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Examining the Relationship between Technological Pedagogical Content Knowledge (TPACK) and Student Achievement Utilizing the Florida Value- Added Model.

机译：利用佛罗里达州增值模型检查技术教学内容知识（TPACK）与学生成绩之间的关系。

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摘要

The purpose of this study was to examine the relationship between the TPACK of in-service teachers and student achievement measured with each individual teacher's VAM score. The TPACK survey results, and a teacher's VAM score were also examined, separately, with respect to the following teacher attributes: gender, number of certification areas, highest degree earned, years teaching, subjects currently taught by teacher, teaching in/out of subject area, percentage of disadvantaged students at school, and grade level. The study used existing data, VAM scores for each teacher, and data collected from the survey developed and validated by Sahin (2011).;Results showed no relationship between a teacher's VAM score and the TPACK survey overall or its individual constructs. Upon examination of VAM scores and teacher attributes, subject area, the percentage of economically disadvantaged students at the teacher's school, and grade level of the teacher were all significantly related to VAM scores. In addition, the TPACK survey results overall and its constructs were also examined with teacher attributes, among the significant relationships were gender, subject area, the number of certifications, highest degree held by the teacher, years teaching, and teaching in/out of area. This study examined student achievement utilizing the Florida Value-Added Model. Different studies should examine different measures of student achievement. This could involve the use of different Value-Added models utilized in other states. The study also found a statistically significant relationship between a teacher's VAM score and the percentage of economically disadvantaged students at the teacher's school. Future research should be conducted in additional counties in the State of Florida examining this relationship to determine if this relationship exists in the population. Teacher pay has been historically determined by years of teaching experience, yet in this study years of experience had no relationship to student achievement. Future research should examine the role teaching experience plays with knowledge associated with effective teaching and student achievement.
机译：这项研究的目的是检验在职教师的TPACK与每个教师的VAM分数所衡量的学生成绩之间的关系。 TPACK调查结果和教师的VAM分数也分别针对以下教师属性进行了检查：性别，认证领域数量，获得的最高学位，教学年限，当前由教师教授的学科，学科的进/出面积，在校弱势学生的百分比和年级。该研究使用了现有数据，每位教师的VAM分数以及由Sahin（2011）开发并验证的调查收集的数据。结果表明，教师的VAM分数与TPACK总体调查或其个别结构之间没有关系。通过检查VAM分数和教师属性，学科领域，在教师学校中处于经济劣势的学生的百分比以及教师的年级水平，都与VAM分数显着相关。此外，TPACK的总体调查结果及其结构也根据教师的属性进行了检查，其中重要的关系包括性别，学科领域，证书数量，教师所持的最高学位，任教年限以及在校内/校外的教学。 。这项研究利用佛罗里达增值模型检查了学生的成绩。不同的研究应研究学生成绩的不同衡量标准。这可能涉及使用其他州使用的不同增值模型。该研究还发现，教师的VAM分数与教师学校的经济困难学生的百分比之间存在统计学上的显着关系。未来的研究应在佛罗里达州的其他县进行，以检查这种关系，以确定这种关系是否存在于人口中。从历史上看，教师的薪酬是由多年的教学经验决定的，但是在本研究中，多年的经验与学生的成绩无关。未来的研究应检查教学经验与有效教学和学生成就相关的知识所起的作用。

著录项

  • 作者

    Farrell, Ivan.;

  • 作者单位

    Florida Institute of Technology.;

  • 授予单位 Florida Institute of Technology.;
  • 学科 Educational technology.;Educational evaluation.;Education policy.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 263 p.
  • 总页数 263
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 农学（农艺学）;
  • 关键词

  • 入库时间 2022-08-17 11:40:21

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