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- All Subjects: Academic Achievement
- All Subjects: Pedagogical content knowledge
- Creators: Sloane, Finbarr
- Resource Type: Text
This study finds that despite cultural differences, teachers are likely to share some commonalities with respect to their instructional decisions, understanding of student thinking and curricular knowledge. These similarities may reflect the convergence in teaching practice in the U.S. and China and the dedication the two countries make in improving math education. This study also finds the cross-country differences and cross-SES differences regarding teachers' PCK. On the one hand, the U.S. and Chinese math teachers of this study tend to diverge in valuing different forms of representations, explaining student misconceptions, and relating functions to other math topics. Teachers' own understanding of functions (and mathematics), standards, and high-stakes testing in each country significantly influence their PCK. On the other hand, teachers from the higher SES schools are more likely to show higher expectations for and stronger confidence in their students' mathematical skills compared to their counterparts from the lower SES schools. Teachers' differential beliefs in students' ability levels significantly contribute to their differences between socio-economic statuses.
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.