Teachers' Beliefs and Behaviors: What Really Matters?

Autor/inn/en	Muijs, Daniel; Reynolds, David
Titel	Teachers' Beliefs and Behaviors: What Really Matters?
Quelle	In: Journal of Classroom Interaction, 50 (2015) 1, S.25-40 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Foreign Countries; Teacher Behavior; Teacher Attitudes; Beliefs; Self Efficacy; Pedagogical Content Knowledge; Mathematics Achievement; Elementary School Teachers; Elementary School Students; Observation; Questionnaires; Structural Equation Models; Hypothesis Testing; Teacher Influence; Teaching Methods; Classroom Techniques; Classroom Environment; Teacher Characteristics; Student Characteristics; Correlation; United Kingdom; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Teacher behaviour; Lehrerverhalten; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Fragebogen; Hypothesenprüfung; Hypothesentest; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Klassenklima; Unterrichtsklima; Korrelation; Großbritannien
Abstract	In this study, we looked at the relationship between teacher behaviors, teacher beliefs, teacher self-efficacy, and teacher subject knowledge with student achievement in mathematics. Data was collected from 103 primary school teachers and 2,148 students in the UK using achievement tests, classroom observation, and questionnaires. Structural equation modeling was used to test the hypothesis that all these factors would have a direct or indirect effect, with the factors most proximal to student achievement (teacher behaviors) having the strongest direct effect while more distal factors (e.g., teacher beliefs) influencing student achievement indirectly. This hypothesis was not rejected by the data. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01