Download or read book An Investigation of the Relationships Between Teacher Beliefs and Student Achievement written by Cunningham Brian Lee and published by . This book was released on 2017 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Investigation of the Relationship Between Social Studies Teachers Beliefs and Practice written by D. Antonio Cantu and published by . This book was released on 2001 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addresses and advances the study and understanding of numerous research and educational an constructs. In particular, it provides greater understanding of the role of teacher beliefs in guiding or influencing classroom practice. It also provides researches and educators with a framework for identifying those components that comprise a teacher's belief system.

Download or read book A Case Study of Teacher Beliefs about Student Achievement in a Suburban Middle School written by Christine A. Hunt and published by . This book was released on 2012 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the perceptions and beliefs of teachers at a Midwestern suburban middle school about students, student learning, and about teacher's beliefs of their collective abilities to achieve the task of school improvement. Saddleback Middle School (SMS) has experienced low standardized test scores since the implementation of NCLB. Of the school district's five middle schools, SMS consistently had the lowest scores in math and reading. The researcher sought to understand the relationship between teacher beliefs and student academic achievement. Eight volunteer teachers from SMS were interviewed twice and observed twice in their classroom settings. The findings of the interviews, observations, and information from teacher lesson plans and grading procedures were analyzed through the lens of Bandura's theory of collective teacher efficacy (CTE). With knowledge of the collective beliefs of the faculty, the leadership of the school could implement plans to improve faculty CTE and student achievement. Analysis of the data indicated a difference between what teachers thought of their teaching practices and how they actually performed in the classroom. They expressed knowledge of positive instructional practices to improve student learning but did not practice those strategies regularly in their classrooms. Participants tended to have a critical view of poor performing students and of the abilities of some of their colleagues. Findings indicate a need for future research regarding school culture and how it relates to CTE in school improvement and the limitations of case study research alone in investigating CTE beliefs of a faculty.

Download or read book Relationships Between Middle School String Teachers Teaching Beliefs and Classroom Practices written by Valerie Houghton Dopp and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the 1980s, interest in the cognitive and affective influences on teaching has initiated studies on teacher beliefs and practices. Studies of teacher beliefs in academic areas such as reading, math, social studies, and science are prolific. However, studies about the teacher beliefs and practices of music teachers are scarce. The purpose of this study, therefore, is to explore the teacher beliefs of middle school orchestra teachers and to examine how their self-reported and observed teaching practices reflect these beliefs. Based on the work of foreign language education researcher Simon Borg (2003) a conceptual framework was developed that shows the various sources of teacher beliefs and practices, including formative preservice musical experiences, inservice contextual factors, and inservice professional development. Employing a qualitative multiple case study method, six purposely-selected middle school orchestra teachers, representing a variety of experience levels and program characteristics, shared their teacher beliefs and practices. Data generation included observations, interviews, stimulated recall (think aloud teacher commentary of videotaped teaching episodes), and written reflection surveys. During analysis, six core teacher beliefs about middle school string students and how they learn were identified. These beliefs guided the teachers' observed practices. Findings from this study illustrated that preservice formative musical experiences influenced the middle school orchestra teachers' beliefs about the value and importance of music teaching as a career. Data from the participants revealed a wide variety of instructional practices emanating from largely similar core pedagogical beliefs. Analysis suggested that experienced teachers held more developed teacher beliefs, and they selected instructional practices carefully, where inexperienced teachers were still formulating their own beliefs and experimenting with instructional practices. Data from the study point out that contextual constraints sometimes prevent teachers from enacting their closely held beliefs. This incongruence influenced three of the six participants to change teaching positions or retire early from the education profession. The study of music teacher beliefs and practices may be of interest to preservice and inservice music teachers and music teacher educators. Future studies may explore the relationship between teacher beliefs and practices and student achievement, and contribute to string music education research.

Download or read book The Role of Science Teachers Beliefs in International Classrooms written by Robert Evans and published by Springer. This book was released on 2014-09-11 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.

Download or read book The Relationship Among Teacher Empowerment Teacher Beliefs Teacher Demographics and Second Grade Reading Achievement written by Pamela Rene Conway and published by . This book was released on 2001 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose . The research indicated the potential for relationships to exist among student achievement, teacher beliefs, teacher empowerment, and certain teacher demographics. The purpose of this study was to investigate the relationships among these factors. Further, it sought to expand the limited research base associated with teacher empowerment. Research questions . (1) What is the nature of the relationship between teacher empowerment as measured by the School Participant Empowerment Scale (SPES), certain teacher demographics, and student reading achievement, as measured by the Iowa Test of Basic Skills (ITBS)? (2) What is the nature of the relationship between teacher beliefs as measured by the Teacher Beliefs Scale (TBS), certain teacher demographics, and the reading achievement as measured by the ITBS? (3) What is the nature of the relationship between teacher empowerment as measured by the SPES and teacher beliefs as measured by the TBS? (4) Do teacher empowerment as measured by the SPES, teacher beliefs as measured by the TBS and certain teacher demographics predict student reading achievement as measured by the ITBS? Procedures . Teachers in a mid-western school district completed the Teacher Beliefs Scale, a demographic survey and the School Participant Empowerment Scale. Aggregate data on classroom configuration, size, ability, socio-economic status, and ITBS reading scores were provided by the school district. A Pearson Product Moment Correlation analysis was used to compare each of the variables (teacher empowerment, teacher beliefs, teacher demographics and student reading achievement) with the others. Results . The study found no relationship between student reading achievement and any of the other variables. Significant negative relationships were noted between the empowerment sub-scale of teacher professional growth and teacher years of experience. The empowerment sub-scale of autonomy also had a negative relationship with teacher years of experience as well as with teacher age. A small positive relationship was found between learner-centered teacher beliefs and the teacher's education level. Further, a significant positive relationship was found between learner-centered teacher beliefs and all of the sub-scales of empowerment. There was a significant negative relationship between teacher-centered beliefs and the total empowerment scale as well as with the sub-scales of decision making and professional growth.

Download or read book International Perspectives on Teacher Knowledge Beliefs and Opportunities to Learn written by Sigrid Blömeke and published by Springer Science & Business Media. This book was released on 2013-09-09 with total page 581 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reviews the Teacher Education and Development Study: Learning to Teach Mathematics, which tested 23,000 primary and secondary level math teachers from 16 countries on content knowledge and asked their opinions on beliefs and opportunities to learn.

Download or read book Teachers Beliefs about Fostering Teacher student Relationships and the Correlation to Academic Gains written by Naima Williams and published by . This book was released on 2017 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Toward the improvement of interactions between teachers and at-risk students, and academic achievement, this correlation study explored teachers’ attitudes about cultivating teacher-student relationships and the connection to academic gains. Specifically, the current study investigated the relationship among three constructs: teacher support for student autonomy, teacher sense of responsibility for positive teacher-student relationships, and student academic gains among middle school students in a high minority, low socioeconomic middle school district in Georgia. Based on self-determination theory, teacher valuation of fostering teacher-student interactions was operationalized by the Problems in Schools Questionnaire (PIS) and Teacher Responsibility Scale (TRS). Teacher level growth percentile median data from the 2013-2014 Criterion Referenced Competency Test (CRCT) administration were used to assess student achievement. Information from the PIS and TRS, administered online to 43 middle school teachers, was paired with teacher growth percentile medians. Pearson and Spearman Rho correlations were run in SPSS v24 to determine relationships between teacher sense of responsibility for teacher-student relationships, their support for student autonomy and performance of their students on the 2013-2014 CRCT. Though no significant association between teachers’ beliefs about teacher-student interactions and student achievement was found, this study found that teachers of at-risk students support student autonomy and indicate a sense of responsibility for fostering positive teacher-student relationships.

Download or read book A Comprehensive Study of the Relationships Between Teacher Characteristics and Value added to Student Achievement written by Ebbie Parsons (III.) and published by . This book was released on 2011 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Efficacy Beliefs written by Margaret Harris and published by . This book was released on 2010 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within the last three decades there has been a surge of interest in how teacher beliefs affect the teaching and learning process. A major focus of the research in teacher beliefs has been in understanding the nature of teacher self-efficacy beliefs and how ot affects the choices, decisions, and effectiveness of teachers. Bandura's work (1982, 1986, 1993,1996,1997), developed and defended the idea that our beliefs in our abilities affect our behavior, motivation, and ultimately our successes and failures. Bandura(1986), Dewey (1997), and Parajes (1992) suggest beliefs are the best predictors of individual behaviors and that beliefs influence teachers' perceptions, judgments, and practices. This study, a cross-sectional design experiment, examines key variables that might influence teacher expectations. To that end, this study seeks to: (a) provide a limited overview of teachers' self-reported efficacy beliefs; (b) examine the influence of these beliefs on student groups, and (c) understand which efficacy beliefs may influence teacher practice. Offered, is a discussion of understanding teacher self-efficacy beliefs and the variables - particularly locus of control - that may influence teacher expectations, thus, how teacher efficacy beliefs may contribute to the choices teachers make in their instructional practices which may subsequently affect student academic outcomes. While significant limitations restrain the strength of the findings, the study will begin to provide a basis for modifying teachers' sense of self-efficacy beliefs and to understand how stated beliefs affect practices that may subsequently affect student academic outcomes.

Download or read book Teacher and Parent Beliefs and Expectations of Parental Involvement and how it Relates to Student Academic Achievement written by Jennifer Nichole Garcia and published by . This book was released on 2014 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose: The purpose of this study was to determine the association between teachers' and parents' beliefs and expectations of parental involvement and the achievement of students in three title I elementary schools. Methods: Using the School and Family Partnership Surveys of Teachers and Parents in the Elementary and Middle Grades (Epstein & Salinas, 1993), teachers and parents at each of the three elementary schools completed survey questions to attain their beliefs and expectations of parental involvement based on Epstein's framework of Six Types of Involvement for a School, Family and Community Partnership. Results: Results: A total of 1, 205 consented student (n=579), parents (n=579), and teachers (n=48) participated in this study. For each sample type (i.e. student, parent, teacher), N= 579 students and parents and N=48 teachers provided consent to participate in the study. The correlational analysis revealed that although there were no significant relationships between parents' and teachers' beliefs and expectations of parental involvement and student achievement, a parent's level of education was related to their expectations of parental involvement and their child's achievement. The qualitative findings of this study indicate that parents and teachers find that the most important form of parental involvement is communication and after school trainings for parents. These findings could help inform parental involvement efforts targeting Title I elementary schools.

Download or read book Beliefs and Attitudes in Mathematics Education written by Jürgen Maasz and published by BRILL. This book was released on 2019-02-11 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tina Besley has edited this collection which examines and critiques the ways that different countries, particularly Commonwealth and European states, assess the quality of educational research in publicly funded higher education institutions. Such assessment often ranks universities, departments and even individual academics, and plays an important role in determining the allocation of funding to support university research.

Download or read book International Handbook of Research on Teachers Beliefs written by Helenrose Fives and published by Routledge. This book was released on 2014-08-21 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.

Download or read book An Exploration of the Relationship Between Teacher Beliefs and Practices written by Shelley Sha'ron Connell and published by . This book was released on 2007 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was an investigation of the relationship between teacher beliefs and teaching practices. The relationship was explored to address reported inconsistencies among teacher beliefs, teaching practices and reform goals reported over the past 30 years. A self-study methodology was employed to collect data in a fourth-grade (n = 12) and a fifth-grade (n = 7) class at a private elementary school. Data were collected using a reflective journal and the Traditional Versus Inquiry-Based Classroom Behaviors instrument. Self-data were triangulated with critical judgment data from focus groups and interviews with students, parents, and a peer teacher observer. Data were collected and analyzed in four segments: (a) teacher beliefs, (b) teaching practices, (c) congruency between teacher beliefs and teaching practices, and (d) factors that influence congruency. Teacher beliefs were listed at the start of the school year and analyzed in narrative format. Teaching practices were recorded in the journal and analyzed through coding. The relationship between beliefs and practices was explored on two levels, following Haney & McArthur's (2002) modified theory of planned behavior. First, congruency between beliefs and practices was determined, yielding beliefs that were either central (congruent with practices) or peripheral (incongruent with practices) to the author's belief system. Second, congruency between central beliefs and two categories of teaching principles was determined, yielding three subdivisions: constructivist core (congruent with constructivist principles), emerging core (congruent with general principles) and conflict core (incongruent with constructivist principles) beliefs. Data analysis showed 16 central beliefs (those congruent with practice) in operation. The study finding was that teacher beliefs and practices were largely congruent for this one teacher. This contrasted most published reports. Coupling application of the TPB and modified TPB, congruence appeared to be largely influenced by teacher reflection on classroom experiences and student outcomes, as well as three belief factors about teaching by constructivist principles: (a) beliefs about positive or negative outcomes (b) beliefs about social pressure and (c) beliefs about external factors that impact one's ability. Implications for future professional development include categorizing beliefs, pairing with mentors identified as having constructivist core beliefs and the use of reflective practice during field experiences.-- Abstract.

Download or read book International Handbook of Research on Teachers and Teaching written by Lawrence J. Saha and published by Springer Science & Business Media. This book was released on 2009-04-17 with total page 1192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.

Download or read book An Investigation of the Relationship Between Teacher Knowledge and Student Achievement on Selected Probability Tasks written by Richard James Crouse and published by . This book was released on 1976 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Agency written by Mark Priestley and published by Bloomsbury Publishing. This book was released on 2015-10-22 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.