ORCID Profile
0000-0002-9120-2921
Current Organisation
University of Newcastle Australia
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Publisher: Kamla Raj Enterprises
Date: 07-2013
Publisher: Emerald
Date: 08-01-2021
DOI: 10.1108/IJLLS-10-2020-0080
Abstract: The purpose of this paper is to describe the design and delivery of a lesson study unit in mathematics to pre-service primary teachers and to identify the opportunities and challenges resulting from the need to deliver the unit wholly online due to the COVID-19 pandemic. Cross-case analysis, using a before-and-after design, was used to compare the development and delivery of the unit in 2019 and 2020, with the pivotal event of interest between the before-and-after cases being the onset of the COVID-19 pandemic. The content and structure of the unit, as well as its collaborative aspects, remained substantially the same in the before-and-after cases. While there was a low level of engagement with pre-recorded lectures, there was a high level of engagement and participation in the online synchronous seminars, together with a marked increase in overall satisfaction with the unit. Pre-service teachers were unable to teach and observe one another's planned research lessons in school. Instead, after a detailed examination of the task, the lesson plan and student solutions, they observed a pre-recorded video of a research lesson at a local school and participated in a streamed post-lesson discussion. Pre-service teachers regarded this new component as a highlight of the unit and an important connection between the theory and practice of lesson study. The inclusion of the video-recorded research lesson in 2020 introduced a new level of authenticity for pre-service teachers, allowing them to observe a high quality structured problem solving mathematics lesson taught in a local public school, as part of a local implementation of lesson study-something that is not generally possible. While there is often a view that the benefits of lesson study result mainly from collaborative planning and teaching of the research lesson, this paper highlights the value of involvement for all participants in research lesson observation and post-lesson discussion, as well as the opportunities afforded by the use of “virtual lesson study”.
Publisher: Modestum Publishing Ltd
Date: 06-01-2019
Publisher: ASOS Yayinevi
Date: 2014
DOI: 10.16992/ASOS.113
Publisher: Informa UK Limited
Date: 26-10-2009
Publisher: Informa UK Limited
Date: 11-10-2015
Publisher: Modestum Publishing Ltd
Date: 14-12-2013
Publisher: Eurasian Society of Educational Research
Date: 15-07-2022
DOI: 10.12973/EU-JER.11.3.1715
Abstract: Mathematics anxiety in initial teacher education is a growing issue that reflects on teacher quality and their student’s maths anxiety and abilities. Previous studies have presented a range of different perspectives to mathematics anxiety. We aimed to explore further the reasons of mathematics anxiety in preservice teachers and suggest some intervention strategies in reducing maths anxiety for initial teacher education systems. We used a mixed methodology in this research analysing both qualitative data along with some quantified data derived from qualitative data sources. The findings provide insights to causes of maths and test anxiety along with some intervention strategies that teacher educators can use in their future teaching.
Publisher: SAGE Publications
Date: 29-07-2014
Abstract: The purpose of this study was to examine the validity and reliability of a Turkish version of a Self-Regulated Practice Behavior Scale (SRP) for college students. The scale included measures of the theoretical constructs Social Influences, Method, Behavior, and Time management as sub-scales. The original SRP is a self-report instrument that was designed to measure the self-regulated practicing behavior of intermediate instrumental music students. An adaptation and Turkish translation of the scale for collegiate musicians resulted in a 38-item Turkish Self-Regulated Practice Behavior measure (Turkish SRPB). The Turkish SRPB was administrated to 237 college students enrolled in music education programs from two Turkish universities. Results of confirmatory factor analyses revealed that an adjusted four-factor model with a factor representing each of the sub-scales listed above was the best fit to the data collected (CFI = .96, RMSEA = .04, SRMR = .08). The Cronbach’s alpha coefficients for the Turkish SRPB sub-scales ranged from .62 to .90. The findings suggest that the Turkish SRPB produced valid and reliable measures of the self-regulatory practice behavior of collegiate Turkish musicians.
Publisher: BRILL
Date: 26-08-2021
Publisher: ASOS Yayinevi
Date: 2013
DOI: 10.9761/JASSS1503
Publisher: Springer Science and Business Media LLC
Date: 02-08-2022
DOI: 10.1186/S40536-022-00128-6
Abstract: This study analyzed the latest four PISA surveys, 2009, 2012, 2015, and 2018, to explore the association between students’ ICT-related use and math and science performance. Using ICT Engagement Theory as a theoretical framework and a three-level hierarchical linear modeling approach, while controlling for confounding effects, ICT-related independent variables of interest were added to the models at the student, school, and country levels. The series of models revealed that, in general, an increase in ICT availability and ICT use both inside and outside school had a negative association with learning outcomes, while students’ positive attitude toward ICT demonstrated a strong positive relationship. However, students’ perceived autonomy related to ICT use had the strongest association with academic performance, which is consistent with the changing nature of the modern learning environments. Findings revealed that virtually all forms of student ICT use, both inside and outside of school and whether subject related or not, had no substantive positive relationship with student performance in math or science. Conversely, higher student attitude toward, confidence in, belief in utility of, and autonomous use of ICT was associated with higher math and science performance for each of the four years of the study. Incidentally, we also found that while country GDP per capita had no consistent association with student performance, a school’s provision of extra-curricula activities did. Recommendations for educational leaders, teachers, and parents are offered.
Publisher: Modestum Publishing Ltd
Date: 02-10-2017
Publisher: Modestum Publishing Ltd
Date: 02-02-2022
DOI: 10.29333/EJECS/987
Abstract: Mathematics anxiety is well known and studied concept. Most of the studies have been focused on the effects of mathematical anxiety on students’ academic achievement, especially from the viewpoint of analysing large national and international data sets. We aim to bring a different perspective to the existing research on mathematics anxiety and resilience by considering the measurement equivalence across cultures, so they can be compared fairly. We used Multi Group Invariance analysis with this purpose. Our findings suggested that full metric and partial scalar model invariance were confirmed which advise that the mathematics anxiety scale can be compared across two countries. We also ran multiple regression using Fisher’s Z to understand the reciprocal relationship among the variables across two s les. Preliminary results revealed that the perceived mathematics anxiety and perceived mathematics ability predict the measured mathematics anxiety equally well for both Australia and Russia.
Publisher: MDPI AG
Date: 20-04-2023
Abstract: Computational thinking (CT) has been accepted and embraced by educators and researchers alike, but many questions remain surrounding what concepts and topics have been used in CT, what tools have been used to help teach CT, and the current range of research on CT. In this paper, we address those questions and the state of professional development (PD) used to train teachers and preservice teachers in CT. Using a scientometrics analysis to map data from the scientific literature based on different kinds of published research, we found that most publications were published in education-related sources and that CT in relation to mathematics teaching was mostly about teaching computing skills and teaching computer programming using practice and algorithmic thinking in engineering and in STEM, mostly at the higher education level. Additionally, our results revealed that Scratch was the dominant tool used to teach programming skills at all school levels and in teacher education. Research on PD illustrated a main focus centred on improving computational thinking via programming skills in rural and urban areas of teaching. Lastly, we conclude that high-impact research outputs support the notion of computational thinking as a problem-solving process.
Publisher: SAGE Publications
Date: 07-2021
DOI: 10.1177/21582440211032155
Abstract: TeachLivE™, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE™ research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary research publications—journal articles (23), conference proceedings (12), and thesis dissertations (20)—were reviewed for participants, research methods, analysis, research design, data collection tools, and design approaches. Of the 102 articles identified as relevant, “instructional skills development” and “integration of TeachLivE™ in teacher education” were the most commonly researched topics. Findings indicate that preservice teachers were the most commonly studied group of participants, research methods were predominately qualitative, single-subject experimental research design was employed most often, and the most used data collection tools were surveys and observation. These findings highlight that the range of topics is increasing, with studies on in-service teachers in school-based contexts beginning to emerge as a new area of interest. This systematic review has implications for researchers and the developers of TeachLivE™. It provides valuable insight and recommendations for future studies in this emerging teacher education field, where technology is not simply used “in the classroom” but rather “as the classroom.”
Publisher: Springer Science and Business Media LLC
Date: 17-02-2018
Publisher: Modestum Publishing Ltd
Date: 06-01-2019
Publisher: Scientia Socialis Ltd
Date: 05-04-2021
Abstract: The current research aims to explore the impact of Science and Mathematics teachers’ self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered s ling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers’ self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide educational leaders with insights as to how better to retain qualified Science and Mathematics teachers. Keywords: intent-to-leave, self-efficacy, science and mathematics teachers, wellbeing
Publisher: Elsevier BV
Date: 2010
Publisher: Modestum Publishing Ltd
Date: 16-09-2017
Publisher: Expert Projects
Date: 15-06-2020
DOI: 10.33788/RCIS.69.3
Location: Taiwan, Province of China
Location: Australia
No related grants have been discovered for Zara Ersozlu.