When Mastery Goals Meet Mastery Learning: Administrator, Teacher, and Student Perceptions

Emery, Alyssa; Sanders, Margaret; Anderman, Lynley H.; Yu, Shirley L.

doi:10.1080/00220973.2017.1341863

Cited by 15 publications

(17 citation statements)

References 36 publications

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“…The application of achievement goal theory to school leadership might benefit from examining whether principals’ goal orientations yield similar outcomes and practices as has been shown in research in K–16 settings (see Emery et al, 2018, for a student–teacher–administrator example) and in the preservice teacher literature (Daniels & Poth, 2017). In other words, are school leaders who adopt mastery goal orientations, and engage in adaptive motivational behaviors, more successful school leaders?…”

Section: Discussionmentioning

confidence: 99%

Understanding District Support for Leader Development and Success in the Accountability Era: A Review of the Literature Using Social-Cognitive Theories of Motivation

Ford

Lavigne

Fiegener

et al. 2020

Review of Educational Research

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As an intermediary between U.S. state and federal policy and the school, the school district, many scholars maintain, remains a key player in meeting the needs of school-level leadership. Moreover, the job of the principal is difficult and has become increasingly complex as a result of increased pressure, accountability, and oversight under the No Child Left Behind Act (now the Every Student Succeeds Act) in the United States. These two propositions raise important questions about what we know (and do not yet know) about how to support school leaders’ learning and development in their quest to effectively lead a school. In this review, we use extant social-cognitive theories of motivation to organize the research on district effectiveness in pursuit of the following question: How does the district as a key player in school/instructional improvement facilitate conditions under which school principals’ learning, development, and success are enhanced? In pursuing this question, we hoped to strengthen two particular weaknesses in this strand of scholarship: (1) the concern that research in this particular area is relatively atheoretical and (2) concerns about the applicability of this research to practice.

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Section: Discussionmentioning

confidence: 99%

Understanding District Support for Leader Development and Success in the Accountability Era: A Review of the Literature Using Social-Cognitive Theories of Motivation

Ford

Lavigne

Fiegener

et al. 2020

Review of Educational Research

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show abstract

“…By emphasizing understanding and learning as the task objectives, teachers communicated the criteria by which students would be evaluated. This criteria may promote students use of more constructive study and learning strategies to acquire conceptual understanding such as self-explanation (Aleven & Koedinger, 2002; Emery, Sanders, Anderman, & Yu, 2018) or analogical comparison (Richland et al, 2012). This is consistent with prior work that has found mastery-approach goals, both individual and goal structure, as related to deep-level learning strategies (Anderman & Patrick, 2012; Elliot et al, 1999).…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, when students were not given an instructional explanation, they may not understand why they got an answer incorrect. Another possibility is that when students evaluated themselves rather than each other, they may be more likely to monitor and evaluate their own understanding and gaps in their knowledge (Aleven & Koedinger, 2002; Emery et al, 2018). Direct instruction and practice with these skills has been shown to benefit middle school students’ learning and motivational outcomes (e.g., Zepeda et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Achievement goals and conceptual learning: An examination of teacher talk.

Boden

Zepeda

Nokes‐Malach

2020

Journal of Educational Psychology

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Achievement goals are the reasons for pursuing competence-related tasks. Much prior work has shown that they can affect student motivation, learning, and performance outcomes. They are typically measured in classroom settings vis-à-vis self-report surveys about students’ goals or the perceived goal structure of the class. Less work has measured how achievement goals naturally emerge in class instruction. We address this gap by examining teacher talk for evidence of different achievement goals and their relation to conceptual math learning. Classrooms with high- and low-growth on a conceptual mathematics assessment were compared for instances of mastery- or performance-focused talk in relation to the framing of the instructional task, student recognition, and student evaluation. Results showed that teachers from high-growth classrooms used more mastery-focused talk for both the framing of the task and student evaluation than teachers from low-growth classrooms. Teachers from low-growth classrooms used more performance-focused talk for the framing of the task than teachers from high-growth classrooms. There were no differences between high- and low-growth classrooms for either mastery or performance student recognition or performance-focused student evaluation. These results help to bridge the gap between teacher practice and achievement goal theory and have implications for understanding how goals manifest in the classroom as well as possible interventions that support productive classroom goals and student learning.

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“…Mastery learning was first introduced by John Carroll more than 80 years ago (Sajadi & Khaghanizadeh, 2016). Carroll emphasized that all students have the potential to learn within different periods to achieve a certain subject matter (Emery et al, 2018;Yudkowsky et al, 2015). Learning mastery is positive, especially in the areas of achievement, attitudes toward learning, and content retention, in the subject matter undertaken by students (Davis, 2019;Guskey, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Munawaroh (2017) explains that mastery learning is very beneficial for students with low talent whose experience with failure in the subject matter has reduced their motivation for the subject matter. Compared to the traditional approach to teaching that most educators are familiar with, mastery learning has proven successful in various academic fields and courses such as science and technology education (Emery et al, 2018), athletic training education (Dunn et al, 2017), biology (Blumenfeld et al, 2020), chemistry (Susilaningsih et al, 2019), and mathematics (Shafie et al, 2010). Under the influence of Ralph Tyler, Benjamin Bloom realized that students should not be compared by their academic achievements but rather that students should be helped to achieve the goals of the curriculum they are following (Darling-Hammond et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

High school students’ mathematical representation ability: Evaluation of disposition based on mastery learning assessment model (MLAM)

Darmayanti

Syaifuddin

Rizki

et al. 2022

JASME

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Mathematical representation is the ability of students to explore and use mathematical ideas explicitly. This study aimed to learn about the effectiveness of the Mastery Learning Assessment Model (MLAM) in mathematics learning at the Assyfa Learning Center Foundation Pasuruan, which then described students' abilities in solving mathematical representation problems evaluated from mathematical dispositions. MLAM is based on repeating a similar assessment through an overhaul of mastery learning from previous researchers. This study used a descriptive qualitative method. In the study presented here, 20 subjects were pooled and surveyed using a continuous assessment tool based on high, low, and moderate math ability. The results showed that almost all students could use representational images to solve mathematical problems, create mathematical models, and solve problems related to mathematical expressions. On the other hand, most students could not complete the two indicators of mathematical representation, namely making sketches and mathematical models based on the given situation and data. This result is indicated by the 75% of students who completed this lesson. Based on the Teaching Evaluation (TER) results, most students are also satisfied with this approach. It is expected that the MLAM assessment can improve students' mathematical representation skills.

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When Mastery Goals Meet Mastery Learning: Administrator, Teacher, and Student Perceptions

Cited by 15 publications

References 36 publications

Understanding District Support for Leader Development and Success in the Accountability Era: A Review of the Literature Using Social-Cognitive Theories of Motivation

Understanding District Support for Leader Development and Success in the Accountability Era: A Review of the Literature Using Social-Cognitive Theories of Motivation

Achievement goals and conceptual learning: An examination of teacher talk.

High school students’ mathematical representation ability: Evaluation of disposition based on mastery learning assessment model (MLAM)

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