Research has shown that teacher beliefs shape classroom dynamics, influence student performance, and drive achievement disparities, especially across racial and socioeconomic lines. However, interventions can help mitigate these beliefs and empower teachers to raise expectations for all students, creating growth-focused, inclusive environments.…

Worldwide, academic procrastination is a prevalent concern in schools because it hinders students' achievement, health, and wellbeing. Academic procrastination refers to students voluntarily postponing, initiating, or completing assigned learning tasks despite knowing they will be worse off for the delay. Research provides strong evidence that…

This study aimed to investigate the role of students' classroom learning environment perceptions and teacher effectiveness in 7th grade students' self-regulation in science classes. Students' self-regulation was examined in terms of self-efficacy, achievement goals, and metacognitive strategy use which constitute important components of…

The Diversifying the Education Profession Ohio Taskforce consists of aspiring teachers, K-12 educators, human resources personnel, educator preparation program representatives, community members, State Board of Education representation, and staff members from the Ohio Department of Education and Ohio Department of Higher Education and convened to…

This study examined the relationship of 979 middle school students' perceptions of their mathematics classroom environment to their motivation and achievement. Structural equation modeling indicated that motivational variables (utility, personal achievement goals, efficacy) mediated the influence of perceived teacher expectations, teacher…

In 1979, when the author began as an academic instructor at the Central Coast Adult School, located inside the California Men's Colony in San Luis Obispo, California, he saw his teaching role in the traditional sense of imparting knowledge through the school's curriculum. Over time, however, his viewpoint changed as he came to recognize that the…

If the goal of teaching ethics is to affect behavior and ultimately produce thoughtful, ethical people, then the best process to do this is by embedding ethical practices in student discussions. One teacher demonstrates how she has done this in her classrooms.

The purpose of this dissertation was to understand how teachers who are successful with low-achieving students of color living in poverty supported their students in learning mathematics. Standards-based instruction and culturally responsive teaching (CRT) have both been suggested as pedagogical approaches that may support traditionally…

Some argue that the goal of education is to influence out-of-school learning activity, yet little research exists on how teachers can help students develop an interest in a topic and continue to pursue that interest outside of school. The current study tested classroom context variables from self-determination theory (teachers' autonomy support)…

In recent years, a growing political emphasis has been placed upon the development of transformative assessment-driven reform in schools. There is global consensus on the value of assessment activities that are carefully designed to be consistent with desired learning outcomes, and which coherently connect learning theory, the curriculum,…

A recent study examined 20 social studies teachers' beliefs and theories in 4 areas: instructional goals, depth vs. breadth of content coverage, perceptions of students, and conceptions of thinking. Teachers who reflect about their own practices, value thinking, and emphasize depth over breadth of coverage tend to have classrooms with a measurable…

Psychologists and educators have often conceptualized motivation as an individual difference variable, something that some students simply have more of than other students. This view of motivation can underestimate contextual influences. In this article we consider how characteristics of the school and classroom may influence student motivation,…

The director and two teachers in an inclusive preschool, faced with forces within and outside the school that challenged school policies and practices affecting children with special needs and their families, responded by engaging in a year-long process of practitioner research. This voluntary, systematic, and intentional collaborative study of…

Development of cognitive competence and constructive patterns of motivation and behavior in the disadvantaged child are the topics of this paper. Five subjects are explored: (1) the potency of models, (2) social reinforcement, (3) intensive relationships, (4) group forces, and (5) superordinate goals. The first two subjects cover basic processes…