1 resultado para Teachers’ attitudes
em University of Connecticut - USA
Filtro por publicador
- Repository Napier (1)
- Aberystwyth University Repository - Reino Unido (2)
- Academic Archive On-line (Jönköping University; Sweden) (1)
- Academic Archive On-line (Stockholm University; Sweden) (1)
- Adam Mickiewicz University Repository (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (1)
- Aquatic Commons (5)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (7)
- Aston University Research Archive (4)
- B-Digital - Universidade Fernando Pessoa - Portugal (1)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (5)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (2)
- Boston University Digital Common (1)
- Brock University, Canada (6)
- Cambridge University Engineering Department Publications Database (5)
- CamPuce - an association for the promotion of science and humanities in African Countries (1)
- CentAUR: Central Archive University of Reading - UK (9)
- Center for Jewish History Digital Collections (5)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (1)
- CORA - Cork Open Research Archive - University College Cork - Ireland (9)
- Cornell: DigitalCommons@ILR (3)
- Dalarna University College Electronic Archive (13)
- Deakin Research Online - Australia (38)
- Digital Commons @ DU | University of Denver Research (1)
- Digital Commons at Florida International University (10)
- Digital Peer Publishing (1)
- DigitalCommons@University of Nebraska - Lincoln (1)
- Diposit Digital de la UB - Universidade de Barcelona (1)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (2)
- DRUM (Digital Repository at the University of Maryland) (1)
- Duke University (2)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (1)
- Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften (3)
- Funes: Repositorio digital de documentos en Educación Matemática - Colombia (1)
- Glasgow Theses Service (1)
- Greenwich Academic Literature Archive - UK (10)
- Helda - Digital Repository of University of Helsinki (38)
- Instituto Politécnico de Viseu (1)
- Instituto Politécnico do Porto, Portugal (1)
- Instituto Superior de Psicologia Aplicada - Lisboa (1)
- Ministerio de Cultura, Spain (3)
- Plymouth Marine Science Electronic Archive (PlyMSEA) (1)
- Portal de Revistas Científicas Complutenses - Espanha (17)
- QSpace: Queen's University - Canada (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (119)
- Queensland University of Technology - ePrints Archive (611)
- RCAAP - Repositório Científico de Acesso Aberto de Portugal (1)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (3)
- Repositório Científico da Universidade de Évora - Portugal (2)
- Repositorio de la Universidad de Cuenca (1)
- Repositório do Centro Hospitalar de Lisboa Central, EPE - Centro Hospitalar de Lisboa Central, EPE, Portugal (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (4)
- SAPIENTIA - Universidade do Algarve - Portugal (2)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (1)
- Universitat de Girona, Spain (1)
- Université de Montréal (2)
- Université de Montréal, Canada (4)
- University of Connecticut - USA (1)
- University of Queensland eSpace - Australia (3)
- University of Washington (1)
- Worcester Research and Publications - Worcester Research and Publications - UK (1)
Resumo:
This study intended to measure teacher mathematical content knowledge both before and after the first year of teaching and taking graduate teacher education courses in the Teach for America (TFA) program, as well as measure attitudes toward mathematics and teaching both before and after TFA teachers’ first year. There was a significant increase in both mathematical content knowledge and attitudes toward mathematics over the TFA teachers’ first year teaching. Additionally, several significant correlations were found between attitudes toward mathematics and content knowledge. Finally, after a year of teaching, TFA teachers had significantly better attitudes toward mathematics and teaching than neutral.