An Investigation Of The Relationships Between Teacher Beliefs And Student Achievement
DOWNLOAD
Download An Investigation Of The Relationships Between Teacher Beliefs And Student Achievement PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get An Investigation Of The Relationships Between Teacher Beliefs And Student Achievement book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages. If the content not found or just blank you must refresh this page
An Investigation Of The Relationships Between Teacher Beliefs And Student Achievement
DOWNLOAD
Author : Cunningham Brian Lee
language : en
Publisher:
Release Date : 2017
An Investigation Of The Relationships Between Teacher Beliefs And Student Achievement written by Cunningham Brian Lee and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
An Investigation Of The Relationship Between Social Studies Teachers Beliefs And Practice
DOWNLOAD
Author : D. Antonio Cantu
language : en
Publisher:
Release Date : 2001
An Investigation Of The Relationship Between Social Studies Teachers Beliefs And Practice written by D. Antonio Cantu and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Education categories.
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.
Relationships Between Middle School String Teachers Teaching Beliefs And Classroom Practices
DOWNLOAD
Author : Valerie Houghton Dopp
language : en
Publisher:
Release Date : 2019
Relationships Between Middle School String Teachers Teaching Beliefs And Classroom Practices written by Valerie Houghton Dopp and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with Middle school teachers categories.
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.
A Case Study Of Teacher Beliefs About Student Achievement In A Suburban Middle School
DOWNLOAD
Author : Christine A. Hunt
language : en
Publisher:
Release Date : 2012
A Case Study Of Teacher Beliefs About Student Achievement In A Suburban Middle School written by Christine A. Hunt and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
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.
The Relationship Among Teacher Empowerment Teacher Beliefs Teacher Demographics And Second Grade Reading Achievement
DOWNLOAD
Author : Pamela Rene Conway
language : en
Publisher:
Release Date : 2001
The Relationship Among Teacher Empowerment Teacher Beliefs Teacher Demographics And Second Grade Reading Achievement written by Pamela Rene Conway and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Academic achievement categories.
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.
Teachers Beliefs About Fostering Teacher Student Relationships And The Correlation To Academic Gains
DOWNLOAD
Author : Naima Williams
language : en
Publisher:
Release Date : 2017
Teachers Beliefs About Fostering Teacher Student Relationships And The Correlation To Academic Gains written by Naima Williams and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with Academic achievement categories.
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.
A Comprehensive Study Of The Relationships Between Teacher Characteristics And Value Added To Student Achievement
DOWNLOAD
Author : Ebbie Parsons (III.)
language : en
Publisher:
Release Date : 2011
A Comprehensive Study Of The Relationships Between Teacher Characteristics And Value Added To Student Achievement written by Ebbie Parsons (III.) and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
The Role Of Science Teachers Beliefs In International Classrooms
DOWNLOAD
Author : Robert Evans
language : en
Publisher: Springer
Release Date : 2014-09-11
The Role Of Science Teachers Beliefs In International Classrooms written by Robert Evans and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-09-11 with Education categories.
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.
International Perspectives On Teacher Knowledge Beliefs And Opportunities To Learn
DOWNLOAD
Author : Sigrid Blömeke
language : en
Publisher: Springer Science & Business Media
Release Date : 2013-09-09
International Perspectives On Teacher Knowledge Beliefs And Opportunities To Learn written by Sigrid Blömeke and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-09-09 with Education categories.
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.
Teacher Efficacy Beliefs
DOWNLOAD
Author : Margaret Harris
language : en
Publisher:
Release Date : 2010
Teacher Efficacy Beliefs written by Margaret Harris and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with categories.
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.