Please use this identifier to cite or link to this item:
標題: 影響四年級學生科學成績之因素探討:以台灣、香港、新加坡參與TIMSS 2007數據為証
Factors affect on the fourth grade students’ science achievements: Evidence from TIMSS 2007 data among Taiwan, Hong Kong and Singapore.
作者: 紀馥安
Chi, Fu-An
關鍵字: 國際數學與科學教育成就趨勢調查(TIMSS 2007);TIMSS 2007;階層線性模式(HLM);科學成績;正向影響;自信心;社經地位;教師性別;教師期待;HLM;science achievement;positive affect;self-confidence;family socio-economic status;teacher gender;teachers’ expectations
出版社: 教師專業發展研究所
引用: REFERENCES Altermatt, E. R., Jovanovic, J., & Perry, M. (1998). Bias or responsivity? Sex and achievementlevel effects on teachers’ classroom questioning practices. Journal of Educational Psychology, 90, 516–527. American Association of University Women. (1992). How Schools Shortchange Girls. Washington, D.C.: AAUW Educational Foundation, 1992. Ammermueller, A., & Dolton, P. (1905). Pupil-Teacher Gender Interaction Effects on Scholastic Outcomes in England and the Usa. SSRN eLibrary. Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual and classroom differences. Journal of Research in Science Teaching, 31, 811-831. Archer, J., Cantwell, R., & Bourke, S. (1999). Coping at university: An examination of achievement, motivation, self-regulation and method of entry. Higher Education Research & Development, 18(1), 31–54. Areepattamannil, S., Freeman, J., & Klinger, D. (2011). Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada. Social Psychology of Education, 14(2), 233-259. Armitage, C. J. (2008). Cognitive and affective predictors of academic achievement in schoolchildren. British Journal of Psychology, 99, 57–74. Armitage, C. J., Conner, M., & Norman, P. (1999). Differential effects of mood on Information processing: Evidence from the theories of reasoned action and planned behaviour. European Journal of Social Psychology, 29, 419–433. Aspinwall, L. G. (1998). Rethinking the role of positive affect in self-regulation. Motivation and Emotion, 22, 1–32. Atwater, M. M., Wiggins, J., & Gardner, C. M. (1995). A study of urban middle school students with high and low attitudes toward science. Journal of Research in Science Teaching, 32, 665–677. Babad, E. (1993). Teachers’ differential behavior. Educational Psychology Review, 5, 347–376. Babad, E. (1998). Advances in Research on Teaching: Expectations in the Classroom. VII, Greenwich CT: JAI Press. Babad, E., & Taylor, P. J. (1992). Transparency of teacher expectations across language and cultural boundaries. Journal of Educational Research, 86, 120–125. Bae, S., Holloway, S. D., Li, J., & Bempechat, J. (2008). Mexican-American Students'' Perceptions of Teachers'' Expectations: Do Perceptions Differ Depending on Student Achievement Levels? [Feature]. The Urban Review, 40(2), 210-225. Baharudin, R., & Luster, T. (1998). Factors related to the quality of the home environment and children’s achievement. Journal of Family Issues, 19(4), 375-403. Bailey, S. M. (1993). The current status of gender equity research in American schools. Educational Psychologist, 28, 321–339. Baker, R., & Jones, A. (2005). How can international studies such as the international mathematics and science study and the programme for international student assessment be used to inform practice, policy and future research in science education in New Zealand? [Article]. International Journal of Science Education, 27(2), 145-157. Barry, J. (2005). The effect of socio-economic status on academic achievement. Master Thesis, Wichita state University. Beaton, A., Martin, M. O., Mullis, I., Gonzalez, E. J., Smith, T. A., & Kelley, D. L. (1996). Science achievement in the middle school years: IEA’s Third International Mathematics and Science Study. Chestnut Hill, MA: Boston College. Bellamy, N. (1994). Bias in the classroom: Are we guilty? Science Scope, 17, 60–63. Benbow, C. P. (1988). Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes. Behavioral and Brain Sciences, 11, 169-232. Bettinger, E. P., & Long., B. T. (2005). "Do Faculty Serve as Role Models? The Impact of Instructor Gender on Female Students". American Economic Review, 95(2), 152–157. Bidwell, C. E., Frank, K. A., & Quiroz, P. A. (1997). Teacher types, workplace controls, and the organization of schools. Sociology of Education, 70(4), 285-307. Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill. Blote, A. W. (1995). Students’ self-concept in relation to perceived differential teacher treatment. Learning and Instruction, 5(3), 221–236. Boe, E. E., Shin, S., & Cook, L. H. (2007). Does teacher preparation matter for beginning teachers in either special or general education? The Journal of Special Education, 41, 158-170. Bourdieu, P. (1986). Handbook of Theory and Research in the Sociology of Education. Westport, CT: Greenwood Press. Bourdieu, P. (1989). Distinction: a social critique of the judgment of taste. London: Routledge. Bourdieu, P., & Passeron, J.-C. (1977). Reproduction in Education, Society and Culture. Beverly Hills, CA: Sage. Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annu. Rev. Psychol., 53, 371–399. Brandwein, P. F., Watson, F. G., & Blackwood, P. E. (1958). Teaching high school science: A book of methods. New York: Harcourt, Brace, & World. Breakwell, G. M., & Beardsell, S. (1992). Gender, parental and peer influences upon science attitudes and activities. Public Understanding of Science, 1, 183–197. Brophy, J. E. (1982). How teachers influence what is taught and learned in classrooms. Elementary School Journal, 83(1), 1–13. Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75, 631-661. Brophy, J. E. (1985). Teachers’ expectations, motives and goals for working with problem students. Orlando, FL: Academic Press. Brophy, J. E. (1998). Advances in research on teaching (Vol. 7, pp. ix-xvii). Greenwich, CT: JAI Press. Buddin, R., & Zamarro, G. (2009). Teacher Qualifications and Student Achievement in Urban Elementary Schools. Journal of Urban Economics, 66, 103-115. Burstein, L. (1980). The Analysis of Multilevel Data in Educational Research and Evaluation. Review of Research in Education, 8, 158–233. Burstein, L., Fischer, K. B., & Miller, M. D. (1980). The Multilevel effects of background on science achievement: a cross-national comparison. Sociology of Educational, 53, 215–225. Cahill, L. (2005). "His Brain, Her Brain.". Scientific American, 292(5), 40–47. Canes, B. J., & Rosen., H. S. (1995). "Following in Her Footsteps? Women’s Choices of College Majors and Faculty Gender Composition". Industrial and Labor Relations Review, 48(3), 486–504. Cannon, R. K., & Simpson, R. (1985). Relationships among attitude, motivation, and achievement of ability grouped, seventh grade, life science students. Science Education, 69, 121–138. Carnegie Forum on Education and the Economy. (1986). Task Force on teaching as a profession. A nation prepared: Teachers for the 21st century. New York: Carnegie Corporation. Catsambis, S. (1995). Gender, race, ethnicity, and science education in the middle grades. Journal of Research in Science Teaching, 32, 243-257. Chang, C. Y. (2005). Taiwanese science and life technology curriculum standards and earth systems education. International Journal of Science Education, 27(5), 625–638. Chang, C. Y., & Cheng, W. Y. (2008). Science achievement and students’self-confidence and interest in science: A Taiwanese representative sample study. International Journal of Science Education, 30, 1183–1200. Chang, J. (2011). A Case Study of the “Pygmalion Effect” Teacher Expectations and Student Achievement. International Education Studies, 4(1), 198-201. Clotfelter, C., Ladd, H., & Vigdor, J. (2007). How and why do teacher credentials matter for student achievement? NBER Working Paper No. W12828. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). “Teacher-Student Matching and the Assessment of Teacher Effectiveness.”. Journal of Human Resources, XLI(4(Fall)), 778-820. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Eribaum. Coleman, J. S., Campbell, E. Q., Hobson, C. F., McPartland, A. M., Mood, A. M., Weinfield, F. D., & York, R. L. (1966). Equality of educational opportunity. Washington, DC: US Government Printing Office. Coley, R. J. (2001). "Differences in the Gender Gap: Comparisons across Racial/Ethnic Groups in Education and Work.". Policy Information Center, Princeton, N.J.: Educational Testing Service. Collette, A. T., & Chiappetta, E. L. (1989). Science instruction in the middle and secondary schools (2nd ed.). Columbus, OH: Charles E. Merrill. Conger, R. D., & Conger, K. J. (2002). Resilience in Midwestern families: selected findings from the first decade of a prospective, longitudinal study. J. Marriage Fam., 64, 361– 373. Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175–199. Cooper, H. (1979). Pygmalion grows up: A model for teacher expectation communication and performance influence. Review of Educational Research, 49(3), 38-410. Cooper, H. (1985). Models of teacher expectation communication. Hillsdale, NJ: Erlbaum. Cooper, H. M., & Good, T. L. (1983). Pygmalion grows up: Studies in the expectation communication process. New York: Longman. Crano, W., & Mellon, P. (1978). Causal influences of teachers'' expectations on children''s academic performance: A cross-lagged panel analysis. Journal of Educational Psychology Review, 70(1), 3-49. Crawley, N. N. (1991). A summary of research in science education-1989. Science Education, 75(3), 1-35. Czerniak, C., & Chiarelott., L. (1990). Teacher education for effective science instruction-a social cognitive perspective. Journal of Teacher Education, 41(1), 49-58. D’Ambrosio, M., & Hammer, P. S. (1996). Gender equity in the Catholic elementary schools. Paper presented at the National Catholic Education Association Conference, Philadelphia, PA. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Journal of Education Policy Analysis, 8(1), 88-114. Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in Teacher Preparation: How Well Do Different Pathways Prepare Teachers to Teach? Journal of Teacher Education, 53(4). Davis, A., & Havighurst , R. (1946). Social class and color differences in child-rearing. Am. Sociol. Rev., 11, 698–710. DeBacker, T. K., & Nelson, R. M. (2000). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93, 245–254. Dee, T. S. (2005). “Teachers and the Gender Gap in Student Achievement.”. Cambridge, MA: National Bureau of Economic Research. Dee, T. S. (2007). Teachers and the Gender Gaps in Student Achievement. Journal of Human Resources, 42(3), 528-554. Duffy, J., Warren, K., & Walsh, M. (2001). Classroom Interactions: Gender of Teacher, Gender of Student, and Classroom Subject. Sex Roles: A Journal of Research, 45(9), 579-593. Duncan, G. J., & Brooks-Gunn, J. (1997). Consequences of Growing Up Poor. New York: Russell Sage Found. Eamon, M. K. (2005). Social-demographic, school, neighborhood, and parenting influences on academic achievement of Latino young adolescents. Journal of Youth and Adolescenc, 34(2), 163-175. Eccles (Parsons), J. S., Adler, T., Futterman, R., Golf, S., Kaczala, C., Meece, J., & Midgley, C. (1983). Expectancies, values, and academic behavior. San Francisco: W.H. Freeman. Eden, D., & Shani, A. B. (1982). Pygmalion goes to boot camp: Expectancy, leadership, and trainee performance. Journal of Applied Psychology, 67, 194-199. Ehrenberg, R. G., Goldhaber, D. D., & Brewer., D. J. (1995). "Do Teachers’ Race, Gender and Ethnicity Matter? Evidence from the National Educational Longitudinal Study of 1988.". Industrial and Labor Relations Review, 48(3), 547–561. Elijio, A., & Dudaitė, J. (2005). Social, economical, and educational factors in relation to mathematics achievement. Vilnius. Ensminger, M. E., & Fothergill, K. (2003). A decade of measuring SES: what it tells us and where to go from here. See Bornstein & Bradley 2003, pp. 13–27. Entwisle, D. R., Alexander, K. L., Pallas, A. M., & Cadigan, D. (1987). The emergent academic self-image of first graders: Its response to social structure. Child Development, 58, 1190–1206. Erez, A., & Isen, A. M. (2002). The influence of positive affect on the components of expectancy motivation. Journal of Applied Psychology, 87, 1055–1067. Etzkowitz, H., Kemelgor, C., Neuschatz, M., & Uzzi, B. (1992). Athena unbound: Barriers to women in academic science and engineering. Science and Public Policy, 19(3), 157-179. Feldman, R. S., & Theiss, A. J. (1982). ‘The teacher and student as Pygmalions: joint effects of teacher and student expectations’. Journal of Educational Psychology, 74(2), 217–223. Fennema, E. L., & Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization, and affective factors. American Educational Research Journal, 14, 51-71. Fennema, E. L., & Sherman, J. (1978). Sex-related differences in mathematics achievement and related factors: A further study. American Educational Research Journal, 9, 189-203. Ferguson, R. F. (1991). Paying for public education: New evidence on how and why money matters. Harvard Journal of Legislation, 28(2), 465–498. Ferguson, R. F., & Ladd, H. F. (1996). How and why money matters: An analysis of Alabama schools. Washington, DC: The Brookings Institute. Ferron, J. M., Hogarty, K. Y., Dedrick, R. F., Hess, M. R., Niles, J. D., & Kromrey, J. D. (2008). Reporting Results From Multilevel Analyses. Information Age Publishing. Fleming, M. L., & Malone, M. R. (1983). The relationship of students characteristics and students performance in science as viewed by meta-analysis research. Journal of Research in Science Teaching, 20, 481–495. Foy, P., & Olson, J. F. (2009). TIMSS 2007 User Guide for the International Database. Chestnut Hill: MA: TIMSS & PIRLS International Study Center, Boston College. Freeman, C. E. (2004). Trends in Educational Equity of Girls and Women: 2004. NCES 2005-016, U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: GPO. Frieze, I. H., Parsons, J. E., Johnson, P. B., Ruble, D. N., & Zellman, G. L. (1978). Women and sex roles: A social psychological perspective. New York: Norton. Gardner, P. L. (1975). Attitudes to science: A review. Studies in Science Education, 2, 1–41. Goldhaber, D. (2008). Teachers matter, but effective teacher quality policies are elusive. Routledge. Goldhaber, D., & Brewer, D. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis, 22(2), 129-146. Goldhaber, D. D., & Brewer, D. J. (1999). Teacher licensing and student achievement. Washington, DC: Thomas B. Fordham Foundation. Good, T. L. (1981). Teacher expectations and student perceptions: A decade of research. Educational Leadership, 38(5), 415-421. Good, T. L. (1987). Teacher expectations. New York: Random House. Good, T. L., & Brophy, J. E. (2003). Looking in classrooms (9th ed., pp. 67–108). Boston, MA: Allyn and Bacon. Good, T. L., & Weinstein, R. S. (1986). ‘Classroom expectations: one framework for exploring expectations’. Alexandria VA: Association for Supervision and Curriculum Development. Greenwald, R., Hedges, L. V., & Laine, R. D. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(3), 361-396. Grissmer, D. W., Flanagan, A., Kawata, J., & Williamson, S. (2000). Improving student achievement: What state NAEP test scores tell us. Santa Monica, CA: Rand Corporation. Gustafsson, J.-E. (1998). Social background and teaching factors as determinants of reading achievement at class and individual levels. Journal of Nordic Educational Research,, 18, 241–250. Gustafsson, J.-E., & Westerlund, A. (1994). Socialgruppsskillnader i presentationer på Högskoleprovet [Differences between socio-economic groups in performance on the Swedish Scholastic Aptitude Test; in Swedish]. Stockholm: Carlsson Bokf ö rlag. Hagtvet, K. A., & Undheim, J.-O. (1988). The Norwegian experience of test use: A selective review of Norwegian tests and measurements in cultural context. New York: Cambridge University Press. Haladyna, T., & Shaughnessy, J. (1982). Attitude toward science: A quantitative synthesis. Science Education, 66, 547-563. Halpern, D. F. (2000). Sex Differences in Cognitive Abilities, 3rd Edition. Mahwah, N.J.: Lawrence Erlbaum Associates. Hanegan, N., Price, L., & Peterson, J. (2008). Disconnections Between Teacher Expectations and Student Confidence in Bioethics. Science & Education, 17(8), 921-940. Hansen, J. B. (1988). The relationship of skills and classroom climate of trained and untrained teachers of gifted students. Unpublished doctoral dissertation, Purdue University. Hanushek, E. (1986). The economics of schooling: production and efficiency in public schools. Journal of Economic Literature, 24(4), 1141–1177. Hanushek, E. (1994). Money might matter somewhere: A response to Hedges, Laine, & Greenwald. Educational Researcher, 23(4), 5-8. Hanushek, E. A. (1992). The trade-off between child quantity and quality. The Journal of Political Economy, 100, 84–117. Hanushek, E. A. (1997). Assessing the effects of school resources on student performance: An update. Educational Evaluation and Policy Analysis, 19(2), 141-164. Hanushek, E. A., Kain, J. F., O’Brien, D. M., & Rivkin, S. G. (2005). The market for teacher quality (Working Paper No. 11154). Cambridge, MA: National Bureau of Economic Research. Hedges, L. V., & Nowell, A. (1995). "Sex Differences in Mental Test Scores, Variability, and Numbers of High-scoring Individuals.". Science, 269(5520), 41–45. Heiss, E. D., Obourn, E. S., & Hoffman, C. W. (1950). Modern science teaching. New York: Macmillan. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers'' mathematical knowledge for teaching on student achievement. American Education Research Journal, 42(2), 371-406. Hochschild, J. L. (2003). Social Class in Public Schools. Journal of Social Issues, 59(4), 821-840. Hoff, E., Laursen, B., & Tardif, T. (2002). Socioeconomic status and parenting. Mahwah, NJ: Erlbaum. 2nd ed. Hofmann, D. A. (1997 ). An Overview of the Logic and Rationale of Hierarchical Linear Models. Journal of Management, 23(6), 723-744. Hofmann, D. A., & Gavin, M. B. (1998). Centering decisions in hierarchical linear models: Implications for research in organizations. Journal of Management, 24(5), 623-641. doi: 10.1016/s0149-2063(99)80077-4 Holden, C. (1993). Giving girls a chance: Patterns of talk in co-operative group work. Gender and Education, 5, 179–189. Hollingshead, A. B., & Redlich, F. C. (1958). Social Class and Mental Illness. New York: Wiley. Holmes Group. (1986). Tomorrow’s teachers. East Lansing, MI: The Holmes Group, Inc. Holmlund, H., & Sund, K. (2008). Is the gender gap in school performance affected by the sex of the teacher? Labour Economics, 15(1), 37-53. Hopf, D., & Hatzichristou, C. (1999). Teacher gender-related influences in Greek schools. British Journal of Educational Psychology, 69, 1–18. House, J. D. (1996). Student expectancies and academic self-concept as predictors of student achievement. Journal of Psychology, 130, 679-681. Hox, J. J. (1994). Applied multilevel analysis. Amsterdam: TT-Publikaties. Hox, J. J. (2002). Multilevel Analysis: techniques and applications. Mahwah, NJ: Lawrence Erlbaum Associates. Hox, J. J., & Maas, C. J. M. (2001). The accuracy of multilevel structural equation modeling with pseudobalanced groups and small samples. Structural Equation Modeling, 8, 157–174. Huang, F., & Moon, T. (2009). Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools. Educational Assessment, Evaluation & Accountability, 21(3), 209-234. Hung, M. (2010). What Matters in Inquiry-Based Science Instruction? Retrieved from Hurd, P. D. (1969). New directions in teaching secondary school science. Chicago: Rand McNally. Huse´n, T., & Postlethwaite, T. N. (1996). A Brief History of International Educational Achievement (IEA). Assessment in Education, 3, 129–141. Isen, A. M., & Geva, N. (1987). The influence of positive affect on acceptable level of risk: The person with a large canoe has a large worry. Organizational Behavior and Human Decision Processes, 39, 145–154. Jacobson, W. J., & Doran, R. L. (1985). The second international science study: U. S. results. Phi Delta Kappan, 66, 414–417. Jagacinski, C. M., & LeBold, W. K. (1981). A comparison of men and women undergraduates and professional engineers. Engineering Education, 72(3), 213-220. Jencks, C., Smith, M., Acland, H., Bane, M. J., Cohen, D., Gintis, H., . . . Michelson, S. (1972). Inequality: a reassessment of the effect of family and school in America. New York: Basic Books Inc. Jeynes, W. H. (2002). Examining the effects of parental absence on the academic achievement of adolescents: the challenge of controlling for family income. Journal of Family and Economic Issues, 23(2). Jones, M. G. (1991). Gender differences in science competitions. Science Education, 75, 159- 167. Jones, M. G., & Wheatley, J. (1989). Gender influences in classroom displays and student- teacher behavior. Science Education, 73, 525-545. Jones, M. G., & Wheatley, J. (1990). Gender differences in teacher-student interactions in science classrooms. Journal of Research in Science Teaching, 27, 861-874. Jones, S. M., & Dindia., K. (2004). "A Meta-analytic Perspective on Sex Equity in the Classroom.". Review of Educational Research, 74(4), 443–471. Jussim, L. (1989). Teacher expectations: Self-fulfilling prophecies, perceptual bias, and accuracy. Journal of Personality and Social Psychology, 57, 469-480. Jussim, L., Smith, A., Madon, S., & Palumbo, P. (1998). Teacher expectations. Greenwich, CT: JAI Press. Kahle, J. B. (1990). Real students take chemistry and physics. New York: Falmer. Kahle, J. B., & Lakes, M. K. (1983). The myth of equality in science classrooms. Journal of Research in Science Teaching, 20, 208-216. Kahle, J. B., & Meece, J. L. (1994). Research on gender issues in the classroom. New York: Macmillan. Kahle, J. B., Parker, L. H., Rennie, L. J., & Riley, D. (1993). Gender differences in science education: Building a model. Educational Psychologist, 28, 379-404. Kahle, J. B. D. (1993). Gender differences in science education: building a model. [Article]. Educational Psychologist, 28(4), 379. Keating, D. P., & Hertzman, C. (1999). Developmental Health and the Wealth of Nations. New York: Guilford. Keeves, J. P., & Morgenstern, C. (1992). Attitudes towards science: Measures and effects. New York: Pergamon. Keeves, J. P., & Saha, L. J. (1997). Measurement of Social Background. UK: Pergamon. Kelly, A. (1985). The construction of masculine science. British Journal of Sociology of Education, 6, 133-154. Kelly, A. (1986). The development of girls’ and boys’ attitudes to science: A longitudinal study. Journal of Research in science Teaching, 8, 399–412. Kim, J., & Choi, K. (2008). Closing the Gap: Modeling Within-School Variance Heterogeneity in School Effect Studies. Asia Pacific Education Review, 9(2), 206-220. Kimball, M. M. (1989). A new perspective on women’s math achievement. Psychological Bulletin, 105, 198-214. Kimura, D. (1999). Sex and Cognition. Cambridge and London: The MIT Press. Kleinfeld, J. (1998). The Myth that Schools Shortchange Girls: Social Science in the Service of Deception. Washington D.C.: Women’s Freedom Network. Kleitman, S. (2008). Metacognition in the rationality debate: Self-confidence and its calibration. Saarbucken, Germany: VDM. Kleitman, S., & Moscrop, T. (2010). Self-confidence and academic achievements in primary-school children: Their relationships and links to parental bonds, intelligence, age, and gender. NewYork, NY: Springer. Klingele, W., & Warrick, B. (1990). Scale economies and student performance in Hawaii. Journal of Education Finance, 19(3), 279-291. Klitgaard, R. H., & Hall, G. R. (1974). Are there unusually effective schools? Journal of Human Resources, 10(3), 40–106. Koballa, T. R., Jr., & Crawley, F. E. (1985). The influence of attitude on science teaching and learning. School Science and Mathematics, 85, 222–232. Koh, C., Wang, C. K. J., Tan, O. S., Liu, W. C., & Ee, J. (2009). Bridging the Gaps between Students'' Perceptions of Group Project Work and Their Teachers'' Expectations. Journal of Educational Research, 102(5), 333-348. Kreft, I. G. G., & Leeuw, J. (1998). Introducing multilevel models. London: Sage. Kupermintz, H. (2003). Teacher effects and teacher effectiveness: A validity Investigation of the Tennessee value added assessment system. Education Evaluation and Policy Analysis, 25(3), 287-298. Kyriakides, L. (2006). Using international comparative studies to develop the theoretical framework of educational effectiveness research: A secondary analysis of TIMSS 1999 data. Educational Research and Evaluation, 12(6), 513-534. Lee, V. E., & Burkam, D. T. (1996). Gender differences in middle grade science achievement: Subject domain, ability level, and course emphasis. Science Education, 80(6), 613–650. Lenney, E. (1977). Women''s self-confidence in achievement settings. Psychological Bulletin, 84, 1-13. Lenney, E., Gold, J., & Browning, C. (1983). "Sex Differences in Self-Confidence: The Influence of Comparison to Others’ Ability Level.". Sex Roles, 9(9), 925-942. Lewin, T. (1998, December 13). "Ideas and Trends: How Boys Lost out to Girl Power.", The New York Times, p. 3. Licht, B. G., Stader, S. R., & Swenson, C. C. (1989). Children’s achievement-related beliefs: Effects of academic area, sex, and achievement level. Journal of Educational Research, 82, 253-260. Liou, P. Y. (2010). Cross-National Comparisons of the Association Between Student Motivation for Learning Mathematics and Achievement Linked with School Contexts: Results from TIMSS 2007. Doctor of philosophy, The university of minnesota. Lippa, R. A. (2002). Gender, Nature, and Nurture. Mahwah, N.J.: Lawrence Erlbaum. Liu, W., Ali, S., Soleck, G., Hopps, J., Dunston, K., & Pickett, T. (2004). Using social class in counseling psychology research. J. Counsel. Psychol, 51, 3–18. Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Stanford: Stanford University Press. Mager, R. (1968). Developing attitude toward learning. Palo Alto, CA: Fearon. Majoribanks, K. (1996). Family Learning Environments ans Students’ Outcomes: A Review. Journal of Comparitive Family Studies, 27(2), 373-394. Manning, P. C., Esler, W. K., & Baird, J. R. (1982). How much elementary science is really being taught? Science and Children, 19(8), 40-41. Marshall, H. H., & Weinstein, R. S. (1984). Classroom factors affecting students’self-evaluations: An interactional model. Review of Educational Research, 54, 301–325. Martin, M. O., Mullis, I. V. S., & Foy, P. (2008). TIMSS 2007 International Science Report: Findings from IEA''s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Martin, M. O., & Preuschoff, C. (2008). Creating the TIMSS 2007 background indices. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Mattern, N., & Schau, C. (2002). Gender differences in science attitude-achievement relationships over time among white middle-school students. Journal of Research in Science Teaching, 39(4), 324-340. McNeal, R. B. (2001). Differential effects of parental involvement on cognitive and behavioral outcomes by socioeconomic status. Journal os Socio-Economics, 30(2), 171. Mechling, D. R., Stedman, C., & Donnellan, J. (1982). Preparing and certifying science teachers: An NSTA report. Science and ChUdren, 20(2), 9-14. Meece, J. L. (1987). The influence of school experiences on the development of gender schemata. San Francisco, CA: Jossey-Bass. Meece, J. L., & Courtney, D. P. (1992). Gender differences in students’ perceptions: Consequences for achievement-related choices. Hillsdale, NJ: Lawrence Erlbaum Associates. Meece, J. L., & Jones, M. G. (1996). Gender differences in motivation and strategy use in science: Are girls rote learners? Journal of Research in Science Teaching, 33(4), 393–406. Merton, R. K. (1948). ‘The self-fulfilling prophecy’. Antioch Review, 8, 193–210. Mikk, J. (2005). Economic and educational correlates of TIMSS results. Paper presented at the International Conference, “Economics and Management”, Siauliai, Lithuania (ERIC Document Reproduction Service No. ED 493 518). Ministry of Education. (2012). from Monk, D. H. (1994). Subject matter preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13(2), 125-145. Monk, D. H., & King, J. A. (1994). Multilevel teacher resource effects in pupil performance in secondary mathematics and science: The case of teacher subject matter preparation. Ithaca, NY: ILR Press. Morse, L. W., & Handley, H. M. (1985). Listening to adolescents: Gender differences in science classrooms. Madison, WI: Academic. Muñoz, M., & Chang, F. (2007). “The Elusive Relationship Between Teacher Characteristics and Student Achievement Growth: A Longitudinal Multilevel Model for Change”. Journal of Personnel Evaluation in Education, 20(3-4), 147-164. Muller, C. (1998). ‘The minimum competency exam requirement, teachers’ and students’ expectations and academic performance’. Social Psychology of Education, 2(2), 199–216. Murnane, R. J., & Phillips, B. (1981). Learning by doing, vintage, and selection: Three pieces of the puzzle relating teaching experience and teaching performance. Economics of Education Review, 1(4), 453–465. Muthe´n, B. O. (1990). Mean and covariance structure analysis of hierarchical data. (UCLA Statistics Series No. 62). Los Angeles, CA: University of California. Muthe´n, B. O. (1991). Multilevel factor analysis of class and student achievement components. Journal of Educational Measurement, 28, 338–354. Muthe´n, B. O. (1994). Multilevel covariance structure analysis. Sociological Methods & Research, 22, 376–398. Myers, B. E. (1968). An appraisal of change in attitude toward science and scientists and of student achievement in an introductory college chemistry course relative to the students’ backgrounds in high school chemistry and physics (Doctoral dissertation, The Pennsylvania State University, 1967). Dissertation Abstracts International, 29, 152A. Narayan, C. (2011). Year 8 Students Perceptions of Science and Scientists. Master of Education, University of Waikato. Nathan, M., Tran, N., Atwood, A., Prevost, A., & Phelps, L. (2010). Beliefs and expectations about engineering preparation exhibited by high school STEM teachers. Journal of Engineering Education, 99(4), 409. National Commission on Teaching and America’s Future. (1996). What matters most: Teaching for America’s future. New York: NCTAF. National Commission on Teaching and America’s Future. (1997). Doing what matters most: Investing in quality teaching. New York: NCTAF. National Science Teachers Association. (2003). Standards for Science Teacher Preparation. Neathery, M. F. (1997). Elementary and secondary students’ perceptions toward science: Correlations with gender, ethnicity, ability, grade and achievement. Electronic Journal of Science Education, 2. Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., . . . Urbina, S. (1996). "Intelligence: Knowns and Unknowns.". American Psychologist, 51(2), 77–101. Neumark, D., & Gardecki, R. (1998). "Women Helping Women? Role Model and Mentoring Effects on Female PhD Students in Economics.". Journal of Human Resources, 33(1), 220–246. Nixon, L. A., & Robinson., M. D. (1999). "The Educational Attainment of Young Women: Role Model Effects of Female High School Faculty.". Demography, 36(2), 185–194. Nye, B., Konstantopoulos, S., & Hedges, L. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237–257. O’Dwyer, L. M. (2005). Examining the variability of mathematics performance and its correlate using data from TIMSS ’95 and TIMSS ’99. Educational Research and Evaluation, 11(2), 155–177. Oakes, J., & Rossi, P. (2003). The measurement of SES in health research: current practice and steps toward a new approach. Soc. Sci. Med., 56, 769–784. Omvig, C. P. (1989). Teacher/student classroom interaction in vocational education., Department of Vocational Education, College of Ed
本研究主要探討學生因素(學生正向影響、學生自信心、學生社經地位、學生性別)與教師因素(教師年資、教師期待、教師準備度、教師性別)對參與2007年國際數學與科學教育成就趨勢調查(TIMSS 2007)之台灣、香港、新加坡三個華人社會國家/地區的四年級學生科學成績之影響。本研究主要回答兩個研究問題:在所選擇的國家/地區中哪些學生層因素與學生科學成績相關以及如何相關?在所選擇的國家/地區中哪些教師層因素與學生科學成績相關以及如何相關?因此本研究樣本選擇為亞洲國家/地區參與TIMSS 2007四年級學生與他們的科學教師,包括台灣150間學校中4131位學生與174位科學教師;香港126間學校中3791位學生與150位科學教師;新加坡177間學校中5041位學生與360位科學教師。資料來源取自TIMSS 2007 四年級學生科學問卷與教師科學問卷。而本研究使用次級資料分析,並使用階層線性模式6.08版(HLM 6.08)分析數據,以小於0.05作為顯著的標准。

This study examined the effects of selected student factors (students’ positive affect toward science, students’ self-confidence in learning science, family socio-economic status, student gender) and teacher factors (the number of years teacher have taught, teachers’ expectations, teachers feel “very well” prepared to teach the science, teacher gender) on science achievement at the fourth grades in Taiwan, Hong Kong and Singapore of Chinese societies who participated in the Trends in International Mathematics and Science Study (TIMSS) 2007. This study aimed to answer the following research questions: Which factors are associated with student science achievement at student level, and how are they associated in each selected country? Which factors are associated with student science achievement at teacher level, and how are they associated in each selected country? This study analyzed the responses of fourth-grade students and their science teachers from the participating Asia countries include the Taiwan TIMSS 2007 sample consisted of 4131 students and their 174 science teachers in 150 schools, the Hong Kong TIMSS 2007 sample consisted of 3791 students and their 150 science teachers in 126 schools and the Singapore TIMSS 2007 sample consisted of 5041 students and their 360 science teachers in 177 schools. The data of this study were collected by TIMSS 2007 Student Questionnaire and TIMSS 2007 Teacher Questionnaire in science. Thus, the secondary analysis was used in this study. A hierarchical linear model (HLM 6.08) was used to analyze the data; a significance level of 0.05 was used.

The results of this study showed that ICC suggests that multilevel analysis can analyze the data of Taiwan, Hong Kong and Singapore. The results showed that PATS had a significant positive effect on student science achievement in Taiwan, Hong Kong and Singapore. SCS had a significant positive effect on student science achievement in Taiwan, Hong Kong and Singapore. SES had a significant positive effect on student science achievement only in Taiwan and Singapore. TG had a significant effect on student science achievement only in Taiwan. TCHES had a significant positive effect on student science achievement only in Hong Kong. However, SG, TY, TP had a non-significant effect on student science achievement in Taiwan, Hong Kong and Singapore. Besides, four variables of student level and four variables of teacher level interaction effects had no significant effect on student science achievement in Taiwan, Hong Kong and Singapore.
其他識別: U0005-2707201210440600
Appears in Collections:教師專業發展研究所

Show full item record

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.