Comparison of Teacher Self-efficacy Before and Following a Year of Implementation and Professional Development in the Common Core State Standards in Mathematics PDF Download
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Author: Kara M. Chism
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 234
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Book Description
Author: Kara M. Chism
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 234
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Book Description
Author: Jennifer Stuart
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 114
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Book Description
The purpose of this correlation study was to identify a possible relationship between elementary teacher background in mathematics as measured by completed college math credit hours, district-provided professional development hours of training in Common Core math standards, and years of teaching experience, and teacher efficacy in math as measured by personal teaching self efficacy and outcome expectancy. The sample in the present study consisted of 69 elementary (K-5) math teachers in a medium-sized semi-rural district located within a southern state. The data was collected using the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), an online survey that was sent to the teachers through their district email. Additional questions were added to the survey to collect information about teacher background training. A non-parametric Kendall’s Tau B analysis was conducted to assess the hypothesized relationship. A significant, positive relationship was found between years of teaching experience and teacher self efficacy, but not with outcome expectancy. Additionally, a significant, positive relationship was found between teacher self-efficacy and outcome expectancy. Results displayed no significant relationship between college credit hours or district-provided training hours with teacher self-efficacy or outcome expectancy.
Author: Kenneth A. Lein
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 136
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Book Description
Most states have adopted the Common Core State Standards in Mathematics (CCSSM) in response to concerns that United States' students are not competitive in international mathematics achievement. The demands on teachers and expectations for students have increased with its implementation. The purpose of this mixed method study was to explore the effect of the implementation of the Common Core State Standards in Mathematics on elementary teachers' perceptions of mathematics self-efficacy. In addition, the study examined teachers' perceptions of principal readiness to lead the implementation and principals' perceptions of teacher readiness to implement the changes. The study also examined principals' self-perceptions of mathematics efficacy and principals' perceptions of central office support for the implementation. Quantitative data were collected from 162 teachers from three urban districts and three suburban districts using a modification of the Mathematics Teaching Efficacy Beliefs Instrument. The qualitative data were collected from semi-structured interviews with 11 building principals and focused on principals' perceptions of teacher, self, and central office readiness to implement the CCSSM. The findings of this study provided evidence that the implementation of the CCSSM has resulted in a decrease in teacher efficacy in mathematics instruction. Principals perceived that teacher readiness for the implementation of the CCSSM depended upon Common Core-aligned text books. Conclusions state the need to increase efficacy for both teachers and principals
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Author: Alissa Smith Lee
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 290
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Book Description
The purpose of this mixed-method study was to examine the impact of professional development on elementary mathematics teaching self-efficacy as well as the influence of teacher self-efficacy on student achievement. Statistical t tests were used to analyze the dispersion of the teachers’ personal mathematics teaching efficacy beliefs (PMTE) and mathematics teaching outcome expectancy efficacy beliefs (MTOE). To develop a broader perspective, a qualitative analysis of interview data was implemented. Unlike the results from the quantitative data, the qualitative data in this study revealed that meaningful participation in professional development increased teacher performance as well as enhanced their mathematical teaching efficacy. This study offers findings to administrators and district offices about the importance of developing mathematics teaching self-efficacy and mathematics professional development opportunities.
Author: Clarence William Johnson (Sr)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 126
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Book Description
The recent push for accountability based on student achievement, by means of standardized testing, has resulted in the realization that urban students are not performing as well as their suburban counterparts. This gap is even more pronounced in the area of mathematics. Many factors contribute to poor performance on student achievement. Among these are family values and climate, school environment, peer pressure, and test-taking anxiety. A student's judgment of their capability to accomplish a task or succeed in an activity, or self-efficacy, is a key factor. Self-efficacy beliefs help determine how much effort a student will expend and how much stress and anxiety they will experience as they engage on a task. Teacher efficacy beliefs, a teacher's perception of how effectively they can affect student learning, have also been found to have a great impact on the self-efficacy, and therefore the achievement, of their students. The purpose of the study was to investigate the link between teacher practices, their self-efficacy, and their students' mathematics self-efficacy. Teachers, and their students, from several school districts in northeastern Ohio participated in the study. Teachers responded to modified versions of Pajares' (1996) self-efficacy survey and their students responded to a different version of the survey. Participants included 582 students nested within 30 classrooms. The factor analysis identified five dimensions of students' and four dimensions of teachers' mathematics self-efficacy. A two-level hierarchical linear model revealed that teachers' perceived mathematics competency, their ability to engage students, flexibility, teacher gender, and years of teaching experience were significant predictors of all five dimensions of students' mathematics self-efficacy. The study recommends regular professional development activities to help teachers implement teacher practices that can positively impact students' mathematics self-efficacy. Through enhancing students' mathematics self-efficacy, students' mathematics achievement is likely to improve.
Author: Angela Deanne Palmer
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 324
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Book Description
This mixed-methods sequential explanatory study was used to determine if teachers’ mathematical self-efficacy was impacted as result of a Math Foundations professional development. Over 3 months, this 5-day, 40-hour course utilized various strategies to impact in-service teachers’ number sense knowledge. -- The review of literature suggested that teacher preparation programs may not be adequately preparing teachers for the classroom. Anxiety and efficacy plague teachers as a result of their inadequacies. To improve teacher capacity, an effective professional development was needed to provide in-service teachers opportunities to increase their number sense knowledge. Research reflected that by improving number sense knowledge, efficacy would be impacted as well. -- To ascertain the impact of this professional development, two quantitative instruments–the Mathematics Teaching Efficacy Beliefs Instrument (measuring general and personal efficacy) and the Teacher Education and Learning to Teach assessment (measuring number sense knowledge)–were analyzed pre and postprofessional development. Additionally, interviews collected qualitative data regarding efficacy and number sense knowledge postprofessional development. -- The conceptual framework for this study suggested that effective professional development would improve teacher content knowledge and improve instruction, which would lead to improving teacher efficacy. The results of the professional development determined that teacher efficacy improved but was not statistically significant, while number sense knowledge improved and was statistically significant as measured by the quantitative instruments. Interviews reflected that teachers improved vocabulary, became more comfortable and confident with the math skills they were previously lacking, gained knowledge behind the “hows” and “whys” of mathematics topics they struggled to teach, and felt that they were able to support the students more in their classrooms; thus, participants reflected that the Math Foundations professional development had an impact on their mathematical self-efficacy.
Author: Kerri Lee Hundley
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 122
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Book Description
A number of recent efforts to improve mathematics instruction have focused on professional development activities designed to promote changes in teachers2 practice that are consistent with the standards of the National Council of Teachers of Mathematics [NCTM]. Since teacher beliefs can have a significant influence on what teachers do in their classroom, this study investigated the impact of an alternative form of professional teacher development designed to impact both general and personal teacher efficacy beliefs toward the use of Standards-based mathematics. A professional teacher development study group [PDSG] was formed that consisted of a facilitator/participant and six elementary teachers who were interested in improving their mathematics instruction. The group met over a period of six months in eight sessions to examine their own mathematical thinking and beliefs as well as the mathematical thinking of children. Results indicated that general and personal teacher efficacy changed in a positive direction toward the use of Standards-based mathematics. These results suggest that the implementation of mathematics reform may be facilitated when teachers have the opportunity to engage in a PDSG specifically designed to attend to teacher efficacy beliefs and support positive changes in those beliefs.
Author: Adrienne Alton-Lee
Publisher:
ISBN: 9780478187434
Category : Educational equalization
Languages : en
Pages : 93
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Book Description
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309479088
Category : Education
Languages : en
Pages : 345
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Book Description
The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.
