Enhancing elementary-school mathematics teachers' efficacy beliefs: a qualitative action research

Katz, Sarah R.; Stupel, Moshe

doi:10.1080/0020739x.2015.1080314

Cited by 14 publications

(12 citation statements)

References 19 publications

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“…However, there is a positive correlation between teacher self-efficacy and incremental theories of intelligence (Strosher, 2003). This variable, which refers to teachers' confidence in their own capacity to motivate their students and help them learn and improve, is related to numerous positive results, such as persistence when dealing with students' difficulties (Gibson & Dembo, 1984), better academic outcomes (Katz & Stupel, 2016), and less stress in relation to teaching (Greenwood, Olejnik & Parkay, 1990;Helms-Lorenz & Maulana, 2016;Senler, 2016), among others.…”

Section: The Concept Of Intelligence Among Teachersmentioning

confidence: 99%

“Einstein Worked his Socks off”. Conceptions of Intelligence in University Teaching Staff

Matías-García

Cubero-Pérez

2020

IJEP

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There is vast amount of research that links implicit theories of intelligence with several learning-relevant variables in both learners and teachers alike. However, there is a gap in the literature, as there is almost no research done with university teachers. Furthermore, most scientific research polarizes incremental and fixed views of intelligence in spite of data that show there is heterogeneity in participants’ views. This study explores the implicit theories of intelligence of university teachers (N = 20), employing a category system for the analysis of semi-structured interviews designed to capture heterogeneity. Participants were asked to express their opinion about several small vignettes regarding intelligence. The number of participants’ explanations related to intelligence and the complexity in their argumentation was considered. Results show differences in both measures among different fields of knowledge and gender, but not in relation to years of teaching experience. Future implications for research, intervention, and implicit theories measurement are discussed.

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Section: The Concept Of Intelligence Among Teachersmentioning

confidence: 99%

“Einstein Worked his Socks off”. Conceptions of Intelligence in University Teaching Staff

Matías-García

Cubero-Pérez

2020

IJEP

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“…Reflective inquiry results in changing teaching practices specific to disciplinary understanding (Heaton & Mickelson, 2002; Jaworski, 2006; Katz & Stupel, 2016). For example, in Lampert’s (1990) action research study she wanted her students to “know” mathematics as a discipline and “to challenge conventional assumptions about what it means to know mathematics (p. 35).…”

Section: Action Research and Changing Teaching Practice In Mathematicmentioning

confidence: 99%

“…The embedded design of engaging preservice teachers in reflective inquiry about inquiry-based teaching also positively impacted preservice mathematics teachers in developing “mathematics subject matter knowledge (MSMK)” (Hourigan & O’Donoghue, 2015) and skills to assess students (Bragg, 2017; Zevenbergen, 2001) and also appears in action research focused on integrating inquiry into mathematics teaching and learning more generally (Betts et al, 2017; Bragg, 2017; Katz & Stupel, 2016; Mostofo, 2014; Zevenbergen, 2001). As a result of their inquiries, both the teacher educators and preservice teachers developed more nuanced understanding of the value of inquiry and the best approaches for integrating it into mathematics instruction.…”

Section: Action Research and Changing Teaching Practice In Mathematicmentioning

confidence: 99%

Action Research and Systematic, Intentional Change in Teaching Practice

Manfra

2019

Review of Research in Education

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Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action research offers a systematic and intentional approach to changing teaching. When working as part of a community of practice, action researchers engage in sustained professional learning activities. They explore issues of everyday practice and work to bring about change. This review highlights action research studies from across four subject areas—English language arts, mathematics, science, and social studies—and is premised on the notion that changing teaching practice is connected to understanding how teachers learn. Specifically, it focuses on understanding changes in teacher pedagogical content knowledge, disciplinary inquiry, and critical pedagogy through action research. Findings suggest that we must go beyond current conceptualizations of teacher learning as process-product, cognitive, and situative to view teaching as inquiry. Successful efforts to change practice through action research have demonstrated the value of engaging teachers as active participants in education research. At the same time, the field must overcome barriers including the marginalization of action research, logistical issues associated with conducting action research, and the dissemination of findings.

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“…Some researchers have begun to realize the significance of self-efficacy as an indicator of teaching math effectively (Katz & Stupel, 2016). Educators that have high self-efficacy beliefs are more inclined to incorporate new ideas in curriculum, have less discipline problems resulting from respectable classroom management, and have positive relationships with colleagues and parents (Miller et al, 2017).…”

Section: Teacher Self-efficacymentioning

confidence: 99%

“…As evidenced by research, self-efficacy plays a vital role in math achievement (Jungert & Andersson, 2013). In addition, significant relationships have been found between self-efficacy and students' academic achievement across different grade levels spanning from elementary through high school (De Feyter, Caers, Vigna, & Berings, 2012;Jungert & Andersson, 2013;Katz & Stupel, 2016;Scherer et al, 2016). However, specifically for grade 3, researchers have found insignificant relations between teacher self-efficacy and math achievement (Campbell et al, 2014).…”

Section: Summary Conclusion and Recommendationsmentioning

confidence: 99%

Impact of Teachers’ Gender and Self-Efficacy on End of Year Elementary Students Mathematics Assessments in Rural South Texas Schools

Gonzalez¹,

Kupczynski²,

Hall³

et al. 2019

JSE

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The purposes of this study were to compare grade 3 math achievement based on gender of teacher and to investigate if teacher self-efficacy predicts grade 3 math achievement. This study was framed around the concept of teacher self-efficacy. An independent sample t-test revealed that teacher gender made a substantive difference in the outcome of students who met grade level standards for grade 3 2018 STAAR math. A bivariate linear regression showed that self-efficacy for teaching mathematics at the elementary level did not predict the proportion of students who met grade level standards for grade 3 2018 STAAR math. Results indicated that neither gender nor self-efficacy of rural south Texas elementary teachers significantly impact the proportions of students who met grade level standards.

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Enhancing elementary-school mathematics teachers' efficacy beliefs: a qualitative action research

Cited by 14 publications

References 19 publications

“Einstein Worked his Socks off”. Conceptions of Intelligence in University Teaching Staff

“Einstein Worked his Socks off”. Conceptions of Intelligence in University Teaching Staff

Action Research and Systematic, Intentional Change in Teaching Practice

Impact of Teachers’ Gender and Self-Efficacy on End of Year Elementary Students Mathematics Assessments in Rural South Texas Schools

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