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A Proverb Learned is a Proverb Earned: Proverb Instruction in EFL Classrooms
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 1, Pp 57-88 (2019) (2019)
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| 62 |
TRACKING THE CULTURE OF LEARNING AND READINESS FOR LEARNER AUTONOMY IN A TURKISH CONTEXT
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 22-46 (2019) (2019)
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| 63 |
Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices
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| 64 |
Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study
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| 65 |
Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments”
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| 66 |
The Effects of Writing Instructors’ Motivational Strategies on Student Motivation
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In: Australian Journal of Teacher Education (2018)
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| 67 |
When caring hurts: “Foreign” teachers in Texas bilingual classrooms ...
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| 68 |
What works? Teaching African American students in urban schools
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In: Master's Theses and Doctoral Dissertations (2018)
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| 69 |
How well prepared are Australian preservice teachers to teach beginning reading skills?
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Meeks, Linda. - : Sydney, Australia : Macquarie University, 2018
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| 70 |
Representações docentes: constituindo o ser professora de língua portuguesa ; Teaching representations: being a teacher of portuguese language
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Clein, Paola Talite. - : Universidade Tecnológica Federal do Paraná, 2018. : Pato Branco, 2018. : Brasil, 2018. : Programa de Pós-Graduação em Letras, 2018. : UTFPR, 2018
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| 71 |
I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education
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| 72 |
Developing TESOL teacher intercultural identity : an intercultural communication competence approach
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Yang, Ping (R15602). - : U.S., Wiley-Blackwell, 2018
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| 73 |
When caring hurts: “Foreign” teachers in Texas bilingual classrooms
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| 74 |
Teachers, students, STEM beliefs and outcomes
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Abstract:
Theory suggests that beliefs are a critical component of student success in the STEM fields. This dissertation presents three analytic chapters that explore student and teacher beliefs and seeks to understand why some students are more successful in the STEM fields while others are not. First, this dissertation examines the relationship between student beliefs pertaining to math, including confidence, mindset, and anxiety with a large national sample of ninth grade students. Results show mindset can be broken up into two distinct factors, a more general belief referring to students’ mindset about their intelligence in general, and a more domain specific belief, math mindset, which is the students’ belief about their math intelligence as malleable or innate. Additionally, both general and math mindset are distinctly different than math confidence and math anxiety. Moreover, these findings contribute to our understanding of the relationship regarding gender and these beliefs, as girls endorse more fixed math mindset, have less math confidence, and more math anxiety than boys, with the biggest gender gap occurring in math anxiety, which has potential implications for women’s underrepresentation in STEM fields. Secondly, this dissertation examines teacher beliefs with a large nationally representative group of high school math teachers, as well as the relationship of these beliefs to their pedagogical practices. On average high school math teachers tend to agree slightly with deficit views and male teachers and teachers who have taught less than 16 years have stronger deficit views of students. Further, teachers who have stronger deficit beliefs are more likely to use reform practices in their classroom, which may have implications for students’ learning and ultimately their decision to enter into STEM. The last analytic chapter examines the relationship between math teachers’ beliefs and students’ academic outcomes in math. This chapter finds that net of control variables, being taught by a teacher with a higher level of endorsement of deficit beliefs is related to a decrease in students’ 9th grade math GPA. This effect applies equally to all students; surprisingly, teacher deficit views are not more harmful for students coming from underserved backgrounds ; Science, Technology, Engineering, and Mathematics Education
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Keyword:
Academic outcomes; Beliefs; Gender difference; High school math students; High school math teachers; Math anxiety; Math confidence; Math mindset; Math student beliefs; Math teacher beliefs; STEM; STEM beliefs; Teachers
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URL: https://hdl.handle.net/2152/84677
https://doi.org/10.26153/tsw/11649
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| 75 |
Critical environmental education in tertiary English language teaching (ELT): A collaborative digital storytelling project
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 336-344 (2018) (2018)
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| 76 |
Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 2, Pp 261-275 (2018) (2018)
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| 77 |
Failing to notice? Uneven teachers' attention to boys and girls in the classroom
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| 78 |
The Effects of Student Feedback to teachers: Evidence from a Field Experiment
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| 79 |
Lernwirksame Unterrichtsbesprechungen im Praktikum. Nutzung von Lerngelegenheiten durch Lehramtsstudierende und Unterstützungsverhalten der Praxislehrpersonen
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Futter, Kathrin. - : Verlag Julius Klinkhardt, 2017. : Bad Heilbrunn, 2017. : pedocs-Dokumentenserver/DIPF, 2017
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2017, 287 S. - (Studien zur Professionsforschung und Lehrerbildung) - (Diss., Univ., Zürich, 2016) (2017)
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| 80 |
The influence of ecological citizenship and political solidarity on Western Australian student teachers’ perceptions of sustainability issues
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In: Research outputs 2014 to 2021 (2017)
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