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Download full textHwang, Sunghwan – International Journal of Instruction, 2021
Professional development (PD) has been widely implemented to shift mathematics instruction practices from teacher-centered (traditional practice) to studentcentered. As such, a study examining mediating factors on the relationship between PD and student-centered instruction is of great importance in enhancing the effectiveness of PD and shifting…
Descriptors: Self Efficacy, Anxiety, Faculty Development, Student Centered Learning
Direct linkStraková, Jana; Simonová, Jaroslava; Greger, David – School Effectiveness and School Improvement, 2018
Educational effectiveness research has provided evidence about the importance of teacher beliefs and attitudes for teaching and learning. This study builds on the concept of academic optimism, which combines 3 aspects of a teacher's professional creed: self-efficacy, trust, and academic emphasis. The study explores the functioning of the…
Descriptors: Pilot Projects, Mathematics Instruction, Mathematics Achievement, Secondary School Mathematics
Yoo, Yang Seok – Asia Pacific Journal of Education, 2018
Numerous studies have attributed gender difference in mathematics achievement to various sociocultural influences. Singapore is a country of higher gender equality as represented in the Global Gender Gap Index and Singaporean girls perform as well or higher than boys in international mathematics assessments. This study develops a conceptual model…
Descriptors: Gender Differences, Achievement Tests, Foreign Countries, International Assessment
Casey, Beth M.; Lombardi, Caitlin McPherran; Pollock, Amanda; Fineman, Bonnie; Pezaris, Elizabeth – Journal of Cognition and Development, 2017
This study investigated longitudinal pathways leading from early spatial skills in first-grade girls to their fifth-grade analytical math reasoning abilities (N = 138). First-grade assessments included spatial skills, verbal skills, addition/subtraction skills, and frequency of choice of a decomposition or retrieval strategy on the…
Descriptors: Females, Arithmetic, Mathematics Instruction, Predictor Variables
Urick, Angela; Wilson, Alison S. P.; Ford, Timothy G.; Frick, William C.; Wronowski, Meredith L. – Educational Administration Quarterly, 2018
Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in…
Descriptors: Mathematics Education, Progress Monitoring, Educational Indicators, Federal Legislation
Trautwein, Ulrich; Marsh, Herbert W.; Nagengast, Benjamin; Ludtke, Oliver; Nagy, Gabriel; Jonkmann, Kathrin – Journal of Educational Psychology, 2012
In modern expectancy-value theory (EVT) in educational psychology, expectancy and value beliefs additively predict performance, persistence, and task choice. In contrast to earlier formulations of EVT, the multiplicative term Expectancy x Value in regression-type models typically plays no major role in educational psychology. The present study…
Descriptors: Predictor Variables, Educational Psychology, Structural Equation Models, Beliefs
