eric.ed.gov har udgivet: We explored whether students’ perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students’ perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at… Continue Reading →
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eric.ed.gov har udgivet: Three Arizona school districts surveyed teachers and students in grades 3-12 in spring 2019 to better understand the association between teachers’ use of formative assessment practices and students’ use of self-regulated learning strategies and to help shape related teacher development efforts moving forward. Formative assessment is a set of practices that enable teachers and students to examine how learning is progressing throughout a lesson or related series of lessons, so that teaching and learning activities can be adjusted as needed. Self-regulated learning is a proactive process in which students select an appropriate learning strategy to advance their learning goals. The survey results indicated that responding teachers frequently gave students feedback but less frequently provided occasions for students to provide feedback to one another, while responding students frequently… Continue Reading →
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eric.ed.gov har udgivet: The educational importance of teacher self-efficacy necessitates research into variables presumed to significantly influence teacher self-efficacy. In the current study, the role of personal and programmatic variables on the self-efficacy of school-based agriculture teachers was explored. Self-efficacy was measured in five aspects of the agriculture teaching profession: (a) classroom management, (b) instructional strategies, (c) leadership, (d) science teaching, and (e) math teaching. Early career agriculture teachers in five western states were used as the population for the study. Backward deletion model selection was completed for each of the five self-efficacy areas and multiple linear regression was used to analyze final models. The number of teachers within an agriculture program, years of teaching experience, number of students in the agriculture program, science credit being offered, and CASE certification… Continue Reading →
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eric.ed.gov har udgivet: Research has focused predominantly on how teachers affect students’ achievement on standardized tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students’ self-efficacy in math, and happiness and behavior in class. Students’ attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students’ attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers’ skills. Link til kilde
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eric.ed.gov har udgivet: Scholars posit that descriptive education research that focuses on the instructional dynamic between teachers and students is perhaps one the most salient research topics that can improve learning and teaching. This case study seeks to describe prospective teachers’ mathematical affect as they engage in “rehearse teaching” in TeachLivE™, a mixed-reality simulated classroom. Utilizing Goldin et al.’s (2011) engagement structures as evidence of mathematical affect, findings reveal that simulated rehearsals improve prospective teachers’ reformed-based teaching and that this improvement may be related to their improved ‘in-the-moment’ affective states. This study potentially connects prospective teachers’ beliefs and emotions as math learners with their behaviors and instructional praxes as novice math teachers. [For the complete proceedings, see ED583608.] Link til kilde
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eric.ed.gov har udgivet: The majority of early education programs promote children’s learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children’s experiences with teachers in these contexts as they relate to children’s skill development. Participants were preschool children (N = 283, M age = 52 months, 48% girls, 70% Mexican or Mexican American) from families of a lower socioeconomic status. Observations captured children’s time in child- and teacher-managed contexts and experiences with teachers in each context. School readiness was assessed directly and through teacher reports. Research Findings: Time spent in teacher-managed contexts was positively related to children’s academic and social skill development. Experiences in child-managed context predicted vocabulary, math, and social skills when… Continue Reading →
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eric.ed.gov har udgivet: This study investigated factors from high school that might predict college persistence. The sample consisted of 7,271 participants in three waves of data collection (2002, 2004 and 2006) who participated in the Educational Longitudinal Study (ELS; U.S. Department of Education, 2008). A multinomial logistic regression mode was employed to distinguish those who persisted from those who did not. Results indicated that number of hours engaged in extracurricular activities and interaction with the math teacher outside of class distinguished those who persisted in a four-year college from those that did not. Implications for school, community, mental health and college student development counselors are discussed. Link til kilde
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eric.ed.gov har udgivet: REL Midwest conducted a systematic review of research on interventions that may improve academic outcomes for Black students. The review entailed a search for studies that provide evidence at Tier I (strong evidence), Tier II (moderate evidence), or Tier III (promising evidence) according to the Every Student Succeeds Act, and explicitly mention associations between an intervention and Black students’ achievement in math or reading, dropout rates, or graduation rates. After screening 3,917 studies, REL Midwest identified 24 studies that provided Tier III evidence (promising evidence) supportive of 22 interventions. No studies were identified that provided Tier I or Tier II evidence. The 22 interventions include consulting with district assistance and intervention teams, hiring certified teachers, adopting the Elementary School Success Profile Model of Assessment and Prevention, adopting… Continue Reading →
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eric.ed.gov har udgivet: In this exploratory inquiry into the nature of the relationship between systematic instructional design models and teachers’ planning practices and needs, the researchers conducted open-ended interviews with six teachers of science and math in order to discover how they conceptualized and practiced instructional design. The most important finding to emerge from this research was that, from the teachers’ perspective, caring must be a central component of any instructional design activity. Regardless of gender and grades taught, the teachers indicated that they need to be able to make instructional decisions based upon their caring relationships with individual learners. Link til kilde
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eric.ed.gov har udgivet: Both anecdotal and systematic evidence points to the importance of teachers for students’ long-run success. Previous research on effective teachers has focused almost exclusively on student test score gains in math and reading. For this study we are able to link middle and high school teachers to the class-attendance of students in their classrooms, and to create measures of teachers’ contributions to student attendance. Student absence is a growing concern for policy makers. On average, secondary students in the United States are absent from school three weeks per year (Snyder & Dillow, 2013), and even when they are in school, they miss many classes. We find systematic variation in teacher effectiveness at reducing class absences. These differences across teachers are as stable as those for student achievement.… Continue Reading →
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