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1. royalsocietypublishing.org › doi › 10Maths attitudes, school affect and teacher characteristics as ...

   royalsocietypublishing.org › doi › 10

   Oct 7, 2020 · The second model, which looked at predictors of maths attainment in secondary education, found significant associations between increased maths attainment and positive maths attitudes, decreased school belonging, positive student–teacher relationships and increased teacher fairness.

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     unemployment and low socioeconomic status (SES), as well as...

2. www.tandfonline.com › doi › fullTeachers’ Critical Reflective Practice in the Context of ...

   www.tandfonline.com › doi › full

   Jan 19, 2015 · It argues for six reflective practice principles. The research study on which this article is based is described and justified in terms of a case study strategy that is underpinned by a bricolage of critical theoretic and critical hermeneutic approaches.

   • Author: Leon Benade

   • Publish Year: 2015

3. www.tandfonline.com › doi › fullTeacher beliefs about mathematics teaching and learning ...

   www.tandfonline.com › doi › full

   The dual purposes of the study reported here were to clarify several belief constructs related to mathematics teaching and learning and to create an instrument that can be used efficiently and at a large scale to measure those beliefs in practicing (i.e., in-service) teachers.

   • Author: Robert C. Schoen, Mark LaVenia

   • Publish Year: 2019

4. www.frontiersin.org › journals › psychology“Homework Should Be…but We Do Not Live in an Ideal World ...

   www.frontiersin.org › journals › psychology

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   Feb 18, 2019 · Regardless of grade level, quality homework results from the balance of a set of homework characteristics, several of which were addressed by our participants. As our data suggest, teachers need time and space to reflect on their practices and design homework tasks suited for their students.

5. link.springer.com › article › 10‘Believe in me, and I will too’: a study of how teachers ...

   link.springer.com › article › 10

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   Oct 20, 2021 · This paper presents new research findings that explain how Grade 10 students experienced their teachers’ expectations in ways that they reflected impacted their academic outcomes.

   • Author: Olivia Johnston, Helen Wildy, Jennifer Shand

   • Publish Year: 2021

6. www.ei-ie.org › en › itemThe Global Report on the Status of Teachers 2021

   www.ei-ie.org › en › item

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   Oct 12, 2021 · The status of teachers remains a concern in many jurisdictions. Teachers are aware that holding the same qualifications or levels of training as other professions does not bring the same status, despite teaching and facilitating learning being complex work that requires significant expertise.

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   What is the status of a teacher?

   • The status of teachers remains a concern in many jurisdictions. Teachers are aware that holding the same qualifications or levels of training as other professions does not bring the same status, despite teaching and facilitating learning being complex work that requires significant expertise.

   The Global Report on the Status of Teachers 2021 - Education Internatio…

   www.ei-ie.org/en/item/25403:the-global-report-on-the-status-of-teachers-2021

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   Do teachers' expectations influence grade 10 students' experiences?

   • The study presented in this paper is unique in that it included data about Grade 10 students’ experiences of their teachers’ expectations across several of their different secondary school classes, explaining how these students were influenced by their teachers’ expectations: through classroom interactions that instilled confidence.

   ‘Believe in me, and I will too’: a study of how teachers’ expectations

   link.springer.com/article/10.1007/s11218-021-09668-1

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   Should teachers tell students how to solve math problems?

   • The mathematics education research literature is replete with examples of researchers imploring teachers to refrain from telling students how to solve mathematics problems, while the mainstream practice of mathematics instruction in the United States involves teachers’ doing just that (Gage, Citation 2009; Stigler & Hiebert, Citation 1999).

   Teacher beliefs about mathematics teaching and learning: Identifying

   www.tandfonline.com/doi/full/10.1080/2331186X.2019.1599488

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   Do mathematics classroom videos predict teaching quality and student learning?

   • Measuring usable knowledge: Teachers’ analyses of mathematics classroom videos predict teaching quality and student learning. American Educational Research Journal, 49, 568–589. doi:10.3102/0002831212437853 Web of Science ® Google Scholar

   Teacher beliefs about mathematics teaching and learning: Identifying

   www.tandfonline.com/doi/full/10.1080/2331186X.2019.1599488

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   How do teachers affect students' attitudes towards maths?

   • Midgley et al. found that maths attitudes (i.e. value, usefulness and importance) significantly declined for students moving from teachers they perceived to be highly supportive pre-transition to teachers they perceived to be less supportive post-transition, which was particularly marked for low-achieving students.

   Maths attitudes, school affect and teacher characteristics as

   royalsocietypublishing.org/doi/10.1098/rsos.200975

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   What is a Grade 10 interview?

   • Each participant student was followed to a variety of their Grade 10 classes over the course of a week of school, with interviews at the end of each day about their experiences of their teachers’ expectations.

   ‘Believe in me, and I will too’: a study of how teachers’ expectations

   link.springer.com/article/10.1007/s11218-021-09668-1

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8. link.springer.com › article › 10Do teachers’ beliefs about the nature and learning of ...

   link.springer.com › article › 10

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   Feb 28, 2024 · Observing tenth-grade students, Lazarides and Watt examine the effects of students’ perceived mathematics teachers’ beliefs (i.e. their teachers’ expectations about students’ ability and mathematics prestige), classroom goal orientations (i.e. mastery and performance approach) and their own mathematics motivational beliefs (i.e ...