Γνωρίσματα και πρακτικές των καθηγητών Μαθηματικών τριών χωρών μέσα από τα αποτελέσματα της TIMMS-R: προεκτάσεις στο σχεδιασμό εκπαιδευτικής πολιτικής

Περίληψη

Our study was designed to provide some insights into the instructional practices of teachers of eighth-grade students in three countries whose students' achievement represented three different levels on the TIMSS-R study: Japan, the U.S., and Cyprus. We studied the characteristics that may underlie different achievement levels by comparing teacher profiles and characteristics of instructional practices as these are reported in TIMSS-R for the teachers of Japan, U.S., and Cyprus and we explored some of the instructional and policy implications of our findings.