Measuring teachers' beliefs quantitatively : criticizing the use of Likert scale and offering a new approach /

Measuring teachers' beliefs quantitatively : criticizing the use of Likert scale and offering a new approach /

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Bibliographic Details
Author / Creator:Safrudiannur.
Imprint:Wiesbaden : Springer Spektrum, 2020.
Description:1 online resource (180 p.).
Language:English
Series:Kölner Beiträge Zur Didaktik der Mathematik Ser.
Kölner Beiträge Zur Didaktik der Mathematik.
Subject:
Teachers -- Attitudes.
Likert scale.
Likert scale.
Teachers -- Attitudes.
Electronic books.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/12604749
Hidden Bibliographic Details
ISBN:9783658300234
365830023X
9783658300227
3658300221
Notes:Description based upon print version of record.
4.4.2 Candra's interview along with an observation
Includes bibliographical references.
Summary:The use of Likert scale instruments for measuring teachers' beliefs is criticized because of amplifying social desirability, reducing the willingness to make differentiations, and often providing less or no contexts. Those weaknesses may distort teachers' responses to a Likert scale instrument, causing inconsistencies between their responses and their actions. Therefore, the author offers an alternative approach by employing rank-then-rate items and considering students' abilities as one of the factors affecting teachers' beliefs. The results confirm that the offered approach may give a better prediction about teachers' beliefs than does a Likert scale instrument. Contents The Relationship Between Teachers' Beliefs and Their Practices Measuring Teachers' Beliefs and Some Problems in the Measurements Target Groups Scholars and students of mathematics education Teachers of mathematics in secondary schools About the Author Safrudiannur is a researcher and lecturer in the field of mathematics education at the Mulawarman University, Indonesia. From 2015 to 2020, he was a research fellow at the University of Cologne in Germany.
Other form:Print version: Safrudiannur Measuring Teachers' Beliefs Quantitatively : Criticizing the Use of Likert Scale and Offering a New Approach Wiesbaden : Spektrum Akademischer Verlag GmbH,c2020 9783658300227
Table of Contents:
  • Intro
  • Foreword
  • Foreword and Acknowledgment
  • Table of Contents
  • List of Tables
  • List of Figures
  • Abstract
  • Kurzzusammenfassung
  • 1. General Introduction
  • 1.1 The relationship between teachers' beliefs and their practices
  • 1.2 Measuring teachers' beliefs and some problems in the measurements
  • 1.3 Methodological arguments of the approach offered to solve problems in measuring beliefs
  • 1.4 The theoretical framework and the structure of the TBTP
  • 1.4.1 The theoretical framework of the TBTP
  • 1.4.2 The structure of the TBTP
  • 1.5 Studies conducted for constructing and validating the TBTP
  • 1.5.1 The first preliminary study
  • 1.5.2 The second preliminary study
  • 1.5.3 The first validation study
  • 1.5.4 The second validation study
  • 1.5.5 The third validation study
  • 2. The First Article [The different mathematics performances in PISA 2012 and a curricula comparison: Enriching the comparison by an analysis of the role of problem solving in intended learning processes]
  • 2.1 Introduction and background
  • 2.1.1 The comparison of performances from Indonesia and Singapore in international comparison studies
  • 2.1.2 Overview of Secondary Education System and the Curricula
  • 2.1.2.1 Indonesia
  • 2.1.2.2 Singapore
  • 2.2 Theories of the interpretation of problem solving
  • 2.3 Research questions
  • 2.4 Method
  • 2.5 Results
  • 2.5.1 The comparison of mathematics contents
  • 2.5.1.1 The comparison of the statistics topic
  • 2.5.1.2 The comparison of the geometry and measurement on two-dimension (2D) shape topic
  • 2.5.2 The comparison of the examination of the role of problem solving
  • 2.6 Discussions and concluding remarks
  • 2.7 Limitations and further studies
  • References
  • 3. The Second Article [Teachers' beliefs and how they correlate with teachers' practices of problem solving]
  • 3.1 Introduction
  • 3.2 Theoretical background: Beliefs
  • 3.3 Method
  • 3.4 Results
  • 3.4.1 Teacher A
  • 3.4.1.1 Observation
  • 3.4.1.2 Interview
  • 3.4.2 Teacher B
  • 3.4.2.1 Observation
  • 3.4.2.2 Interview
  • 3.4.3 Teacher C
  • 3.4.3.1 Observation
  • 3.4.3.2 Interview
  • 3.5 Discussion
  • 3.6 Concluding remarks
  • References
  • 4. The Third Article [Measuring teachers' beliefs: A comparison of three different approaches]
  • 4.1 Introduction
  • 4.2 Theoretical background
  • 4.2.1 Beliefs about the nature of mathematics and beliefs about teaching and learning of mathematics and problem solving
  • 4.2.2 Problems in measuring beliefs: the weaknesses of Likert scale items
  • 4.3 Method
  • 4.3.1 Participants
  • 4.3.2 Data collection and analysis
  • 4.3.2.1 Interviews along with observations
  • 4.3.2.2 The Likert Scale (LS) instrument
  • 4.3.2.3 The Rank-Then-Rate questionnaire (TBTP)
  • 4.3.2.4 The RD-16 instrument
  • 4.4 Results
  • 4.4.1 Andre's interview along with an observation
  • 4.4.1.1 The observed lesson
  • 4.4.1.2 Andre's beliefs interpreted from his interview

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