role in the educational process. The aim of this study was to examine the perception of teacher’s professional roles and teacher’s beliefs about teaching, and their correlation with the quality of teacher interaction. The study was conducted on a sample of 99 primary school teachers. The perception of the role of teachers and pupils was examined by the metaphor technique, and the Approaches to Teaching Inventory and Questionnaire on Teacher Interaction were applied. The results show that teacher beliefs differ depending on the research approach. The qualitative approach shows a dominant protective – traditional orientation in understanding the role of a teacher, and a typical traditional orientation in understanding the role of pupils, while the quantitative approach based on teacher self-assessments points to the dominance of the constructivist approach focused on the pupil. There was also a weak correlation between teacher beliefs and teacher interpersonal behavior, which is considered in the context of data collection technique, teacher self-assessments.

Keywords: Teacher professional identity, teacher beliefs, quality of teacher interaction.

To cite this article: Šimić Šašić, S., Šimunić, A., Ivković, A. & Ključe, A. (2018). The Correlation of Perceptions of Professional Roles and Teacher Beliefs with the Quality of Teacher Interaction.  Journal of Research in Science, Mathematics and Technology Education, 1(2), 207-227. doi: 10.31756/jrsmte.125


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Vol. 1 Iss. 2


Dear Scholar,

We are pleased to publish the first issue of the Journal of Research in Science, Mathematics and Technology Education (JRSMTE). JRSMTE is an excellent example of international collaboration of researchers. It is born with the cooperation of 32 scholars from 22 different countries.  Establishing the editorial board took about 6 months. The quality of a journal is in a way reflective of the quality of its editors and editorial board, and its members. That is why, we generally invited and accepted the predominant scholars as editors around the world.

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Vol. 1 Iss. 1

Comparisons of Students’ Mathematics and Reading Achievement in Texas: Public versus Charter Schools

Alpaslan Sahin

Research Scientist, USA

Victor Willson

Texas A&M University, USA

Robert M. Capraro

Texas A&M University, USA

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Abstract: In the past two decades, charter schools have become increasingly prevalent and popular in the U.S. education landscape. The purpose of this study is to examine the Texas Assessment of Knowledge and Skills [TAKS] school level mathematics and reading test scores performances over time by school types. The specific research questions are: how does student academic performance differ for students enrolled in charter schools from non-charter public schools? How does minority student academic performance differ by each of the three comparison school types for minority students? The sample consisted of 7,220 Texas schools including charter schools.  A hierarchical regression model with propensity scores as covariates and school type as the primary grouping variable formed the basic analysis. Public schools did not significantly differ from charter schools in terms of achievement. Charter and public schools traded performance across grades and subjects. We found that a multi-school charter system, Harmony Public Schools [HPS], consistently produced better achievement at grades 6-11 on mathematics and reading for all students. Findings and implications are discussed in light of developing more systematic studies to examine charter school systems.

Keywords: Charter Schools; Harmony Public Schools; Mathematics, Reading, and Achievement.

To cite this article: Sahin, A., Willson, V., & Capraro, R. M. (2018). Comparisons of students’ mathematics and reading achievement in Texas: Public versus charter schools. Journal of Research in Science, Mathematics and Technology Education, 1(1), 1-27. doi: 10.31756/jrsmte.111


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Vol. 1 Iss. 1

Teaching ICT with the Flipped Classroom Approach in Higher Education Settings

Yiu Chi LAI

The Education University of Hong Kong, Hong Kong SAR, China

Eugenia Mee Wah NG

Lingnan University, Hong Kong SAR, China

Ruiqian YANG

The Education University of Hong Kong, Hong Kong SAR, China

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Abstract: In this study, three design cycles have been conducted in three different courses taught by the research team members at the Education University of Hong Kong. The duration of the research spanned two years and all courses were ICT related. In the first case, we focused on how to implement the flipped classroom in the lesson while in the second and third cases, we put more emphasis on the technology issues and assessment strategies in a flipped classroom. The findings show that the flipped classroom approach can be applied to courses in higher education settings. In ICT related courses, the technology issue is not a problem as the technical hurdle is low and the course lecturers should be more ICT educated. Thus, we can implement this approach in courses focused on learning ICT, learning to teach with ICT or learning to teach ICT.

Keywords: Flipped Classroom; ICT; Pedagogy; Teacher Education.

To cite this article: Lai, Y. C., Ng, E. M. W., & Yang, R. (2018). Teaching ICT with the flipped classroom approach in higher education settings. Journal of Research in Science, Mathematics and Technology Education, 1(1), 29-45. doi: 10.31756/jrsmte.112


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Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington, DC: International Society for Technology in Education.

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Vol. 1 Iss. 1

Children Anxiety towards Mathematics: A Selective Bibliographical Review for Mathematical Education

Raquel Fernández Cézar

Universidad de Castilla La Mancha, SPAIN

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Abstract: Anxiety towards mathematics is a crucial aspect influencing children cognition, and so children comprehension of any mathematical concept. In this paper it is presented a bibliographical review of the research on this issue in the last century. All the papers are authored by researchers from fields such as psychology or neuropsychology, and none from mathematical education. The conclusion emphasizes that more collaboration between these researchers and mathematical educators is needed in order to design elementary mathematics programs, to implement instruction and to improve children mathematical education.

Keywords: Literature review; Mathematics anxiety; Primary education; Young children.

To cite this article: Fernández-Cézar, R. (2018). Children Anxiety towards Mathematics: a selective bibliographical review for mathematical education. Journal of Research in Science, Mathematics and Technology Education, 1(1), 47-61. doi: 10.31756/jrsmte.113


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Vol. 1 Iss. 1

Evaluation of Multimedia Assisted Applications Designed According to 7e Learning Model on Student Opinions

Hakan Saraç

Ministry of National Education, Turkey

Ali Rıza Şekerci

Dumlupinar University, Turkey

* This article, has been presented as an oral statement in the 15th International Primary Teacher Education Symposium (USOS), which took place between 11-14 May-2016, and was prepared by using the author’s doctoral work.

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Abstract: The aim of this study is to indicate students’ views about a research which is oriented towards the phases of 7E learning model and multimedia supported practices in teaching of  some concepts. The research was applied to 5th grade students who are educated  in state school bound to National Education Ministry in the fall semester during the years 2014-2015. In the research, the unit “The Change of Matter” is taught with the help of multimedia supported practices according to 7E learning model. The research is qualitative approach and case study have been applied to this study. As a data collection tool, “Multimedia supported practices’ Process Evaluation Form” which consists of open-ended questions is used.  Content analysis is utilized while analyzing the data obtained from the result of multimedia supported practices’ Process Evaluation Form. At the end of the research, it is revealed that information and communication technology ought to be used more and course materials which are designed so as to appeal more sense organs are important in Science teaching. Moreover, it is pointed out that the phases of 7E learning model frequently arouse curiosity among students. Encouraging students to study in groups makes many beneficial contributions to the communication among students as well as sparking them towards Science course through relating the past knowledge of the students with their daily life.

Keywords: 7E learning model; Information and communication technology; Multimedia; Science teaching.

To cite this article: Sarac, H., & Sekerci, A. R. (2018). Evaluation of Multimedia Assisted Applications Designed According to 7e Learning Model on Student Opinions. Journal of Research in Science, Mathematics and Technology Education, 1(1), 63-89. doi: 10.31756/jrsmte.114


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Real and ideal perception of the intelligent classroom environment of future teachers

Carlos Hervás-Gómez

University of Seville, Spain

Purificación Toledo-Morales

University of Seville, Spain

Download: 107, size: 0, date: 06.Jan.2020

Abstract: The proliferation of information and communication technology tools in the last years has led many teachers to review the way they teach and structure their learning environments. The growth of technological applications in teaching and the training of future teachers is not only gaining momentum; it is also becoming an important part of the current educational scene. The objectives of this study were to adapt and validate the Real and Ideal Intelligent Classroom Questionnaires (REQSC) and (IEQSC), and to determine if there were significant differences in the perception that future teachers had of the real and ideal environment of intelligent classrooms. A quantitative cutoff methodology was used, applying the factor analysis. The results indicated that both questionnaires showed a valid and reliable internal consistency and that the real and ideal perceptions of the use of technology as a learning tool and access to information make it clear that it is currently being used correctly, that they have adequate skills to carry out research of different topics.

Keywords: Classroom Environment; Information and Communication Technology; Technological Education; Technological Innovations; Higher Education.

To cite this article: Hervás-Gómez, C., & Toledo-Morales, P. (2018). Real and ideal perception of the intelligent classroom environment of future teachers. Journal of Research in Science, Mathematics and Technology Education, 1(1), 91-111. doi: 10.31756/jrsmte.115


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