TEDS-M_01

TEDS-M_01 - IEA Teacher Education Study in Mathematics...

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IEA Teacher Education Study in Mathematics TEDS-M PROGRESS REPORT October, 2008 Maria Teresa Tatto Study Director and Principal Investigator for TEDS-M Team TEDS-M Website ( http://teds.educ.msu.edu / ) Funding for TEDS-M is provided by a grant from the National Science Foundation to MSU Award No. REC-0514431; the IEA, and the participating countries.
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IEA Teacher Education Study in Mathematics Major Accomplishments 2007-2008
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IEA Teacher Education Study in Mathematics 17 Countries Participating Botswana Canada Chile Georgia Germany Malaysia Norway Oman Philippines Poland Russia Singapore Spain Switzerland Chinese Taipei Thailand USA
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IEA Teacher Education Study in Mathematics Forthcoming Publications from TEDS-M Conceptual Framework The final draft of the Conceptual Framework has been written and made available via the TEDS-M website. The final hard copy publication is forthcoming via the IEA Secretariat by end of October 2008. The final Framework will be made available electronically via the TEDS- M website and in paper. TEDS-M Website ( http://teds.educ.msu.edu/ )
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IEA Teacher Education Study in Mathematics Forthcoming Publications from TEDS-M Teacher salary study : Do Countries Paying Teachers Higher Relative Salaries Have Higher Student Mathematics Achievement? by Martin Carnoy * Australia, Bulgaria, Botswana, Chile, Finland, France, Italy, Germany, Hong- Kong, Korea, Mexico, Norway, Philippines, Singapore, Spain, Switzerland, Chinese Taipei, Thailand, United Kingdom, United States .
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IEA Teacher Education Study in Mathematics The study compares the salaries of teachers as a profession with the salaries in mathematics-oriented professions to get a measure of how teachers teaching mathematics are paid compared to those in occupations that teachers might enter if they were well trained in mathematics. In addition the study estimated the relationship between student mathematics test scores on the TIMSS/PISA tests, gross domestic product (GDP) per capita, income distribution and teachers’ salaries relative to the salaries of those of the same gender and similar education who are employed or trained as scientists, using the nation as the unit of observation. We hypothesized that students in societies with higher relative teacher pay score higher on the TIMSS and PISA mathematics tests.
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In many of the twenty countries in the study, salaries of teachers are similar to those of professionals in mathematics-intensive occupations. However, in others this is not the case. The results of this analysis suggest that student performance is positively and statistically significantly related to relative teacher salaries, particularly in the case of male teachers, even when controlling for GDP per capita and income distribution. Cost Study Findings
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This note was uploaded on 11/11/2011 for the course MATH 220 taught by Professor Kearn during the Fall '11 term at BYU.

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TEDS-M_01 - IEA Teacher Education Study in Mathematics...

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