Teachers' Self-efficacy in Mathematics and Teaching Mathematics, Instructional Practices, and the Mississippi Curriculum Test, Second Edition for Mathematics in Grades 3-5 PDF Download
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Author: Tracy Hardwell Yates
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 286
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Book Description
Author: Tracy Hardwell Yates
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 286
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Book Description
Author: Kristi Lynn Day
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 364
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Book Description
This mixed-methods research examined teacher self-efficacy in mathematics and the use of specific mathematical instructional practices in Grades 3-5 classrooms. The purpose was to examine the relationships among teacher self-efficacy of teaching mathematics, the use of specific mathematical instructional practices, and student achievement as measured by the North Carolina end-of-grade test. According to the National Mathematics Advisory Panel (2008), differences in students’ mathematical achievement are credited to differences in teacher characteristics including their self-efficacy in teaching and use of specific instructional practices. The study sought to add to the research behind that finding. -- Correlational relationships among the variables were studied. The outcome variable was student achievement as measured by the end-of-grade mathematics test. The two outcomes variables were teacher self-efficacy of teaching mathematics as measured by the Self-Efficacy for Teaching Mathematics Instrument and the use of mathematical instructional practices as measured by the Teachers’ Instructional Practices Survey. Descriptive analysis, Pearson correlations, and multiple regression analysis were used to analyze the quantitative data. Qualitative data were gathered through teacher interviews. The notes from these interviews were reviewed for themes and then compared to the quantitative data. -- This study yielded strong to moderate correlations between teacher self-efficacy and the six measured mathematical instructional practices. Upon further analysis, the study found strong correlations between teacher self-efficacy for pedagogy in mathematics and each of the following mathematical instructional practices: cooperative learning; communication and study skills; problem-based learning; and manipulatives, models, and multiple representations. However, correlations between the frequency of the measured mathematical instructional practices and study achievement were not established. Weak correlations were found between student achievement and teacher self-efficacy in mathematics. Additionally, the study found that teacher self-efficacy was statistically significant to the prediction of student achievement as defined by student scale scores on the end-of-grade mathematics assessment.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 332
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 224
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1112
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Book Description
Author: Megan Marie Loef
Publisher:
ISBN:
Category :
Languages : en
Pages : 202
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Author: Alison Rollins Syverson
Publisher:
ISBN:
Category : Employees
Languages : en
Pages : 276
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Book Description
This mixed-methods study sought to explore the impact the role a mathematics curriculum coach has on teacher efficacy and instructional practice. School systems across the country are being asked to do more with less money. At the same time, districts are faced with mathematics standards that require a new approach to instruction. In response to these issues, school districts are choosing to implement the role of a mathematics curriculum coach. As a result, the question is raised, “are the funds utilized for math coaches being used effectively?” This mixed-methods study compared two schools of similar makeup. School A employs a math curriculum coach, while School B employs a general curriculum coach. Through the use of a survey (MTEBI), curriculum coach journaling, focus groups, and one-on-one interviews, this study sought to answer three research questions: (a) What is the impact of the use of a math curriculum coach on teacher instructional practices in the area of math; (b) What is the impact of the use of a math curriculum coach on teacher perceptions of their instructional practice; and (c) What is the impact of the use of a math curriculum coach on teacher sense of self-efficacy? The survey was administered to all teachers at both schools with an overall response rate of 63.6%. The focus groups and interviews were a small random sample of teachers at each school who provided an in-depth view of their perceptions regarding the impact of the coaches on their instructional practice and self-efficacy as related to mathematics. The teachers had high levels of self-efficacy when teaching math and high outcome expectancy. These measures did not change over the period of the study. This study found that the math curriculum coach did have an impact on teacher instructional practices.
Author: National Council of Teachers of Mathematics. Commission on Standards for School Mathematics
Publisher: National Council of Teachers of Mathematics
ISBN:
Category : Mathematics
Languages : en
Pages : 278
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Book Description
Curriculum standards for mathematics for grades K-4, 5-8, and 9-12 are presented which suggest areas of instructional emphasis for specific student outcomes. Also discusses evaluation standards for both the curriculum and student achievement. K-12.
Author: Diane Sweeney
Publisher: Corwin Press
ISBN: 1544320566
Category : Education
Languages : en
Pages : 194
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Book Description
Essential leadership moves for supporting instructional coaching in your school Strong leadership is essential in any successful instructional coaching effort. This action-oriented guide provides principals and district leaders with the background, practices, and tools required for leading coaching efforts that have a measurable impact on student and teacher learning. Filled with ideas that school leaders can easily apply, this book includes: Tools and techniques for preparing a school for coaching, launching a coaching culture, and supporting coaches Leadership moves and lessons from the field that provide strategies for building principal and coach partnerships Recommendations for coaches to use as they strive to increase their impact
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309092426
Category : Education
Languages : en
Pages : 289
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Book Description
This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge: Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials; Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not; Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials. The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research.
